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Dünya Sağlık Örgütü tarafından “küresel salgın(pandemi)” ilan edilmesi tüm dünyada büyük bir krize sebep olmuş olağan üstü bir durum meydana getirmiştir. COVID-19 Salgını nedeniyle durdurulan eğitim faaliyetlerinin Yüksek Öğretim Kurumu (YÖK)’nun kararı gereği Uzaktan Öğretim yöntemiyle yapılması uygun görülmüş bu süreçte teorik dersler uzaktan eğitimle yürütülmeye başlanmış öğretim elemanları ve öğrenciler için yeni bir eğitim süreci başlamıştır. Bu süreçte yapılan eğitim “acil durumlarda eğitim” kapsamında değerlendirilmektedir. Bu çalışmanın amacı; bir virüs türünün hayatımızda aktifleşerek bulaşıcılığını ilerletmesi ve salgının hayatımızda yer alması ile üniversitelerinde eğitime devam ederken uzaktan eğitime geçişle Türkiye’nin farklı bölgelerinden, ailelerinin yanından, uzaktan eğitimi almaya çalışan lisans öğrencilerinin, bu süreçteki sorunlarını belirleyerek çözüm önerileri oluşturmak ve öğrencilerin uzaktan eğitime yönelik görüşlerini irdelemektir. Bu araştırmada etik sorun oluşturabilecek maddeler, sorular, süreçler ya da unsurların bulunmadığına dair 2020 SBB 0090 protokol numarası ile 03.06.2020 tarihinde Bartın Üniversitesi Sosyal ve Beşerî Bilimleri Etik Kurulu’ndan etik kurul izni alınarak çalışmaya başlanmıştır. Araştırma 19 Devlet Üniversitesinin, Edebiyat Fakültelerinde öğrenim gören 390 öğrenci üzerinde yapılmış ve veriler online platform üzerinde anket aracılığıyla toplanmıştır. Çalışma kapsamında elde edilen veriler öğrencileri tanımaya yönelik demografik bulgular, öğrencilerin uzaktan eğitim sistemine katılımına ilişkin bulgular, öğrencilerin uzaktan eğitim sisteminde teknoloji kullanımına ilişkin bulgular ile son olarak öğrencilerin gelecek dönem eğitim sistemine ve ilişkin görüşlerinin nitel olarak değerlendirildiği dört başlık altında sunulmaktadır. Bu çalışmada; elde edilen nicel veriler; frekans dağılımı ile verilmiştir. Verilerin sunulmasında betimleyici analizler kullanılmıştır. Anket kapsamında öğrencilerin belirli konulardaki görüşlerinin değerlendirilmesinde, nitel veriler yorumlanırken içerik analizi yöntemi kullanılmıştır. Çalışmanın sonucunda elde ettiğimiz veriler öğrencilerin %61’inin uzaktan eğitimle verilen derslere aktif olarak katılamadıkları, % 60,25’inin bilgisayar veya tablete sahip oldukları, %40,3’lük kısmının internet bağlantı problemi olduğu saptanmıştır. Genel olarak dersini aldıkları akademisyenler ile farklı iletişim araçlarını kullanarak iletişim kurdukları tercihen üniversitenin sistemini kullanarak iletişime geçtikleri belirlenmiştir. Ayrıca; öğrenciler gelecekte eğitim sisteminin uzaktan eğitime dönüşeceğini ön görmekte olup, bu durumun kendi perspektiflerinden avantajlarını ve dezavantajlarını açıklamışlardır. İlgili açıklamalar kategorize edildiğinde uzaktan eğitimin olumlu yönleri uygun ve kullanışlı sistem, etkili öğrenme etkinlikleri, öğrencinin sorumluluklarını alması olarak 3 temada toplanmıştır. Öğrencilerin uzaktan eğitiminin dezavantajlarına ilişkin açıklamaları kategorize edilmiş olup sırasıyla teknolojik sıkıntılar, kültürel ve bölgesel farklılıklar, ders değerlendirme ve puanlandırmadaki adaletsizlikler, derslerin plansız olarak işlenmesi, disipline olamama ve odaklanamama sorunu ve güvenlik sorunu olarak belirlenmiştir. Sonuç olarak öğrencilerin farklı bölgelerden eğitime katılmaları ve farklı sosyo kültürel yapıya sahip olmaları uzaktan eğitimde verimliliği etkilediği saptanmıştır.
The World Health Organization’s declaration of a “global pandemic” has caused a major crisis worldwide. According to the decision of the Higher Education Institution (YOK) to stop educational activities due to the COVID-19, the theoretical courses in this process have begun a new educational process for teachers and students who have begun to be conducted by distance learning. This training is considered to be under the framework of “Emergency Training”. The purpose of this study is to promote the infectiousness of a type of virus by activating in our lives and the prevalence of the epidemic in our lives and continuing to education in their universities while transitioning to distance education from different regions of Turkey, along with their families, to identify the problems in this process, to create solutions suggestions and to discuss the views of students towards distance education. This research has begun to work with the certification of the Ethical Board of the Bartin University's Social and Human Sciences Ethics Council on 03.06.2020 with the 2020 SBB 0090 protocol number on the absence of substances, questions, processes or elements that may create ethical problems. The study was conducted on 390 students from the 19 State University, the Faculty of Literature, and the data was collected through an online platform survey. The data obtained in the course of the study are presented under the demographic findings aimed at recognizing students, the findings about the participation of students in the remote education system, the findings about the use of technology by students in the remote education system and, finally, the four titles in which the students are evaluated as qualitative to the future semester education system and their opinions in relation to it. In this study; the quantum data obtained; the frequency distribution is given. Imaginary analyses were used in the presentation of data. In the framework of the survey, the method of content analysis was used to evaluate the opinions of students on specific subjects, while the quality data was interpreted. The results of the study found that 61% of students were unable to participate actively in distance learning courses, 60.25% had a computer or tablet, and 40.3% had internet connection problems. In general, the academics they take the course and they prefer to communicate using different means of communication using the university’s system. In addition, students are anticipating that the educational system will be transformed into distance learning in the future, and they have explained the advantages and disadvantages of this situation from their own perspective. When relevant descriptions are categorized, the positive aspects of remote education are gathered in 3 topics, such as the appropriate and useful system, effective learning activities, the responsibility of the student to take over. The descriptions on the disadvantages of students’ distance education have been categorized and identified as technological difficulties, cultural and regional differences, injustice in the course assessment and rating, the unplanned processing of the courses, the problem of discipline and incapacity to focus and the problem of safety. As a result, it was found that students from different regions participating in education and having different socio-cultural structures affected the efficiency of distance learning.
The announcement of "global epidemic" by the World Health Organization has caused an extraordinary situation that caused a great crisis all over the world. Training activities stopped due to the COVID-19 epidemic were considered as appropriate to be carried out using the Distance Education method according to the decision of Council of Higher Education (CoHE). Education being done in this process is evaluated within the scope of "Education in Emergency". In this process, theoretical courses started to be carried out with distance education, and a new training process has started for lecturers and students. One type of virus has become an epidemic in our lives when it is activated in our lives and promotes its contagiousness. Therefore; students who continue their education in universities, are distributed to different regions of Turkey for distance education. The purpose of this study is to create solutions for defined problems of undergraduate students, who were trying to take distance education beside their families from different regions of Turkey, about distance education. And also to examine students' views on distance education. The research was carried out on 390 students studying at the Faculty of Letters of 19 State Universities and data were collected through the questionnaire on the online platform. Data obtained within the scope of the study were presented under four heading; as demographic findings to recognize students, findings regarding the participation of students to distance education system, findings on students' usage of technology in distance education system and finally qualitatively evaluated findings, which, were the opinions of the students about the future education system, were presented. In this study; quantitative data obtained; It is given by frequency distribution. Descriptive analyzes were used to present the data. In the scope of the questionnaire, content analysis method was used to evaluate the opinions of students on certain topics, while interpreting qualitative data. As a result of the study, it was determined that 61% of the students could not actively participate to the courses which were given by distance education and besides, 60,25% of them had computers or tablets but 40,3% of them had internet connection problems. In general, it was determined that they communicate with the academics whom they took lessons by using different communication tools, preferably using the university's system. Also; students anticipate that the education system will turn into distance education in the future and explained the advantages and disadvantages of this situation from their perspectives. When the related explanations are categorized, the positive aspects of distance education are gathered in 3 themes: convenient and useful system, effective learning activities, and taking responsibility of the student. The explanations about disadvantages of distance education are categorized and technological difficulties, cultural and regional differences, injustices in course evaluation and scoring, unplanned processing of lessons, the problem of not being disciplined and unable to focus, and security problem. As a result, it was determined that students' participation in education from different regions and having different socio-cultural structure affect productivity in distance education.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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