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2020 yılının en büyük felaketi tüm dünya için tartışmasız Covid-19 adı verilen pandemik virüstür. Virüs başta Çin olmak üzere hızlı bir şekilde yayılmış, tüm dünya adeta kabus yaşamış, birçok ülkede sağlık sistemi çökmüştür. Bu virüsün daha fazla bulaşmasını önlemek amacıyla toplu faaliyetler ya durdurulmuş ya da yüksek önlemli tedbirlerle devam ettirilmeye çalışılmıştır. Bu kapsamda eğitim ve öğretim alanında da birtakım tedbirler alınmış olup, genellikle ilk etapta eğitim öğretim kurumları kademeli olarak kapatılmış ve uzaktan eğitime geçilmiştir. Uzaktan eğitime geçişte her ülke kendi imkânına göre uygulamalar geliştirmeye çalışmıştır. Bu çalışmada zengin eğitim alt yapısı olan Türkiye ile Covid-19 pandemisinin ilk ortaya çıktığı Çin’de uzaktan eğitim süreçleri ve uygulamaları araştırılmıştır. Yöntem olarak, nitel araştırma yöntemlerinden durum çalışması deseni benimsenerek gerçekleştirilmiştir. Ülkelerin uzaktan eğitim faaliyetlerini incelemek için doküman incelemesi yapılmıştır. Doküman incelemesi ile toplanan veriler içerik analizi ile analiz edilmiştir. Buna göre; Türkiye, öncelikle televizyon kanalları (EBA TV) aracılığıyla öğrencilere ulaşmaya çalışarak eğitim öğretime devam etme çabasında olmuştur. Daha sonra bazı sınıflara uzaktan eğitim portalları kullanılarak öğretmenlerle öğrencilerin buluşması sağlanmıştır. Kısa bir süre hibrit öğrenme (harmanlanmış öğrenme) uygulaması ile hem uzaktan hem yüz yüze eğitim yapılmış sonrasında da tamamen uzaktan eğitime geçilmiştir. Çin’de de ilk olarak televizyon üzerinden video yayınlar yapılmış ve talebe bağlı olarak da online dersler yapılmıştır. Öğrencinin merkezde olduğu, öğretmenler ile öğrencilerin bir çok online ortamda bağ kurabildiği düzenekler geliştirilmiştir. Ebeveynlere de sorumluluklar yüklenerek veli-öğrenci ilişkisi güçlendirilmeye çalışılarak velilerle işbirliği içine girilmiştir. “Okul yok ama ders var” (School's Out, But Class's On) sloganı ile de salgının psikolojik etkileri azaltılmaya çalışılmıştır. Çin’de 2020’nin eylül ayında kısmi, ekim ayında ise tamamen okullar açılmıştır. Sonuç olarak Türkiye ve Çin Covid-19 pandemisi sürecinde benzer şekilde uzaktan eğitim faaliyetlerini yürütmüşlerdir.
The biggest catastrophe of 2020 is the controversial Covid-19 pandemic virus for the whole world. The virus spread rapidly, mainly in China, the whole world has experienced a nightmare, the health system has collapsed in many countries. In order to prevent further infection of this virus, collective activities have been attempted to be continued either by stopped or by high-precautionary measures. In this context, a number of measures have also been taken in the field of education and teaching, and usually in the first stage the educational institutions are gradually closed and passed to distance education. In the transition to distance education, each country has tried to develop practices according to its own possibility. This study has studied the processes and practices of distance learning in China, where the first Covid-19 pandemic occurred in Turkey, a rich educational substructure. As a method, quality research methods have been carried out by adopting the situation study scheme. Documents have been reviewed to investigate the activities of the countries in distance education. The data collected by the document review was analyzed by content analysis. According to this; Turkey has been trying to continue education by trying to reach students through television channels (EBA TV). Later, some classes were provided with a meeting of teachers and students using the distance learning portals. After a short period of hybrid learning (combined learning) application, both distance and face-to-face learning was completed and completed distance learning. In China, video broadcasts were first made on television and online lessons were also made on demand. It has been developed arrangements where the student is in the center, where teachers and students can connect in a lot of online environments. The parents are also committed to strengthening the parent-student relationship and cooperation with the parents. The slogan “No school but there’s lessons” (School’s Out, but Class’s On) has also been attempted to reduce the psychological effects of the epidemic. Schools in China were opened in September 2020 and in October 2020. As a result, Turkey and China have conducted remote education activities similarly during the Covid-19 pandemic process.
The biggest disaster of 2020 for the whole world is undisputedly the Covid-19 pandemic. The virus spread rapidly all over the world, first in China; the whole world experienced a nightmare so to speak, and the health system in many countries collapsed. In order to prevent further transmission of this virus, collective activities were either stopped or continued with precautionary measures. In this context, some measures have been taken in the field of education, and in general, educational institutions were gradually closed and they started distance education. In the transition to distance education, countries have developed different practices in accordance with their own means. The distance education processes and practices during this period in Turkey, which has substantial educational infrastructure and practices, and in China, where the Covid-19 pandemic first started, were researched. As a method, a case study, one of the qualitative research methods was carried out. Document review was made in order to examine the distance education practices of the countries. Data collected by document review were analyzed with content analysis. According to this; Turkey primarily made efforts to continue education through television channels (EBA TV), trying to reach students. Later, teachers and students were brought together by using distance education portals for some grades. With a hybrid learning approach, both distance and face-to-face education were carried out for a short time, and then education continued with only distance education. In China, video broadcasts were made on television for the first time, and online lessons were also given on demand. Mechanisms have been developed where the student is at the center and teachers and students can connect in various online environments. By assigning responsibilities to parents, cooperation was established with parents by trying to strengthen the parent-student relationship. With the slogan "School's Out, But Class's On," the psychological effects of the epidemic were tried to be reduced. In China, schools were partially opened in September 2020 and fully opened in October 2020. In short, Turkey and China have carried out similar distance education practices during the Covid-19 pandemic.
Field : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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