The problems that students participating in erasmus programme encountered and their solutions: a phenomenological study

Çepni, Osman; Aydın, Fatih; Kılınç, Ali̇ Çağatay

doi:10.5961/jhes.2018.285

Cited by 3 publications

References 18 publications

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The Impact of the Erasmus Student Mobility on Turkish Pre-service EFL Teachers: Contributions and Challenges of the Experience

İLHAN

KÜLEKÇİ

2022

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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In today's globalized world, the dynamics of education are changing each day. As a result of this situation, the Erasmus exchange program has made it easier for Turkish students to have study abroad experience. The primary goal of this study was to investigate the perceptions of Turkish prospective EFL teachers regarding the contributions of Erasmus exchange program to their academic, language, social, cultural, personal, and career development as well as the problems that they encountered before, during and after Erasmus mobility. The study was carried out with 37 Turkish prospective EFL teachers. Mixed methods design was adopted in the study. Data were collected via an online survey developed by Önen (2017) and semi-structured interview. The second part of the survey was analysed quantitatively and a qualitative analysis software called MAXQDA 2020 was used for the content analysis of semi-structured interview. Results revealed that the participants believed they benefited from Erasmus program mostly in terms of personal and cultural development. Their language development was mainly related to speaking skills and fluency. It was also found that participants encountered many problems in the Erasmus process. They believed that "pre-Erasmus" was the most problematic process. While a lack of information and paper work were the main problems encountered before the Erasmus, "during the Erasmus process" mainly academic and financial problems were encountered. Some participants experienced "post-Erasmus syndrome" after the Erasmus mobility. Findings are discussed in the light of related literature and suggestions for further research are presented.

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The Impact of the Erasmus Student Mobility on Turkish Pre-service EFL Teachers: Contributions and Challenges of the Experience

İLHAN

KÜLEKÇİ

2022

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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Phenomenological Study of Lived Experiences of International Students in Turkey

Kılınç

Arslan

Polat

2020

jis

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Internationalization trends in higher education have become a significantly accentuated issue and student mobility is considered as one of the core components of internationalization in higher education. This study focuses on investigating the lived experiences of international students at a state university in Turkey using qualitative research method and phenomenological design. The research data were collected through semi-structured interviews in order to reveal the participants’ experiences and their overall insight into studying abroad. 10 international students from various countries in accordance with the maximum variation sampling technique participated in the current study. The findings provide a rich description of the lived experiences of international students regarding their perceptions of studying abroad. Results of the data analysis yielded two major themes entitled “Perceptions of being an international student: What does it mean? What have they experienced?” and “The assistance and challenges they have been through during their study”.

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Challenges of Motivating Students in Online Learning Platforms

Bezen

2023

Handbook of Research on Creating Motivational Online Environments for Students

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This chapter will determine the challenges of motivating students in online learning platforms based on Turkish teachers' experience. The study was designed in phenomenology, one of the qualitative research methods. The study group consisted of 18 Turkish Anatolian high school teachers. Data in the study was collected through semi-structured interviews. Teachers were given five open-ended questions developed by the researcher, and data were analyzed through content analysis. At the end of the study, it was determined that teachers had teacher-, student- and learning environment-related difficulties, and had problems motivating students online. In this respect, it is believed that the online learning process, an alternative to face-to-face learning, should be improved by students' needs for sustainable teaching. Moreover, vocational development courses should improve teachers' proficiencies in online environments.

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The problems that students participating in erasmus programme encountered and their solutions: a phenomenological study

Cited by 3 publications

References 18 publications

The Impact of the Erasmus Student Mobility on Turkish Pre-service EFL Teachers: Contributions and Challenges of the Experience

The Impact of the Erasmus Student Mobility on Turkish Pre-service EFL Teachers: Contributions and Challenges of the Experience

Phenomenological Study of Lived Experiences of International Students in Turkey

Challenges of Motivating Students in Online Learning Platforms

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