Academician Perspective on the Implementation of Distance Education in Universities during the COVID-19 Pandemic
Abstract views: 476
/ 
PDF downloads: 457
/ PDF downloads: 373
DOI:
https://doi.org/10.14689/enad.34.912Keywords:
Pandemic process education, case study, distance education, online educationAbstract
The purpose of this research was to examine the perspectives of academicians on distance education activities during the pandemic from various aspects. The research study was carried out using a case study design, which is one of the qualitative research methods. The perspectives of 24 academicians working at a state university were explored, and the data collected through an online platform using a structured interview form were analyzed by utilizing the content analysis method. The findings were reported in the form of themes, sub-themes, and codes, supported by participant expressions. Results indicated that academicians faced infrastructure-related problems during the pandemic process, which arose from various aspects. They expressed that distance education applications would be appropriate to use, especially in social sciences, theoretical courses, and crowded classrooms in the post-pandemic period. However, using distance education in math, sciences, and engineering may be inconvenient and create an inequality of opportunity. Academicians also stated that they experienced technical issues during the distance education process, open-to-abuse exams, low participation in classes, and problems in accessing education for students. They emphasized that encountering cases of cheating and plagiarism regarding the measurement and evaluation processes is an important deficiency. Furthermore, academicians made suggestions regarding distance education applications such as maintaining the hybrid teaching model, examining the practices of leading universities, introducing a new model, integrating virtual classroom applications into the process, or introducing existing interactive systems into the system.
References
Akinbadewa, B. O., & Sofowora, O. A. (2020). The effectiveness of multimedia instructional learning packages in enhancing secondary school students’ attitudes toward Biology. International Journal on Studies in Education (IJonSE), 2(2), 119-133. https://doi.org/10.46328/ijonse.19
Akyürek, M. İ. (2020). Uzaktan eğitim: Bir alanyazın taraması. Medeniyet Eğitim Araştırmaları Dergisi, 4(1), 1-9. https://dergipark.org.tr/tr/pub/mead/issue/56310/711904
Almaghaslah, D., & Alsayari, A. (2020). The Effects of the 2019 Novel Coronavirus Disease (COVID-19) Outbreak on Academic Staff Members: A Case Study of a Pharmacy School in Saudi Arabia. Risk management and healthcare policy, 13, 795–802. https://doi.org/10.2147/RMHP.S260918
Al-Husban, N. A. (2020). Critical thinking skills in asynchronous discussion forums: A case study. International Journal of Technology in Education (IJTE), 3(2), 82-91. https://doi.org/10.46328/ijte.v3i2.22
Albalawi, A.S. (2018). The effect of using flipped classroom in teaching calculus on students’ achievement at University of Tabuk. International Journal of Research in Education and Science (IJRES), 4(1), 198-207. https://www.ijres.net/index.php/ijres/article/view/187
Alharthi, M. (2020). Students’ attitudes toward the use of technology in online courses. International Journal of Technology in Education (IJTE), 3(1), 14-23. https://ijte.net/index.php/ijte/article/view/18
Asma, K. (2021). Öğretmen ve öğrencilerin görüşleriyle yabancı dil öğretimde çevrimiçi sınav uygulamalarının incelenmesi: Bir durum çalışması [Yayımlanmamış yüksek lisans tezi]. Akdeniz Üniversitesi, Eğitim Bilimleri Enstitüsü.
Baltacı, A. (2017). Nitel veri analizinde Miles-Huberman modeli. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(1), 1-14. https://dergipark.org.tr/tr/pub/aeusbed/issue/30008/290583
Bayburtlu, Y.S. (2020). Covid-19 pandemi dönemi uzaktan eğitim sürecinde öğretmen görüşlerine göre Türkçe eğitimi. Turkish Studies, 15(4), 131-151. https://dx.doi.org/10.7827/TurkishStudies.44460
Birişçi, S. (2013). Video konferans tabanlı uzaktan eğitime ilişkin öğrenci tutumları ve görüşleri. Journal of Instructional Technologies and Teacher Education, 2(1), 24-40. https://dergipark.org.tr/tr/pub/jitte/issue/25080/264691
Cabı, E. (2016). Uzaktan eğitimde e-değerlendirme üzerine öğrenci algıları. Yüksekögretim ve Bilim Dergisi, 6(1), 94-101. https://doi.org/10.5961/jhes.2016.146
Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11-53. https://dergipark.org.tr/tr/pub/auad/issue/55662/761354
Günbayı, İ. ve Işık, Ö. (2013). Kitle iletişim araçlarının eğitime etkilerine ilişkin yönetici, öğretmen, öğrenci ve veli görüşleri: Bir durum çalışması. Akdeniz Üniversitesi İletişim Fakültesi Dergisi, (20), 105-139. https://dergipark.org.tr/tr/pub/akil/issue/48086/608044
Gökdaş, İ. ve Kayri, M. (2005). E-öğrenme ve Türkiye açısından sorunlar, çözüm önerileri. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 2(2), 1-20. https://dergipark.org.tr/tr/pub/yyuefd/issue/13720/166071
Harrison, T.R., & Lee, H.S. (2018). iPads in the mathematics classroom: Developing criteria for selecting appropriate learning apps. International Journal of Education in Mathematics, Science and Technology (IJEMST), 6(2), 155-172. https://doi.org/10.18404/ijemst.408939
Hilton, J.T., & Canciello, J. (2018). A five-year reflection on ways in which the integration of mobile computing technology influences classroom instruction. International Journal of Technology in Education (IJTE), 1(1), 1-11. https://www.ijte.net/index.php/ijte/article/view/1
Horspool, A., & Lange, C. (2012). Applying the scholarship of teaching and learning: Student perceptions, behaviours and success online and face-to-face. Assessment & Evaluation in Higher Education, 37(1), 73-88. http://dx.doi.org/10.1080/02602938.2010.496532
Huber, S. G., & Helm, C. (2020). COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32(2), 237-270. https://doi.org/10.1007/s11092-020-09322-y
İşman, A. (2011). Uzaktan eğitim. Pegem Akademi.
Kaden U. (2020). COVID-19 school closure-related changes to the professional life of a k–12 teacher. Education Sciences, 10(6), 165. https://doi.org/10.3390/educsci10060165
Karadağ, E. ve Yücel, C. (2020). Yeni tip Koronavirüs pandemisi döneminde üniversitelerde uzaktaneğitim: Lisans öğrencileri kapsamında bir değerlendirme çalışması. Yükseköğretim Dergisi, 10(2), 181-192. https://doi.org/10.2399/yod.20.730688
Karakuş, N. Ucuzsatar, N. Karacaoğlu, M. Ö. Esendemir, N. ve Bayraktar, D. (2020). Türkçe öğretmeni adaylarının uzaktan eğitime yönelik görüşleri. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (19), 220-241. https://doi.org/10.29000/rumelide.752297
Karatay, H., Kaya, S. ve Başer, D. (2021). Türkçenin yabancı dil olarak öğretiminde uzaktan eğitime yönelik öğrenci görüşleri. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (24), 223-232. https://doi.org/10.29000/rumelide.995286
Kürtüncü, M. ve Kurt, A. (2020). Covid-19 pandemisi döneminde hemşirelik öğrencilerinin uzaktan eğitim konusunda yaşadıkları sorunlar. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, COVID-19 özel sayısı 2 , 66-77. https://dergipark.org.tr/tr/pub/asead/issue/54658/725503
Lall, S., & Singh, N. (2020). COVID-19: Unmasking the new face of education. International Journal of Research in Pharmaceutical Sciences, 11(SPL1), 48-53. http://dx.doi.org/10.26452/ijrps.v11iSPL1.2122
MEB (2020). Bakan Selçuk, Koronavirüs’e karşı eğitim alanında alınan tedbirleri açıkladı. http://www.meb.gov.tr/bakan-selcuk-koronaviruse-karsi-egitim-alaninda-alinan-tedbirleri-acikladi/haber/20497/tr
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-Learning, online learning, and distance learning environments: Are they the same?. The Internet and Higher Education, 14(2), 129-135. https://doi.org/10.1016/j.iheduc.2010.10.001
Seage, S. J., & Türegün, M. (2020). The Effects of Blended Learning on STEM Achievement of Elementary School Students. International Journal of Research in Education and Science, 6(1), 133-140. https://doi.org/10.46328/ijres.v6i1.728
Seale, C. (1999). Quality in qualitative research. Qualitative inquiry, 5(4), 465-478. https://doi.org/10.1177%2F107780049900500402
Serçemeli, M. ve Kurnaz, E. (2020). Covid-19 pandemi döneminde öğrencilerin uzaktan eğitim ve uzaktan muhasebe eğitimine yönelik bakış açıları üzerine bir araştırma. Uluslararası Sosyal Bilimler Akademik Araştırmalar Dergisi, 4(1), 40-53. https://dergipark.org.tr/tr/pub/utsobilder/issue/55152/741358
Thompson, V. L., & McDowell, Y. L. (2019). A case study comparing student experiences and success in an undergraduate course offered through online, blended, and face-to-face instruction. International Journal of Education in Mathematics, Science and Technology (IJEMST), 7(2), 116-136. https://ijemst.net/index.php/ijemst/article/view/551
UNESCO (2020). COVID-19 educational disruption and response. https://en.unesco.org/covid19/ educationresponse
Urdan, T. A., & Weggen, C. C. (2000). Corporate E-learning: Exploring a New Frontier. WR Hambrecht & Co./Equity Research.
Uşun, S. (2006). Uzaktan eğitim.Nobel Yayın.
Ünsal, A. (2021). COVID 19 Pandemi döneminde çevrimiçi muhasebe eğitiminin ZOGA analizi. Sosyal Araştırmalar ve Davranış Bilimleri, 7(13), 451-470. https://doi.org/10.52096/jsrbs.6.1.7.13.22
Yılmaz, H., Sakarya, G., Gayretli, Ş. ve Zahal, O. (2021). Covid-19 ve çevrimiçi müzik eğitimi: okul öncesi öğretmen adaylarının görüşleri üzerine nitel bir çalışma. Journal of Qualitative Research in Education, 28, 283-299. https://doi.org/10.14689/enad.28.12
Yin, R. K. (2003). Case study research: Design and methods. Sage Publications.
WHO (2020). Coronavirus disease 2019 (COVID-19) Situation Report–1. https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200121-sitrep-1-2019-ncov.pdf?sfvrsn=20a99c10_4
Xie, Z., & Yang, J. (2020). Autonomous learning of elementary students at home during the COVID-19 epidemic: A case study of the second elementary school in Daxie, Ningbo, Zhejiang province, China. Best Evidence in Chinese Education, 4(2), 535–541. https://dx.doi.org/10.2139/ssrn.3555537
Zhong, R. (2020). The coronavirus exposes education’s digital divide. https://www.nytimes.com/2020/03/17/technology/china-schools-coronavirus.html
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Journal of Qualitative Research in Education
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
