Conducting Social Studies Course with Distance Education: Reviewing the Literature and Experiences of Classroom Teachers

Year 2023, Volume: 10 Issue: 2, 236 - 254, 30.03.2023

Eyüp Yılmaz , Ayşe Bağrıacık Yılmaz

https://doi.org/10.17275/per.23.38.10.2

Abstract

Due to the COVID-19 pandemic affecting all over the world, the social studies course, like all other courses, has started to be given via distance education. Although there are many studies aiming to reveal classroom teachers’ distance education experiences in other disciplines (i.e., sciences mathematics, physical education), no study has been encountered on distance social studies teaching. Therefore, in the present study it was both aimed to examine the experiences of classroom teachers’ on conducting social studies courses in distance education and review the relevant studies systematically. In this way, the research findings will be interpreted in a more comprehensive way. The case study design and systematic review were utilized to conduct the present study. Data were collected through literature review and semi-structured interview form. Interviews were held with seven classroom teachers who conducted the social studies courses with distance education during the COVID-19 pandemic period. Both criterion sampling and convenience sampling techniques were utilized to determine the participants. The data were analysed via content analysis technique. To ensure inter-rater reliability, inter-coder reliability was calculated and a detail description on the research stages was provided to increase the credibility of the study. The findings addressing the problems and the benefits classroom teachers experienced while conducting social studies courses in distance education substantially overlap with literature review findings. The challenges experienced by classroom teachers in distance education are more than the benefits. Classroom management, interaction and assessment and evaluation were the most complained issues by classroom teachers. It was also determined that advanced technology literacy skill, positive attitude towards distance education and dedication are crucial to success in distance education.

Keywords

social studies, distance education, classroom teachers, literature review

Thanks

We would like to thank to classroom teachers for participating in the present study and sharing their sincere thoughts.

References

• Bağrıacık Yılmaz, A., & Özcan, S. (2022). Lifesaver or nightmare? What do parents think about emergency distance education? Journal of Open Education Practice and Research, 8(2), 100-123. https://doi.org/10.51948/auad.1108693
• Batmaz, O., Cevahir Batmaz M., & Kılıç A. (2021). Opinions of primary school teachers about Life Science course teaching during the Covid-19 epidemic. MANAS Journal of Social Studies, 10(3), 1665-1677. https://doi.org/10.33206/mjss.844717
• Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması [The coronavirus (Covid-19) pandemic period and evaluations on education in the post-pandemic world: New normal and new education paradigm]. Journal of Open Education Practice and Research, 6(3), 112-142.
• Bulut, S., & Susar Kırmızı, F. (2021). Opinions of classroom teachers on Turkish lesson in distance education during the covid-19 pandemic. Journal of Open Education Practice and Research, 7(4), 1-30. https://doi.org/10.51948/auad.960960
• Champeaux, H., Mangiavacchi, L., Marchetta, F., & Piccoli, L. (2020). Learning at home: Distance learning solutions and child development during the COVID-19 lockdown. IZA Discussion (Paper No. 13819). Retrieved from file:///C:/Users/Oem/Downloads/SSRN-id4114231.pdf
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. California: Sage.
• Çakmak, Z., & Kaçar, T. (2021). The views of social studies teachers on distance education. Review of International Geographical Education, 11(3), 605-620. https://doi.org/10.33403/rigeo.870846
• Dinler, S., & Dündar, H. (2021). Problems experienced by primary teachers during pandemia. International Journal of Field Education, 7(2), 112-133. https://doi.org/10.32570/ijofe.1031859
• Duban, N. Y., Dal Çalışıcı, İ., Sevilmiş, S. B., & Akbabaoğlu, Z. (2022). Classroom teachers' views on distance education implemented during the COVID-19 pandemic process. Journal of Democracy Platform, 11(36), 160-195.
• Erbil, D. G., Demir, E., & Erbil, B. A. (2021). Examination of primary education teachers’ views on distance education during the pandemic process. Turkish Studies – Educational Sciences, 16(3),1473-1493. https://dx.doi.org/10.47423/TurkishStudies.49745
• Ergen, Y., Özışık, E., & Bülbül, Y. (2022). Experiences of classroom teachers on Mathematics teaching in the process of distance education. Cumhuriyet International Journal of Education, 11(2), 288-300. https://doi.org/10.30703/cije.960710
• Gezen, M. O., & Efendioğlu, A. (2021). Investigating views of classroom teachers on distance education implemented through the education information network television channel (EBA TV). Ahi Evran University Institute of Social Sciences Journal, 7(3), 776-791. https://doi.org/10.31592/aeusbed.913343
• Gibbs, G. R. (2007). Analyzing qualitative data. London: Sage.
• Gobbi, E., Bertollo, M., Colangelo, A., Carraro, A., & di Fronso, S. (2021). Primary school physical education at the time of the Covid-19 pandemic: Could online teaching undermine teachers’ self-efficacy and work engagement? Sustainability, 13(17), 9830. https://doi.org/10.3390/su13179830
• Lincoln, S. Y., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: SageHebebci, M. T., Bertiz, Y. & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (Covid-19) Pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 267-282.
• Karadağ-Yılmaz, R., Savaş, H., & Kalkan, S. (2022). A different perspective to the distance education with the contributions and problems: Primary school teachers’ distance education perceptions. Ahi Evran University Institute of Social Sciences Journal, 8(1), 277-296. https://doi.org/10.31592/aeusbed.1031333
• Karagözoğlu, N., & Gezer, U. (2022). An investigation of the relationship between digital literacy levels of social studies teacher candidates and their attitudes towards distance education. Educational Policy Analysis and Strategic Research, 17(1), 218-235.
• Kargın, T., & Karataş, A. (2021). Teaching literacy via distance education in the pandemic through the eyes of primary school teachers. Journal of Mother Tongue Education, 9(4), 1264-1284. https://doi.org/10.16916/aded.982002
• Kayalı, B., Yavuz, M., & Balat, Ş. (2021, 21-23 June) Covid-19 dönemi zorunlu yürütülen uzaktan öğretim faaliyetlerine yönelik sınıf öğretmenlerinin görüşleri [Opinions of classroom teachers on compulsory distance learning activities in the Covid-19 period]. Uluslararası Covid-19 Sürecinde Eğitimde Yeni Normlar-II Kongresi [New Norms in Education in the International Covid-19 Process Congress –II], Artvin.
• Kruszewska, A., Nazaruk, S., & Szewczyk, K. (2022). Polish teachers of early education in the face of distance learning during the COVID-19 pandemic–the difficulties experienced and suggestions for the future. Education 3-13, 50(3), 304-315. https://doi.org/10.1080/03004279.2020.1849346
• Kultaş, E., & Çalışkan, E. F. The problems of primary school teachers experienced in distance education during Covıd-19 pandemic. Türkiye Education Journal, 6(2), 507-521.
• Kurt, K., Kandemir, M. A., & Çelik, Y. (2021). The views of classroom teachers on distance education during the Covid-19 pandemic process. Turkish Scientific Research Journal, 6(1), 88-103.
• Mascheroni, G., Saeed, M., Valenza, M., Cino, D., Dreesen, T., Zaffaroni, L. G., & Winther, D. K. (2021, February). Learning at a Distance: Children's remote learning experiences in Italy during the COVID-19 pandemic. UNICEF Office of Research-Innocenti.
• Miles, M. B., & Huberman, M. (1994). Qualitative data analysis. An expanded sourcebook. New Delhi: Sage.
• Mohan, G., McCoy, S., Carroll, E., Mihut, G., Lyons, S., & Domhnaill, C. M. (2020, June). Learning for all? Second-level education in Ireland during COVID-19 (Report No 92). ESRI Survey and Statistical Report Series. https://doi.org/10.26504/sustat92.pdf
• Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1-7. https://doi.org/10.1080/08923648909526659
• National Council for the Social Studies (NCSS) (2017). Powerful, purposeful pedagogy in elementary school social studies. Retrieved from: https://www.socialstudies.org/position-statements/powerful-purposeful-pedagogy-elementary-school-social-studies
• Osmanoğlu, A. E. (2020). Social studies teachers’ views on televisional distance education. Journal of Current Researches on Educational Studies, 10(1), 67-88. https://doi.org/10.26579/jocures.49
• Öztürk, C., & Kafadar, T. (2020). 2018 Evaluation of the 2018 social studies curriculum. Trakya Journal of Education, 10(1), 112-126. https://doi.org/10.24315/tred.550508
• Palaz, T. (2022). Investigating distance education experiences of social studies teachers during the COVID-19 pandemic period: A phenomenological analysis. International Journal of Curriculum and Instruction, 14(1), 543-565.
• Patton, M. Q. (2014). Qualitative research & evaluation methods. (M. Bütün & S. B. Demir, Trans.). Ankara: Pegem
• Payne, K. A., & Falkner, A. (2022). Taking seriously the social in elementary social studies. In W. Journell (Ed.) Post Pandemic Social Studies: How COVID-19 has changed the world and how we teach, (pp.187-199). New York: Teachers Collage Press.
• Rasmitadila, Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID- 19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. http://dx.doi.org/10.29333/ejecs/388
• Simonson, M. (1999). Equivalency theory and distance education. TechTrends, 43(5), 5-8.
• Şahan, B. E., & Parlar, H. (2021). Problems encountered by classroom teachers during the pandemic period and solutions. OPUS International Journal of Society Researches, 18(40), 2375-2407. https://doi.org/10.26466/opus.883814
• Taş, H., & Kıroğlu, K. (2018). Assessment of the 2017 primary school social studies curriculum according to teachers' views. Elementary Education Online, 17(2), 697-716. https://doi.org/10.17051/ilkonline.2018.419041
• Türkcan, B. & Bozkurt, M. (2015). Elementary school students’ perceptions of identity, culture and civic within the context of the social studies course. Turkish Studies, 10(11, Summer), 1501-1526. http://dx.doi.org/10.7827/TurkishStudies.8639
• Urhanoğlu, İ., Bayırlı, H., & Aslan, U. (2021). Primary school teachers' experiences on distance education during the Covid-19 pandemic process. International Journal of Science and Education, 4(3), 226-251. https://doi.org/10.47477/ubed.971232
• Uştu, H., Yüceer, E., & Canik, T. (2021). Primary school teachers' opinions about distance education process during the period of covid-19 pandemia. Journal of Research in Informal Environments (JRINEN), 6(2), 152-178.
• Uzun, S., & Uzunöz, A. (2022). Being a teacher during the pandemic: Remote education experiences of classroom teachers. The Journal of International Social Science Education, 8(1), 1-36. https://doi.org/10.47615/issej.989899
• Xiang, M., Zhang, Z., & Kuwahara, K. (2020). Impact of COVID-19 pandemic on children and adolescents' lifestyle behavior larger than expected. Progress in Cardiovascular Diseases, 63(4), 531-532. https://doi.org/10.1016/j.pcad.2020.04.013
• Yılmaz, E., Yel, S. & Griffiths, M. D. (2021). Development of social problem situations inventory for children and adaptation studies to Turkish. Journal of Innovative Research in Social Studies, 4(1), 12-33. https://doi.org/10.47503/jirss.933699
• Yurtbakan, E., & Akyıldız, S. (2020). Primary school teachers, primary school students and parents' views on distance education activities implemented during the Covid-19 isolation period. Turkish Studies, 15(6), 949-977. https://dx.doi.org/10.7827/TurkishStudies.43780