UZAKTAN EĞİTİM ÖĞRENCİLERİNİN UZAKTAN EĞİTİME YÖNELİK ALGILARI: BİR METAFOR ANALİZİ

Yıl 2018, , 39 - 59, 22.01.2018

Hanife Çivril Emine Aruğaslan Betül Özaydın Özkara

https://doi.org/10.17943/etku.310168

Cited By: 34

Öz

Çalışmanın
amacı, metafor (mecaz) tekniğini kullanarak uzaktan eğitim öğrencilerinin
uzaktan eğitime yönelik algılarını tespit etmektir. Çalışma grubunu 2014
yılında Süleyman Demirel Üniversitesi Uzaktan Eğitim Meslek Yüksekokulu’nda
eğitim alan 220 katılımcı oluşturmaktadır.
Çalışmada nitel araştırma desenlerinden Olgubilim modeli seçilmiştir.
Katılımcılardan demografik özelliklerinin yanı sıra  “Uzaktan Eğitim …………..gibidir. Çünkü………………..”
ibaresindeki boşlukları çevrimiçi bir form aracılığıyla doldurmaları
istenmiştir. Veriler içerik analizi yöntemi ile analiz edilerek, temalar ve
kategoriler oluşturulmuştur. Öğrencilerin uzaktan eğitim hakkındaki algıları
belirlenen temalara ve kategorilere göre yorumlanmıştır. Metaforlar; Esneklik,
Erişilebilirlik, Eğitsel, Etkileşim ve Duyuşsal olmak üzere beş kategoride
toplanmıştır. Öğrencilerin çoğunluğunun olumlu metaforlar kullandığı ve uzaktan
eğitime yönelik algılarının pozitif yönde olduğu görülmüştür.

Anahtar Kelimeler

Uzaktan eğitim algısı, metafor, uzaktan eğitim öğrencileri

DISTANCE EDUCATION PERCEPTIONS OF DISTANCE EDUCATION STUDENTS: A METAPHOR ANALYSIS

Öz

The aim of this
study is to determine the perceptions of distance education students about
distance education by using metaphor technique. The working group included 220
students enrolled in Suleyman Demirel University, Distance Education Vocational
School in 2014. Phenomenology method was chosen as the qualitative research
design in this study. Participants were given a questionnaire consisting of
demographic questions and the prompt “Distance Education is like …….…. Because
………..” to articulate their conceptualizations of distance education. The data
were analyzed by content analysis method and then themes and categories were
formed. The perceptions of students about distance education are interpreted
according to the determined themes and categories. Metaphors were collected in
five categories: Flexibility, Accessibility, Educational, Interaction and Affective.
It was seen that the majority of the students were using positive metaphors and
the perceptions of distance education were positive.

Anahtar Kelimeler

Distance education perception, metaphor, distance education students

Kaynakça

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