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ÖĞRETMEN ADAYLARININ SENKRON EĞİTİME KATILIMLARINI ETKİLEYEN FAKTÖRLER

Year 2022, Volume: 12 Issue: 1, 436 - 450, 26.01.2022
https://doi.org/10.24315/tred.910056

Abstract

Bu araştırmanın amacı öğretmen adaylarının senkron olarak gerçekleştirilen uzaktan eğitime katılımlarını etkileyen faktörlerin belirlenmesidir. Bu amaç doğrultusunda öğrencilerin uzaktan eğitime eş zamanlı devam etmelerini olumlu ve olumsuz etkileyen faktörler, karşılaştıkları problemler, bu problemlere çözüm yolları ve önerileri değerlendirilmiş ve senkron uzaktan eğitime katılım durumlarını etkileyen faktörler belirlenmiştir. Araştırmada nitel araştırma yaklaşımlarından durum çalışması benimsenmiştir. Araştırma bir devlet üniversitesinin eğitim fakültesinde öğrenim gören on öğrenciden oluşmaktadır. Araştırmanın çalışma grubunun oluşturulmasında amaçlı örnekleme yöntemlerinden ölçüt örneklemeden faydalanılmıştır. Doğru ve ilişkili verilerin toplanabilmesi için, çalışma grubuna dahil olacak öğrenenlerde %70 ve üzeri oranda eş zamanlı (senkron) derslere katılım kriteri aranmıştır. Araştırma verilerini toplamada araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma kapsamında elde edilen verilerin analizinde betimsel ve içerik analizi yöntemlerinden faydalanılmıştır. Verilerin analizinden elde edilen bulgulara göre öğretmen adaylarının senkron uzaktan eğitime katılımlarını öğrenci özellikleri, öğretim elemanı, öğretim süreci ve teknik özellikler faktörlerinin etkilediği belirlenmiştir. Öğrenci özellikleri faktörü kapsamında öğrenme stilleri, öğrenme motivasyonu ve inançlar ile beklentiler kodları ön plana çıkmıştır. Öğretim elemanı faktörü kapsamında öğretim elemanının tutum ve davranışları, yeterliliği, iletişimi ve derse hazırlık durumu kodları yer almıştır. Öğretim süreci faktörü kapsamında materyal kullanımı, öğretim yöntem ve teknikleri, etkileşim ve anlık dönüt kodları ön plana çıkmıştır. Teknik özellikler faktörü kapsamında ise ders kayıtları ve sistem alt yapısı kodları yer almıştır.

References

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  • Alvarez, I., Espasa, A., & Guasch, T. (2012). The value of feedback in improving collaborative writing assignments in an online learning environment. Studies in Higher Education, 37(4), 387-400. https://doi.org/10.1080/03075079.2010.510182
  • Aragon, S., & Johnson, E. (2008). Factors influencing completion and noncompletion of community college online courses. American Journal of Distance Education, 22(3), 146–158. https://doi.org/10.1080/08923640802239962
  • Baran, E., & AlZoubi, D. (2020). Affordances, challenges, and impact of open pedagogy: examining students’ voices. Distance Education, 41(2), 230-244. https://doi.org/10.1080/01587919.2020.1757409
  • Başaran, M., Doğan, E., Karaoğlu, E., & Şahin, E. (2020). Koronavirüs (Covıd-19) pandemi sürecinin getirisi olan uzaktan eğitimin etkililiği üzerine bir çalışma. Academia Eğitim Araştırmaları Dergisi, 5(2), 179-209.
  • Berge, Z. L. (1995). Facilitating computer conferencing: Recommendations from the field. Educational technology, 35(1), 22-30.
  • Berry, S. (2017). Building community in online doctoral classrooms: instructor practices that support community. Online Learning, 21(2), 1-22. https://doi.org/10.24059/olj.v21i2.875
  • Boton, E. C., & Gregory, S. (2015). Minimizing attrition in online degree courses. Journal of Educators Online, 12(1), 62–90. https://doi.org/10.9743/JEO.2015.1.6
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (Second edition). London: Sage.
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  • Dunn, R. S., & Dunn, K. J. (1993). Teaching secondary students through their individual learning styles: Practical approaches for grades. Upper Saddle River, NJ: Prentice Hall.
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  • Fredericks, J., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
  • Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3–31.
  • Greenland, S. J., & Moore, C. (2014). Patterns of student enrolment and attrition in Australian open access online education: A preliminary case study. Open Praxis, 6, 45–54. https://doi.org/10.5944/openpraxis.6.1.95
  • Gülbahar, Y., & Adnan, M. (2020). Faculty professional development in creating significant teaching and learning experiences online. In L. Kyei-Blankson, E. Ntuli, & J. Blankson (Eds.), Handbook of research on creating meaningful experiences in online courses (pp. 37–58). IGI Global. https://doi:10.4018/978-1-7998-0115-3.ch004
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  • Hechinger, J., & Lorin, J. (2020). Coronavirus forces $600 billion higher education industry online. Bloomberg Businessweek. Retrieved March 05, 2021, from https://www.bloomberg.com/news/articles/2020-03-19/colleges-are-going-online-because-of-the-coronavirus
  • Huss, J. A., & Eastep, S. (2015). Faculty Expectations Toward Their Online Courses: Are They on the Same Screen with Their Students?. Journal of Inquiry & Action in Education, 6(3), 15-41.
  • Ilgaz, H., & Gülbahar, Y. (2015). A snapshot of online learners: E-readiness, e-satisfaction and expectations. International Review of Research in Open and Distributed Learning, 16(2), 171–187. https://doi.org/10.19173/irrodl.v16i2.2117
  • Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257–272. https://doi.org/10. 1080/13540600902875332
  • Keller, J. M. & Suzuki, K. (2004). Learner motivation and e-learning design: a multi-nationally validated process. Journal of Educational Media, 29(3), 231-239. https://doi.org/10.1080/1358165042000283084
  • Kırmacı, Ö., & Acar, S. (2018). Kampüs öğrencilerinin eşzamanlı uzaktan eğitimde karşılaştıkları sorunlar. Eğitimde Kuram ve Uygulama, 14(3), 276-291. https://doi.org/10.17244/eku.378138
  • Kim, K., & Frick, T. W. (2011). Changes in student motivation during online learning. Journal of Educational Computing Research, 44(1), 1-23. https://doi.org/10.2190/ec.44.1.a
  • Kuh, G. (2001). Assessing what really matters to student learning. Change, 33, 10–17. https://doi.org/10.1080/00091380109601795
  • Lambrinidis, G. (2014). Supporting online, non-traditional students through the introduction of effective e-learning tools in a pre-university tertiary enabling programme. Journal of Higher Education Policy and Management, 36, 257–267. https://doi.org/10.1080/01587919.2014.899053
  • Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092
  • McBrien, J. L., Jones, P., & Cheng, R. (2009) Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open and Distance Learning, 10(3), 1-17. https://doi.org/10.19173/irrodl.v10i3.605
  • McInnerney, J. M., & Roberts, T. S. (2004). Online learning: Social interaction and the creation of a sense of community. Educational Technology & Society, 7(3), 73-81.
  • McMillan, D., & Chavis , D. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14, 6-23. https://doi.org/10.1002/1520-6629(198601)14:1<6::aid-jcop2290140103>3.0.co;2-i
  • McMurtrie, B. (2020). The coronavirus has pushed courses online. Professors are trying hard to keep up. Retrieved March 10, 2021, from https://www.chronicle.com/article/the-coronavirus-has-pushed-courses-online-professors-are-trying-hard-to-keep-up/
  • Mohr, S. C., & Shelton, K. (2017). Best practices framework for online faculty professional development: A Delphi study. Online Learning Journal, 21(4), 123–140. https://doi.org/10.24059/olj.v21i4.1273
  • Moore, M. J. (1993). Three types of interaction. K. Harry, M. John, ve D. Keegan (Eds.) içinde, Distance education theory (pp. 19–24). New York, NY: Routledge.
  • Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E., & Hopwood, B. (2019). Chronicling engagement: students’ experience of online learning over time. Distance Education, 40(2), 262-277. https://doi.org/10.1080/01587919.2019.1600367
  • Park, J. H., & Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-217.
  • Quintana, C. (2020). US colleges scrambled to react to the coronavirus pandemic. Now their very existence is in jeopardy. Retrieved February 05, 2021, from https://www.usatoday.com/story/news/education/2020/03/20/coronavirus-collegestudents online -class-graduation-commencement-refund/2876589001
  • Ragusa, A. T., & Crampton, A. (2018). Sense of connection, identity and academic success in distance education: Sociologically exploring online learning environments. Rural Society, 27, 125–142. https://doi.org/10.1080/10371656.2018.1472914
  • Randolph, J. J., & Crawford, L. M. (2013). Factorial validity and reliability of the sense of community in online courses scale. Journal of Interactive Online Learning, 12(2), 53-69.
  • Rasheed, F. (2007). Factors impeding implementation of web-based distance learning. AACE Journal, 15(3), 315-338.
  • Redmond, P. (2015). A pedagogical continuum: The journey from face-to-face to online teaching. In P. Redmond, J. Lock, & P. A. Danaher (Eds.), Educational innovations and contemporary Technologies (pp. 107–132). Palgrave Macmillan. https://doi:10.1057/9781137468611_7
  • Rovai, A. P. (2002). Building sense of community at a distance. The International Review of Research in Open and Distributed Learning, 3(1), 1-16. https://doi.org/10.19173/irrodl.v3i1.79
  • Shea, P. (2006). A study of students’ sense of learning community in online environments. Journal of Asynchronous Learning Networks, 10(1), 35-44. https://doi.org/10.24059/olj.v10i1.1774
  • Smith, R. (2008). Motivational factors in e-learning. George Washingtonton University. Retrieved February 22, 2021, from http://elgor.at/elearn/Medien/Motivation.pdf
  • Smyth, R. (2011). Enhancing learner–learner interaction using video communications in higher education: Implications from theorising about a new model. British Journal of Educational Technology, 42(1), 113-­127. https://doi.org/10.1111/j.1467-8535.2009.00990.x
  • Thorpe, M. (2002). Rethinking learner support: The challenge of collaborative online learning. Open learning, 17(2), 105–119. https://doi.org/10.1080/02680510220146887a
  • Uçar, H., & Kumtepe, A, T. (2016). Uzaktan eğitimde ARCS-V motivasyon tasarımı modelinin kullanımı. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(4), 37-54.
  • Wimpenny, K., & Savin-Baden, M. (2013). Alienation, agency and authenticity: A synthesis of the literature on student engagement. Teaching in Higher Education, 18(3), 1–16. https://doi.org/10.1080/13562517.2012.725223
  • Wolsey, T. D. (2008). Efficacy of instructor feedback on written work in an online program. International Journal on ELearning, 7(2), 311. https://doi.org/10.9743/JEO.2009.2.1
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yıldız, E. (2020). Çevrimiçi öğrenme ortamlarında uzaktan eğitim öğrencilerinin topluluk hissine etki eden faktörlerin incelenmesi. Eğitimde Nitel Araştırmalar Dergisi, 8(1), 180-205. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.9m
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Year 2022, Volume: 12 Issue: 1, 436 - 450, 26.01.2022
https://doi.org/10.24315/tred.910056

Abstract

References

  • Akkuş, İ., & Acar, S. (2017). Eş zamanlı öğrenme ortamlarında karşılaşılan teknik sorunların öğretici ve öğrenen üzerindeki etkisini belirlemeye yönelik bir araştırma. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(3), 363-376. https://doi.org/10.17679/inuefd.340479
  • Alvarez, I., Espasa, A., & Guasch, T. (2012). The value of feedback in improving collaborative writing assignments in an online learning environment. Studies in Higher Education, 37(4), 387-400. https://doi.org/10.1080/03075079.2010.510182
  • Aragon, S., & Johnson, E. (2008). Factors influencing completion and noncompletion of community college online courses. American Journal of Distance Education, 22(3), 146–158. https://doi.org/10.1080/08923640802239962
  • Baran, E., & AlZoubi, D. (2020). Affordances, challenges, and impact of open pedagogy: examining students’ voices. Distance Education, 41(2), 230-244. https://doi.org/10.1080/01587919.2020.1757409
  • Başaran, M., Doğan, E., Karaoğlu, E., & Şahin, E. (2020). Koronavirüs (Covıd-19) pandemi sürecinin getirisi olan uzaktan eğitimin etkililiği üzerine bir çalışma. Academia Eğitim Araştırmaları Dergisi, 5(2), 179-209.
  • Berge, Z. L. (1995). Facilitating computer conferencing: Recommendations from the field. Educational technology, 35(1), 22-30.
  • Berry, S. (2017). Building community in online doctoral classrooms: instructor practices that support community. Online Learning, 21(2), 1-22. https://doi.org/10.24059/olj.v21i2.875
  • Boton, E. C., & Gregory, S. (2015). Minimizing attrition in online degree courses. Journal of Educators Online, 12(1), 62–90. https://doi.org/10.9743/JEO.2015.1.6
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (Second edition). London: Sage.
  • Curtis, D., & Lawson, M. (1999, 12-15 July). Collaborative online learning: an exploratory case study. [Conference Presentation]. HERDSA Annual International Conference, Melbourne, Australia.
  • Dunn, R. S., & Dunn, K. J. (1993). Teaching secondary students through their individual learning styles: Practical approaches for grades. Upper Saddle River, NJ: Prentice Hall.
  • Durak, G., Çankaya, S., & İzmirli, S. (2020). COVID-19 pandemi döneminde Türkiye’deki üniversitelerin uzaktan eğitim sistemlerinin incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 14(1), 787-809. https://doi.org/10.17522/balikesirnef.743080
  • Fredericks, J., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
  • Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3–31.
  • Greenland, S. J., & Moore, C. (2014). Patterns of student enrolment and attrition in Australian open access online education: A preliminary case study. Open Praxis, 6, 45–54. https://doi.org/10.5944/openpraxis.6.1.95
  • Gülbahar, Y., & Adnan, M. (2020). Faculty professional development in creating significant teaching and learning experiences online. In L. Kyei-Blankson, E. Ntuli, & J. Blankson (Eds.), Handbook of research on creating meaningful experiences in online courses (pp. 37–58). IGI Global. https://doi:10.4018/978-1-7998-0115-3.ch004
  • Güler, A., Halıcıoğlu, M. B., & Taşğın, S. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Hechinger, J., & Lorin, J. (2020). Coronavirus forces $600 billion higher education industry online. Bloomberg Businessweek. Retrieved March 05, 2021, from https://www.bloomberg.com/news/articles/2020-03-19/colleges-are-going-online-because-of-the-coronavirus
  • Huss, J. A., & Eastep, S. (2015). Faculty Expectations Toward Their Online Courses: Are They on the Same Screen with Their Students?. Journal of Inquiry & Action in Education, 6(3), 15-41.
  • Ilgaz, H., & Gülbahar, Y. (2015). A snapshot of online learners: E-readiness, e-satisfaction and expectations. International Review of Research in Open and Distributed Learning, 16(2), 171–187. https://doi.org/10.19173/irrodl.v16i2.2117
  • Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257–272. https://doi.org/10. 1080/13540600902875332
  • Keller, J. M. & Suzuki, K. (2004). Learner motivation and e-learning design: a multi-nationally validated process. Journal of Educational Media, 29(3), 231-239. https://doi.org/10.1080/1358165042000283084
  • Kırmacı, Ö., & Acar, S. (2018). Kampüs öğrencilerinin eşzamanlı uzaktan eğitimde karşılaştıkları sorunlar. Eğitimde Kuram ve Uygulama, 14(3), 276-291. https://doi.org/10.17244/eku.378138
  • Kim, K., & Frick, T. W. (2011). Changes in student motivation during online learning. Journal of Educational Computing Research, 44(1), 1-23. https://doi.org/10.2190/ec.44.1.a
  • Kuh, G. (2001). Assessing what really matters to student learning. Change, 33, 10–17. https://doi.org/10.1080/00091380109601795
  • Lambrinidis, G. (2014). Supporting online, non-traditional students through the introduction of effective e-learning tools in a pre-university tertiary enabling programme. Journal of Higher Education Policy and Management, 36, 257–267. https://doi.org/10.1080/01587919.2014.899053
  • Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092
  • McBrien, J. L., Jones, P., & Cheng, R. (2009) Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open and Distance Learning, 10(3), 1-17. https://doi.org/10.19173/irrodl.v10i3.605
  • McInnerney, J. M., & Roberts, T. S. (2004). Online learning: Social interaction and the creation of a sense of community. Educational Technology & Society, 7(3), 73-81.
  • McMillan, D., & Chavis , D. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14, 6-23. https://doi.org/10.1002/1520-6629(198601)14:1<6::aid-jcop2290140103>3.0.co;2-i
  • McMurtrie, B. (2020). The coronavirus has pushed courses online. Professors are trying hard to keep up. Retrieved March 10, 2021, from https://www.chronicle.com/article/the-coronavirus-has-pushed-courses-online-professors-are-trying-hard-to-keep-up/
  • Mohr, S. C., & Shelton, K. (2017). Best practices framework for online faculty professional development: A Delphi study. Online Learning Journal, 21(4), 123–140. https://doi.org/10.24059/olj.v21i4.1273
  • Moore, M. J. (1993). Three types of interaction. K. Harry, M. John, ve D. Keegan (Eds.) içinde, Distance education theory (pp. 19–24). New York, NY: Routledge.
  • Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E., & Hopwood, B. (2019). Chronicling engagement: students’ experience of online learning over time. Distance Education, 40(2), 262-277. https://doi.org/10.1080/01587919.2019.1600367
  • Park, J. H., & Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-217.
  • Quintana, C. (2020). US colleges scrambled to react to the coronavirus pandemic. Now their very existence is in jeopardy. Retrieved February 05, 2021, from https://www.usatoday.com/story/news/education/2020/03/20/coronavirus-collegestudents online -class-graduation-commencement-refund/2876589001
  • Ragusa, A. T., & Crampton, A. (2018). Sense of connection, identity and academic success in distance education: Sociologically exploring online learning environments. Rural Society, 27, 125–142. https://doi.org/10.1080/10371656.2018.1472914
  • Randolph, J. J., & Crawford, L. M. (2013). Factorial validity and reliability of the sense of community in online courses scale. Journal of Interactive Online Learning, 12(2), 53-69.
  • Rasheed, F. (2007). Factors impeding implementation of web-based distance learning. AACE Journal, 15(3), 315-338.
  • Redmond, P. (2015). A pedagogical continuum: The journey from face-to-face to online teaching. In P. Redmond, J. Lock, & P. A. Danaher (Eds.), Educational innovations and contemporary Technologies (pp. 107–132). Palgrave Macmillan. https://doi:10.1057/9781137468611_7
  • Rovai, A. P. (2002). Building sense of community at a distance. The International Review of Research in Open and Distributed Learning, 3(1), 1-16. https://doi.org/10.19173/irrodl.v3i1.79
  • Shea, P. (2006). A study of students’ sense of learning community in online environments. Journal of Asynchronous Learning Networks, 10(1), 35-44. https://doi.org/10.24059/olj.v10i1.1774
  • Smith, R. (2008). Motivational factors in e-learning. George Washingtonton University. Retrieved February 22, 2021, from http://elgor.at/elearn/Medien/Motivation.pdf
  • Smyth, R. (2011). Enhancing learner–learner interaction using video communications in higher education: Implications from theorising about a new model. British Journal of Educational Technology, 42(1), 113-­127. https://doi.org/10.1111/j.1467-8535.2009.00990.x
  • Thorpe, M. (2002). Rethinking learner support: The challenge of collaborative online learning. Open learning, 17(2), 105–119. https://doi.org/10.1080/02680510220146887a
  • Uçar, H., & Kumtepe, A, T. (2016). Uzaktan eğitimde ARCS-V motivasyon tasarımı modelinin kullanımı. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(4), 37-54.
  • Wimpenny, K., & Savin-Baden, M. (2013). Alienation, agency and authenticity: A synthesis of the literature on student engagement. Teaching in Higher Education, 18(3), 1–16. https://doi.org/10.1080/13562517.2012.725223
  • Wolsey, T. D. (2008). Efficacy of instructor feedback on written work in an online program. International Journal on ELearning, 7(2), 311. https://doi.org/10.9743/JEO.2009.2.1
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
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There are 52 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Bilge Aslan Altan 0000-0002-3309-933X

Güler Göçen Kabaran 0000-0002-2631-8768

Publication Date January 26, 2022
Published in Issue Year 2022 Volume: 12 Issue: 1

Cite

APA Aslan Altan, B., & Göçen Kabaran, G. (2022). ÖĞRETMEN ADAYLARININ SENKRON EĞİTİME KATILIMLARINI ETKİLEYEN FAKTÖRLER. Trakya Eğitim Dergisi, 12(1), 436-450. https://doi.org/10.24315/tred.910056