The novel COVID-19 pandemic has impacted educational systems in almost all countries worldwide. Traditional classes have been canceled or shifted to online mode through the affected countries. Resuming traditional face-to-face instruction might be delayed. This unexpectedly fast and mandatory shifting to online education, along with the significant challenges that face learners and instructors, has led to uncertainty regarding its future. This study aims to inspect students’ continuous intention (CI) towards online education during COVID-19, by incorporating different constructs from three theoretical models: first, conservation values( Security(SEC), Conformity(CON)) of Schwartz Value Theory(SVT), organizational support factors (Training(TR), Top management support(TS)) in Technology-Organizational-Environmental (TOE) , and the Technology acceptance model(TAM ) main factors (perceived usefulness(PU), perceived ease of use(PEU)). To achieve the research goal, a research model was developed referring to previous strong literature. The data was gathered from 310 students from Imam Abdulrahman Bin Faisal university (IAU) in Saudi Arabia, and analyzed with Structural Equation Modelling SEM-PLS. Findings show that TAM factors (PU, PEU), conservation values factors (SEC, CON), and organizational support factors (TR, TS) are important determinants for online learning adoption during COVID19 pandemic . The study provides directions for designers and developers to establish a more effective online learning environment, which is more suited for the new digitized generation during unexpected conditions.
新型冠状病毒病大流行对全球几乎所有国家的教育系统都产生了影响。受影响国家的传统课程已被取消或转为在线模式。恢复传统的面对面教学可能会被推迟。这种意想不到的快速和强制性向在线教育的转变，以及学习者和教师面临的重大挑战，导致了其未来的不确定性。本研究旨在考察新冠肺炎期间学生对在线教育的持续意向(CI)，采用三个理论模型的不同结构:首先，Schwartz价值理论(SVT)中的守恒值(Security(SEC)、Conformity(CON))、技术-组织-环境(TOE)中的组织支持因素(Training(TR)、Top management support(TS))和技术接受模型(TAM)中的主要因素(perceived usefulness(PU)、perceived易用性(PEU))。为了达到研究目的，参考以往的强文献，建立了一个研究模型。数据来自沙特阿拉伯Imam Abdulrahman Bin Faisal大学(IAU)的310名学生，并使用结构方程建模SEM-PLS进行分析。研究结果表明，TAM因素(PU、PEU)、保护价值因素(SEC、CON)和组织支持因素(TR、TS)是covid - 19大流行期间在线学习采用的重要决定因素。该研究为设计人员和开发人员建立更有效的在线学习环境提供了方向，该环境更适合新数字化一代在意外情况下的学习。
{"title":"CONTINUOUS INTENTION TO USE ONLINE LEARNING DURING COVID-19 PANDEMIC BASED ON THREE DIFEERENT THEORITICAL MODELS (TAM, SVT, TOE)","authors":"S. Masadeh, R. Abumalloh, Noha Labani","doi":"10.17718/tojde.1080016","DOIUrl":"https://doi.org/10.17718/tojde.1080016","url":null,"abstract":"The novel COVID-19 pandemic has impacted educational systems in almost all countries worldwide. Traditional classes have been canceled or shifted to online mode through the affected countries. Resuming traditional face-to-face instruction might be delayed. This unexpectedly fast and mandatory shifting to online education, along with the significant challenges that face learners and instructors, has led to uncertainty regarding its future. This study aims to inspect students’ continuous intention (CI) towards online education during COVID-19, by incorporating different constructs from three theoretical models: first, conservation values( Security(SEC), Conformity(CON)) of Schwartz Value Theory(SVT), organizational support factors (Training(TR), Top management support(TS)) in Technology-Organizational-Environmental (TOE) , and the Technology acceptance model(TAM ) main factors (perceived usefulness(PU), perceived ease of use(PEU)). To achieve the research goal, a research model was developed referring to previous strong literature. The data was gathered from 310 students from Imam Abdulrahman Bin Faisal university (IAU) in Saudi Arabia, and analyzed with Structural Equation Modelling SEM-PLS. Findings show that TAM factors (PU, PEU), conservation values factors (SEC, CON), and organizational support factors (TR, TS) are important determinants for online learning adoption during COVID19 pandemic . The study provides directions for designers and developers to establish a more effective online learning environment, which is more suited for the new digitized generation during unexpected conditions.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74340951","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}
Aatif Iftikhar, N. Ahmed, Dr. Saif Ul Mujahid Shah
An emergency shift to online education after Covid-19 brought many challenges for students and teachers, especially the university students living in the rural areas of Pakistan. So this study has focused on assessing the problems students faced while acquiring online education with special reference to the theoretical background of digital divide. It is a quantitative study which employed Heckman’s treatment effect model to analyze the impact of digital divide on university students’ performance. The results of the study indicate that online education further increases an already existing digital divide between have and have nots. Online education is a good alternate of face-to-face education in many cases however for ensuring maximum benefits of online education requires proper availability of gadgets and internet access along with training. Existing online education system in developing countries like Pakistan may be more suitable to teach theoretical subjects like social sciences which are subjective in nature however it is not much appropriate for teaching numerical subjects. The findings of the study direct a positive impact of digital divide due to the scarcity of necessary gadgets, internet access, family income, gender, field of study, age and location.
{"title":"ANALYZING DIGITAL DIVIDE AMONG UNIVERSITY STUDENTS OF PAKISTAN","authors":"Aatif Iftikhar, N. Ahmed, Dr. Saif Ul Mujahid Shah","doi":"10.17718/tojde.1105081","DOIUrl":"https://doi.org/10.17718/tojde.1105081","url":null,"abstract":"An emergency shift to online education after Covid-19 brought many challenges for students and teachers, especially the university students living in the rural areas of Pakistan. So this study has focused on assessing the problems students faced while acquiring online education with special reference to the theoretical background of digital divide. It is a quantitative study which employed Heckman’s treatment effect model to analyze the impact of digital divide on university students’ performance. The results of the study indicate that online education further increases an already existing digital divide between have and have nots. Online education is a good alternate of face-to-face education in many cases however for ensuring maximum benefits of online education requires proper availability of gadgets and internet access along with training. Existing online education system in developing countries like Pakistan may be more suitable to teach theoretical subjects like social sciences which are subjective in nature however it is not much appropriate for teaching numerical subjects. The findings of the study direct a positive impact of digital divide due to the scarcity of necessary gadgets, internet access, family income, gender, field of study, age and location.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80260040","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}
Due to the necessity to continue learning even during the pandemic, schools opened utilizing distance learning modalities. However, there is a dearth of evidence on the effectivity of this modalities in physics. In this study, we investigated the effects of three physics distance learning modes; the module-only (MO), virtual lab plus module (VLM), and the physical lab plus module (PLM) classes in physics achievement and metacognition employing the pretest-posttest and repeated measures research designs. All learning modules used were in digital formats sent through free messaging platforms. Analysis of data includes paired samples t-test, one-way ANOVA, repeated measures ANOVA, and independent samples t-test. Results revealed that all three distance learning modes have significantly higher post-test than pre-test scores. Further analysis showed, however, that only VLM had significantly higher gain scores than MO. Initially, at pre-MO and post-MO administrations, male students had significantly higher metacognition but this diminished after they perform both virtual and physical labs. It was in post-PLM where students have significantly better metacognition than pre-MO and post-MO. This study showed that not only do physical and virtual labs supplement distance modular learning, they are also complementary that both must be used in distance learning.
{"title":"LONG DISTANCE LAB AFFAIRS: PHYSICS ACHIEVEMENT AND METACOGNITION EFFECTS OF DISTANCE LABORATORIES IN A SENIOR HIGH SCHOOL IN THE PHILIPPINES","authors":"","doi":"10.17718/tojde.1086870","DOIUrl":"https://doi.org/10.17718/tojde.1086870","url":null,"abstract":"Due to the necessity to continue learning even during the pandemic, schools opened utilizing distance learning modalities. However, there is a dearth of evidence on the effectivity of this modalities in physics. In this study, we investigated the effects of three physics distance learning modes; the module-only (MO), virtual lab plus module (VLM), and the physical lab plus module (PLM) classes in physics achievement and metacognition employing the pretest-posttest and repeated measures research designs. All learning modules used were in digital formats sent through free messaging platforms. Analysis of data includes paired samples t-test, one-way ANOVA, repeated measures ANOVA, and independent samples t-test. Results revealed that all three distance learning modes have significantly higher post-test than pre-test scores. Further analysis showed, however, that only VLM had significantly higher gain scores than MO. Initially, at pre-MO and post-MO administrations, male students had significantly higher metacognition but this diminished after they perform both virtual and physical labs. It was in post-PLM where students have significantly better metacognition than pre-MO and post-MO. This study showed that not only do physical and virtual labs supplement distance modular learning, they are also complementary that both must be used in distance learning.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80987435","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}
H. Alieksieieva, L. Petukhova, M. Nesterenko, Kristina Petryk, R. Bernátová
During the distance education process caused by COVID-19, students do not have sufficient opportunity to do pedagogical practice, which requires strengthening their practice-oriented component of learning in other forms. This article substantiates the relevance of quasi-professional educational environment in the system of professional training of future teachers, which implies the creating conditions at the university as close as possible to the realities of the teacher's work. The conditions which allowed to improve the graduates’ readiness to do their professional duties were developed and experimentally proven. The peculiarities of quasi-professional tasks based on imitation of real work situations, where student has no rules or samples for the completing, are revealed. In this way, they independently develop possible models for their behavior in similar situations, based on theoretical and methodological knowledge and skills. The effectiveness of the author's system of quasi-professional tasks aimed at the development of students' pedagogical thinking and their mastery of the experience of modeling lessons is presented and examined. They are represented by three groups: didactic, methodological and technological, each of which has a specific purpose. It allows to cover all the spheres of professional development of higher education students: motivational, cognitive-operational and reflexive.
{"title":"QUASI-PROFESSIONAL EDUCATIONAL ENVIRONMENT IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS","authors":"H. Alieksieieva, L. Petukhova, M. Nesterenko, Kristina Petryk, R. Bernátová","doi":"10.17718/tojde.1078800","DOIUrl":"https://doi.org/10.17718/tojde.1078800","url":null,"abstract":"During the distance education process caused by COVID-19, students do not have sufficient opportunity to do pedagogical practice, which requires strengthening their practice-oriented component of learning in other forms. This article substantiates the relevance of quasi-professional educational environment in the system of professional training of future teachers, which implies the creating conditions at the university as close as possible to the realities of the teacher's work. The conditions which allowed to improve the graduates’ readiness to do their professional duties were developed and experimentally proven. The peculiarities of quasi-professional tasks based on imitation of real work situations, where student has no rules or samples for the completing, are revealed. In this way, they independently develop possible models for their behavior in similar situations, based on theoretical and methodological knowledge and skills. The effectiveness of the author's system of quasi-professional tasks aimed at the development of students' pedagogical thinking and their mastery of the experience of modeling lessons is presented and examined. They are represented by three groups: didactic, methodological and technological, each of which has a specific purpose. It allows to cover all the spheres of professional development of higher education students: motivational, cognitive-operational and reflexive.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88429557","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}
This study investigates the extent of implementation of blended learning in senior high school (SHS) science education as to the content, communication, technology, pedagogy, and assessment vis-à-vis students’ academic achievement. In this analytical research design, data were gathered from 182 students and 12 science teachers using stratified random sampling. Gathered data were systematically treated and analyzed utilizing descriptive and inferential statistics such as frequency, percentage count, mean, standard deviation, one-way analysis of variance (ANOVA), and Pearson Product-Moment Correlation. Findings revealed the extent of implementation of blended learning in SHS science education as moderately implemented as perceived by the students and teachers. As to the students’ profiles, there was a significant relationship between technology and the parent’s monthly income. There was no significant difference in the extent of implementation of blended learning across all variables as perceived by the teachers. After implementing blended learning, the student’s academic achievement in science was outstanding, and this put forward a significant relationship between content and assessment in their academic achievement. The study concluded that several things should be considered in implementing blended learning in the new normal education. Students’ and teachers’ involvement in the implementation is essential for improving the modality and the school administrators may consider undertaking specific plans and activities such as the need for teachers to attend training, seminars, and workshops related to blended learning implementation.
{"title":"THE EXTENT OF IMPLEMENTATION OF BLENDED LEARNING IN SENIOR HIGH SCHOOL SCIENCE EDUCATION VIS-A-VIS STUDENTS’ ACADEMIC ACHIEVEMENT","authors":"Romel C. Mutya, Apreyll-rose L. Masuhay","doi":"10.17718/tojde.1107412","DOIUrl":"https://doi.org/10.17718/tojde.1107412","url":null,"abstract":"This study investigates the extent of implementation of blended learning in senior high school (SHS) science education as to the content, communication, technology, pedagogy, and assessment vis-à-vis students’ academic achievement. In this analytical research design, data were gathered from 182 students and 12 science teachers using stratified random sampling. Gathered data were systematically treated and analyzed utilizing descriptive and inferential statistics such as frequency, percentage count, mean, standard deviation, one-way analysis of variance (ANOVA), and Pearson Product-Moment Correlation. Findings revealed the extent of implementation of blended learning in SHS science education as moderately implemented as perceived by the students and teachers. As to the students’ profiles, there was a significant relationship between technology and the parent’s monthly income. There was no significant difference in the extent of implementation of blended learning across all variables as perceived by the teachers. After implementing blended learning, the student’s academic achievement in science was outstanding, and this put forward a significant relationship between content and assessment in their academic achievement. The study concluded that several things should be considered in implementing blended learning in the new normal education. Students’ and teachers’ involvement in the implementation is essential for improving the modality and the school administrators may consider undertaking specific plans and activities such as the need for teachers to attend training, seminars, and workshops related to blended learning implementation.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90703393","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}
Students face various barriers in learning English via distance education. The purpose of this explanatory mixed methods study was to collect quantitative and qualitative data regarding students’ emotional intelligence (EI) and the situational barriers (SB) they faced in learning English via distance education. In phase one, 238 students voluntarily submitted their questionnaires containing Schutte’s Self-Report Inventory Emotional Intelligence scale. The mean EI score of the distance learners was 130. Based on the EI scores, three subgroups of respondents; HighEI, MidEI, and LowEI were identified. In phase two, 18 participants chosen based on their EI scores were interviewed. The interviews were transcribed and analyzed using content analysis. The qualitative data revealed eight major situational barriers. Out of these, SB1 Job, SB2 Family and Home, and SB4 Time were most frequently cited. The study also found that distance learners’ EI was significantly related to their perceptions of the situational barriers to learning English through distance education. Studies affirmed higher EI students are better at moderating the negative effects of challenging circumstances and achieving their goals. Thus, it is crucial to fortify students’ EI through training, mentoring, and counselling programs to empower them to moderate their barriers, persevere, communicate with others, and make informed decisions to achieve academic success.
学生通过远程教育学习英语面临着各种障碍。本解释性混合方法研究的目的是收集有关学生在远程英语学习中情绪智力(EI)和情境障碍(SB)的定量和定性数据。在第一阶段，238名学生自愿提交了包含舒特自我报告情商量表的问卷。远程学习者的平均情商得分为130分。根据情商得分，受访者分为三个小组;鉴定出HighEI、midi和LowEI。在第二阶段，根据他们的EI分数选出18名参与者接受采访。对访谈内容进行转录和分析。定性数据揭示了八种主要的情境障碍。其中，被引用频率最高的是SB1 Job、SB2 Family and Home和SB4 Time。研究还发现，远程学习者的情商与他们对通过远程教育学习英语的情境障碍的感知显著相关。研究证实，高情商的学生更善于调节挑战性环境的负面影响，实现他们的目标。因此，通过培训、指导和咨询项目来加强学生的情商是至关重要的，这些项目使他们能够克服障碍，坚持不懈，与他人沟通，做出明智的决定，以取得学业上的成功。
{"title":"DISTANCE LEARNERS’ EMOTIONAL INTELLIGENCE AND PERCEPTIONS OF THEIR SITUATIONAL BARRIERS IN LEARNING ENGLISH","authors":"G. Teoh, A. Liau","doi":"10.17718/tojde.1048366","DOIUrl":"https://doi.org/10.17718/tojde.1048366","url":null,"abstract":"Students face various barriers in learning English via distance education. The purpose of this explanatory mixed methods study was to collect quantitative and qualitative data regarding students’ emotional intelligence (EI) and the situational barriers (SB) they faced in learning English via distance education. In phase one, 238 students voluntarily submitted their questionnaires containing Schutte’s Self-Report Inventory Emotional Intelligence scale. The mean EI score of the distance learners was 130. Based on the EI scores, three subgroups of respondents; HighEI, MidEI, and LowEI were identified. In phase two, 18 participants chosen based on their EI scores were interviewed. The interviews were transcribed and analyzed using content analysis. The qualitative data revealed eight major situational barriers. Out of these, SB1 Job, SB2 Family and Home, and SB4 Time were most frequently cited. The study also found that distance learners’ EI was significantly related to their perceptions of the situational barriers to learning English through distance education. Studies affirmed higher EI students are better at moderating the negative effects of challenging circumstances and achieving their goals. Thus, it is crucial to fortify students’ EI through training, mentoring, and counselling programs to empower them to moderate their barriers, persevere, communicate with others, and make informed decisions to achieve academic success.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85326406","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}
This study aims to investigate the pre-service teachers’ experiences with online teaching, but also to uncover the challenges and opportunities for improving the distance education in the future. A qualitative research approach using phenomenology is adapted for the study. The participants were 18 pre-service teachers studying at the different programs of the University of Prishtina’s Faculty of Education. The interviews were conducted online. The transcripts of interviews were analyzed using the interpretative phenomenological analysis. Five themes were derived from the analysis of the interview data: quality of teaching activities, positive aspects of online teaching, limitations, factors affecting online teaching, and recommendations to improve online teaching and learning in the future. This study proved the importance of pre-service teachers’ interest and motivation, but also the faculty lecturers’ professional preparedness for online teaching. Findings revealed the inability to relate theory to practice during online teaching as a lack of interaction between the university and the schools. This study is expected to serve as a guide for the expectations of preservice teachers towards the improvement of distance education in the future.
{"title":"UNCOVERING CHALLENGES AND OPPORTUNITIES FOR IMPROVEMENTS OF DISTANCE LEARNING IN TEACHER EDUCATION: KOSOVO’S EXPERIENCE","authors":"Elmedina Nikoçeviq-Kurti","doi":"10.17718/tojde.1088388","DOIUrl":"https://doi.org/10.17718/tojde.1088388","url":null,"abstract":"This study aims to investigate the pre-service teachers’ experiences with online teaching, but also to uncover the challenges and opportunities for improving the distance education in the future. A qualitative research approach using phenomenology is adapted for the study. The participants were 18 pre-service teachers studying at the different programs of the University of Prishtina’s Faculty of Education. The interviews were conducted online. The transcripts of interviews were analyzed using the interpretative phenomenological analysis. Five themes were derived from the analysis of the interview data: quality of teaching activities, positive aspects of online teaching, limitations, factors affecting online teaching, and recommendations to improve online teaching and learning in the future. This study proved the importance of pre-service teachers’ interest and motivation, but also the faculty lecturers’ professional preparedness for online teaching. Findings revealed the inability to relate theory to practice during online teaching as a lack of interaction between the university and the schools. This study is expected to serve as a guide for the expectations of preservice teachers towards the improvement of distance education in the future.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81019789","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}
This study aims to reveal the strengths and limitations of the WhatsApp application as a support service in distance education, conducted through a learning management system during the Covid-19 pandemic, and make suggestions on improving its use in this capacity. Despite the lack of readiness on the part of the students and the lack of sufficient knowledge regarding distance education during the pandemic, many universities had to revert to emergency remote teaching. This situation necessitated the intensive use of various support services for the students to get the most out of their emergency remote teaching However, their lack of experience with distance education prevented them from using the support services offered by learning management systems. Due to the increasingly widespread use of mobile technologies, one of the support services used by course instructors became the WhatsApp application. The following research is a qualitative case study. The sample for the study was determined through purposive sampling. The data was analyzed using the content analysis method. Nvivo qualitative data analysis software was used to contribute to the detailed and versatile data analysis. The most important results of the study were that the application supported and strengthened distance learning by allowing instant communication, but that the absence of a moderator caused various limitations in this communication. In addition, it was concluded that incorporating natural language processing techniques into learning management systems and clearly stated rules by course instructors improved the use of such instant communication applications as a support service for distance education.
{"title":"THE WHATSAPP APPLICATION USE AS A SUPPORT SERVICE IN DISTANCE EDUCATION: A CASE ANALYSIS","authors":"Gaye TOPA CIFTCI, M. Dogan, Burcin Unal","doi":"10.17718/tojde.1096551","DOIUrl":"https://doi.org/10.17718/tojde.1096551","url":null,"abstract":"This study aims to reveal the strengths and limitations of the WhatsApp application as a support service in distance education, conducted through a learning management system during the Covid-19 pandemic, and make suggestions on improving its use in this capacity. Despite the lack of readiness on the part of the students and the lack of sufficient knowledge regarding distance education during the pandemic, many universities had to revert to emergency remote teaching. This situation necessitated the intensive use of various support services for the students to get the most out of their emergency remote teaching However, their lack of experience with distance education prevented them from using the support services offered by learning management systems. Due to the increasingly widespread use of mobile technologies, one of the support services used by course instructors became the WhatsApp application. The following research is a qualitative case study. The sample for the study was determined through purposive sampling. The data was analyzed using the content analysis method. Nvivo qualitative data analysis software was used to contribute to the detailed and versatile data analysis. The most important results of the study were that the application supported and strengthened distance learning by allowing instant communication, but that the absence of a moderator caused various limitations in this communication. In addition, it was concluded that incorporating natural language processing techniques into learning management systems and clearly stated rules by course instructors improved the use of such instant communication applications as a support service for distance education.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84772309","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}
In the present study, the descriptive demographic characteristics, life satisfaction levels, and differentiation status of open education high school students according to various variables were revealed. The research was carried out with a sample of five hundred open education high school students via a survey model by means of convenience sampling. The findings obtained indicate that the life satisfaction levels of open education high school students were low. In addition, life satisfaction differed according to the variables age, families’ monthly income, and the reason for choosing open education high school. When the demographic characteristics of the open education high school students were examined, it was seen that the following information applied to the majority of them: (1) Most were female students, (2) between the ages of 15 and 20, (3) whose parents had primary school level or below education, (4) whose parents mostly did not work or only their fathers worked, (5) with an average monthly family income of five thousand TRY and below, (6) had mostly migrated from the Black Sea and Eastern Anatolia Regions to Istanbul, and (7) they chose open education high school mostly because of job requirements.
{"title":"LIFE SATISFACTION OF OPEN EDUCATION HIGH SCHOOL STUDENTS REGARDING VARIOUS DEMOGRAPHIC","authors":"","doi":"10.17718/tojde.1112250","DOIUrl":"https://doi.org/10.17718/tojde.1112250","url":null,"abstract":"In the present study, the descriptive demographic characteristics, life satisfaction levels, and differentiation status of open education high school students according to various variables were revealed. The research was carried out with a sample of five hundred open education high school students via a survey model by means of convenience sampling. The findings obtained indicate that the life satisfaction levels of open education high school students were low. In addition, life satisfaction differed according to the variables age, families’ monthly income, and the reason for choosing open education high school. When the demographic characteristics of the open education high school students were examined, it was seen that the following information applied to the majority of them: (1) Most were female students, (2) between the ages of 15 and 20, (3) whose parents had primary school level or below education, (4) whose parents mostly did not work or only their fathers worked, (5) with an average monthly family income of five thousand TRY and below, (6) had mostly migrated from the Black Sea and Eastern Anatolia Regions to Istanbul, and (7) they chose open education high school mostly because of job requirements.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82372221","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}
Web programming courses are practical courses that can only run with the help of computer devices. The content or learning content in web programming courses is in program code directly created with a computer. The models developed include conceptual models, procedural models, and physical models. The research method used is Research and Development (R&D) using the Dick & Carey instructional system design model combined with the Hannafin & Peck model. The learning model was tested for feasibility and effectiveness before being implemented. The learning model developed has four components: syntax, reaction principle, social system, and support system. The feasibility of the model is seen from the percentage of the results of the one-to-one evaluation, which is 91.47%, the small group evaluation is 94.88% and the field trial evaluation is 92%. The effectiveness test results can be seen from the increase in the post-test score with the pre-test reaching 68.7% and the percentage of the success rate of student studies who have carried out learning with the tutorial learning model reaching 83%. The result of this research is a web programming learning model computer-based learning tutorial that is effective for improving student learning outcomes in web programming courses.
{"title":"DEVELOPMENT OF LEARNING MODELS IN WEB PROGRAMMING COURSES WITH COMPUTER-BASED LEARNING TUTORIALS","authors":"M. Multazam, Zulfiati Syahrial, R. Rusmono","doi":"10.17718/tojde.1081507","DOIUrl":"https://doi.org/10.17718/tojde.1081507","url":null,"abstract":"Web programming courses are practical courses that can only run with the help of computer devices. The content or learning content in web programming courses is in program code directly created with a computer. The models developed include conceptual models, procedural models, and physical models. The research method used is Research and Development (R&D) using the Dick & Carey instructional system design model combined with the Hannafin & Peck model. The learning model was tested for feasibility and effectiveness before being implemented. The learning model developed has four components: syntax, reaction principle, social system, and support system. The feasibility of the model is seen from the percentage of the results of the one-to-one evaluation, which is 91.47%, the small group evaluation is 94.88% and the field trial evaluation is 92%. The effectiveness test results can be seen from the increase in the post-test score with the pre-test reaching 68.7% and the percentage of the success rate of student studies who have carried out learning with the tutorial learning model reaching 83%. The result of this research is a web programming learning model computer-based learning tutorial that is effective for improving student learning outcomes in web programming courses.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76452379","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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