Teaching experiences of faculty members in Turkey during the Covid-19 pandemic: A Photovoice study

Authors

  • Inci Yilmazli Trout University of the Incarnate Word
  • Fatih Yildirim Erzurum Technical University, Erzurum, Turkey

DOI:

https://doi.org/10.32674/jcihe.v14i3%20(Part%201).4144

Keywords:

photovoice, teaching in higher education, Covid-19 pandemic, remote teaching, faculty experiences

Abstract

The global COVID-19 pandemic has significantly affected many areas of life including higher education. Educational practices were disrupted, and higher education institutions had to move from in-person to remote teaching quickly to continue education. This transition brought along challenges not only for students but also for faculty. Currently there is limited research on faculty teaching experiences during the pandemic. Using the photovoice method, we explored the experiences of higher education faculty in two Turkish universities when teaching remotely during the pandemic. We identified three areas that were important and influenced faculty member practices: Faculty well-being, lack of preparation, and wrestling with remote education. Our findings grounded in faculty experiences provide insights and areas for higher education institutions to improve remote education practices and provide support to foster student learning, particularly if institutions decide to continue with online education permanently or offer hybrid education options.

Downloads

Download data is not yet available.

Author Biography

Fatih Yildirim, Erzurum Technical University, Erzurum, Turkey

Fatih Yildirim, PhD is an Associate Professor at Erzurum Technical University. He has published in international journals on behavioural sciences, organizational behaviour, and strategy. His research focuses on variables that affect entrepreneurship and entrepreneurial intentions. Fatih worked as the coordinator of Professional Competence and Entrepreneurship trainings and workshops as part of a European Union Human Resources Development project that was granted €75.000 in 2017.

References

REFERENCES

Abma, T., Banks, S., Cook, T., Dias, S., Madsen, W., Springett, & Wright, M. T. (2019). Sense making: The process of data analysis and interpretation. In T. Abma, S. Cook, S. Dias, W. Madsen, J. Springett, & M.T. Wright (Eds.), Participatory research for health and social well-being (pp. 157-182). Springer.

Aker, S., & Mıdık, Ö. (2020). The views of medical faculty students in Turkey concerning the COVID-19 pandemic. Journal of Community Health 45, 684-688. https://doi.org/10.1007/s10900-020-00841-9

Almendingen, K., Morseth, M. S., Gjølstad, E., Brevik, A., & Tørris, C. (2021). Student’s experiences with online teaching following COVID-19 lockdown: A mixed methods explorative study. PLoS ONE 16(8), e0250378-e0250378. https://doi.org/10.1371/journal.pone.0250378

Altinpulluk, H. (2021). Türkiye’deki öğretim üyelerinin COVID-19 küresel salgın sürecindeki uzaktan eğitim uygulamalarına ilişkin görüşlerinin incelenmesi [Examination of the views of faculty members in Turkey related to distance education applications in the Covid19 pandemic process]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 41(2):53-89

Bonsangue, M. V., Clinkenbeard, J. E. (2021). A comparison of American student and faculty experiences in mathematics courses during the COVID-19 pandemic. International Journal of Educational Research Open 2(2), 1-10. https://doi.org/10.1016/j.ijedro.2021.100075

Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education 15(1), i-vi. https://doi.org/10.5281/zenodo.3778083

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Chiasson, K., Terras, K., & Smart, K. (2015). Faculty perceptions of moving a face-to-face course to online instruction. Journal of College Teaching & Learning (TLC) 12(3), 321–240. https://doi.org/10.19030/tlc.v12i3.9315

Christensen, M. C., Caswell, C., & Yilmazli Trout, I. (2020). A constructivist examination of using photovoice as a teaching method with MSW students and involving the larger community. Social Work Education doi: 10.1080/02615479.2020.1858046

Christensen, M. C., Caswell, C., Yilmazli Trout, I., & Tose, S. (2021). Engaging photovoice to complement on sexual assault climate research: A literature review, case study, and recommendations. Journal of Community Psychology 49(6), 1692-1706. https://doi.org/10.1002/jcop.22622

Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching 3(1), 1–2. https://doi.org/10.37074/jalt.2020.3.1.7

Day, T., Chang, I. C. C., Chung, C. K. L., Doolittle, W. E., Housel, J., & McDaniel, P. N. (2021). The immediate impact of COVID-19 on postsecondary teaching and learning. The Professional Geographer 73(1), 1-13. https://doi.org/10.1080/00330124.2020.1823864

De Gagne, J. C., & Walters, K. (2009). Online teaching experience: A qualitative metasynthesis (QMS) MERLOT Journal of Online Learning and Teaching 5(4), 577–598.

Deryugina, T., Shurchkov, O., & Stearns, J. E. (2021). COVID-19 disruptions disproportionately affect female academics AEA Papers and Proceedings 111, 164–168. doi: 10.1257/pandp.20211017

Doyumagac, I., Tanhan, A., & Kiymaz, M. S. (2021). Understanding the most important facilitators and barriers for online education during COVID-19 through online photovoice methodology. International Journal of Higher Education 10(1), 166-190. https://doi.org/10.5430/ijhe.v10n1p166

Dikmen, S., & Bahçeci, F. (2020). COVID-19 Pandemisi Sürecinde Yükseköğretim Kurumlarının Uzaktan Eğitime Yönelik Stratejileri: Fırat Üniversitesi Örneği [Strategies of higher education institutions for distance education in the

COVID-19 pandemic process: Example of Fırat University]. Turkish Journal of Educational Studies 7(2), 78-98

Durak, G., Çankaya, S., & İzmirli, S. (2020). Examining the Turkish universities’ distance education systems during the COVID-19 pandemic. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education 14(1), 787-809. Doi: 10.17522/balikesirnef.743080

European Association of Distance Teaching Universities (EADTU) (2020). Report COVID-19 responses by Higher education in Europe. https://empower.eadtu.eu/images/EADTU_Report_Covid_responses_by_Higher_education_in_Europe.pdf

European Commission (2020). Communication on the digital education action plan 2021-2027 (SWD(2020) 209 final). https://education.ec.europa.eu/focus-topics/digital/education-action-plan

Farnell, T., Skledar Matijević, A., Šćukanec Schmidt, N. (2021). The impact of COVID-19 on higher education: A review of emerging evidence, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/069216

Fetterolf, J. C., & Rudman, L. A. (2014). Gender inequality in the home: The role of relative income, support for traditional gender roles, and perceived entitlement. Gender Issues 31(3–4), 219–237. https://doi.org/10.1007/s12147‐014‐9126‐x

Gonzalez, R., Sørum, H., & Raaen, K. (2022). Emergency digital teaching during the COVID-19 lockdown: Students’ perspectives. Education Sciences 12(3), 152-169. doi.org/10.3390/educsci12030152

Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In Handbook of qualitative research. Edited by N. K. Denzin & Y. S. Lincoln, (pp. 105-117). Sage.

Hickling, S., Bhatti, A., Arena, G., Kite, J., Denny, J., Spencer, N. L. I., & Bowles, D. C. (2021). Adapting to teaching during a pandemic: Pedagogical adjustments for the next semester of teaching during COVID-19 and future online learning. Pedagogy in Health Promotion 7(2), 95–102. https://doi.org/10.1177/2373379920987264

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. Retrieved from: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Johnson, N., Veletsianos, G., & Seaman, J. (2020). U.S. faculty and administrators’ experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning 24(2), 6-21. https://doi.org/10.24059/olj.v24i2.2285

Karadağ, E., Koza Ciftci, S., Gok, R., Su, A., Ergin-Kocaturk, H., & Ciftci, S. (2021). COVID-19 pandemisi sürecinde üniversitelerin uzaktan eğitim kapasiteleri. [Distance education capacities of universities during the COVID-19 pandemic process]. Journal of University Research 4(1), 8-22. Doi:10.26701/uad.874799

Karadağ, E., & Yücel, C. (2020). Yeni tip Koronavirüs pandemisi döneminde üniversitelerde uzaktan eğitim: Lisans öğrencileri kapsamında bir değerlendirme çalışması. [Distance education at universities during the Novel Coronavirus pandemic: An analysis of undergraduate students’ perceptions]. Yükseköğretim Dergisi 10(2), 181–192. doi:10.2399/yod.20.730688

Katz V. S., Jordan, A. B., & Ognyanova, K. (2021). Digital inequality, faculty communication, and remote learning experiences during the COVID-19 pandemic: A survey of U.S. undergraduates. PLoS ONE 16(2), e0246641. https://doi.org/10.1371/journal.pone.0246641

Kent, M., Abidin, C., Yilmazli Trout, I., Vasquez, M., & Sieczynska, A. (2021). Action research and digital media. In Action Research (5th Edition). Edited by E. T. Stringer & A. Ortiz Aragón. SAGE.

Kezar, A. (2012). Bottom-up/top-down leadership: Contradiction or hidden phenomenon, The Journal of Higher Education 83(5),725-760 doi:10.1080/00221546.2012.11777264

Krugiełka, A., Bartkowiak, G., Dama, S. (2021). Functioning of academic teachers in the conditions of the COVID-19 epidemy in Poland in 2020 (Qualitative test on the basis of self-assessment). European Research Studies Journal XXIV(5), 269-287.

Langford, M., & Damşa, C. (2020). Online teaching in the time of COVID-19: Academic teachers’ experiences in Norway. Centre for Experiential Legal Learning (CELL), University of Oslo, 2020/2.

Lantsoght, E.O.L., Tse Crepaldi, Y., Tavares, S.G., Leemans, K., & Paig-Tran, E.W.M. (2021). Challenges and opportunities for academic parents during COVID-19. Front. Psychol 12(645734). doi: 10.3389/fpsyg.2021.645734

McDaniel, C., Suffern, C., Joo, J., & Alamuddin, R. (2020). Student and faculty experiences with emergency remote learning in spring 2020. https://doi.org/10.18665/sr.314276

Md Noh, N. H. B., Yusoff, S., Akhir, N. E. F., & Hassanuddin, N. A. (2021). Work from home (WFH) experience among academicians during the COVID-19 pandemic: A study on stress level. 5th International Academic Conference eISSN:2773-5753.

Meagher, M. E. (2020). The challenge of distance learning: An educator’s journey. Journal of Interdisciplinary Studies 32(1-2), 137- 152

Parlak, S., Celebi Cakiroglu, O., & Oksuz Gul, F. (2021). Gender roles during COVID-19 pandemic: The experiences of Turkish female academics. Gender Work Organ 28(S2), 461-463. doi: 10.1111/gwao.12655

Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future 8(1), 133–141. https://doi.org/10.1177/2347631120983481

Ralph, N. (2020). Perspectives: COVID-19, and the future of higher education. Bay View Analytics. Retrieved from https://onlinelearningsurvey.com/covid.html

Sacco, T. L. & Kelly, M. M. (2021). Nursing faculty experiences during the COVID-19 pandemic response. Nursing Education Perspectives 42(5), 285-290. doi: 10.1097/01.NEP.0000000000000843

Salmi, J. (2020). Covid’s lessons for global higher education. Lumina Foundation.

Salmi, J. (2021). Impact of COVID-19 on higher education from an equity perspective. International Higher Education 105(57):5-6 https://clck.ru/U2WAJ

Sen, Ö., & Kızılcalıoğlu, G. (2020). COVID-19 pandemi sürecinde üniversite öğrencilerinin ve akademisyenlerin uzaktan öğretime yönelik görüşlerinin belirlenmesi. [Determining the views of university students and academics on distance education during the COVID-19 pandemic]. International Journal of 3D Printing Technologies and Digital Industry 4(3), 239-252. https://doi.org/10.46519/ij3dptdi.830913

Sever, M. & Özdemir, S. (2020). Koronavirüs (COVID-19) sürecinde öğrenci olma deneyimi: Bir fotoses (photovoice) çalışması. [The experience of being a student during Coronavirus (COVID-19) pandemic: A photovoice study]. Toplum ve Sosyal Hizmet 31(4), 1653-1679. https://doi.org/10.33417/tsh.778615

Skinner, M., Betancourt, N., & Wolff-Eisenberg, C. (2021). The disproportionate impact of the pandemic on women and caregivers in academia. https://doi.org/10.18665/sr.315147

Switzer, S., Carusone, S. C., McClelland, A., Apong, K., Herelle, N., Guta, A., Strike, C., & Flicker, S. (2021). Picturing participation: Catalyzing conversations about community engagement in HIV community-based organizations. Health Education & Behavior 00(0),1-14. https://doi.org/10.1177/1090198120977145

Valsaraj, B.P., More, B., Biju, S., Payini, V. & Pallath, V. (2021). Faculty experiences on emergency remote teaching during COVID-19: A multicentre qualitative analysis. Interactive Technology and Smart Education 18(3), 319-344. https://doi.org/10.1108/ITSE-09-2020-0198

Walsh, L. L., Arango-Caro, S., Wester, E. R., & Callis-Duehl, K. (2021). Training faculty as institutional response to COVID-19 emergency remote teaching supported by data. CBE Life Sci Educ 20(ar34), 1-11. doi:10.1187/cbe.20-12-0277

Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior 24(3), 369–387. https://doi.org/10.1177/109019819702400309

Ward, K., & Wolf‐Wendel, L. (2004). Academic motherhood: Managing complex roles in research universities. The Review of Higher Education 27(2), 233–257. https://doi.org/10.1353/rhe.2003.0079

Wass, R., Anderson, V., Rabello, R., Golding, C., Rangi, A., & Eteuati, E. (2020). Photovoice as a research method for higher education research. Higher Education Research & Development 39(4): 834-850. doi: 10.1080/07294360.2019.1692791

Wilczewski, M., Gorbaniuk, O., & Giuri, P. (2021). The psychological and academic effects of studying from the home and host country during the COVID-19 pandemic. Front. Psychol. 12(644096):1-8. doi: 10.3389/fpsyg.2021.644096

Yilmazli Trout, İ. Perez, B., & Christensen, M. (2019). Connecting classroom to community through photovoice: Pedagogical implications. LEARNing Landscapes 12(1), 285-301. https://doi.org/10.36510/learnland.v12i1.992

Yilmazli Trout, I., & Alsandor, D. J. (2020). Graduate student well-being: Learning and living in the U.S. during the COVID-19 pandemic. International Journal of Multidisciplinary Perspectives in Higher Education 5(1), 150-155. https://doi.org/10.32674/jimphe.v5i1.2576

Yilmazli Trout, I., & Yildirim, F. (2021). Lisansüstü Öğrencilerinin Gözünden Kampüs Ortamı: Bir Photovoice (Fotoses) Çalışması [Campus environment through the lens of graduate students: A Photovoice study]. Nitel Sosyal Bilimler 3(2), 231-257. DOI:10.47105/nsb.937091

Published

2022-07-11

How to Cite

Yilmazli Trout, I., & Yildirim, F. (2022). Teaching experiences of faculty members in Turkey during the Covid-19 pandemic: A Photovoice study. Journal of Comparative & International Higher Education, 14(3 (Part 1). https://doi.org/10.32674/jcihe.v14i3 (Part 1).4144

Issue

Section

Summer 2022 Special Edition