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Mesleki Eğitim ve Öğretimde Öğrenenlerin Çevrimiçi Öğrenme Deneyimlerinin İncelenmesi

Year 2023, Volume: 23 Issue: 3, 1225 - 1243, 24.09.2023

Yasemin Karal Okay Çamoğlu Rabia Özdemir Sarıalioğlu

https://doi.org/10.17240/aibuefd.2023..-1175792

Abstract

: Türkiye’de korona salgını sürecinde eğitim öğretim faaliyetlerini çevrim içi ortama taşıyan birçok kurum olmuştur. Bu süreçte, çalışanlarının mesleki yeterliliklerini geliştirmek için çevrim içi eğitimi tercih eden bir kurumun eğitim öğretim faaliyetlerini katılımcıların görüşleri bağlamında incelemek bu çalışmanın hedefidir. Araştırmanın katılımcıları Türkiye ve dünyanın birçok ülkesinde faaliyet gösteren bir teknoloji şirketinin yetkili servis organizasyonunda çalışan teknisyen ve müşteri temsilcilerinden, kurum tarafından sunulan çevrim içi eğitimi tamamlamış olan 122 çalışandır. Çalışma, tarama modeline göre tasarlanmış; veriler, açık uçlu sorulardan oluşan bir çevrim içi anket formu ile toplanmıştır. Elde edilen veriler, içerik analizi yoluyla incelenmiştir. Analizler, mesleki eğitim ve öğretimin uygulamalı doğasına rağmen, çevrim içi eğitimin yerini bu alanda sağlamlaştırmaya başladığını göstermiştir. Öğretmen, öğrenci, altyapı ve içerik olarak iyi yapılandırılmış bir çevrim içi mesleki eğitim öğretim etkinliğinin başarılı olacağı üzerinde hemfikir olunabilmektedir.

Keywords

ÇEvrimiçi öğrenme mesleki eğitim ve öğretim öğrenme deneyimleri

Supporting Institution

yok

Project Number

yok

References

  • Abou-Khalil, V., S. Helou, E. Khalifé, M. A. Chen, R. Majumdar, and H. Ogata. (2021). Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies. Education Sciences, 11 (1): 24. https://doi.org/10.3390/educsci11010024
  • Allan, G. (2020). Qualitative Research in Handbook for Research Students in the Social Sciences, Abingdon: Routledge.
  • Arifin, Z., M. Nurtanto, A. Priatna, N. Kholifah, and M. Fawaid. (2020). Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model. Online Submission, 9 (2): 786-791.
  • Arnesen, K. T., J. Hveem, C. R. Short, R. E. West, and M. K. Barbour. (2019). K-12 Online Learning Journal Articles: Trends from Two Decades of Scholarship. Distance Education, 40 (1): 32-53. https://doi.org/10.1080/01587919.2018.1553566
  • Bahadır, F. (2020). Raylı Sistemler Programı Öğrencilerinin e-Öğrenmeye Hazırbulunuşluklarının İncelenmesi: Refahiye Meslek Yüksekokulu Örneği. Yükseköğretim ve Bilim Dergisi, 2, 310-317.
  • Belaya, V. (2018). The Use of e-Learning in Vocational Education and Training (VET): Systematization of Existing Theoretical Approaches. Journal of Education and Learning, 7 (5): 92-101.
  • Bernard, R.M., P. C. Abrami, E. Borokhovski, C. A. Wade, R. M. Tamim, M. A. Surkes, and E. C. A. Bethel. (2009). Meta-Analysis of Three Types of Interaction Treatments in Distance Education. Rev. Educ. Res., 79 (3): 1243–1289. https://doi.org/10.3102/00346543093333844
  • Bozkurt, A. (2020). Images and Perceptions of Primary School Students towards Distance Education During Coronavirus (Covid-19) Pandemic: A Metaphor Analysis. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6 (2): 1-23. https://doi.org/10.29065/usakead.777652
  • Bülbül, A. H., U. Tuğtekin, U. İliç, A. Kuzu, and F. Odabaşı. (2016). Çevrimiçi Ortamlarda Araştırma Toplulukları: Öğretim Üyeleri İçin Bir Yol Haritası. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17 (2): 171-190.
  • Büyüköztürk, Ş., E. Kılıç-Çakmak, Ö. Akgün, Ş. Karadeniz, and F. Demirel. (2016). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
  • Covelli, B. J. (2017). Online Discussion Boards: The Practice of Building Community for Adult Learners. The Journal of Continuing Higher Education, 65 (2): 139-145. https://doi.org/10.1080/07377363.2017.1274616
  • Cox, D., and S. Prestridge. (2020). Understanding Fully Online Teaching in Vocational Education. Research and Practice in Technology Enhanced Learning, 15 (1): 1-22. https://doi.org/10.1186/s41039-020-00138-4
  • DeNoyelles, A., J. Mannheimer Zydney, and B. Chen. (2014). Strategies for Creating A Community of Inquiry Through Online Asynchronous Discussions. Journal of Online Learning & Teaching, 10 (1): 153-165.
  • Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49 (1): 5–22. https://doi.org/10.1177/0047239520934018.
  • Edy, D. L. (2020). Revisiting the impact of project-based learning on online learning in vocational education: analysis of learning in pandemic Covid-19. In 2020 4th International Conference on Vocational Education and Training, Malang, September 378-381. https://doi.org/10.1109/ICOVET50258.2020.9230137
  • Geçer, A. K., and A. D. Topal. (2015). “Development of Satısfactıon Scale for e-Course: Reliability and Validity Study/ e-Derslere Yönelik Memnuniyet Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Eğitimde Kuram ve Uygulama, 11 (4): 1272-1287.
  • Gülbahar, Y. (2012). Study of Developing Scales for Assessment of the Levels of Readiness and Satisfaction of Participants in e-Learning Environments. Ankara University Journal of Faculty of Educational Sciences (JFES), 45 (2): 119-138. https://doi.org/10.1501/Egifak_0000001256
  • Huei-Chuan, W., and C. Chien. (2020). Online Learning Performance and Satisfaction: Do Perceptions and Readiness Matter? Distance Education, 41 (1): 48-69, https://doi.org/10.1080/01587919.2020.1724768
  • Jiang, W. (2017). Interdependence of Roles, Role Rotation, and Sense of Community in An Online Course. Distance Education, 38 (1): 84-105. https://doi.org/10.1080/01587919.2017.1299564
  • Mbati, L., and A. Minnaar. (2015). Guidelines Towards the Facilitation of Interactive Online Learning Programmes in Higher Education. International Review of Research in Open and Distributed Learning, 16 (2): 272-287.
  • Miles, M. B., and A. M. Huberman. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Sage. Moore, M. G. (1989). Three Types of Interaction. Taylor & Francis: Oxfordshire, UK.
  • Ng, R. Y. K., K. K. Ng, R. Y. S. Lam, and L. K. Lee. (2021). A Study of Vocational and Professional Education and Training (VPET) Students’ Online Learning Experience during the Outbreak of Pandemic. In 2021 International Symposium on Educational Technology (ISET), Tokai, Nagoya, August, 89-95. https://doi.org/10.1109/ISET52350.2021.00028
  • Omar, M. K., D. M. Jie, M. H. M. Puad, and N. Ismail. (2022). Critical Competency Attributes of Technical and Vocational Education and Training (TVET) Postgraduate Students in Online Learning Environment. International Journal of Academic Research in Progressive Education and Development, 11 (1): 428-447. https://doi.org/10.6007/IJARPED/v11-i1/12124
  • Paton, R. M., A. E. Fluck, and J. D. Scanlan. (2018). Engagement and retention in vet moocs and online courses: a systematic review of literature from 2013 to 2017. Computers & Education, 125, 191-201. https://doi.org/10.1016/j.compedu.2018.06.013
  • Quesada-Pallarès, C., A. Sánchez-Martí, A. Ciraso-Calí, and P. Pineda-Herrero. (2019). Online vs. classroom learning: examining motivational and self-regulated learning strategies among vocational education and training students. Frontiers in Psychology, 10, 2795.
  • Rabiman, R., M. Nurtanto, and N. Kholifah. (2020). Design and development e-learning system by learning management system (lms) in vocational education. Online Submission, 9 (1): 1059-1063.
  • Sergeieva, L. M., T. I. Stoіchуk, O. V. Tarasova, T. S. Sulyma, and I. V. Tarasiuk. (2021). Development of the modern educational environment of the ınstitution of professional (vocational-technical) education in the digital space. Linguistics and Culture Review, 5 (3): 459-475. https://doi.org/10.37028/lingcure.v5nS3.1554
  • Syauqi, K., S. Munadi, and M. B. Triyono. (2020). Students’ perceptions toward vocational education on online learning during the covıd-19 pandemic. International Journal of Evaluation and Research in Education, 9 (4): 881-886. https://doi.org/10.11591/ijere.v9i4.20766
  • Şenocak, D. (2020). Açık ve uzaktan öğrenme ortamlarında yapay zekâ: sunduğu fırsatlar ve yarattığı endişeler. AUAd, 6 (3): 56-78.
  • Thomas, G., and S. Thorpe. (2019). Enhancing the Facilitation of Online Groups in Higher Education: A Review of the Literature on Face-To-Face and Online Group-Facilitation. Interactive Learning Environments, 27 (1): 62-71. https://doi.org/10.1080/10494820.2018.1451897
  • Uçar, C., and M. A. Özerbaş. 2013. Mesleki ve teknik eğitimin Dünyadaki ve Türkiye’deki konumu. Eğitim ve Öğretim Araştırmaları Dergisi, 2 (2): 242-253.
  • Wannapiroon, P., P. Nilsook, J. Jitsupa, and S. Chaiyarak. (2022). Digital competences of vocational ınstructors with synchronous online learning in next normal education. International Journal of Instruction, 15 (1): 293-310. https://doi.org/10.29333/iji.2022.15117a
  • Xu, W., X. Cui, P. Hu, and T. Cheng. (2021). Practice and research on the construction of online open high-quality medical laboratory courses in higher vocational colleges. Education Reform and Development, 3 (1): 29-33. https://doi.org/10.26689/erd.v3i1.2617
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. Baskı). Ankara: Seçkin Yayıncılık.
  • Yurdugül, H., and D. A. Sırakaya. (2013). Çevrimiçi öğrenme hazır bulunuşluluk ölçeği: geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 38 (169): 391-406.
  • Yeh, Y. C. (2010). Analyzing online behaviors, roles, and learning communities via online discussions. Educational Technology & Society, 13 (1): 140–151.

Examining Learners’ Online Learning Experiences in Vocational Education and Training

Year 2023, Volume: 23 Issue: 3, 1225 - 1243, 24.09.2023

Yasemin Karal Okay Çamoğlu Rabia Özdemir Sarıalioğlu

https://doi.org/10.17240/aibuefd.2023..-1175792

Abstract

During the corona epidemic in Turkey, there have been many institutions that have moved their education activities online. In this process, the examining the education and training activities of a institution that prefers online education to improve the professional competence of its employees of the opinions of the participants is the aim of this study. The participants of the research were comprised of 122 technicians and customer representatives’ employee in Turkey affiliated to the local authorized service organizations of a global technological company. The participants were selected among candidates who completed the online training offered by the main company, which operates in Turkey as well as many other countries. The study was carried out in survey model, and the data were collected with an online questionnaire consisting of open-ended questions. Collected data were analyzed through content analysis. It was found out that despite the applied nature of vocational education online education is consolidating its place in this area. There seems to exist consensus that an online vocational education activity designed properly in terms of teacher, student, infrastructure and instructional materials is most likely to be successful.

Keywords

Online Learning Vocational Education and Training Learning Experiences

Project Number

yok

References

  • Abou-Khalil, V., S. Helou, E. Khalifé, M. A. Chen, R. Majumdar, and H. Ogata. (2021). Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies. Education Sciences, 11 (1): 24. https://doi.org/10.3390/educsci11010024
  • Allan, G. (2020). Qualitative Research in Handbook for Research Students in the Social Sciences, Abingdon: Routledge.
  • Arifin, Z., M. Nurtanto, A. Priatna, N. Kholifah, and M. Fawaid. (2020). Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model. Online Submission, 9 (2): 786-791.
  • Arnesen, K. T., J. Hveem, C. R. Short, R. E. West, and M. K. Barbour. (2019). K-12 Online Learning Journal Articles: Trends from Two Decades of Scholarship. Distance Education, 40 (1): 32-53. https://doi.org/10.1080/01587919.2018.1553566
  • Bahadır, F. (2020). Raylı Sistemler Programı Öğrencilerinin e-Öğrenmeye Hazırbulunuşluklarının İncelenmesi: Refahiye Meslek Yüksekokulu Örneği. Yükseköğretim ve Bilim Dergisi, 2, 310-317.
  • Belaya, V. (2018). The Use of e-Learning in Vocational Education and Training (VET): Systematization of Existing Theoretical Approaches. Journal of Education and Learning, 7 (5): 92-101.
  • Bernard, R.M., P. C. Abrami, E. Borokhovski, C. A. Wade, R. M. Tamim, M. A. Surkes, and E. C. A. Bethel. (2009). Meta-Analysis of Three Types of Interaction Treatments in Distance Education. Rev. Educ. Res., 79 (3): 1243–1289. https://doi.org/10.3102/00346543093333844
  • Bozkurt, A. (2020). Images and Perceptions of Primary School Students towards Distance Education During Coronavirus (Covid-19) Pandemic: A Metaphor Analysis. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6 (2): 1-23. https://doi.org/10.29065/usakead.777652
  • Bülbül, A. H., U. Tuğtekin, U. İliç, A. Kuzu, and F. Odabaşı. (2016). Çevrimiçi Ortamlarda Araştırma Toplulukları: Öğretim Üyeleri İçin Bir Yol Haritası. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17 (2): 171-190.
  • Büyüköztürk, Ş., E. Kılıç-Çakmak, Ö. Akgün, Ş. Karadeniz, and F. Demirel. (2016). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
  • Covelli, B. J. (2017). Online Discussion Boards: The Practice of Building Community for Adult Learners. The Journal of Continuing Higher Education, 65 (2): 139-145. https://doi.org/10.1080/07377363.2017.1274616
  • Cox, D., and S. Prestridge. (2020). Understanding Fully Online Teaching in Vocational Education. Research and Practice in Technology Enhanced Learning, 15 (1): 1-22. https://doi.org/10.1186/s41039-020-00138-4
  • DeNoyelles, A., J. Mannheimer Zydney, and B. Chen. (2014). Strategies for Creating A Community of Inquiry Through Online Asynchronous Discussions. Journal of Online Learning & Teaching, 10 (1): 153-165.
  • Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49 (1): 5–22. https://doi.org/10.1177/0047239520934018.
  • Edy, D. L. (2020). Revisiting the impact of project-based learning on online learning in vocational education: analysis of learning in pandemic Covid-19. In 2020 4th International Conference on Vocational Education and Training, Malang, September 378-381. https://doi.org/10.1109/ICOVET50258.2020.9230137
  • Geçer, A. K., and A. D. Topal. (2015). “Development of Satısfactıon Scale for e-Course: Reliability and Validity Study/ e-Derslere Yönelik Memnuniyet Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Eğitimde Kuram ve Uygulama, 11 (4): 1272-1287.
  • Gülbahar, Y. (2012). Study of Developing Scales for Assessment of the Levels of Readiness and Satisfaction of Participants in e-Learning Environments. Ankara University Journal of Faculty of Educational Sciences (JFES), 45 (2): 119-138. https://doi.org/10.1501/Egifak_0000001256
  • Huei-Chuan, W., and C. Chien. (2020). Online Learning Performance and Satisfaction: Do Perceptions and Readiness Matter? Distance Education, 41 (1): 48-69, https://doi.org/10.1080/01587919.2020.1724768
  • Jiang, W. (2017). Interdependence of Roles, Role Rotation, and Sense of Community in An Online Course. Distance Education, 38 (1): 84-105. https://doi.org/10.1080/01587919.2017.1299564
  • Mbati, L., and A. Minnaar. (2015). Guidelines Towards the Facilitation of Interactive Online Learning Programmes in Higher Education. International Review of Research in Open and Distributed Learning, 16 (2): 272-287.
  • Miles, M. B., and A. M. Huberman. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Sage. Moore, M. G. (1989). Three Types of Interaction. Taylor & Francis: Oxfordshire, UK.
  • Ng, R. Y. K., K. K. Ng, R. Y. S. Lam, and L. K. Lee. (2021). A Study of Vocational and Professional Education and Training (VPET) Students’ Online Learning Experience during the Outbreak of Pandemic. In 2021 International Symposium on Educational Technology (ISET), Tokai, Nagoya, August, 89-95. https://doi.org/10.1109/ISET52350.2021.00028
  • Omar, M. K., D. M. Jie, M. H. M. Puad, and N. Ismail. (2022). Critical Competency Attributes of Technical and Vocational Education and Training (TVET) Postgraduate Students in Online Learning Environment. International Journal of Academic Research in Progressive Education and Development, 11 (1): 428-447. https://doi.org/10.6007/IJARPED/v11-i1/12124
  • Paton, R. M., A. E. Fluck, and J. D. Scanlan. (2018). Engagement and retention in vet moocs and online courses: a systematic review of literature from 2013 to 2017. Computers & Education, 125, 191-201. https://doi.org/10.1016/j.compedu.2018.06.013
  • Quesada-Pallarès, C., A. Sánchez-Martí, A. Ciraso-Calí, and P. Pineda-Herrero. (2019). Online vs. classroom learning: examining motivational and self-regulated learning strategies among vocational education and training students. Frontiers in Psychology, 10, 2795.
  • Rabiman, R., M. Nurtanto, and N. Kholifah. (2020). Design and development e-learning system by learning management system (lms) in vocational education. Online Submission, 9 (1): 1059-1063.
  • Sergeieva, L. M., T. I. Stoіchуk, O. V. Tarasova, T. S. Sulyma, and I. V. Tarasiuk. (2021). Development of the modern educational environment of the ınstitution of professional (vocational-technical) education in the digital space. Linguistics and Culture Review, 5 (3): 459-475. https://doi.org/10.37028/lingcure.v5nS3.1554
  • Syauqi, K., S. Munadi, and M. B. Triyono. (2020). Students’ perceptions toward vocational education on online learning during the covıd-19 pandemic. International Journal of Evaluation and Research in Education, 9 (4): 881-886. https://doi.org/10.11591/ijere.v9i4.20766
  • Şenocak, D. (2020). Açık ve uzaktan öğrenme ortamlarında yapay zekâ: sunduğu fırsatlar ve yarattığı endişeler. AUAd, 6 (3): 56-78.
  • Thomas, G., and S. Thorpe. (2019). Enhancing the Facilitation of Online Groups in Higher Education: A Review of the Literature on Face-To-Face and Online Group-Facilitation. Interactive Learning Environments, 27 (1): 62-71. https://doi.org/10.1080/10494820.2018.1451897
  • Uçar, C., and M. A. Özerbaş. 2013. Mesleki ve teknik eğitimin Dünyadaki ve Türkiye’deki konumu. Eğitim ve Öğretim Araştırmaları Dergisi, 2 (2): 242-253.
  • Wannapiroon, P., P. Nilsook, J. Jitsupa, and S. Chaiyarak. (2022). Digital competences of vocational ınstructors with synchronous online learning in next normal education. International Journal of Instruction, 15 (1): 293-310. https://doi.org/10.29333/iji.2022.15117a
  • Xu, W., X. Cui, P. Hu, and T. Cheng. (2021). Practice and research on the construction of online open high-quality medical laboratory courses in higher vocational colleges. Education Reform and Development, 3 (1): 29-33. https://doi.org/10.26689/erd.v3i1.2617
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. Baskı). Ankara: Seçkin Yayıncılık.
  • Yurdugül, H., and D. A. Sırakaya. (2013). Çevrimiçi öğrenme hazır bulunuşluluk ölçeği: geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 38 (169): 391-406.
  • Yeh, Y. C. (2010). Analyzing online behaviors, roles, and learning communities via online discussions. Educational Technology & Society, 13 (1): 140–151.
There are 36 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Yasemin Karal 0000-0003-4744-4541

Okay Çamoğlu 0000-0002-4174-7819

Rabia Özdemir Sarıalioğlu 0000-0001-6989-3685

Project Number yok
Publication Date September 24, 2023
Submission Date September 19, 2022
Published in Issue Year 2023 Volume: 23 Issue: 3

Cite

APA Karal, Y., Çamoğlu, O., & Özdemir Sarıalioğlu, R. (2023). Examining Learners’ Online Learning Experiences in Vocational Education and Training. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 23(3), 1225-1243. https://doi.org/10.17240/aibuefd.2023..-1175792
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