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Bu çalışma, sosyal hizmet akademisyenlerinin pandemi sürecinde uzaktan eğitim süreci hakkındaki görüşlerini ortaya koymayı amaçlamaktadır. Araştırmanın çalışma grubunu Türkiye’deki çeşitli üniversitelerde sosyal hizmet eğitimi veren toplam 42 akademisyen oluşturmaktadır. Araştırmada veri toplama aracı olarak “Anket Formu” kullanılmıştır. Araştırma sonucuna göre akademisyenlerin çoğunluğu pandemi öncesinde uzaktan/online ders verme yöntemlerine ilişkin herhangi bir eğitim, kurs ya da seminere katılmamışlardır. Pandemi sürecinde uzaktan eğitim veren sosyal hizmet akademisyenlerinin bu süreçte yaşadıkları güçlükler alt yapı eksikliğinden kaynaklanan güçlükler, uzaktan eğitim ile deneyim ve bilgi sahibi olmamaktan kaynaklanan güçlükler ve uzaktan eğitime uyum sağlamak için yeterli zaman olmamasıdır. Akademisyenlerin teorik dersleri yürütürken karşılaştıkları güçlükler en fazla öğrenci ile etkileşim sağlanmasına yönelik güçlükler ve ölçme-değerlendirme süreçleri ile ilgili yaşanılan güçlüklerdir. Uygulamalı dersleri yürütürken karşılaştıkları güçlükler ise uygulamalı derslerin yürütülmesinde yaşanılan belirsizlikle ilgili güçlükler, uygulama sürecinin teorik ders şekline dönüştürülmesine yönelik güçlükler, ölçme-değerlendirme süreçleri ile ilgili yaşanılan güçlükler ve süpervizyon sürecine ilişkin güçlüklerdir. Pandemi sürecinde verilen uzaktan eğitimin güçlü yanları ise bu dönemde eğitimin erişilebilirliğini arttırması ve sürdürülmesini sağlaması, ders ve ders materyallerine erişimi arttırması ve kolaylaştırması, aktif iletişime ve etkileşime olanak sağlaması, ders içeriklerini sistematik hale getirmesi ve esnek olması olarak belirlenmiştir. Çalışmaya katılan akademisyenlerin büyük bir bölümü sosyal hizmet eğitiminin uzaktan eğitim yöntemleri ile sürdürülebilir olmadığını, uzaktan eğitimin destekleyici bir öğretim yöntemi olarak ya da olağan üstü durumlarda kullanılabilir bir öğretim yöntemi olduğuna dikkat çekmişlerdir.
This study aims to reveal the views of social services academics on the distance learning process during the pandemic process. The study’s work group consists of a total of 42 academics who provide social service education in various universities in Turkey. In the research, the "Anket Form" was used as a data collection tool. According to the research, most academics have not participated in any training, course or seminar on the methods of distance/online teaching before the pandemic. The difficulties that the social service academics who learn from a distance during the pandemic process are the difficulties arising from the lack of substrate, the difficulties arising from the lack of experience and knowledge and the lack of time to adapt to the distance education. The difficulties that academics face when conducting theoretical courses are the difficulties in interacting with most students and the difficulties experienced in the measurement-evaluation processes. The difficulties they encounter during the conduct of the practical courses are the difficulties related to the uncertainty in the conduct of the practical courses, the difficulties related to the transformation of the application process into theoretical course form, the difficulties related to the measurement and evaluation processes and the difficulties related to the supervision process. The strengths of remote education given in the pandemic process are the increased and sustained accessibility of education during this period, the increased and facilitated access to the lesson and the lesson materials, the possibility of active communication and interaction, the systematic and flexible content of the lesson. A large portion of the academics involved in the study noted that social service education is not sustainable through remote learning methods, that remote education is a supporting teaching method or a teaching method that is available in normal higher cases.
This study aims to examine the views of social work academicians about the distance education process during the pandemic. The study group consists of a total of 42 academicians who work as a lecturer at the department of social work in various universities in Turkey. As the data collection tool, “Questionnaire Form” was used in the study. According to the research results, most of the academicians did not attend any training, course, or seminar on distance / online teaching methods before the pandemic. The difficulties faced by the social work academicians who provide distance education during the pandemic are the difficulties arising from the lack of infrastructure, the difficulties caused by the lack of experience and knowledge on distance education, and the lack of sufficient time to adapt to distance education. Moreover, the difficulties experienced by the academicians while conducting the theoretical courses are the difficulties in interacting with many students and those in the processes of assessment and evaluation. In addition, the difficulties they encounter while conducting the applied courses are the ones related to the uncertainty in the conduct of the applied courses, the ones in transforming the application phase of these courses into a theoretical course, the ones in the assessment-evaluation processes, and those in the supervision process. On the other hand, increasing the accessibility to education and ensuring education sustainability, increasing the access to courses and course materials and making it easier, enabling active communication and interaction, and systematizing the course contents and making them flexible were determined as the strengths of the distance education provided during the pandemic. However, most of the academicians participating in the study have pointed out that social work education is not sustainable through distance education methods, and that distance education is a teaching method that can be used as a supportive teaching or under extraordinary situations.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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