Evaluation of the Emergency Remote Teaching from Different Perspectives: Student, Faculty Member and Educational Managers’ Opinions

Year 2024, Volume: 26 Issue: 1, 126 - 137, 28.03.2024

Nagihan Tepe Cumhur Türk Merve Ergüney

https://doi.org/10.17556/erziefd.1229383

Abstract

In this study, it was aimed to examine the perception of emergency remote teaching in the emergency remote teaching process carried out in higher education institutions during the pandemic process in the context of the perception of emergency remote teaching, roles in the emergency remote teaching process, the advantages and disadvantages aspects in this process and the measurement and evaluation process according to the opinions of students, faculty members and educational managers. For this purpose, survey forms were conducted with five students, faculty members and educational managers. Phenomenology method, one of the qualitative research methods, was used in the study. The data obtained were analyzed using content analysis technique. As a result of the analysis, it was seen that students evaluated emergency remote teaching spatially by associating it with the concepts of difference, freedom and distance, while faculty members and managers mostly looked at emergency remote teaching under the dimension of access to information. All three stakeholders in the study group stated that the most positive aspect of emergency remote teaching is that it provides access to resources such as the ability to watch the courses afterwards and access to documents at all times.

Keywords

Emergency remote teaching, phenomenology, higher education, student, faculty member and educational manager

Acil Uzaktan Öğretim Sürecinin Farklı Bakış Açılarıyla Değerlendirilmesi: Eğitim Yöneticisi, Öğretim Üyesi ve Öğrenci Görüşleri

Abstract

Bu çalışmada pandemi sürecinde yükseköğretim kurumlarında yürütülen acil uzaktan öğretim sürecinde öğrenci-akademisyen ve yönetici görüşlerine göre uzaktan öğretim algısı, uzaktan öğretim sürecindeki roller, bu süreçteki zorluklar ve kolaylıklar ile ölçme değerlendirme süreci ve uzaktan öğretimin geleceğine ilişkin algılarının karşılaştırmalı olarak incelenmesi amaçlanmıştır. Bu amaç doğrultusunda beşer öğrenci, akademisyen ve eğitim yöneticisi ile görüşmeler gerçekleştirilmiştir. Çalışmada nitel araştırma yöntemlerinden fenomenoloji yöntemi kullanılmıştır. Elde edilen veriler içerik analizi tekniğiyle analiz edilmiştir. Analizler sonucunda öğrencilerin uzaktan öğretimi farklılık, özgürlük ve uzaklık kavramlarıyla ilişkilendirerek mekânsal olarak değerlendirdikleri, akademisyen ve yöneticilerin ise daha çok bilgiye erişim yolu boyutu altında uzaktan öğretime baktıkları görülmüştür. Çalışma grubundaki her üç paydaş da uzaktan öğretimin en olumlu yönünün derslerin sonradan izlenebilmesi, dokümanlara her daim ulaşım gibi kaynaklara erişim imkânı sağlaması olarak belirtmiştir.

Keywords

Acil Uzaktan öğretim, fenomenoloji, yükseköğretim, öğrenci, akademisyen, eğitim yöneticisi

References

• Abbasi, S., Ayoob, T., Malik, A. & Memon, SI. (2020). Perceptions of students regarding e-learning during COVID-19 at a private medical college. Pakistan Journal of Medical Sciences, 36 (COVID-19- S4), 57-61. https://doi.org/10.12669/pjms.36.COVID19-S4.2766
• Adıgüzel, A. (2020). Teachers’ views on distance education and evaluation of student success in the pandemic process (open access). Journal of National Education, 49(1), 253-271.
• Adnan, M. & Anwar, K. (2020). Online learning amid the covid-19 pandemic: Students' perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. https://doi.org/10.33902/JPSP.%202020261309
• Akdemir, A. B. & Kılıç, A. (2020). Yükseköğretim öğrencilerinin uzaktan eğitim uygulamalarına bakışının belirlenmesi [Higher education students’ views on distance education practices]. Journal of National Education, Salgın Sürecinde Türkiye'de ve Dünyada Eğitim [Education in Turkey and in the World During the Pandemic Process], 49(1),685-712. https://doi.org/10.37669/milliegitim.783344
• Aktaş, Ö., Büyüktaş, B., Gülle, M., & Yıldız, M. (2020). Covid-19 virüsünden kaynaklanan izolasyon günlerinde spor bilimleri öğrencilerinin uzaktan eğitime karşı tutumları [Sports science students' attitudes towards distance education during isolation days caused by Covid-19 virus]. Sivas Cumhuriyet University Journal of Sport Sciences, 1(1), 1-9.
• 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 Health Care Policy, 13, 795–802. https://doi.org/10.2147/RMHP.S260918
• Altınpulluk, H. (2021). Türkiye’deki öğretim üyelerinin Covid-19 küresel salgın sürecindeki uzaktan eğitim uygulamalarına ilişkin görüşlerinin incelenmesi [Examination of the views of faculty members in Turkey related to distance education applications in the Covid-19 pandemic process]. Gazi Journal of Education Faculty, 41(1), 53-89.
• Altun Ekiz, M. (2020). Beden Eğitimi ve Spor Yüksekokulu öğrencilerinin karantina dönemindeki uzaktan eğitim ile ilgili görüşleri (Nitel bir araştırma) [The views of physical education and sports school students about distance education in the quarantine period (A qualitative research)]. Journal of Sport and Recreation Researches, 2(ÖS1), 1-13.
• Atılgan, B., Tarı O.E., Özdemir, B.N., Aktar, İ., Güneş, M., Baran, E. B., Genç, B., Köksal, M. K. & Sayek, İ, (2021). Tıp fakültesi öğrencilerinin gözünden acil uzaktan öğretim sürecinin değerlendirilmesi [Evaluation of the process of emergency remote teaching from the eyes of medical students]. Journal of Continuing Medical Education, 29(6), 396-406. https://doi.org/10.17942/sted.837551
• Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemic süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. [Evaluations on education in the coronavirus (Covid-19) pandemic process and post-pandemic world: new normal and new education paradigm.] AUAd, 6(3), 112-142.
• Bertiz, Y., Kırmacı, Ö. & Aslan, B. (2023). A university profile in the process of emergency distance learning. Trakya Journal of Education, 13(1), 620-635.
• Clark, T. A., & Verduin, J. R. (1989). Distance education: Its effectiveness and potential use in lifelong learning. Lifelong Learning, 12(4), 24-27.
• Creswell, J. W. (2020). Eğitim araştırmaları (H. Ekşi, Çev. Ed.). Edam.
• Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning &Teaching, 3(1), 1-20. https://doi.org/10.37074/jalt.2020.3.1.7
• Dubey, P. & Pandey, D. (2020). Distance learning in higher education during pandemic: Challenges and opportunities. Int. J. IndianPsychol, 8, 43–46. https://doi.org/10.25215/0802.204
• Elberkawi, E. K., Maatuk, A.M. & Elharish, S.F.(2021). Online learning during the Covid-19 pandemic: Issues and challenges. 2021 IEEE 1st International Maghreb Meeting of the Conference on Sciences and Techniques of Automatic Control and Computer Engineering, MI-STA 2021–Proceedings in (902-907). https://doi.org/10.1109/MI-STA52233.2021.9464505
• Eroğlu, F. & Kalaycı, N. (2020). Üniversitelerdeki zorunlu ortak derslerden yabancı dil dersinin uzaktan eğitim uygulamasının değerlendirilmesi. [Evaluation of the application of distance education on foreign language courses, one of the compulsory common courses in universities.] The Journal of Turkish Educational Sciences, 18(1), 236-265. https://doi.org/10.37217/tebd.683250
• Eycan, Ö. & Ulupınar, S. (2021). Nurse instructors' perception towards distance education during the pandemic. Nurse Education Today, 107, art. no. 105102. https://doi.org/10.1016/j.nedt.2021.105102
• Goh, P. S., & Sandars, J. (2020). Rethinking scholarship in medical education during the era of the COVID-19 pandemic. MedEdPublish, 9, 97. https://doi.org/10.15694/mep.2020.000097.1
• Holmberg, B. (1995). The evolution of the character and practice of distance education. The Journal of Open, Distance, and e-Learning, 10(2), 47–53. https://doi.org/10.1080/0268051950100207
• Hodges, C., Moore, S., Lockee, B., Trust, T., and Bond, A. (2020). The Difference between Emergency Remote Teaching and Online Learning. Educause Review, 1–15.
• Karadağ, E., Su, A. & Ergin Kocaturk, H. (2021). Multi-level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic. Int J EducTechnol High Educ., 18, 57. https://doi.org/10.1186/s41239-021-00291-w
• Koç, E. (2020). An evaluation of distance learning in higher education through the eyes of course instructors. Akdeniz Journal of Education, 3(1), 25-39.
• Korkmaz, S., Gökbulut, B., Yeniasır, M. & Özbent A. (2021). Evaluation of changing education system at universities in the pandemic process based on the opinions of faculty members and students. International Journal of Emerging Technologies in Learning, 16(10), 238-254. https://doi.org/10.3991/ijet.v16i10.20795
• Krefting, L. (1991). Rigor in qualitative research: The assessment of trustworthiness. The American journal of occupational therapy, 45(3), 214-222. https://doi.org/10.5014/ajot.45.3.214
• Kurnaz, E. & Serçemeli, M. (2020). Covid-19 Pandemi döneminde akademisyenlerin uzaktan eğitim ve uzaktan muhasebe eğitimine yönelik bakış açıları üzerine biraraştırma [A research on academicans’ perspectives on distance education and distance accounting education in the Covid-19 pandemia period]. International Journal of Social Sciences Academy, 3, 262-288.
• Kürtüncü, M. & Kurt, A. (2020). Problems of nursing students in distance education in the covid-19 pandemia period. Eurasian Journal of Researches in Social and Economics (EJRSE), 7(5), 66-77. Leininger M. Qualitative research methods in nursing. USA: Greyden Pres; 1998.
• Mahdy, M. (2020). The impact of COVID-19 Pandemic on the academic performance of veterinary medical students. Frontiers in Veterinary Science, 7, 732. https://doi.org/10.20944/preprints202006.0130.v1
• Miles, M. B., Huberman, A. M. & Saldana, Johnny. Qualitative Data Analysis: A Methods Source Book. 3rd edition. Singapore: Sage.
• Moore, M. G.& Kearsley, G. (1996). Distance education: A systemsview. Belmont: Wadsworth.
• Navickiene V., Dagiene V., Jasute E., Butkiene R. & Gudoniene D. (2021). Pandemic-induced qualitative changes in the process of university studies from the perspective of university authorities. Sustainability (Switzerland), 13(17), art. no. 9887. https://doi.org/10.3390/su13179887
• Özdoğan, A. Ç. & Berkant, H. G. (2020). Covid-19 pandemi dönemindeki uzaktan eğitime ilişkin paydaş görüşlerinin incelenmesi [The examination of stakeholders’ opinions on distance education during the Covid-19 epidemic]. Journal of National Education, Salgın Sürecinde Türkiye'de ve Dünyada Eğitim [Education in Turkey and in the World During the Pandemic Process], 13-43. https://doi.org/10.37669/milliegitim.788118
• Özalkan, G. Ş. (2021). Measurement and Evaluation in Distance Education: Rethinking Social Sciences Education During the Pandemic. IJEAS, (4), 18-26.
• Patton, M. Q. (1987). How to use qualitative methods in evaluation (No. 4). Sage.
• Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
• Rajab, M. H., Gazal, A. M. & Alkattan, K. (2020). Challenges to online medical education during the COVID-19 pandemic. Cureus, 12(7). https://doi.org/10.7759/cureus.8966
• Ramos-Morcillo, A. J., Leal-Costa, C., Moral-García, J. E. &Ruzafa-Martínez, M. (2020). Experiences of nursing students during the abrupt change from face-to-face to e-learning education during the first month of confinement due to COVID-19 in Spain. International Journal of Environmental Research and Public Health, 17(15), 5519. https://doi.org/10.3390/ijerph17155519
• Rose, P., Beeby, J., & Parker, D. (1995). Academic rigour in the lived experience of researchers using phenomenological methods in nursing in nursing. Journal of Advanced Nursing, 21(6), 1123-1129. https://doi.org/10.1046/j.1365-2648.1995.21061123.x
• Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 12, 1–6. https://doi.org/10.7759/cureus.7541
• Serçemeli, M. ve Kurnaz, E. (2020). Covıd-19 pandemi döneminde öğrencilerin uzaktan eğitim ve uzaktan muhasebe eğitimine yönelik bakış açıları üzerine bir araştırma [A research on students' perspectives to distance education and distance accounting education in the Covid-19 pandemiaperıod]. International Journal of Social Sciences Academic Researches -IJOSSAR, 4(1), 40-53.
• Stambekova, A., Shmidt, M., Galieva, A., Kydyrbaeva, G., Yerzhanova G. &Issabayeva Z. (2021). Opinions of disabled university students on the distance education process. World Journal on Educational Technology: Current Issues, 13(4), 1124-1137. https://doi.org/10.18844/wjet.v13i4.6313
• Topuz, Ş., Yilmaz Sezer, N., Aker, M. N., Gönenç, İ. M., Öner Cengiz, H.& Er Korucu, A. (2021). A SWOT analysis of the opinions of midwifery students about distance education during the Covid-19 pandemic a qualitative study. Midwifery, 103, 103161. https://doi.org/10.1016/j.midw.2021.103161
• UNESCO (2020). COVID-19 impact on education. Retrived from https://en.unesco.org/covid19/educationresponse
• Van Manen, M. (2007). Phenomenology of practice. Phenomenol. Pract. 1(1), 11–30.
• Yağan, S. A. (2021). Üniversite öğrencilerinin Covid-19 salgını sürecinde yürütülen uzaktan eğitime yönelik tutum ve görüşleri [Attitudes and opinions of university students towards distance education carried out during the Covid-19 epidemic]. Academic Platform Journal of Education and Change, 4(1), 147-174.
• Yılmaz, N. A. (2020). Yükseköğretim kurumlarında Covid-19 pandemisi sürecinde uygulanan uzaktan eğitim durumu hakkında öğrencilerin tutumlarının araştırılması: Fizyoterapi ve rehabilitasyon bölümü örneği [Investigation of students' attitudes towards applied distance education in the Covid-19 pandemic process in higher education institutions: example of physiotherapy and rehabilitation department]. Necmettin Erbakan University Faculty of Health Science Journal, 3(1), 15-20.
• Yolcu, H. H. (2020). Koronavirüs (Covid-19) pandemic sürecinde sınıf öğretmeni adaylarının uzaktan eğitim deneyimleri [Preservice elementary teachers’ distance education experiences at the time of coronavirus (Covid-19) pandemic]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi [Journal of Open Education Practices and Research], 6(4), 237-250.
• YÖK. (2020a). Yüksek Öğretim Kurulu-basın açıklaması [Higher Education Council-press release]. Retrieved from https://basin.yok. gov.tr/AciklamaBelgeleri/2020/04
• YÖK. (2020b). Küresel salgın ile mücadele sürecinde yeni düzenlemeler-II [New regulations in the fight against the global epidemic-II.].Retrieved from https://www.yok.gov.tr/Sayfalar/Haberler/2020/kuresel-salgin-surecinde-yapisalduzenlemeler-2.aspx
• YÖK. (2021). Küresel salgında eğitim ve öğretim süreçlerine yönelik uygulamalar rehberi [A guide to practices for education and training processes in the global epidemic].Retrieved fromhttps://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2021/kuresel-salginda-egitim-ve-ogretim-sureclerine-yonelik-uygulamalar-kilavuzu-2021.pdf