Greek University Students’ Attitudes About Distance Education  Due to Emergency Circumstances

Karavida, Vasiliki; Charissi, Athina; Tympa, Eleni

doi:10.46827/ejoe.v6i1.3529

Cited by 9 publications

(5 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Another study conducted with the pre-service teachers from the Department of Computer and Instructional Technologies reported that the students exhibited a positive attitude towards distance education and that the positive attitude was directly related to the year of study (Durmus & Kaya, 2011). Other studies with similar findings were also found in the literature (Dikbaş, 2006;Gultekin, 2006;Karavida et al, 2021).…”

Section: Introductionmentioning

confidence: 57%

The Investigation of the Attitudes of Preservice Pre-School Teachers Towards Distance Education

KARAKUŞ,

ALTIPARMAK,

UYSAL

2023

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

This descriptive survey study was conducted to determine the attitudes of pre-service pre-school teachers towards distance education. 181 pre-service teachers studying at Sinop University and Nigde Omer Halisdemir University Preschool Education Program in the 2020-2021 academic year participated in the study. The Personal Information Form and the Attitudes Towards Distance Education Scale were used as the data collection tools. The pre-service teachers to be included in the study were selected using the convenience sampling method. Descriptive statistics was used to analyze the data on personal characteristics and pre-service pre-school teachers’ attitudes towards distance education. The t-test was used to determine whether the attitudes of the pre-service teachers towards distance education differ according to the university they study at, technological tool with which students follow the online lessons, and convenience of the environment in which students follow the online lessons; Mann Whitney U test to determine whether it differs according to gender and having internet connection at home; the ANOVA was used to determine whether it differs according to grade level. The results revealed that the attitudes of the pre-service pre-school teachers towards distance education were at a moderate level. As a result of the research, it was found that the technological tool with which students follow the online lessons, and the convenience of the environment in which students follow the online lessons showed a significant difference in the total attitude scores of the pre-service teachers towards distance education; ıt was found that the university they study at, gender, grade level and having an internet connection at home did not show a significant difference.

show abstract

Section: Introductionmentioning

confidence: 57%

The Investigation of the Attitudes of Preservice Pre-School Teachers Towards Distance Education

KARAKUŞ,

ALTIPARMAK,

UYSAL

2023

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

show abstract

“…This result is consistent with the findings obtained in the studies carried out by Ağır (2007) and Akyürek (2021). The lack of technical support and the inability to connect also played a key role in the negative evaluation of distance education (Karavida, 2021). The age of the teachers at the beginning of their profession, their technology competencies, their digital skills being at a higher level, and the fact that young teachers are more open and adaptable to new methods and techniques in education can explain the more positive attitudes of young teachers in the profession towards distance education.…”

Section: Conclusion Discussion and Suggestionsmentioning

confidence: 99%

“…Ağır (2007) and Akyürek (2021) stated that teachers who have sufficient knowledge about distance education have a more positive attitude than other teachers. Karavida (2021) reported that the flexibility of learning makes the learning process more interesting, as do the different pedagogical tools and resources used in virtual classes. The finding of Hebebci et al (2020) that teachers demand in-service training to improve distance education also supports this result.…”

Section: Conclusion Discussion and Suggestionsmentioning

confidence: 99%

“…The results of the study conducted in Portugal and Brazil revealed that students and teachers were overwhelmed by unplanned learning activities, unstructured assessment methods, and monitoring procedures, and a sudden workload caused by digital skills during the pandemic and had negative experiences with distance education (Oliveira et al, 2021). Similarly, Karavida et al (2021) in their study in Greece, stated that the technical support offered to educators in distance education courses was decisive. The results of the study showed that the concerns that students had were also largely related to educators.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Öğretmenleri̇n Uzaktan Eği̇ti̇me Yöneli̇k Tutumlarinin Çeşi̇tli̇ Deği̇şkenlere Göre İncelenmesi̇

Deniz

Bağçeci

2022

e-ijer

View full text Add to dashboard Cite

The purpose of this study is to determine the general attitude levels of teachers towards distance education and whether the attitudes of teachers differ according to the district, education level, gender, institution type, graduation, experience year, and branch variables, as well as to seek answers to the questions of whether there is a relationship between the frequency of in-service training on distance education and the perception of technology competence of teachers and their attitudes. The sample of the study, which was carried out in the descriptive survey model, consists of 886 teachers working at primary, secondary, and high school levels, private and public schools in Gaziantep Şehitkamil, and Şahinbey districts in 2020-2021. The research used “Personal Information Form” and “Distance Education Attitude Scale towards Teachers” as data collection tools. The data were collected in the digital environment and the Jamovi (1.6.9) package program was used in the analysis of the obtained data. The study concluded that teachers' attitudes towards distance education were low, although close to the medium level. In addition, the variables of gender, district, and graduation status of teachers do not change the attitudes of teachers towards distance education, however, the type of institution (private / state), education level, experience year, branch, and in-service training related to distance education affect teachers’ attitudes towards distance education and have a decisive effect on their attitudes. The study results also showed a positive relationship between teachers’ perceptions of technological competence and their attitudes towards distance education. Creating supportive in-service training opportunities related to distance education for teachers can increase success in distance education and increasing the technological competence of teachers will facilitate them to have a positive attitude towards distance education. Developing distance education programs applied to younger age groups will increase primary school teachers’ negative attitudes towards distance education.

show abstract

“…The research by Vasiliki et al examining the perceptions and attitudes of university students towards distance education during Covid 19 period showed that many participants ended their education due to low speed internet connection and system failures and in addition to the feelings of the students, the support provided by instructors to the students was also important during distance education process and these factors affected the satisfaction of students from distance education. The students also stated that they did not understand all survey questions (Vasiliki et al, 2021).…”

mentioning

confidence: 99%

Distance Education and Its Effect on Student Satisfaction

ARSLAN

YILMAZ

2022

Yönetim Ve Ekonomi Araştırmaları Dergisi

View full text Add to dashboard Cite

Covid-19 pandemic globally affected many sectors including health, economy and transportation. Distance education practice was widely preferred in many stages during this period. Non-stop distance education also continued in universities within the education sector. The subject of this study was to measure the student satisfaction from education within the course of distance education during pandemic period. The aim of the study on Bandırma Onyedi Eylül University graduate and postgraduate students was to understand whether distance education process had a positive effect on the satisfaction of the students from education. Survey technique among quantative research methods was used in the study. The results of the study showed a significant effect of "instructor support", "personal relevance and authentic learning" and "student autonomy and active learning" among the sub-dimensions of distance education on student satisfaction. Permanence of distance education in higher education institutions at certain rates may provide successful results.

show abstract

Greek University Students’ Attitudes About Distance Education Due to Emergency Circumstances

Cited by 9 publications

References 6 publications

The Investigation of the Attitudes of Preservice Pre-School Teachers Towards Distance Education

The Investigation of the Attitudes of Preservice Pre-School Teachers Towards Distance Education

Öğretmenleri̇n Uzaktan Eği̇ti̇me Yöneli̇k Tutumlarinin Çeşi̇tli̇ Deği̇şkenlere Göre İncelenmesi̇

Distance Education and Its Effect on Student Satisfaction

Contact Info

Product

Resources

About