Effective ways of teaching in distance education

Abstract

The purpose of this research is to obtain the opinions of primary school teachers about effective teaching methods in distance education. In this study, the phenomenology design, one of the qualitative research models, was used. The participant group of the research consists of 32 primary school teachers who gave education in various primary schools in the Astana, Kazakhstan, in the 2021–2022 academic year. Research data were collected with the semi-structured interview form developed by the researchers. Descriptive analysis method was used in the analysis of the research data. As a result of the research, it was determined that the vast majority of primary school teachers found distance education somewhat effective. The difficulties faced by primary school teachers in distance education applications are inefficient courses, limitations on the internet and computer, low motivation and high level of anxiety and communication problems. Primary school teachers' views on the methods to be followed in making distance education effective has been categorised as providing proficiency training in educational technologies, providing blended learning opportunities, creating interaction opportunities, involving the family in the learning process and creating an effective assessment and evaluation environment. In addition, primary school teachers include effective teaching methods in distance education as creating a blended learning environment, creating a simultaneous and divergent learning environment, creating a simultaneous learning environment and creating a different time learning environment.
 Keywords: Distance education, teacher opinions, primary school teachers;

Evaluation of the Effectiveness of Scientific Research at the Pedagogical University of Kazakhstan

“…Namely, commercialization of technology is one of the main objectives of Kazakh research universities, along with educational and scientific activities. The analysis of best practices (Abdyrov et al, 2017;Shakirova et al, 2019) identified the following features of the world's most advanced research universities: high quality of human resources; continuous cooperation with employers and consumers in research and development; own modern research and experimental infrastructure, research facilities; independent management.…”