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The Views of the School Principals About Online Education Carried out During the Covid-19 Isolation

Year 2021, Volume: 22 Issue: 1, 171 - 196, 30.04.2021

Abstract

This article is a qualitative study based on the content analysis method and aims at getting the views of the school principals in Adıyaman about the practices of distance education during the Covid-19 isolation. The centre of the research consists of the principals in Adiyaman who worked in 2019-2020 education year (N=110). The participants of the resarch are 76 volunteer principals. In survey, there are demographic features, 25 questions and 2 open-ended questions. The survey questions consist of three subsections to determine the views of the principals about the distance education practices, probable practices and how they spend their time during Covid-19 isolation. The answers of the survey questions have been analyzed by percentage but the data of the interviews have been analyzed by content analysis method. According to the results of the study, it is seen that there are some advantages for the continuity of the education but some disadvantages about students’ participation, their efficiency, homework check and evaulation, recording the events and rewatching, efficient material usage etc.

References

  • Balcı, A. (2007). Research in social science: Method, Technic and Principles. Pegem A.
  • Basilaia, G., Dgebuadze, M., Kantaria, M., & Chokhonelidze, G. (2020). Replacing the classic learning form at universities as an immediate response to the COVID-19 virus infection in Georgia. International Journal for Research in Applied Science & Engineering Technology, 8(III),101-108.
  • Brooks, S. K. Smith, L. E. Webster, R. K. Weston, D. Woodl, L. Hall, I. & Rubin, G. J. (2020). The impact of unplanned school closure on children’s social contact: rapid evidence review. Euro Surveillance, 25(13). Retrieved from: http://doi.org/10.2807/1560- 7917.ES.2020.25.13.2000188.
  • Büyüköztürk, Ş. (2016). Data analysis handbook for social sciences. Pegem Akademi.
  • Carey, K. (2020). Is everybody ready for the big migration to online college? Actually, no.The New York Times. Retrieved from: https://www.nytimes.com. Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, Erlbaum.
  • Cohen, L., Manion, L. & Morrison, K. (2000). Research methods in education. London: Routledge Falmer.
  • Davey L.(1991). The application of case study evaluations. Elementary Education Online, 8(2), 1-3.
  • Demir, Ö.,Toprak, M.,Yıldız, S., Demir, Z., Kalaycıoğlu, D. Güç, A. & Uğur, Z. (2020). Isolation Period Effects on Academics in Turkey. http://omer-demir.net/wp-content/uploads/2020/07/ Proje_Genel_Raporu_23.-07-2020-final.pdf
  • Development Workshop. (2020). The distance education practices of the countries because of Covid-19 around the world and Education policies. Retrieved from: 20 July 2020, http://www.ka.org.tr/dosyalar/file/ea_Covid %20map%20dw.pdf,
  • Domenico, L. Di, Pullano, G. Coletti, P. Hens, N. & Colizza, V. (2020). Expected impact of school closure and telework to mitigate COVİD -19 epidemic in France. Retrieved from: https://www.epicxlab.com/uploads/ 9/6/9/4/9694133/ inserm_Covid -19-school-closure-frenchregions_20200313.pdf
  • Dönmez, B. (2020). Distance Education in Pandemic Period and The future of education in Turkey. Retrieved from: https://www.hurriyet.com.tr/ egitim/pandemi-doneminde-uzaktan-egitim-ve-turkiyede-egitimin-gelecegi-41529246
  • Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer Networks, 176, 107290. How_to_Optimize_Online_ Learning_in_the_Age_of_Coronavirus_COVID-19_A_5 Point_ Guide_for_Educators.
  • Hermann, Z. (2020). Hány diákhoz nem jut el az online távoktatás? [How many students do not reach online distance learning?] Közgazdaság- és Regionális Tudományi Kutatóközpont Közgazdaságtudományi Intézete. Retrieved from: https://www.mtakti.hu/koronavirus/hany-diakhoz-nem-jut-el-az-online-tavoktatas/12769. Karasar, N. (2002). Scientific research method. Nobel.
  • Kırmızıgül, H. G. (2020). Covid- 19 pandemic and Education Period. Eurasian Journal of Researches in Social and Economics (EJRSE), 7(5), 283-289.
  • Kissler, Stephen M. & Tedijanto, Christine vd. (2020). Projecting the Transmission Dynamics of SARS-CoV-2 Trough the Postsalgınc Period” Science, DOI: 10.1126/science. abb 5793.
  • Liguori, E. W., & Winkler, C. (2020). Challenges and opportunities for entrepreneurship education following the COVID-19 pandemic. Entrepreneurship Education and Pedagogy. Retrieved from: https://doi.org/10.1177/2515127420916738.
  • Luo, Yu-Meng, Wei Liu, Xiao-Guang Yue, &Marc A. Rosen. 2020. Sustainable Emergency Management Based on Intelligent Information Processing. Sustainability 12: 1081.
  • Martin, A. (2020). How to optimize online learning in the age of coronavirus (COVID-19): A 5-pointguide for ducators. Retrieved from: https://www.researchgate.net/publication/339944395_ How_to_Optimize_ Online_Learning_in_the_Age_of_Coronavirus_COVID-19_A_5-Point_Guide_for_Educators
  • Merriam, S. B. (1988) Case Study Research in Education: A Qualitative Approach. Jossey-Bass, San Francis-co.
  • Ministry of Health (SB). (2020a). What is Covid-19? Retrieved from: https://covid19bilgi.saglik.gov.tr/tr/covid-19-yeni-koronavirus.-hastaligi-edir
  • Ministry of Health (SB). (2020b). The current situation in Turkey. Retrieved from: https://www.saglik.gov.tr-/Genel/MansetHaberListesi.aspx
  • Owusu-Fordjour, C. Koomson, C. & Hanson, D. (2020). The impact of Covid-19 on learning- the perspective of the Ghanaian student. European Journal of Education Studies, 7(3), 88–101. http://doi.org/10.5281/zenodo.3753586
  • Özer, M. (2020). Education in the World after the Covid-19 Outbreak. Retrieved from: https://www.meb.gov.tr/Covid -19-salgini-sonrasi-dunyada-egitim/haber/ 20936/tr.
  • Sakowski, P. A. M., & Tóvolli, M. H. (2016). Complex approaches for education in brazil. Retrieved from: http://repositorio.ipea.gov.br/bitstream/ 11058/6362/1/ Discussion Paper_210.pdf
  • Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance, 33 (4).289-306.
  • Trucano, M. (2017). 20 innovative edtech projects from around the world. Retrieved from: http://blogs.worldbank.org/edutech/20-innovative-edtech-projects-around-world
  • UNESCO. (2020). COVID-19 Educational Disruption and Response. Retrieved from: https://en.unesco.org/covid19/educationresponse.
  • Viner, R. M. Russell, S. J. Croker, H. Packer, J. Ward, J. Stansfield, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVİD -19: a rapid systematic review. The Lancet Child & Adolescent Health, 0(0), 1–8. Retrieved from: http://doi.org/ 10.1016/S2352-4642(20)30095-X.
  • Wang, C., Cheng, Z., Yue, X.-G., & McAleer, M. (2020). Risk Management of COVID-19 by universities in China. Journal of Risk and Financial Management, 13(2), 36. Retrieved from: http://doi.org/ 10.3390/jrfm13020036
  • WHO, (2020a). Announces COVİD -19 outbreak a salgınc. Retrieved from: http://www.euro.who.int/ en/healthtopics/health-emergencies/ coronavirus-Covid -19/news/news/2020/3/who-announcesCovid -19-outbreak-a-salgınc
  • WHO, (2020b). Coronavirus updates (COVİD -19). Retrieved from: https://www.who.int/ emergencies/diseases/novel-coronavirus-2019/events-as-they-happen.
  • World Economic Form, (2020). The COVID-19 pandemic has changed education forever. This is how. Retrieved from: https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/

Covid-19 İzolasyon Sırasında Yürütülen Online Eğitim Hakkında Okul Müdürlerinin Görüşleri

Year 2021, Volume: 22 Issue: 1, 171 - 196, 30.04.2021

Abstract

This article is a qualitative study based on the content analysis method and aims at getting the views of the school principals in Adıyaman about the practices of distance education during the Covid-19 isolation. The centre of the research consists of the principals in Adiyaman who worked in 2019-2020 education year (N=110). The participants of the resarch are 76 volunteer principals. In survey, there are demographic features, 25 questions and 2 open-ended questions. The survey questions consist of three subsections to determine the views of the principals about the distance education practices, probable practices and how they spend their time during Covid-19 isolation. The answers of the survey questions have been analyzed by percentage but the data of the interviews have been analyzed by content analysis method. According to the results of the study, it is seen that there are some advantages for the continuity of the education but some disadvantages about students’ participation, their efficiency, homework check and evaulation, recording the events and rewatching, efficient material usage etc.

References

  • Balcı, A. (2007). Research in social science: Method, Technic and Principles. Pegem A.
  • Basilaia, G., Dgebuadze, M., Kantaria, M., & Chokhonelidze, G. (2020). Replacing the classic learning form at universities as an immediate response to the COVID-19 virus infection in Georgia. International Journal for Research in Applied Science & Engineering Technology, 8(III),101-108.
  • Brooks, S. K. Smith, L. E. Webster, R. K. Weston, D. Woodl, L. Hall, I. & Rubin, G. J. (2020). The impact of unplanned school closure on children’s social contact: rapid evidence review. Euro Surveillance, 25(13). Retrieved from: http://doi.org/10.2807/1560- 7917.ES.2020.25.13.2000188.
  • Büyüköztürk, Ş. (2016). Data analysis handbook for social sciences. Pegem Akademi.
  • Carey, K. (2020). Is everybody ready for the big migration to online college? Actually, no.The New York Times. Retrieved from: https://www.nytimes.com. Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, Erlbaum.
  • Cohen, L., Manion, L. & Morrison, K. (2000). Research methods in education. London: Routledge Falmer.
  • Davey L.(1991). The application of case study evaluations. Elementary Education Online, 8(2), 1-3.
  • Demir, Ö.,Toprak, M.,Yıldız, S., Demir, Z., Kalaycıoğlu, D. Güç, A. & Uğur, Z. (2020). Isolation Period Effects on Academics in Turkey. http://omer-demir.net/wp-content/uploads/2020/07/ Proje_Genel_Raporu_23.-07-2020-final.pdf
  • Development Workshop. (2020). The distance education practices of the countries because of Covid-19 around the world and Education policies. Retrieved from: 20 July 2020, http://www.ka.org.tr/dosyalar/file/ea_Covid %20map%20dw.pdf,
  • Domenico, L. Di, Pullano, G. Coletti, P. Hens, N. & Colizza, V. (2020). Expected impact of school closure and telework to mitigate COVİD -19 epidemic in France. Retrieved from: https://www.epicxlab.com/uploads/ 9/6/9/4/9694133/ inserm_Covid -19-school-closure-frenchregions_20200313.pdf
  • Dönmez, B. (2020). Distance Education in Pandemic Period and The future of education in Turkey. Retrieved from: https://www.hurriyet.com.tr/ egitim/pandemi-doneminde-uzaktan-egitim-ve-turkiyede-egitimin-gelecegi-41529246
  • Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer Networks, 176, 107290. How_to_Optimize_Online_ Learning_in_the_Age_of_Coronavirus_COVID-19_A_5 Point_ Guide_for_Educators.
  • Hermann, Z. (2020). Hány diákhoz nem jut el az online távoktatás? [How many students do not reach online distance learning?] Közgazdaság- és Regionális Tudományi Kutatóközpont Közgazdaságtudományi Intézete. Retrieved from: https://www.mtakti.hu/koronavirus/hany-diakhoz-nem-jut-el-az-online-tavoktatas/12769. Karasar, N. (2002). Scientific research method. Nobel.
  • Kırmızıgül, H. G. (2020). Covid- 19 pandemic and Education Period. Eurasian Journal of Researches in Social and Economics (EJRSE), 7(5), 283-289.
  • Kissler, Stephen M. & Tedijanto, Christine vd. (2020). Projecting the Transmission Dynamics of SARS-CoV-2 Trough the Postsalgınc Period” Science, DOI: 10.1126/science. abb 5793.
  • Liguori, E. W., & Winkler, C. (2020). Challenges and opportunities for entrepreneurship education following the COVID-19 pandemic. Entrepreneurship Education and Pedagogy. Retrieved from: https://doi.org/10.1177/2515127420916738.
  • Luo, Yu-Meng, Wei Liu, Xiao-Guang Yue, &Marc A. Rosen. 2020. Sustainable Emergency Management Based on Intelligent Information Processing. Sustainability 12: 1081.
  • Martin, A. (2020). How to optimize online learning in the age of coronavirus (COVID-19): A 5-pointguide for ducators. Retrieved from: https://www.researchgate.net/publication/339944395_ How_to_Optimize_ Online_Learning_in_the_Age_of_Coronavirus_COVID-19_A_5-Point_Guide_for_Educators
  • Merriam, S. B. (1988) Case Study Research in Education: A Qualitative Approach. Jossey-Bass, San Francis-co.
  • Ministry of Health (SB). (2020a). What is Covid-19? Retrieved from: https://covid19bilgi.saglik.gov.tr/tr/covid-19-yeni-koronavirus.-hastaligi-edir
  • Ministry of Health (SB). (2020b). The current situation in Turkey. Retrieved from: https://www.saglik.gov.tr-/Genel/MansetHaberListesi.aspx
  • Owusu-Fordjour, C. Koomson, C. & Hanson, D. (2020). The impact of Covid-19 on learning- the perspective of the Ghanaian student. European Journal of Education Studies, 7(3), 88–101. http://doi.org/10.5281/zenodo.3753586
  • Özer, M. (2020). Education in the World after the Covid-19 Outbreak. Retrieved from: https://www.meb.gov.tr/Covid -19-salgini-sonrasi-dunyada-egitim/haber/ 20936/tr.
  • Sakowski, P. A. M., & Tóvolli, M. H. (2016). Complex approaches for education in brazil. Retrieved from: http://repositorio.ipea.gov.br/bitstream/ 11058/6362/1/ Discussion Paper_210.pdf
  • Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance, 33 (4).289-306.
  • Trucano, M. (2017). 20 innovative edtech projects from around the world. Retrieved from: http://blogs.worldbank.org/edutech/20-innovative-edtech-projects-around-world
  • UNESCO. (2020). COVID-19 Educational Disruption and Response. Retrieved from: https://en.unesco.org/covid19/educationresponse.
  • Viner, R. M. Russell, S. J. Croker, H. Packer, J. Ward, J. Stansfield, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVİD -19: a rapid systematic review. The Lancet Child & Adolescent Health, 0(0), 1–8. Retrieved from: http://doi.org/ 10.1016/S2352-4642(20)30095-X.
  • Wang, C., Cheng, Z., Yue, X.-G., & McAleer, M. (2020). Risk Management of COVID-19 by universities in China. Journal of Risk and Financial Management, 13(2), 36. Retrieved from: http://doi.org/ 10.3390/jrfm13020036
  • WHO, (2020a). Announces COVİD -19 outbreak a salgınc. Retrieved from: http://www.euro.who.int/ en/healthtopics/health-emergencies/ coronavirus-Covid -19/news/news/2020/3/who-announcesCovid -19-outbreak-a-salgınc
  • WHO, (2020b). Coronavirus updates (COVİD -19). Retrieved from: https://www.who.int/ emergencies/diseases/novel-coronavirus-2019/events-as-they-happen.
  • World Economic Form, (2020). The COVID-19 pandemic has changed education forever. This is how. Retrieved from: https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
There are 32 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Hacı Hüseyin Taşar 0000-0001-9563-0440

Publication Date April 30, 2021
Published in Issue Year 2021 Volume: 22 Issue: 1

Cite

APA Taşar, H. H. (2021). The Views of the School Principals About Online Education Carried out During the Covid-19 Isolation. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22(1), 171-196. https://doi.org/10.29299/kefad.808864

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