Covi̇d-19 Salgin Süreci̇nde Di̇n Dersi̇ Öğretmenleri̇ni̇n Ölçme Ve Değerlendi̇rme Faali̇yetleri̇ne İli̇şki̇n Yeterli̇k Algilari

Abstract

Bu makale, Ithenticate intihal tarama programı ile taranmıştır. Ayrıca iki hakem tarafından da incelenmiştir. / This article has been scanned with Ithenticate plagiarism screening program. Also this article has been reviewed by two referees.

Covid-19 Salgını Sürecinde Okul Yöneticilerinin Karşılaştığı Sorunlar: Bir Durum Çalışması

“…The problems encountered in the implementation of distance education activities are technological obstacles, inadequacy in using information technologies, inefficiency of distance education, increased absenteeism, parental support and reduced course duration. The participants in Chakraborty et al's (2021) study believed that students would communicate better with their teachers in a face-to-face classroom; The opinions of the participants in Alper's (2020) study that the feedback in face-to-face communication with students cannot be seen instantly, face-to-face communication cannot be seen, spoken, reactions cannot be received, instant questions cannot be asked because the faces of the whole class cannot be seen at the same time, and the quality of communication decreases; The views of the participants in Al Darayseh's (2020) The views of the participants in Özdoğru's (2021) study that the parents of the students were insufficient in the use of technology; the views of the participants in Türker & Dündar's (2020) study that the participants had problems in logging in to EIN, problems with system connection, internet connection problems, hardware problems and not being able to reach students at the desired time; the views of the participants in Yüksel Şahin's (2021) study that psychological counselors may experience technological and technical obstacles, and that they experience problems such as power and internet cuts, disconnection of the connection; We can say that the views of the participants in Turan's (2020) study on technical problems, lack of technological tools due to the absence of parents at home during class time; the views of the participants in Kuş et al's (2021) study that almost all of their students do not have computers, tablets and auxiliary tools; the views of the participants in Turan's (2020) study that teachers with much more experience are far from technology; the views of the participants in Baltacı's (2021) study that teachers with a much more experience find themselves inadequate in conducting measurement and evaluation support the research results.…”