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Uzaktan Eğitim Engelleri: Bir Meta-Sentez Çalışması

Year 2022, , 35 - 45, 20.04.2022
https://doi.org/10.32329/uad.937271

Abstract

Bu çalışma, pandemi sürecinde gerçekleştirilen uzaktan eğitim faaliyetlerine ilişkin karşılaşılan engelleri analiz ederek tek bir çatı altında toplamayı amaçlamıştır. Çalışmada ortaya çıkan sonuçlar, yapılacak uzaktan eğitim faaliyetlerinde dikkat edilmesi gereken noktaları ön plana çıkarması açısından önem arz etmektedir. Araştırmanın yöntemi meta-sentez olarak belirlenmiştir. Bu kapsamda, Covid-19 pandemisi döneminde uzaktan eğitim engelleri konusunda yazılmış Türkiye merkezli bilimsel araştırma makaleleri incelenmiştir. Google Scholar veri tabanında konuyla ilgili tespit edilen 16 adet yayının sonuç ve öneriler bölümü bu çalışmanın bulgularını oluşturmaktadır. Elde edilen bilgiler araştırmanın amacı çerçevesinde değerlendirilerek yorumlanmıştır. Araştırma sonucuna göre teknik, öğretimsel, iletişimsel ve çevresel olmak üzere dört farklı tema altında spesifik bulgulara ulaşılmıştır.

References

  • Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51.
  • Ak, Ş., Gökdaş, İ., Öksüz, C., & Torun, F. (2021). Uzaktan eğitimde eğiticilerin eğitimi: Uzaktan eğitime yönelik öz yeterlik ve yarar algısına etkisi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 7(1), 24-44.
  • Alvarez Jr, A. V. (2020). The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis. Asian Journal of Distance Education, 15(1), 144-153.
  • Aspfors, J., ve Fransson, G. (2015). Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis. Teaching and Teacher Education, 48, 75-86.
  • Baturay, M. H. & Yükseltürk, E. (2015). The role of online education preferences on student’s achievement. The Turkish Online Journal of Distance Education, 16(3), 3-12. doi:10.17718/ tojde.47810
  • Bekele, T. A. (2010). Motivation and satisfaction in internet-supported learning environments: A review. Educational Technology & Society, 13(2), 116ñ127.
  • Benhima, M., & Benabderrazik, Y. (2020). The Role of Using Information Communication Technology in the Motivation of Moroccan English Department Students during COVID-19 Quarantine. The Journal of Quality in Education, 10(16), 22-47.
  • Bilgiç, H. G., & Tüzün, H. (2015). Yükseköğretim kurumları web tabanlı uzaktan eğitim programlarında yaşanan sorunlar. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(3), 26-50.
  • Bolliger, D. U. & Wasilik, O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Education, 30(1), 103-116. doi:10.1080/01587910902845949
  • Bondas, T., ve Hall, E. O. (2007). Challenges in approaching metasynthesis research. Qualitative Health Research, 17(1), 113-121.
  • Bozkurt, A. (2017). Türkiye’de uzaktan eğitimin dünü, bugünü ve yarını. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2), 85-124.
  • Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(3), 112-142.
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to corona virus pandemic. Asian Journal of Distance Education, 15(1), 1-6.
  • Celen, F. K., Celik, A., & Seferoglu, S. S. (2018). Yükseköğretimde çevrim-içi öğrenme: Sistemde yaşanan sorunlar ve çözüm önerileri. Journal of European Education, 1(1), 25-34.
  • Çalık, M. ve Sözbilir, M. (2014). İçerik analizinin parametreleri. Eğitim ve Bilim, 39(174), 33-38. doi:10.15390/EB.2014.3412
  • De Jong, P.G.(2020). Impact of moving to online learning on the way educators teach. Medical Science Educator, 30(3), 1003–1004. https://doi.org/10.1007/s40670-020-01027-7
  • Ertuğ, C. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11-53.
  • Houlden, S., & Veletsianos, G. (2020). The problem with flexible learning: Neoliberalism, freedom, and learner subjectivities. Learning, Media and Technology. Çevrimiçi ön yayın. https://doi.org/10.1080/17439884.2020.1833920
  • Keskin, M., & Özer Kaya, D. (2020). COVID-19 sürecinde öğrencilerin web tabanlı uzaktan eğitime yönelik geri bildirimlerinin değerlendirilmesi. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(2), 59-67.
  • Ko, S., & Rossen, S. (2010). Teaching online: A practical guide (3rd ed.). Boston, MA: Houghton Mifflin.
  • Kürtüncü, M., & Kurt, A. (2020). COVID-19 pandemisi döneminde hemşirelik öğrencilerinin uzaktan eğitim konusunda yaşadıkları sorunlar. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(5), 66-77.
  • Li, K. C., Lee, L. Y. K., Wong, S. L., Yau, I. S. Y., & Wong, B. T. M. (2018). Effects of mobile apps for nursing students: learning motivation, social interaction and study performance. Open Learning: The Journal of Open, Distance and e-Learning, 33(2), 99-114.
  • Manikandan, S., & Chinnadurai, M. (2019). Intelligent and Deep Learning Approach OT Measure E-Learning Content in Online Distance Education. The Online Journal of Distance Education and e-Learning, 7(3), 199.
  • Menchaca, M. P. & Bekele, T. A. (2008). Learner and instructor identified success factors in distance education. Distance Education, 29(3), 231-252. doi:10.1080/01587910802395771
  • Nadeak, B. (2020). The effectiveness of distance learning using social media during the pandemic period of covid-19: A case in universitas kristen Indonesia. International Journal of Advanced Science and Technology, 29(7), 1764-1772.
  • Ogange, B., Agak, J., Okelo, K., & Kiprotich, P. (2018). Student perceptions of the effectiveness of formative assessment in an online learning environment. Open Praxis, 10(1), 29-39.
  • Özgöl, M., Sarikaya, İ., & Öztürk, M. (2017). Örgün eğitimde uzaktan eğitim uygulamalarına ilişkin öğrenci ve öğretim elemanı değerlendirmeleri. Yükseköğretim ve Bilim Dergisi, (2), 294-304.
  • Pozdnyakova, O., & Pozdnyakov, A. (2017). Adult students’ problems in the distance learning. Procedia engineering, 178, 243-248.
  • Rahimah, R., Juriah, N., Karimah, N., Hilmatunnisa, H., & Sandra, T. (2020). The problems and solutions for learning activities during covid-19 pandemic disruption in hidayatul ınsan pondok school. Bulletin of Community Engagement, 1(1), 13-20.
  • Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in remote learning: voices of philippine university students in the wake of covıd-19 crisis. Asian Journal of Distance Education, 15(2), 147-158.
  • Rovai, A. P.,& Downey, J. R. (2010). Why some distance education programs fail while others succeed in a global environment. The Internet and Higher Education, 13(3), 141-147. http://dx.doi.org/10.1016/j.iheduc.2009.07.001
  • Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 2019(4), 4–9. http://doi.org/10.7759/cureus.7541
  • Samsonov, P. (2020). Specific Features of Distance Learning at Russian Universities: Problems and Solutions. Research Issues in Contemporary Education, 5(2), 117-125.
  • Sezgin, S. (2021). Acil uzaktan eğitim sürecinin analizi: öne çıkan kavramlar, sorunlar ve çıkarılan dersler. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 21(1), 273-296.
  • Simonson, M., Schlosser, C. & Orellana, A. (2011). Distance education research: a review of the literature. Journal of Computing in Higher Education, 23, 124–142.
  • Staneva, A. A., Bogossian, F., ve Wittkowski, A. (2015). The experience of psychological distress, depression, and anxiety during pregnancy: A meta-synthesis of qualitative research. Midwifery, 31, 563-573.
  • Sun, J. C. Y., & Rueda, R. (2012). Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education. British journal of educational technology, 43(2), 191-204.
  • Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2021). The Mathematics Instruction in Rural Area during the Pandemic Era: Problems and Solutions. Editorial from Bronisław Czarnocha, 3.
  • Tekin, E. (2020). COVID-19 kaygısının motivasyon üzerindeki etkisi: Z Kuşağı üzerine bir araştırma. Turkish Studies, 15(4), 1129-1145. https://dx.doi.org/10.7827/TurkishStudies.44070
  • Tryon, P. J. & Bishop, M. (2009). Theoretical foundations for enhancing social connectedness in online learning environments. Distance Education, 30(3), 291-315.doi:10.1080/ 01587910903236312
  • Urokova, S. B. (2020). Advantages and disadvantages of online education. ISJ Theoretical & Applied Science, 9(89), 34-37.
  • 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. http://doi.org/10.3390/jrfm13020036
  • Weed, M. (2005). "Meta interpretation": A method for the interpretive synthesis of qualitative research. Qualitative Social Research, 6(1), 1-21.
  • Whittle, C., Tiwari, S., Yan, S. and Williams, J. (2020). Emergency remote teaching environment: A conceptual framework for responsive online teaching in crises. Information and Learning Sciences, 121(5), 311-319. https://doi.org/10.1108/ILS-04-2020-0099
  • Yıldırım, K. (2020). İstisnai bir uzaktan eğitim-öğretim deneyiminin öğrettikleri. Journal of Critical Reviews in Educational Sciences – CRES, 1(1), 7-15.
  • Zawacki-Richter, O. (2009). Research areas in distance education: A Delphi study. International Review of Research in Open and Distance Learning, 10(3), 1-17.

Distance Education Obstacles: A Meta-Synthesis Study

Year 2022, , 35 - 45, 20.04.2022
https://doi.org/10.32329/uad.937271

Abstract

The purpose of this study was to analyse the obstacles encountered in distance education activities during the pandemic process and to gather such obstacles under a single roof. The results of the study are important in terms of highlighting the points that need to be considered in distance education activities. The method of the research was a meta-synthesis. In this context, Turkey-based scientific research articles on distance education obstacles conducted during the Covid-19 pandemic were examined. Results and recommendations sections of 16 publications on the subject found in the Google Scholar database constitute the findings of this study. The obtained information was evaluated and interpreted within the framework of the purpose of the research. According to the results of the research, specific findings were reached under four different themes: technical, instructional, communicative, and environmental.

References

  • Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51.
  • Ak, Ş., Gökdaş, İ., Öksüz, C., & Torun, F. (2021). Uzaktan eğitimde eğiticilerin eğitimi: Uzaktan eğitime yönelik öz yeterlik ve yarar algısına etkisi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 7(1), 24-44.
  • Alvarez Jr, A. V. (2020). The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis. Asian Journal of Distance Education, 15(1), 144-153.
  • Aspfors, J., ve Fransson, G. (2015). Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis. Teaching and Teacher Education, 48, 75-86.
  • Baturay, M. H. & Yükseltürk, E. (2015). The role of online education preferences on student’s achievement. The Turkish Online Journal of Distance Education, 16(3), 3-12. doi:10.17718/ tojde.47810
  • Bekele, T. A. (2010). Motivation and satisfaction in internet-supported learning environments: A review. Educational Technology & Society, 13(2), 116ñ127.
  • Benhima, M., & Benabderrazik, Y. (2020). The Role of Using Information Communication Technology in the Motivation of Moroccan English Department Students during COVID-19 Quarantine. The Journal of Quality in Education, 10(16), 22-47.
  • Bilgiç, H. G., & Tüzün, H. (2015). Yükseköğretim kurumları web tabanlı uzaktan eğitim programlarında yaşanan sorunlar. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(3), 26-50.
  • Bolliger, D. U. & Wasilik, O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Education, 30(1), 103-116. doi:10.1080/01587910902845949
  • Bondas, T., ve Hall, E. O. (2007). Challenges in approaching metasynthesis research. Qualitative Health Research, 17(1), 113-121.
  • Bozkurt, A. (2017). Türkiye’de uzaktan eğitimin dünü, bugünü ve yarını. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2), 85-124.
  • Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(3), 112-142.
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to corona virus pandemic. Asian Journal of Distance Education, 15(1), 1-6.
  • Celen, F. K., Celik, A., & Seferoglu, S. S. (2018). Yükseköğretimde çevrim-içi öğrenme: Sistemde yaşanan sorunlar ve çözüm önerileri. Journal of European Education, 1(1), 25-34.
  • Çalık, M. ve Sözbilir, M. (2014). İçerik analizinin parametreleri. Eğitim ve Bilim, 39(174), 33-38. doi:10.15390/EB.2014.3412
  • De Jong, P.G.(2020). Impact of moving to online learning on the way educators teach. Medical Science Educator, 30(3), 1003–1004. https://doi.org/10.1007/s40670-020-01027-7
  • Ertuğ, C. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11-53.
  • Houlden, S., & Veletsianos, G. (2020). The problem with flexible learning: Neoliberalism, freedom, and learner subjectivities. Learning, Media and Technology. Çevrimiçi ön yayın. https://doi.org/10.1080/17439884.2020.1833920
  • Keskin, M., & Özer Kaya, D. (2020). COVID-19 sürecinde öğrencilerin web tabanlı uzaktan eğitime yönelik geri bildirimlerinin değerlendirilmesi. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(2), 59-67.
  • Ko, S., & Rossen, S. (2010). Teaching online: A practical guide (3rd ed.). Boston, MA: Houghton Mifflin.
  • Kürtüncü, M., & Kurt, A. (2020). COVID-19 pandemisi döneminde hemşirelik öğrencilerinin uzaktan eğitim konusunda yaşadıkları sorunlar. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(5), 66-77.
  • Li, K. C., Lee, L. Y. K., Wong, S. L., Yau, I. S. Y., & Wong, B. T. M. (2018). Effects of mobile apps for nursing students: learning motivation, social interaction and study performance. Open Learning: The Journal of Open, Distance and e-Learning, 33(2), 99-114.
  • Manikandan, S., & Chinnadurai, M. (2019). Intelligent and Deep Learning Approach OT Measure E-Learning Content in Online Distance Education. The Online Journal of Distance Education and e-Learning, 7(3), 199.
  • Menchaca, M. P. & Bekele, T. A. (2008). Learner and instructor identified success factors in distance education. Distance Education, 29(3), 231-252. doi:10.1080/01587910802395771
  • Nadeak, B. (2020). The effectiveness of distance learning using social media during the pandemic period of covid-19: A case in universitas kristen Indonesia. International Journal of Advanced Science and Technology, 29(7), 1764-1772.
  • Ogange, B., Agak, J., Okelo, K., & Kiprotich, P. (2018). Student perceptions of the effectiveness of formative assessment in an online learning environment. Open Praxis, 10(1), 29-39.
  • Özgöl, M., Sarikaya, İ., & Öztürk, M. (2017). Örgün eğitimde uzaktan eğitim uygulamalarına ilişkin öğrenci ve öğretim elemanı değerlendirmeleri. Yükseköğretim ve Bilim Dergisi, (2), 294-304.
  • Pozdnyakova, O., & Pozdnyakov, A. (2017). Adult students’ problems in the distance learning. Procedia engineering, 178, 243-248.
  • Rahimah, R., Juriah, N., Karimah, N., Hilmatunnisa, H., & Sandra, T. (2020). The problems and solutions for learning activities during covid-19 pandemic disruption in hidayatul ınsan pondok school. Bulletin of Community Engagement, 1(1), 13-20.
  • Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in remote learning: voices of philippine university students in the wake of covıd-19 crisis. Asian Journal of Distance Education, 15(2), 147-158.
  • Rovai, A. P.,& Downey, J. R. (2010). Why some distance education programs fail while others succeed in a global environment. The Internet and Higher Education, 13(3), 141-147. http://dx.doi.org/10.1016/j.iheduc.2009.07.001
  • Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 2019(4), 4–9. http://doi.org/10.7759/cureus.7541
  • Samsonov, P. (2020). Specific Features of Distance Learning at Russian Universities: Problems and Solutions. Research Issues in Contemporary Education, 5(2), 117-125.
  • Sezgin, S. (2021). Acil uzaktan eğitim sürecinin analizi: öne çıkan kavramlar, sorunlar ve çıkarılan dersler. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 21(1), 273-296.
  • Simonson, M., Schlosser, C. & Orellana, A. (2011). Distance education research: a review of the literature. Journal of Computing in Higher Education, 23, 124–142.
  • Staneva, A. A., Bogossian, F., ve Wittkowski, A. (2015). The experience of psychological distress, depression, and anxiety during pregnancy: A meta-synthesis of qualitative research. Midwifery, 31, 563-573.
  • Sun, J. C. Y., & Rueda, R. (2012). Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education. British journal of educational technology, 43(2), 191-204.
  • Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2021). The Mathematics Instruction in Rural Area during the Pandemic Era: Problems and Solutions. Editorial from Bronisław Czarnocha, 3.
  • Tekin, E. (2020). COVID-19 kaygısının motivasyon üzerindeki etkisi: Z Kuşağı üzerine bir araştırma. Turkish Studies, 15(4), 1129-1145. https://dx.doi.org/10.7827/TurkishStudies.44070
  • Tryon, P. J. & Bishop, M. (2009). Theoretical foundations for enhancing social connectedness in online learning environments. Distance Education, 30(3), 291-315.doi:10.1080/ 01587910903236312
  • Urokova, S. B. (2020). Advantages and disadvantages of online education. ISJ Theoretical & Applied Science, 9(89), 34-37.
  • 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. http://doi.org/10.3390/jrfm13020036
  • Weed, M. (2005). "Meta interpretation": A method for the interpretive synthesis of qualitative research. Qualitative Social Research, 6(1), 1-21.
  • Whittle, C., Tiwari, S., Yan, S. and Williams, J. (2020). Emergency remote teaching environment: A conceptual framework for responsive online teaching in crises. Information and Learning Sciences, 121(5), 311-319. https://doi.org/10.1108/ILS-04-2020-0099
  • Yıldırım, K. (2020). İstisnai bir uzaktan eğitim-öğretim deneyiminin öğrettikleri. Journal of Critical Reviews in Educational Sciences – CRES, 1(1), 7-15.
  • Zawacki-Richter, O. (2009). Research areas in distance education: A Delphi study. International Review of Research in Open and Distance Learning, 10(3), 1-17.
There are 46 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Mithat Elçiçek 0000-0003-1845-7271

Publication Date April 20, 2022
Published in Issue Year 2022

Cite

APA Elçiçek, M. (2022). Uzaktan Eğitim Engelleri: Bir Meta-Sentez Çalışması. Journal of University Research, 5(1), 35-45. https://doi.org/10.32329/uad.937271

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Articles published in the Journal of University Research (Üniversite Araştırmaları Dergisi - ÜAD) are licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License 32353.