Research Article
Year 2023,
Volume: 13 Issue: 1, 33 - 40, 05.06.2023
Abstract
Bu çalışma, Çanakkale Onsekiz Mart Üniversitesi öğretim üyelerinin uzaktan eğitime bakış açılarını incelemektedir. Araştırmada elde edilen verilerin incelenmesinde nitel veri analizi yöntemlerinden içerik analizi yöntemi kullanılmıştır. Öğretim üyeleri, uzaktan eğitimin esneklik, zaman yönetimi ve verimlilik gibi avantajlarının olduğunu belirtmişlerdir. Uzaktan eğitimin motivasyon ve sosyal etkileşim eksikliği gibi dezavantajlara sahip olduğunu ileri sürmektedirler. Bununla birlikte yüz yüze eğitimin yerini tutmadığını da belirtmişlerdir. Öğretim üyeleri uzaktan eğitim derslerini tasarlarken derslerinin öncelikle internetteki ilgili web sayfalarından ve meslektaşlarının yardımından yararlandıklarını belirtmişlerdir. Yükseköğretim kurumlarında uzaktan eğitim sistemine geçiş sürecinde öğretim üyelerinin görev ve sorumluluklarının yeniden planlanması, dijital araçların ve teknolojik altyapının tanımlanarak zenginleştirilmesi, destek ve geri bildirim sağlanması önerilmektedir.
References
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- Beytekin, O. F. (2021). Transformation of Higher Education into new normal. Higher Education Studies journal, 11(3) s. 125-133.
- Belavy, D. L. Owen, P. J. & Livingston, P. M. (2020). Do successful Ph. D. outcomes reflect the research environment rather than academic ability? PLoS ONE, 1–(14) p. 15.
- Burkholder, G. J. (2022). Mentoring Doctoral Students in a Distance Learning Environment. In D. Stein, H. Glazer, & C. Wanstreet (Eds.), Driving Innovation With For-Profit Adult Higher Education Online Institutions (pp. 142-172). Creswell, J. W. (2007). Qualitative inquiry ve research design: Choosing among five approaches. Thousand Oaks: Sage.
- Deflem, M. (2021). "The Right to Teach in a Hyper-Digital Age: Legal Protections for (Post-)Pandemic Concerns.” Society. 58 (3): 204–212.
- European Commission (2020). European Universities Initiative Survey on the impact of COVID19 on European Universities. Retrieved January 4, 2022. Gunduz, Y. & Bozkus, K. (2013). Uzaktan Egitim Yonunden Egitim Liderligi [EducationalLeadership through Distance Education], Egitim Yonetimi Forumu, Egitim Yoneticileri ve Uzmanlari Dernegi & Balikesir Universitesi 3-5 Ekim 2013, Burhaniye, Balikesir.
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- Misican, Ö. D. Üstün, A.G. Çavuş, V.(2021). Pandemi Sürecinde Uzaktan Eğitim Sistemine Geçmek Zorunda Kalan Akademisyenlerin İş Tatmini Üzerinden Sisteme Bakışı. Rıza Bayrak, Ercan Karaçar, Volkan Çavuş (Ed.), Covid-19 ve Bilim içinde (ss. 60-111). Konya, Çizgi Kitabevi Yayınları.
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- Santoso, B. Fahrizal, I. Marsofiyati, A. (2021). Does The Role of Supervisors Determine Doctoral Students’Success? Jurnal Pendidikan Bisnis dan Manajemen, 7 (3), P. 147-158
- Sercemeli, M. & Kurnaz, E. (2020). Covid-19 pandemi döneminde Öğrencilerin uzaktan eğitim ve uzaktan muhasebe eğitimine yönelik bakış açıları üzerine bir araştırma. Uluslararası Sosyal Bilimler Akademik Araştırmalar Dergisi, 4(1), p.40-53.
- Shambour, M. K. Y. Abu‑Hashem, Muhannad A. (2021). Analyzing lecturers’ perceptions on traditional vs. distance learning: A conceptual study of emergency transferring to distance learning during COVID‑19 pandemic. Education and Information Technologies. 16(1) p. 1-21
- Schlosser, L. A. & Simonson, M. (2009). Distance Education: Definition and Glossary of Terms. 3rd Edition. U.S.:Information Age Publishing.
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- Tait, A. ( 2003). "Reflections on Student Support in Open and Distance Learning.” The International Review of Research in Open and Distributed Learning. 4 (1).
- Tran, B. (2016). Educational Experiences with Traditional, Online and Hybrid Learning Environments Journal of Education & Social Policy. 3(3)p. 60-63
- TEDMEM. (2020). COVID-19 sürecinde eğitim: Uzaktan öğrenme, sorunlar ve çözüm önerileri (TEDMEM Analiz Dizisi 7). Ankara: Türk Eğitim Derneği Yayınları. Retrieved from 02.01.2022.
- Totaro, M. W. Tanner, J. R. Noser, T. Fitzgerald, J. F. & Birch, R. (2005). Faculty Perceptions Of Distance Education Courses: A Survey. Journal of College Teaching & Learning, 2(7), 13–20.
- UNESCO. (2020). COVID-19 educational disruption and response. Retrieved from 8 December 2021. UNESCO. (2020). "School closures caused by Coronavirus (COVID- 19)". Retrieved 12 January 2021.
- The WHO-convened global study of origins of SARS-CoV-2: China Part". World Health Organization. 30 March 2021. Retrieved 31 March 2021.
- Watermeyer, R. Crick, T. Knight, C. & Goodall, J. (2020). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education.
- Williams, P. E. (2003). Roles and Competencies for Distance Education Programs in Higher Education Institutions. The American Journal of Distance Education, 17(1), 45–57
- Yakut, S. İcbay, M. A. (2021). Okul Yöneticilerinin Salgın Sürecindeki Yönetim Deneyimleri ve Çözüm Önerileri. International Journal of Science and Education, 4(3), p.128-156
Year 2023,
Volume: 13 Issue: 1, 33 - 40, 05.06.2023
Abstract
This study examined the perspectives of the faculty members of Çanakkale Onsekiz Mart University on distance education. The content analysis method, one of the qualitative data analysis methods, was used to analyze the data obtained in the research. Faculty members stated that distance education has advantages such as flexibility, time management, and efficiency. On the other hand, they argue that distance education has disadvantages, such as a lack of motivation and social interaction. However, they also stated that face-to-face education is not a substitute. While designing distance education courses, they primarily benefited from the relevant web pages on the internet and the help of their colleagues. For transiting to the distance education system in higher education institutions, this study recommends rescheduling faculty member duties and responsibilities, defining and enriching digital tools and technological infrastructure, and providing support and feedback.
References
- References Arslan, H. Doğan, M. (2020). Yüksek Öğretimde Hibrid Öğrenme Modeli. Azerbaıjan Natıonal Academy Of Scıences Social Sciences, 2 p. 140-150.
- Beytekin, O. F. (2021). Transformation of Higher Education into new normal. Higher Education Studies journal, 11(3) s. 125-133.
- Belavy, D. L. Owen, P. J. & Livingston, P. M. (2020). Do successful Ph. D. outcomes reflect the research environment rather than academic ability? PLoS ONE, 1–(14) p. 15.
- Burkholder, G. J. (2022). Mentoring Doctoral Students in a Distance Learning Environment. In D. Stein, H. Glazer, & C. Wanstreet (Eds.), Driving Innovation With For-Profit Adult Higher Education Online Institutions (pp. 142-172). Creswell, J. W. (2007). Qualitative inquiry ve research design: Choosing among five approaches. Thousand Oaks: Sage.
- Deflem, M. (2021). "The Right to Teach in a Hyper-Digital Age: Legal Protections for (Post-)Pandemic Concerns.” Society. 58 (3): 204–212.
- European Commission (2020). European Universities Initiative Survey on the impact of COVID19 on European Universities. Retrieved January 4, 2022. Gunduz, Y. & Bozkus, K. (2013). Uzaktan Egitim Yonunden Egitim Liderligi [EducationalLeadership through Distance Education], Egitim Yonetimi Forumu, Egitim Yoneticileri ve Uzmanlari Dernegi & Balikesir Universitesi 3-5 Ekim 2013, Burhaniye, Balikesir.
- Kaplan, A. M. Haenlein, M. (2016). "Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster.” Business Horizons. 59 (4): p. 441–448.
- Kentnor, H. E. (2015). Distance education and the evolution of online learning in the United States. Curriculum and teaching dialogue, 17(1), 21-34.
- Limon, İ. ve Durnalı, M. (2018). Doktora Öğrencilerinin Doktora Eğitimi ve Öğretim Üyelerine Yönelik Metaforik Algıları. Sakarya University Journal of Education, 8(1), 26-40.
- Misican, Ö. D. Üstün, A.G. Çavuş, V.(2021). Pandemi Sürecinde Uzaktan Eğitim Sistemine Geçmek Zorunda Kalan Akademisyenlerin İş Tatmini Üzerinden Sisteme Bakışı. Rıza Bayrak, Ercan Karaçar, Volkan Çavuş (Ed.), Covid-19 ve Bilim içinde (ss. 60-111). Konya, Çizgi Kitabevi Yayınları.
- Patton, M. (2002). Qualitative research and evaluation methods. Thousand Oaks: Sage.
- Rapanta, C. Botturi, L. Goodyear, P. Guàrdia, L.& Koole, M. (2021). Balancing Technology, Pedagogy and the New Normal: Post‑pandemic Challenges for Higher Education. Postdigital Science and Education, 1. 1(3) s. 2-29
- Guri-Rosenblit, S. (2005).Distance education and e-learning: Not the same thing. High Educ, 49(4), 467–493.
- Santoso, B. Fahrizal, I. Marsofiyati, A. (2021). Does The Role of Supervisors Determine Doctoral Students’Success? Jurnal Pendidikan Bisnis dan Manajemen, 7 (3), P. 147-158
- Sercemeli, M. & Kurnaz, E. (2020). Covid-19 pandemi döneminde Öğrencilerin uzaktan eğitim ve uzaktan muhasebe eğitimine yönelik bakış açıları üzerine bir araştırma. Uluslararası Sosyal Bilimler Akademik Araştırmalar Dergisi, 4(1), p.40-53.
- Shambour, M. K. Y. Abu‑Hashem, Muhannad A. (2021). Analyzing lecturers’ perceptions on traditional vs. distance learning: A conceptual study of emergency transferring to distance learning during COVID‑19 pandemic. Education and Information Technologies. 16(1) p. 1-21
- Schlosser, L. A. & Simonson, M. (2009). Distance Education: Definition and Glossary of Terms. 3rd Edition. U.S.:Information Age Publishing.
- Siraz F, (2021). The literature reviews changes in research trends regarding distance education before and during the COVID-19 pandemic (2017-2020). Pegem Journal of Education and Instruction, 11 (4), p.82-99.
- Tait, A. ( 2003). "Reflections on Student Support in Open and Distance Learning.” The International Review of Research in Open and Distributed Learning. 4 (1).
- Tran, B. (2016). Educational Experiences with Traditional, Online and Hybrid Learning Environments Journal of Education & Social Policy. 3(3)p. 60-63
- TEDMEM. (2020). COVID-19 sürecinde eğitim: Uzaktan öğrenme, sorunlar ve çözüm önerileri (TEDMEM Analiz Dizisi 7). Ankara: Türk Eğitim Derneği Yayınları. Retrieved from 02.01.2022.
- Totaro, M. W. Tanner, J. R. Noser, T. Fitzgerald, J. F. & Birch, R. (2005). Faculty Perceptions Of Distance Education Courses: A Survey. Journal of College Teaching & Learning, 2(7), 13–20.
- UNESCO. (2020). COVID-19 educational disruption and response. Retrieved from 8 December 2021. UNESCO. (2020). "School closures caused by Coronavirus (COVID- 19)". Retrieved 12 January 2021.
- The WHO-convened global study of origins of SARS-CoV-2: China Part". World Health Organization. 30 March 2021. Retrieved 31 March 2021.
- Watermeyer, R. Crick, T. Knight, C. & Goodall, J. (2020). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education.
- Williams, P. E. (2003). Roles and Competencies for Distance Education Programs in Higher Education Institutions. The American Journal of Distance Education, 17(1), 45–57
- Yakut, S. İcbay, M. A. (2021). Okul Yöneticilerinin Salgın Sürecindeki Yönetim Deneyimleri ve Çözüm Önerileri. International Journal of Science and Education, 4(3), p.128-156
There are 27 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Araştırma Makalesi |
| Authors | |
| Early Pub Date | June 1, 2023 |
| Publication Date | June 5, 2023 |
| Published in Issue | Year 2023 Volume: 13 Issue: 1 |
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