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UZAKTAN EĞİTİME İLİŞKİN SINIF ÖĞRETMENLERİNİN AİLELERİN VE İLKOKUL ÖĞRENCİLERİNİN GÖRÜŞLERİ

Year 2022, Issue: 63, 16 - 48, 31.07.2022

Harun Türk , Kasım Kıroğlu

https://doi.org/10.21764/maeuefd.914919
Cited By: 1

Abstract

Bu çalışmanın amacı sınıf öğretmenlerinin, ailelerin ve ilkokul öğrencilerinin uzaktan eğitime ilişkin görüşlerini incelemektir. Bu amaca ulaşabilmek için araştırma, nitel araştırma yöntemlerinden ölçüt örnekleme yöntemi ile gerçekleştirilmiştir. Araştırmanın örneklemi farklı ilçelerde görev yapan öğretmen, öğrenim gören öğrenci ve ebeveynler ile oluşturulmuştur. Araştırma yarı yapılandırılmış görüşmeler ile gerçekleştirilmiştir. Araştırma verilerinin yorumlanmasında betimsel analiz tekniği kullanılmıştır. Araştırma sonuçlarına göre; çocukların asosyalleştikleri ve teknolojik cihazlara olan bağımlılıklarının arttığı, uzaktan eğitim aracı olarak kullanılan programların teknik aksaklıklar nedeniyle sürdürülebilir bir görsel sınıf ortamı sağlayamadığı, uzaktan eğitimde katılımcılarının iş yükünün arttığı, ilkokul müfredatının uzaktan eğitim sürecinde yaşanan aksaklıklara cevap verebilecek şekilde tasarlanmadığı, öğretmenlerin uzaktan eğitimi nitelikli hale getirmek için çeşitli eğitimler aldıkları ve çeşitli web araçları ile dersi zenginleştirme çalışmaları yaptıkları belirlenmiştir. Buna rağmen, kıdem yılı fazla olan bazı öğretmenlerin uzaktan eğitim sürecinde, anlatım ve soru-cevap yöntemini sıklıkla kullandıkları, teknolojik cihazları kullanmakta zorluklar yaşadıkları sonucuna ulaşılmıştır. Bu araştırmanın dikkat çekici bir başka sonucu ise, uzaktan eğitime erişimin kırsal bölgelerde düşük olduğunun tespit edilmesidir.

Keywords

Uzaktan eğitim ilkokul sınıf öğretmenleri aileler öğrenciler

References

  • Agarwal, V. ve Sunitha, B. K. (2020). COVID – 19: Current pandemic andi Its societal impact. International Journal of Advanced Science and Technology, 29(5), 432-439.
  • Allen, M., Mabry, E., Mattrey, M., Bourhis, J., Titsworth, S. ve Burrell, N. (2004). Evaluating the effectiveness of distance learning: A comparison Uusing meta-analysis. Journal of Communication, 54(3), 402-420.
  • Boulind, A., Mendez C. D., ve Vilar, A. (2014). Is students' performance in primary and secondary schools related positively with the use of mobile technology and mobile learning in the classroom? Inted2014: 8th International Technology, Education And Development Conference, Book Series: Inted Proceedings, 373– 379.
  • Burd, B. A. ve Buchanan L. E. (2004). Teaching the teachers: teaching and learning online. Reference Services Review, 32(4), 404-412.
  • Chen, T., Peng, L., Yin, X., Rong, J., Yang, J. ve Cong, G. (2020). Analysis of user satisfaction with online education platforms in China during the Covid-19 pandemic. Healthcare, 8(200), 1-26.
  • Creswell, J. W. (2013). Nitel, nicel ve karma yöntem yaklaşımları araştırma deseni. (Çev. Ed. Demir, S. B.). Ankara: Eğiten Kitap.
  • Dey, P., ve Bandyopadhyay, S. (2018). Blended learning to improve quality of primary education among underprivileged school children in India. Education and Information Technologies, 24, 1995-2016.
  • Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1 – 13.
  • Dombrowski, S., Gischlar, K. ve Theo Durst, T. (2007). Safeguarding young people fromcyberpornography and cyber sexual predation: A major dilemma of the Internet. Child Abuse Review, 16(3), 153–170
  • Dubey, S., Biswas, P., Ghosh, R., Chatterjee, S., Dubey, M. J., Chatterjee, S., Lahiri, D. ve Lavie, C. J. (2020). Psychosocial impact of COVID-19. Diabetes & Metabolic Syndrome: Clinical Research & Reviews, 14, 779-788.
  • Duraku, Z. H. ve Hoxha, L. (2020). The impact of COVID-19 on higher education: A study of interaction among students’ mental health, attitudes toward online learning, study skills, and changes in students’ life. Retrieved from https://www.researchgate.net/publication/341297812_The_impact_of_COVID-19_on_education_and_on_the_well being_of_teachers_parents_and_students_Challenges_related_to_remote_online_learning_and_opportunities_for_advancing_the_quality_of_education
  • Ferrari, A., Punie, Y., ve Redecker, C. (2012). Understanding digital competence in the 21st century: An analysis of current frameworks. 21st Century Learning for 21st Century Skills, 75(63), 79- 92.
  • Groves, C. L. i Anderson, C. A. (2015). Negative effects of video game play. U: R. Nakatsu, M, Rauterberg i P. Ciancarini (Ur.), Handbook of Digital Games and Entertainment Technologies (syf. 1-26). Singapore: Springer.
  • Jaleel, S., ve Verghis, A. M. (2015). Knowledge creation in constructivist learning. Universal Journal of Educational Research, 3(1), 8-12.
  • Kaya, M. F. (2019). İlkokul öğretim programlarının teknoloji entegrasyonu bakımından incelenmesi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 20(Özel Sayı), 1063-1091.
  • Kefalis, C. ve Drigas, A. (2018). Web based and online applications in STEM education. International Journal of Engineering Pedagogy, 9(4), 76-85.
  • Lewis, A., Whitetesid, A. ve Dikkers, A. (2015). Autonomy and Responsibility: Online Learning as a Solution for At-Risk High School Students. International Journal of E-Learning & Distance Education, 29(2), 1-11.
  • Maher, D. (2008). Cyberbullying: An ethnographic study of one Australian upper primary schoolclass. Youth Studies Australia, 27(4), 32-39.
  • Mason, J. (2002). Qualitative Researching. Second Edition. London: SAGE Publications.
  • Merriam, S. B. (2013). Nitel araştırma. Desen ve uygulama için bir rehber. (Çev. Ed. Turan, S.). Ankara: Nobel Akademik Yayıncılık.
  • Oliveira, M. M. S., Penedo, A. S. T. ve Pereira, V. S. (2018). Distance education: Advantages and disadvantages of the point of view of education and society. Dialogia, 29, 139-152.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (Çev. Ed. Bütün, M. ve Demir, S. B.). Ankara: Pegem Akademi
  • Paul, J. ve Jefferson, F. (2019). A comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016. Frontiers in Computer Science, 1(7), 1-9.
  • Putri, R. S., Purwanto, A., Asbari, M., Wijayanti, L. M., Pramono, R. ve Hyun, C. C. (2020). Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia. International Journal of Advanced Science and Technology, 29(5), 4809 – 4818.
  • Reimers, F. (2009). Global competency is imperative for global success. Chronicle of Higher Education, 55(21), 29-31.
  • Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M. ve Tambunan A. R. S. (2020). The perceptions of primary school eachers of online learning during the COVID-19 pandemic period: A cases Study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109.
  • Sadeghi, M. (2019). A shift from classroom to distance learning: Advantages and limitations. International Journal of Research in English Education, 4(1), 80-88.
  • Shelton, K. ve Saltsman, G. (2004). Tips and tricks for teaching Online: How to teach like a pro! International Journal of Instructional Technology & Distance Learning, 1(10), 53-64.
  • Sigman, A. (2010). The impact of screen media on children: a eurovision for parliament. Archives of Disease in Childhood, 97(11),35-42.
  • Touyz, S., Lacey, H. ve Hay, P. (2020). Eating disorders in the time of COVID-19. Journal of Eating Disorders, 8(19), 1-3.
  • United Nations International Children's Emergency Fund (2020a). Supporting children’s nutrition during the COVID-19 pandemic. Retrieved from https://www.unicef.org/media/68521/file/Supporting-children%E2%80%99s-nutrition-during-COVID-19-2020.pdf
  • United Nations International Children's Emergency Fund (2020b). COVID-19 and its implications for protecting children online. Retrieved from https://www.unicef.org/media/67396/file/COVID9%20and%20Its%20Implications%20for%20Protecting%20Children%20Online.pdf
  • Wang, C., Pan, R., Wan, X., Tan, Y., Xu, T., Ho, C. ve Ho, R. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International Journal of Environmental Research and Public Health, 17(5), 1-25.
  • World Health Organization (2020). Coronavirus disease 2019 (COVID-19) Situation Report–73. Retrieved from https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200402-sitrep-73-covid-19.pdf
  • Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. Baskı). Ankara: Seçkin Yayıncılık.
  • Zapalska, A. ve Brozik, D. (2006). Learning styles and online education. Campus-Wide Information Systems, 24(1), 6-16.
  • Zhao, Y. (2020). Tofu is not cheese: Rethinking education amid the COVID-19 pandemic. ECNU Review of Education 3(2), 189-203.

Year 2022, Issue: 63, 16 - 48, 31.07.2022

Harun Türk , Kasım Kıroğlu

https://doi.org/10.21764/maeuefd.914919
Cited By: 1

Abstract

The aim of this research is to find out opinions of primary schools teachers, families and primary school students about distance education. Research was conducted by criterion sampling method from qualitative research methods. Sample of the research was formed with teachers, students and parents who are working/studying in different districts of Samsun. This research was carried out with semi-structured interviews. Descriptive analysis technique used to analyze the research data. Analysis of the data indicated that; children become more asocial and addicted to technological devices, programs which are used as distance education tools cannot provide a visual classroom due to technical problems, increased workload of participants on distance education, curriculum of primary education is not designed to respond to disruptions experienced which caused by distance education process, teachers received various trainings and used web tools in order to make distance education more qualified. However, it was concluded that some teachers with more years of seniority, frequently used method of narration and question-answer in distance education. Another result of the research is that, digital schooling rates are low in rural areas. It was concluded that, parents and students identified concepts of "school" and "teacher" with discipline.

Keywords

Distance learning primary school primary school teacher parents students

References

  • Agarwal, V. ve Sunitha, B. K. (2020). COVID – 19: Current pandemic andi Its societal impact. International Journal of Advanced Science and Technology, 29(5), 432-439.
  • Allen, M., Mabry, E., Mattrey, M., Bourhis, J., Titsworth, S. ve Burrell, N. (2004). Evaluating the effectiveness of distance learning: A comparison Uusing meta-analysis. Journal of Communication, 54(3), 402-420.
  • Boulind, A., Mendez C. D., ve Vilar, A. (2014). Is students' performance in primary and secondary schools related positively with the use of mobile technology and mobile learning in the classroom? Inted2014: 8th International Technology, Education And Development Conference, Book Series: Inted Proceedings, 373– 379.
  • Burd, B. A. ve Buchanan L. E. (2004). Teaching the teachers: teaching and learning online. Reference Services Review, 32(4), 404-412.
  • Chen, T., Peng, L., Yin, X., Rong, J., Yang, J. ve Cong, G. (2020). Analysis of user satisfaction with online education platforms in China during the Covid-19 pandemic. Healthcare, 8(200), 1-26.
  • Creswell, J. W. (2013). Nitel, nicel ve karma yöntem yaklaşımları araştırma deseni. (Çev. Ed. Demir, S. B.). Ankara: Eğiten Kitap.
  • Dey, P., ve Bandyopadhyay, S. (2018). Blended learning to improve quality of primary education among underprivileged school children in India. Education and Information Technologies, 24, 1995-2016.
  • Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1 – 13.
  • Dombrowski, S., Gischlar, K. ve Theo Durst, T. (2007). Safeguarding young people fromcyberpornography and cyber sexual predation: A major dilemma of the Internet. Child Abuse Review, 16(3), 153–170
  • Dubey, S., Biswas, P., Ghosh, R., Chatterjee, S., Dubey, M. J., Chatterjee, S., Lahiri, D. ve Lavie, C. J. (2020). Psychosocial impact of COVID-19. Diabetes & Metabolic Syndrome: Clinical Research & Reviews, 14, 779-788.
  • Duraku, Z. H. ve Hoxha, L. (2020). The impact of COVID-19 on higher education: A study of interaction among students’ mental health, attitudes toward online learning, study skills, and changes in students’ life. Retrieved from https://www.researchgate.net/publication/341297812_The_impact_of_COVID-19_on_education_and_on_the_well being_of_teachers_parents_and_students_Challenges_related_to_remote_online_learning_and_opportunities_for_advancing_the_quality_of_education
  • Ferrari, A., Punie, Y., ve Redecker, C. (2012). Understanding digital competence in the 21st century: An analysis of current frameworks. 21st Century Learning for 21st Century Skills, 75(63), 79- 92.
  • Groves, C. L. i Anderson, C. A. (2015). Negative effects of video game play. U: R. Nakatsu, M, Rauterberg i P. Ciancarini (Ur.), Handbook of Digital Games and Entertainment Technologies (syf. 1-26). Singapore: Springer.
  • Jaleel, S., ve Verghis, A. M. (2015). Knowledge creation in constructivist learning. Universal Journal of Educational Research, 3(1), 8-12.
  • Kaya, M. F. (2019). İlkokul öğretim programlarının teknoloji entegrasyonu bakımından incelenmesi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 20(Özel Sayı), 1063-1091.
  • Kefalis, C. ve Drigas, A. (2018). Web based and online applications in STEM education. International Journal of Engineering Pedagogy, 9(4), 76-85.
  • Lewis, A., Whitetesid, A. ve Dikkers, A. (2015). Autonomy and Responsibility: Online Learning as a Solution for At-Risk High School Students. International Journal of E-Learning & Distance Education, 29(2), 1-11.
  • Maher, D. (2008). Cyberbullying: An ethnographic study of one Australian upper primary schoolclass. Youth Studies Australia, 27(4), 32-39.
  • Mason, J. (2002). Qualitative Researching. Second Edition. London: SAGE Publications.
  • Merriam, S. B. (2013). Nitel araştırma. Desen ve uygulama için bir rehber. (Çev. Ed. Turan, S.). Ankara: Nobel Akademik Yayıncılık.
  • Oliveira, M. M. S., Penedo, A. S. T. ve Pereira, V. S. (2018). Distance education: Advantages and disadvantages of the point of view of education and society. Dialogia, 29, 139-152.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (Çev. Ed. Bütün, M. ve Demir, S. B.). Ankara: Pegem Akademi
  • Paul, J. ve Jefferson, F. (2019). A comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016. Frontiers in Computer Science, 1(7), 1-9.
  • Putri, R. S., Purwanto, A., Asbari, M., Wijayanti, L. M., Pramono, R. ve Hyun, C. C. (2020). Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia. International Journal of Advanced Science and Technology, 29(5), 4809 – 4818.
  • Reimers, F. (2009). Global competency is imperative for global success. Chronicle of Higher Education, 55(21), 29-31.
  • Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M. ve Tambunan A. R. S. (2020). The perceptions of primary school eachers of online learning during the COVID-19 pandemic period: A cases Study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109.
  • Sadeghi, M. (2019). A shift from classroom to distance learning: Advantages and limitations. International Journal of Research in English Education, 4(1), 80-88.
  • Shelton, K. ve Saltsman, G. (2004). Tips and tricks for teaching Online: How to teach like a pro! International Journal of Instructional Technology & Distance Learning, 1(10), 53-64.
  • Sigman, A. (2010). The impact of screen media on children: a eurovision for parliament. Archives of Disease in Childhood, 97(11),35-42.
  • Touyz, S., Lacey, H. ve Hay, P. (2020). Eating disorders in the time of COVID-19. Journal of Eating Disorders, 8(19), 1-3.
  • United Nations International Children's Emergency Fund (2020a). Supporting children’s nutrition during the COVID-19 pandemic. Retrieved from https://www.unicef.org/media/68521/file/Supporting-children%E2%80%99s-nutrition-during-COVID-19-2020.pdf
  • United Nations International Children's Emergency Fund (2020b). COVID-19 and its implications for protecting children online. Retrieved from https://www.unicef.org/media/67396/file/COVID9%20and%20Its%20Implications%20for%20Protecting%20Children%20Online.pdf
  • Wang, C., Pan, R., Wan, X., Tan, Y., Xu, T., Ho, C. ve Ho, R. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International Journal of Environmental Research and Public Health, 17(5), 1-25.
  • World Health Organization (2020). Coronavirus disease 2019 (COVID-19) Situation Report–73. Retrieved from https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200402-sitrep-73-covid-19.pdf
  • Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. Baskı). Ankara: Seçkin Yayıncılık.
  • Zapalska, A. ve Brozik, D. (2006). Learning styles and online education. Campus-Wide Information Systems, 24(1), 6-16.
  • Zhao, Y. (2020). Tofu is not cheese: Rethinking education amid the COVID-19 pandemic. ECNU Review of Education 3(2), 189-203.
There are 37 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Harun Türk 0000-0002-8664-3087

Kasım Kıroğlu 0000-0001-5711-9182

Publication Date July 31, 2022
Submission Date April 12, 2021
Published in Issue Year 2022 Issue: 63

Cite

APA Türk, H., & Kıroğlu, K. (2022). UZAKTAN EĞİTİME İLİŞKİN SINIF ÖĞRETMENLERİNİN AİLELERİN VE İLKOKUL ÖĞRENCİLERİNİN GÖRÜŞLERİ. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(63), 16-48. https://doi.org/10.21764/maeuefd.914919

Cited By

İlkokul öğretmenlerinin uzaktan eğitim uygulamalarına yönelik görüşleri
Açıköğretim Uygulamaları ve Araştırmaları Dergisi
https://doi.org/10.51948/auad.1487135

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