Türkiye'de Covid-19 Sırasında Üniversite İngilizce Hazırlık Sınıfı Öğrencilerinin Çevrimiçi Öğrenmeye Yönelik Tutumlarına İlişkin Vaka İncelemesi

Year 2020, Volume: 4 Issue: 2, 73 - 93, 31.12.2020

Nilüfer Evişen , Öznur Akyılmaz Yeliz Torun

Abstract

Çevrimiçi teknolojideki gelişmelere istinaden, uzaktan eğitim uzun süredir tartışılmaktadır. Çevrimiçi eğitime öğretmenlerin aldıkları eğitimi (Bennett ve Lockyert, 2006) ve öğrencilerin çevrimiçi kurs içeriğini öğrenirken sorumlulukları ve rolleri hakkında sahip oldukları farkındalıkları (Mupinga, Nora ve Yaw, 2006) açısından artan bir vurgu vardır. Yakın gelecekteki eğitim birçok kişi tarafından daha fazla çevrimiçi katılımla resmedilmiş olsa da, hiç kimse 2020'deki eve kapanma gibi ani bir değişim beklemiyordu; bu süre zarfında eğitimin neredeyse tüm paydaşları, öğretim ve öğrenim hakkında bildiklerini tarif edilemez Covid-19 pandemisi nedeniyle çevrimiçi ortamlara uyarlamak zorunda kaldılar. Neredeyse bir hafta içinde dünya genelindeki çoğu eğitim kurumu çevrimiçi eğitime geçmek zorunda kaldı. Bu, sadece yöneticiler ve öğretmenler için değil öğrenciler için de sancılı bir süreç oldu. Bu çalışmanın temel amacı, Gaziantep Üniversitesi İngilizce hazırlık sınıfı öğrencilerinin çevrimiçi eğitime geçişe yönelik tutum ve duygularını incelemektir. Öğrenci günlükleri ve röportajlarından elde edilen sonuçların analizi, öğrencilerin geleneksel öğrenmeyi çevrimiçi öğrenmeye tercih ettiklerini ortaya koymuştur. Bulguların çevrimiçi öğrenmenin geleceğine ışık tutması umulmaktadır.

Keywords

çevrimiçi öğrenme, uzaktan eğitim, öğrencilerin tutumları, Covid-19

A Case Study of University EFL Preparatory Class Students’ Attitudes towards Online Learning during Covid-19 in Turkey

Abstract

ABSTRACT
By virtue of advancements in online technology, distance learning has been long discussed. There is an increasing emphasis upon online education, which should affect the training teachers get (Bennett, & Lockyert, 2006), and the awareness learners have about their responsibilities and roles while learning course content online (Mupinga, Nora, & Yaw, 2006). Although near future education has been pictured with more online involvement by many, nobody was expecting such a sudden shift like the lockdown in 2020, throughout which nearly all stakeholders of education on a global scale were forced to adapt all that we know about teaching and learning to online mediums due to the indescribable Covid-19 pandemic. Within almost a week, most educational institutions worldwide had to switch to online education. It was a painful process not only for the administrators and teachers but also for the students. The main purpose of this study is to investigate the attitudes and feelings of English preparatory class students in Gaziantep University towards the shift to online education. The analysis of the results from the journals and interviews revealed that students preferred traditional learning to online learning. The findings are hoped to shed light on the future of online learning.

Keywords

online learning, distance learning, students' attitudes, Covid-19

References

• Allen, I. E., & Seaman, J. (2007). Online nation: Five years of growth in online learning. Sloan Consortium. PO Box 1238, Newburyport, MA 01950.
• Annetta, L., Murray, M., Laird, S. G., Bohr, S., & Park, J. (2008). Investigating student attitudes toward a synchronous, online graduate course in a multi-user virtual learning environment. Journal of Technology and Teacher Education, 16(1), 5-34.
• Bates, A.W. (2005). Technology, e-Learning and distance education (2nd ed.). London: Routledge Falmer.
• Betchoo, N. K. (2017). Today’s Challenge of Shaping E-learning in Sub-Saharan Africa. Asian Journal of Applied Science and Technology (AJAST), 1(9), 92-94.
• Boeglin, J., & Campbell, K. (2002). Effects of learners' readiness on their perceived learning outcomes. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 28(2).
• Cabi, E., &Kalelioglu, F. (2019). A Fully Online Course Experience from Students' Perspective: Readiness, Attitudes and Thoughts. Turkish Online Journal of Distance Education, 20(3), 165-180.
• Dabbagh, N. (2007). The online learner: Characteristics and pedagogical implications. Contemporary Issues in Technology and Teacher Education, 7(3), 217-226.
• Gefen, D., Karahanna, E. & Straub, D. W. (2003). Inexperience and experience with online stores: The importance of TAM and trust. IEEE Transactions on Engineering Management, 50(3), 307-321.
• Guri-Rosenblit, S. (2005). ‘Distance education’and ‘e-learning’: Not the same thing. Higher education, 49(4), 467-493.
• Harasim, L.N., Hiltz, S.R., Teles, L., &Turoff, M. (1995). Learning networks: A field guide to teaching and learning online. Cambridge, MA: The MIT Press.
• Hixon, E., Barczyk, C., Ralston-Berg, P., &Buckenmeyer, J. (2016). The Impact of Previous Online Course Experience RN Students' Perceptions of Quality. Online Learning, 20(1), 25-40.
• Holmberg, B. (2005). Theory and practice of distance education. Routledge.
• Keegan, D. (1995). Foundation of Distance Education (2nd Ed.), London: Routledge.
• Kim, W., & Shih, T. K. (2003). Distance education: the status and challenges. Journal of Object Technology, 2(6), 35-43.
• Ku, H. Y., &, Lohr, L. L. (2003). A case study of Chinese students' attitudes toward their first online learning experience. Educational Technology Research and Development, 95-102.
• Lim, D. H., & Kim, H. (2003). Motivation and learner characteristics affecting online learning and learning application. Journal of Educational Technology Systems, 31(4), 423-439.
• McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. The International Review of Research in Open and Distributed Learning, 10(3).
• Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1–7.
• Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education. New York: Routledge.
• Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance education, 26(1), 29-48.
• Mupinga, D. M., Nora, R. T., & Yaw, D. C. (2006). The learning styles, expectations, and needs of online students. College teaching, 54(1), 185-189.
• Mupinga, D. M. (2005). Distance education in high schools: Benefits, challenges, and suggestions. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 78(3), 105-109.
• Nipper, S. (1989). Third generation distance learning and computer conferencing. In R. Mason & A. Kaye (Eds.), Mindweave: Communication, computers and distance education (pp. 63–73). Oxford: Permagon Press.
• Nwankwo, A. A. (2015). Students' learning experiences and perceptions of online course content and interactions. Retrieved from https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1187&context=dissertations
• Okwumabua, T. M., Walker, K. M., Hu, X., & Watson, A. (2011). An exploration of African American students’ attitudes toward online learning. Urban Education, 46(2), 241-250.
• Paris, P. G. (2004). E-Learning: A Study on Secondary Students' Attitudes towards Online Web Assisted Learning. International Education Journal, 5(1), 98-112.
• Pena-Shaff, J., Altman, W., & Stephenson, H. (2005). Asynchronous online discussions as a tool for learning: Students' attitudes, expectations, and perceptions. Journal of Interactive Learning Research, 16(4), 409-430.
• Reju, C. O. (2016). Student's experiences with distance and online learning of university-level undergraduate mathematics in Nigeria (Doctoral dissertation, University of the Free State).
• Richardson, J., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction.
• Shahsavar, Z., Tan, B. H., &Aryadoust, S. V. (2010). Note for the Editor: Investigating the factor structure of the blog attitude scale. Turkish Online Journal of Distance Education, 11(4), 12-24.
• Simpson, M., & Anderson, B. (2012). History and heritage in open, flexible and distance education. Journal of Open, Flexible, and Distance Learning, 16(2), 1-10.
• Song, L., Singleton, E. S., Hill, J. R., &Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1), 59–70.
• Suanpang, P., Petocz, P., &Kalceff, W. (2004). Student attitudes to learning business statistics: Comparison of online and traditional methods. Journal of Educational Technology & Society, 7(3), 9-20.
• Taylor, J. C. (2001). Fifth generation distance education. Instructional Science and Technology, 4(1), 1-14.
• Tina, L. I. M. (2010). The use of Facebook for online discussions among distance learners. Turkish Online Journal of Distance Education, 11(4), 72-81.
• Wang, C., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323.