arranging an innovative lesson plan: the complexity of pre
TRANSCRIPT
34
ARRANGING AN INNOVATIVE LESSON PLAN: THE
COMPLEXITY OF PRE-SERVICE TEACHERS DURING
COVID-19 PANDEMIC ERA
Yulia Nur Ekawati Universitas Pancasakti Tegal
Indonesia
Abstract
Arranging an innovative lesson plan becomes a challenge for pre-service teachers during the
pandemic era and 21st century. The pre-service teachers are candidates of teachers who have little
experience of teaching in classroom. This paper aims to explore the way pre-service teachers
arrange innovative lesson plans and describe their complexity in arranging that lesson plan. This
study uses a qualitative approach with case study design. There are 16 pre-service teachers who
participated in this study. In discussion, it provides how they got difficulties in arranging an
innovative lesson plan during covid-19 pandemic era. They need to implement the concept of ICT
(Information, and Communication Technology), TPACK (Technological, Pedagogical, and
Content Knowledge), collaborative, creative, critical thinking, communicative and HOTS (Higher
Order Thinking) in their lesson plan. In line with the findings, pre-service teachers have
complexity problems in arranging innovative lesson plan such as their less understanding the
concept of TPACK and implementation of HOTS. This study provides a contribution in
encouraging pre-service teachers’ knowledge to make an innovative lesson plan.
Keywords – innovative lesson plan, pre-service teachers
Introduction
The pandemic of Covid-19 has
caused the changes of offline into online
communication between students and
teachers. They must move the place to
teach and study from school to at home
because of the lock down regulation.
Plitnichenko (2020) adds that student and
teacher work very hard make sure that
students understand the materials and
have good communication.
Because of this condition, it rises
several problems, for example students do
not have a personal mobile phone to use
for their online learning. As a solution,
they have to share laptops and computers
with their family so that they can study at
home and they have unstable internet
connection or no internet signal
(Plitnichenko, 2020). From these cases,
teachers should arrange approriate design
of learning based on studnets’ problems
and needs.
Students who are studying to be
professional teacher, so called pre-service
teacher, also face problems. They do not
have any experience in offline as well
online teaching. However, the situation
forces them to be ready. They know
special terms usually used in online
learning such as syncornous and
asyncronous learning. Hrastinski (2008)
stated that syncronous learning was
integrated and provided by media of
videoconference as well as chat room
which can help students in developing
learning activitives and communities. The
synchronous activity also help students
keeping in touch with others in online
face to face learning. Meanwhile,
asyncronous learning is facilitated by
discussion forum, chat box or email, so
that students and teacher have good
communication and participantion when
cannot have online at the same time or in
face to face meeting.
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The challenges arise for pre-service
teachers to arrange teaching planning
which is integrated to technology. They
have to know kind of e-learning platforms
or media. Moreover, Sakkir etl.
(2020) state that the use of e-learning
platforms in teaching and learning process
is necessary today. Based on their study,
the favorite e-learning platforms used by
lecturers in teaching are the applications
of Zoom, WhatsApp, and Learning
Management System (LMS), meanwhile
students’ favorite platforms are
WhatsApp, Zoom, Google Classroom,
LMS and Quizsiz. Students prefer to be
taught with those applications since it is
more easy to be used.
Not only the use of e-learning
platform or media, it must be considered
also the learning materials. Teachers
should prepare interesting and attractive
learning materials which is presented in
PowerPoint slides and provided teaching
stimulus such as pictures and videos. It
will make students are more alive in
learning the materials.
Pre-service teachers are teachers
who have little experience in teaching.
They study from higher education
institutions and are trained in order to be
professional teachers (Zacharies: 2020).
Moreover, Walker (2021) adds that pre-
service teachers are teacher candidates
who are taking course of teaching licenses
and their teaching experiences are very
little or even do no have it.
The problems faced by pre-service
teachers are generally putting the theory
to practice. They teach use theory-based,
have very little experience dealing with
pupils, very limited time doing teaching
practice at school to gain competency in
teaching, come to the class without well
preparation and have little possibility and
benefit of using laboratory and education
technologies. The solutions are delivered
to slove the problems. (Gilbert, 2005)
a) New teachers are given the
opportunity to observe other
teachers.
b) Mentors are assigned to be new
teachers.
c) New teachers are provided with
feedback and evaluation based on
their classroom observations.
d) New teachers are provided with co-
planning time with other teachers.
e) New teachers are assigned to
smaller classes.
More complex problem for pre-
service teachers are as follows:
a) No internet access
b) Have not a stable internet
connection at home
c) Cannot print their homework
because no printer at home
d) Have not laptop or computer to
access
The characterisics of students
nowadays, generation of 21st century, are
active learners, like something instantly,
interactive, and use technology. The role
of the teachers then are facilitate meaning
making and understanding students’
needs.
To transfer the meaning and
materials of teaching, as a teacher it is
needed a good teaching planning. This
teaching plan also called as a lesson plan.
This lesson plan is arranged before
teaching learning process and becomes a
guide for teacher.
In terms of lesson plan, several
experts state their definition. Gagne,
Briggs and Wager (1992) define a lesson
plan is the systematic preparation of
students' external conditions using a
systems approach to improve the quality
of their performance. In line with this
definition, a lesson plan or learning
design is a series of procedures as a
system for the development of education
and training programs consistently and
tested, Reiser (2002). From some of the
definitions above, it can be concluded that
lesson plan or learning design is a
systematic procedure consisting of several
components that are interrelated and
influence each other to achieve certain
36
learning objectives consistently and
tested.
The lesson plan, in addition
becomes a map or checklist that guide
teacher in knowing what teacher wants to
do next, Celce-Murcia (2001). These
activities reminds that in doing a teaching,
there are some goals and objectives to be
achieved by students. Moreover, she adds
that a lesson plan is also a record of what
teacher did in class. This record,
therefore, becomes a valuable resource
when planning test or assessment like
quizzes, midterms and final exams.
From those explanation, a lesson
plan means a tool or guide for teacher
having systematic procedures to achieve
some goals and obejectives of teaching. It
is also developed by teacher from general
guide such as syllabus or course outlines.
Every teacher has to make lesson plan
completely and systematically. The lesson
plan can be used for one meeting or more.
A lesson plan generally includes the
identity of the lesson, the time and date of
the lesson, the objectives of the lesson to
be achieved, the teaching materials, the
steps of lesson activities starting from
opening until closing, and the evaluation
consisting of exercises based on the
material are taught.
As stated before about definition of
lesson plan, now the terms of innovative
lesson plan are difined as the teaching
planning which is intergrated technology.
Nowadays, the use of constructivist,
social-constructivist, and student-centered
approach are used as basic view of
teaching. From those approaches, it is
regarded that students should be an active
learner, engage in all activities which are
real, authentic and related to problem-
solving in order to stimulate their active
learning (Brandon, 2004).
Ferrari, Cachia, and Punie (2009)
define the term of innovation involves
creative teaching that fosters students’
creative thinking. In addition, Zhu et al.
(2013) suggested that innovative teaching
also requires four competencies: learning,
social, educational, and technological. It
means that in implementing innovative
teaching, it is not only teach, but the
activity of teaching should encourage
student creative thinking and integrated
with technology.
Innovative lesson plans that
integrate technology through any
appropriate selection of learning
strategies should enhance students’
learning (Mahadewi, et al, 2010). They
state that learning activities designed in
the lesson plan should support the
student-centered approach through the
implementation of learning strategies and
integration of technologies.
Arranging innovative lesson plan must be
integrated with Technologigal,
Pedagogical, and Content Knowledge
(TPACK), the characteristics of 21st
century learning, and implemented any
alternative teaching models based on
learners’ needs such as project based
learning, problem based learning,
discovery learning etc. The characteristics
of this learning are (Kemdikbud, 2020):
a. Student and teacher collaboration
b. Oriented HOTS (Higher Order
Thinking Skills)
c. Integrating ICT (Information and
Communication Technology)
d. Oriented to learning skills and
developing 21st century skills (4C)
e. Develop literacy skills
f. Strengthening character education
(characters building)
The implemetntation of HOTS is
shown through the use of measure verbs
and higher cognitive level (C4, C5 and
C6). Read the following table 1.
Tabel 1 Cognitive Level
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Pre-service teachers also tend to be
ready in arranging a good lesson plan
since this activity belongs to the
pedagogic competence. They have to
prepare creating lesson plan, doing
teaching and learning activities as well as
arranging evaluation.
In current curriculum applied in
Indonesia, it uses Kurikulum 2013 (K-13).
This curriculum focuses on the building
students’ character. There are three
aspects are to be considered; aspect of
knowledge, skills and attitude. This
curriculum hopes students will achieve
their knowledge and skills, as well their
attitude. However, there are some
weaknesses arise. First, the subjects of
TIK, physical exercises, and English are
eliminated in elementary school. Second,
the time allocation of English subject in
SMP and SMA is also decreased.
Therefore, it faces some problems then.
Another characteristics of K-13 is
the use of scientific approach. This
approach is the process contains of three
aspects; i.e. attitude, knowledge and skill.
Based on scientific approach, the aspect
of attitude aims that in learning materials
students will know the essence of “why”.
In addition, the aspect of knowledge,
students are expected that they will know
“what”. And the last aspect, skill, aims
that students will be able to know “how”.
The following picture shows those
aspects:
Figure 1. Scientific Approach in K-13
Based on that figure, it can be concluded
that the goals of teaching activities in K-
13 are students will have good skills in
English communication and creative,
innovative and affective aspects in their
life.
The process of teaching and
learning based on scientific approach
contains of the following acitivities:
a. Observation
b. Question
c. Association
d. Experiment
e. Networking
The components of lesson plan
based on government regulation
Permendikbud no. 22 year of 2016, it is
mentioned the components are as follows:
a. school identity, namely the name of
school
b. subject identity
c. class/semester
d. material (topic or subtopic)
e. time allocation
f. learning objectives
g. basic competences (KD) and
achivement competence indicators
(IPK)
h. learning material
i. teaching method
j. teaching media
k. sources
l. learning activities steps
m. evaluation
Moreover, government released the
newest official letter namely Surat
Edaran No. 14 year of 2019, relating to
the simplification of lesson plan format. It
contains only three components. They are
learning objectives, learning activities and
learning evaluation. Teacher can use this
format in their teaching. This changes due
to the complexity of teacher duty in
completing administration.
From the changes of lesson plans
components, it is not a serious problem to
be debated. The most important poin is a
teacher or candidate of teacher should
understand the concept of making lesson
and its learning objectives. They may use
thirtheen or three components, it depends
their needs.
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Based on the research issues stated
above, the researcher provides two
research questions of this study are as
following:
a. How do pre-service teachers arrange
innovative lesson plan?
b. What are the complexity faced by pre-
service teachers in arranging lesosn
plan?
The aims of this study are to describe how
pre-service teachers arrange innovative
lesson plan and find out their complexity
in arranging their innovative lesson plan.
Methodology
This study used qualitative research
approach with a design of case study. To
collect the data, the document (lesson
plans) and interview were used as
instruments. Both instruments were used,
to make sure the results were
trusthworthy.
The participant of this study was
eighth semester (level) students of
English department of a private university
namely Universitas Pancasakti Tegal.
There were 16 students involved in this
study who had learnt subjects related to
English teaching (i.e Taching English as
Foreign Language, Curriculum and
Materials Development, and Language
Assessment). They also conducted
teaching practice at school.
To collect data, firstly the research
check document of lesson plans to know
how pre-service teachers arrange
innovative lesson plan. The lesson plans
were used in their teaching practice on
February 2021. Next step is doing
interview to know their complexity in
arranging innovative lesson plan. The
researcher used interview instrument in
May 2021. The interview was semi-
structure interview. Collecting data
through this interview following some
steps:
a. Identify interviwee. The interviewee
were eight semester students in Eglish
department of Universitas Pancasakti
Tegal.
b. Determine type of interview. The
open question was choosen since it
can explore participants’ answers.
c. The way of doing interview through
telephone interiew and whatsapp.
In this study, the researcher limited
the aspects of interview questions since
the limited time. There are five aspects
used as criteria in arranging interview
questions (interview protocol) and
analysing document of lesson plans. The
interview protocols are mentioned in
Table 1. The criterias are as follows:
a. Concept of making innovative lesson
plan
b. The implementation of technology
(ICT)
c. The application of TPACK
(Technological, Content and
Knowledge)
d. The concept of 4C (Creativity,
Collaboration, Critical Thinking,
Communication)
e. The implementation of HOTS
Table 2 Interview Protocol
No. Questions
A. Concept of making lesson plan
1. How do you prepare your
teaching?
2. Is it important for teacher to
arrange lesson plan? Why?
3. Do you arrange a lesson plan
based on syllabus? Why?
4. Do you make a lesson plan
before teaching? Why?
B. ICT and learning platforms
1. Do you use technology (ICT) in
your lesson plan and teaching
practice?
2. In what why do you use
technology (ICT)?
3. Do you know there are many
kinds of learning platform?
4. What kind of specific learning
platform(s) do you use in your
online teaching?
Why do you choose that learning
platform(s)?
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C. Concept of Technological,
Pedagogical and Content
Knowledge (TPACK)
1. Do you know what TPACK
(Technological, Pedagogical,
and Content Knowledge) is?
Explain!
2. How do you implement TPACK
in your lesson plan?
3. In which parts of lesson plan,
your lesson plan contains
TPACK concept?
D. Implementation of Collaboration,
Communication, Critical
Thinking and Creativity (4C)
1. Do you know the learning
characteristics of 21st century?
2. Do you know the concept of 4C
in teaching?
3. How do you apply the concept
of 4C in your lesson plan?
4. Does your lesson plan contain of
aspects of 4C?
In which parts of lesson plan, your
lesson plan reflects 4C?
E. Implementation of Higher Order
Thinking Skills (HOTs)
1. Do you know what HOTs is?
2. How do you implement HOTs in
your lesson plan?
3. In which parts of lesson plan,
your lesson plan contain HOTs?
F. Problems and complexities faced
by pre-service teachers in
arranging innovative lesson plan
during teaching and learning
1. Do you know the components of
innovative lesson plan?
2. What problems do you face in
arranging innovative lesson
plan?
3. What problems do you face
during teaching and learning?
Based on your experiences, what
should you do before, during
and after teaching?
Before the interview was used to
collect data, it was recheck by validator
experts, in this case there were two
lecturers, to know the validaty of
interview. The pilot interview firstly
tested to three students, who different
from participants, to know the readiness
of interview and to check whether there
was missunderstanding questions.
In analyzing data, the researcher
used qualitative analysis theory from
Creswell (2013). There are three stages of
analyzing data:
a. Preparing and organizing the data
b. Reducing the data into themes through
a process of coding and condesing the
code
c. Representing data in figures, tables or
a discussion
Through that analysis steps, the data
would be analyzed in depth and provided
brief explanation.
Finding and Discussion
1. Findings
Pre-service teachers are prepared to
be a professional teacher. The
professional teacher must arrange a good
and innovative lesson plan. During covid-
19 pandemic, arranging this lesson plan is
different with normal condition. It is
because the lesson plan must consider the
onditions of students and be integrated
with technology such as using e-learning
media. Arranging innovative lesson plan
also must consider the learning
characteristics of 21st century era and the
crussial components of lesson plan.
Therefore, to answer research questions
about the way of pre-service teachers
arrange innovative lesson plan and their
complexity in arranging the lesson plan,
the researcher presents the findings based
on the result of document and interview.
a. Document (Lesson Plan)
One of teachers’ competences is
arranging lesson plan. Good lesson plans
determine the success of teaching nad
learning. There were 16 lesson plans that
40
must be analyzed. The results of
analyzing these lesson plans are found
that pre-service teachers arrange an
innovative lesson plan based on the
following points:
1) Understanding the Concept of
Making Innovative Lesson Plan
From the lesson plans, it was found
that pre-service teachers have implement
two characteristics of innovative lesson
plan, they are the use of ICT and 4C
concept. They have implemented
technology (ICT), 4C, e-learning
platform, and e-learning sources in their
lesson plan. It was shown in arranging
learning media as follows:
Figure 2 Arranging Learning Media 1 in
Innovative Lesson Plan
Figure 3 Arranging Learning Media 2 in
Innovative Lesson Plan
Based on figure 2 and 3, it shows that the
use of technology is used through
Whatsapp, schoology, google form and
gadget. They also use internet to support
in giving sources. The weakness is they
do not mention the link internet. To check
they find materials through internet or
not, it must be written the link.
In arranging innovative lesson they
also implemented 4C concept.
Figure 4 the Implementation of 4C
Figure 4 shows that the concept of 4C
was included in their lesson plan.
Based on this findings, it was found
that they do not implement the TPACK
and HOTS concept.
2) The Implementation of Technology
(ICT)
All participants have impelemented
ICT in their lesson plan. They put in
media of teaching, learning activities and
evaluation. In media, they provide several
platforms and technology tools such as
Google Classroom, Schoology, Zoom
Meeting, Google Meet, Whatsapp Group,
Google Form, Youtube, Blog and
Facebook.
3) The Application of TPACK
(Technological, Content and
Knowledge)
Based on the lesson plans, it was
not found the application of TPACK or
the integrated approach of technologigal
knowledge, pedagogical and content
knowledge. In their learning activities,
they just provide the steps of teaching
(pedagogy knowledge) and delivering
materials (content knowledge). They use
technology but they do not integrated the
teaching using those three knowledges. It
must be in learning activities there is detil
information about the implementation of
technology integrated with content and
pedagogy knowledge.
4) The Implementation of Concept of
4C (Creativity, Collaboration,
Critical Thinking, Communication)
All pre-service teachers have
implemented the concept of 4C in their
lesson plan. They put it in learning
activities. It seems that they have known
that students and teachers must be
creative, collaborative, critic and
communcative. The terms of creativity, it
is shown in the way teachers asked
students to do role play, creating product
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and doing individual assignment. The
collaboration shows in the way students
do in team or group, and teacher and
students make collaboration in the process
of teaching. The example is shown in
figure 4.
5) The implementation of HOTS
Higher Order Thinking Skills
(HOTS) is one of characteristics in 21st
century learning. Students must be able to
use their critical thinking. The
implemetation of HOTS can be shown in
competences achivement indicators,
learning activities and evaluation. Based
on lesson plan have been analyzed, it was
found that ten pre-service have
implemented the measureable verbs with
high cognitive level (C4, C5 and C6) in
arranging IPK or learning objectives, but
six of them still use abstract verbs such as
“memahami and mengetahui.” It shows
in figure 5 as follows:
Figure 5 Arranging HOTS
From this learning objectives, it shows
that the use of verb “memahami” which
has too many interpretation still used. It
categoriesd into lower level. Their
evaluation also shows that it seems they
are still confused in arranging evaluation
based on HOTS.
b. Interview
The interview is used to answer
second question about “What are the
complexity faced by pre-service teachers
in arranging innovative lesson plan?”.
Based on the data, it was found that they:
1. Less understanding about concept of
innovative lesson plan
They considered that innovative
lesson plan only refers to the use of
technology.
2. Get difficulties in using ICT for
evaluation
They do not know there many types of
e-learning platform or evaluation tools
that can be used in online teaching.
They generally only used the
platforms such as Whatsapp, Zoom,
Google Meet, Facebook and Google
classroom.
3. Do not know the concept of TPACK
They do not implement the concept of
TPACK (Technological, Pedagogical,
and Content Knowledge) briefly in
their lesson plan.
4. Implement the concept of 4C
All pre-service teachers stated that
they know the concept of 4C in
learning activities. However, they do
not know how to encourage students’
critical thinking.
5. Implement HOTS
From sixteen pre-service teachers,
they still confused in arranging
evaluation based on HOTS. They just
have known the implementation of
lower and higher cognitive level in
making IPK and learning objecetives.
In this case, they need to learn more
how to arrange HOTS items for
evaluation. In doing the process of
teaching, the implementation of
HOTS have not been shown. They
still confused to implement HOTS in
process of learning.
6. Applying the concept of pedagogies in
their teaching
For examples are controlling and
managing the class, checking
attendance, having active interaction
with students, using difference types
of teaching strategies, as well as doing
assessment in group or individual.
7. Misconception in delivering materials
For example is they confuse when
giving material of analytical
exposition text and hortatory
exposition text.
From the results from analysis of
lesson plan and interview, the researcher
found there is indisagreement with her
42
expectation. She think that they are in
eight semester, they will deliver the
materials very well since they have gotten
materials about genre text, language
curriculum, ICT and done their
microteaching.
Their complexity in arranging
innovative lesson plan surely this
becomes the finding for lecturer and
stakeholder in English department to
provide intensive practice in arranging
innovative lesson plan and preparing pre-
service teachers to be ready in teaching at
school through offline or online learning.
Conclusions
Since COVID-19 pandemic has changed
the way of people live, it makes the way
of communciation between teacher and
students also changed. Pre-service eachers
as a candidate of professional teacher
should have great effort in facing the
challenges during pandemic. One real
action must be done is developing
innovative lesson plans which contains he
integration teaching and technlogogy,
interesting plans, 4C and HOTS concepts.
The complexity of pre-service teachers in
arranging innovative lesson plans are
caused by many factors such as their
limitation in teaching experience, do not
understand the characteristic of learning
charateristics in 21st century. It is
suggested for them to update their
knowledge about the concept of
innovative lesson plan and teaching
through many sources. For institution,
head English department, there must be
reconstruction of materials and subject for
English department students in order there
is improvement knowledge in teaching.
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