The study aims to reveal the studies' profile for distance education activities in the Covid-19 period. For this purpose, bibliometric analysis and content analysis were used together in the study. Within the scope of the study, 220 studies were selected in the Web of Science database to access the articles. Within the scope of bibliometric analysis, the most used keywords, the most cited journals, the most publishing journals, the most publishing countries and the most cited authors were analyzed with the VOSViewer program. In content analysis, methodological trends (method, sample size, data collection tool, data analysis type) used in the studies were examined. As a result of the research, the most publications were made in the last quarter of 2020, 16% of the studies were single-author and the quantitative research method was the most preferred (40%), the sample was mostly university students (n=78). It was observed that it was clustered between 0-100 intervals, the most frequently used questionnaire (n=105) as the data collection tool, and the descriptive-quantitative analysis method (40%) was used as the data analysis method. Also, the most publications are made in America and China, the most used keywords are "covid-19", "online education" and "distance education", the most cited authors are Chen, Cong, Peng and Yang, and finally It has been observed that the highly cited journal has Sustainability.

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The study aims to develop a scale for determining student views on distance instruction, hybrid instruction, and back-to-school process after the pandemic. The study data were obtained from 442 students. EFA and CFA were performed to determine the scale‘s construct validity. Moreover, to decide the data collection tool‘s reliability, item analysis was conducted and internal consistency coefficients were estimated. Based on the results obtained from the validity and reliability analysis of the scale, it can be said that the Scale of Evaluating Instruction in Pandemic Process (SEIPP) is valid and reliable.

This review aims to analyse the results of individual studies examining the effect of the active learning approach on students’ attitudes towards course by meta‐analysis method, also expose the impact of various study characteristics on this effect. As a result of the literature review carried out for this purpose, 144 studies (158 effect sizes) that meet the inclusion criteria were included in the meta‐analysis. The result of the analysis by using the random‐effects model indicated a moderate overall effect size for the effectiveness of active learning on attitudes towards the course (g = 0.757). This reveals that active learning is more effective on students’ attitudes towards the course than traditional lecture‐based methods. According to the analyses made to detect publication bias, it was determined that there was no publication bias in the meta‐analysis. Moreover, moderator analyses were conducted for ten possible moderator variables. The moderator analyses indicated that the effect of active learning on attitudes towards the course moderated only by a variable, the developer of the scale. The sub‐group analysis of scale developers revealed a strong effect for the studies in which the scale was developed by the research author (g = 1.159) and a moderate effect for the studies in which the scale was developed by another researcher(s) (g = 0.661).

Ters-yüz öğrenme son yıllarda oldukça ilgi görmekte ve ters yüz öğrenmenin akademik başarı, derse yönelik tutum, kalıcılık, öz-yeterlik, eleştirel düşünme becerisi gibi farklı değişkenler üzerindeki etkisi gerçekleştirilen araştırmalarla incelenmektedir. Ters-yüz öğrenme yaklaşımının öğrenmeyi yönlendiren etkili bir güç olan motivasyon üzerindeki etkisini sınamak için de Türkiye ve yurtdışında çeşitli araştırmalar yapılmıştır. Ancak ters-yüz öğrenmenin etkililiğini inceleyen çalışmaların sonuçları farklılık göstermektedir. Kimi çalışmalar ters-yüz öğrenmenin öğrencilerin motivasyonu üzerindeki etkisinin pozitif olduğu sonucuna ulaşırken, kimi çalışmalar istatistiksel olarak anlamlı bir fark bulunmadığını, bazı çalışmalar ise negatif bir etkinin söz konusu olduğunu bildirmişlerdir. Bu araştırmanın amacı, ters-yüz öğrenmenin motivasyon üzerindeki etkisini inceleyen deneysel ve yarı deneysel çalışmaların sonuçlarını meta-analiz yöntemiyle analiz etmektir. Araştırmada yaklaşımla ilgili yurt içinde ve yurt dışında yapılmış deneysel ve yarı deneysel çalışmalara ulaşabilmek için alanyazın taraması yapılmıştır. Belirlenen anahtar kelimelere göre yapılan tarama sonucunda listelenen 4463 çalışmadan dâhil edilme ölçütlerine uyan 17 çalışma meta-analiz sürecine tabi tutulmuştur. Bu çalışmalardan 14’ü pozitif, üçü negatif etki büyüklüğüne sahiptir. Pozitif yönlü çalışmaların ikisi zayıf, beşi küçük, altısı orta ve biri güçlü etki büyüklüğü düzeyindedir. Gerçekleştirilen analiz sonucunda ters-yüz öğrenmenin genel etki büyüklüğü değeri rastgele etkiler modeli ile 0.077 ile 0.594 güven aralığında 0.336 olarak hesaplanmıştır (%95 CI, SE=0.132). Elde edilen bu sonuç, ters-yüz öğrenme yaklaşımının geleneksel eğitim süreçlerine kıyasla motivasyon üzerinde küçük düzeyde ve pozitif bir etkiye sahip olduğunu göstermektedir.

The aim of this study was to determine the views of secondary and high school students regarding the distance education activities carried out during the coronavirus disease 2019 (COVID-19) pandemic, the blended learning activities conducted afterwards, and the post-pandemic back-to-school process. The study consisted of 982 students and was conducted utilizing the descriptive survey method, one of the quantitative research methods. Data were collected using the "Scale of Evaluating Instruction in Pandemic Process". The findings indicated that most of the students used smartphones alone for distance education during the pandemic process and most of them participated in distance education only via live lessons. In addition, no significant difference was found between genders with regard to students' satisfaction with the distance education process and their expectations. On the other hand, most of the students did not receive sufficient psychological and academic support during this process. It was also noted that the students with internet access were more satisfied with the instruction activities in this process and that their access to the internet and technologies were higher than the students without internet access. Based on our findings, we recommend that students should be provided with academic and psychological support, security precautions should be tightened in schools to minimize the effects of the pandemic, and equal opportunities should be provided to students regarding hardware and internet support.

In recent years there has been a large increase in the number of research that deal with values education in Turkey. There are several reviews to determine the trends of these studies. However, these reviews were mostly limited to theses, dissertations and proceedings, and it is necessary to review articles on values education. The data of the research conducted with the qualitative research method was gathered by document analysis. 479 articles were included in the research after duplicates and the articles published in non-refereed journals were removed. Content analysis was used to analyze the obtained data. According to the findings of the research; (a) the highest number of articles were published in 2017, (b) qualitative research methods were the most common research methods, (c) most frequently document analysis was preferred as the data collection tool, and content analysis was preferred as the analysis method, (d) data were collected from pre-service teachers the most and purposeful sampling was the most favored sampling method, (e) the sample size is mostly less than 50, (f) mostly the answer to a single research question was sought, (g) the majority of articles were written by two authors, (h) most articles were written by assistant professors as titles and by teachers of the Ministry of National Education on an institutional basis, (i) the articles mostly used domestic sources (j) the majority of the articles were written in Turkish and had not an English extended summary, (k) the most favored journal was The Journal of Values Education.