Students' and teaching staff's assessments regarding distance education applications in formal education

Abstract

ÖzBu çalışma örgün eğitim içerisindeki uzaktan eğitim uygulamalarının öğrenci ve öğretim elemanı gözüyle değerlendirilmesi amacıyla yapılmıştır. Bu amaç doğrultusunda Türkiye'nin doğusunda yer alan bir üniversitede uzaktan eğitim ile ders veren beş öğretim elemanı ve bu üniversitede örgün eğitim görüp uzaktan eğitimle ders almakta olan altı öğrenci ile görüşmeler yapılmıştır. Çalışmada, örgün eğitim içerisindeki uzaktan eğitim uygulamalarında karşılaşılan problemleri daha bütünsel ve derinlemesine incelemek amaçlandığından nitel araştırma desenlerinden 'durum çalışması' yöntemi kullanılmıştır. Veriler içerik analizi ile incelenmiştir. Yapılan analizler sonucunda öğrencilerden elde edilen bulgular dört kategori altında 20 kod oluştururken öğretim elemanlarından elde edilen bulgular dört kategori altında 25 kod oluşturmuştur. Yapılan çalışmanın özellikle uzaktan eğitime geçmeyi düşünen ve yeni geçmiş olan eğitim kurumlarına yol göstereceği, bu konuda yaşanabilecek sıkıntılara yönelik önlemler almalarına imkân vereceği düşünülmektedir. Anahtar Sözcükler: Uzaktan eğitim, Örgün eğitim, Öğretim elemanı, Öğrenci ABSTRACTThe study was conducted with the aim of evaluating distance education applications in formal education from the viewpoints of students and teaching staff. Accordingly, five teaching staff offering distance learning courses at a university located in eastern part of Turkey were interviewed. Interviews were also made with six students who were enrolled in formal education at that university and were taking courses in distance format. In this study, 'case study' method as one of the qualitative research designs was used for a holistic and indepth examination of the problems encountered in distance education applications in formal education. Data were analyzed with content analysis. The findings related to students resulted in four categories with 20 codes falling under these categories. Similarly, the findings obtained from teaching staff yielded four categories with 25 codes under these categories. This study is considered to guide the educational institutions that are planning to adopt distance education or those that have just adopted distance education. It is also deemed to help institutions take precautions related to the possible problems that can be faced in distance education applications.

Investigation of the views of biology teachers on distance education: The case study of COVID-19 Pandemic

“…(Moore & Kearsley, 2012). In other words, distance education is the concept of education in which interaction between students, teachers and educational materials is realized by using communication technologies (Özgöl, Sarikaya & Öztürk, 2017). The first Covid-19 case was detected as of March 10, 2020, in Turkey.…”

Teachers' Opinions on the Application, Methods and Techniques Used in the Process of Distance Education

“…Participants also see the students' difficulty in understanding the instructions, the difficulty in interacting and socializing with their friends, and the problems experienced due to internet connections as disadvantages. According to Özgöl, Sarıkaya, and Öztürk (2017), experiencing attendance problems, not being able to fully realize the applied lessons, students' lack of previous experience with distance education, lack of asking questions and receiving feedback, and problems with internet connection are among the disadvantages of distance education for students. Alper (2020) listed the negative aspects experienced by teachers in the distance education process as not being able to establish effective communication as in face-to-face education, not receiving feedback from students, having difficulties in the preparation phase, not being able to use the methods and techniques they want, increasing the time they spend in front of the computer, and spending more time in virtual environments.…”

Covid-19 Pandemi Sürecinde Uygulanan Uzaktan Eğitim Hakkında Ortaöğretim Öğrencilerinin Görüşlerinin Belirlenmesi

“…The distance education process is known to be useful for reasons such as saving time, being independent of the place, and allowing the repetition of the courses (Balaman & Hanbay Tiryaki, 2021;Karakaya et al, 2020;Özgöl et al, 2017;Özdoğan & Berkant, 2020). In addition, distance education is a useful process in terms of allowing students to easily access course materials and repeat courses (Cabı, 2018;Gregory & Lodge, 2015).…”