Research Article
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Year 2021, Volume: 9 Issue: 11, 171 - 190, 30.04.2021

Abstract

References

  • Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction with distance education to traditional classrooms in higher education: A meta-analysis. American Journal of Distance Education, 16(2), 83–97. doi:10.1207/s15389286ajde1602_3
  • Altunay, D., & Mutlu, M. E. (2010). USE of ICT in distance English language learning: A study with Anadolu University, Open Education Faculty EFL students. In Proceedings of the IODL&ICEM 2010 Joint Conference and Media Days (pp. 65 78), Anadolu University, Eskişehir, Turkey.
  • Altunay, D. (2013). Language learning activities of distance EFL learners in the Turkish Open Education System as the indicator of their learner autonomy. Turkish Online Journal of Distance Education (TOJDE) TOJDE), 14 (4), 296 307.
  • Altunay, D. (2016). A group of on-campus EFL learners’ readiness for Internet-based distance language learning. International Journal on New Trends in Education and Their Implications (IJONTE), 7(2), 109-117.
  • Altunay, D. (2019). EFL Students’ Views on Distance English Language Learning in a Public University in Turkey. Studies in English Language Teaching,7(1), 121- 134.
  • Assareh, A., & Bidokht, M. H. (2011). Barriers to e-teaching and e-learning. Procedia Computer Science, 3, 791-795. https://doi.org/10.1016/j.procs.2010. 12.129
  • Bijeesh, N. A. (2017). Advantages and disadvantages of distance learning. Retrieved from http://www.indiaeducation.net/onlineducation/articles/advantages-and-disadvantages-of-distancelearning.html
  • DeLacey, B. & Leonard, D. (2002) ‘Case study on technology and distance education at the Harvard Business School’, Educationl Technology and Society, 5(2), 13-28.
  • Dashtestani, R. (2014). English as a foreign language teachers’ perspectives on implementing online instruction in the Iranian EFL context. Research in Learning Technology, 22, 20142 -http://dx.doi.org/10.3402/rlt.v22.20142
  • Ekmekçi, E. (2015). Distance-education in foreign language teaching: evaluations from the perspectives of freshman students. Procedia - Social and Behavioral Sciences, 176, 390–397
  • Hadijah, S., & Shalawati, S. (2017). Investigating teacher’ barrier to ICT (information communication technology) integration in teaching english at senior high school in Pekanbaru. Proceedings of ISELT FBS Universitas Negeri Padang, 5, 302-310.
  • Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H., et al. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University.
  • Hurd, S. (2000). Distance language learners and learner support; beliefs, difficulties and use of strategies. Links & Letter (7), 68-81.
  • Kiryakova, G. (2009). Review of distance education. Trakia Journal of Sciences, 7(3), 29-34. Madaus, J. (2013) ‘Teaching online and blended courses: perceptions of faculty’, The Journal of Applied Instructional Design, 3(1), 53-62.
  • Mailizar, M., Almanthari, A., Maulina, S., Sandra Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. EURASIA Journal of Mathematics, Science and Technology Education, 16(7), 1-9.
  • Mathew, I. R., & Iloanya, J. (2016). Open and distance learning: benefits and challenges of technology usage for online teaching and learning in Africa. Common wealth of Learning, Learning for Sustainable Development. Retrieved from http://oasis.col.org/handle/11599/2543
  • Molawa, S. (2009). The “first” and “third world” in Africa: knowledge access, challenges and current technological innovations in Africa. First International Conference on African Digital Libraries and Archives. Addis Ababa, Ethiopia.
  • Matthews, D. (1999). The origins of distance education and its use in the United States. T.H.E. Journal, 27(2), 56-66. Retrieved April 19, 2020 from https://www.learntechlib.org/p/89339/
  • Mpofu, V., Samukange, T., Kusure, L. M., Zinyandu, T.M., Denhere, C., Huggins, N., Wiseman, C., Ndlovu, S., Chiveya , R., Matavire, M., Mukavhi, L., Gwizangwe, I., Magombe, E., Magomelo, M., and Sithole, F. (2012). Challenges of Virtual and Open Distance Science Teacher Education in Zimbabwe. International Review of Research in Open and Distance Learning, 13(1), 207-219.
  • MONE (2020). https://www.meb.gov.tr/bakan-selcuk-23-martta-baslayacak-uzaktan-egitime-iliskin- detaylari-anlatti/haber/20554/tr
  • Nagrale, P. (2013). Advantages and disadvantages of distance education. https://surejob.in/advantages-anddisadvantages- of-distance-education.html
  • Özüdoğru , F. & Hişmanoglu, M. (2016). Views of freshmen students on foreign language courses delivered via e-learning. Turkish Online Journal of Distance Education, 17(1), 31-47.
  • Sadeghi, M. (2019). A shift from classroom to distance learning: Advantages and limitations. International Journal of Research in English Education, 4(1), 80-88.
  • Solak , E. & Cakir, R. (2014).Exploring the factors influencing e-learning of Turkish EFL learners through Tam. The Turkish Online Journal of Educational Technology, 13(3), 68-76
  • UNESCO. (2020, March 30). COVID-19 Webinar: A new world for teachers, education’s frontline workers. Retrieved from https://en.unesco.org/news/covid-19-webinar-new-worldteachers-educations-frontline-workers
  • Vlassenko, L., & Bozhok, N. (2014). Advantages and disadvantages of distance learning. National University of Food Technologies, Ukraine.

An evaluation of distance education during the Coronavirus 19 pandemic: the views of Turkish EFL teachers

Year 2021, Volume: 9 Issue: 11, 171 - 190, 30.04.2021

Abstract

The coronavirus pandemic has a significant impact on the educational systems around the world. In this context, distance education has been considered as an alternative to maintain the education of students undisrupted. The aim of this study is to explore the views of EFL teachers working at secondary and high schools in different cities in Turkey about using distance education in EFL contexts. For this purpose, a qualitative research design was adopted and 40 Turkish EFL teachers took part in this study in the spring term of 2019-2020 academic year. The researchers developed and implemented an online questionnarie to collect the data and accessed all the participants through social networks. The study showed that the participants did not receive any kind of training on distance education and did not have any experience in distance education. The study also revealed that internet connection problems, absence of internet, lack of technological devices, technical problems and lack of technological knowledge about distance education were the most prevalent challenges for the participants. As a result, the current study suggests that; an immediate training on distance education should be organized for teachers; teacher suggestions should be taken into consideration; and a course on distance teaching should be included in pre-service teacher training program at universities.

References

  • Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction with distance education to traditional classrooms in higher education: A meta-analysis. American Journal of Distance Education, 16(2), 83–97. doi:10.1207/s15389286ajde1602_3
  • Altunay, D., & Mutlu, M. E. (2010). USE of ICT in distance English language learning: A study with Anadolu University, Open Education Faculty EFL students. In Proceedings of the IODL&ICEM 2010 Joint Conference and Media Days (pp. 65 78), Anadolu University, Eskişehir, Turkey.
  • Altunay, D. (2013). Language learning activities of distance EFL learners in the Turkish Open Education System as the indicator of their learner autonomy. Turkish Online Journal of Distance Education (TOJDE) TOJDE), 14 (4), 296 307.
  • Altunay, D. (2016). A group of on-campus EFL learners’ readiness for Internet-based distance language learning. International Journal on New Trends in Education and Their Implications (IJONTE), 7(2), 109-117.
  • Altunay, D. (2019). EFL Students’ Views on Distance English Language Learning in a Public University in Turkey. Studies in English Language Teaching,7(1), 121- 134.
  • Assareh, A., & Bidokht, M. H. (2011). Barriers to e-teaching and e-learning. Procedia Computer Science, 3, 791-795. https://doi.org/10.1016/j.procs.2010. 12.129
  • Bijeesh, N. A. (2017). Advantages and disadvantages of distance learning. Retrieved from http://www.indiaeducation.net/onlineducation/articles/advantages-and-disadvantages-of-distancelearning.html
  • DeLacey, B. & Leonard, D. (2002) ‘Case study on technology and distance education at the Harvard Business School’, Educationl Technology and Society, 5(2), 13-28.
  • Dashtestani, R. (2014). English as a foreign language teachers’ perspectives on implementing online instruction in the Iranian EFL context. Research in Learning Technology, 22, 20142 -http://dx.doi.org/10.3402/rlt.v22.20142
  • Ekmekçi, E. (2015). Distance-education in foreign language teaching: evaluations from the perspectives of freshman students. Procedia - Social and Behavioral Sciences, 176, 390–397
  • Hadijah, S., & Shalawati, S. (2017). Investigating teacher’ barrier to ICT (information communication technology) integration in teaching english at senior high school in Pekanbaru. Proceedings of ISELT FBS Universitas Negeri Padang, 5, 302-310.
  • Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H., et al. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University.
  • Hurd, S. (2000). Distance language learners and learner support; beliefs, difficulties and use of strategies. Links & Letter (7), 68-81.
  • Kiryakova, G. (2009). Review of distance education. Trakia Journal of Sciences, 7(3), 29-34. Madaus, J. (2013) ‘Teaching online and blended courses: perceptions of faculty’, The Journal of Applied Instructional Design, 3(1), 53-62.
  • Mailizar, M., Almanthari, A., Maulina, S., Sandra Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. EURASIA Journal of Mathematics, Science and Technology Education, 16(7), 1-9.
  • Mathew, I. R., & Iloanya, J. (2016). Open and distance learning: benefits and challenges of technology usage for online teaching and learning in Africa. Common wealth of Learning, Learning for Sustainable Development. Retrieved from http://oasis.col.org/handle/11599/2543
  • Molawa, S. (2009). The “first” and “third world” in Africa: knowledge access, challenges and current technological innovations in Africa. First International Conference on African Digital Libraries and Archives. Addis Ababa, Ethiopia.
  • Matthews, D. (1999). The origins of distance education and its use in the United States. T.H.E. Journal, 27(2), 56-66. Retrieved April 19, 2020 from https://www.learntechlib.org/p/89339/
  • Mpofu, V., Samukange, T., Kusure, L. M., Zinyandu, T.M., Denhere, C., Huggins, N., Wiseman, C., Ndlovu, S., Chiveya , R., Matavire, M., Mukavhi, L., Gwizangwe, I., Magombe, E., Magomelo, M., and Sithole, F. (2012). Challenges of Virtual and Open Distance Science Teacher Education in Zimbabwe. International Review of Research in Open and Distance Learning, 13(1), 207-219.
  • MONE (2020). https://www.meb.gov.tr/bakan-selcuk-23-martta-baslayacak-uzaktan-egitime-iliskin- detaylari-anlatti/haber/20554/tr
  • Nagrale, P. (2013). Advantages and disadvantages of distance education. https://surejob.in/advantages-anddisadvantages- of-distance-education.html
  • Özüdoğru , F. & Hişmanoglu, M. (2016). Views of freshmen students on foreign language courses delivered via e-learning. Turkish Online Journal of Distance Education, 17(1), 31-47.
  • Sadeghi, M. (2019). A shift from classroom to distance learning: Advantages and limitations. International Journal of Research in English Education, 4(1), 80-88.
  • Solak , E. & Cakir, R. (2014).Exploring the factors influencing e-learning of Turkish EFL learners through Tam. The Turkish Online Journal of Educational Technology, 13(3), 68-76
  • UNESCO. (2020, March 30). COVID-19 Webinar: A new world for teachers, education’s frontline workers. Retrieved from https://en.unesco.org/news/covid-19-webinar-new-worldteachers-educations-frontline-workers
  • Vlassenko, L., & Bozhok, N. (2014). Advantages and disadvantages of distance learning. National University of Food Technologies, Ukraine.
There are 26 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Mustafa Şevik

Zeynep Yucedag 0000-0002-1720-3731

Publication Date April 30, 2021
Published in Issue Year 2021 Volume: 9 Issue: 11

Cite

APA Şevik, M., & Yucedag, Z. (2021). An evaluation of distance education during the Coronavirus 19 pandemic: the views of Turkish EFL teachers. Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 9(11), 171-190.

Mehmet Akif Ersoy University Journal of The Institute of Educational Sciences (MAKÜ-EBED) is a national, peer-reviewed, and scientific journal that aims to contribute to science by sharing developments in educational sciences, field education, and teacher training both in Turkey and worldwide on a scientific platform. Our journal is published online once a year, and all articles are offered as open access.