Özel Eğitim Akademisyenleri Perspektifinden Hibrit Sınıflarda Eğitim Süreci / Education Process in Hybrid Classrooms from the Perspective of Special Education Academicians

Abstract

Hibrit eğitim, küresel veya bölgesel acil durumlar nedeniyle son yıllarda hayatımızın doğal bir parçası haline gelmiştir. Hibrit eğitimin eğitim sürecine etkisinin sunulan eğitimin kalitesi açısından önemli olduğu düşünülmektedir. Bu çalışmanın amacı, özel eğitim alanında çalışan akademisyenlerin hibrit derslere ilişkin görüşlerini derinlemesine incelemektir. Çalışma, araştırma amacı doğrultusunda nitel araştırma desenlerinden durum çalışması kullanılarak gerçekleştirilmiştir. Çalışmada özel eğitim alanında çalışan dokuz akademisyen yer almıştır. Katılımcıların belirlenmesi sürecinde amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılmıştır. Çalışmaya dâhil edilecek katılımcıların belirlenmesinde iki ölçüt kullanılmıştır. Bu ölçütlerden ilki YÖK'e bağlı üniversitelerde özel eğitim alanında akademisyen olarak çalışıyor olmak, ikincisi ise meslek hayatında hibrit dersler yürütmüş olmaktır. Araştırma verileri yarı yapılandırılmış görüşmeler ve gözlemler yoluyla toplanmıştır. Ayrıca çalışmada veri çeşitliliğini sağlamak için düzenli olarak yansıtıcı araştırmacı günlüğü tutulmuştur. Veriler içerik analizi tekniği kullanılarak analiz edilmiştir. Araştırma bulguları dört ana tema ve 15 alt tema altında düzenlenmiştir. Ana temalar hibrit derslere geçiş, hibrit derslerin sağladığı olanaklar, hibrit derslerden kaynaklanan zorluklar ve hibrit derslerin geleceği olarak sıralanmaktadır. Bu çalışma, özel eğitim akademisyenlerinin hibrit eğitim sınıflarına ilişkin görüşlerine odaklanmaktadır. Pandemi ve deprem sonrası hibrit sınıflarda yaşanan zorluklar ve çözüm önerileri raporlanmıştır. Teknolojik donanımların ortadan kalkması ile hibrit eğitim sınıflarının hayatımızın bir rutini haline geleceği düşünülmektedir.

Keywords

• Uzaktan eğitim
• Hibrit eğitim
• Hibrit sınıf
• Özel eğitim

Education Process in Hybrid Classrooms from the Perspective of Special Education Academicians / Özel Eğitim Akademisyenleri Perspektifinden Hibrit Sınıflarda Eğitim Süreci

Abstract

Hybrid education has become a natural part of our lives in recent years due to global or regional emergencies. It is thought that the impact of hybrid education on the education process is important for the quality of the education offered. The aim of this study is to examine the views of academicians working in the field of special education on hybrid courses in depth. The study was conducted using a case study from qualitative research designs in line with the research purpose. Nine academicians working in the field of special education took part in the study. Criterion sampling, one of the purposeful sampling methods, was used in the process of determining the participants. Two criteria were used to determine the participants to be included in the study. The first of these criteria is to be working as an academician in the field of special education in universities affiliated to YÖK, and the second is to have conducted hybrid courses in their professional life. Research data were collected through semi-structured interviews and observations. In addition, a reflective researcher diary was kept regularly to ensure data diversity in the study. The data were analyzed using content analysis technique. The research findings were organized under four main themes and 15 sub-themes. The main themes are listed as transition to hybrid courses, facilities provided by hybrid courses, difficulties arising from hybrid courses and the future of hybrid courses. This study focuses on the views of special education academics on hybrid education classes. Difficulties experienced in hybrid classrooms after the pandemic and earthquake and solution suggestions are reported. It is thought that hybrid education classes will become a routine of our lives with the disappearance of technological equipment.

Keywords

• Distance education
• Hybrid education
• Hybrid classroom
• Special education

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