אתגרים, הזדמנויות ואסטרטגיות של הוראה מרחוק בחירום במהלך ההתמודדות עם מגפת הקורונה

This study describes teacher experience in leading Emergency Remote Teaching (ERT) in
K-12 and conducting blended synchronous and asynchronous instruction during the COVID19 pandemic. The purpose of this research was to understand the pedagogical, technological,
and organizational challenges and benefits of ERT, and to explore the pedagogical strategies
used by teachers. This study employed a qualitative research paradigm using a nation-wide
online sample, which included 133 elementary and secondary school teachers from Hebrewspeaking and Arabic-speaking schools in Israel. Participants were asked to share their
perspectives and experiences of ERT through open-ended questions in an online
questionnaire. The bottom-up analysis raised 1,822 statements reflecting teachers'
perceptions of pedagogical, technological, and organizational challenges (N=580) and
benefits of ERT (N = 827), as well as a variety of pedagogical distance learning strategies
used by teachers (N = 415). The study raises the need to turn a curse into a blessing and to
incorporate the experience of distance learning and online activities into the school agenda
on a regular basis in order to develop important digital competencies of teachers and students
and be prepared for the next emergency event. We discuss the implications of our findings
for educational theory and practice.