Üniversitelerde Dijital Eğitim-Öğretim Faaliyetleri Ve Teknostres: İletişim Akademisyenleri Üzerine Bir Araştırma

Year 2024, Volume: 11 Issue: 1, 105 - 134, 30.01.2024

Büşra Küçükcivil , Esra Gargalık , Murat Koçyiğit

https://doi.org/10.17680/erciyesiletisim.1352212

Cited By: 1

Abstract

Üniversitelerde eğitim-öğretim faaliyetlerinin dijitalleşmesi durumunu, teknostres kavramı ve iletişim akademisyenleri üzerinden incelemeyi amaçlayan bu çalışmada, nitel araştırma türlerinden biri olan görüşme tekniği kullanılmıştır. Bu araştırmanın desenini ise nitel araştırma deseni olan fenomenolojik yaklaşım oluşturmaktadır. İlgili teknik ve desen ile katılımcıların teknostrese ilişkin deneyimlerini yansıtmak, bu araştırmanın öncelikli amacıdır. Araştırmanın bulguları değerlendirildiğinde katılımcıların eğitim-öğretim faaliyetlerini gerçekleştirirken farklı dijital araç ve platformlar ile birlikte çeşitli dijital eğitim-öğretim modellerini kullandıkları görülmektedir. İletişim akademisyenlerinin teknostrese ilişkin sorulara verdikleri yanıtlar incelendiğinde, katılımcıların ifadelerinde genel anlamda tekno aşırı yüke maruz kaldıklarını dile getirdikleri görülmektedir. Katılımcı deneyimlerinin ifadelerine yansımasından hareketle, iletişim akademisyenlerinin tekno istilaya maruz kalıp kalmamalarına ilişkin eşit oranda görüş bildirdikleri anlaşılmaktadır. Bununla birlikte, katılımcıların yanıtları incelendiğinde tam tersi cevaplara nazaran, tekno karmaşıklık ve tekno belirsizlik yaşadıkları görülmektedir. Son olarak ise tekno güvensizliğe yönelik katılımcı ifadeleri incelendiğinde, iletişim akademisyenlerinin eğitim-öğretim faaliyetlerindeki dijitalleşme sürecini güvensiz bulmadıkları anlaşılmaktadır. Bu doğrultuda, iletişim akademisyenlerinin eğitim-öğretim faaliyetlerindeki dijitalleşme sürecinde teknostres kavramı ile yüzleştikleri ve bu bağlamda konuya ilişkin olumlu ya da olumsuz yönde bir görüş bildirecek tecrübeye eriştikleri yine bu araştırmanın sonuçları arasındadır.

Keywords

Dijital Teknolojiler, Dijital Eğitim-Öğretim Faaliyetleri, Teknostres, İletişim Akademisyenleri, Nitel Araştırma.

Digital Education Activities And Technostress In Universities: A Research On Communıcation Academics

Abstract

The interview technique, which is one of the qualitative research types, was used in this study which aims to examine the digitalization of education activities in universities through the concept of technostress and communication academics. The pattern of this research is the phenomenological approach which is a qualitative research design. The purpose of this research is to reflect the participants' technostress experiences with the relevant technique and design. Coming up to the results of the research, it is realized that the participants use different types of digital education models, digital tools, and platforms while performing their educational activities. When the responses of the communication academics to the questions about technostress are examined, it is seen that the participants stated that they were generally exposed to techno overload. Based on the reflection of the participant’s experiences in their statements, it is understood that communication academics equally expressed opinions on whether they are exposed to techno invasion. Additionally, when the responses of the participants are analyzed, it is seen that they experience techno complexity and techno uncertainty with a slight difference compared to the opposite responses. Finally, when the participant expressions regarding techno insecurity are examined, it is understood that communication academics do not find the digitalization process in education activities insecure, with a slight lead. Regarding all these, it is also among the results of this research that communication academics face the concept of technostress in the digitalization process of education activities and that, in this context, they have the experience to express a positive or negative opinion on this subject.

Keywords

Digital Technologies, Digital Education Activities, Technostress, Communication Academics, Qualitative Research.

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