Scholarlink

<p>The global crises such as COVID-19 pandemic, earthquakes, economic crises and other large-scale disruptions force higher education institutions worldwide to transition from face-to-face instruction to distance and virtual learning. This shift presents several pedagogical and practical challenges, including the effectiveness of online instruction, IT adoption, use of online learning platforms, and accessibility issues. Situated within the Education for Sustainable Development framework (UN SDG 4), this descriptive study explores experiences, preferences, challenges, and resource constraints of English Language Teaching pre-service teachers at Cukurova University, Turkey, regarding online (distance) learning. Data were collected using an open-ended questionnaire and structured interviews. Content analysis was applied to the qualitative data obtained. Results indicate that, despite benefits in flexibility, cost savings, and reduced commuting emissions, a clear majority of participants favored face‑to‑face instruction, citing more effective interpersonal engagement, richer classroom dynamics, and stronger motivational and social supports. Key barriers to sustainable online learning included technical failures (network outages, band-width limitations), inequitable home‑based resources (shared devices, inadequate study spaces), and compromised assessment integrity. These findings underscore that achieving a truly sustainable digital pedagogy entails more than deploying technology: it requires targeted investments in reliable Internet infrastructure, equitable access to devices, and the design of home‑learning environments that minimize social and environmental stressors.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Pre-service teachers’ perspectives on online learning and its challenges in higher education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月27日

查看全文
  • Sibel Aybek,
  • Ebru Kaya

摘要

The global crises such as COVID-19 pandemic, earthquakes, economic crises and other large-scale disruptions force higher education institutions worldwide to transition from face-to-face instruction to distance and virtual learning. This shift presents several pedagogical and practical challenges, including the effectiveness of online instruction, IT adoption, use of online learning platforms, and accessibility issues. Situated within the Education for Sustainable Development framework (UN SDG 4), this descriptive study explores experiences, preferences, challenges, and resource constraints of English Language Teaching pre-service teachers at Cukurova University, Turkey, regarding online (distance) learning. Data were collected using an open-ended questionnaire and structured interviews. Content analysis was applied to the qualitative data obtained. Results indicate that, despite benefits in flexibility, cost savings, and reduced commuting emissions, a clear majority of participants favored face‑to‑face instruction, citing more effective interpersonal engagement, richer classroom dynamics, and stronger motivational and social supports. Key barriers to sustainable online learning included technical failures (network outages, band-width limitations), inequitable home‑based resources (shared devices, inadequate study spaces), and compromised assessment integrity. These findings underscore that achieving a truly sustainable digital pedagogy entails more than deploying technology: it requires targeted investments in reliable Internet infrastructure, equitable access to devices, and the design of home‑learning environments that minimize social and environmental stressors.