From face-to-face to online: Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic

The urgent shift to online distance teaching and learning during the Covid-19 pandemic presented teachers with unique pedagogical, technological, and psychological challenges. The aim of this study was to map the main positive and negative experiences of teachers during this transition, as well as to examine intra- and interpersonal factors that affected teachers' ability to cope effectively with the challenges of online distance teaching. We used a mixed-method approach that combined qualitative (interviews) and quantitative (questionnaires) analyses. The interviews were analyzed using a grounded theory approach, specifically a bottom-up analysis, which led to the identification of five primary categories reflecting teachers' main concerns in online distance teaching (i.e., social, emotional, cognitive, pedagogical, and system support. The two most prominent categories were pedagogy and emotions, illustrating their centrality in teachers' experiences. A regression analysis of the questionnaires' data revealed that the two main variables which predicted both positive and negative experiences in online distance teaching were selfefficacy and teachers' attitudes towards technology integration in teaching. Findings of this study allow formulation of guidelines to promote factors related to positive experiences in online distance teaching.

Automated summary

This study aimed to explore the challenges faced by teachers during the transition to online distance teaching and examine the factors that influenced their ability to cope effectively. The research adopted a mixed-method approach, analyzing qualitative data from interviews and quantitative data from questionnaires. The findings identified five primary categories of concern for teachers in online distance teaching, with pedagogy and emotions being the most prominent. Regression analysis revealed that self-efficacy and teachers' attitudes towards technology integration predicted both positive and negative experiences. The study provides guidelines for promoting positive experiences in online distance teaching.