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Covid-19 pandemi sürecinde, İlahiyat fakültesi öğrencilerinin uzaktan eğitime ilişkin görüşleri ve karşılaştıkları problemleri ortaya koymayı amaçlayan bu çalışmada, karma yöntem benimsenmiş olup, yakınsayan paralel desen kullanılmıştır. Araştırma evrenini 2020-2021 öğretim yılı Bahar döneminde Harran Üniversitesi İlahiyat Fakültesi’nde okuyan yaklaşık 1700 öğrenci oluştururken, araştırma örneklemini ise bu grubu temsilen 447 öğrenci oluşturmaktadır. Veri toplama aracı olarak anket kullanılmıştır. Araştırmaya katılan öğrencilerin yaşadıkları yerin, kullandıkları cihazın, internet bağlantı türü ve imkânlarının, uzaktan eğitime bakışlarını olumlu veya olumsuz yönde etkilediği görülmüştür. Araştırma sonucunda genel olarak katılımcılar, uzaktan eğitimin; zamandan ve mekândan bağımsız olarak derslere katılabilmeye fırsat sunması, zamandan tasarruf sağlaması, ulaşım probleminin ortadan kalkması, ekonomik olması ve ders kayıtlarının tekrar izlenebilmesine imkân vermesi yönlerini olumlu görmektedir. Katılımcılar tarafından uzaktan eğitimin olumsuz görünen tarafları ise; internet bağlantısının kopması, elektrik kesintisi vb. sorunlar, derslerden yüz yüze eğitim kadar verim alınamaması, sınavların yüz yüze eğitime oranla daha zorlayıcı olması, öğrenci-hoca etkileşiminin sınırlı olması, uzaktan eğitimin sosyalleşme bakımından sınırlı olması, öğrenciyi pasif kılması, yeterince motive olamama olarak belirtilmiştir.
During the Covid-19 pandemic process, this study, which aims to reveal the opinions of the students of the Faculty of Theology about distance learning and the problems they encounter, adopted a mixed method and used a closer parallel pattern. The research universe is formed by approximately 1,700 students studying at the Harran University School of Theology during the spring period of the 2020-2021 academic year, while the research sample is formed by 447 students represented by this group. It is used as a data collection tool. The study found that the place where students lived, the device they used, the type of internet connection and the possibilities have a positive or negative impact on their views of distance learning. According to the study, participants generally see the aspects of the possibility that distance learning offers the opportunity to attend courses regardless of time and place, saving time, eliminating transportation problems, being economical and allowing the recording of courses to be tracked again. The negative aspects of remote education appear by the participants are the breakdown of the internet connection, the interruption of electricity, etc. Problems are not to be achieved from lessons to face-to-face education, exams are more challenging than face-to-face education, the student-hoc interaction is limited, the distance education is limited in terms of socialization, the student is passive, the student is not motivated enough.
This study aims to reveal the views of theology students regarding distance education and the problems they encounter during the Covid-19 pandemic. The mixed method has been adopted and a convergent parallel design has been used. While the research population consists of approximately 1700 students studying at the Faculty of Theology of Harran University in the spring semester of the 2020-2021 academic year, the research sample consists of 447 students representing this group. Questionnaire was used as data collection tool. It has been observed that the kind of settlement where the participants live, the device that they use, the internet connection type and opportunities affect the views of participants on distance learning as positively or negatively. As a result of the research, the participants generally stated that distance education provides the opportunity to attend classes regardless of time and place, saves time, eliminates transportation problems, is economical and allows the course recordings to be watched again. The negative aspects of distance education by the participants are internet disconnection, power outage, etc., being inefficient of distance education as face-to-face education, being exams more challenging than face-to-face education, limited student-teacher interaction, limited socialization, making students passive, not being motivated enough.
Field : Eğitim Bilimleri; İlahiyat
Journal Type : Ulusal
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