The aim of this study is to determine the teachers’ views on emergency distance Turkish teaching as a foreign language after Covid-19 pandemic. In this context, the quantitative and qualitative data were collected simultaneously in the study, which was created by using the convergent mixed design of the mixed method, which is one of the basic research methods. The study group of the research consisted 137 of teachers who were obliged to switch to emergency distance Turkish teaching while teaching Turkish face to face to international students studying at Turkish Teaching Centers affiliated with universities. According to the findings of the research, it was determined that teachers faced with many technological and pedagogical problems. In addition, it was identified that before the process started, teachers did not receive any training for distance Turkish teaching and therefore started distance teaching without experience. Moreover, it was concluded that class sizes are suitable for distance teaching, writing is the most difficult skill to develop and measure in distance teaching, and there is a lack of materials to be used in distance teaching.
{"title":"COVID-19 PANDEMIC AND EMERGENCY DISTANCE TURKISH TEACHING","authors":"Emrah Boylu, P. Isik, Omer Faruk Isik","doi":"10.17718/tojde.1182784","DOIUrl":"https://doi.org/10.17718/tojde.1182784","url":null,"abstract":"The aim of this study is to determine the teachers’ views on emergency distance Turkish teaching as a foreign\u0000language after Covid-19 pandemic. In this context, the quantitative and qualitative data were collected\u0000simultaneously in the study, which was created by using the convergent mixed design of the mixed method,\u0000which is one of the basic research methods. The study group of the research consisted 137 of teachers\u0000who were obliged to switch to emergency distance Turkish teaching while teaching Turkish face to face to\u0000international students studying at Turkish Teaching Centers affiliated with universities. According to the\u0000findings of the research, it was determined that teachers faced with many technological and pedagogical\u0000problems. In addition, it was identified that before the process started, teachers did not receive any training\u0000for distance Turkish teaching and therefore started distance teaching without experience. Moreover, it was\u0000concluded that class sizes are suitable for distance teaching, writing is the most difficult skill to develop and\u0000measure in distance teaching, and there is a lack of materials to be used in distance teaching.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"4 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90816048","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}
Open education resource (OER) has become an increasingly important topic for consideration in the open distance learning (ODL) context. ODL students’ education should be learner-centered based on intrinsic motivation and OER usage. The purpose of this study was to explore the student teachers’ experiences in using open education resource in ODL. Even though many studies have been conducted on OER in ODL, there are insufficient empirical studies that have explored environmental education (EE) student teachers’ experiences in using OER in the ODL environment. In exploring this topic, the qualitative research methodology, interpretive paradigm, and rhizomatic approach were used. Participants and documents were purposefully sampled. Data was ethically collected through documentation and semi-structured telephonic interviews. The data were thematically analysed and processed to find patterns, keywords were identified, coded, and clustered into categories, and themes emerged. Qualitative findings showed that EE studentteachers knew about OER informally and some students wanted to use OER. Hindrances to OER usage by student-teachers included little engagement with OER by lecturers and costs to access OER.
{"title":"STUDENT TEACHERS’ EXPERIENCES IN USING OPEN EDUCATION RESOURCE IN THE OPEN DISTANCE LEARNING CONTEXT","authors":"M. Makokotlela","doi":"10.17718/tojde.1182763","DOIUrl":"https://doi.org/10.17718/tojde.1182763","url":null,"abstract":"Open education resource (OER) has become an increasingly important topic for consideration in the open distance learning (ODL) context. ODL students’ education should be learner-centered based on intrinsic motivation and OER usage. The purpose of this study was to explore the student teachers’ experiences in using open education resource in ODL. Even though many studies have been conducted on OER in ODL, there are insufficient empirical studies that have explored environmental education (EE) student teachers’ experiences in using OER in the ODL environment. In exploring this topic, the qualitative research methodology, interpretive paradigm, and rhizomatic approach were used. Participants and documents were purposefully sampled. Data was ethically collected through documentation and semi-structured telephonic interviews. The data were thematically analysed and processed to find patterns, keywords were identified, coded, and clustered into categories, and themes emerged. Qualitative findings showed that EE studentteachers knew about OER informally and some students wanted to use OER. Hindrances to OER usage by student-teachers included little engagement with OER by lecturers and costs to access OER.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"90 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88112318","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}
The objectives of this study are to investigate the effectiveness of distance education in fostering a positive attitude towards sustainability, examine the effects of barriers to sustainability in distance education in terms of the attitude towards sustainability and investigate the mediating effect of innovativeness in the aforesaid relationship. Online survey questionnaires were used to collect data from 663 final-year students enrolled in courses offered through distance education mode at selected universities in Malaysia. The data analysis was based on the partial least squares structural equation modelling (PLS-SEM) approach. This study attests that distance education is effective in nurturing a positive attitude towards sustainability through the mediation of innovation. Although the barriers related to distance education seemed to pose an inverse effect on the attitude towards sustainability, it did not seem to have any significant effect on innovativeness. Future research may investigate the further applicability of this study’s model in various contexts related to the role of distance education in achieving the goals of the sustainable development agenda.
{"title":"DISTANCE EDUCATION EFFECTIVENESS AND BARRIERS IN DEVELOPING A POSITIVE ATTITUDE TOWARDS SUSTAINABILITY: MEDIATION OF INNOVATIVENESS","authors":"Siti Haslina Md Harizan","doi":"10.17718/tojde.1182768","DOIUrl":"https://doi.org/10.17718/tojde.1182768","url":null,"abstract":"The objectives of this study are to investigate the effectiveness of distance education in fostering a positive attitude towards sustainability, examine the effects of barriers to sustainability in distance education in terms of the attitude towards sustainability and investigate the mediating effect of innovativeness in the aforesaid relationship. Online survey questionnaires were used to collect data from 663 final-year students enrolled in courses offered through distance education mode at selected universities in Malaysia. The data analysis was based on the partial least squares structural equation modelling (PLS-SEM) approach. This study attests that distance education is effective in nurturing a positive attitude towards sustainability through the mediation of innovation. Although the barriers related to distance education seemed to pose an inverse effect on the attitude towards sustainability, it did not seem to have any significant effect on innovativeness. Future research may investigate the further applicability of this study’s model in various contexts related to the role of distance education in achieving the goals of the sustainable development agenda.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"16 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78382180","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}
The present study explored emotion transfer-related views of teachers holding online classes in emergency remote teaching during the COVID-19 pandemic. We carried out the study with 630 teachers, the majority of whom were primary school teachers, serving at public and private K-12 schools. This was a descriptive survey study as it described the teachers’ views as they were. The data were collected using the “Emotional Presence in Online Learning Scale” (EPOLS) and analyzed using descriptive statistics, independent sample t-test, and one-way analysis of variance (ANOVA). The findings revealed that the majority of teachers used the EBA Virtual Classroom application in emergency remote teaching while a small number of them utilized other virtual classroom applications. In addition, the teachers reported using messaging applications effectively, but it was not the case for social media. The private school teachers found virtual classroom applications efficient in transferring (conveying and receiving) emotions compared to public school teachers. The scores on the EPOLS and receiving emotions subscale pointed out that the female teachers found virtual classroom applications more effective than their male counterparts. Moreover, it was found that the preschool teachers and classroom teachers found virtual classroom applications more effective in receiving emotions than the high school teachers and middle school teachers, respectively. Finally, those with undergraduate and postgraduate education recognized emotion transfer in virtual classrooms more efficient than the teachers with an associate degree.
{"title":"EXPLORING TEACHERS’ VIEWS ON EMOTION TRANSFER IN VIRTUAL CLASSROOMS DURING EMERGENCY REMOTE TEACHING","authors":"Serkan Duzgun","doi":"10.17718/tojde.1182741","DOIUrl":"https://doi.org/10.17718/tojde.1182741","url":null,"abstract":"The present study explored emotion transfer-related views of teachers holding online classes in emergency remote teaching during the COVID-19 pandemic. We carried out the study with 630 teachers, the majority of whom were primary school teachers, serving at public and private K-12 schools. This was a descriptive survey study as it described the teachers’ views as they were. The data were collected using the “Emotional Presence in Online Learning Scale” (EPOLS) and analyzed using descriptive statistics, independent sample t-test, and one-way analysis of variance (ANOVA). The findings revealed that the majority of teachers used the EBA Virtual Classroom application in emergency remote teaching while a small number of them utilized other virtual classroom applications. In addition, the teachers reported using messaging applications effectively, but it was not the case for social media. The private school teachers found virtual classroom applications efficient in transferring (conveying and receiving) emotions compared to public school teachers. The scores on the EPOLS and receiving emotions subscale pointed out that the female teachers found virtual classroom applications more effective than their male counterparts. Moreover, it was found that the preschool teachers and classroom teachers found virtual classroom applications more effective in receiving emotions than the high school teachers and middle school teachers, respectively. Finally, those with undergraduate and postgraduate education recognized emotion transfer in virtual classrooms more efficient than the teachers with an associate degree.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80372208","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}
Teachers’ mastery of learning technologies is highly necessary for the digital era. Among such skills is the ability of teachers to package learning materials using various software. One form of presenting learning materials with technology is an e-module. E-modules serve as the main teaching material in online learning and can also be used in face-to-face learning. The purpose of this study was to analyze the effects of using e-modules on self-efficacy, motivation, and learning outcomes in an online learning environment. This research used a quasi-experimental research design with three pretest-posttest groups. The students involved in this study consisted of the control group without e-modules (Group A), the experimental group using emodules independently (Group B), and the experimental group using e-modules collaboratively (Group C). 30 students per group participated in the Geography Learning Planning course. Data was collected through questionnaires and a 10-item essay test and were exposed to descriptive and inferential statistical analyses. The findings showed that the application of e-module in online learning resulted in significant increases in self-efficacy, motivation, and learning outcomes. The e-modules with the collaborative learning option was the most effective. Teachers’ mastery of learning technologies is highly necessary for the digital era. Among such skills is the ability of teachers to package learning materials using various software. One form of presenting learning materials with technology is an e-module. E-modules serve as the main teaching material in online learning and can also be used in face-to-face learning. The purpose of this study was to analyze the effects of using e-modules on self-efficacy, motivation, and learning outcomes in an online learning environment. This research used a quasi-experimental research design with three pretest-posttest groups. The students involved in this study consisted of the control group without e-modules (Group A), the experimental group using emodules independently (Group B), and the experimental group using e-modules collaboratively (Group C). 30 students per group participated in the Geography Learning Planning course. Data was collected through questionnaires and a 10-item essay test and were exposed to descriptive and inferential statistical analyses. The findings showed that the application of e-module in online learning resulted in significant increases in self-efficacy, motivation, and learning outcomes. The e-modules with the collaborative learning option was the most effective.
{"title":"ONLINE LEARNING: THE EFFECTS OF USING E-MODULES ON SELF-EFFICACY, MOTIVATION AND LEARNING OUTCOMES","authors":"Fitra Delita, Nurmala Berutu, N. Nofrion","doi":"10.17718/tojde.1182760","DOIUrl":"https://doi.org/10.17718/tojde.1182760","url":null,"abstract":"Teachers’ mastery of learning technologies is highly necessary for the digital era. Among such skills is the ability of teachers to package learning materials using various software. One form of presenting learning materials with technology is an e-module. E-modules serve as the main teaching material in online learning and can also be used in face-to-face learning. The purpose of this study was to analyze the effects of using e-modules on self-efficacy, motivation, and learning outcomes in an online learning environment. This research used a quasi-experimental research design with three pretest-posttest groups. The students involved in this study consisted of the control group without e-modules (Group A), the experimental group using emodules independently (Group B), and the experimental group using e-modules collaboratively (Group C). 30 students per group participated in the Geography Learning Planning course. Data was collected through questionnaires and a 10-item essay test and were exposed to descriptive and inferential statistical analyses. The findings showed that the application of e-module in online learning resulted in significant increases in self-efficacy, motivation, and learning outcomes. The e-modules with the collaborative learning option was the most effective.\u0000Teachers’ mastery of learning technologies is highly necessary for the digital era. Among such skills is the ability of teachers to package learning materials using various software. One form of presenting learning materials with technology is an e-module. E-modules serve as the main teaching material in online learning and can also be used in face-to-face learning. The purpose of this study was to analyze the effects of using e-modules on self-efficacy, motivation, and learning outcomes in an online learning environment. This research used a quasi-experimental research design with three pretest-posttest groups. The students involved in this study consisted of the control group without e-modules (Group A), the experimental group using emodules independently (Group B), and the experimental group using e-modules collaboratively (Group C). 30 students per group participated in the Geography Learning Planning course. Data was collected through questionnaires and a 10-item essay test and were exposed to descriptive and inferential statistical analyses. The findings showed that the application of e-module in online learning resulted in significant increases in self-efficacy, motivation, and learning outcomes. The e-modules with the collaborative learning option was the most effective.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"24 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91268235","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}
The COVID-19 pandemic has created many formidable challenges for educational institutions around the world. This case study sought to gain insight into South Korean university students’ satisfaction with online learning during the pandemic. It also obtained participant recommendations for improving online learning. Participants included 20 South Korean students studying at a university in central South Korea. Data included open-ended surveys, a focus group, and semi-structured interviews. Most students had mixed feelings in regard to satisfaction with online classes. A salient result is a need for more interaction in online classes. Students also provided a wide range of recommendations to improve online learning. Through these recommendations, university educators and administrators can better optimize online learning during the COVID-19 pandemic and after the crisis has dissipated.
{"title":"SOUTH KOREAN UNIVERSITY STUDENTS’ VIEWS OF ONLINE LEARNING DURING THE COVID-19 PANDEMIC","authors":"Andrea Rakushin Lee, D. Bailey, N. Almusharraf","doi":"10.17718/tojde.1182753","DOIUrl":"https://doi.org/10.17718/tojde.1182753","url":null,"abstract":"The COVID-19 pandemic has created many formidable challenges for educational institutions around the world. This case study sought to gain insight into South Korean university students’ satisfaction with online learning during the pandemic. It also obtained participant recommendations for improving online learning. Participants included 20 South Korean students studying at a university in central South Korea. Data included open-ended surveys, a focus group, and semi-structured interviews. Most students had mixed feelings in regard to satisfaction with online classes. A salient result is a need for more interaction in online classes. Students also provided a wide range of recommendations to improve online learning. Through these recommendations, university educators and administrators can better optimize online learning during the COVID-19 pandemic and after the crisis has dissipated.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"12 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79908897","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 explore the trends and the perceived benefits and challenges of flipped language instruction regarding student achievement and attitudes in Turkiye. To that end, the databases, including Web of Science Core Collection, Scopus, Eric and DergiPark were reviewed, and a total of 20 articles were analyzed. Systematic review was utilized as the research methodology. The findings revealed that flipped instruction in ELT has gained importance since 2015 in Turkiye and has been gradually receiving more attention in research and practice. In the reviewed studies, the most employed research method turned out to be the mixed method, whilst the purely quantitative and qualitative studies were not abundant. It is seen that writing has been the most frequently researched language skill with respect to flipped instruction, whereas the other skills were not subject to investigation considerably. Furthermore, apart from language skills as the primary focus, the studies also concentrated on students’ perceptions, achievement, self-directed learning, attitudes, and classroom engagement. Finally, the reviewed studies illustrated the challenges and benefits of the flipped classroom in relation to students’ achievement and attitudes towards learning. In the light of the findings, implications for practice and recommendations for future research are provided.
本研究旨在探讨土耳其语中翻转教学对学生成绩和态度的影响趋势、益处和挑战。为此，我们对Web of Science Core Collection、Scopus、Eric和DergiPark等数据库进行了综述，共分析了20篇论文。研究方法采用系统评价法。研究结果表明，自2015年以来，翻转教学在土耳其的英语教学中得到了越来越多的重视，并在研究和实践中逐渐受到越来越多的关注。在回顾的研究中，使用最多的研究方法是混合方法，而纯粹的定量和定性研究并不多。可以看出，写作是关于翻转教学的最常见的语言技能研究，而其他技能的调查并不多。此外，除了语言技能作为主要焦点外，研究还关注学生的认知、成就、自主学习、态度和课堂参与度。最后，回顾的研究说明了翻转课堂在学生成绩和学习态度方面的挑战和好处。根据研究结果，提出了实践意义和对未来研究的建议。
{"title":"A SNAPSHOT OF FLIPPED INSTRUCTION IN ENGLISH LANGUAGE TEACHING IN TURKIYE: A SYSTEMATIC REVIEW","authors":"Hasan Serif Baltaci","doi":"10.17718/tojde.1182793","DOIUrl":"https://doi.org/10.17718/tojde.1182793","url":null,"abstract":"This study aims to explore the trends and the perceived benefits and challenges of flipped language instruction regarding student achievement and attitudes in Turkiye. To that end, the databases, including Web of Science Core Collection, Scopus, Eric and DergiPark were reviewed, and a total of 20 articles were analyzed. Systematic review was utilized as the research methodology. The findings revealed that flipped instruction in ELT has gained importance since 2015 in Turkiye and has been gradually receiving more attention in research and practice. In the reviewed studies, the most employed research method turned out to be the mixed method, whilst the purely quantitative and qualitative studies were not abundant. It is seen that writing has been the most frequently researched language skill with respect to flipped instruction, whereas the other skills were not subject to investigation considerably. Furthermore, apart from language skills as the primary focus, the studies also concentrated on students’ perceptions, achievement, self-directed learning, attitudes, and classroom engagement. Finally, the reviewed studies illustrated the challenges and benefits of the flipped classroom in relation to students’ achievement and attitudes towards learning. In the light of the findings, implications for practice and recommendations for future research are provided.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"29 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80375261","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 article explores the perceptions of high school students of emergency remote teaching (ERT) in Turkiye. The research used the qualitative method of conducting semi-structured interviews with 144 students at higher education. The descriptive case study type (a single case with embedded units) was applied. The qualitative data collected through the interviews were analyzed using content analysis technique. Research results reveal that views of the participants on the challenges of ERT are developed into 8 themes: Digital pedagogy, technical infrastructure and accessibility, digital competences, compatibility, assessment and evaluation, heavy workload, and lack of learning motivation while their opinions on opportunities of distance education include 5 themes: lifelong learning opportunities, flexibility, experiencing ERT or hybrid education, digital transformation in education, and an alternative to student mobility. The suggestions made by students are developed into 7 themes: creating accessible materials, university and institutional IT department-supported digital technologies, adopting a flexible approach to student participation, ensuring financial support and equipment, adopting hybrid learning, developing digital competences, and evaluation and assessment methods.
{"title":"EMERGENCY REMOTE TEACHING DURING COVID-19 PANDEMIC: CHALLENGES, OPPORTUNITIES AND FUTURE SUGGESTIONS","authors":"Yılmaz Sarıer, Sengul Uysal","doi":"10.17718/tojde.1182777","DOIUrl":"https://doi.org/10.17718/tojde.1182777","url":null,"abstract":"This article explores the perceptions of high school students of emergency remote teaching (ERT) in Turkiye. The research used the qualitative method of conducting semi-structured interviews with 144 students at higher education. The descriptive case study type (a single case with embedded units) was applied. The qualitative data collected through the interviews were analyzed using content analysis technique. Research results reveal that views of the participants on the challenges of ERT are developed into 8 themes: Digital pedagogy, technical infrastructure and accessibility, digital competences, compatibility, assessment and evaluation, heavy workload, and lack of learning motivation while their opinions on opportunities of distance education include 5 themes: lifelong learning opportunities, flexibility, experiencing ERT or hybrid education, digital transformation in education, and an alternative to student mobility. The suggestions made by students are developed into 7 themes: creating accessible materials, university and institutional IT department-supported digital technologies, adopting a flexible approach to student participation, ensuring financial support and equipment, adopting hybrid learning, developing digital competences, and evaluation and assessment methods.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"118 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80387552","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 research attempted to assess the status of distance education implemented in Turkiye during the COVID-19 pandemic based on stakeholders’ (students, parents, pre-service teachers, teachers, and academics) opinions and was completed in the phenomenological study framework. With this aim, stakeholders’ views within the study’s purview were collected during April 2021 with an online semi-structured interview form with pandemic precautions. The data were examined with content analysis using the MAXQDA 2020 qualitative data analysis program. The interview questions principally focused on four themes, namely readiness for distance learning, benefits, adequacy, and continuation. It can be deduced from stakeholder’s opinions that though Turkiye was unprepared for distance education, the adaptation eventuated in a short time. There were differences in educational organizations’ readiness levels, and the views on infrastructure’s inadequacy explained this situation. They found distance education to be positive from psychological, situational, educational, and economic aspects. They deemed it indispensable for education to continue and for the use of technology in education. However, the lack of interaction in distance education, digital impossibilities, and other factors were the negative aspects. The stakeholders participating in this research emphasized that rather than being adequate, distance education was inadequate due to interaction- and infrastructure-related issues. Though there were negative opinions about the continuation of distance education in the transition to formal education after the COVID-19 pandemic precautions ended, findings revealed that it may continue simultaneously with formal education and may provide compensatory or supportive education. Additionally, further research is needed regarding the generalizability and educational outcomes of distance education implemented during the COVID-19 pandemic.
{"title":"DISTANCE EDUCATION IN TURKIYE DURING THE COVID-19 PANDEMIC: WHAT DO STAKEHOLDERS THINK?","authors":"Erhan Yaylak","doi":"10.17718/tojde.1182757","DOIUrl":"https://doi.org/10.17718/tojde.1182757","url":null,"abstract":"This research attempted to assess the status of distance education implemented in Turkiye during the COVID-19 pandemic based on stakeholders’ (students, parents, pre-service teachers, teachers, and academics) opinions and was completed in the phenomenological study framework. With this aim, stakeholders’ views within the study’s purview were collected during April 2021 with an online semi-structured interview form with pandemic precautions. The data were examined with content analysis using the MAXQDA 2020 qualitative data analysis program. The interview questions principally focused on four themes, namely readiness for distance learning, benefits, adequacy, and continuation. It can be deduced from stakeholder’s opinions that though Turkiye was unprepared for distance education, the adaptation eventuated in a short time. There were differences in educational organizations’ readiness levels, and the views on infrastructure’s inadequacy explained this situation. They found distance education to be positive from psychological, situational, educational, and economic aspects. They deemed it indispensable for education to continue and for the use of technology in education. However, the lack of interaction in distance education, digital impossibilities, and other factors were the negative aspects. The stakeholders participating in this research emphasized that rather than being adequate, distance education was inadequate due to interaction- and infrastructure-related issues. Though there were negative opinions about the continuation of distance education in the transition to formal education after the COVID-19 pandemic precautions ended, findings revealed that it may continue simultaneously with formal education and may provide compensatory or supportive education. Additionally, further research is needed regarding the generalizability and educational outcomes of distance education implemented during the COVID-19 pandemic.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"5 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82283695","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 uncover the extension of the Technology Acceptance Model (TAM) in understanding, explaining, and predicting elementary school teachers’ behavior in Indonesia to use online learning technology during the covid-19 pandemic. The TAM model in this study is extended by accounting for four additional variables, which are subjective norms, and job relevance as a predictor of perceived usefulness, also, computer self-efficacy and computer anxiety to predict perceived ease of use. This study uses an online survey method with a purposive sampling technique involving 475 elementary school teachers located in Jakarta, Palu, and Sorong (some of the big cities in Indonesia). The data analysis technique is Structural Equation Modeling (SEM) with the help of IBM SPSS AMOS 21 software. The results of this study show that the TAM model developed in this study can explain and predict the intentions of elementary school teachers in using online learning technology during the covid-19 pandemic as indicated by the support of the hypotheses tested in this study. Overall, TAM is a very popular model for understanding, explaining, and predicting the use of new technology systems. The implications and limitations of this study are also discussed in this article.
{"title":"SCHOOL TEACHERS’ BEHAVIOR IN REMOTE LEARNING DURING COVID-19 PANDEMIC: INDONESIA PERSPECTIVE","authors":"S. Patiro, Hety Budiyanti","doi":"10.17718/tojde.1182790","DOIUrl":"https://doi.org/10.17718/tojde.1182790","url":null,"abstract":"This study aims to uncover the extension of the Technology Acceptance Model (TAM) in understanding, explaining, and predicting elementary school teachers’ behavior in Indonesia to use online learning technology during the covid-19 pandemic. The TAM model in this study is extended by accounting for four additional variables, which are subjective norms, and job relevance as a predictor of perceived usefulness, also, computer self-efficacy and computer anxiety to predict perceived ease of use. This study uses an online survey method with a purposive sampling technique involving 475 elementary school teachers located in Jakarta, Palu, and Sorong (some of the big cities in Indonesia). The data analysis technique is Structural Equation Modeling (SEM) with the help of IBM SPSS AMOS 21 software. The results of this study show that the TAM model developed in this study can explain and predict the intentions of elementary school teachers in using online learning technology during the covid-19 pandemic as indicated by the support of the hypotheses tested in this study. Overall, TAM is a very popular model for understanding, explaining, and predicting the use of new technology systems. The implications and limitations of this study are also discussed in this article.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"746 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76844118","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：