Kovid-19 Pandemi Döneminde Uzaktan Eğitimde Öğretim Elemanlarının Öz-yansıtma ve Öz-Düzenleme Deneyimleri ve Uygulamaları

Abstract

Uzaktan eğitimde öğretim elemanı algıları ve deneyimleri küresel bağlamda sürekli artan bir ilgi çekmektedir. Ancak, uzaktan eğitimde öğretim elemanlarının öz-yansıtma ve öz-düzenleme deneyimleri konusunda yeterli araştırma bulunmamaktadır. Bu betimleyici durum çalışması Kovid-19 pandemi döneminde Türkiye’de bir devlet üniversitesinde zorunlu olarak uzaktan eğitim dersleri yürüten öğretim elemanlarının öz-yansıtma ve öz-düzenleme deneyimlerini araştırmayı amaçlamaktadır. Katılımcılar Türkçe Öğretim Merkezi’nde uluslararası öğrencilere Türkçe öğreten dört öğretim elemanından oluşmaktadır. Veriler katılımcıların yapılandırılmamış yansıtma notları ve açık-uçlu sorulara verdikleri cevaplar yoluyla toplanmıştır. Geleneksel içerik analizinin sonuçları katılımcıların öz-yansıtma ve öz-düzenleme deneyimlerini ve uygulamalarını etkileyen üç boyut ortaya koymuştur: uzaktan eğitime uyum, iletişimsel modeller ve öğretim uygulamaları. Sonuçlar dikkate alınarak bazı pedagojik önerilerde bulunulmuştur.

Keywords

• öz-yansıtma
• öz-düzenleme
• uzaktan eğitim
• Kovid-19

Self-reflection and Self-regulation Experiences and Practices of Instructors in Distance Education during Covid-19 Pandemic

Abstract

Instructor perceptions and experiences in distance education have been attracting a growing attention in global context. Yet, there is paucity of research examining instructors’ self-reflection and self-regulation experiences in distance education. This descriptive case study was purposed to investigate the self-reflection and regulation experiences of instructors who mandatorily implemented distance education sessions during the Covid-19 pandemic at the Center in Turkey. The participants were four Turkish instructors who offered Turkish language education to international students at a Turkish Teaching Center. Data were collected through the participants’ unstructured reflection notes and their answers to the open-ended questions. The results through conventional content analysis pointed at three dimensions affecting the participants’ self-reflection and self-regulation experiences and practices: adaptation to distance education, interactional patterns and teaching practices. In the light of the results, some pedagogical suggestions are made.

Keywords

• Self-reflection
• self-regulation
• distance education
• Covid-19.

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