Broken Wings: Evaluation Of Distance Education Activities In Rural Areas In The Shadow Of The Pandemic: A Phenomenological Study

Yıl 2022, , 951 - 972, 15.09.2022

Okay Demir

https://doi.org/10.17679/inuefd.1040418

Öz

This study investigates the distance learning experiences of rural teachers during Covid-19 pandemic. The study employed phenomenological qualitative research design. In the study, 8 classroom teachers working in rural areas of Malatya province in eastern Turkey participated in the 2020-2021 academic year. Research data was collected through semi-structured interviews using ZOOM videoconferencing. The research results show that teachers pleaded for more positive experiences, even though negative experiences were more dominant. It further reveals that they did everything they could to boost the disadvantaged students’ motivation. Positive experiences are classified under three sub-headings. First of all, students have borderless access to information on virtual platforms. Secondly, they learn to express themselves and follow the rules in online environments. Thirdly, they improve research skills and expose to repeating experiences. Negative experiences, on the other hand, are grouped under two categories, i.e., the problems caused by ”individual and family“ and ”physical conditions". These findings suggest several courses of action for future researches.

Anahtar Kelimeler

Pandemic, Distance Education, Rural Areas, Classroom Teachers, Turkey.

Salgın Sürecinde Kırsal Bölgelerde Uzaktan Eğitim Faaliyetlerine İlişkin Öğretmen Deneyimlerinin İncelenmesi

Öz

Salgın döneminde kırsal bölgelerde görev yapan sınıf öğretmenlerinin yaşadıkları uzaktan eğitim deneyimlerini ortaya çıkarmaya çalışan bu araştırma, nitel araştırma desenlerinden fenomenoloji ile desenlenmiştir. Çalışmaya, 2020-2021 eğitim-öğretim döneminde, Türkiye’nin doğusunda yer alan Malatya ilinin kırsal bölgelerinde görev yapan 8 sınıf öğretmeni katılmıştır. Araştırma verileri, ZOOM programı aracılığıyla yapılan yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Araştırma sonucunda öğretmenlerin, olumsuz deneyimlerinin daha baskın olmak üzere, olumlu deneyimlerinin de olduğu; olumsuz deneyimlerinin baskın olmasına rağmen, dezavantajlı olduklarını düşündükleri öğrencileri için ellerinden geleni yaparak motivasyonlarını kaybetmedikleri belirlenmiştir. Olumlu deneyimler; öğrencilerin teknoloji kullanım alışkanlığı edinmeleri, zengin içeriklere ulaşabilmeleri, çevrim içi ortamlarda kendilerini ifade edip kurallara uymayı öğrenmeleri, sanal ortamlarda araştırma becerisi kazanmaları ve bilginin sık tekrar edilebilir hale gelmesi olarak ifade edilmiştir. Olumsuz deneyimler ise “birey ve ailesi” ile “fiziki koşullar” kaynaklı sorunlar olmak üzere iki kategoride değerlendirilip sıralanmıştır. Bu doğrultuda araştırmaya ilişkin çeşitli öneriler dile getirilmiştir.

Anahtar Kelimeler

Salgın, uzaktan eğitim, kırsal bölge, sınıf öğretmenleri, Türkiye.

Kaynakça

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