Children's Perceptions of Emergency Remote Teaching Reflected in Their Drawings

Abstract

In the COVID-19 pandemic, a rapid transition from face-to-face teaching methods to distance education methods has forced students, teachers, administrators, and parents to struggle with various difficulties and obstacles. Emergency remote teaching, which is rapidly implemented in mandatory situations, and distance education, in which people decide on their preferences, are characterized as different concepts. While distance education is a process that is planned and supported by both theoretical and practical knowledge, emergency remote teaching is about the rapid activation of all resources that can be used both online and offline in a crisis. During the pandemic, the experiences of children who met distance education for the first time have started to be wondered and studies on this subject have gained intensity. In this study, it was aimed to examine the perceptions of 9-10-year-old children about the emergency remote teaching education process they experienced through their drawings. 116 children participated in the study. Descriptive phenomenological design, one of the qualitative research methods, was used in the study. The results of the study provide information about the human figures, learning environments, technological devices, and applications they used, the emotions they felt, their interactions with their peers and teachers, and the problems they encountered during the emergency remote teaching process.