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Uzaktan Eğitim Sürecinde Çevrimiçi Derslerde İstenmeyen Öğrenci Davranışlarının Yönetimine İlişkin Öğretmen Görüşlerinin İncelenmesi

Year 2022, Volume: 9 Issue: 2, 326 - 354, 31.05.2022

Abstract

Bu araştırmada, uzaktan eğitim sürecinde çevrimiçi derslerde istenmeyen öğrenci davranışların yönetimine ilişkin öğretmen görüşlerinin incelenmesi amaçlanmaktadır. Araştırma, nitel araştırma desenlerinden durum çalışması olarak tasarlanmıştır. Araştırmada veri toplama aracı olarak açık uçlu anket formu kullanılmıştır. Elde edilen veriler içerik analizi ile analiz edilmiştir. Çalışmada amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örneklemesi kullanılmıştır. Araştırmanın çalışma grubunu, farklı okul kademelerinde görev yapan 40 öğretmen oluşturmaktadır. Araştırma sonuçlarına göre öğretmenler uzaktan eğitim sürecinde çevrimiçi derslerde teknolojik araçların kullanımı, iletişim dili, öğrencilerin derse katılımı ve öğretim süreci bağlamında istenmeyen öğrenci davranışları ile karşılaşmışlardır. Öğretmenler, çevrimiçi derslerde istenmeyen öğrenci davranışlarıyla karşılaştıklarında duygusal olarak olumsuz etkilendiklerini, motivasyon düşüklüğü yaşadıklarını, mesleki doyuma ulaşamadıklarını, bu durumu yönetmede zorlandıklarını belirtmişlerdir. Bu tür davranışların yönetimine ilişkin olarak öğrencileri uyarma, veli ve öğrenci ile iletişim geçme, öğrencilere rehberlik etme, öğretim faaliyetlerine dikkatlerini çekme ve çevrimiçi uygulamanın teknik özelliklerini bilme şeklinde değerlendirmişlerdir. Öğretmenler, meslektaşlarına çevrimiçi uygulama, iletişim, kurallar ve motivasyon ile ilgili önerilerde bulunurken; ebeveynlere de ders ortamı, iletişim, takip ve kontrol, ve pekiştireç kullanma ile ilgili önerilerde bulunmuşlardır.

References

  • Al Qahtani, N. S. S. (2016). The undesirable behaviors of students in academic classrooms, and the discipline strategies used by faculty members to control such behaviors from the perspective of the college of education students in King Saud University. International Education Studies, 9(3), 197-211. doi:10.5539/ies.v9n3p197, https://files.eric.ed.gov/fulltext/EJ1093353.pdf
  • Ali, W. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic. Higher Education, 10(3), 16-25. https://doi.org/10.5539/hes.v10n3p16
  • Allen, R., Jerrim, J., & Simms, S. (2020). How did the early stages of the COVID-19 pandemic affect teacher wellbeing? Centre for Education Policy and Equalising Opportunities (CEPEO) Working Paper, No. 20-15. https://repec-cepeo.ucl.ac.uk/cepeow/cepeowp20-15.pdf
  • Anderson, T., & Rivera-Vargas, P. (2020). A Critical look at Educational Technology from a Distance Education Perspective. Digital Education, (37), 208-229. https://doi.org/10.1344/der.2020.37.208-229.
  • Angoletto, R., & Queiroz, V. C. (2020). COVID-19 and the challenges in education. The Centro de Estudos Sociedade e Tecnologia (CEST), 5 (2). https://www.researchgate.net/publication/340385425
  • Bakioğlu, B., & Çevik, M. (2020). COVID-19 pandemisi sürecinde fen bilimleri öğretmenlerinin uzaktan eğitime ilişkin görüşleri çalışma [Science teachers' views on distance education in the Covid-19 pandemic process]. Turkish Studies, 15(4), 109-129. https://dx.doi.org/10.7827/TurkishStudies.43502
  • Başaran, M., Doğan, E., Karaoğlu, E., & Şahin, E. (2020). Koronavirüs (covıd-19) pandemi sürecinin getirisi olan uzaktan eğitimin etkililiği üzerine bir çalışma [A study on effectiveness of distance education, as a return of coronavıius (covıd-19) pandemic process]. Academia Egitim Arastırmaları Dergisi (AJER). 5(2), 368-397. https://dergipark.org.tr/tr/pub/egitim/issue/54643/753149
  • Bates, A. W. (2005). Technology e-learning and distance education. (2nd Edition). Newyork, Routledge.
  • Bıyıklı, C. & Özgür, A. O. (2021). Öğretmenlerin Covid-19 pandemi dönemindeki senkron uzaktan eğitim sürecinde yaşanan sorunlara ilişkin çözüm önerileri [Teachers’ solution suggestions for the problems experienced in the synchronous distance education process during the Covid – 19 pandemic]. Açık Öğretim Uygulamaları ve Araştırmaları Dergisi (AUAd), 7(1), 110-147. https://dergipark.org.tr/en/download/article-file/1304972.
  • Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., … Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. https://doi.org/10.5281/zenodo.3878572
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Akademi.
  • Can, E. (2020). Sanal sınıf yönetimi: İlkeler, uygulamalar ve öneriler [Virtual classroom management: Principles, practices and recommendations]. Açık Öğretim Uygulamaları ve Araştırmaları Dergisi (AUAd), 6(4), 251-295. https://dergipark.org.tr/tr/download/article-file/1352063
  • Creswell, J. W. (2020). Nitel araştırma yöntemleri: Beş yaklaşıma yöre nitel araştırma ve araştırma deseni [Qualitative inquiry and Research design Choosing among five approaches]. Bütün, M. & Demir, S. B. (Ed.). Ankara: Siyasal Kitapevi.
  • Demir, F. & Özdaş, F. (2020). Covid-19 Sürecindeki Uzaktan Eğitime İlişkin Öğretmen Görüşlerinin İncelenmesi [Examining teachers’ opinions related to distance education in the Covid-19]. Milli Egitim Dergisi, 49(1), 273-292. https://doi.org/10.37669/milliegitim.775620
  • Deshmukh, S. R. (2020). Social realities of higher education in the age of uncertainties. Smart Moves Journal IJELLH, 8(4), 279-289. https://doi.org/10.24113/ijellh.v8i4.10547
  • Eken, O., Tosun, N., & Tuzcu Eken, D. (2020). COVID-19 salgını ile acil ve zorunlu uzaktan eğitime geçiş: genel bir değerlendirme [Urgent and compulsory move to distance education upon covid-19: a general evaluation process]. Milli Eğitim Dergisi, 49(1), 113-128. https://doi.org/10.37669/milliegitim.780722
  • Garbe A., Ogurlu U., Logan N. & Cook P. (2020). COVID-19 and Remote Learning: Experiences of Parents with Children during the Pandemic. American Journal of Qualitative Research, 4(3), 45-65. https://doi.org/10.29333/ajqr/8471
  • Hapsari, S. M., Sugito, & Fauziah P. Y. (2020). Parent’s involvement in early childhood education during the Covid-19 pandemic period. Jurnal Pendidikan Progresif, 10(2), 298-311.
  • Holmberg, B. (1980). Aspects of distance education. Comparative Education, 16(2), 107-119. http://www.jstor.org/stable/3098523
  • Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 31(4), 51-55.
  • Kaya, Z. (2002). Uzaktan eğitim [Distance education]. Ankara: Pegem A Yayıncılık.
  • Kırmızıgül, H. G. (2020). Covid-19 salgını ve beraberinde getirdiği eğitim süreci [The Covid-19 pandemic and the resulting education process]. Avrasya Sosyal ve Ekonomi Arastırmaları Dergisi, 7(5), 283-289. https://dergipark.org.tr/tr/pub/asead/issue/54658/725274
  • Kulinna, P. (2007). Teachers' Attributions and Strategies for Student Misbehavior. The Journal of Classroom Interaction, 42(2), 21-30. https://files.eric.ed.gov/fulltext/EJ829002.pdf
  • Kurnaz, A., Kaynar, H., Şentürk Barışık, C., & Doğrukök, B. (2020). Öğretmenlerin uzaktan eğitime ilişkin görüşleri [Teachers’ views on distance education]. Milli Egitim Dergisi, 49(1), 293-322. https://doi.org/10.37669/milliegitim.787959
  • Lestiyanawati, R. & Widyantoro, A. (2020). The Strategies and Problems Faced by Indonesian Teachers in Conducting e-learning during COVID-19 Outbreak. CLLiENT (Culture, Literature, Linguistics, and English Teaching), 2(1), 71-82. Retrieved from https://ojs.unsiq.ac.id/index.php/cllient/article/view/1271
  • Lewis, R., Romi, S., Qui, X., & Katz, J. (2005). Teachers' classroom discipline and student misbehaviour in Australia, China and Israel. Teaching and Teacher Education, 21, 729-741.
  • Li, L., & Titsworth, S. (2015). Student misbehaviors in online classrooms: Scale development and validation. American Journal of Distance Education, 29, 41-55.
  • Lin, X., & Gao, L. (2020). Students’ sense of community and perspectives of taking synchronous and asynchronous online courses. Asian Journal of Distance Education, 15(1), 169-179. https://files.eric.ed.gov/fulltext/EJ1289947.pdf
  • Martin, F. & Parker, M. A. (2014). Use of synchronous virtual classrooms: Why, Who, and How? MERLOT Journal of Online Learning and Teaching, 10(2), 192-210.
  • Meixia D., Yeping L., Xiaobao L., & Gerald K. (2008) Chinese teachers' perceptions of students' classroom misbehaviour, Educational Psychology: An International Journal of Experimental Educational Psychology, 28(3), 305-324.
  • Milliken, K. (2019). The implementation of online classroom management professional development for beginning teachers. Doctoral Thesis, Abilene Christian University, Texas, US. Digital Commons @ ACU, Electronic Theses and Dissertations https://digitalcommons.acu.edu/cgi/viewcontent.cgi?article=1186&context=etd
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. New York: Sage Publications.
  • Nambiar, D. (2020). The impact of online learning during COVID-19: Student’s and teacher’s perspective. International Journal of Indian Psychology, 8(2).
  • OECD (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. Paris: OECD Publishing.
  • Özgöl, M., Sarıkaya, İ. & Öztürk, M. (2017). Örgün eğitimde ve uzaktan eğitim uygulamalarına ilişkin öğrenci ve öğretim elemanı değerlendirmeleri [Students’ and teaching staff’s assessments regarding distance education applications in formal education]. Yükseköğretim ve Bilim Dergisi, 7(2), 294-304.
  • Rahmadi, I. (2021). Teachers’ Technology Integration and Distance Learning Adoption Amidst The Covıd-19 Crisis: A Reflection For The Optimistic Future. Turkish Online Journal of Distance Education, 22(2), 26-41. https://doi.org/10.17718/tojde.906472
  • Reimers, F. M., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. OECD. https://globaled.gse.harvard.edu/files/geii/files/framework_guide_v1_002.pdf
  • Sari, T., & Nayir, F. (2020). Challenges in Distance Education During the (Covid-19) Pandemic Period. Qualitative Research in Education, 9(3), 328-360.
  • Suzanne, Y. (2006). Student Views of Effective Online Teaching in Higher Education. American Journal of Distance Education, 20(2), 65-77.
  • Timothy, G. P., Patricia, K., & Linda, K. T. (1986) Prospective teachers’ use of behavior alteration techniques on common student misbehaviors. Communication Education, 35(1), 32-42.
  • Yamamoto, G. T. & Altun, D. (2020). Coronavirüs ve çevrimiçi (online) eğitimin önlenemeyen yükselişi [The coronavirus and the rising of online education]. Universite Arastırmaları Dergisi, 3(1), 25-34. https://doi.org/10.32329/uad.711110
  • Yıldırım, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yusuf, B. N. M., & Ahmad, J. (2020). Are we Prepared Enough? A Case Study Of Challenges In Online Learning In A Private Higher Learning Institution During The Covid-19 Outbreaks. Advances in Social Sciences Research Journal, 7(5) 205-212. Retrieved from https://www.researchgate.net/publication/341425764
  • Zac D. J., Christopher J. C., Zachary W. G., & Michael S. (2017) College student misbehaviors: an exploration of instructor perceptions. Communication Education, 66(1), 54-69.
  • Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 3-6. https://doi. org/10.3390/jrfm13030055

Examination of Teacher Views on the Management of Undesirable Student Behaviors in Online Courses in the Distance Education Process

Year 2022, Volume: 9 Issue: 2, 326 - 354, 31.05.2022

Abstract

In this study, it is aimed to examine the teachers’ views on the management of undesirable student behaviors in online courses in the distance education process. The research was designed as a case study. In the research, an open-ended questionnaire form was used as a data collection tool. The obtained data were analyzed by content analysis. Maximum variation sampling, one of the purposive sampling methods, was used in the study. The study group of the research consisted of 40 teachers working at different school levels. According to the findings of the research, teachers encountered with undesirable student behaviors in the context of the technological tools, communicative language, course attendancy and teaching process. Teachers were affected emotionally, had low motivation, couldn’t achieve professional satisfaction, had difficulty managing the situations about students’ undesirable behaviors. On the management of such behaviors, teachers evaluated it as warning and guiding students, communicating with parents and students, drawing students’ attention to the teaching activities and knowing the technical features of online appliances. While teachers made suggestions to their colleagues about online appliances, course rules, communication and motivation; they also made suggestions to the parents about the classroom, communication, follow and control students, and using reinforcers.

References

  • Al Qahtani, N. S. S. (2016). The undesirable behaviors of students in academic classrooms, and the discipline strategies used by faculty members to control such behaviors from the perspective of the college of education students in King Saud University. International Education Studies, 9(3), 197-211. doi:10.5539/ies.v9n3p197, https://files.eric.ed.gov/fulltext/EJ1093353.pdf
  • Ali, W. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic. Higher Education, 10(3), 16-25. https://doi.org/10.5539/hes.v10n3p16
  • Allen, R., Jerrim, J., & Simms, S. (2020). How did the early stages of the COVID-19 pandemic affect teacher wellbeing? Centre for Education Policy and Equalising Opportunities (CEPEO) Working Paper, No. 20-15. https://repec-cepeo.ucl.ac.uk/cepeow/cepeowp20-15.pdf
  • Anderson, T., & Rivera-Vargas, P. (2020). A Critical look at Educational Technology from a Distance Education Perspective. Digital Education, (37), 208-229. https://doi.org/10.1344/der.2020.37.208-229.
  • Angoletto, R., & Queiroz, V. C. (2020). COVID-19 and the challenges in education. The Centro de Estudos Sociedade e Tecnologia (CEST), 5 (2). https://www.researchgate.net/publication/340385425
  • Bakioğlu, B., & Çevik, M. (2020). COVID-19 pandemisi sürecinde fen bilimleri öğretmenlerinin uzaktan eğitime ilişkin görüşleri çalışma [Science teachers' views on distance education in the Covid-19 pandemic process]. Turkish Studies, 15(4), 109-129. https://dx.doi.org/10.7827/TurkishStudies.43502
  • Başaran, M., Doğan, E., Karaoğlu, E., & Şahin, E. (2020). Koronavirüs (covıd-19) pandemi sürecinin getirisi olan uzaktan eğitimin etkililiği üzerine bir çalışma [A study on effectiveness of distance education, as a return of coronavıius (covıd-19) pandemic process]. Academia Egitim Arastırmaları Dergisi (AJER). 5(2), 368-397. https://dergipark.org.tr/tr/pub/egitim/issue/54643/753149
  • Bates, A. W. (2005). Technology e-learning and distance education. (2nd Edition). Newyork, Routledge.
  • Bıyıklı, C. & Özgür, A. O. (2021). Öğretmenlerin Covid-19 pandemi dönemindeki senkron uzaktan eğitim sürecinde yaşanan sorunlara ilişkin çözüm önerileri [Teachers’ solution suggestions for the problems experienced in the synchronous distance education process during the Covid – 19 pandemic]. Açık Öğretim Uygulamaları ve Araştırmaları Dergisi (AUAd), 7(1), 110-147. https://dergipark.org.tr/en/download/article-file/1304972.
  • Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., … Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. https://doi.org/10.5281/zenodo.3878572
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Akademi.
  • Can, E. (2020). Sanal sınıf yönetimi: İlkeler, uygulamalar ve öneriler [Virtual classroom management: Principles, practices and recommendations]. Açık Öğretim Uygulamaları ve Araştırmaları Dergisi (AUAd), 6(4), 251-295. https://dergipark.org.tr/tr/download/article-file/1352063
  • Creswell, J. W. (2020). Nitel araştırma yöntemleri: Beş yaklaşıma yöre nitel araştırma ve araştırma deseni [Qualitative inquiry and Research design Choosing among five approaches]. Bütün, M. & Demir, S. B. (Ed.). Ankara: Siyasal Kitapevi.
  • Demir, F. & Özdaş, F. (2020). Covid-19 Sürecindeki Uzaktan Eğitime İlişkin Öğretmen Görüşlerinin İncelenmesi [Examining teachers’ opinions related to distance education in the Covid-19]. Milli Egitim Dergisi, 49(1), 273-292. https://doi.org/10.37669/milliegitim.775620
  • Deshmukh, S. R. (2020). Social realities of higher education in the age of uncertainties. Smart Moves Journal IJELLH, 8(4), 279-289. https://doi.org/10.24113/ijellh.v8i4.10547
  • Eken, O., Tosun, N., & Tuzcu Eken, D. (2020). COVID-19 salgını ile acil ve zorunlu uzaktan eğitime geçiş: genel bir değerlendirme [Urgent and compulsory move to distance education upon covid-19: a general evaluation process]. Milli Eğitim Dergisi, 49(1), 113-128. https://doi.org/10.37669/milliegitim.780722
  • Garbe A., Ogurlu U., Logan N. & Cook P. (2020). COVID-19 and Remote Learning: Experiences of Parents with Children during the Pandemic. American Journal of Qualitative Research, 4(3), 45-65. https://doi.org/10.29333/ajqr/8471
  • Hapsari, S. M., Sugito, & Fauziah P. Y. (2020). Parent’s involvement in early childhood education during the Covid-19 pandemic period. Jurnal Pendidikan Progresif, 10(2), 298-311.
  • Holmberg, B. (1980). Aspects of distance education. Comparative Education, 16(2), 107-119. http://www.jstor.org/stable/3098523
  • Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 31(4), 51-55.
  • Kaya, Z. (2002). Uzaktan eğitim [Distance education]. Ankara: Pegem A Yayıncılık.
  • Kırmızıgül, H. G. (2020). Covid-19 salgını ve beraberinde getirdiği eğitim süreci [The Covid-19 pandemic and the resulting education process]. Avrasya Sosyal ve Ekonomi Arastırmaları Dergisi, 7(5), 283-289. https://dergipark.org.tr/tr/pub/asead/issue/54658/725274
  • Kulinna, P. (2007). Teachers' Attributions and Strategies for Student Misbehavior. The Journal of Classroom Interaction, 42(2), 21-30. https://files.eric.ed.gov/fulltext/EJ829002.pdf
  • Kurnaz, A., Kaynar, H., Şentürk Barışık, C., & Doğrukök, B. (2020). Öğretmenlerin uzaktan eğitime ilişkin görüşleri [Teachers’ views on distance education]. Milli Egitim Dergisi, 49(1), 293-322. https://doi.org/10.37669/milliegitim.787959
  • Lestiyanawati, R. & Widyantoro, A. (2020). The Strategies and Problems Faced by Indonesian Teachers in Conducting e-learning during COVID-19 Outbreak. CLLiENT (Culture, Literature, Linguistics, and English Teaching), 2(1), 71-82. Retrieved from https://ojs.unsiq.ac.id/index.php/cllient/article/view/1271
  • Lewis, R., Romi, S., Qui, X., & Katz, J. (2005). Teachers' classroom discipline and student misbehaviour in Australia, China and Israel. Teaching and Teacher Education, 21, 729-741.
  • Li, L., & Titsworth, S. (2015). Student misbehaviors in online classrooms: Scale development and validation. American Journal of Distance Education, 29, 41-55.
  • Lin, X., & Gao, L. (2020). Students’ sense of community and perspectives of taking synchronous and asynchronous online courses. Asian Journal of Distance Education, 15(1), 169-179. https://files.eric.ed.gov/fulltext/EJ1289947.pdf
  • Martin, F. & Parker, M. A. (2014). Use of synchronous virtual classrooms: Why, Who, and How? MERLOT Journal of Online Learning and Teaching, 10(2), 192-210.
  • Meixia D., Yeping L., Xiaobao L., & Gerald K. (2008) Chinese teachers' perceptions of students' classroom misbehaviour, Educational Psychology: An International Journal of Experimental Educational Psychology, 28(3), 305-324.
  • Milliken, K. (2019). The implementation of online classroom management professional development for beginning teachers. Doctoral Thesis, Abilene Christian University, Texas, US. Digital Commons @ ACU, Electronic Theses and Dissertations https://digitalcommons.acu.edu/cgi/viewcontent.cgi?article=1186&context=etd
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. New York: Sage Publications.
  • Nambiar, D. (2020). The impact of online learning during COVID-19: Student’s and teacher’s perspective. International Journal of Indian Psychology, 8(2).
  • OECD (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. Paris: OECD Publishing.
  • Özgöl, M., Sarıkaya, İ. & Öztürk, M. (2017). Örgün eğitimde ve uzaktan eğitim uygulamalarına ilişkin öğrenci ve öğretim elemanı değerlendirmeleri [Students’ and teaching staff’s assessments regarding distance education applications in formal education]. Yükseköğretim ve Bilim Dergisi, 7(2), 294-304.
  • Rahmadi, I. (2021). Teachers’ Technology Integration and Distance Learning Adoption Amidst The Covıd-19 Crisis: A Reflection For The Optimistic Future. Turkish Online Journal of Distance Education, 22(2), 26-41. https://doi.org/10.17718/tojde.906472
  • Reimers, F. M., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. OECD. https://globaled.gse.harvard.edu/files/geii/files/framework_guide_v1_002.pdf
  • Sari, T., & Nayir, F. (2020). Challenges in Distance Education During the (Covid-19) Pandemic Period. Qualitative Research in Education, 9(3), 328-360.
  • Suzanne, Y. (2006). Student Views of Effective Online Teaching in Higher Education. American Journal of Distance Education, 20(2), 65-77.
  • Timothy, G. P., Patricia, K., & Linda, K. T. (1986) Prospective teachers’ use of behavior alteration techniques on common student misbehaviors. Communication Education, 35(1), 32-42.
  • Yamamoto, G. T. & Altun, D. (2020). Coronavirüs ve çevrimiçi (online) eğitimin önlenemeyen yükselişi [The coronavirus and the rising of online education]. Universite Arastırmaları Dergisi, 3(1), 25-34. https://doi.org/10.32329/uad.711110
  • Yıldırım, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yusuf, B. N. M., & Ahmad, J. (2020). Are we Prepared Enough? A Case Study Of Challenges In Online Learning In A Private Higher Learning Institution During The Covid-19 Outbreaks. Advances in Social Sciences Research Journal, 7(5) 205-212. Retrieved from https://www.researchgate.net/publication/341425764
  • Zac D. J., Christopher J. C., Zachary W. G., & Michael S. (2017) College student misbehaviors: an exploration of instructor perceptions. Communication Education, 66(1), 54-69.
  • Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 3-6. https://doi. org/10.3390/jrfm13030055
There are 45 citations in total.

Details

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

Seyit Bilal Güneş

Aysun Açıkgöz

Doç.dr. Faysal Özdaş

Publication Date May 31, 2022
Submission Date November 1, 2021
Acceptance Date March 15, 2022
Published in Issue Year 2022 Volume: 9 Issue: 2

Cite

APA Güneş, S. B., Açıkgöz, A., & Özdaş, D. F. (2022). Examination of Teacher Views on the Management of Undesirable Student Behaviors in Online Courses in the Distance Education Process. Turkish Journal of Educational Studies, 9(2), 326-354.