Marina Kougiourouki^1,, Zinovia Masali¹

The rapid spread of the Covid-19 pandemic that suspended the educational process on all levels of education in many countries, together with the need for access to a safe teaching process, has created an emerging and massive turn towards remote education. This new condition surprised teachers, who were obligated to use new technologies to design and implement their teaching along with assigning homework. This research investigates the views of ten Greek teachers of primary education regarding the issue of homework assignment in the framework of remote education (synchronous and asynchronous) due to the aforementioned conditions. More specifically it investigates their views regarding the homework objectives, the amount of homework assigned by teachers and the portion of assignments completed by students, the content and the way of assignment “creation”, and the method of solving, correcting and assessing them. The tool for this research was the semi-structured interview. The research findings show that the teachers continued invariably to assign homework, as they did in a physical classroom, strived to make students practice and kept them in constant touch with the educational process, whilst being lenient regarding its evaluation.

homework, emergency remote education (ERE), covid-19, pandemic, teaching, instructional design, parental involvement