Kovid-19 Pandemi Döneminde Uzaktan Eğitimde Öğretim Elemanlarının Öz-yansıtma ve Öz-Düzenleme Deneyimleri ve Uygulamaları

Yıl 2021, Cilt: 8 Sayı: 1, 133 - 146, 01.05.2021

Ayşegül Takkaç Tulgar

https://doi.org/10.21666/muefd.774487

Cited By: 1

Öz

Uzaktan eğitimde öğretim elemanı algıları ve deneyimleri küresel bağlamda sürekli artan bir ilgi çekmektedir. Ancak, uzaktan eğitimde öğretim elemanlarının öz-yansıtma ve öz-düzenleme deneyimleri konusunda yeterli araştırma bulunmamaktadır. Bu betimleyici durum çalışması Kovid-19 pandemi döneminde Türkiye’de bir devlet üniversitesinde zorunlu olarak uzaktan eğitim dersleri yürüten öğretim elemanlarının öz-yansıtma ve öz-düzenleme deneyimlerini araştırmayı amaçlamaktadır. Katılımcılar Türkçe Öğretim Merkezi’nde uluslararası öğrencilere Türkçe öğreten dört öğretim elemanından oluşmaktadır. Veriler katılımcıların yapılandırılmamış yansıtma notları ve açık-uçlu sorulara verdikleri cevaplar yoluyla toplanmıştır. Geleneksel içerik analizinin sonuçları katılımcıların öz-yansıtma ve öz-düzenleme deneyimlerini ve uygulamalarını etkileyen üç boyut ortaya koymuştur: uzaktan eğitime uyum, iletişimsel modeller ve öğretim uygulamaları. Sonuçlar dikkate alınarak bazı pedagojik önerilerde bulunulmuştur.

Anahtar Kelimeler

öz-yansıtma, öz-düzenleme, uzaktan eğitim, Kovid-19

Self-reflection and Self-regulation Experiences and Practices of Instructors in Distance Education during Covid-19 Pandemic

Öz

Instructor perceptions and experiences in distance education have been attracting a growing attention in global context. Yet, there is paucity of research examining instructors’ self-reflection and self-regulation experiences in distance education. This descriptive case study was purposed to investigate the self-reflection and regulation experiences of instructors who mandatorily implemented distance education sessions during the Covid-19 pandemic at the Center in Turkey. The participants were four Turkish instructors who offered Turkish language education to international students at a Turkish Teaching Center. Data were collected through the participants’ unstructured reflection notes and their answers to the open-ended questions. The results through conventional content analysis pointed at three dimensions affecting the participants’ self-reflection and self-regulation experiences and practices: adaptation to distance education, interactional patterns and teaching practices. In the light of the results, some pedagogical suggestions are made.

Anahtar Kelimeler

Self-reflection, self-regulation, distance education, Covid-19.

Kaynakça

• Al-Harthi, A. (2010). Learner Self-regulation in distance education: A cross-cultural study. The American Journal of Distance Education, 24(3), 135-150. DOI:10.1080/08923647.2010.498232
• Artino, A. R., & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. Internet & Higher Education, 12(3/4), 146-151. doi: 10.1016/j.iheduc.2009.02.001
• Aubry, J. (2013). Facebook-induced motivation shifts in a French online course. TechTrends57(6),81-87.
• Bogdan, R. C., & Biklen, S. K. (2007). Qualitative Research for Education: An Introduction to Theory and Methods. 5th ed. Boston, MA: Pearson Education.
• Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. London: Kogan Page.
• Chang, C., Shen, H., Liu, E.Z. (2014). University faculty’s perspectives on the roles of e-ınstructors and their online ınstruction practice. The International Review of Research in Open and Distance Learning, 15(3), 72-92.
• Cho, M. & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290-301. DOI: 10.1080/01587919.2013.835770
• Cunningham, J. (2010). Self-direction: a critical tool in distance learning. Common Ground Journal,7(2), 89-100.
• Delfino, M., Dettori, G., & Persico, D. (2010). An online course fostering self-regulation of trainee teachers. Psicothema, 22(2), 199-305.
• Duke, P., Grosseman, S., Novack, D., & Rosenzweig, S. (2015). Preserving third year medical students’ empathy and enhancing self-reflection using small group “virtual hangout” technology. Medical Teacher, 37(6), 566-571, DOI:10.3109/0142159X.2014.956057
• Graham, C.M. & Jones, N. (2011). Cognitive dissonance theory and distance education: Faculty perceptions on the efficacy of and resistance to distance education. International Journal of Business, Humanities and Technology, 1(2), 212-227.
• Guasch, T., Alvares, I., & Espasa, A. (2010). University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience. Teaching and Teacher Education, 26, 199-206. doi:10.1016/j.tate.2009.02.018
• Hartnett, M., St. George, A., & Dron, J. (2011). Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation-Dependent. The International Journal Review of Research in Open and Distance Education, 12(6),20-38.
• Horwitz, B., Beach, A., Anderson, M., & Xia, J. (2015). Examination of faculty self-efficacy related to online teaching. Innovative Higher Education, 40, 305-316. DOI 10.1007/s10755-014-9316-1
• Hsieh, P. (2010). Globally-perceived experiences of online instructors: A preliminary exploration. Computers & Education 54, 27-36. doi:10.1016/j.compedu.2009.07.007
• Huang, X. & Hsiao, E. (2012). Synchronous and asynchronous communication in an online environment: Faculty experiences and perceptions. The Quarterly Review of Distance Education, 31(1),15-30.
• Kanuka, H., Collett, D., & Caswell, C. (2002). University instructor perceptions of the use of asynchronous text-based discussion in distance courses. The American Journal of Distance Education, 16(3), 151-167. DOI: 10.1207/S15389286AJDE1603-3
• Kessler, P. & Lund, C. (2004). Reflective journaling: Developing an online journal for distance education. Nurse Educator, 29(1), 20-24.
• Law, K., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers & Education 136, 1-12. https://doi.org/10.1016/j.compedu.2019.02.021
• Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61(4), 321-329.
• Lee, J.A. & Busch, P.E. (2005). Factors Related to Instructors' Willingness to Participate in Distance Education. The Journal of Educational Research, 99(2), 109-115. DOI: 10.3200/JOER.99.2.109-115
• Liaw, S. & Huang, H. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education 60, 14-24. http://dx.doi.org/10.1016/j.compedu.2012.07.015
• Liu, S., Kim, K. J., Bonk, C. J., & Magjuka, R. (2007). What do online MBA professors have to say about online teaching? Online Journal of Distance Learning Administration, 10(2).
• Lloyd, S., Bryne, M., & McCoy, T. (2012). Faculty-perceived barriers of online education. MERLOT Journal of Online Learning and Teaching, 8(1), 1-12.
• Lortie, D. (1975). Schoolteacher: A sociological perspective. Chicago: University of Chicago Press.
• Lynch, R. & Dembo, M. (2004). The relationship between self-regulation and online learning in a blended learning context. International Review of Research in Open and Distance Learning, 5(2), 1-16.
• Ray, B. B., & Coulter, G. A. (2008). Reflective practices among language arts teachers: The use of weblogs. Contemporary Issues in Technology and Teacher Education, 8(1), 6-26.
• Regan, K., Evmenova, A., Baker, P., Jerome, M., Spencer, V., Lawson, H., & Werner, T. (2012). Experiences of instructors in online learning environments: Identifying and regulating emotions. Internet and Higher Education, 15, 204-212. doi:10.1016/j.iheduc.2011.12.001
• Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge: Cambridge Univ. Press.
• Rudsberg, K., Östman, L., & Östman, E.A. (2017). Students’ meaning making in classroom discussions: The importance of peer interaction. Cultural Studies of Science Education, 12, 709-738. DOI 10.1007/s11422-015-9721-5
• Schön, D. A. (1983). The reflective practitioner. How professionals think in action. New York: Basic Books.
• Schön, D. A. (1987). Educating the reflective practitioner. Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass Publishers.
• Schunk, D. H. (2004). Learning theories: An educational perspective (4th ed.). Upper Saddle River, NJ: Prentice Hall.
• Sun, J.C. & Rueda, R. (2012). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-04. doi:10.1111/j.1467-8535.2010.01157.x
• Suryati, N. (2015). Classroom interaction strategies employed by English teachers at lower secondary schools. TEFLIN Journal, 26(2), 247-264. DOI: http://dx.doi.org/10.15639/teflinjournal.v26i2/247-264
• Turnbull, B. (2020). Towards new standards in foreign language assessment: learning from bilingual education. International Journal of Bilingual Education and Bilingualism, 23(4), 488-498. DOI: 10.1080/13670050.2017.1375891
• Ushida, E. (2005). The role of students’ attitudes and motivation in second language learning in online language courses. Veeman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143-178.
• Walters, S., Grover, K., Turner, R., & Alexander, J. (2017). Faculty perceptions related to teaching online: A starting point for designing faculty development initiatives. Turkish Online Journal of Distance Educaiton, 18(4), 4-19.
• Wasilik, O. & Bolliger, D. (2009). Faculty satisfaction in the online environment: An institutional study. Internet and Higher Education, 12, 173-178. doi:10.1016/j.iheduc.2009.05.001
• Yin, R. K. (2014). Case Study Research Design and Methods. 5th ed. Thousand Oaks, CA: Sage.
• Zimmerman, B. (1994). Dimensions of Academic Self-Regulation: a conceptual framework for education. In: SCHUNK, Dale; Zimmerman, B. (Ed.). Self-Regulation of Learning and Performance. New Jersey: Lawrence Erlbaum Associates, 3-21.
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press. doi: 10.1016/B978-012109890-2/50031-7
• Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. doi:10.3102/0002831207312909.