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Covid-19 Pandemi Sürecinde Üniversite Öğrencileri ve Akademisyenlerin Uzaktan Eğitime Yönelik Bakış Açıları Üzerine Bir Araştırma

Yıl 2023, Cilt: 6 Sayı: 1, 15 - 33, 30.06.2023

Öz

Covid-19 salgını ile tüm dünyada sosyal mesafeyi koruyarak salgının üstesinden gelebilmek amacıyla çeşitli zaman dilimlerinde evde kalma tedbiri alınmıştır. Bu durumun başta eğitim olmak üzere iş ve özel yaşam faaliyetlerini sekteye uğratmaması amacıyla uzaktan gerçekleştirilebilmeleri ön plana çıkmıştır. Türkiye'de uzaktan eğitim faaliyetlerine bazı yükseköğretim kurumları tarafından 2014 yılından itibaren kısmen başlanmış olsa da pandemi sürecinde henüz bu alt yapıya sahip olmayan kurumların dahi olduğu gerçeği eğitimin uzaktan gerçekleştirilebilmesini güçleştirmiştir. Alt yapısı olmayan bu kurumlar için hızlı bir şekilde sürece adapte olabilme çabaları başlamıştır. Bu amaçla çeşitli uzaktan eğitim platformlarından yararlanılmıştır. Çalışma ile fiziki etkileşimlerin mümkün olamayacağı durumlarda kullanılması mecburi olan uzaktan faaliyetlerin özellikle yüksek öğrenimdeki etkileri ele alınmıştır. Bu amaçla Mimar Sinan Güzel Sanatlar Üniversitesi (MSGSÜ) özelinde uzaktan eğitimin üniversite öğrencileri ve akademisyenler tarafından benimsenip benimsenmediği, sistemin kullanımıyla ilgili öz yeterlilikler açısından herhangi bir problem yaşanıp yaşanmadığı, uzaktan eğitimin olumlu ve olumsuz yönlerinin neler olduğu tespit edilmiştir. Çalışmada geliştirilen anketler sayesinde MSGSÜ öğrenci ve akademisyenlerinin uzaktan eğitim sürecindeki deneyimleri için geliştirilen hipotezler istatistiksel analizler ile değerlendirilmiş ve çeşitli önerilerde bulunulmuştur. Genel olarak uzaktan eğitimin yüz yüze eğitime göre avantaj ve dezavantajları bir kez daha gözlemlenmiştir.

Destekleyen Kurum

MSGSÜ BAP

Proje Numarası

2021-18

Teşekkür

Bu çalışma MSGSÜ Bilimsel Araştırma Projeleri (BAP) Koordinatörlüğü tarafından desteklenmiştir. Proje Numarası: 2021-18.

Kaynakça

  • [1] Ally M. Foundations of educational theory for online learning. In T. Anderson (Ed.) The theory and practice of online learning (pp. 15-44). Edmonton: AU Press, 2008.
  • [2] YÖK. 2017.
  • [3] Çelen FK, Çelik A, Seferoğlu SS. “Yükseköğretimde çevrim-içi öğrenme: sistemde yaşanan sorunlar ve çözüm önerileri”. Journal of European Education, 1(1): 25-34, 2011.
  • [4] Miyazoe T, Anderson T. “Learning outcomes and students’ perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting”. System, 38: 185-199, 2010.
  • [5] Moore MG, Kearsley G. Distance education: A systems view. Boston, MA: Wadsworth Publishing. 1996.
  • [6] Keegan D. Theoretical principles of distance education. London, Routledge. 2000.
  • [7] Jarvis P. Continuing education and training. Athens: Metaixmio, 2003.
  • [8] Taylor WR. “Pros and cons of online learning”. a faculty perspective. v (1), 24-37, 2002.
  • [9] İşman A. Uzaktan eğitim. Ankara: Pegem Akademi Yayıncılık, 2011.
  • [10] Bichsel J. The state of e-learning in higher education: An eye toward growth and increased access (Research Report). Louisville, CO: EDUCAUSE Center for Analysis and Research, 2013.
  • [11] Fletcher JD, Tobias S, Wisher RA. “Learning anytime, anywhere: Advanced distributed learning and the changing face of education”. Educational Researcher, 36(2): 96-102, 2007.
  • [12] Means B, Toyama Y, Murphy R, Bakia M, Jones K. Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education, 2009.
  • [13] Dillenbourg P, Schneider D, Synteta P. “Virtual learning environments”. In A. Dimitracopoulou (Ed.), Proceedings of the 3rd Hellenic Conference “Information &Communication Technologies in Education” (pp. 3-18). Greece: Kastaniotis Editions, 2002.
  • [14] Karakaya İ. Bilimsel araştırma yöntemleri. A. Tanrıöğen (Yay. Haz.). Bilimsel araştırma yöntemleri içinde (ss.59-62). Ankara: Anı Yayıncılık, 2011.
  • [15] Robinson CC, Hullinger H. “New benchmarks in higher education: Student engagement in online learning”. Journal of Education for Business, 84(2): 101–108, 2008.
  • [16] Kent C, Laslo E, Rafaeli S. “Interactivity in online discussions and learning outcomes”. Computers & Education, 97: 116–1, 2016.
  • [17] Cheawjindakarn B, Suwannatthacote P, Theeraroungchaisri A. “Critical success factors for online distance learning in higher education: A review of the literature”. Creative Education, 8(3): 61-66, 2012.
  • [18] Hameed S, Badii A, Cullen AJ. “Effective e-learning integration with traditional learning in a blended learning environment”. European and Mediterranean conference on information system (25-26), 2008.
  • [19] Klein D, Ware M. “E-learning: new opportunities in continuing Professional development”. Learned publishing, 16(1): 34-46, 2003.
  • [20] Offir B, Lev Y, Bezalel R. “Surface and deep learning processes in distance education: Synchronous versus asynchronous systems”. Computes & Education, 51: 1172-1183, 2008.
  • [21] Titmus CJ. Lifelong education for adults. An international handbook. UK: Pergamon, 1989.
  • [22] Moore MG. Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 20–35). London: Routledge, 1993.
  • [23] Zhao H, Chen L, Panda S. “Self-regulated learning ability of Chinese distance learners”. British Journal of Educational Technology, 45(5): 941-958, 2014.
  • [24] Morgan CK, Maureen T. “Unravelling the complexities of distance education student attrition”. Distance Education 20(1).96-108, 1999.
  • [25] Öz Ceviz N, Tektaş N, Basmacı G, Tektaş M. “Covid-19 pandemi sürecinde üniversite öğrencilerinin uzaktan eğitime bakışı: Türkiye örneği”. Ulakbilge, 52 1322–1335. doi: 10.7816/ulakbilge-08-54-06, 2020.

A Study on the Perspectives of University Students and Academics towards Distance Education in the Covid-19 Pandemic Process

Yıl 2023, Cilt: 6 Sayı: 1, 15 - 33, 30.06.2023

Öz

With the Covid-19 epidemic, in order to overcome the epidemic by maintaining social distance all over the world, it has been taken to stay at home in various time periods. It has come to the fore that this situation can be carried out remotely in order not to interrupt business and private life activities, especially education. Although distance education activities have been partially started by some higher education institutions in Turkey since 2014, the fact that there are even institutions that do not have this infrastructure during the pandemic process has made it difficult to conduct education remotely. Efforts to quickly adapt to the process have begun for these institutions, which do not have an infrastructure. For this purpose, various distance education platforms were used. In the study, the effects of distance activities, which are mandatory to be used in situations where physical interactions are not possible, especially in higher education are discussed. For this purpose, it has been determined whether distance education is adopted by university students and academicians in Mimar Sinan Fine Arts University (MSGSU), whether there are any problems in terms of self-efficacy regarding the use of the system, and what are the positive and negative aspects of distance education. Thanks to the questionnaires developed in the study, the hypotheses developed for the experiences of MSGSU students and academicians in the distance education process were evaluated with statistical analyzes and various suggestions were made. In general, the advantages and disadvantages of distance education compared to face-to-face education have been observed once again.

Proje Numarası

2021-18

Kaynakça

  • [1] Ally M. Foundations of educational theory for online learning. In T. Anderson (Ed.) The theory and practice of online learning (pp. 15-44). Edmonton: AU Press, 2008.
  • [2] YÖK. 2017.
  • [3] Çelen FK, Çelik A, Seferoğlu SS. “Yükseköğretimde çevrim-içi öğrenme: sistemde yaşanan sorunlar ve çözüm önerileri”. Journal of European Education, 1(1): 25-34, 2011.
  • [4] Miyazoe T, Anderson T. “Learning outcomes and students’ perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting”. System, 38: 185-199, 2010.
  • [5] Moore MG, Kearsley G. Distance education: A systems view. Boston, MA: Wadsworth Publishing. 1996.
  • [6] Keegan D. Theoretical principles of distance education. London, Routledge. 2000.
  • [7] Jarvis P. Continuing education and training. Athens: Metaixmio, 2003.
  • [8] Taylor WR. “Pros and cons of online learning”. a faculty perspective. v (1), 24-37, 2002.
  • [9] İşman A. Uzaktan eğitim. Ankara: Pegem Akademi Yayıncılık, 2011.
  • [10] Bichsel J. The state of e-learning in higher education: An eye toward growth and increased access (Research Report). Louisville, CO: EDUCAUSE Center for Analysis and Research, 2013.
  • [11] Fletcher JD, Tobias S, Wisher RA. “Learning anytime, anywhere: Advanced distributed learning and the changing face of education”. Educational Researcher, 36(2): 96-102, 2007.
  • [12] Means B, Toyama Y, Murphy R, Bakia M, Jones K. Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education, 2009.
  • [13] Dillenbourg P, Schneider D, Synteta P. “Virtual learning environments”. In A. Dimitracopoulou (Ed.), Proceedings of the 3rd Hellenic Conference “Information &Communication Technologies in Education” (pp. 3-18). Greece: Kastaniotis Editions, 2002.
  • [14] Karakaya İ. Bilimsel araştırma yöntemleri. A. Tanrıöğen (Yay. Haz.). Bilimsel araştırma yöntemleri içinde (ss.59-62). Ankara: Anı Yayıncılık, 2011.
  • [15] Robinson CC, Hullinger H. “New benchmarks in higher education: Student engagement in online learning”. Journal of Education for Business, 84(2): 101–108, 2008.
  • [16] Kent C, Laslo E, Rafaeli S. “Interactivity in online discussions and learning outcomes”. Computers & Education, 97: 116–1, 2016.
  • [17] Cheawjindakarn B, Suwannatthacote P, Theeraroungchaisri A. “Critical success factors for online distance learning in higher education: A review of the literature”. Creative Education, 8(3): 61-66, 2012.
  • [18] Hameed S, Badii A, Cullen AJ. “Effective e-learning integration with traditional learning in a blended learning environment”. European and Mediterranean conference on information system (25-26), 2008.
  • [19] Klein D, Ware M. “E-learning: new opportunities in continuing Professional development”. Learned publishing, 16(1): 34-46, 2003.
  • [20] Offir B, Lev Y, Bezalel R. “Surface and deep learning processes in distance education: Synchronous versus asynchronous systems”. Computes & Education, 51: 1172-1183, 2008.
  • [21] Titmus CJ. Lifelong education for adults. An international handbook. UK: Pergamon, 1989.
  • [22] Moore MG. Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 20–35). London: Routledge, 1993.
  • [23] Zhao H, Chen L, Panda S. “Self-regulated learning ability of Chinese distance learners”. British Journal of Educational Technology, 45(5): 941-958, 2014.
  • [24] Morgan CK, Maureen T. “Unravelling the complexities of distance education student attrition”. Distance Education 20(1).96-108, 1999.
  • [25] Öz Ceviz N, Tektaş N, Basmacı G, Tektaş M. “Covid-19 pandemi sürecinde üniversite öğrencilerinin uzaktan eğitime bakışı: Türkiye örneği”. Ulakbilge, 52 1322–1335. doi: 10.7816/ulakbilge-08-54-06, 2020.
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Mühendislik
Bölüm Makaleler
Yazarlar

Semra Erpolat Taşabat 0000-0001-6845-8278

Ebru Oğuz

Gülay Ilona Telsiz Kayaoğlu

Mert Ersen 0000-0001-5643-4690

Proje Numarası 2021-18
Yayımlanma Tarihi 30 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 1

Kaynak Göster

APA Erpolat Taşabat, S., Oğuz, E., Telsiz Kayaoğlu, G. I., Ersen, M. (2023). Covid-19 Pandemi Sürecinde Üniversite Öğrencileri ve Akademisyenlerin Uzaktan Eğitime Yönelik Bakış Açıları Üzerine Bir Araştırma. Veri Bilimi, 6(1), 15-33.



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