Öğretmenlerin Uzaktan Hizmet İçi Eğitim Deneyimlerinin İncelenmesi

Elif Taşlıbeyaz; Selçuk Karaman; Yüksel Göktaş

doi:10.12984/eed.19099

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Yıl 2014, Cilt: 15 Sayı: 1, 139 - 160, 10.07.2014

Elif Taşlıbeyaz Selçuk Karaman Yüksel Göktaş

https://doi.org/10.12984/eed.19099

Cited By: 17

Öz

Providing easily accessiable and flexible education opportunities by using technology underlies the distance education. Thanks to the flexibility, the use of distance education in in-service trainings becomes popular. The purpose of this study is to determine teachers’ views and the factors of that affect motivation about distance in-service training. So in this study, we focus on teachers’ views about distance education practices. Participant group of the study contains 21 teachers who work in 2011-2012 educational year and participates distance inservice education programme in Erzurum. This training programme contains “Gradual Absence Training” and “Disaster Training”. In this study that is applied as case study, the datas are collected and analysed by using qualitative method. In conclusion, distance in-service training applications are found preferable by teachers. At this point, besides this education provides place and time flexibility, it also seen to be effective because of being more interesting and accessible. However, it is seen that teachers expressed a negative opinion about existence of technical problems and limitation of interaction.

Anahtar Kelimeler

Distance education, in-service training, teachers views

Kaynakça

Baran, B. ve Çağıltay, K. (2010). Motivators and barriers in the development of online communities of practice. Eğitim Araştırmaları-Eurasian Journal Of Educational Research, 10(39), 79-96.
Carswell, A.D. ve Venkatesh, V. (2002). Learner outcomes in an asynchronous distance education envirenment. International Journal of Human-Computer Studies, 56(5), 475-494.
Cavas, B., Cavas, P., Karaoğlan, B. ve Kışla, T. (2009). A study on science teachers' attitudes toward ınformation and communication technologies in education. The Turkish Online Journal of Educational Technology, 8 (2).
Challis, M. (1999). Amee medical education guide no. 11 (revised): PortfolioBased learning and assessment in medical education. Medical Teacher, 21(4).
Driscoll, M. (2002). Web based training creating e-learning experiences. San Fransisco: Jossey-Bass/Pfeiffer.
DiBiase, D. (2000). Is distance education a faustain bargain?. Journal Of Geography in Higher Education, 24(1), 130-135.
Elmas, Ç., Bay, Ö.F., Yiğit, T., Yılmaz, E.N. ve Karataş, S. (2007). Gazi Üniversitesi Eğitim Programı. IX. Akademik Bilişim Konferansı Bildirileri, Kütahya, Türkiye.
Fahad, N. (2009). Students' attitudes and perceptions towards the effectiveness of mobile learning in King Saud University, Saudi Arabia. The Turkish Online Journal of Educational Technology, 8(2), 111-119.
Fichten, C.S., Ferraro, V. Asuncion, J.V. Chwojka, C. Barile, M. Nguyen, M.N., Klomp, R. ve Wolforth, J. (2009). Disabilities and e-Learning problems and solutions: An exploratory study. Educational Technology & Society, 12(4), 241-256.
Fish, W.W. ve Gill, P.B. (2009). Perceptions of online ınstruction. The Turkish Online Journal of Educational Technology, 8(1), 53-64.
Gillies, D. (2008). Student Perspectives on videoconferencing in teacher education at a distance, Distance Education, 29(1), 107-118.
Gültekin, M. (2006). Using of distance education approach in teacher training: Anadolu Unıversity open education model. The Turkish Online Journal of Educational Technology, 5(1).
Hall, D. ve Knox, J. (2009). Issues in the education of TESOL teachers by distance education. Distance Education, 30(1), 63-85.
Hammond, F. Rennie, C. ve Dickson, J. (2007). Distance education for inuit smoking counsellors in Canada: A case report. International Journal of Circumpolar Health, 66(4), 284-286.
Hartnett, M., St George, A. ve Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted, and situationdependent. International Review of Research in Open and Distance Learning, 12(6), 20-38.
Hixon, E. ve So, H. J. (2009). Technology's role in field experiences for preservice teacher training. Educational Technology & Society, 12(4), 29430
Hoesing, D. J. (2004). Student perceptıons of e-learnıng in South Dakota high schools. ProQuest Dissertations and Theses, South Dakota, America.
Horton, W. (2000). Designing web based training. USA: John Wiley & Sons, Inc.
Horzum, M.B. ve Balta, Ö. (2008). Farklı web tabanlı öğretim ortamlarında öğrencilerin başarı, motivasyon ve bilgisayar kaygı düzeyleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 140-154.
King, F. B. (2001). Perceptions of technology: A factor in distance education couse achievement?. Journal of Educational Computing Research. 24(4), 4074
Karal, H., Cebi, A. ve Turgut, Y. E. (2011). Perceptions of students who take synchronous courses through video conferencing about distance education. Turkish Online Journal of Educational Technology, 10(4), 276-293. Kesim, E. (2004). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsünde yürütülen EYTEPE yüksek lisans programının e-öğrenme açısından değerlendirilmesi ve ekonomik analizi. Yüksek Lisans Tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir Türkiye.
Laraia, B.A, Dodds, J.M, Benjamin, S., Jones, S.J. ve Carbone, E.T. (2008). Can distance education prepare future public health nutritionists? A case study. Journal of Nutrition Education and Behavior, 40(1), 34-38.
Moore, M. G. (1993). Theory of transactional distance in Keegan. Theoretical Principles of Distance Education, Routledge, New York.
Muhirwa, J.M. (2009). Teaching and Learning Against all Odds: A Video-Based Study of Learner-to-Instructor Interaction in International Distance Education. International Review of Research in Open and Distance Learning, 10(4).
Offir, B., Lev, Y. ve Bezalel, R. (2007). Surface and deep learning processes in distance education: Synchronous versus asynchronous systems. Computers & Education, 51(2008), 1172–1183.
Özkan, R. (2005). Birey ve toplum gelişiminde öğretmenlik mesleğinin önemi. Milli Eğitim Dergisi, 33 (166).
Perreaton, H., Creed, C. ve Robinson, B. (2001). Teacher education through distance learning: Technology-curriculum-cost-evaluation. Paris: UNESCO. Higher Education Division, Teacher Education Section.
Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5(4), 319-332.
Rowland, F. ve Rubbert, I. (2001). An evaluation of the information needs and practices of part-time and distance-learning students in the context of educational and social change through lifelong learning. Journal of Documentation, 57(6), 741-762.
Shaqour, A.Z. (2005). A model for ıntegrating new technologies into preserviceteacher training programs Ajman University (A Case Study). The Turkish Online Journal of Educational Technology, 4(3).
Shepherd, M.M. ve Martz, W.B. (2006). Media Richness Theory and the distance education environment. Journal of Computer Information Systems, 47(1), 114-1
Sonyel, B. (2004). The relationship between teacher education, professionalism and lifelong learning. Fifth International Conference on Information Technology Based Higher Education and Training.
Stafford, T.F. (2005). Understanding motivations for ınternet use in distance education. IEEE Transactions on Education, 48(2), 201-306.
Tao, Y. H. (2008). Typology of College Student Perception on Institutional ELearning Issues -an Extension Study of a Teacher's Typology in Taiwan. Computers & Education, 50(4),1495-1508.
Usal, M.R. ve Albayrak, M. (2005). E-öğrenmede Bilgisayar / Ağ Altyapısı Bakımından Etkili Parametreler ve Türkiye ’nin E-öğrenmeye Hazır Bulunuşluğu. The Turkish Online Journal of Educational Technology, 2(4).
Vasu, M.L. ve Öztürk, A.O. (2009). Teaching methodology to distance education students using rich-media and computer simulation. Social Science Computer Review, 27(2), 271-283.
Yaman, M. (2009). Perceptions of students on the application of distance education in physical education lessons. The Turkish Online Journal of Educational Technology, 8(1).
Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Yuena, A.H.K. ve Mab, W.W.K. (2008). Exploring teacher acceptance of elearning technology. Asia-Pacific Journal of Teacher Education, 36(3), 2292

Öğretmenlerin Uzaktan Hizmet İçi Eğitim Deneyimlerinin İncelenmesi

Yıl 2014, Cilt: 15 Sayı: 1, 139 - 160, 10.07.2014

Elif Taşlıbeyaz Selçuk Karaman Yüksel Göktaş

https://doi.org/10.12984/eed.19099

Cited By: 17

Öz

Uzaktan eğitimin temelinde; teknolojiyi kullanarak öğrenenlere kolay erişilebilir ve esnek bir eğitim imkânı sağlamak yatmaktadır. Bu esneklik uzaktan eğitimin hizmet içi eğitimlerde kullanımı yaygınlaştırmaktadır. Bu çalışmada öğretmenlerin, katıldıkları uzaktan hizmet içi eğitim hakkındaki görüşlerinin ve motivasyonlarını etkileyen etmenlerin tespit edilmesi amaçlanmıştır. Bunun için bu araştırmada, öğretmenlerin uzaktan hizmet içi eğitim uygulamalarına ilişkin görüşlerine odaklanılmıştır. Araştırmanın katılımcı grubunu; 2011-2012 eğitim-öğretim yılında Erzurum ilindeki bir ilköğretim okulunda görev yapan ve uzaktan hizmet içi programına katılan 21 öğretmen oluşturmaktadır. Öğretmenlerin katıldığı bu uzaktan hizmet içi eğitim programı, “Aşamalı Devamsızlık Yönetimi Eğitimi” ve “Afet Eğitimi” konularını kapsamaktadır. Bir durum çalışması olarak yürütülen bu araştırmada veriler, nitel yöntemlerle toplanıp analiz edilmiştir. Sonuçta; öğretmenlerin uzaktan hizmet içi eğitim uygulamalarını tercih edilebilir buldukları ortaya çıkmıştır. Bu noktada, uzaktan eğitimlerin zaman ve mekân serbestliği sağlamasının yanı sıra bu eğitimlerin daha ilgi çekici ve erişilebilir olmasının etkili olduğu görülmüştür. Bununla birlikte öğretmenlerin, bazı teknik aksaklıkların yaşanması ve programda etkileşim sınırlılığının olması ile ilgili olarak olumsuz görüş bildirdikleri ortaya çıkmıştır.

Anahtar Kelimeler

Uzaktan eğitim, hizmet içi eğitim, öğretmen görüşleri.

Kaynakça

Baran, B. ve Çağıltay, K. (2010). Motivators and barriers in the development of online communities of practice. Eğitim Araştırmaları-Eurasian Journal Of Educational Research, 10(39), 79-96.
Carswell, A.D. ve Venkatesh, V. (2002). Learner outcomes in an asynchronous distance education envirenment. International Journal of Human-Computer Studies, 56(5), 475-494.
Cavas, B., Cavas, P., Karaoğlan, B. ve Kışla, T. (2009). A study on science teachers' attitudes toward ınformation and communication technologies in education. The Turkish Online Journal of Educational Technology, 8 (2).
Challis, M. (1999). Amee medical education guide no. 11 (revised): PortfolioBased learning and assessment in medical education. Medical Teacher, 21(4).
Driscoll, M. (2002). Web based training creating e-learning experiences. San Fransisco: Jossey-Bass/Pfeiffer.
DiBiase, D. (2000). Is distance education a faustain bargain?. Journal Of Geography in Higher Education, 24(1), 130-135.
Elmas, Ç., Bay, Ö.F., Yiğit, T., Yılmaz, E.N. ve Karataş, S. (2007). Gazi Üniversitesi Eğitim Programı. IX. Akademik Bilişim Konferansı Bildirileri, Kütahya, Türkiye.
Fahad, N. (2009). Students' attitudes and perceptions towards the effectiveness of mobile learning in King Saud University, Saudi Arabia. The Turkish Online Journal of Educational Technology, 8(2), 111-119.
Fichten, C.S., Ferraro, V. Asuncion, J.V. Chwojka, C. Barile, M. Nguyen, M.N., Klomp, R. ve Wolforth, J. (2009). Disabilities and e-Learning problems and solutions: An exploratory study. Educational Technology & Society, 12(4), 241-256.
Fish, W.W. ve Gill, P.B. (2009). Perceptions of online ınstruction. The Turkish Online Journal of Educational Technology, 8(1), 53-64.
Gillies, D. (2008). Student Perspectives on videoconferencing in teacher education at a distance, Distance Education, 29(1), 107-118.
Gültekin, M. (2006). Using of distance education approach in teacher training: Anadolu Unıversity open education model. The Turkish Online Journal of Educational Technology, 5(1).
Hall, D. ve Knox, J. (2009). Issues in the education of TESOL teachers by distance education. Distance Education, 30(1), 63-85.
Hammond, F. Rennie, C. ve Dickson, J. (2007). Distance education for inuit smoking counsellors in Canada: A case report. International Journal of Circumpolar Health, 66(4), 284-286.
Hartnett, M., St George, A. ve Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted, and situationdependent. International Review of Research in Open and Distance Learning, 12(6), 20-38.
Hixon, E. ve So, H. J. (2009). Technology's role in field experiences for preservice teacher training. Educational Technology & Society, 12(4), 29430
Hoesing, D. J. (2004). Student perceptıons of e-learnıng in South Dakota high schools. ProQuest Dissertations and Theses, South Dakota, America.
Horton, W. (2000). Designing web based training. USA: John Wiley & Sons, Inc.
Horzum, M.B. ve Balta, Ö. (2008). Farklı web tabanlı öğretim ortamlarında öğrencilerin başarı, motivasyon ve bilgisayar kaygı düzeyleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 140-154.
King, F. B. (2001). Perceptions of technology: A factor in distance education couse achievement?. Journal of Educational Computing Research. 24(4), 4074
Karal, H., Cebi, A. ve Turgut, Y. E. (2011). Perceptions of students who take synchronous courses through video conferencing about distance education. Turkish Online Journal of Educational Technology, 10(4), 276-293. Kesim, E. (2004). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsünde yürütülen EYTEPE yüksek lisans programının e-öğrenme açısından değerlendirilmesi ve ekonomik analizi. Yüksek Lisans Tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir Türkiye.
Laraia, B.A, Dodds, J.M, Benjamin, S., Jones, S.J. ve Carbone, E.T. (2008). Can distance education prepare future public health nutritionists? A case study. Journal of Nutrition Education and Behavior, 40(1), 34-38.
Moore, M. G. (1993). Theory of transactional distance in Keegan. Theoretical Principles of Distance Education, Routledge, New York.
Muhirwa, J.M. (2009). Teaching and Learning Against all Odds: A Video-Based Study of Learner-to-Instructor Interaction in International Distance Education. International Review of Research in Open and Distance Learning, 10(4).
Offir, B., Lev, Y. ve Bezalel, R. (2007). Surface and deep learning processes in distance education: Synchronous versus asynchronous systems. Computers & Education, 51(2008), 1172–1183.
Özkan, R. (2005). Birey ve toplum gelişiminde öğretmenlik mesleğinin önemi. Milli Eğitim Dergisi, 33 (166).
Perreaton, H., Creed, C. ve Robinson, B. (2001). Teacher education through distance learning: Technology-curriculum-cost-evaluation. Paris: UNESCO. Higher Education Division, Teacher Education Section.
Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5(4), 319-332.
Rowland, F. ve Rubbert, I. (2001). An evaluation of the information needs and practices of part-time and distance-learning students in the context of educational and social change through lifelong learning. Journal of Documentation, 57(6), 741-762.
Shaqour, A.Z. (2005). A model for ıntegrating new technologies into preserviceteacher training programs Ajman University (A Case Study). The Turkish Online Journal of Educational Technology, 4(3).
Shepherd, M.M. ve Martz, W.B. (2006). Media Richness Theory and the distance education environment. Journal of Computer Information Systems, 47(1), 114-1
Sonyel, B. (2004). The relationship between teacher education, professionalism and lifelong learning. Fifth International Conference on Information Technology Based Higher Education and Training.
Stafford, T.F. (2005). Understanding motivations for ınternet use in distance education. IEEE Transactions on Education, 48(2), 201-306.
Tao, Y. H. (2008). Typology of College Student Perception on Institutional ELearning Issues -an Extension Study of a Teacher's Typology in Taiwan. Computers & Education, 50(4),1495-1508.
Usal, M.R. ve Albayrak, M. (2005). E-öğrenmede Bilgisayar / Ağ Altyapısı Bakımından Etkili Parametreler ve Türkiye ’nin E-öğrenmeye Hazır Bulunuşluğu. The Turkish Online Journal of Educational Technology, 2(4).
Vasu, M.L. ve Öztürk, A.O. (2009). Teaching methodology to distance education students using rich-media and computer simulation. Social Science Computer Review, 27(2), 271-283.
Yaman, M. (2009). Perceptions of students on the application of distance education in physical education lessons. The Turkish Online Journal of Educational Technology, 8(1).
Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Yuena, A.H.K. ve Mab, W.W.K. (2008). Exploring teacher acceptance of elearning technology. Asia-Pacific Journal of Teacher Education, 36(3), 2292

Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Makaleler
Yazarlar	Elif Taşlıbeyaz Bu kişi benim Selçuk Karaman Bu kişi benim Yüksel Göktaş
Yayımlanma Tarihi	10 Temmuz 2014
Yayımlandığı Sayı	Yıl 2014 Cilt: 15 Sayı: 1

Kaynak Göster

APA	Taşlıbeyaz, E., Karaman, S., & Göktaş, Y. (2014). Öğretmenlerin Uzaktan Hizmet İçi Eğitim Deneyimlerinin İncelenmesi. Ege Eğitim Dergisi, 15(1), 139-160. https://doi.org/10.12984/eed.19099