Özet:

This study aims to evaluate the impact of a simultaneous (synchronized) classroom teaching system on the learning process according to the CIPP model. The research conducted by the quality research approaches according to the study of the situation is designed according to the whole situation. The research was conducted in the spring semester 2019-2020 with 15 class teachers candidates, 5 teachers and 2 managers. In the study, the data was collected through the demographic characteristics form developed by the researcher, system evaluation forms, focus group conversations and reflective texts. The process of data collection is carried out through online systems (Zoom, Google Meet, Google Form). Data collection tools are made up of questions that will enable the questioning of the dimensions of the remote education system of "connection, input, process, output" and are studied by SWOT analysis. Qualitative data obtained from all data sources in the research were converted into findings through content analysis. The findings from the research show that classroom teaching, which can be synchronized, has strong and weak aspects in meeting the need for learning, offers opportunities for the learning process, and may also face threats that may affect learning in this process. All these findings show that class teaching bachelor’s training programs can benefit from the remote education systems that synchronize teaching in the context, input and process dimensions of the teaching processes, if the necessary measures are taken and improvements are made.

Anahtar Kelimeler:

Özet:

This study aimed to investigate the effects of synchronous classroom teaching-distance education programs on learning by participant evaluations and the CIPP model. The study was designed on a single holistic approach and carried out with 15 pre-service teachers, five lecturers, and two administrators in the spring term of 2019-2020. The data were collected through a demographic information form developed by the researcher, system/curriculum evaluation forms, focus group interviews, and reflective writings. The data collection was carried out through online systems (Zoom, Google Meet, and Google Form). The instruments consisted of questions involving the "context, input, process, output" dimensions of the distance education system and were analyzed with SWOT analysis. The qualitative data obtained from all data sources were transformed into findings by content analysis. The study results revealed that the synchronized distance education in primary school teaching had advantages and disadvantages and provided learning opportunities. However, it is also stressed that there are barriers that may disrupt the learning process. These findings proved that necessary measures should be taken in terms of context, input, and process dimensions of primary education undergraduate programs, and through improvements in teaching, distance education systems could be advantageous.