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Barriers Encountered by Turkish Teachers in the Use of Digital Environment and Content in the Distance Education Process

Year 2021, Volume: 7 Issue: 1, 78 - 120, 27.04.2021

Fatih Tanrıkulu

https://doi.org/10.31464/jlere.846432
Cited By: 2

Abstract

Bu araştırma Türkçe öğretmenlerinin uzaktan eğitim sürecinde dijital ortam ve içeriklerin kullanımında yaşadıkları sorunları tespit etmeye odaklanmıştır. Araştırmada nitel araştırma yöntemlerinden durum çalışması modeli kullanılmıştır. Araştırmanın katılımcılarını farklı illerde, farklı yıllarda mesleki tecrübeye sahip Türkçe öğretmenleri oluşturmuştur. Araştırmanın verileri Google Forms üzerinden oluşturulan yarı yapılandırılmış görüşme formu ile toplanmıştır. Elde edilen veriler içerik analizi yöntemiyle çözümlenmiştir. Araştırmanın bulguları Türkçe öğretmenlerinin uzaktan eğitim sürecinde; bağlantı ve altyapı kaynaklı erişim sorunu, dijital ortamların ve içeriklerin yetersizliği, iletişim ve etkileşim, motivasyon, dönüt, ders saati sürelerinin yetersizliği, çevrimiçi ortamları ve içerikleri kullanma sorunu, EBA ortamı ve içeriklerinden kaynaklı sorunlar, temel dil becerilerinin öğretimi, ölçme ve değerlendirme gibi sorunlar yaşadıklarını göstermiştir.

Keywords

Türkçe öğretimi Dijital ortamlar Dijital içerik Uzaktan eğitim E-içerik EBA Dil öğretimi

Thanks

İyi çalışmalar dilerim. Saygılar.

References

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Barriers Encountered by Turkish Teachers in the Use of Digital Environment and Content in the Distance Education Process

Year 2021, Volume: 7 Issue: 1, 78 - 120, 27.04.2021

Fatih Tanrıkulu

https://doi.org/10.31464/jlere.846432
Cited By: 2

Abstract

This research focuses on identifying the issues that Turkish teachers face in the use of digital environment and content in the distance education process. The study employs a case study design as a qualitative research methodology. The participants of the study consisted of Turkish teachers with various years of professional experience in different provinces. The data of the research were gathered using a semi-structured interview form created on Google Forms. The content analysis method was used to analyze the data collected. Turkish teachers had issues with connection and infrastructure-based access, the inadequacy of digital environment and contents, communication and interaction, motivation, giving and receiving feedback, inadequate length of class hours, the problem of using online environment and contents, problems emerging from the EBA environment and its contents, teaching basic language skills, measurement, and evaluation, according to the study's findings.

Keywords

E-content EBA Language learning Distance edecation Digital content Digital environment Turkish teaching

References

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  • Andrade, M. S., & Bunker, E. L. (2009). A model for self‐regulated distance language learning. Distance Education, 30(1), 47-61. https://doi.org/10.1080/01587910902845956
  • Assareh, A., & Bidokht, M. H. (2011). Barriers to e-teaching and e-learning. Procedia Computer Science, 3, 791-795. https://doi.org/10.1016/j.procs.2010.12.129
  • Bakar, A., Shah, K., & Xu, Q. (2020). The effect of communication barriers on distance learners achievements. Revista Argentina de Clínica Psicológica, 29(5), 248. https://www.revistaclinicapsicologica.com/data-cms/articles/20201019093720pmSSCI-226.pdf
  • Bayburtlu, Y. S. (2020). Covid-19 pandemi dönemi uzaktan eğitim sürecinde öğretmen görüşlerine göre Türkçe eğitimi. Electronic Turkish Studies, 15(4), 131-151. https://dx.doi.org/10.7827/TurkishStudies.44460
  • Berge, Z. L. (2013). Barriers to Communication in Distance Education. UMBC Faculty Collection. https://mdsoar.org/bitstream/handle/11603/16200/866-published.pdf?sequence=1&isAllowed=y
  • Bilgiç, H. G., Doğan, D., & Seferoğlu, S. S. (2011). Türkiye'de yükseköğretimde çevrimiçi öğretimin durumu ihtiyaçlar, sorunlar ve çözüm önerileri. Yükseköğretim Dergisi, 1(2), 80-87. https://dergipark.org.tr/en/pub/yuksekogretim/issue/41252/498283
  • Bilgiç, H. G., & Tüzün, H. (2015). Yükseköğretim kurumları web tabanlı uzaktan eğitim programlarında yaşanan sorunlar. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(3), 26-50. https://dergipark.org.tr/en/pub/auad/issue/3028/42071
  • Blake, R., Wilson, N. L., Cetto, M., & Pardo-Ballester, C. (2008). Measuring oral proficiency in distance, face-to-face, and blended classrooms. Language Learning & Technology, 12(3), 114. https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1119&context=language_pubs
  • Bozkuş, K., & Karacabey, M. F. (2019). FATİH projesi ile eğitimde bilişim teknolojilerinin kullanımı: ne kadar yol alındı? Yaşadıkça Eğitim, 33(1), 17-32. https://doi.org/10.33308/26674874.201933191
  • Chen, B. (2009). Barriers to adoption of technology-mediated distance education in higher-education institutions. Quarterly Review of Distance Education, 10(4), 333. http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=af3ff1d0-1cf8-41c8-94a4-d067770f44ee%40sdc-v-sessmgr02
  • Cho, S. K., & Berge, Z. L. (2002). Overcoming barriers to distance training and education. USDLA Journal, 16(1), 16-34. https://doi.org/10.1108/13665620210433873
  • Comas-Quinn, A., de los Arcos, B., & Mardomingo, R. (2012). Virtual learning environments (vles) for distance language learning: Shifting tutor roles in a contested space for interaction. Computer Assisted Language Learning, 25(2), 129-143. https://doi.org/10.1080/09588221.2011.636055
  • Creswell, J. W. (2018). Nitel Araştırma Yöntemleri, çev. Mesut Bütün, Selçuk Beşir Demir. Siyasal Kitabevi, Ankara.
  • Demouy, V., Jones, A., Kan, Q., Kukulska-Hulme, A., & Eardley, A. (2016). Why and how do distance learners use mobile devices for language learning. The EuroCALL Review, 24(1), 10-24. https://files.eric.ed.gov/fulltext/EJ1096422.pdf
  • Dockter, J. (2016). The problem of teaching presence in transactional theories of distance education. Computers and Composition, 40, 73-86. https://doi.org/10.1016/j.compcom.2016.03.009
  • Dovbenko, S., Naida, R. G., Beschastnyy, V. M., Bezverkhnia, H. V., & Tsybulska, V. V. (2020). Problem of resistance to the ıntroduction of distance learning models of training in the vocational training of educators. International Journal of Learning, Teaching, and Educational Research, 19(2), 1-12. https://doi.org/10.26803/ijlter.19.2.1
  • Durak, G. (2017). Uzaktan eğitimde destek hizmetlerine genel bakış: Sorunlar ve eğilimler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(4), 160-173. https://dergipark.org.tr/en/pub/auad/issue/34247/378493
  • Duran, L. (2020). Distance learners’ experiences of silence online: A phenomenological inquiry. International Review of Research in Open and Distributed Learning, 21 (1), 82–99. https://doi.org/10.19173/irrodl.v20i5.4538
  • Elcil, Ş., & Şahiner, D. S. (2013). Uzaktan eğitimde iletişimsel engeller. Sosyal ve Beşeri Bilimler Dergisi, 6(1), 21-33. https://dergipark.org.tr/en/download/article-file/437897
  • Falowo, R. O. (2007). Factors impeding implementation of web-based distance learning. AACE Journal, 15(3), 315-338. https://www.learntechlib.org/primary/p/21710/article_21710.pdf
  • Gündüz, M., Kursun, E., Karaman, S., & Demirel, T. (2020). Problems, expectations and amendments regarding distance education legislation in higher education institutions in Turkey. Turkish Online Journal of Distance Education (TOJDE), 21(4), 173-195. https://dergipark.org.tr/en/download/article-file/1321332
  • Gürer, M. D., Tekinarslan, E., & Yavuzalp, N. (2016). Çevrimiçi ders veren öğretim elemanlarının uzaktan eğitim hakkındaki görüşleri. Turkish Online Journal of Qualitative Inquiry, 7(1), 47-78. https://doi.org/10.17569/tojqi.74876
  • Hampel, R., & Hauck, M. (2004). Towards an effective use of audio conferencing in distance language courses. Language Learning & Technology, 8(1), 66-82. http://128.171.57.22/bitstream/10125/25230/08_01_hampel.pdf
  • Hurd, S. (2005). Autonomy and the distance language learner. In: Holmberg, Boerje; Shelley, Monica and White, Cynthia eds. Distance education and languages: Evolution and change. New perspectives on language and education. Clevedon, UK: Multilingual Matters, 1–19. http://oro.open.ac.uk/622/1/Hurd_Autonomy_chapter.pdf
  • Hurd, S. (2006). Towards a better understanding of the dynamic role of the distance language learner learner perceptions of personality, motivation, roles, and approaches. Distance education, 27(3), 303. https://doi.org/10.1080/01587910600940406
  • Hurd, S., Beaven, T., & Ortega, A. (2001). Developing autonomy in a distance language learning context issues and dilemmas for course writers. System, 29(3), 341-355. https://doi.org/10.1016/S0346-251X(01)00024-0
  • Hyland, F. (2001). Providing effective support ınvestigating feedback to distance language learners. Open Learning The Journal of Open, Distance and e-Learning, 16(3), 233-247. https://doi.org/10.1080/02680510120084959
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There are 59 citations in total.

Details

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

Fatih Tanrıkulu 0000-0002-6730-0353

Publication Date April 27, 2021
Submission Date December 24, 2020
Published in Issue Year 2021 Volume: 7 Issue: 1

Cite

APA Tanrıkulu, F. (2021). Barriers Encountered by Turkish Teachers in the Use of Digital Environment and Content in the Distance Education Process. Journal of Language Education and Research, 7(1), 78-120. https://doi.org/10.31464/jlere.846432

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Journal of Language Education and Research (JLERE)
Dil Eğitimi ve Araştırmaları Dergisi

https://dergipark.org.tr/en/pub/jlere

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