Opinions of Students About Distance Education in the Pandemi Process

Aksoğan, Mustafa

doi:10.46572/nat.2020.11

Cited by 14 publications

(8 citation statements)

References 10 publications

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“…In addition, it was observed that most of them were indecisive in determining whether online education had a positive or negative impact at a cognitive level. However, men were more positive toward online education than women [18].…”

Section: Emergency Remote Teachingmentioning

confidence: 82%

Teaching Informatics to Adults of Vocational Schools during the Pandemic: Students’ Views and the Role of Neuroeducation

et al. 2022

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The COVID-19 pandemic has had an extremely significant impact on the educational process. The need to continue the educational practice, albeit the restrictions imposed in movement, led to a change in the way students participate and learn, as well as in the way educators teach and communicate. The aim of the present research study was to record the perspectives and views of adult students of evening upper secondary schools of the informatics sector, in relation to the challenges, experiences and learning involvement in the online courses. The study was conducted using a questionnaire with open-ended questions given to all students of an evening vocational upper secondary school in a semi-urban island region. The findings show that the way students are taught, the distractions and responsibilities of the students as well as their feelings concerning the pandemic, were the major challenges they faced. Those challenges affected both their involvement and learning experiences from the educational process. Finally, it seems that the low interaction among students and educators, the technical difficulties, and the lack of a structured learning framework have had an impact on the effectiveness of online education, according to educational neuroscience principles.

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Section: Emergency Remote Teachingmentioning

confidence: 82%

Teaching Informatics to Adults of Vocational Schools during the Pandemic: Students’ Views and the Role of Neuroeducation

et al. 2022

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“…As for the internal learning process itself, it is formed on such characteristic as the pedagogic. It should be agreed that distance education differs in essence and in the way it is organized, so it gives applicants more motivation, in particular through interactivity and flexibility (Aksoğan, 2020).…”

Section: Resultsmentioning

confidence: 99%

Education in Universities in the Context of Distance Education

2022

JHETP

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The aim of this work is to analyze the framework and approaches to the organization of distance learning in schools and universities. To achieve this goal, the article used both theoretical and empirical methods of scientific research. Thus, the work was based on functional and systematic methodological approaches, as well as the method of analysis and synthesis, comparison, deduction, lesson observation, generalization of independent characteristics. As a result of the study both theoretical and practical aspects of the study were obtained. Accordingly, in the theoretical part the essence of the concept of distance education, its characteristics and features of the organization was disclosed. On the basis of the information received, a practical part was established in which ways and mechanisms for conducting distance learning classes in both secondary and higher education institutions in Ukraine were established. In future scientific papers related to distance learning, it is necessary to consider ways of using artificial intelligence to organize this type of learning process.

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“…To prevent the pandemic, on March 18, 2020, Higher Education Institution (YOK) decided to stop face-to-face education activities at the associate, undergraduate, and postgraduate levels throughout the country in the spring term of the 2019-2020 academic year and the educational activities continued in the form of distance education (YOK, 2020). In the studies carried out with teacher candidates during the COVID-19 pandemic period in the literature, some negative results have been reported, such as the fact that distance education has a negative effect on the socialization of students (Aksogan, 2020), distance education is not suitable for every course (Shim & Lee, 2020), it is difficult to communicate in distance education (Karatepe et al, 2020); students have a negative attitude towards distance education (Yolcu, 2020), they have motivational problems (Hebebci et al, 2020) and technical difficulties (Karakus et al, 2020). However, it is possible to reach positive results such as the fact that the lessons are independent of time and place (Ardic, 2021), students have the opportunity to listen to the lessons again (Sakarya & Zahal, 2020), and that they are economical (Piskin Tunc & Akinci, 2020).…”

Section: Introductionmentioning

confidence: 99%

The solo pantomime in the pandemic: Distance postgraduate education in the department of mathematics education during COVID-19

KÜÇÜKGENÇAY

PEKER

2023

INT ELECT J MATH ED

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Turkey experiences distance education at the master’s and doctorate degrees for the first time. This study aims to reveal the essence of the distance education experiences of mathematics teachers who continue their postgraduate education with distance education due to the COVID-19 pandemic. This study was carried out using the phenomenological research design with six mathematics teachers who continue their postgraduate education at a state university in the Central Anatolia Region in the 2019-2020 academic year. Of the participants selected by the criterion sampling, three were master’s degree students and three were doctoral degree students. Research data were collected using semi-structured interview forms designed in line with expert opinions. The interviews were conducted online via video call on the WhatsApp application due to the COVID-19 pandemic. The experiences of the participants were identified with the phenomenon of “solo pantomime”. Participants had positive experiences such as easy access, possibility of review, improvement in technological pedagogical content knowledge, and negative experiences such as communication and connection problems, the irregularity in the schedule, inadequacy of the lesson hours, and focusing problems regarding synchronized distance education. Distance graduate education is also considered quite suitable for mathematics education courses, but insufficient for mathematics field courses. It is also understood that some participants had plans to make radical changes in their thesis topics. Participants avoid long-term experimental studies or studies that can be conducted with a large sample, and they tend towards studies that can be carried out with document analysis or small groups and had problems with their supervisors.

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Opinions of Students About Distance Education in the Pandemi Process

Cited by 14 publications

References 10 publications

Teaching Informatics to Adults of Vocational Schools during the Pandemic: Students’ Views and the Role of Neuroeducation

Teaching Informatics to Adults of Vocational Schools during the Pandemic: Students’ Views and the Role of Neuroeducation

Education in Universities in the Context of Distance Education

The solo pantomime in the pandemic: Distance postgraduate education in the department of mathematics education during COVID-19

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