Açık ve Uzaktan Eğitim Uygulamasının Öğrenci Bakış Açısına Göre Değerlendirilmesi

Özyürek, Arzu

doi:10.14230/joiss227

Cited by 54 publications

(21 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Uzaktan eğitim alan öğrenciler, ders anlatımının daha iyi olması gerektiğini ve farklı öğretim yöntemleri kullanılmasının faydalı olacağını düşünmektedir. Çünkü uzaktan eğitim uygulamalarının niteliğinin artırılması hedeflenen başarıya ulaşmanın daha mümkün olacağı söylenebilir (Özüyürek, Bedge, Yavuz, Özkan, 2016). Yüz yüze eğitim alan öğrenciler de uzaktan eğitim alan öğrenciler gibi farklı öğretim yöntemleri kullanılması gerektiği görüşüne sahiptir.…”

Section: Dersin Işlenişi (Eğitim Durumu);unclassified

Üniversitelerdeki Zorunlu Ortak Derslerden Türk Dili Dersinin Uzaktan ve Yüz Yüze Eğitim Uygulamalarının Karşılaştırılarak Değerlendirilmesi

Eroğlu¹

2020

Ana Dili Eğitimi Dergisi

View full text Add to dashboard Cite

The teaching and correct use of our mother tongue, Turkish, which enables us to express the thoughts in our minds as tangible manifestations, express ourselves, communicate with other people in the society and form our national culture is very important. Due to its significance, Turkish is taught as a core course at universities. Since 2013 some universities in Turkey have started offering all courses or only the required ones in their associate, undergraduate and graduate degree curricula in their entirety or partially through distance education. The Turkish language course, which is among the required courses, has been offered through distance education since then. The reason for universities to tend towards distance education is to be able to address the increasing student needs, offer quality education and support the contemporary need for individual development. The aim of this study is to evaluate one of the required courses in the university curricula, namely, the Turkish language course, which is offered via distance education based on student opinions. This descriptive study is qualitative by design. The sample consists of 100 students. 50 of the students were freshmen at the Gazi University in the 2016-2017 academic year who were attending the faculties of Science, Engineering, Medicine, Education and Law. The rest consists of students who graduated from the same faculties in the 2015-2016 academic year. The data were collected through the interview technique. The data collection tool was a semi-structured interview form. The content analysis technique was used in the analysis of the data. The findings showed that regarding both distance and face-to-face teaching of the Turkish language course, there were more negative student opinions than positive ones. The findings obtained from the analysis of the data from both groups were similar. Regarding the teaching of the Turkish language course through both distance and face-to-face education, the students stated that the course content was simple and insufficient, that the instructors were not using effective teaching methods and techniques in the teaching process, and that the exams used in assessment and evaluation were simplistic. Problems in these three areas affected students' opinions negatively regarding distance education. Taking of these findings into consideration by institutions implementing distance education, instructors and the Council of Higher Education may contribute to improving quality in the teaching of the Turkish language course.

show abstract

Section: Dersin Işlenişi (Eğitim Durumu);unclassified

Üniversitelerdeki Zorunlu Ortak Derslerden Türk Dili Dersinin Uzaktan ve Yüz Yüze Eğitim Uygulamalarının Karşılaştırılarak Değerlendirilmesi

Eroğlu¹

2020

Ana Dili Eğitimi Dergisi

View full text Add to dashboard Cite

show abstract

“…araçlara sahip olmayan, teknolojik bilgi eksikliği olan veya interneti olmayan öğrenciler uzaktan eğitimde yürütülen dersleri takip etmede zorluk çekmektedirler (Telli Yamamoto ve Altun, 2020). Özellikle internet üzerinden yürütülen uzaktan eğitimde internet bağlantısı (Karakaş ve Doğan, 2017) ve ödevlerin yüklenememesi gibi teknik sorunların yaşandığı bildirilmektedir (Özyürek, Begde, Yavuz ve Özkan, 2016). Canlı derslerle ilgili olarak ses ve görüntü kalitesinin iyi olmamasından dolayı sorun yaşandığı belirtilmektedir (Gül ve Arabacı, 2018 (Özgöl, Sarıkaya ve Öztürk, 2017).…”

Section: Uzaktan Eğitimin Dezavantajlarıunclassified

“…Bilgiç ve Tüzün (2015) uzaktan eğitimin avantajlarında belirtilen zaman-mekân bağımsızlığını aslında uzaktan eğitimdeki en önemli sorunların kaynağı olarak görmektedirler. Nitekim öğrencilerin, öğretmenlerinden ve akranlarından ayrı olmaları ve onlarla iletişim kuramamaları nedeniyle motivasyon kaybına neden olur (Şahin vd., 2017;Özyürek, Begde, Yavuz ve Özkan, 2016). Özellikle eş zamansız yürütülen uzaktan eğitimde etkileşim konusunda yaşanan sınırlılıklar sorun olarak bildirilmektedir (Taşlıbeyaz, Karaman ve Göktaş, 2014).…”

Section: Uzaktan Eğitimin Dezavantajlarıunclassified

Views of Elementary School Children’s Parents about Distance Education during the Covid-19 Pandemic

Gunbas

Gözüküçük

2020

Sakarya University Journal of Education

View full text Add to dashboard Cite

Due to the Covid-19 pandemic, the Ministry of National Education of Turkey suspended face-to-face education in all the K-12 schools and initiated distance education on the Educational Information Network (EBA). Distance education has become imperative although it has not been frequently used before the pandemic. The purpose of this study was to reveal the opinions of elementary school children's parents about the distance education activities given via EBA. In a case study approach, a sample of parents (n =148) was reached out with an easily accessible sampling method. Their views were taken on an online semistructured interview form. According to the parents, children have failure to enter EBA, to join live lessons and lack of internet. Because children are home during the pandemic, they do not follow school rules, accordingly do not study well and have motivational issues. The parents think that their children do not learn enough due to lack of individualized feedback. However, according to the parents, it is the positive side of distance education that children continue their education at home in a healthy and safe way. Children have a chance to repeat their classes and parents can follow their children's learning process during the pandemic.

show abstract

“…Distance learning is preferred by those who want to continue their studies while working. Poor internet connection, certain teaching methods applied by the teaching staff and some negative situations encountered in the time of examination are some of the challenges that can be experienced in the use of this method (Ozyurek, Begde, Yavuz, & Ozkan, 2016).…”

Section: Web/computer-assisted Learning and Distance Educationmentioning

confidence: 99%

Active learning methods used in nursing education

Çulha

2019

JPR

View full text Add to dashboard Cite

In recent years; expectations, personality traits and learning styles vary between generations as a result of the changes in traditional lifestyle and the development of technology. In particular the members of generation Z, who start to use internet from an early age, are recommended to be educated with rather innovative teaching styles different from traditional education materials. Therefore, the nursing education system needs to encompass innovative methods. A qualified nursing education will also enhance the quality of health care.

show abstract

Açık ve Uzaktan Eğitim Uygulamasının Öğrenci Bakış Açısına Göre Değerlendirilmesi

Cited by 54 publications

References 1 publication

Üniversitelerdeki Zorunlu Ortak Derslerden Türk Dili Dersinin Uzaktan ve Yüz Yüze Eğitim Uygulamalarının Karşılaştırılarak Değerlendirilmesi

Üniversitelerdeki Zorunlu Ortak Derslerden Türk Dili Dersinin Uzaktan ve Yüz Yüze Eğitim Uygulamalarının Karşılaştırılarak Değerlendirilmesi

Views of Elementary School Children’s Parents about Distance Education during the Covid-19 Pandemic

Active learning methods used in nursing education

Contact Info

Product

Resources

About