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EVALUATION OF AN ENGLISH COURSE IN A DISTANCE EDUCATION PROGRAM

Year 2021, Issue: 59, 110 - 135, 12.08.2021

Abstract

Bu çalışma, bir üniversitenin bir uzaktan eğitim programını uzaktan İngilizce dersine odaklanarak incelemeyi amaçlamaktadır. Aynı konuda yapılan çalışmaların çoğu, kampüs içi öğrencilerle örgün eğitim programlarında zorunlu İngilizcenin uzaktan eğitimine odaklanmaktadır. Ancak bu çalışmanın diğerlerinden farkı, bu araştırmaya katılanların bir uzaktan eğitim programında okumaları, yani tüm derslerini uzaktan eğitim yoluyla almalarıdır. Bu programda öğrenim gören öğrencilerin (N = 60) görüşleri açık ve kapalı uçlu sorulardan oluşan anket formu aracılığıyla toplanmıştır. Kapalı uçlu soruların bulguları bir istatistik programı ile analiz edilmiştir. Açık uçlu sorulara verilen cevaplar içerik analizi ile incelenmiştir. Sonuç olarak, öğrencilerin genellikle esnek ve uyarlanabilir olması nedeniyle bu uzaktan eğitim programını tercih ettikleri ve avantajların zaman ve mekândan bağımsız olduğu bulunmuştur. Bazı istisnalar dışında öğrenciler genellikle ders öğretmeninin uygulamalarından memnun olduklarını, ancak uzaktan eğitimle İngilizceyi etkili bir şekilde öğrenmenin kendileri için zor olduğunu belirtmişlerdir. Bunun altında yatan nedenler ve dezavantajlar ise öğrenciler tarafından arkadaşları ile etkileşim eksikliği, uygulama eksikliği, motivasyon eksikliği ve sosyalleşme eksikliği olarak belirlenmiştir.

References

  • Abeysekera, L., & Dawson, P. (2014). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14.
  • Adıyaman, Z. (2002). Uzaktan eğitim yoluyla yabancı dil öğretimi. The Turkish Online Journal of Educational Technology (TOJET), 1(1), 92-97.
  • Al Sharaeai, W. A. A. (2012). Students' perspectives on the use of L1 in English classrooms. (Unpublished Master Thesis). Iowa State University, Iowa America.
  • Asfaranjan, Y. S., Shirzad, F., Baradari, F., Salimi, M., & Salehi, M. (2013). Alleviating the senses of isolation and alienation in the virtual world: Socialization in distance education. Procedia - Social and Behavioral Sciences, 93, 332-337.
  • Asif, S., Bashir, R., & Zafar, S. (2018). What are the factors affecting the use of English language in English-only classrooms: Student’s perspectives in Pakistan? English Language Teaching, 11(6), 67-79.
  • Aydın, C. H. (2003). Uzaktan eğitimin geleceğine ilişkin eğilimler. Elektrik Mühendisleri Odası Dergisi, 419, 28-36.
  • Balçıkanlı, C. (2020). Uzaktan eğitim yoluyla yabancı dil öğretimi. Eğitim Tercihi. Retrived from http://www.egitimtercihi.com/okulgazetesi/20973-uzaktan-egitim-yoluyla-yabanc-dil-oegretimi.html
  • Brown, A., Lewin, A., & Shikongo, R. M. (2014). University of Namibia academics’ perceptions of face-to-face learning and open and distance learning (ODL). International Journal of Humanities Social Sciences and Education (IJHSSE), 1(8), 101-108.
  • Cowan, J. (1995). The advantages and disadvantages of distance education. In R. Howard & I. McGrath (Ed.), Distance Education for Language Teachers: A UK Perspective (pp. 14-20). Clevedon: Multilingual Matters.
  • Curless, T. A. (2004). Motivating students in distance education. Distance Learning, 1(5), 19-22.
  • Doğan, Y. (2020). Üniversite öğrencilerinin uzaktan çevrimiçi yabancı dil öğrenmeye yönelik görüşlerinin değerlendirilmesi. Türk Eğitim Bilimleri Dergisi, 18(1), 483-504.
  • Downe-Wamboldt, B. (1992). Content analysis: Method, applications, and issues. Health Care for Women International, 13, 313-321.
  • Ekmekçi, E. (2015). Distance-education in foreign language teaching: evaluations from the perspectives of freshman students. Procedia-Social and Behavioural Sciences, 176, 390- 397.
  • Eroğlu, F., & Kalaycı, N. (2020). Üniversitelerdeki zorunlu ortak derslerden yabancı dil dersinin uzaktan ve yüz yüze eğitim uygulamalarının karşılaştırılarak değerlendirilmesi. Türk Eğitim Bilimleri Dergisi, 18(1), 236-265.
  • Given, L.M. (2008). The sage encyclopaedia of qualitative research method. Sage Publications, Newbury Park, California.
  • Göçmez, L. (2014). Distance foreign language learners’ learning beliefs and readiness for autonomous learning. (Unpublished Master Thesis). Gazi University, Institute of Educational Sciences, Ankara, Turkey.
  • Gürleyik, S., & Akdemir, E. (2018). Guiding curriculum development: Student perceptions for the second language learning in technology-enhanced learning environments. Journal of Education and Training Studies, 6(4), 131-138.
  • Kaplan, A. M., & Haenlein, M. (2016). Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster. Business Horizons, 59(4), 441–450.
  • Keremidchieva, G., & Yankov, P. (2001). Challenges and advantages of distance learning systems. Information & Security, 6, 115-121.
  • Kırık, A. M. (2014). Uzaktan eğitimin tarihsel gelişimi ve Türkiye’deki durumu. Marmara İletişim Dergisi, 21, 73-94.
  • Kim, K. J., & Frick, T. W. (2011). Changes in student motivation during online learning. Journal of Educational Computing Research, 44(1), 1-23.
  • Lewis, P. A., Tutticci, N. F., Douglas, C., Gray, G., Osborn, Y., Evans, K., & Nielson, C. M. (2016). Flexible learning: Evaluation of an international distance education programme designed to build the learning and teaching capacity of nurse academics in a developing country. Nurse Education in Practice, 21, 59-65.
  • Macaro, E. (2000). Issues in target language teaching. In K. Field (Ed.), Issues in Modern Foreign Languages Teaching (pp. 171-189). Abingdon, Oxon: Routledge.
  • McIsaac, S. M., & Gunawardena, S. L. (1996). Distance education. In D. Jonassen (Ed.), Handbook of Research in Educational Communication and Technology (pp. 403-437). New York: Macmillan.
  • Ng, C. F. (2006). Academics telecommuting in open and distance education universities: Issues, challenges and opportunities. The International Review of Research in Open and Distributed Learning, 7(2), 1-16.
  • Pepeler, E., Özbek, R., & Adanır, Y. (2018). Uzaktan eğitim ile verilen İngilizce dersine yönelik öğrenci görüşleri: Muş Alparslan üniversitesi örneği. Journal of Social Sciences of Muş Alparslan University, 6(3), 421-429.
  • Robb, C. A., & Sutton, J. (2014). The importance of social presence and motivation in distance learning. Journal of Technology, Management & Applied Engineering, 31(1-3), 1-10.
  • Swain, M., & Lapkin, S. (2000). Task-based second language learning: The use of the first language. Language Teaching Research, 4(3), 251–274.
  • Saba, F. (2001). Professor says distance education will flop unless universities revamp themselves. Chronicle of Higher Education, 47(42), A33.
  • Şen-Ersoy, N. (2015). Uzaktan İngilizce dersinin farklı değişkenler açısından incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 4(3), 95-106.
  • Şirin, R. (2015). İngilizce dersinin uzaktan eğitimine yönelik öğrenci görüşleri. (Unpublished Master Thesis). Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana.
  • Şirin, R., & Tekdal, M. (2015). İngilizce dersinin uzaktan eğitimine yönelik öğrenci görüşleri. Gaziantep University Journal of Social Sciences, 14(1), 323-335.
  • Yavuz, R. (2016). Eğitim fakültesi 1. sınıf öğrencilerinin uzaktan eğitime ilişkin tutumları ile İngilizce dersine ilişkin tutumları arasındaki ilişki. (Unpublished Master Thesis). Eğitim Bilimleri Enstitüsü, Bolu, Turkey.
  • Zhang, X., & Cui, G. (2010). Learning beliefs of distance foreign language learners in China: A survey study. System, 38, 30-40.

Evaluation of an English Course in a Distance Education Program

Year 2021, Issue: 59, 110 - 135, 12.08.2021

Abstract

The current study aimed to examine a distance education program of a university with a focus on distance English course. The majority of the studies conducted on the same issue focuses on distance education of compulsory English in formal education programs with on-campus students. However, the distinction between this study and the others is that the participants of this research study at a distance education program which means that they got all their courses through distance education. The opinions of students (N=60) studying in this program were gathered through a questionnaire consisting of open and closed-ended questions. The findings of closed-ended questions were analysed with a statistical program. The answers given to the open-ended questions were examined via content analysis. As a result, it was revealed that students generally preferred this distance education program because of its being flexible and adaptable and stated advantages were being independent of time and place. They were generally content with the practices of the course teacher with some exceptions, yet they indicated that it is hard for them to learn English effectively through distance education. The underlying reasons and disadvantages were specified by the students as lack of interaction with their friends, lack of practice, lack of motivation and lack of socialization.

References

  • Abeysekera, L., & Dawson, P. (2014). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14.
  • Adıyaman, Z. (2002). Uzaktan eğitim yoluyla yabancı dil öğretimi. The Turkish Online Journal of Educational Technology (TOJET), 1(1), 92-97.
  • Al Sharaeai, W. A. A. (2012). Students' perspectives on the use of L1 in English classrooms. (Unpublished Master Thesis). Iowa State University, Iowa America.
  • Asfaranjan, Y. S., Shirzad, F., Baradari, F., Salimi, M., & Salehi, M. (2013). Alleviating the senses of isolation and alienation in the virtual world: Socialization in distance education. Procedia - Social and Behavioral Sciences, 93, 332-337.
  • Asif, S., Bashir, R., & Zafar, S. (2018). What are the factors affecting the use of English language in English-only classrooms: Student’s perspectives in Pakistan? English Language Teaching, 11(6), 67-79.
  • Aydın, C. H. (2003). Uzaktan eğitimin geleceğine ilişkin eğilimler. Elektrik Mühendisleri Odası Dergisi, 419, 28-36.
  • Balçıkanlı, C. (2020). Uzaktan eğitim yoluyla yabancı dil öğretimi. Eğitim Tercihi. Retrived from http://www.egitimtercihi.com/okulgazetesi/20973-uzaktan-egitim-yoluyla-yabanc-dil-oegretimi.html
  • Brown, A., Lewin, A., & Shikongo, R. M. (2014). University of Namibia academics’ perceptions of face-to-face learning and open and distance learning (ODL). International Journal of Humanities Social Sciences and Education (IJHSSE), 1(8), 101-108.
  • Cowan, J. (1995). The advantages and disadvantages of distance education. In R. Howard & I. McGrath (Ed.), Distance Education for Language Teachers: A UK Perspective (pp. 14-20). Clevedon: Multilingual Matters.
  • Curless, T. A. (2004). Motivating students in distance education. Distance Learning, 1(5), 19-22.
  • Doğan, Y. (2020). Üniversite öğrencilerinin uzaktan çevrimiçi yabancı dil öğrenmeye yönelik görüşlerinin değerlendirilmesi. Türk Eğitim Bilimleri Dergisi, 18(1), 483-504.
  • Downe-Wamboldt, B. (1992). Content analysis: Method, applications, and issues. Health Care for Women International, 13, 313-321.
  • Ekmekçi, E. (2015). Distance-education in foreign language teaching: evaluations from the perspectives of freshman students. Procedia-Social and Behavioural Sciences, 176, 390- 397.
  • Eroğlu, F., & Kalaycı, N. (2020). Üniversitelerdeki zorunlu ortak derslerden yabancı dil dersinin uzaktan ve yüz yüze eğitim uygulamalarının karşılaştırılarak değerlendirilmesi. Türk Eğitim Bilimleri Dergisi, 18(1), 236-265.
  • Given, L.M. (2008). The sage encyclopaedia of qualitative research method. Sage Publications, Newbury Park, California.
  • Göçmez, L. (2014). Distance foreign language learners’ learning beliefs and readiness for autonomous learning. (Unpublished Master Thesis). Gazi University, Institute of Educational Sciences, Ankara, Turkey.
  • Gürleyik, S., & Akdemir, E. (2018). Guiding curriculum development: Student perceptions for the second language learning in technology-enhanced learning environments. Journal of Education and Training Studies, 6(4), 131-138.
  • Kaplan, A. M., & Haenlein, M. (2016). Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster. Business Horizons, 59(4), 441–450.
  • Keremidchieva, G., & Yankov, P. (2001). Challenges and advantages of distance learning systems. Information & Security, 6, 115-121.
  • Kırık, A. M. (2014). Uzaktan eğitimin tarihsel gelişimi ve Türkiye’deki durumu. Marmara İletişim Dergisi, 21, 73-94.
  • Kim, K. J., & Frick, T. W. (2011). Changes in student motivation during online learning. Journal of Educational Computing Research, 44(1), 1-23.
  • Lewis, P. A., Tutticci, N. F., Douglas, C., Gray, G., Osborn, Y., Evans, K., & Nielson, C. M. (2016). Flexible learning: Evaluation of an international distance education programme designed to build the learning and teaching capacity of nurse academics in a developing country. Nurse Education in Practice, 21, 59-65.
  • Macaro, E. (2000). Issues in target language teaching. In K. Field (Ed.), Issues in Modern Foreign Languages Teaching (pp. 171-189). Abingdon, Oxon: Routledge.
  • McIsaac, S. M., & Gunawardena, S. L. (1996). Distance education. In D. Jonassen (Ed.), Handbook of Research in Educational Communication and Technology (pp. 403-437). New York: Macmillan.
  • Ng, C. F. (2006). Academics telecommuting in open and distance education universities: Issues, challenges and opportunities. The International Review of Research in Open and Distributed Learning, 7(2), 1-16.
  • Pepeler, E., Özbek, R., & Adanır, Y. (2018). Uzaktan eğitim ile verilen İngilizce dersine yönelik öğrenci görüşleri: Muş Alparslan üniversitesi örneği. Journal of Social Sciences of Muş Alparslan University, 6(3), 421-429.
  • Robb, C. A., & Sutton, J. (2014). The importance of social presence and motivation in distance learning. Journal of Technology, Management & Applied Engineering, 31(1-3), 1-10.
  • Swain, M., & Lapkin, S. (2000). Task-based second language learning: The use of the first language. Language Teaching Research, 4(3), 251–274.
  • Saba, F. (2001). Professor says distance education will flop unless universities revamp themselves. Chronicle of Higher Education, 47(42), A33.
  • Şen-Ersoy, N. (2015). Uzaktan İngilizce dersinin farklı değişkenler açısından incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 4(3), 95-106.
  • Şirin, R. (2015). İngilizce dersinin uzaktan eğitimine yönelik öğrenci görüşleri. (Unpublished Master Thesis). Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana.
  • Şirin, R., & Tekdal, M. (2015). İngilizce dersinin uzaktan eğitimine yönelik öğrenci görüşleri. Gaziantep University Journal of Social Sciences, 14(1), 323-335.
  • Yavuz, R. (2016). Eğitim fakültesi 1. sınıf öğrencilerinin uzaktan eğitime ilişkin tutumları ile İngilizce dersine ilişkin tutumları arasındaki ilişki. (Unpublished Master Thesis). Eğitim Bilimleri Enstitüsü, Bolu, Turkey.
  • Zhang, X., & Cui, G. (2010). Learning beliefs of distance foreign language learners in China: A survey study. System, 38, 30-40.
There are 34 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Derya Tuzcu Eken 0000-0003-2606-1314

Early Pub Date October 23, 2023
Publication Date August 12, 2021
Submission Date September 6, 2020
Published in Issue Year 2021 Issue: 59

Cite

APA Tuzcu Eken, D. (2021). Evaluation of an English Course in a Distance Education Program. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(59), 110-135.