University Students’ Perceptions about Teaching Ataturk’s Principles and Turkish Revolution History with Distance Education

Abstract

ABSTRACT:This study aimed to reveal students' views regarding the teaching of the Atatürk's Principles and History of Revolution (APHR) course by distance education. The survey model was employed in the study. The study group consisted of 645 students attending Karadeniz Technical University and Karabük University. The research results showed that although the participants receiving the APHR course by distance education had a high level interest in history of revolution subjects, they had a low level participation in the APHR course. Most of the participants wanted the APHR course to continue to be taught at higher education level without any change in its content and name. The participants thought that the teaching of the Atatürk's Principles and History of Revolution accomplished its goals at medium and high levels. Among the problems encountered by the students in the APHR teaching by distance education, the most prominent ones were the inadequacy of the teaching methods employed, exam-oriented instruction, and the insufficiency of the teaching materials used. Traditional lecture and adhesion to textbook continued in distance education, too. It was seen that most of the participants receiving the APHR course by distance education did not attend the lessons regularly and thought that teaching the APHR course by distance education was not beneficial.Keywords: Atatürk's principles; history of revolution; distance education; university students Extended AbstractPurpose and Significance: This study aimed to reveal students' views regarding the teaching of the Atatürk's Principles and History of Revolution (APHR) course by distance education. It was considered significant to open up for discussion the functionality of distance education, which was regarded as an alternative tool for solving such problems experienced in the teaching of the APHR course as physical space problems, insufficiencies in exams, lack of lecturers, and inadequacies concerning the use of teaching methods and materials, in the teaching of the APHR course and to address its outcomes in consideration of face-to-face education.

An Evaluation on the Advantage and Disadvantage of Revolution History Teaching in Turkey in Light of Friedrich Nietzsche’s Views on the Advantage and Disadvantage of History for Life

“…Akbaba, Kaymakcı, Birbudak & Kılcan (2016) The rate of those who stated that the APHTR course had no meaning for them was 10.7%. Akbaba, Kaymakcı, Birbudak & Kılcan (2016) The participants who said there should be no APHTR course constituted a group of 6.2%. Akbaba, Kaymakcı, Birbudak & Kılcan (2016) 87.4% of the prospective teachers in the study group wanted the APHTR course to continue to be taught at tertiary level.…”

“…Erginer Özyurt (2014) The rate of those who thought that it was a course that every Turkish citizen had to take was 52,6%. Akbaba, Kaymakcı, Birbudak & Kılcan (2016) 77.8% of the participants wanted the APHTR course to be taught at tertiary level. Akbaba, Kaymakcı, Birbudak & Kılcan (2016) The rate of those who stated that the APHTR course had no meaning for them was 10.7%.…”

“…Akbaba, Kaymakcı, Birbudak & Kılcan (2016) 77.8% of the participants wanted the APHTR course to be taught at tertiary level. Akbaba, Kaymakcı, Birbudak & Kılcan (2016) The rate of those who stated that the APHTR course had no meaning for them was 10.7%. Akbaba, Kaymakcı, Birbudak & Kılcan (2016) The participants who said there should be no APHTR course constituted a group of 6.2%.…”

“…Akbaba, Kaymakcı, Birbudak & Kılcan (2016) The participants who said there should be no APHTR course constituted a group of 6.2%. Akbaba, Kaymakcı, Birbudak & Kılcan (2016) 87.4% of the prospective teachers in the study group wanted the APHTR course to continue to be taught at tertiary level. Akbaba, Demirtaş, Birbudak & Kılcan (2016) 66.4% of the teacher candidates wanted the course to be taught as a compulsory course.…”

Opinions of Teacher Candidates on Distance Education Implemented During the Covid-19 Pandemic Period

“…According to Kaya (2002) advantages of distance education are: ensuring a standard in education and increasing quality, providing a rich learning environment, giving a learning responsibility to the individual and determining success in equal conditions for everyone. Distance education implementations in higher education institutions were considered as new solutions for problems related to; insufficient physical space in common courses, exam implementations, insufficient number of lecturers, effective use of teaching methods and materials (Akbaba, Kaymakcı, Birbudak, Kılcan, 2016). Among the advantages distance education provides in higher education are (Mirzakhani, et al, 2010): it enables limited number of lecturers to access high number of students without having to physically be in the classroom.…”