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COVID-19 Nedeniyle veya Sayesinde Zorunlu Dijitalleşme: Türkiye'de Uzaktan Eğitim Üzerine Ampirik Bir Araştırma

Year 2021, , 1 - 15, 30.06.2021
https://doi.org/10.33721/by.841249

Abstract

Dijitalleşmenin hepimizi ilgilendirdiği Korona salgını öncesinde de açıkça anlaşılmakla birlikte, teknoloji günlük hayatımıza sadece iş alanında değil sosyal yaşantımızda da nüfuz etmekteydi. Günümüzde ise dijitalleşme, çağdaş bir eğitim ortamı yaratmak için iyi düşünülmüş bir stratejiye dayalı değişimin en yüksek önceliğe sahip olduğu öğrenme yeri “okul”u, olması gerekenin aksine hızla, etkisi altına almaktadır. 2020 baharında salgın nedeniyle okulların kapanması neticesinde, eğitim sistemi, evde eğitim veya uzaktan eğitim şeklindeki derslerin devam edebilmesi için en kısa sürede yeniden planlanmak zorunda kalmıştır. Bu çalışma, mevcut istisnai durumda evde eğitimin nasıl ilerlediğini ve hangi zayıflıkların, zorlukların ve fırsatların ortaya çıktığını değerlendirmektedir. Amaç, mevcut durumu öğretmenler, okul müdürleri ve ebeveynler olmak üzere üç farklı perspektiften tasvir etmek ve Korona krizi sonrasında eğitime yönelik olası sonuçlara varabilmektir. Bu çalışmanın sonuçları ve bulguları, gelecek eğitim planlarına da ışık tutabilir.

References

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  • Alhabeeb, A. and Rowley, J. (2018). E-learning critical success factors: Comparing Perspectives from Academic Staff and Students. Computers & Education, 127, 1-12.
  • Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N. and Umek, L. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability, 12(20), 8438.
  • Bao, X., Qu, H., Zhang, R. and Hogan, T. P. (2020). Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures. International Journal of Environmental Research and Public Health, 17(17), 6371.
  • Benigno, V. and Fante, C. (2020). Hospital School Teachers' Sense of Stress and Gratification: An Investigation of the Italian Context. Continuity in Education, 1(1).
  • Bolat, Y. (2016). The Flipped Classes and Educatıon Informatıon Network (EIN) Ters Yüz Edilmiş Sınıflar ve Eğitim Bilişim Ağı (EBA). Journal of Human Sciences, 13(2), 3373-3388.
  • Bozkurt, A. (2019). From Distance Education to Open and Distance Learning: A Holistic Evaluation of History, Definitions, and Theories. In Handbook of Research on Learning in the Age of Transhumanism (pp. 252-273). IGI Global.
  • Davis, A. (2011). Evolution of Homeschooling. Distance learning, 8(2), 29.
  • de Oliveira, M. M. S., Penedo, A. S. T. and Pereira, V. S. (2018). Distance Education: Advantages and Disadvantages of the Point of View of Education and Society. Dialogia, (29), 139-152.
  • Durnalı, M., Orakcı, Ş. and Aktan, O. (2019). The Smart Learning Potential of Turkey's Education System in the Context of FATIH Project. In Cases on Smart Learning Environments (pp. 227-243). IGI Global.
  • Garbe, A., Ogurlu, U., Logan, N. and Cook, P. (2020). Parents' Experiences with Remote Education during COVID-19 School Closures. American Journal of Qualitative Research, 4(3), 45-65.
  • Hong, S. and Jung, I. (2011). The Distance Learner Competencies: A Three-Phased Empirical Approach. Educational Technology Research and Development, 59(1), 21-42.
  • Iivari, N., Sharma, S. and Ventä-Olkkonen, L. (2020). Digital Transformation of Everyday Life–How COVID-19 Pandemic Transformed the Basic Education of the Young Generation and Why Information Management Research Should Care?. International Journal of Information Management, 55, 102183.
  • Jackson, C., Mangtani, P., Hawker, J., Olowokure, B. and Vynnycky, E. (2014). The Effects of School Closures on Influenza Outbreaks and Pandemics: Systematic Review of Simulation Studies. PloS one, 9(5), e97297.
  • Kaden, U. (2020). COVID-19 School Closure-Related Changes to the Professional Life of a K–12 Teacher. Education Sciences, 10(6), 165.
  • Laaser, W. and Toloza, E. A. (2017). The Changing Role of the Educational Video in Higher Distance Education. The International Review of Research in Open and Distributed Learning, 18(2).
  • Leontyeva, I. A. (2018). Modern Distance Learning Technologies in Higher Education: Introduction Problems. Eurasia journal of mathematics, science and technology education, 14(10), em1578.
  • Mahmut, Ö. (2020). Educational Policy Actions by the Ministry of National Education in the times of COVID-19 Pandemic in Turkey. Kastamonu Eğitim Dergisi, 28(3), 1124-1129.
  • Marek, M. W., Chew, C. S. and Wu, W. C. V. (2021). Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic. International Journal of Distance Education Technologies (IJDET), 19(1), 40-60.
  • Nadeak, B. (2020). The Effectiveness of Distance Learning Using Social Media during the Pandemic Period of Covid-19: A Case in Universitas Kristen Indonesia. International Journal of Advanced Science and Technology, 29(7), 1764-1772.
  • Ng, C. (2019). Shifting the Focus from Motivated Learners to Motivating Distributed Environments: A Review of 40 Years of Published Motivation Research in Distance Education. Distance Education, 40(4), 469-496.
  • Ngumbi, E. (2020). Coronavirus Closings: Are Colleges Helping Their Foreign, Homeless and Poor Students. USA Today, 11-14.
  • Pettersson, F. (2021). Understanding Digitalization and Educational Change in School by Means of Activity Theory and the Levels of Learning Concept. Education and Information Technologies, 26(1), 187-204.
  • Rahman, M. I. (2020). Management of English Language Learning Process for Children and Adolescent through Distance Learning Program at Homeschooling. Majesty Journal, 2(2), 37-47.
  • Rivero, L. (2002). Progressive Digressions: Home Schooling for Self‐Actualization. Roeper Review, 24(4), 197-202.
  • Rumble, G. (2019). The Planning and Management of Distance Education. Routledge.
  • Sandi, P. A., Sutarto, J. and Yusuf, A. (2018). Homeschooling Model Management (A study at Anugrah Bangsa Package a Homeschooling Semarang). Journal of Primary Education, 7(2), 204-210.
  • Schneider, S. L. and Council, M. L. (2020). Distance Learning in the Era of COVID-19. Archives of Dermatological Research, 1-2.
  • Shin, N. (2003). Transactional Presence as a Critical Predictor of Success in Distance Learning. Distance Education, 24(1), 69-86.
  • Viberg, O. and Grönlund, Å. (2017). Understanding Students’ Learning Practices: Challenges for Design and Integration of Mobile Technology into Distance Education. Learning, Media and Technology, 42(3), 357-377.
  • Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., ... and Booy, R. (2020). School Closure and Management Practices during Coronavirus Outbreaks Including COVID-19: A Rapid Systematic Review. The Lancet Child & Adolescent Health.
  • Xiao, J. (2017). Learner-Content Interaction in Distance Education: The Weakest Link in Interaction Research. Distance Education, 38(1), 123-135.
  • Xu, X. and Malinen, O. P. (2015). Teacher Views of Support for Inclusive Education in Beijing, China. International Journal of Special Education, 30(3), 150-159.
  • Xu, D. and Xu, Y. (2019). The Promises and Limits of Online Higher Education: Understanding How Distance Education Affects Access, Cost, and Quality. American Enterprise Institute.
  • Yorke, M. (2004). Retention, Persistence and Success in On‐Campus Higher Education, and Their Enhancement in Open and Distance Learning. Open Learning: The Journal of Open, Distance and e-Learning, 19(1), 19-32.
  • Yucesoy-Ozkan, S., Kaya, F., Gulboy, E., Altun, D. E. and Oncul, N. (2020). General and Special Education Practices During The Covid-19 Viral Outbreak In Turkey. Educational Practices during the COVID-19 Viral Outbreak: International Perspectives, 19.
  • Zheng, Y., Wang, J., Doll, W., Deng, X. and Williams, M. (2018). The Impact of Organisational Support, Technical Support, and Self-Efficacy on Faculty Perceived Benefits of Using Learning Management System. Behaviour & Information Technology, 37(4), 311-319.

Mandatory Digitalization Thanks to or Due to COVID-19: An Empirical Study on Distance Education in Turkey

Year 2021, , 1 - 15, 30.06.2021
https://doi.org/10.33721/by.841249

Abstract

Even before Corona, it was already clear to us that digitization concerns us all. It permeates our everyday life at work as well as in private. Moreover, it increasingly determines the learning location "school", where meaningful digitization based on a well-thought-out strategy has top priority to create a contemporary educational environment. Due to the school closings due to the pandemic in spring 2020, the education system had to take measures as soon as possible to continue lessons in homeschooling or distance learning. This study evaluates how homeschooling works in the current exceptional situation and which weaknesses, challenges, and opportunities can be documented. The aim is to depict the current situation from two different perspectives, teachers and parents, and to be able to draw possible conclusions for learning after the Corona crisis. The results and findings of the homeschooling study are also may be used to plan future courses.

References

  • Al Fadda, H. (2019). The Relationship between Self-Regulations and Online Learning in an ESL Blended Learning Context. English Language Teaching, 12(6), 87-93.
  • Alhabeeb, A. and Rowley, J. (2018). E-learning critical success factors: Comparing Perspectives from Academic Staff and Students. Computers & Education, 127, 1-12.
  • Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N. and Umek, L. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability, 12(20), 8438.
  • Bao, X., Qu, H., Zhang, R. and Hogan, T. P. (2020). Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures. International Journal of Environmental Research and Public Health, 17(17), 6371.
  • Benigno, V. and Fante, C. (2020). Hospital School Teachers' Sense of Stress and Gratification: An Investigation of the Italian Context. Continuity in Education, 1(1).
  • Bolat, Y. (2016). The Flipped Classes and Educatıon Informatıon Network (EIN) Ters Yüz Edilmiş Sınıflar ve Eğitim Bilişim Ağı (EBA). Journal of Human Sciences, 13(2), 3373-3388.
  • Bozkurt, A. (2019). From Distance Education to Open and Distance Learning: A Holistic Evaluation of History, Definitions, and Theories. In Handbook of Research on Learning in the Age of Transhumanism (pp. 252-273). IGI Global.
  • Davis, A. (2011). Evolution of Homeschooling. Distance learning, 8(2), 29.
  • de Oliveira, M. M. S., Penedo, A. S. T. and Pereira, V. S. (2018). Distance Education: Advantages and Disadvantages of the Point of View of Education and Society. Dialogia, (29), 139-152.
  • Durnalı, M., Orakcı, Ş. and Aktan, O. (2019). The Smart Learning Potential of Turkey's Education System in the Context of FATIH Project. In Cases on Smart Learning Environments (pp. 227-243). IGI Global.
  • Garbe, A., Ogurlu, U., Logan, N. and Cook, P. (2020). Parents' Experiences with Remote Education during COVID-19 School Closures. American Journal of Qualitative Research, 4(3), 45-65.
  • Hong, S. and Jung, I. (2011). The Distance Learner Competencies: A Three-Phased Empirical Approach. Educational Technology Research and Development, 59(1), 21-42.
  • Iivari, N., Sharma, S. and Ventä-Olkkonen, L. (2020). Digital Transformation of Everyday Life–How COVID-19 Pandemic Transformed the Basic Education of the Young Generation and Why Information Management Research Should Care?. International Journal of Information Management, 55, 102183.
  • Jackson, C., Mangtani, P., Hawker, J., Olowokure, B. and Vynnycky, E. (2014). The Effects of School Closures on Influenza Outbreaks and Pandemics: Systematic Review of Simulation Studies. PloS one, 9(5), e97297.
  • Kaden, U. (2020). COVID-19 School Closure-Related Changes to the Professional Life of a K–12 Teacher. Education Sciences, 10(6), 165.
  • Laaser, W. and Toloza, E. A. (2017). The Changing Role of the Educational Video in Higher Distance Education. The International Review of Research in Open and Distributed Learning, 18(2).
  • Leontyeva, I. A. (2018). Modern Distance Learning Technologies in Higher Education: Introduction Problems. Eurasia journal of mathematics, science and technology education, 14(10), em1578.
  • Mahmut, Ö. (2020). Educational Policy Actions by the Ministry of National Education in the times of COVID-19 Pandemic in Turkey. Kastamonu Eğitim Dergisi, 28(3), 1124-1129.
  • Marek, M. W., Chew, C. S. and Wu, W. C. V. (2021). Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic. International Journal of Distance Education Technologies (IJDET), 19(1), 40-60.
  • Nadeak, B. (2020). The Effectiveness of Distance Learning Using Social Media during the Pandemic Period of Covid-19: A Case in Universitas Kristen Indonesia. International Journal of Advanced Science and Technology, 29(7), 1764-1772.
  • Ng, C. (2019). Shifting the Focus from Motivated Learners to Motivating Distributed Environments: A Review of 40 Years of Published Motivation Research in Distance Education. Distance Education, 40(4), 469-496.
  • Ngumbi, E. (2020). Coronavirus Closings: Are Colleges Helping Their Foreign, Homeless and Poor Students. USA Today, 11-14.
  • Pettersson, F. (2021). Understanding Digitalization and Educational Change in School by Means of Activity Theory and the Levels of Learning Concept. Education and Information Technologies, 26(1), 187-204.
  • Rahman, M. I. (2020). Management of English Language Learning Process for Children and Adolescent through Distance Learning Program at Homeschooling. Majesty Journal, 2(2), 37-47.
  • Rivero, L. (2002). Progressive Digressions: Home Schooling for Self‐Actualization. Roeper Review, 24(4), 197-202.
  • Rumble, G. (2019). The Planning and Management of Distance Education. Routledge.
  • Sandi, P. A., Sutarto, J. and Yusuf, A. (2018). Homeschooling Model Management (A study at Anugrah Bangsa Package a Homeschooling Semarang). Journal of Primary Education, 7(2), 204-210.
  • Schneider, S. L. and Council, M. L. (2020). Distance Learning in the Era of COVID-19. Archives of Dermatological Research, 1-2.
  • Shin, N. (2003). Transactional Presence as a Critical Predictor of Success in Distance Learning. Distance Education, 24(1), 69-86.
  • Viberg, O. and Grönlund, Å. (2017). Understanding Students’ Learning Practices: Challenges for Design and Integration of Mobile Technology into Distance Education. Learning, Media and Technology, 42(3), 357-377.
  • Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., ... and Booy, R. (2020). School Closure and Management Practices during Coronavirus Outbreaks Including COVID-19: A Rapid Systematic Review. The Lancet Child & Adolescent Health.
  • Xiao, J. (2017). Learner-Content Interaction in Distance Education: The Weakest Link in Interaction Research. Distance Education, 38(1), 123-135.
  • Xu, X. and Malinen, O. P. (2015). Teacher Views of Support for Inclusive Education in Beijing, China. International Journal of Special Education, 30(3), 150-159.
  • Xu, D. and Xu, Y. (2019). The Promises and Limits of Online Higher Education: Understanding How Distance Education Affects Access, Cost, and Quality. American Enterprise Institute.
  • Yorke, M. (2004). Retention, Persistence and Success in On‐Campus Higher Education, and Their Enhancement in Open and Distance Learning. Open Learning: The Journal of Open, Distance and e-Learning, 19(1), 19-32.
  • Yucesoy-Ozkan, S., Kaya, F., Gulboy, E., Altun, D. E. and Oncul, N. (2020). General and Special Education Practices During The Covid-19 Viral Outbreak In Turkey. Educational Practices during the COVID-19 Viral Outbreak: International Perspectives, 19.
  • Zheng, Y., Wang, J., Doll, W., Deng, X. and Williams, M. (2018). The Impact of Organisational Support, Technical Support, and Self-Efficacy on Faculty Perceived Benefits of Using Learning Management System. Behaviour & Information Technology, 37(4), 311-319.
There are 37 citations in total.

Details

Primary Language English
Subjects Computer Software
Journal Section Peer- Reviewed Articles
Authors

Naciye Güliz Uğur 0000-0003-2364-5445

Publication Date June 30, 2021
Submission Date December 15, 2020
Published in Issue Year 2021

Cite

APA Uğur, N. G. (2021). Mandatory Digitalization Thanks to or Due to COVID-19: An Empirical Study on Distance Education in Turkey. Bilgi Yönetimi, 4(1), 1-15. https://doi.org/10.33721/by.841249

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