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Özel Eğitim Akademisyenleri Perspektifinden Hibrit Sınıflarda Eğitim Süreci / Education Process in Hybrid Classrooms from the Perspective of Special Education Academicians

Yıl 2023, Cilt: 14 Sayı: 5, 236 - 250, 22.10.2023

Ahmet Serhat Uçar

https://doi.org/10.19160/e-ijer.1349550

Öz

Hibrit eğitim, küresel veya bölgesel acil durumlar nedeniyle son yıllarda hayatımızın doğal bir parçası haline gelmiştir. Hibrit eğitimin eğitim sürecine etkisinin sunulan eğitimin kalitesi açısından önemli olduğu düşünülmektedir. Bu çalışmanın amacı, özel eğitim alanında çalışan akademisyenlerin hibrit derslere ilişkin görüşlerini derinlemesine incelemektir. Çalışma, araştırma amacı doğrultusunda nitel araştırma desenlerinden durum çalışması kullanılarak gerçekleştirilmiştir. Çalışmada özel eğitim alanında çalışan dokuz akademisyen yer almıştır. Katılımcıların belirlenmesi sürecinde amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılmıştır. Çalışmaya dâhil edilecek katılımcıların belirlenmesinde iki ölçüt kullanılmıştır. Bu ölçütlerden ilki YÖK'e bağlı üniversitelerde özel eğitim alanında akademisyen olarak çalışıyor olmak, ikincisi ise meslek hayatında hibrit dersler yürütmüş olmaktır. Araştırma verileri yarı yapılandırılmış görüşmeler ve gözlemler yoluyla toplanmıştır. Ayrıca çalışmada veri çeşitliliğini sağlamak için düzenli olarak yansıtıcı araştırmacı günlüğü tutulmuştur. Veriler içerik analizi tekniği kullanılarak analiz edilmiştir. Araştırma bulguları dört ana tema ve 15 alt tema altında düzenlenmiştir. Ana temalar hibrit derslere geçiş, hibrit derslerin sağladığı olanaklar, hibrit derslerden kaynaklanan zorluklar ve hibrit derslerin geleceği olarak sıralanmaktadır. Bu çalışma, özel eğitim akademisyenlerinin hibrit eğitim sınıflarına ilişkin görüşlerine odaklanmaktadır. Pandemi ve deprem sonrası hibrit sınıflarda yaşanan zorluklar ve çözüm önerileri raporlanmıştır. Teknolojik donanımların ortadan kalkması ile hibrit eğitim sınıflarının hayatımızın bir rutini haline geleceği düşünülmektedir.

Anahtar Kelimeler

Uzaktan eğitim Hibrit eğitim Hibrit sınıf Özel eğitim

Kaynakça

  • Akran, S. K. (2021). Determining teacher candidates' perceptions on the concept of "hybrid education": a metaphor analysis study. International Journal of Humanities and Education, 7(16), 432-462.
  • Aybek, H. S. Y. (2017). The transition to university 4.0: A conceptual approach. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2), 164-176.
  • Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies, 24(4), 2523-2546. http://dx.doi.org/10.1007/s10639-019-09886-3
  • Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of surgical education, 77(4), 729-732. https://doi.org/10.1016/j.jsurg.2020.03.018
  • Chmiliar, L. (2010). Multiple-case designs. In A. J. Mills, G. Eurepas & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 582-583). USA: SAGE Publications.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd Edition). USA: SAGE Publications.
  • Fu, J. S. (2013). ICT in education: A critical literature review and its implications. International Journal of Education and Development Using ICT, 9(1), 112-125.
  • Garrison, D. R., & Akyol, Z. (2009). Role of instructional technology in the transformation of higher education. Journal of Computing in Higher Education, 21, 19-30.
  • Gerring, J. (2007). Case study research: Principles and practices. New York: Cambridge University Press.
  • Gleason, B., & Greenhow, C. (2017). Hybrid learning in higher education: The potential of teaching and learning with robot-mediated communication. Online Learning, 21(4), 159-176. http://dx.doi.org/10.24059/olj.v21i4.1276
  • Hall, S., & Villareal, D. (2015). The hybrid advantage: graduate student perspectives of hybrid education courses. International Journal of Teaching and Learning in Higher Education, 27(1), 69-80.
  • Hebebci, M. T., & Usta, E. (2015). Blended learning trends in Turkey: A literature rewiev study. Adıyaman University Journal of Social Science, 8(19), 195-219. https://doi.org/10.14520/adyusbd.23061
  • Kazu, H., & Özercan-İlhan, M. G. (2023). Evaluation of initial literacy teaching with hybrid education. Manisa Celal Bayar University Journal of Social Sciences, 21(1), 33-60. https://doi.org/10.18026/cbayarsos.1055654
  • Hilli, C., Nørgård, R. T., & Aaen, J. H. (2019). Designing hybrid learning spaces in higher education. Dansk Universitetspædagogisk Tidsskrift, 14(27), 66-82. https://doi.org/10.7146/dut.v14i27.112644
  • Horton, W. (2000). Designing web-based training: how to teach anyone anything anywhere anytime. New York: Wiley Publishing
  • Hošková-Mayerová, Š., & Rosická, Z. (2015). E-learning pros and cons: active learning culture?. Procedia-Social and Behavioral Sciences, 191, 958-962. https://doi.org/10.1016/j.sbspro.2015.04.702
  • Jumabaeva, C., Sait K. A., Baryktabasov, K., & Ismailova, R. (2020). The hybrid learning implementation in Kyrgyzstan. Science, Education, Art and Technology Journal (SEAT Journal), 4(1), 23-30.
  • Karakuyu, A. (2022). İstanbul ili Ümraniye ilçesi Zehra Ülker İlkokulunda sınıf öğretmenlerinin pandemi sürecindeki eğitim-öğretim sürecine dair duygu ve düşünceleri. [Emotions and opinions of class teachers at Zehra Ulker primary school, Umraniye district, in Istanbul, about the educational process ın the pandemic process]. (Yayımlanmamış yüksek lisans tezi), Fatih Sultan Mehmet University, İstanbul, Türkiye.
  • Kastornova, V. A. & Gerova, N. V. (2021). Use of hybrid learning in school education in France. 1st International Conference on Technology Enhanced Learning in Higher Education (TELE), 2021, 260-264. https://doi.org/10.1109/TELE52840.2021.9482527
  • Kiketa, V., Kashoba, M. H., Kabunga, S., Maniamfu, M. P. N., Kutangila, D., Frank, B., ... & Katshitshi, J. J. (2022). Design and implementation of a blended learning system for higher education in the democratic republic of Congo as a response to Covid-19 pandemic. International Journal of Emerging Technologies in Learning (Online), 17(13), 64-83. https://doi.org/10.3991/ijet.v17i13.30185
  • Korucu, A. T., & Kabak, K. (2020). Hybrid learning practices and effects in Turkey: A meta-analysis study. Journal of Information and Communication Technologies, 2(2), 88-112.
  • Linabary, R. J., & Hamel, A. S. (2017). Feminist online interviewing: ongoing issues of power, resistance and reflexivity in practice. Feminist Review No:115, ss. 97-113.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
  • Merriam, S. B. (2013). A guide to qualitative research design and practice, Turan, S. (Trans. Ed.), Koçak-Canbaz, F., & Öz, M. Ankara: Nobel Publishing
  • Metin, E. (2018). Teacher training using technology in education: A case study. Journal of STEAM Education, 1(1), 79-103.
  • Olapiriyakul, K., & Scher, J. M. (2006). A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. The Internet and Higher Education, 9(4), 287-301. http://dx.doi.org/10.1016/j.iheduc.2006.08.001
  • Patton, M. Q. (1987). How to use qualitative methods in evulation. Newbury Park, CA: Sage.
  • Pesen, A., & Oral, B. (2016). The effect of blended learning approach on academic success and motivation of teacher candidates. Electronic Journal of Social Sciences, 15(58), 799-821. http://dx.doi.org/10.17755/esosder.85356
  • Potra, S., Pugna, A., Pop, M. D., Negrea, R., & Dungan, L. (2021). Facing COVID-19 challenges: 1st-year students’ experience with the Romanian hybrid higher educational system. International Journal of Environmental Research and Public Health, 18(6), 3058. https://doi.org/10.3390/ijerph18063058
  • Salmon, G. (2019). May the fourth be with you: Creating education 4.0. Journal of Learning for Development, 6(2), 95-115. https://doi.org/10.56059/jl4d.v6i2.352
  • Sarı, H. İ. (2020). Distance education in lockdown period: Why we should not quarantine measurement and evaluation? International Journal of Scholar Education, 3(1), 121-128.
  • Shen, C. W., & Ho, J. T. (2020). Technology-enhanced learning in higher education: A bibliometric analysis with latent semantic approach. Computers in Human Behavior, 104, 106177. https://doi.org/10.1016/j.chb.2019.106177
  • Singh, H. (2003). Building effective blended learning programs. Educational Technology-Saddle Brook Then Englewood Cliffs NJ, 43(6), 51-54.
  • Şen, Ö., & Kızılcalıoğlu, G. (2020). Determining the views of university students and academics on distance education during the COVID-19 pandemic. International Journal of 3D Printing Technologies and Digital Industry, 4(3), 239-252. https://doi.org/10.46519/ij3dptdi.830913
  • Taylor, J. C. (2001). Fifth generation distance education. DETYA’s Higher Education Series, Report No. 40, June, ISBN 0642 77210X
  • Toprakçı, M.S., Hepsöğütlü, Z. B. & Toprakçı, E. (2021) The perceptions of students related to the sources of problems in distance education during the covid-19 epidemic (example of İzmir Anatolian High School. International Journal of Pedandragogy (E-IJPA) 1(2), 41-61. https://trdoi.org/10.27579808/e-ijpa.40
  • Toprakçı, E. (2017). Sınıf yönetimi [Class management] Ankara: Pegem Akademi, (3.Baskı).
  • Toprakçı, E. ve Ersoy, M. (2008) Uzaktan öğretimde öğretmen rolleri [Teacher roles in distance education]. Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumu (Sözel Bildiri). Ege Üniversitesi Eğitim Fakültesi 16-18 Nisan 2008, Kuşadası/IZMIR Erisim: https://www.erdaltoprakci.com.tr/wpcontent/uploads/2020/12/uzaktan-egitim-öğretmen-rolleri.pdf
  • Toytok, E. H., & Öztaş, F. (2022). Investigation of hybrid educaiton applications in official and private educational institutions. Journal of Research in Education and Teaching, 11(4), 101-114. https://doi.org/10.29329/ijpe.2022.426.14
  • Triyason, T., Tassanaviboon, A., & Kanthamanon, P. (2020). Hybrid classroom: Designing for the new normal after COVID-19 pandemic. In Proceedings of the 11th International Conference on Advances in Information Technology (pp. 1-8).
  • Ulla, M. B., & Perales, W. F. (2022, June). Hybrid teaching: Conceptualization through practice for the post COVID19 pandemic education. In Frontiers in Education (Vol. 7, p. 924594). Frontiers Media SA.
  • Usta, E., & Mahiroğlu, A. (2008). The Effects of blended learning and online learning on academic achievement and learner satisfaction. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 9(2), 1-15.
  • Villegas-Ch., W., Palacios-Pacheco, X., Roman-Cañizares, M., & Luján-Mora, S. (2021). Analysis of educational data in the current state of university learning for the transition to a hybrid education model. Appl. Sci. 11(5), 1-18. https://doi.org/10.3390/ app11052068
  • Yağan, S. A. (2021). Attitudes and opinions of university students towards distance education carried out during the COVID-19 epidemic. Academic Platform Journal of Education and Change, 4(1), 147-174.
  • Yavuz, B., ve Toprakçı, E. (2021). Covid-19 pandemisi sebebiyle okulların uzaktan öğretim yapması ile ilgili internet forumlarında paylaşılan görüşler. [The opinions shared in internet forums about schools’ distance education due to covid-19 pandemic] Karaelmas Eğitim Bilimleri Dergisi / Karaelmas Journal of Educational Sciences 9 (2021) 120-139. https://dergipark.org.tr/tr/download/article-file/1699013
  • Yıldırım, H. H., & Rovshenov, A. (2022). Exploring problems of moms with children with autism spectrum disorder during COVID-19. Education Quarterly Reviews, 5(3), 142-151. https://doi.org/10.31014/aior.1993.05.03.532
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences (9th Edition). Seçkin Publishing.
  • Yükseköğretim Kurulu (2020). Yükseköğretim Covid-19 bilgilendirme [Higher education Covid-19 briefing.]. https://covid19.yok.gov.tr/AnaSayfa.
  • Yükseköğretim Kurulu, (2023a). Basın duyurusu [Press release]. https://www.yok.gov.tr/HaberBelgeleri/BasinDuyurusu/2023/basin-duyurusu-universitelerde-uzaktan-egitime-gecis.pdf
  • Yükseköğretim Kurulu, (2023b). 2022-2023 eğitim ve öğretim yılı bahar dönemi’ne ilişkin alınan yeni kararlar. [New decisions regarding the spring semester of the 2022-2023 academic year.] https://www.yok.gov.tr/Sayfalar/Haberler/2023/yok-baskani-ozvar-2022-2023-egitim-ogretim-bahar- donemi-ne-iliskin-alinan-yeni-kararlari-acikladi.aspx

Education Process in Hybrid Classrooms from the Perspective of Special Education Academicians / Özel Eğitim Akademisyenleri Perspektifinden Hibrit Sınıflarda Eğitim Süreci

Yıl 2023, Cilt: 14 Sayı: 5, 236 - 250, 22.10.2023

Ahmet Serhat Uçar

https://doi.org/10.19160/e-ijer.1349550

Öz

Hybrid education has become a natural part of our lives in recent years due to global or regional emergencies. It is thought that the impact of hybrid education on the education process is important for the quality of the education offered. The aim of this study is to examine the views of academicians working in the field of special education on hybrid courses in depth. The study was conducted using a case study from qualitative research designs in line with the research purpose. Nine academicians working in the field of special education took part in the study. Criterion sampling, one of the purposeful sampling methods, was used in the process of determining the participants. Two criteria were used to determine the participants to be included in the study. The first of these criteria is to be working as an academician in the field of special education in universities affiliated to YÖK, and the second is to have conducted hybrid courses in their professional life. Research data were collected through semi-structured interviews and observations. In addition, a reflective researcher diary was kept regularly to ensure data diversity in the study. The data were analyzed using content analysis technique. The research findings were organized under four main themes and 15 sub-themes. The main themes are listed as transition to hybrid courses, facilities provided by hybrid courses, difficulties arising from hybrid courses and the future of hybrid courses. This study focuses on the views of special education academics on hybrid education classes. Difficulties experienced in hybrid classrooms after the pandemic and earthquake and solution suggestions are reported. It is thought that hybrid education classes will become a routine of our lives with the disappearance of technological equipment.

Anahtar Kelimeler

Distance education Hybrid education Hybrid classroom Special education

Kaynakça

  • Akran, S. K. (2021). Determining teacher candidates' perceptions on the concept of "hybrid education": a metaphor analysis study. International Journal of Humanities and Education, 7(16), 432-462.
  • Aybek, H. S. Y. (2017). The transition to university 4.0: A conceptual approach. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2), 164-176.
  • Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies, 24(4), 2523-2546. http://dx.doi.org/10.1007/s10639-019-09886-3
  • Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of surgical education, 77(4), 729-732. https://doi.org/10.1016/j.jsurg.2020.03.018
  • Chmiliar, L. (2010). Multiple-case designs. In A. J. Mills, G. Eurepas & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 582-583). USA: SAGE Publications.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd Edition). USA: SAGE Publications.
  • Fu, J. S. (2013). ICT in education: A critical literature review and its implications. International Journal of Education and Development Using ICT, 9(1), 112-125.
  • Garrison, D. R., & Akyol, Z. (2009). Role of instructional technology in the transformation of higher education. Journal of Computing in Higher Education, 21, 19-30.
  • Gerring, J. (2007). Case study research: Principles and practices. New York: Cambridge University Press.
  • Gleason, B., & Greenhow, C. (2017). Hybrid learning in higher education: The potential of teaching and learning with robot-mediated communication. Online Learning, 21(4), 159-176. http://dx.doi.org/10.24059/olj.v21i4.1276
  • Hall, S., & Villareal, D. (2015). The hybrid advantage: graduate student perspectives of hybrid education courses. International Journal of Teaching and Learning in Higher Education, 27(1), 69-80.
  • Hebebci, M. T., & Usta, E. (2015). Blended learning trends in Turkey: A literature rewiev study. Adıyaman University Journal of Social Science, 8(19), 195-219. https://doi.org/10.14520/adyusbd.23061
  • Kazu, H., & Özercan-İlhan, M. G. (2023). Evaluation of initial literacy teaching with hybrid education. Manisa Celal Bayar University Journal of Social Sciences, 21(1), 33-60. https://doi.org/10.18026/cbayarsos.1055654
  • Hilli, C., Nørgård, R. T., & Aaen, J. H. (2019). Designing hybrid learning spaces in higher education. Dansk Universitetspædagogisk Tidsskrift, 14(27), 66-82. https://doi.org/10.7146/dut.v14i27.112644
  • Horton, W. (2000). Designing web-based training: how to teach anyone anything anywhere anytime. New York: Wiley Publishing
  • Hošková-Mayerová, Š., & Rosická, Z. (2015). E-learning pros and cons: active learning culture?. Procedia-Social and Behavioral Sciences, 191, 958-962. https://doi.org/10.1016/j.sbspro.2015.04.702
  • Jumabaeva, C., Sait K. A., Baryktabasov, K., & Ismailova, R. (2020). The hybrid learning implementation in Kyrgyzstan. Science, Education, Art and Technology Journal (SEAT Journal), 4(1), 23-30.
  • Karakuyu, A. (2022). İstanbul ili Ümraniye ilçesi Zehra Ülker İlkokulunda sınıf öğretmenlerinin pandemi sürecindeki eğitim-öğretim sürecine dair duygu ve düşünceleri. [Emotions and opinions of class teachers at Zehra Ulker primary school, Umraniye district, in Istanbul, about the educational process ın the pandemic process]. (Yayımlanmamış yüksek lisans tezi), Fatih Sultan Mehmet University, İstanbul, Türkiye.
  • Kastornova, V. A. & Gerova, N. V. (2021). Use of hybrid learning in school education in France. 1st International Conference on Technology Enhanced Learning in Higher Education (TELE), 2021, 260-264. https://doi.org/10.1109/TELE52840.2021.9482527
  • Kiketa, V., Kashoba, M. H., Kabunga, S., Maniamfu, M. P. N., Kutangila, D., Frank, B., ... & Katshitshi, J. J. (2022). Design and implementation of a blended learning system for higher education in the democratic republic of Congo as a response to Covid-19 pandemic. International Journal of Emerging Technologies in Learning (Online), 17(13), 64-83. https://doi.org/10.3991/ijet.v17i13.30185
  • Korucu, A. T., & Kabak, K. (2020). Hybrid learning practices and effects in Turkey: A meta-analysis study. Journal of Information and Communication Technologies, 2(2), 88-112.
  • Linabary, R. J., & Hamel, A. S. (2017). Feminist online interviewing: ongoing issues of power, resistance and reflexivity in practice. Feminist Review No:115, ss. 97-113.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
  • Merriam, S. B. (2013). A guide to qualitative research design and practice, Turan, S. (Trans. Ed.), Koçak-Canbaz, F., & Öz, M. Ankara: Nobel Publishing
  • Metin, E. (2018). Teacher training using technology in education: A case study. Journal of STEAM Education, 1(1), 79-103.
  • Olapiriyakul, K., & Scher, J. M. (2006). A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. The Internet and Higher Education, 9(4), 287-301. http://dx.doi.org/10.1016/j.iheduc.2006.08.001
  • Patton, M. Q. (1987). How to use qualitative methods in evulation. Newbury Park, CA: Sage.
  • Pesen, A., & Oral, B. (2016). The effect of blended learning approach on academic success and motivation of teacher candidates. Electronic Journal of Social Sciences, 15(58), 799-821. http://dx.doi.org/10.17755/esosder.85356
  • Potra, S., Pugna, A., Pop, M. D., Negrea, R., & Dungan, L. (2021). Facing COVID-19 challenges: 1st-year students’ experience with the Romanian hybrid higher educational system. International Journal of Environmental Research and Public Health, 18(6), 3058. https://doi.org/10.3390/ijerph18063058
  • Salmon, G. (2019). May the fourth be with you: Creating education 4.0. Journal of Learning for Development, 6(2), 95-115. https://doi.org/10.56059/jl4d.v6i2.352
  • Sarı, H. İ. (2020). Distance education in lockdown period: Why we should not quarantine measurement and evaluation? International Journal of Scholar Education, 3(1), 121-128.
  • Shen, C. W., & Ho, J. T. (2020). Technology-enhanced learning in higher education: A bibliometric analysis with latent semantic approach. Computers in Human Behavior, 104, 106177. https://doi.org/10.1016/j.chb.2019.106177
  • Singh, H. (2003). Building effective blended learning programs. Educational Technology-Saddle Brook Then Englewood Cliffs NJ, 43(6), 51-54.
  • Şen, Ö., & Kızılcalıoğlu, G. (2020). Determining the views of university students and academics on distance education during the COVID-19 pandemic. International Journal of 3D Printing Technologies and Digital Industry, 4(3), 239-252. https://doi.org/10.46519/ij3dptdi.830913
  • Taylor, J. C. (2001). Fifth generation distance education. DETYA’s Higher Education Series, Report No. 40, June, ISBN 0642 77210X
  • Toprakçı, M.S., Hepsöğütlü, Z. B. & Toprakçı, E. (2021) The perceptions of students related to the sources of problems in distance education during the covid-19 epidemic (example of İzmir Anatolian High School. International Journal of Pedandragogy (E-IJPA) 1(2), 41-61. https://trdoi.org/10.27579808/e-ijpa.40
  • Toprakçı, E. (2017). Sınıf yönetimi [Class management] Ankara: Pegem Akademi, (3.Baskı).
  • Toprakçı, E. ve Ersoy, M. (2008) Uzaktan öğretimde öğretmen rolleri [Teacher roles in distance education]. Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumu (Sözel Bildiri). Ege Üniversitesi Eğitim Fakültesi 16-18 Nisan 2008, Kuşadası/IZMIR Erisim: https://www.erdaltoprakci.com.tr/wpcontent/uploads/2020/12/uzaktan-egitim-öğretmen-rolleri.pdf
  • Toytok, E. H., & Öztaş, F. (2022). Investigation of hybrid educaiton applications in official and private educational institutions. Journal of Research in Education and Teaching, 11(4), 101-114. https://doi.org/10.29329/ijpe.2022.426.14
  • Triyason, T., Tassanaviboon, A., & Kanthamanon, P. (2020). Hybrid classroom: Designing for the new normal after COVID-19 pandemic. In Proceedings of the 11th International Conference on Advances in Information Technology (pp. 1-8).
  • Ulla, M. B., & Perales, W. F. (2022, June). Hybrid teaching: Conceptualization through practice for the post COVID19 pandemic education. In Frontiers in Education (Vol. 7, p. 924594). Frontiers Media SA.
  • Usta, E., & Mahiroğlu, A. (2008). The Effects of blended learning and online learning on academic achievement and learner satisfaction. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 9(2), 1-15.
  • Villegas-Ch., W., Palacios-Pacheco, X., Roman-Cañizares, M., & Luján-Mora, S. (2021). Analysis of educational data in the current state of university learning for the transition to a hybrid education model. Appl. Sci. 11(5), 1-18. https://doi.org/10.3390/ app11052068
  • Yağan, S. A. (2021). Attitudes and opinions of university students towards distance education carried out during the COVID-19 epidemic. Academic Platform Journal of Education and Change, 4(1), 147-174.
  • Yavuz, B., ve Toprakçı, E. (2021). Covid-19 pandemisi sebebiyle okulların uzaktan öğretim yapması ile ilgili internet forumlarında paylaşılan görüşler. [The opinions shared in internet forums about schools’ distance education due to covid-19 pandemic] Karaelmas Eğitim Bilimleri Dergisi / Karaelmas Journal of Educational Sciences 9 (2021) 120-139. https://dergipark.org.tr/tr/download/article-file/1699013
  • Yıldırım, H. H., & Rovshenov, A. (2022). Exploring problems of moms with children with autism spectrum disorder during COVID-19. Education Quarterly Reviews, 5(3), 142-151. https://doi.org/10.31014/aior.1993.05.03.532
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences (9th Edition). Seçkin Publishing.
  • Yükseköğretim Kurulu (2020). Yükseköğretim Covid-19 bilgilendirme [Higher education Covid-19 briefing.]. https://covid19.yok.gov.tr/AnaSayfa.
  • Yükseköğretim Kurulu, (2023a). Basın duyurusu [Press release]. https://www.yok.gov.tr/HaberBelgeleri/BasinDuyurusu/2023/basin-duyurusu-universitelerde-uzaktan-egitime-gecis.pdf
  • Yükseköğretim Kurulu, (2023b). 2022-2023 eğitim ve öğretim yılı bahar dönemi’ne ilişkin alınan yeni kararlar. [New decisions regarding the spring semester of the 2022-2023 academic year.] https://www.yok.gov.tr/Sayfalar/Haberler/2023/yok-baskani-ozvar-2022-2023-egitim-ogretim-bahar- donemi-ne-iliskin-alinan-yeni-kararlari-acikladi.aspx
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri (Diğer)
Bölüm Sayı Makaleleri
Yazarlar

Ahmet Serhat Uçar 0000-0001-5910-8751

Yayımlanma Tarihi 22 Ekim 2023
Yayımlandığı Sayı Yıl 2023Cilt: 14 Sayı: 5

Kaynak Göster

APA Uçar, A. S. (2023). Education Process in Hybrid Classrooms from the Perspective of Special Education Academicians / Özel Eğitim Akademisyenleri Perspektifinden Hibrit Sınıflarda Eğitim Süreci. E-Uluslararası Eğitim Araştırmaları Dergisi, 14(5), 236-250. https://doi.org/10.19160/e-ijer.1349550
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