Pub Date : 2021-04-29DOI: 10.22521/EDUPIJ.2021.102.3
Ulaş Yabanova, Ozden Demirkan
Background/purpose – The main purpose of this study is to examine the effects of the mobile pre-learning system developed according to the surface learning approach on academic achievement and mobile learning attitudes. Materials/methods – The research was conducted with 135 university students and a 12-week pretest–posttest unequaled control group quasi-experimental research method. Prepared in line with the content of an Instructional Technologies course, 12 educational videos varying from 3 to 6 minutes, and designed according to the surface learning approach, were issued to the experimental group’s students via the mobile pre-learning system 1 day prior to the relevant lesson, and the data obtained were then analyzed. Results – As a result of the research, it was determined that the mobile pre-learning system developed according to the surface learning approach had a significant effect on the participant students’ academic achievement and mobile learning attitudes. Conclusion – It was observed that the mobile pre-learning system developed according to the surface learning approach had a close to medium-level effect on the satisfaction and motivation factors of the participant students’ mobile learning attitudes. However, it was determined that it had no significant effect on the impact and usefulness factors of learning. In addition, it was concluded that the mobile pre-learning system based on the surface learning approach had a significant effect on the participant students’ academic achievement.
{"title":"The effects of a mobile pre-learning system with surface learning approach on academic achievement and mobile learning attitude","authors":"Ulaş Yabanova, Ozden Demirkan","doi":"10.22521/EDUPIJ.2021.102.3","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2021.102.3","url":null,"abstract":"Background/purpose – The main purpose of this study is to examine the effects of the mobile pre-learning system developed according to the surface learning approach on academic achievement and mobile learning attitudes. Materials/methods – The research was conducted with 135 university students and a 12-week pretest–posttest unequaled control group quasi-experimental research method. Prepared in line with the content of an Instructional Technologies course, 12 educational videos varying from 3 to 6 minutes, and designed according to the surface learning approach, were issued to the experimental group’s students via the mobile pre-learning system 1 day prior to the relevant lesson, and the data obtained were then analyzed. Results – As a result of the research, it was determined that the mobile pre-learning system developed according to the surface learning approach had a significant effect on the participant students’ academic achievement and mobile learning attitudes. Conclusion – It was observed that the mobile pre-learning system developed according to the surface learning approach had a close to medium-level effect on the satisfaction and motivation factors of the participant students’ mobile learning attitudes. However, it was determined that it had no significant effect on the impact and usefulness factors of learning. In addition, it was concluded that the mobile pre-learning system based on the surface learning approach had a significant effect on the participant students’ academic achievement.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42074970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-25DOI: 10.22521/EDUPIJ.2021.101.1
Turgut Karakose
Background/purpose – Besides many psychological, sociocultural, political, and economic problems, the COVID-19 pandemic has also led to radical changes in education systems worldwide, and the current pandemic has probably revealed the biggest education crisis in human history The COVID-19 pandemic also offered significant opportunities to redesign higher education and to develop and implement effective teaching-learning strategies The purpose of this article is to discuss the effects of the COVID-19 pandemic on higher education from a global perspective
{"title":"The impact of the COVID-19 epidemic on higher education: Opportunities and implications for policy and practice","authors":"Turgut Karakose","doi":"10.22521/EDUPIJ.2021.101.1","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2021.101.1","url":null,"abstract":"Background/purpose – Besides many psychological, sociocultural, political, and economic problems, the COVID-19 pandemic has also led to radical changes in education systems worldwide, and the current pandemic has probably revealed the biggest education crisis in human history The COVID-19 pandemic also offered significant opportunities to redesign higher education and to develop and implement effective teaching-learning strategies The purpose of this article is to discuss the effects of the COVID-19 pandemic on higher education from a global perspective","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"30 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72372359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.22521/edupij.2021.104.4
Ramazan Yirci, Turgut Karakose, N. Malkoç
Background/purpose – The present study examined adolescent students' cyberbullying behavior and being a victim of cyberbullying specifically exploring potential differences by gender and grade level. Materials/methods – Based on a cross-sectional survey on 311 adolescent students continuing their high school education in secondary education institutions in Turkey, the study reported their findings as with differences between gender and grade level in cyberbullying and cyber victimization. The research data was obtained by using the Likert-type “Cyberbully/Cyber-victim Scale.” Together with statistics, t-test, ANOVA and Tukey’s b test were applied the analysis of the collected data. Results – The study’s results suggest a significant difference in the level of students displaying cyberbullying behaviors and being exposed to them within virtual platforms with regards to the gender variable. Male students display cyberbullying behaviors and are also exposed to them in virtual platforms more than female students. In addition, the study’s results reveal that female students tend to rumor (gossip) more than male students on virtual platforms. There was also a significant difference in the level of participants performing and being exposed to cyberbullying behaviors on virtual platforms with regards to the grade level variable. According to the analyzed data, students from higher grade levels both perform cyberbullying behaviors more and are more frequently exposed to cyberbullying than students from lower grade levels. In other words, in higher grade levels, students’ performance of, and exposure levels to, cyberbullying was found to increase. Conclusion – This study’s findings emphasize the importance of developing prevention and intervention strategies must be developed in order to fight cyberbullying in schools when investigating the level of high school adolescents’ bullying of their peers, and the level of those exposed
{"title":"Examining the Influence of Cyberbullying Perpetration and Victimization among High School Adolescents—Associations with Gender and Grade Level","authors":"Ramazan Yirci, Turgut Karakose, N. Malkoç","doi":"10.22521/edupij.2021.104.4","DOIUrl":"https://doi.org/10.22521/edupij.2021.104.4","url":null,"abstract":"Background/purpose – The present study examined adolescent students' cyberbullying behavior and being a victim of cyberbullying specifically exploring potential differences by gender and grade level. Materials/methods – Based on a cross-sectional survey on 311 adolescent students continuing their high school education in secondary education institutions in Turkey, the study reported their findings as with differences between gender and grade level in cyberbullying and cyber victimization. The research data was obtained by using the Likert-type “Cyberbully/Cyber-victim Scale.” Together with statistics, t-test, ANOVA and Tukey’s b test were applied the analysis of the collected data. Results – The study’s results suggest a significant difference in the level of students displaying cyberbullying behaviors and being exposed to them within virtual platforms with regards to the gender variable. Male students display cyberbullying behaviors and are also exposed to them in virtual platforms more than female students. In addition, the study’s results reveal that female students tend to rumor (gossip) more than male students on virtual platforms. There was also a significant difference in the level of participants performing and being exposed to cyberbullying behaviors on virtual platforms with regards to the grade level variable. According to the analyzed data, students from higher grade levels both perform cyberbullying behaviors more and are more frequently exposed to cyberbullying than students from lower grade levels. In other words, in higher grade levels, students’ performance of, and exposure levels to, cyberbullying was found to increase. Conclusion – This study’s findings emphasize the importance of developing prevention and intervention strategies must be developed in order to fight cyberbullying in schools when investigating the level of high school adolescents’ bullying of their peers, and the level of those exposed","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87350790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.22521/edupij.2021.104.6
Öner Çelikkaleli, A. Ökmen
Background/purpose – Attitude towards the teaching profession functions as an important factor in the successful continuation of the education and training process. In this context, the first aim of the study is to examine teachers’ attitudes towards teaching according to gender, education level, experience, and location of the school. Second, it is to reveal whether or not empathic tendency, teaching competence belief, and job satisfaction predict attitudes towards the teaching profession. Materials/methods – In this research, correlational research model, which is one of the quantitative research methods, was used. For these purposes, data were collected from 316 teachers with an average age of 40.34 (SD = 3.15) years old, of which 189 are female (59.8%) and 127 (40.2%) male. The Attitude Scale towards Teaching Profession, Empathic Tendency Scale, Ohio Teacher Self-Efficacy Scale, and the Job Satisfaction Scale were used as the study’s data collection tools. Results – According to the first findings obtained from the research, while teachers’ attitudes towards teaching did not differ according to gender, education level (primary/secondary school), or school location (urban or rural); they were found to differ according to their length of experience. Accordingly, the attitudes of teachers with a seniority of more than 20 years were shown to be more positive than those with less experience. Second, empathic tendency, belief in teaching self-efficacy, and also job satisfaction were found to positively and significantly predict attitude towards the teaching profession. Conclusion – Within the framework of these findings, it can be said that gender, education level and school location are not determining variables in teachers' attitudes towards the teaching profession. On the other hand, it has been seen that work experience is important in the attitude towards the profession. Finally, it can be said that self-efficacy belief towards the teaching profession and job satisfaction are important variables in the attitude towards teaching. The obtained findings are then discussed, interpreted, and recommendations put forwards in light of the current literature.
{"title":"The Role of Empathic Tendency, Belief in Teaching Competency and Job Satisfaction in Predicting Attitudes towards the Teaching Profession in Primary and Secondary School Teachers","authors":"Öner Çelikkaleli, A. Ökmen","doi":"10.22521/edupij.2021.104.6","DOIUrl":"https://doi.org/10.22521/edupij.2021.104.6","url":null,"abstract":"Background/purpose – Attitude towards the teaching profession functions as an important factor in the successful continuation of the education and training process. In this context, the first aim of the study is to examine teachers’ attitudes towards teaching according to gender, education level, experience, and location of the school. Second, it is to reveal whether or not empathic tendency, teaching competence belief, and job satisfaction predict attitudes towards the teaching profession. Materials/methods – In this research, correlational research model, which is one of the quantitative research methods, was used. For these purposes, data were collected from 316 teachers with an average age of 40.34 (SD = 3.15) years old, of which 189 are female (59.8%) and 127 (40.2%) male. The Attitude Scale towards Teaching Profession, Empathic Tendency Scale, Ohio Teacher Self-Efficacy Scale, and the Job Satisfaction Scale were used as the study’s data collection tools. Results – According to the first findings obtained from the research, while teachers’ attitudes towards teaching did not differ according to gender, education level (primary/secondary school), or school location (urban or rural); they were found to differ according to their length of experience. Accordingly, the attitudes of teachers with a seniority of more than 20 years were shown to be more positive than those with less experience. Second, empathic tendency, belief in teaching self-efficacy, and also job satisfaction were found to positively and significantly predict attitude towards the teaching profession. Conclusion – Within the framework of these findings, it can be said that gender, education level and school location are not determining variables in teachers' attitudes towards the teaching profession. On the other hand, it has been seen that work experience is important in the attitude towards the profession. Finally, it can be said that self-efficacy belief towards the teaching profession and job satisfaction are important variables in the attitude towards teaching. The obtained findings are then discussed, interpreted, and recommendations put forwards in light of the current literature.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84813650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.22521/EDUPIJ.2021.101.2
Y. Demir
Background/purpose – The use of social media has become commonplace among adolescents. However, excessive use of social media causes addiction in some cases. In this context, it is considered important to investigate the factors related to social media addiction. The aim of this study is to investigate the relationships among childhood experiences, happiness, and social media addiction in adolescents. Materials/methods – In the study, correlations between childhood experiences, happiness, and social media addiction among adolescents were tested with the structural equation model. The research involved 314 adolescents, and the Social Media Disorder Scale (SMDS), The Oxford Happiness Questionnaire Short Form (OHQ-SF), and the Childhood Experiences Questionnaire (CEQ) were used as data collection tools. SPSS 21 and AMOS programs were used for data analysis. Results – The results of the path analysis indicated that negative childhood experiences negatively and directly affect happiness, whilst happiness negatively and directly affects social media addictions, negative childhood experiences positively and indirectly affect social media addictions, negative childhood experiences negatively affects happiness, and unhappiness positively affects social media addiction. Conclusion – The current study's results have shown that negative perceived childhood experiences can negatively affect individuals emotionally and behaviorally during adolescence.
{"title":"Relationships among childhood experiences, happiness and social media addictions in adolescents","authors":"Y. Demir","doi":"10.22521/EDUPIJ.2021.101.2","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2021.101.2","url":null,"abstract":"Background/purpose – The use of social media has become commonplace among adolescents. However, excessive use of social media causes addiction in some cases. In this context, it is considered important to investigate the factors related to social media addiction. The aim of this study is to investigate the relationships among childhood experiences, happiness, and social media addiction in adolescents. Materials/methods – In the study, correlations between childhood experiences, happiness, and social media addiction among adolescents were tested with the structural equation model. The research involved 314 adolescents, and the Social Media Disorder Scale (SMDS), The Oxford Happiness Questionnaire Short Form (OHQ-SF), and the Childhood Experiences Questionnaire (CEQ) were used as data collection tools. SPSS 21 and AMOS programs were used for data analysis. Results – The results of the path analysis indicated that negative childhood experiences negatively and directly affect happiness, whilst happiness negatively and directly affects social media addictions, negative childhood experiences positively and indirectly affect social media addictions, negative childhood experiences negatively affects happiness, and unhappiness positively affects social media addiction. Conclusion – The current study's results have shown that negative perceived childhood experiences can negatively affect individuals emotionally and behaviorally during adolescence.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"186 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79755609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.22521/edupij.2021.104.3
Sock Beei Yeap, Lei Mee Thien
Background/purpose – Research on teaching entrepreneurship which concentrates on the lecturers’ perspective has been underexplored. This study aims to report on an explanatory sequential mixed-methods study that was conducted with a quantitative survey of the influence of mindfulness on Malaysian polytechnic lecturers’ commitment to teaching entrepreneurship through readiness for change as a mediator. It also aims to report on the qualitative reasons behind the quantitative results. Materials/methods – Survey data were collected from 171 lecturers teaching entrepreneurship or subjects embedded with the elements of entrepreneurial skills. This explanatory sequential mixed-methods study employed Partial Least Squares Structural Equation Modeling to analyze the quantitative data, followed by nine semi-structured interviews which were then thematically analysed. Results – Findings revealed that mindfulness did not directly influence the commitment to teaching entrepreneurship. Nevertheless, readiness for change mediated the relationship between mindfulness and commitment to teaching entrepreneurship. Conclusion – The qualitative interview data provided insight that lecturers’ working attitude is an important factor to enhancing the quality of teaching entrepreneurship. Implications and recommendations for future studies are also presented.
{"title":"Enhancing Commitment to Teaching Entrepreneurship through Mindfulness and Readiness for Change in Higher Education Institutions","authors":"Sock Beei Yeap, Lei Mee Thien","doi":"10.22521/edupij.2021.104.3","DOIUrl":"https://doi.org/10.22521/edupij.2021.104.3","url":null,"abstract":"Background/purpose – Research on teaching entrepreneurship which concentrates on the lecturers’ perspective has been underexplored. This study aims to report on an explanatory sequential mixed-methods study that was conducted with a quantitative survey of the influence of mindfulness on Malaysian polytechnic lecturers’ commitment to teaching entrepreneurship through readiness for change as a mediator. It also aims to report on the qualitative reasons behind the quantitative results. Materials/methods – Survey data were collected from 171 lecturers teaching entrepreneurship or subjects embedded with the elements of entrepreneurial skills. This explanatory sequential mixed-methods study employed Partial Least Squares Structural Equation Modeling to analyze the quantitative data, followed by nine semi-structured interviews which were then thematically analysed. Results – Findings revealed that mindfulness did not directly influence the commitment to teaching entrepreneurship. Nevertheless, readiness for change mediated the relationship between mindfulness and commitment to teaching entrepreneurship. Conclusion – The qualitative interview data provided insight that lecturers’ working attitude is an important factor to enhancing the quality of teaching entrepreneurship. Implications and recommendations for future studies are also presented.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73596977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.22521/edupij.2021.104.1
L. Holt
Background/purpose – The COVID-19 pandemic created barriers for teacher preparation programs. Preservice teachers are typically assigned a host school and mentor where on-site, face-to-face classroom observation and teaching opportunities earn credit needed for graduation and to meet certain institutional accreditation requirements. Due to the potential for community spread of the COVID-19 virus, limited visitor numbers have been allowed into schools, and preservice teachers have largely been denied access. Materials/methods – During the COVID-19 pandemic, the pressures to master in-class teaching assessments have been unprecedented. Using an exploratory model, preservice teacher perceptions of virtual reading assessments were collected during this unusual time in order to explore gaps in the literature. The study’s participants were from the southern United States, and were seeking a degree in Elementary Education during the time of the COVID-19 pandemic. The researcher created a survey which was shared across course sections. The collected data were then analyzed and sorted according to thematic findings. Results – The findings revealed that unique challenges were faced by preservice teachers during participation in a semester long virtual fieldwork requirement as part of a course in “reading assessment.” Conclusion – Building upon international research, the study shares challenges faced during virtual reading fieldwork unique to teacher preparation during a pandemic. A need was identified for a more streamlined process addressing technology pedagogy to prepare preservice teachers during times when face-to-face, in-person K-12 classroom meetings are restricted or unavailable.
{"title":"Preservice Teacher Perceptions of Virtual Reading Fieldwork During the COVID-19 Pandemic","authors":"L. Holt","doi":"10.22521/edupij.2021.104.1","DOIUrl":"https://doi.org/10.22521/edupij.2021.104.1","url":null,"abstract":"Background/purpose – The COVID-19 pandemic created barriers for teacher preparation programs. Preservice teachers are typically assigned a host school and mentor where on-site, face-to-face classroom observation and teaching opportunities earn credit needed for graduation and to meet certain institutional accreditation requirements. Due to the potential for community spread of the COVID-19 virus, limited visitor numbers have been allowed into schools, and preservice teachers have largely been denied access. Materials/methods – During the COVID-19 pandemic, the pressures to master in-class teaching assessments have been unprecedented. Using an exploratory model, preservice teacher perceptions of virtual reading assessments were collected during this unusual time in order to explore gaps in the literature. The study’s participants were from the southern United States, and were seeking a degree in Elementary Education during the time of the COVID-19 pandemic. The researcher created a survey which was shared across course sections. The collected data were then analyzed and sorted according to thematic findings. Results – The findings revealed that unique challenges were faced by preservice teachers during participation in a semester long virtual fieldwork requirement as part of a course in “reading assessment.” Conclusion – Building upon international research, the study shares challenges faced during virtual reading fieldwork unique to teacher preparation during a pandemic. A need was identified for a more streamlined process addressing technology pedagogy to prepare preservice teachers during times when face-to-face, in-person K-12 classroom meetings are restricted or unavailable.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77921698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.22521/edupij.2021.104.2
Nilüfer Yüksel, Ceren Çoban, D. Yazıcı
Background/purpose – In this study, we examined the problems faced by students with special needs in the distance education process in Turkey from the perspectives of their parents and teachers. Materials/methods – We used case study in this research. Our study group consisted of seven parent-teacher pairs. We used a demographic information form and standardized interview forms. Our analysis technique was content analysis. Results – From the standardized interviews, it was determined that the developmental problems observed by parents and teachers in children were in the areas of academic, socioemotional, and language development. In contrast, instructional problems were generally related to class participation. Conclusion – As a result of the research, we have seen that children with special needs face problems in their academic, social skills, and language development. It was determined that inclusive students experienced difficulties in their usage of technology, participating in online classes, and maintaining their attention.
{"title":"Examining the Problems Faced by Students with Special Needs in the Distance Education Process during the COVID-19 Pandemic","authors":"Nilüfer Yüksel, Ceren Çoban, D. Yazıcı","doi":"10.22521/edupij.2021.104.2","DOIUrl":"https://doi.org/10.22521/edupij.2021.104.2","url":null,"abstract":"Background/purpose – In this study, we examined the problems faced by students with special needs in the distance education process in Turkey from the perspectives of their parents and teachers. Materials/methods – We used case study in this research. Our study group consisted of seven parent-teacher pairs. We used a demographic information form and standardized interview forms. Our analysis technique was content analysis. Results – From the standardized interviews, it was determined that the developmental problems observed by parents and teachers in children were in the areas of academic, socioemotional, and language development. In contrast, instructional problems were generally related to class participation. Conclusion – As a result of the research, we have seen that children with special needs face problems in their academic, social skills, and language development. It was determined that inclusive students experienced difficulties in their usage of technology, participating in online classes, and maintaining their attention.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74502207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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