Virtual Class Management Experiences of Teachers

Abstract

This study aims to investigate the virtual class management experiences of teachers. The research was designed by adopting a qualitative research approach. The maximum variation sampling method, one of the purposive sampling methods, was used while determining the study group of the research. In this context, interviews were conducted with 18 teachers working in different years of seniority, different branches, and different school types. Semi-structured interview form was used as a data collecting tool. Research data were analyzed by using the descriptive analysis method. As a result of the research, it is seen that teachers plan in advance in virtual classrooms, they include preparation, method, technique, and equipment determination activities in this context, and they prefer EBA, zoom, WhatsApp, and Skype while doing their lessons. To ensure communication and interaction, the participants included activities such as asking questions to the students, informing them before the lesson, monitoring their participation in the lesson, and opening the microphone. Participants have seen things like more than one student talking at the same time, students not looking at the screen, students talking to each other, noise from the environment during the class, etc.