Abstract:

This research is aimed to reveal the views of students who are educated and not receiving creative drama about distance education. The research was conducted with 77 participants (38 students in experimental groups and 39 control groups) selected from students studying at a public university in the Black Sea region. In the research, an explanatory sequential design was used. The experimental group was given a fourteen-session creative drama dating program developed by the researcher. The control group continued their theoretical and practical courses during the distance education process. As a measurement tool, the scale of determining the views of distance education students and the vision determination interview form for distance education were used. Mann Whitney U and one-way MANOVA were used to test whether there was a significant difference between the data obtained from the quantitative data of the study and the test and control group scores. Qualitative data are analyzed by content analysis. According to the research results, students who took creative drama courses said they enjoyed distance education, took an active role in the process, and felt as if they were in face-to-face education. Control group students stated that they had difficulty adapting to the course because they were passive and watched without turning on a camera.

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