Access to Students and Parents and Levels of Preparedness of Educators during the COVID-19 Emergency Transition to e-Learning

Authors

DOI:

https://doi.org/10.46328/ijonse.35

Keywords:

e-learning, COVID-19, Remote teaching, Challenges, Preparedness, Access

Abstract

In response to the COVID-19 school closures and the emergency transition to eLearning, faculty at Chicago State University organized a series of nine professional development webinars centered on the subject of eLearning. 3,428 educators attended the nine webinars. This study consisted of an exploratory research reporting on the participants’ answers to the polls questions administered during the webinars, in an attempt to identify levels of preparedness of educators during the COVID-19 Emergency Transition to eLearning and their access to students and parents. The study revealed low levels of preparedness in relation to teaching remotely in general, teaching students with disabilities in particular, and using technology tools. The study also revealed challenges of educators reaching students and parents. The study concludes with a number of recommendations to address these identified challenges.

Author Biography

Rasha ElSaheli-Elhage, Chicago State University

Rasha ElSaheli-Elhage is an Assistant Professor of Special Education at Chicago State University. She holds a Ph.D. from Wayne State University in Educational Evaluation and Research, an M.A. in Special Education from Eastern Michigan University, and a B.A. in Special Education from Saint Joseph University (International). For over 16 years, she was a special education teacher, 11 of which were in Michigan public schools including the cities of Detroit and Dearborn. She also worked as a consultant on School Reform and International Assessment for private and public schools and ministries in the Middle East. Her research interest is the impact of vocational education on increasing employability and independence of young adults with special needs and improving their quality of life. Recently, she has developed an interest in online teaching and learning, especially after the unprecedented switch to remote learning due to the COVID-19 pandemic.

References

ElSaheli-Elhage, R. (2021). Access to students and parents and levels of preparedness of educators during the COVID-19 emergency transition to e-learning. International Journal on Studies in Education (IJonSE), 3(2), 61-69.

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Published

2020-09-27

Issue

Vol. 3 No. 2 (2021)

Section

Articles

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