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Bu çalışma katılımcıların yaşamboyu öğrenme kavramına ilişkin metaforik algılarını ortaya koymayı amaçlamaktadır. Bu kapsamda, araştırma modeli nitel araştırma modellerinden fenomenoloji deseni ile tasarlanmıştır. Çalışma grubunun belirlenmesinde, amaçlı örneklem yöntemlerinden biri olan kriter örneklem tercih edilmiştir. Bu kapsamda, çalışma grubu Sakarya Üniversitesi Eğitim Bilimleri Enstitüsünde uzaktan eğitim alan 31 yüksek lisans öğrencisinden oluşmaktadır. Verilerin toplanma için araştırmacılar tarafından bir yarı yapılandırılmış görüşme formu geliştirilmiştir. Çalışma kapsamında, geçerlik ve güvenirliği sağlamak adına inanırlık, aktarılabilirlik, güvenilebilirlik ve onaylanabilirlik ölçütleri göz önünde bulundurularak bazı tedbirler alınmıştır. Çalışma grubundan elde edilen verilerin analizinde içerik analizi yöntemi kullanılmıştır. Katılımcıların yaşamboyu öğrenme ile ilgili toplam 31 farklı metafor geliştirdiği görülmüştür. Bu metaforlar gerekçelerine göre incelenmiş ve sonrasında bu gerekçeler üzerinden gereklilik, gelişim, süreklilik ve teşvik şeklinde dört kategori oluşturulmuştur. Bu bağlamda, elde edilen bulgulara dayalı olarak sonuç ve tartışma belirtilmiş ayrıca yaşamboyu öğrenmenin bu dört yönü vurgulanarak öneriler sunulmuştur.
This study examined the metaphorical perception of master students about lifelong learning term. In this context, phenomenology pattern which is a qualitative research model was used as the research model. The study group was determined with sampling criteria which is one of the purposeful sampling methods. Therefore, 31 postgraduate students who have distance education at Sakarya University Institute of Education Sciences occupied in the study group. A semi-structured interview form was developed by the researchers for collecting data. Some measures were taken in order to ensure trustworthiness, and some methods were applied in order to consider confirmability, credibility, dependability and transferability criteria. The data was analyzed with content analysis method. After this analysis, total 31 different metaphors about lifelong learning were developed. The metaphors were categorized according to their rationals. Based on these rationals, four categories were made in which requirement, development, continuity and encouragement categories existed. In the light of these findings, the results were produced, and the discussions were made. After that, some suggestions were presented for future authors and studies.
This study examined the metaphorical perception of master students about lifelong learning term. In this context, phenomenology pattern which is a qualitative research model was used as the research model. The study group was determined with sampling criteria which is one of the purposeful sampling methods. Therefore, 31 postgraduate students who have distance education at Sakarya University Institute of Education Sciences occupied in the study group. A semi-structured interview form was developed by the researchers for collecting data. Some measures were taken in order to ensure trustworthiness, and some methods were applied in order to consider confirmability, credibility, dependability and transferability criteria. The data were analyzed with content analysis method. After this analysis, totally 31 different metaphors about lifelong learning were developed. The metaphors were categorized according to their rationales. Based on these rationales, four categories were made in which requirement, development, continuity and encouragement categories existed. In the light of these findings, the results were produced, and the discussions were made. After then, some suggestions were presented for future authors and studies.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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