The current research explores instructors’ perceptions of online teaching applications at various universities during the COVID-19 Pandemic. In the survey, instructors’ motivation in online learning, their affective state on the online platform, their opinion on the efficiency of technical infrastructure, the development of student language skills and e-learning advantages and disadvantages are examined through both qualitative and quantitative methods. Findings indicate that instructors appear content with the technical infrastructure and supplementary online materials but discontent with the lack of class control, poor interaction, and inefficient grasp of lesson content, therefore, they prefer face-to-face or blended learning over online learning in the future.
AgreP (1998) The Internet and Public Discourse. 3rd ed. University of Illionis: First Monday, 3.
2.
ArmstrongMC (2011) Perceptions on collaborative learning: A case study of female community college instructors. University of South Florida.
3.
BanditvilaiC (2016) Enhancing students' language skills through blended learning. Electronic Journal of e-Learning14: 220–229.
4.
BergeZL (1995) The role of the online instructor/facilitator. Educational Technology35(1): 22–30.
5.
BlommaertJRamptonB (2011) Language and superdiversity. Diversities13: 1–21.
6.
BonhamSBeichnerRDeardorffD (2001) Online homework: does it make a difference?The Physics Teacher39: 293–296. DOI: 10.1119/1.1375468.
7.
BonkCJCummingsJA (1998) A dozen recommendations for placing the student at the centre of web‐based learning. Educational Media International35(2): 82–89.
8.
ButlerR (2007) Teachers' achievement goal orientations and associations with teachers' help seeking: examination of a novel approach to teacher motivation. Journal of Educational Psychology99(2): 241.
9.
Buzzetto-MoreN (2008) Student perceptions of various e-learning components. Interdisciplinary Journal of E-Learning and Learning Objects4(1): 113–135.
10.
ÇakıroğluÜ (2014) Analyzing the effect of learning styles and study habits of distance learners on learning performances: a case of an introductory programming course. International Review of Research in Open and Distance Learning15(4): 161–185.
11.
ChametzkyB (2013) Offsetting the Affective Filter: A Classic Grounded Theory Study of Post-secondary Online Foreign Language Learners [Unpublished Doctoral Dissertation]. Washington & Jefferson College: Northcentral University.
12.
CoppolaNWHiltzSRRotterNG (2002) Becoming a virtual professor: pedagogical roles and asynchronous learning networks. Journal of Management Information Systems18(4): 169–189.
13.
DeciELRyanRM (2012) Self-determination theory. Handbook of theories of social psychology1(20): 416–436.
FarahMFrayhaN (2021) Lebanese teachers’ perceptions of online learning. International Journal of Advanced Research in Science, Engineering and Technology8: 16539–16547.
16.
GaytanJMcEwenBC (2007) Effective online instructional and assessment strategies. American Journal of Distance Education21(3): 117–132.
17.
GikandiJWMorrowDDavisNE (2011) Online formative assessment in higher education: a review of the literature. Computers & Education57(4): 2333–2351.
18.
GirayG (2021) An assessment of student satisfaction with e-learning: an empirical study with computer and software engineering undergraduate students in Turkey under pandemic conditions. Education and Information Technologies26(6): 6651–6673.
19.
GrashaAF (1994) Discovering your best teaching styles. College Teaching42(4): 122–123.
20.
HarasimLCalvertTGroeneboerC (1997) Virtual-U: a web-based system to support collaborative learning. Khan62: 149–158.
21.
HismanoğluS (2012) Prospective EFL teachers’ views on English language teacher training program. Journal of Research in Education and Teaching1(2): 330–341.
22.
HoqMZ (2020) E-Learning during the period of pandemic (COVID-19) in the kingdom of Saudi Arabia: an empirical study. American Journal of Educational Research8(7): 457–464.
23.
KarademirAYamanFSaatçiogluÖ (2020) Challenges of higher education institutions against COVID-19: the case of Turkey. Journal of Pedagogical Research4(4): 453–474.
24.
KernR (2014) Technology as pharmakon: the promise and perils of the internet for foreign language education. The Modern Language Journal98(1): 340–357.
25.
KibarEPOzerZ (2020) Investigating pre-service EFL teachers’ perceptions of online education. Fire: Futuristic Implementations of Research in Education1(2): 90–95.
26.
KramschC (2014) Language and culture. AILA Review27(1): 30–55.
27.
LailiRNNashirM (2021) Higher education students’ perception on online learning during COVID-19 pandemic. Edukatif: Jurnal Ilmu Pendidikan3(3): 689–697.
MatovićI (2021) Roles of foreign language learners and teachers in context of digitalization and online intercultural exchange. Facta Universitatis. Series: Teaching, Learning and Teacher Education5(1): 87–98.
30.
MilheimKL (2011) The role of adult education philosophy in facilitating the online classroom. Adult Learning22(2): 24–31.
31.
Parks‐StammEJZafonteMPalenqueSM (2017) The effects of instructor participation and class size on student participation in an online class discussion forum. British Journal of Educational Technology48(6): 1250–1259.
32.
PodeschiRL (1986) Philosophies, practices and American values. Lifelong Learning9(4): 4–6.
33.
RahayuRPWirzaY (2020) Teachers’ perception of online learning during pandemic COVID-19. Jurnal Penelitian Pendidikan20(3): 392–406.
34.
ReinhartCJ (2006) Windward in an asynchronous world, the Antiguan initiative: unanticipated pleasures of the distance learning revolution. Learning in the Digital Age. London: Facet Publishing.
35.
RoblyerMDWienckeWR (2004) Exploring the interaction equation: validating a rubric to assess and encourage interaction in distance courses. Journal of Asynchronous Learning Networks8(4): 24–37.
36.
RodriguesPDVethamaniME (2015) The impact of online learning in the development of speaking skills. Journal of Interdisciplinary Research in Education5(1): 43–67.
37.
SaqlainNMahmoodZ (2013) English language instructors' perceptions about technology-based language learning at Northern Border University in Saudi Arabia. Turkish Online Journal of Educational Technology-TOJET12(2): 106–110.
38.
SheeDYWangYS (2008) Multi-criteria evaluation of the web-based e-learning system: a methodology based on learner satisfaction and its applications. Computers & Education50(3): 894–905.
39.
TaşYEminogluSAtilaG, et al. (2021) Teachers’self-efficacy beliefs and opinions about distance education during the COVID-19 pandemic. The Turkish Online Journal of Distance Education22(4): 229–253.
40.
TomeiL (2006) The impact of online teaching on faculty load: computing the ideal class size for online courses. Journal of Technology and Teacher Education14(3): 531–541.
41.
TürküresinHE (2020) COVİD-19 pandemi döneminde yürütülen uzaktan eğitim uygulamalarinin öğretmen adaylarinin görüşleri bağlaminda incelenmesi. Milli Eğitim Dergisi49(1): 597–618.
42.
TzavaraD (2021) From emergency remote teaching to strategically embracing online learning. The Promise of Higher Education. New York: Springer, 249–254.
43.
UzoğluM (2017) Fen bilgisi öğretmen adaylarının uzaktan eğitime ilişkin görüşleri. Karadeniz Sosyal Bilimler Dergisi9(16): 335–351.
44.
Van LeeuwenCAVeletsianosGJohnsonN, et al. (2021) Never‐ending repetitiveness, sadness, loss, and “juggling with a blindfold on:” Lived experiences of Canadian college and university faculty members during the COVID‐19 pandemic. British Journal of Educational Technology52(4): 1306–1322.
45.
YoungJR (1997) Rethinking the role of the professor in an age of high-tech tools. The Chronicle of Higher Education44(6): A26–A28.
46.
ZareiAAAmaniMA (2018) The effect of online learning tools on L2 reading comprehension and vocabulary learning. Teaching English as a Second Language (Formerly Journal of Teaching Language Skills)37(3): 211–238.
47.
ZouCLiPJinL (2021) Online college English education in Wuhan against the COVID-19 pandemic: student and teacher readiness, challenges and implications. PLoS One16(10): e0258137.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
