Multi-level Emergency Remote Teaching Framework for K-12 Distance Education: A Stakeholder-based Qualitative Study

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dc.contributor.authorKayali, Bunyami
dc.contributor.authorKaraman, Selcuk
dc.date.accessioned2026-09-01T15:52:33Z
dc.date.available2026-09-01T15:52:33Z
dc.date.issued2026
dc.departmentBayburt Üniversitesi
dc.description.abstractThis study develops a multi-level Emergency Remote Teaching (ERT) framework for K-12 distance education, grounded in the experiences of students, teachers, parents, and administrators during the COVID-19 pandemic. Prior ERT research has predominantly focused on single stakeholder groups or produced descriptive findings without synthesizing perspectives into a structured response model. Using a qualitative case study design, semi-structured interviews were conducted with 100 participants (25 per stakeholder group) selected through maximum variation sampling. Thematic content analysis was employed to identify convergent and divergent priorities across groups, which were subsequently mapped onto the five layers of the Holistic Analytical Layer Framework (HALF): policy, system, program, course, and activity, based on their functional relevance to each layer. Findings indicate that digital infrastructure functions as a foundational system-level prerequisite shared across all stakeholder groups, while pedagogical, psychosocial, and governance priorities diverge by role. Teachers emphasized assessment reliability and instructional continuity; students highlighted engagement and psychosocial support; parents stressed communication and guidance mechanisms; while administrators prioritized governance flexibility and decision-making autonomy. The resulting framework positions ERT not as an isolated emergency improvisation but as a coordinated, multi-layered response architecture that aligns stakeholder expectations across interconnected educational layers and supports the coordination of policy, infrastructure, programmatic planning, and instructional practices during crisis periods. The study contributes to the distance education literature by transforming multi-stakeholder perspectives into an integrated framework and extending the application of HALF to emergency education contexts. For e-learning practice, the framework offers school administrators and policymakers a concrete diagnostic tool for auditing crisis-preparedness across governance, infrastructure, and instructional layers, while offering teacher educators a basis for designing professional development that addresses both technical and psychosocial readiness for remote instruction. Given its single-region, qualitative design, the framework should be understood as a context-sensitive foundation for future empirical validation rather than a universally transferable model.
dc.identifier.doi10.34190/ejel.24.4.4847
dc.identifier.endpage105
dc.identifier.issn1479-4403
dc.identifier.issue4
dc.identifier.scopus2-s2.0-105046812763
dc.identifier.scopusqualityN/A
dc.identifier.startpage92
dc.identifier.urihttp://dx.doi.org/10.34190/ejel.24.4.4847
dc.identifier.urihttps://hdl.handle.net/20.500.12403/8436
dc.identifier.volume24
dc.identifier.wosWOS:001843621900002
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherAcad Conferences & Publ Int Ltd
dc.relation.ispartofElectronic Journal of E-Learning
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260820
dc.subjectEmergency Remote Teaching
dc.subjectDistance Education
dc.subjectK-12
dc.subjectStakeholder Perspectives
dc.subjectCrisis Preparedness
dc.subjectDigital Equity
dc.titleMulti-level Emergency Remote Teaching Framework for K-12 Distance Education: A Stakeholder-based Qualitative Study
dc.typeArticle

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