Dünyada Ve Türki̇ye'de Uzaktan Eği̇ti̇mi̇n Güncel Durumu

Özbay, Özkan

doi:10.16991/inesjournal.174

Cited by 85 publications

(32 citation statements)

References 3 publications

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“…Uzaktan eğitimle yeterli iletişim, etkileşim ve geri dönüt sağlanamaması, öğrencilerin tümüne erişim sağlanamaması, teknoloji bağımlılığı, hareketsiz yaşam ve sağlık sorunlarına sebep olması, öğrencilerin motivasyonlarının düşük olması gibi olumsuz yanlarının yanı sıra; uzaktan eğitimin yaygın hastalık döneminde eğitim fırsatları ve imkânları sunması, yüz yüze eğitimi desteklemesi, zamandan ve mekândan tasarruf sağlaması gibi olumlu yanlarının da olduğu ortaya konulmuştur. Uzaktan eğitimin, eğitime katılacak öğrenci kapasitesini sınırlayan bina, derslik, öğretmen, eğitim materyali gibi birçok konuda yüzü yüze eğitimde gerekli unsurlardan farklılaştığı ve eğitim maliyetinin düşmesinde de önemli bir katkısının olduğu görülmektedir (Kırık, 2014;Özbay, 2015).…”

Section: Wwwturkishstudiesnet/turkishstudiesunclassified

Öğretmen Görüşlerine Göre, Covid-19 Küresel Salgını Döneminde Gerçekleştirilen Uzaktan Eğitim Sürecinin Değerlendirilmesi

KALE¹

2020

TurkishStudies

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The aim of this study is to examine the opinions of teachers about the distance education process in the course of Covid-19 global epidemic, to reveal the positive and negative aspects of distance education and to make suggestions for the improvement of distance education. The research was carried out with case study (case study model), one of the screening models. The study group of the research consists of 44 teachers who work as preschool, primary, secondary and special education teachers in Ankara. In the research, the data were realized by applying online through a structured interview form developed by the researchers. The collected data were analyzed by content analysis. Themes and codes were created from the answers given to the interview questions and frequency distributions were determined. As a result of the research, it has been determined that the majority of teachers find themselves sufficient and moderate enough in distance education, many of those who do not have experience and proficiency develop themselves and increase their competence in the distance education process, while some teachers consider themselves inadequate. More than half of the teachers have expressed their views that the infrastructure is sufficient and some teachers have had difficulties in accessing distance education especially due to the deficiencies resulting from the students' current opportunities. The most problematic situations regarding access to distance education; that students have difficulties in accessing distance education due to lack of internet, lack of hardware tools, lack of technological knowledge of parents and individual characteristics of their students; It has been determined that especially the students in small age groups and students with special needs face various difficulties and limitations, their motivation and attention to the lessons are less, and the distance education process is adversely affected due to infrastructure problems. In online education, it is not possible to establish eye contact with the student, the parents support the distance education process to a large extent, the awareness of distance education, the status of parents to support the distance education process vary depending on the situations such as work intensity, the curriculum is not fully implemented, some courses and gains are not covered by distance education. It has been determined that they do not allow to practice,

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Section: Wwwturkishstudiesnet/turkishstudiesunclassified

Öğretmen Görüşlerine Göre, Covid-19 Küresel Salgını Döneminde Gerçekleştirilen Uzaktan Eğitim Sürecinin Değerlendirilmesi

KALE¹

2020

TurkishStudies

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“…Education, which is thought to have a critical importance in the development of societies, is affected by the rapid developments in information technologies. These rapid developments supported the development of human resources and lifelong education understanding, and the idea of benefiting wider masses from the new opportunities offered by the digital age led to the spread of the distance education approach (Özbay, 2015;Parlak, 2017).…”

Section: Introductionmentioning

confidence: 99%

Teachers' Views on Music Education Practices in Secondary Education in Distance Education During the COVID-19 Pandemic Process

Gül

2021

JEBS

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In this study, it was aimed to determine the views of music teachers who have worked in secondary education during the COVID-19 Pandemic process regarding the music lessons conducted via distance education. The study group of the research consisted of 11 music teachers who were determined by the convenience sampling method. The data were collected using a semi-structured interview consisting of 6 questions and a demographic information form. In line with the findings obtained from this study, it was determined that the music teachers participating in the research had difficulties in classroom management, parents' approaches, technological equipment, internet problems and students' motivation. Besides, it was determined that the teachers used different technological teaching materials in the course, the achievements in the curriculum were partially achieved and the course evaluation process could not be carried out effectively enough. Key words: COVID-19, pandemic, distance education, secondary education, music education

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“…When the literature was reviewed, it was noticed that there were various studies carried out at national (Abazoğlu & Umurhan, 2015; Al & Madran, 2004;Çandarlı & Yüksel, 2012;Gelişli, 2015;Karabulut & Correia, 2008;Karadağ et at., 2008;Karal et al, 2011;Keskin & Kaya, 2020;Odabaş, 2003;Özbay, 2015;Öz & Yüksel, 2007) and international (Ainoutdinova et al, 2017;Al-Samarraie, 2019;Bansal, 2020;Bao, 2020;Cavalli, 2017;Clark, 2020;Costa et al, 2020;Crawford et al, 2020;Hung & Wati, 2020;Mirkholikovna, 2020;Moore, 2013;Perraton, 1981;Roopnarinesingh & Whiteman, 2020;Setiawan, 2020;Stöhr et al, 2020;Willis, 1993;Holmberg, 2005;Taylor, 2001;Ting et al, 2020;Toquero, 2020;Turchynova et al, 2020) levels. In the study carried out by Baturay and Bay (2015), we noticed that although Internet-based distance education has recently started to be implemented in associate, undergraduate and graduate programs in higher education in our country, it has become widespread rapidly.…”

Section: Introductionmentioning

confidence: 99%

A Comparative Analysis on the Effects of Formal and Distance Education Students’ Course Attendance Upon Exam Success

Öz¹,

Kayalar²

2021

JEL

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The purpose of this study was to analyze the effect of associate degree formal and distance education students course attendance upon their course achievement. The data were obtained from the institutional records of 516 students who registered in formal education programs and 510 students who registered in distance education programs of a vocational school affiliated to a state university in Eastern Anatolian Region of Turkey. It was noticed that course attendance of formal education students was higher than those who registered in the distance education programs; on the other hand, formal education students were more successful rather than distance education students in terms of midterm, final exam and grade point average. It was determined that course attendance was a significant predictor of midterm, final exam and grade point average, and the achievement scores increased as the course attendance increased, as well. Taking measures to encourage students’ attendance in courses in distance education programs and optimizing access and technical infrastructure could positively contribute upon this issue.

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Dünyada Ve Türki̇ye'de Uzaktan Eği̇ti̇mi̇n Güncel Durumu

Cited by 85 publications

References 3 publications

Öğretmen Görüşlerine Göre, Covid-19 Küresel Salgını Döneminde Gerçekleştirilen Uzaktan Eğitim Sürecinin Değerlendirilmesi

Öğretmen Görüşlerine Göre, Covid-19 Küresel Salgını Döneminde Gerçekleştirilen Uzaktan Eğitim Sürecinin Değerlendirilmesi

Teachers' Views on Music Education Practices in Secondary Education in Distance Education During the COVID-19 Pandemic Process

A Comparative Analysis on the Effects of Formal and Distance Education Students’ Course Attendance Upon Exam Success

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