Transition to Distance Education during Covid-19 Pandemic: Opinions of Faculty Members and Pre-service Teachers in an English Language Teaching Department in Turkey

Güneş, Sevim; Kaya, Fatma Nur

doi:10.18009/jcer.1131782

Cited by 4 publications

(4 citation statements)

References 28 publications

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“…1O1: Increasing Awareness of Distance Education on a Global Scale Due to the COVID-19 pandemic, students reacted negatively to the mandatory transition to distance education (Dindar et al, 2022;Güneş & Fatma, 2022;Markova, 2021;Nilsson, 2021). This is undoubtedly a result of negative prejudices.…”

Section: Opportunitiesmentioning

confidence: 99%

How can distance learning offer opportunities for developing countries? Case of Turkey and Kazakhstan

Buzzanca¹,

Conigliani²,

Costantini³

2023

JESI

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Many scientific studies highlight emergency distance education's two fundamental problems during the COVID-19 pandemic. The first is the large number of students who need more access to communication technologies, and the second is the digital incompetence of educators and students. This study, which was prepared by Turkish and Kazakh academics working within the scope of the Bolashak scholarship program, aims to question the cooperation potentials for the development of distance education, which will become more critical in the future, and to propose policies to solve the main problems in the pandemic. In this context, the issues in Turkey and Kazakhstan during the pandemic were collected and generalised. SWOT analyses were conducted for the potential of cooperation between the two countries and both countries' exchange/internship programs. The findings show that both countries have intense distance education experiences, cooperation potential, and sufficient opportunities to strengthen weak elements by developing mobility and scholarship programs. Several strategies are suggested for these improvements. These recommendations provide a perspective for these two countries and all countries continuing distance education after the pandemic.

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Section: Opportunitiesmentioning

confidence: 99%

How can distance learning offer opportunities for developing countries? Case of Turkey and Kazakhstan

Buzzanca¹,

Conigliani²,

Costantini³

2023

JESI

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“…Along with this process, researchers have tried to examine the effects of the pandemic from many perspectives. It is possible to come across various studies on the distance education process (Balaman & Hanbay-Tiryaki, 2021;Erdemci & Elçiçek, 2022;Güneş & Kaya, 2022;Özyurt & Kısa, 2021). In the study conducted by Balaman and Hanbay-Tiryaki (2021), they examined the opinions of 12 teachers about distance education conducted due to COVID-19.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Opinions on Students’ Adaptation to School after the COVID-19 Pandemic

Bakırcı

Urhan

Bülbül³

et al. 2023

International E-Journal of Educational Studies

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Education-teaching activities have been affected by many natural or man-made factors from past to present and have been interrupted. The biggest of these interruptions was caused by the COVID-19 pandemic, which emerged in China and caused a deadly pneumonia, and education activities were interrupted all over the world and students started education with distance education systems. With the reduction of the effects of the disease, students returning to school faced various problems. It is important to determine what these problems are and to take measures to eliminate them. Therefore, the aim of this study is to determine the opinions of secondary school teachers about the adaptation of students to school after the COVID-19 pandemic. For this purpose, the opinions of nine secondary school teachers from various branches were tried to be determined with semi-structured interview questions by using a case study design, one of the qualitative research methods. The reliability analyzes of the data obtained from the teacher interviews were carried out and the findings were presented in the form of codes and themes. The main problems that the teachers saw in the students after the pandemic were identified as incompatibility, slowness in reading, writing, and understanding, not obeying the classroom rules, lack of attention, and difficulties in establishing social interaction. Various suggestions were made according to the results obtained within the scope of the study.

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“…During the pandemic period, opinions were determined with various sample groups related to distance education (Davis et al, 2019). Additionally, there are studies examining various variables related to teaching practice (Cohen et al, 2013;Greve et al, 2020;Güneş & Kaya, 2022;Uzun & Koparan, 2021). However, during the COVID-19 pandemic period, the sparse research that considers the activities and perspectives of pre-service teachers holistically in the "teaching practice" process carried out by distance education has emerged.…”

Section: Introductionmentioning

confidence: 99%

Experiences of Pre-Service Science Teachers in “Teaching Practice” During the Covid-19 Pandemic

Ayvacı

Bebek

YAMAÇLI

2023

International E-Journal of Educational Studies

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The study was carried out the case study method under the category of descriptive research approaches. A purposeful sampling method was used in the study because it allows in-depth research by selecting rich situations. Semi-structured interviews and semi-structured observation forms were used as data collection tools. Interviews are preferred in the research process because they provide the opportunity to analyze the situation in depth with flexible questions as well as questions directed to discover the richness of the schemas in the brain of individuals. Observations have been preferred because they allow the examination of human behavior in natural environments. In this research, the content analysis method was used in which the existence of codes in the qualitative data obtained during the analysis process was determined, themes were formed by combining these codes, and inferences were made. The analysis of the research findings, it was determined that the majority of pre-service science teachers associated the concept of distance education with the 'problem'. When it is explained that the pre-service science teachers will conduct the 'teaching practice' course with distance education during the COVID-19 pandemic process, their emotional state, anxiety, fear, curiosity, and sadness. As a result of the research, "Various projects can be developed to improve the existing infrastructure and provide more infrastructure support to prospective science teachers and schools, especially science teachers, within the framework of distance education and educational technologies. In this way, universities, schools, teachers, students, and parents are a stakeholder in educational technologies.

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Transition to Distance Education during Covid-19 Pandemic: Opinions of Faculty Members and Pre-service Teachers in an English Language Teaching Department in Turkey

Cited by 4 publications

References 28 publications

How can distance learning offer opportunities for developing countries? Case of Turkey and Kazakhstan

How can distance learning offer opportunities for developing countries? Case of Turkey and Kazakhstan

Teachers’ Opinions on Students’ Adaptation to School after the COVID-19 Pandemic

Experiences of Pre-Service Science Teachers in “Teaching Practice” During the Covid-19 Pandemic

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