Okul Yöneticilerinin Salgın Sürecindeki Yönetim Deneyimleri ve Çözüm Önerileri

YAKUT, Sedat; İçbay, Mehmet Ali

doi:10.47477/ubed.892129

Cited by 5 publications

(2 citation statements)

References 20 publications

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“…Thus, it has been determined that some problems in adapting to distance education. According to Yakut & İçbay (2021), school administrators, teachers and students had many psychological difficulties with the emergence of Covid-19. In this regard, Kurt, Kandemir & Çelik (2021) had similar results such as students' lack of interest and desire for online lessons, not realizing the educational environment of online courses, lack of motivation after some time, distancing from school environment, and lack of concentration on lessons.…”

Section: Parentsmentioning

confidence: 99%

School Administrators’ Views on Problem Situations and Solution Recommendations in Distance Education during Covid-19 Pandemi

Bozkurt

2023

e-ijer

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This study was conducted to get school principals’ views on transition to the distance education (via TRT-EBA TV and Education Information Network), which was implemented within the scope of the measures taken at schools in Turkey with Covid-19 pandemic, to identify the problems at schools in this process, to determine the activities to overcome the problems and to reveal administrators’ recommendations. In this qualitative research, the phenomenology design was preferred. The study was carried out in the spring semester of the 2020-2021 academic year. 15 school administrators working in Gaziantep were included in the study using the maximum sampling method. Due to the pandemic conditions, interviews were held with the participants by technological devices and data were collected in this way. The data were analyzed by content analysis. According to the findings, problems concentrated under four main headings (categories) at schools during pandemic. These are technology, adaptation, planning and school-family cooperation. In line with the school administrators’ views, problem situations were identified in sub-headings such as access to technology-based (online) education, student's technological proficiency, students' attendance in online classes, the environment in which students attend in distance education, distance education experience, supervision in distance education, teachers' adaptation to distance education, students' adaptation to distance education, psychological state and motivation, communication, preparing course schedules, arranging lessons such as remunerating the courses and calculating additional course allowances, planning in-school activities, providing parents' support for distance education and establishing school-family cooperation. Many activities and administrator recommendations to eliminate these problems were determined and presented in tables in the findings section. At the end of the study, some recommendations such as improving the infrastructure providing access to distance education, organizing trainings to increase technology literacy for both teachers and students, etc. were included for practitioners, policy makers and researchers.

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Section: Parentsmentioning

confidence: 99%

School Administrators’ Views on Problem Situations and Solution Recommendations in Distance Education during Covid-19 Pandemi

Bozkurt

2023

e-ijer

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“…This impacts the academic community as they are frontline education providers (Watermeyer et al, 2020). Additionally, in a study, Yakut and Icbay (2021) identified that during the outbreak of COVID-19, school stakeholders and students experienced bewilderment and psychological difficulties. Although this closure was expected to be short-lived, it took a long time.…”

Section: Distance Education In Higher Educationmentioning

confidence: 99%

Perspectives of Faculty Members on Distance Education

Doğan

Arslan

2023

Yuksekogretim Derg

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This study examined the perspectives of the faculty members of Çanakkale Onsekiz Mart University on distance education. The content analysis method, one of the qualitative data analysis methods, was used to analyze the data obtained in the research. Faculty members stated that distance education has advantages such as flexibility, time management, and efficiency. On the other hand, they argue that distance education has disadvantages, such as a lack of motivation and social interaction. However, they also stated that face-to-face education is not a substitute. While designing distance education courses, they primarily benefited from the relevant web pages on the internet and the help of their colleagues. For transiting to the distance education system in higher education institutions, this study recommends rescheduling faculty member duties and responsibilities, defining and enriching digital tools and technological infrastructure, and providing support and feedback.

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Web Kamerayı Açmak ya da Açmamak: Uzaktan Senkron Eğitimde Derse Giren Lisans Öğrencileri Web Kameraya Nasıl Bir Anlam Yüklüyorlar?

CINGI

MİRZA

SAMEN

2022

MEDIAJ

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COVID-19 pandemisi sürecinde yüz yüze eğitim yapmanın imkânsızlığı, eğitimin senkron/canlı dersler üzerinden yapılmasını gerekli kılmıştır. Bu eğitimlerde öğreten ve öğrenen arasında karşılıklı iletişimi sağlayabilecek yegâne araç web kamerasıdır. Uzaktan senkron eğitimlerde çok az sayıda öğrenci web kamerasını açarak derslere katılırken öğrencilerin çoğunluğu web kamerasını açmamayı tercih etmiştir. Bu çalışmanın amacını da öğrencilerin niçin web kameralarını açmadıklarını, web kamerasını açan öğrencilerin ise derse katılımlarının dışında farklı motivasyonlarla hareket edip etmediğini anlamak oluşturmaktadır. Nitel araştırma yöntemi desenlerinden fenomenolojinin benimsendiği bu çalışmada 21 üniversite öğrencisi ile derinlemesine mülakatlar gerçekleştirilmiştir. Öğrencilerin arkadaşlarından sıyrılmasını sağlaması, özgüvenlerini arttırması ve öz disiplini sağlaması öğrencilerin web kamera açmalarındaki temel motivasyonlar olarak öne çıkmaktadır. Web kamera öğrencilerde akademik başarı ile özdeşleşmektedir. Öğretim elemanlarının ders işleyiş şekli, öğrencinin ekranda nasıl görüneceğiyle ilgili duyduğu endişeler ve rahatlıktan ödün vermek istememeleri öğrencileri web kamera açmamaya sevk eden unsurlar olarak ön plana çıkmaktadır. Web kamera onlar için zahmet anlamına gelmektedir. Web kamerasını açmayan öğrencilerin tamamında sürü psikolojisi hissinin yoğun olarak yaşandığı görülmüştür.

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Okul Yöneticilerinin Salgın Sürecindeki Yönetim Deneyimleri ve Çözüm Önerileri

Cited by 5 publications

References 20 publications

School Administrators’ Views on Problem Situations and Solution Recommendations in Distance Education during Covid-19 Pandemi

School Administrators’ Views on Problem Situations and Solution Recommendations in Distance Education during Covid-19 Pandemi

Perspectives of Faculty Members on Distance Education

Web Kamerayı Açmak ya da Açmamak: Uzaktan Senkron Eğitimde Derse Giren Lisans Öğrencileri Web Kameraya Nasıl Bir Anlam Yüklüyorlar?

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