Date of Conferral
6-7-2024
Date of Award
June 2024
Degree
Ph.D.
School
Education
Advisor
Grace Lappin
Abstract
The problem this basic qualitative study addressed was that primary grade teachers, who taught different curricula, were not prepared to teach in a fully remote environment. The purpose of this study was to investigate teachers' perspectives about the challenges they experienced teaching primary-grade students remotely and to explore their perspectives on providing remote instruction training to teachers. This was accomplished using the conceptual framework of Garrison et al.’s community of inquiry model. Two research questions explored primary teachers’ perspectives on the challenges of teaching primary grade students in a remote platform and explored teachers’ suggestions for training in remote instruction. A basic qualitative research study was conducted using semi-structured interviews with 12 primary-grade teachers who had experience teaching completely remotely. After the interviews were completed. coding with thematic analysis was used to analyze the data collected. The study results showed that participants believed that teaching completely remotely is less effective with primary-grade students than teaching face-to-face and found few benefits in doing so. The participants shared suggestions for online training for teachers should a remote environment be necessary in the future. This study may promote positive social change by providing educators with insight into improving their quality of teaching and decision-making when they need to educate in a remote setting. This includes a positive understanding of learning more effective ways of educating students remotely.
Recommended Citation
Sample, Jennifer Brooke, "Primary Grade Teacher Perspectives About the Challenges of Teaching Remotely" (2024). Walden Dissertations and Doctoral Studies. 15917.
https://scholarworks.waldenu.edu/dissertations/15917
