A Research about the opinions of pre-service Turkish teachers on the online education process

Abstract

The Covid-19 virus, which emerged in Wuhan, China at the end of 2019, spread to the whole world in a very short time and became an pandemic. As a result of the pandemic, some people who had been infected, were put in quarantine process and some people were voluntary in quarantine process, and an online operation was provided in many areas one of which is education. This research, which was designed with the phenomenology method, was conducted to determine the opinions about online education process of 72 students (47 Females, 25 Males). The research data consists of the answers given to the semi-structured interview form of 72 students. The collected data were analyzed as frequencies and percentages by creating codes and themes through content analysis. According to the findings obtained from the data, 47% of the pre-service teachers were able to get efficiency from the course online, while 33% said that they could not get efficiency from the course online, 20% of the pre-service teachers stated that they were able to get efficiency, but this was not enough. 80% of pre-service teachers stated that they believed that the lessons would be more productive if it was held face to face. Pre-service teachers also listed problems such as lack of communication, inability to provide self-regulation and discipline, and internet connection problems as the biggest disadvantages of online education. In the study, it was concluded that pre-service teachers preferred face to face education due to the limitations of online education (lack of communication and interaction, lack of self-regulation and motivation, lack of technology such as internet and computer, etc.).

The influence of online education on pre-service teachers’ academic experiences at a higher education institution in the United Arab Emirates

“…A study of pre-service English teachers in Hong Kong found that online education provided limited opportunities for immediate and extensive feedback (Atmaca, 2023). Yildirim (2022) explored 72 pre-service teachers' perceptions of online education during the pandemic, finding that 80% considered face-to-face classes more productive. Participants identified contributory factors including internet connection problems, digital literacy, readiness for online learning, lack of communication and interaction, lack of motivation and selfregulation, and feedback mechanisms.…”