Analysis of Teachers’Approaches to Distance Education

Çelen, Fatma Kübra; Çelik, Aygül; Seferoğlu, Süleyman Sadi

doi:10.1016/j.sbspro.2013.06.076

Cited by 17 publications

(11 citation statements)

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“… The results of the research showed that the general views of the participants on distance education were undecided. Although this result supports the literature [18][19][20][21], there are also studies in which participants have positive [22] and negative views on distance education [23,24].  Although there are studies in the literature showing that male participants have more positive opinions about distance education [25,26] or that there is no significant difference in terms of gender [27], our research results show that female participants have more positive views.…”

Section: Conclusion and Suggestionssupporting

confidence: 79%

“…Data on the demographic characteristics of the participantsAs seen in Table1, the academians who participated in the survey consisted of 42 female and 51 male. Again, 28 of the participants are between the ages of[23][24][25][26][27][28][29][30][31][32][33] 38 are between the ages of 34-44 and 27 are the ages 45 and over. Looking at the titles of the participants, there are 30 Lecturer, 11 Lecturer Dr., 26 Assistant Prof., 16 Associate Prof. and 10 Professors.…”

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confidence: 99%

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A Research on Academician Opinions on Distance Education in the COVID-19 Process

Aksoğan¹,

Duman²

2020

nat

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With the Covid-19 pandemic process, educational activities all over the world faced a great challenge. This epidemic, which has a very high risk of transmission, prevented students from taking lessons in the classroom, created social distances and made distance education compulsory. While distance education offers a solution to prevent interruption of educational activities during the pandemic process, on the other hand, it requires teachers and students to adapt to new learning roles through information technologies in order to be successful. However, the adequacy or success of the distance education process is also discussed. The views of the educator (academician) using distance education on this subject are very important. This research is important in terms of reflecting the views of academics. Within the scope of the research, the views of academicians at a state university in the Eastern Anatolia Region on distance education were examined. An online questionnaire was sent to all academicians at this university and evaluations were made over 93 academics who returned to the questionnaires. The data were analyzed with the SPSS 25 package program. As a result of the data obtained, it was seen that the academicians had both positive and negative opinions about distance education. In particular, female academics' opinions on distance education are more positive. However, factors such as age, experience, and title did not affect views on distance education. Again, most of the academicians do not find distance education alone sufficient but think that it will be much more effective when reinforced with formal education.

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Section: Conclusion and Suggestionssupporting

confidence: 79%

mentioning

confidence: 99%

A Research on Academician Opinions on Distance Education in the COVID-19 Process

Aksoğan¹,

Duman²

2020

nat

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“…The most remarkable issue appearing in studies assessing academic success levels of students in Turkey is that Turkey is ranked among the countries with the lowest success levels in student rating. Although some progress has been made in Turkey's educational system over time, Turkey has displayed low performance compared with other countries (Alacacı & Erbaş, 2010;Anıl, 2009;Bayraktar, 2010;Beberoğlu & Kalender, 2005;Çelen et al, 2011;Gümüş & Atalmış, 2012;Güner et al, 2013;Gür et al, 2012;Özer & Anıl, 2011;Özgün-Koca & Şen, 2002;Uzun, Bütüner, & Yiğit, 2010;Yücel et al, 2013;Zopluoğlu, 2013).…”

Section: Literaturementioning

confidence: 99%

“…Regarding TIMSS, PIRLS, and PISA, policy makers changed the curriculum in 2005. Although improved in recent years, Turkey's performance in these international examinations is far below that of European Union member states and some Asian countries (Alacacı & Erbaş, 2010;Anıl, 2009;Bayraktar, 2010;Berberoğlu & Kalender, 2005;Çelen, Çelik, & Seferoğlu, 2011;Gümüş & Atalmış, 2012;Güner, Sezer, & Akkuş İspir, 2013;Gür, Çelik, & Özoğlu, 2012;Özer & Anıl, 2011;Özgün-Koca & Şen, 2002;Yücel, Karadağ, & Turan, 2013;Zopluoğlu, 2013). Thus, it is essential to understand the factors affecting students' performance to create an efficient and productive educational system in Turkey and to increase students' success.…”

mentioning

confidence: 99%

Public and Private School Distinction, Regional Development Differences, and Other Factors Influencing the Success of Primary School Students in Turkey

Sülkü

Abdioğlu²

2015

EDUC SCI-THEOR PRACT

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This study investigates the factors influencing the success of students in primary schools in Turkey. TIMSS 2011 data for Turkey, measuring the success of eighth-grade students in the field of mathematics, were used in an econometric analysis, performed using classical linear regression models. Two hundred thirty-nine schools participated in the TIMSS 2011 study for Turkey, and the sample size comprised 6,928 students. The results of our regression analyses revealed that regional differences, in particular, significantly impacted the success of students. Greater success in mathematics was achieved by students who live in urban areas and in socioeconomically more developed regions. Furthermore, math success rates of private school pupils were higher than those of public school students. The economic status of students' families, as well as their surroundings, sex, the educational background of their fathers, and educational instruments owned are substantial factors affecting the students' performance. We found that students whose fathers have a low level of education, who come from socioeconomically disadvantaged groups, and who live in poorly developed areas have lower performance.

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“…Moreover, the researchers report that teachers feel more positive and energetic, better student-teacher interaction is observed, and that tailoring instruction in accordance with students" needs and conducting student-centered teaching is easier in small size schools and classes, along with higher student success. In addition, in their study examining the Turkish education system and PISA results, Celen et al (2011) relate the improvement of PISA 2009 results to a reduction in the number of students in classes and state that there is a direct correlation between the quality of education and the number of students per class.…”

Section: The Spatiamentioning

confidence: 99%

An Overview of Equal Educational Opportunities in Turkey: A Spatial Analysis of Classrooms in Rural and Urban Primary Schools

Gökçe¹,

Kaya²,

Aktaş³

et al. 2016

JETS

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The number of students in a class is a primary factor affecting the quality of education. Therefore, this study examines the distribution of the number of students per class in rural and urban primary schools in Turkey, and efforts have been made to specify classroom needs. Statistical data was obtained from the Turkish Institute of Statistics and the Ministry of National Education. In order to better interpret data, graphs and maps were prepared with the help of GIS. The MapInfo 12.0 program was used for map drawing. The data was mapped using the Inverse Distance Weighted Algorithm. Whether there was global clustering regarding the distribution of the number of students per class in both rural and urban primary schools in Turkey was investigated using Moran I. In addition, local Moran I maps were employed to identify whether or not there was local clustering or neighboring interaction. At the end of the research, a variety of findings and results were obtained regarding the condition of primary school classes in Turkey. In conclusion, it has been determined that there is a need for more classes in certain regions, while they are urgently needed in others.

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Analysis of Teachers’Approaches to Distance Education

Cited by 17 publications

References 0 publications

A Research on Academician Opinions on Distance Education in the COVID-19 Process

A Research on Academician Opinions on Distance Education in the COVID-19 Process

Public and Private School Distinction, Regional Development Differences, and Other Factors Influencing the Success of Primary School Students in Turkey

An Overview of Equal Educational Opportunities in Turkey: A Spatial Analysis of Classrooms in Rural and Urban Primary Schools

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