Barriers Encountered by Turkish Teachers in the Use of Digital Environment and Content in the Distance Education Process

Yıl 2021, Cilt: 7 Sayı: 1, 78 - 120, 27.04.2021

Fatih Tanrıkulu

https://doi.org/10.31464/jlere.846432

Cited By: 2

Öz

Bu araştırma Türkçe öğretmenlerinin uzaktan eğitim sürecinde dijital ortam ve içeriklerin kullanımında yaşadıkları sorunları tespit etmeye odaklanmıştır. Araştırmada nitel araştırma yöntemlerinden durum çalışması modeli kullanılmıştır. Araştırmanın katılımcılarını farklı illerde, farklı yıllarda mesleki tecrübeye sahip Türkçe öğretmenleri oluşturmuştur. Araştırmanın verileri Google Forms üzerinden oluşturulan yarı yapılandırılmış görüşme formu ile toplanmıştır. Elde edilen veriler içerik analizi yöntemiyle çözümlenmiştir. Araştırmanın bulguları Türkçe öğretmenlerinin uzaktan eğitim sürecinde; bağlantı ve altyapı kaynaklı erişim sorunu, dijital ortamların ve içeriklerin yetersizliği, iletişim ve etkileşim, motivasyon, dönüt, ders saati sürelerinin yetersizliği, çevrimiçi ortamları ve içerikleri kullanma sorunu, EBA ortamı ve içeriklerinden kaynaklı sorunlar, temel dil becerilerinin öğretimi, ölçme ve değerlendirme gibi sorunlar yaşadıklarını göstermiştir.

Anahtar Kelimeler

Türkçe öğretimi, Dijital ortamlar, Dijital içerik, Uzaktan eğitim, E-içerik, EBA, Dil öğretimi

Teşekkür

İyi çalışmalar dilerim. Saygılar.

Barriers Encountered by Turkish Teachers in the Use of Digital Environment and Content in the Distance Education Process

Öz

This research focuses on identifying the issues that Turkish teachers face in the use of digital environment and content in the distance education process. The study employs a case study design as a qualitative research methodology. The participants of the study consisted of Turkish teachers with various years of professional experience in different provinces. The data of the research were gathered using a semi-structured interview form created on Google Forms. The content analysis method was used to analyze the data collected. Turkish teachers had issues with connection and infrastructure-based access, the inadequacy of digital environment and contents, communication and interaction, motivation, giving and receiving feedback, inadequate length of class hours, the problem of using online environment and contents, problems emerging from the EBA environment and its contents, teaching basic language skills, measurement, and evaluation, according to the study's findings.

Anahtar Kelimeler

E-content, EBA, Language learning, Distance edecation, Digital content, Digital environment, Turkish teaching

Kaynakça

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