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ÖĞRETMEN GÖRÜŞLERİ BAĞLAMINDA COVİD-19 PANDEMİ SÜRECİNDE UZAKTAN EĞİTİM

Year 2023, Volume: 13 Issue: 3, 1826 - 1843, 25.09.2023
https://doi.org/10.30783/nevsosbilen.1299322

Abstract

Bu araştırmanın amacı COVID-19 pandemi sürecine ilişkin öğretmen görüşlerini belirlemektir. Araştırma nitel araştırma yaklaşımına uygun olarak fenomenoloji (olgubilim) deseninde tasarlanmıştır. Araştırmanın katılımcılarını Siirt ve Bolu illerinde görevli 15 öğretmen oluşturmaktadır. Katılımcıların belirlenmesinde maksimum çeşitlilik ve ölçüt örnekleme yöntemleri tercih edilmiştir. Yarı yapılandırılmış görüşmeler sonucunda elde edilen veriler içerik analiziyle çözümlenmiştir. Araştırma sonucuna göre katılımcı öğretmenlerin uzaktan eğitim sürecini alternatiflik, zorunluluk, güçlük ve teknolojik bağlamda anlamlandırdıkları, avantajlarının yanı sıra dezavantajlarının da olduğunu ve başta psikolojik olmak üzere farklı etkiler bıraktığını ifade ettikleri belirlenmiştir. Ayrıca araştırmada öğretmenlerin COVID-19 pandemi sürecinde karşılaştıkları sorunlara yönelik alt yapı ve teknik destek ile teknoloji kullanımı konusunda eğitimler verilmesi yönünde çözüm önerilerinde bulundukları tespit edilmiştir

Supporting Institution

herhangi bir kurum tarafından desteklenmemiştir.

References

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DISTANCE EDUCATION IN THE COVID-19 PANDEMIC PROCESS IN THE CONTEXT OF TEACHER OPINIONS

Year 2023, Volume: 13 Issue: 3, 1826 - 1843, 25.09.2023
https://doi.org/10.30783/nevsosbilen.1299322

Abstract

The aim of this study is to determine teachers' views on the COVID-19 pandemic process. The research was designed in phenomenology design in accordance with the qualitative research approach. The participants of the study consisted of 15 teachers working in Siirt and Bolu provinces. Maximum diversity and criterion sampling methods were preferred in determining the participants. The data obtained as a result of semi-structured interviews were analysed by content analysis. According to the results of the research, it was determined that the participant teachers made sense of the distance education process in terms of alternative, necessity, difficulty and technological context, stated that it has disadvantages as well as advantages and that it has different effects, especially psychological. In addition, it was determined in the study that teachers suggested solutions to the problems they encountered during the COVID-19 pandemic process in terms of infrastructure and technical support and training on the use of technology.

References

  • Afşar, B., & Büyükdoğan, B. (2020). Evaluations of iibf and sbbf students about distance education during the COVID-19 pandemic. Karatay Journal of Social Research, 5, 158-179.
  • Ağır, F. (2007). Determining the attitudes of primary school teachers working in private and public schools towards distance education [Unpublished Master's Thesis]. Balikesir University.
  • Al-Balas, M., Al-Balas, H. I., & Jaber, H. M. (2020). Distance learning in clinical medical education amid COVID19 pandemic in Jordan: current situation, challenges, and perspectives. BMC Medical Education, 20(341), 1-7.
  • Alkan, C. (1997). Eğitim teknolojisi (5. Baskı). Anı Yayıncılık.
  • Almaghaslah D., & Alsayari, A. (2020). The effects of the 2019 novel coronavirus disease (COVID-19) outbreak on academic staff members: A case study of a Pharmacy School in Saudi Arabia. Risk Management and Healthcare Policy, 13, 795-802. https://doi.org/10.2147/RMHP.S260918
  • Almuraqab, N. A. S. (2020) Shall Universities at the UAE continue distance learning after the COVID-19 pandemic? Revealing students’ perspective. International Journal of Advanced Research in Engineering and Technology (IJARET), 11(5), 226-233.
  • Alqahtani, A. Y., & Rajkhan, A. A. (2020). E-learning critical success factors during the COVID-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Education Sciences, 10(9), 1-16.
  • Antalyalı, Ö. L. (2004). Uzaktan eğitim algılısı ve Yöneylem araştırması dersinin Uzaktan eğitim ile verabilirliği [Unpublished Master's Thesis]. Süleyman Demirel University.
  • Ateş, A., & Altun, E. (2008). Investigation of computer teacher candidates' attitudes towards distance education in terms of various variables. Journal of Gazi Faculty of Education, 28(3), 125-145.
  • Avcı, F., & Akdeniz, E. C. (2021). Koronavirüs (Covid-19) salgını ve uzaktan eğitim sürecinde karşılaşılan sorunlar konusunda öğretmenlerin değerlendirmeleri. Uluslararası Sosyal Bilimler ve Eğitim Dergisi, 3(4), 117-154.
  • Balcı, A. (2020). COVID-19 özelinde salgınların eğitime etkileri. International Journal of Leadership Studies: Theory and Practice, 3(3), 75-85.
  • Başar, M., Arslan, S., Günsel, E., Akpınar, M. (2019). Distance education perception of prospective teachers. Journal of Multidisciplinary Studies in Education, 3(2), 14-22.
  • Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153. https://doi.org/10.1080/01587910600789498
  • Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education, 15(2), 118-126.
  • Bormann, I., Brøgger K., Pol, M., & Lazarová, B. (2021). COVID-19 and its effects: On the risk of social inequality through digitalization and the loss of trust in three European education systems. European Educational Research Journal, 20(5), 610-635.
  • Brady, K. P., Holcomb, L. B., & Smith, B. V. (2010). The use of alternative social networking sites in higher educational settings: A casestudy of the e- learning benefits of ning in education. Journal of İnteractive Online Learning, 9(2), 151-170.
  • Bulut, İ. (2021). Sosyal bilgiler öğretmen adaylarının sosyal bilgiler öğretiminin Uzaktan Eğitim yolu ile yapılılmasına ilişkin görüşlerilarının incelenmesi [Unpublished Master's Thesis]. Inonu University.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Scientific research methods. Pegem Academy.
  • Creswell, J. W. (2012). Educational research: Planning conducting and evaluating quantitative and qualitative research. New Jersey, NJ: Pearson Ed. Inc.
  • Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks: Sage.
  • Çakır, H. K. (2022). Examining the views of prospective primary school teachers towards distance education [Unpublished Master's Thesis]. Fırat University.
  • Çelebi, N. Y. (2022). Investigation of science teachers' attitudes and opinions towards distance education during the COVID-19 pandemic [Unpublished Master's Thesis]. Van Yüzüncü Yıl University.
  • Çıragil, P. (2020). COVID-19 Pandemic is not the first. http://www.yeditepehastanesi.com.tr/koronavirus-pandemisi-ilk-degil adresinden 19.05.2020 was reached on.
  • De Paepe, L., Zhu, C., & DePryck, K. (2018). Drop-out, retention, satisfaction and attainment of online learners of Dutch in adult education. International Journal on E-Learning, 17(3), 303-323.
  • Demir, S., & Kale, M. (2020). Evaluation of the distance education process during the COVID-19 pandemic according to teachers' views. Electronic Turkish Studies, 15(8), 3445-3470.
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There are 93 citations in total.

Details

Primary Language English
Journal Section Educational Sciences
Authors

Mehmet Nezir Çevik 0000-0001-9880-037X

Mehmet Sabir Çevik 0000-0002-8817-4747

Yusuf Şenufuk 0009-0007-5870-216X

Early Pub Date September 20, 2023
Publication Date September 25, 2023
Published in Issue Year 2023 Volume: 13 Issue: 3

Cite

APA Çevik, M. N., Çevik, M. S., & Şenufuk, Y. (2023). DISTANCE EDUCATION IN THE COVID-19 PANDEMIC PROCESS IN THE CONTEXT OF TEACHER OPINIONS. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 13(3), 1826-1843. https://doi.org/10.30783/nevsosbilen.1299322