University Students and Teachers’ Experiences with Distance Education in Uzbekistan

Diana Akhmedjanova; Irina Kerimova

doi:10.15549/jeecar.v11i1.1282

Authors

Dr. Diana Akhmedjanova National Research University Higher School of Economics https://orcid.org/0000-0002-9643-5660
Irina Kerimova Westminster International University in Tashkent https://orcid.org/0000-0002-1869-5512

DOI:

https://doi.org/10.15549/jeecar.v11i1.1282

Keywords:

distance education, self-efficacy, TPACK, learning management system, mixed-methods research

Abstract

This study has examined the experiences of students and teachers with distance education in Uzbekistan during the COVID-19 pandemic. Distance education is a new field in Uzbekistan, and evidence-based practices should be examined for its successful implementation. A convergent mixed-methods design was used, employing surveys and focus group interviews. The survey data was analyzed using descriptive and inferential statistics, and the focus group interview data was analyzed using thematic analysis. The results revealed that students and faculty had both positive and negative experiences with distance education, but also suggested that teachers were more self-efficacious in teaching online rather than students learning online. This exploratory study indicates that students need targeted instruction and support on studying online and self-regulate their learning. Teachers should participate in intensive professional learning workshops on materials design and pedagogical practices in online classes. Practical applications and ideas for future research are discussed.

Author Biographies

Dr. Diana Akhmedjanova, National Research University Higher School of Economics

Diana Akhmedjanova, Ph.D., is an Assistant Professor at the Institute of Education in the National Research University Higher School of Economics. Her current work focuses on the self-regulated learning of school children. Her other research focuses on writing processes and multimodal communication of first-year students in English as a medium of instruction context. Her research interests include but are not limited to multilingual writing, self- and socially-regulated learning, and digital education.

Irina Kerimova, Westminster International University in Tashkent

Irina Kerimova is a lecturer at Westminster International University in Tashkent (School of Business and Economics). Her research interests lie in brand journalism, gender studies, extracurricular activities, video-assisted teaching, visual literacy, and students’ motivation.

e-mail: ikerimova@wiut.uz
ORCID: 0000-0002-1869-5512

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