Research Article
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Year 2022, Volume 23, Issue 4, 65 - 92, 01.10.2022
https://doi.org/10.17718/tojde.1182757

Abstract

References

  • Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments. DOI:10.1080/10494820.2020.1813180.
  • Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open. DOI:10.1016/j.ijedro.2020.100011.
  • Ahern, T. C., & Repman, J. (2014) The effects of technology on online education. Journal of Research on Computing in Education, 26(4), 537-546. DOI:10.1080/08886504.1994.10782109
  • Aktas Salman, U. (2020a, April 25). Ogrenciler anlatti: 3 kardes bir telefonla uzaktan egitim aliyor. Retrieved May 27, 2020, from https://artigercek.com/index.php/haberler/ogrenciler-anlatti-3-kardes-bir-telefonla-uzaktan-egitim-aliyor
  • Aktas Salman, U. (2020b, April 5). Turkiye’de koronavirusun egitime etkileri – III | Uzaktan egitimin ilk iki haftasi nasil gecti? Retrieved May 27, 2020, from https://www.egitimreformugirisimi.org/turkiyede-koronavirusun-egitime-etkileri-iii-uzaktan-egitimin-ilk-iki-haftasi-nasil-gecti/
  • Al-Balas, M., Al-Balas, H. I., & Jaber, H. M. (2020). Distance learning in clinical medical education amid COVID19 pandemic in Jordan: current situation, challenges, and perspectives. BMC Med Educ, 20, 341. DOI:10.1186/s12909-020-02257-4.
  • Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16-25. ERIC Number: EJ1259642

DISTANCE EDUCATION IN TURKIYE DURING THE COVID-19 PANDEMIC: WHAT DO STAKEHOLDERS THINK?

Year 2022, Volume 23, Issue 4, 65 - 92, 01.10.2022
https://doi.org/10.17718/tojde.1182757

Abstract

This research attempted to assess the status of distance education implemented in Turkiye during the COVID-19 pandemic based on stakeholders’ (students, parents, pre-service teachers, teachers, and academics) opinions and was completed in the phenomenological study framework. With this aim, stakeholders’ views within the study’s purview were collected during April 2021 with an online semi-structured interview form with pandemic precautions. The data were examined with content analysis using the MAXQDA 2020 qualitative data analysis program. The interview questions principally focused on four themes, namely readiness for distance learning, benefits, adequacy, and continuation. It can be deduced from stakeholder’s opinions that though Turkiye was unprepared for distance education, the adaptation eventuated in a short time. There were differences in educational organizations’ readiness levels, and the views on infrastructure’s inadequacy explained this situation. They found distance education to be positive from psychological, situational, educational, and economic aspects. They deemed it indispensable for education to continue and for the use of technology in education. However, the lack of interaction in distance education, digital impossibilities, and other factors were the negative aspects. The stakeholders participating in this research emphasized that rather than being adequate, distance education was inadequate due to interaction- and infrastructure-related issues. Though there were negative opinions about the continuation of distance education in the transition to formal education after the COVID-19 pandemic precautions ended, findings revealed that it may continue simultaneously with formal education and may provide compensatory or supportive education. Additionally, further research is needed regarding the generalizability and educational outcomes of distance education implemented during the COVID-19 pandemic.

References

  • Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments. DOI:10.1080/10494820.2020.1813180.
  • Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open. DOI:10.1016/j.ijedro.2020.100011.
  • Ahern, T. C., & Repman, J. (2014) The effects of technology on online education. Journal of Research on Computing in Education, 26(4), 537-546. DOI:10.1080/08886504.1994.10782109
  • Aktas Salman, U. (2020a, April 25). Ogrenciler anlatti: 3 kardes bir telefonla uzaktan egitim aliyor. Retrieved May 27, 2020, from https://artigercek.com/index.php/haberler/ogrenciler-anlatti-3-kardes-bir-telefonla-uzaktan-egitim-aliyor
  • Aktas Salman, U. (2020b, April 5). Turkiye’de koronavirusun egitime etkileri – III | Uzaktan egitimin ilk iki haftasi nasil gecti? Retrieved May 27, 2020, from https://www.egitimreformugirisimi.org/turkiyede-koronavirusun-egitime-etkileri-iii-uzaktan-egitimin-ilk-iki-haftasi-nasil-gecti/
  • Al-Balas, M., Al-Balas, H. I., & Jaber, H. M. (2020). Distance learning in clinical medical education amid COVID19 pandemic in Jordan: current situation, challenges, and perspectives. BMC Med Educ, 20, 341. DOI:10.1186/s12909-020-02257-4.
  • Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16-25. ERIC Number: EJ1259642

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Erhan YAYLAK This is me (Primary Author)
ORDU UNIVERSITY
Türkiye

Publication Date October 1, 2022
Application Date June 24, 2020
Acceptance Date April 4, 2022
Published in Issue Year 2022, Volume 23, Issue 4

Cite

APA Yaylak, E. (2022). DISTANCE EDUCATION IN TURKIYE DURING THE COVID-19 PANDEMIC: WHAT DO STAKEHOLDERS THINK? . Turkish Online Journal of Distance Education , 23 (4) , 65-92 . DOI: 10.17718/tojde.1182757