“Like Walking Them to the Bus Stop, and Then They Still Miss the Bus”

Abstract

This qualitative descriptive study explored elementary teachers’ virtual teaching experiences during the COVID-19 pandemic. Data were collected from four participants through semi-structured interviews and focus groups. An inductive content analysis approach was used to analyze the data. The findings of this study showed that the interactions between teachers and students in the virtual environment were limited. The learning outcomes of virtual teaching in the elementary classroom fell short due to the students’ copy-and-paste culture, too much help from their parents, and an unconducive learning environment at home. This study suggests that elementary teachers need professional development in pedagogical and technological knowledge to effectively teach in a virtual setting. Further, parental orientation is essential to make the parents cooperative and aware of their children’s virtual learning.