THE OPINIONS OF THE TEACHER CANDIDATES ON DISTANCE LEARNING PRACTICES IN THE COVID-19 PANDEMIC PROCESS
Öz
In this article, it is aimed to examine the opinions of teacher candidates' for with distance education practices in universities that have switched to distance education practices during the Covid-19 pandemic process. The study group of the research carried out in the descriptive survey model consists of a total of 132 teacher candidates. As a data collection tool in the research, "Student Views on Distance Education" scale was used. The Cronbach Alpha internal consistency coefficient of the scale was calculated as 0.86. The data obtained were analyzed using descriptive statistics, independent sample t test and ANOVA. In order to determine which groups the statistically significant difference is between, LSD test was applied and significance was calculated based on p <.05. As a result of the research, teacher candidates stated that distance education applications are not effective, but instructive. In general, they found distance education applications moderately successful (x̄ = 2.68). In addition, when the general scores of the scale were examined according to the variables of gender and departments of education, there was no significant difference between the opinions of the teacher candidates; It is concluded that there is a significant difference according to the grade level variable.
Anahtar Kelimeler
teachers covid-19 pandemic distance learning university primary school teacher mathematics teacher teacher candidates
Kaynakça
- Almuraqab, Nasser A. Saif, (2020) Shall Universities at the UAE Continue Distance Learning after the COVID-19 Pandemic? Revealing Students’ Perspective . International Journal of Advanced Research in Engineering and Technology (IJARET), 11(5), 2020, pp. 226-233., https://ssrn.com/abstract=3620824
- Altınpınar, İ, Başar, E. (2020). Yükseköğretim Denizcilik Eğitiminde, Uzaktan Eğitim Hizmet Kalitesi ve Performansının Ölçülmesi. Mersin Üniversitesi Denizcilik ve Lojistik Araştırmaları Dergisi, 2 (1) , 48-61 .
- Aristovnik, A.; Keržič, D.; Ravšelj, D.; Tomaževič, N. (2020) Umek, L. Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Preprints, 2020080246 (doi: 10.20944/preprints202008.0246.v2).
- Berge, Zane ve Mrozowski, Susan. (2001). Review of research in distance education, 1990 to 1999. American Journal of Distance Education. 15. 5-19. 10.1080/08923640109527090.
- Bozkurt, A. (2017). Türkiye’de uzaktan eğitimin dünü, bugünü ve yarını. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2),85-124.
- Buxton, E. (2014). Pharmacists' perception of synchronous versus asynchronous distance learning for continuing education programs. American Journal of Pharmaceutical Education, 75(1), 17. doi:10.5688/ajpe7818
- Christensen, E. W., Anakwe, U. P. ve Kessler E. H. (2001) Receptivity to distance learning: the effect of technology, reputation, constraints, and learning preferences. Journal of Research on Computing in Education, 33 (3), 263 – 279
- Clark, R.C. (2008). Distance learning and the science of instruction: proven guideline for consumens and designers of multimedia learning, second edition. San Francisco: John Wiley & Sons, Inc.
- George, D. ve Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson.
- Giesbers, B., Rienties, B., Tempelaar, D., ve Gijselaers, W. (2014). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of Computer Assisted Learning, 30, 30-50. doi: 10.1111/ jcal.12020
- Hrastinski, S. (2008). A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes. Educause Quarterly, 4, 51-55. Retrieved from http:// www.educause.edu/ero/article/ asynchronous-and-synchronous-e-learning
- Jones, J. G., Morales, C., ve Knezek, G. A. (2005). 3-dimensional online learning environments: Examining attitudes toward information technology between students in Internet-based 3-dimensional and face-to-face classroom instruction. Educational Media International, 42(3), 219-236.
- Jones, V., Jo, J., ve Martin, P. (2007). Future Schools and How Technology can be used to support Millennial and Generation-Z Students. In ICUT 2007 (Proc. B), 1st Int. Conf. Ubiquitous Information Technology (pp. 886-891).
- Karasar, N. (2010). Bilimsel Araştırma Yöntemi. Yirmi Birinci Baskı, Nobel Yayın Dağıtım, Ankara.
- Kırık, A. (2016). Uzaktan eğitimin tarihsel gelişimi ve Türkiye’deki durumu. Marmara İletişim Dergisi, 0 (21), 73-94.
- McBrien, J. L., Jones, P., ve Cheng, R. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. The International Review of Research in Open and Distributed Learning, 10(3). http://www.irrodl.org/ index.php/irrodl/article/view/605/1264
- Nenko, Y., КybalnaN. ve Snisarenko, Y. (2020). The COVID-19 Distance Learning: Insight from Ukrainian students. Brazilian Journal of Rural Education, 5, e8925. https://doi.org/10.20873/uft.rbec.e8925
- Rüzgar, N. S. (2004). Distance education in Turkey. Turkish Online Journal of Distance Education-TOJDE, 5(2), 22-32. Seemiller, C., & Grace, M. (2017). Generation Z: Educating and Engaging the Next Generation of Students. About Campus, 22(3), 21–26. https://doi.org/10.1002/abc.21293
- Somuncuoğlu, D. (2005). Türkiye’de ve dünyada uzaktan eğitim uygulamaları. Türkiye Sosyal Araştırmalar Dergisi, 9(3), 85-100.
- Stein, D. S., Wanstreet, C. E., Calvin, J., Overtoom, C., ve Wheaton, J. E. (2005). Bridging the transactional distance gap in online learning environments. The American Journal of Distance Education, 19(2), 105-118.
- Stein, D. S., Wanstreet, C. E., ve Calvin, J. (2009). How a novice adult online learner experiences transactional distance. The Quarterly Review of Distance Education, 10(3), 305-311. Retrieved from http://eric.ed.gov/?id=EJ889334
- UNESCO (2002) Open and distance learning – Trends, policy and strategy considerations, Paris, FR: UNESCO
- Utomo, M.N.Y., Sudaryanto ve M., Saddhono, K. (2020). Tools and strategy for distance learning to respond COVID-19 pandemic in Indonesia. Ingénierie des Systèmes d’Information, Vol. 25, No. 3, pp. 383-390. https://doi.org/10.18280/isi.250314
- Watts, Lynette. (2016) Quarterly Review of Distance Education; Charlotte Vol. 17, Iss. 1,: 23-32,56.
Öz
Bu makalede Covid-19 pandemisi sürecinde uzaktan eğitim uygulamalarına geçen üniversitelerdeki öğretmen adaylarının uzaktan eğitim uygulamalarına ilişkin görüşlerinin incelenmesi amaçlanmıştır. Betimsel tarama modelinde gerçekleştirilen araştırmanın çalışma grubunu, bir devlet üniversitesinin 2019-2020 eğitim öğretim döneminin bahar yarıyılında Sınıf Eğitimi ve Matematik Eğitimi Ana Bilim Dallarının 1-4. sınıflarında uzaktan eğitim yoluyla öğrenim gören toplam 132 öğretmen adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak “Uzaktan Eğitime Yönelik Öğrenci Görüşleri” ölçeği kullanılmıştır. Ölçeğin Cronbach Alpha iç tutarlılık katsayısı 0.86 olarak hesaplanmıştır. Veri toplama sürecinde, ölçek maddeleri web tabanlı olarak öğretmen adaylarına uygulanmıştır. Elde edilen veriler, betimsel istatistikler (frekans, aritmetik ortalama, standart sapma), bağımsız örneklem t testi ve tek yönlü varyans analizi (ANOVA) kullanılarak analiz edilmiştir. İstatistiki açıdan anlamlı olan farkın hangi gruplar arasında olduğunun tespit edilmesi amacıyla LSD testi uygulanmış ve anlamlılık p <.05 temel alınarak hesaplanmıştır. Araştırma sonucunda, öğretmen adayları uzaktan eğitim uygulamalarının etkili olmadığını ancak öğretici olduğunu belirtmiştir. Genel olarak uzaktan eğitim uygulamalarını orta düzeyde (x̄=2.68) başarılı bulmuşlardır. Ayrıca öğretmen adaylarının görüşleri arasında cinsiyet ve öğrenim gördükleri ana bilim dalları değişkenlerine göre ölçeğin genel puanları incelendiğinde anlamlı bir farklılık olmadığı; sınıf düzeyi değişkenine göre anlamlı farklılık olduğu sonuçlarına ulaşılmıştır.
Anahtar Kelimeler
öğretmen covid-19 pandemi uzaktan eğitim üniversite sınıf eğitimi matematik eğitimi
Kaynakça
- Almuraqab, Nasser A. Saif, (2020) Shall Universities at the UAE Continue Distance Learning after the COVID-19 Pandemic? Revealing Students’ Perspective . International Journal of Advanced Research in Engineering and Technology (IJARET), 11(5), 2020, pp. 226-233., https://ssrn.com/abstract=3620824
- Altınpınar, İ, Başar, E. (2020). Yükseköğretim Denizcilik Eğitiminde, Uzaktan Eğitim Hizmet Kalitesi ve Performansının Ölçülmesi. Mersin Üniversitesi Denizcilik ve Lojistik Araştırmaları Dergisi, 2 (1) , 48-61 .
- Aristovnik, A.; Keržič, D.; Ravšelj, D.; Tomaževič, N. (2020) Umek, L. Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Preprints, 2020080246 (doi: 10.20944/preprints202008.0246.v2).
- Berge, Zane ve Mrozowski, Susan. (2001). Review of research in distance education, 1990 to 1999. American Journal of Distance Education. 15. 5-19. 10.1080/08923640109527090.
- Bozkurt, A. (2017). Türkiye’de uzaktan eğitimin dünü, bugünü ve yarını. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2),85-124.
- Buxton, E. (2014). Pharmacists' perception of synchronous versus asynchronous distance learning for continuing education programs. American Journal of Pharmaceutical Education, 75(1), 17. doi:10.5688/ajpe7818
- Christensen, E. W., Anakwe, U. P. ve Kessler E. H. (2001) Receptivity to distance learning: the effect of technology, reputation, constraints, and learning preferences. Journal of Research on Computing in Education, 33 (3), 263 – 279
- Clark, R.C. (2008). Distance learning and the science of instruction: proven guideline for consumens and designers of multimedia learning, second edition. San Francisco: John Wiley & Sons, Inc.
- George, D. ve Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson.
- Giesbers, B., Rienties, B., Tempelaar, D., ve Gijselaers, W. (2014). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of Computer Assisted Learning, 30, 30-50. doi: 10.1111/ jcal.12020
- Hrastinski, S. (2008). A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes. Educause Quarterly, 4, 51-55. Retrieved from http:// www.educause.edu/ero/article/ asynchronous-and-synchronous-e-learning
- Jones, J. G., Morales, C., ve Knezek, G. A. (2005). 3-dimensional online learning environments: Examining attitudes toward information technology between students in Internet-based 3-dimensional and face-to-face classroom instruction. Educational Media International, 42(3), 219-236.
- Jones, V., Jo, J., ve Martin, P. (2007). Future Schools and How Technology can be used to support Millennial and Generation-Z Students. In ICUT 2007 (Proc. B), 1st Int. Conf. Ubiquitous Information Technology (pp. 886-891).
- Karasar, N. (2010). Bilimsel Araştırma Yöntemi. Yirmi Birinci Baskı, Nobel Yayın Dağıtım, Ankara.
- Kırık, A. (2016). Uzaktan eğitimin tarihsel gelişimi ve Türkiye’deki durumu. Marmara İletişim Dergisi, 0 (21), 73-94.
- McBrien, J. L., Jones, P., ve Cheng, R. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. The International Review of Research in Open and Distributed Learning, 10(3). http://www.irrodl.org/ index.php/irrodl/article/view/605/1264
- Nenko, Y., КybalnaN. ve Snisarenko, Y. (2020). The COVID-19 Distance Learning: Insight from Ukrainian students. Brazilian Journal of Rural Education, 5, e8925. https://doi.org/10.20873/uft.rbec.e8925
- Rüzgar, N. S. (2004). Distance education in Turkey. Turkish Online Journal of Distance Education-TOJDE, 5(2), 22-32. Seemiller, C., & Grace, M. (2017). Generation Z: Educating and Engaging the Next Generation of Students. About Campus, 22(3), 21–26. https://doi.org/10.1002/abc.21293
- Somuncuoğlu, D. (2005). Türkiye’de ve dünyada uzaktan eğitim uygulamaları. Türkiye Sosyal Araştırmalar Dergisi, 9(3), 85-100.
- Stein, D. S., Wanstreet, C. E., Calvin, J., Overtoom, C., ve Wheaton, J. E. (2005). Bridging the transactional distance gap in online learning environments. The American Journal of Distance Education, 19(2), 105-118.
- Stein, D. S., Wanstreet, C. E., ve Calvin, J. (2009). How a novice adult online learner experiences transactional distance. The Quarterly Review of Distance Education, 10(3), 305-311. Retrieved from http://eric.ed.gov/?id=EJ889334
- UNESCO (2002) Open and distance learning – Trends, policy and strategy considerations, Paris, FR: UNESCO
- Utomo, M.N.Y., Sudaryanto ve M., Saddhono, K. (2020). Tools and strategy for distance learning to respond COVID-19 pandemic in Indonesia. Ingénierie des Systèmes d’Information, Vol. 25, No. 3, pp. 383-390. https://doi.org/10.18280/isi.250314
- Watts, Lynette. (2016) Quarterly Review of Distance Education; Charlotte Vol. 17, Iss. 1,: 23-32,56.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 29 Aralık 2020 |
| Yayımlandığı Sayı | Yıl 2020 SALGIN SÜRECİNDE TÜRKİYE'DE VE DÜNYADA EĞİTİM |
