Abstract:

Online learning environments have taken the role of traditional learning environments as a result of the digital transformation process. Due to the pandemic, some issues have arisen while establishing concurrent online classes, sometimes known as virtual classrooms by teachers. Uncertainty about fundamental concepts and guidelines pertaining to classroom management techniques, which are crucial to attaining the goal of online courses, is one of these issues. The fact that they directly transfer the classroom management techniques they use in traditional environments to online learning environments is one of the biggest issues that teachers who conduct teaching activities in virtual classrooms during the pandemic era confront. The purpose of this study is to investigate how traditional learning environments' classroom management practices reflect to online learning settings. Semi-structured interviews with 10 teachers chosen from a variety of branches in which the case study methodology was used. A problem with intervention and cyberbullying behaviors emerged as issues influencing classroom management in a virtual environment as a consequence of the analysis of classroom management processes such as behavior, environment, time, classroom relationships, plan-programme. Depending on the nature of the various branches, changes were seen in the time management dimension. Teachers claimed that they were unable to adequately translate classroom rules to online learning settings in the area of classroom relations.

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