COVID-19 Süreci ile Eğitimde Paradigma Dönüşümü: Etkili Uzaktan Eğitim Sistemi

Abstract

COVID-19 süreci, eğitim sistemlerinin bugüne kadar yüzleştiği en büyük sorunlardan birisi olmuştur. Uzaktan eğitim çözümleri, bu dönemde eğitim süreçlerinde istikrarı temin etmek için birçok ülkede zorunlu hale gelmiştir. Bununla birlikte birçok ülkede uzaktan eğitime geçişin eğitim çıktıları üzerinde uzun vadeli oluşturacağı etkiler de tartışılmaya ve olumsuz etkilerin giderilmesi için öneriler geliştirilmeye başlanmıştır. Bu tartışmalarda özellikle COVID-19 salgını sonrasında eğitim eşitsizliklerinin artabileceği öngörüsüne dikkat çekilmektedir. Bu çalışmada uzaktan eğitime zorunlu geçişin oluşturacağı etkiler tartışılacaktır. Bu çalışmanın amacı öğrenme–öğretme sürecinin daha etkili olabilmesine yönelik uygulama sonuçları ile araştırma bulgularını sentezlemek, ilgili uygulamaların yöneticiler, öğrenciler ve eğitimciler açısından iyileştirilmesine yardımcı olmaktır.

Keywords

• COVID-19 salgını
• uzaktan eğitim
• eğitim teknolojisi

Paradigm Shift in Education Due to COVID-19: Effective Distance Education System

Abstract

The COVID-19 pandemic has been one of the biggest problems faced by education systems to date. Distance education solutions have become a mandatory choice in many countries to ensure stability in educational processes during this period. In addition, many countries have started to discuss the long-term effects of transition to distance education on educational outcomes and to develop suggestions to eliminate the negative effects. In these discussions, attention is drawn to the anticipation that educational inequalities may increase, especially after the COVID-19 outbreak. In this review, the effects of compulsory transition to distance education will be discussed. The aim of this study is to synthesize the research findings and application experiences in order to make the learning-teaching process more effective and to help improve related applications for administrators, students, especially the educators.

Keywords

• COVID 19 Pandemic
• distance education
• educational technologies

References

1. Alkan, C. (1996, Kasım). Uzaktan eğitimin tarihsel gelişimi. Türkiye 1. Uluslararası Uzaktan Eğitim Sempozyumu, Ankara: Uzaktan Eğitim Vakfı.
2. AECT. (2001). Federal yardım patlama dönemi, 1958-1970. Eğitim İletişimi ve Teknolojisi Derneği. https://aect.org/federal_aid_boom_period_1958-.php
3. Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy.International Review of Research in Open and Distance Learning, 12(3). http://www.irrodl.org/index.php/irrodl/article/view/890/1826-
4. Berigel, M. ve Çetin, İ. (2018) Uzaktan Eğitimde Öğreten ve Öğrenen Rolleri: Pegem Akademi.
5. Bozkurt, A. (2017). Türkiye’de uzaktan eğitimin dünü, bugünü ve yarını. Açık Öğretim Uygulamaları ve Araştırmaları Dergisi (AUAd), 3(2), 85-124.
6. Buckland, M & Dye, C. (1991). The development of electronic distance education delivery systems in the United States. https://eric.ed.gov/?id=ED345713
7. Caruso , M.A.(2004). ED7212- Administration and Leadership of Distance Education Programs. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.536.1677&rep=rep1&type=pdf.
8. Casey, D. (2008). A Journey to Legitimacy: The Historical Development of Distance Education through Technology. TechTrends, 52(2), 45–51. doi: 10.1007/s11528-008-0135-z

9. Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Pfeiffer.; Del Rio P.
10. Chaudhary, S. V. S. & Dey, N. (2013). Assessment in Open and Distance Learning System (ODL): A Challenge. Open Praxis, 5 (3), 207-216. Dargut, T., Torun, F, & Erdem, M. (2016). Uzaktan eğitim araştırmaları üzerine kesitsel bir alan yazın incelemesi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi (AUAd), 2(1), 71-93.
11. Day, T. (2015). Akademik süreklilik: Ders kesintileri karşısındaki değerleri ve hedefleri öğrenmeye katmak. https://www.cornell.edu/coronavirus/teaching-learning/students.cfm
12. Demiray, U., & İşman, A. (2003). History of distance education. In Online Distance Education Book (Eds. Aytekin İşman, Murat Barkan & Uğur Demiray). http://www.tojet.net/e-book/ebook.htm
13. Dennis, M. (2020). How will higher education have changed after www COVID-19? The University World News. Retrieved from https://.universityworldnews.com/post.php?story=20200324065639773.
14. Duffy, T., Gilbert, I., Kennedy, D., & Kwong, P. W. (2002). Comparing distance education and conventional education: Observations from a comparative study of post-registration nurses. ALT-J: Research in Learning Technology, 10(1), 70-82.
15. Gopal, T., Herron, S., Mohn, R., Hartsell, T., Jawor, J., and Blickenstaff, J., (2010). Effect of an interactive web-based instruction in the performance of undergraduate anatomy and physiology lab students. Computers & Education, Volume: 55, Number: 2, pp: 510-512.
16. Hassenburg, A. (2009). Distance education versus the traditional classroom: Comparing the traditional classroom to the virtual one, does being physically present in school make a difference? Berkeley Scientific Journal, 13(1), 7-10.
17. Jaschik, S., & Lederman, D. (2018). 2018 survey of faculty attitudes on technology. Washington, DC: Gallup and Inside Higher Ed.
18. Karaağaçlı, M. & Erden, O. (2008). Internet Destekli Uzaktan Eğitimde Dokuz Aşamalı Öğretim Durumunun Tasarımı. Bilişim Teknolojileri Dergisi, 1(2). 21-29.
19. KPMG (2020). COVID 19: How the coronavirus could transform higher education. Retrieved from https://home.kpmg/au/en/home/insights/2020/04/coronavirus-covid-19-education-sector-transformation.html
20. Li, C., & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum Blogs. Erişim: https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/ (ET: 20.05.2020)
21. Ludwig-Hardman, S., & Dunclap, J. C. (2003). Learner support services for online students: scaffolding for success. International Review of Research in Open & Distance Learning, 4(1), 1-15.
22. Meyen, E.L., Aust, R. J., Bui, Y. N., & Isaacson, R. (2002). Assessing and monitoring student progress in an e-learning personnel preparation environment. Teacher Education and Special Education, 25(2), 187-198.
23. Michael, T. B., & Williams, M. A. (2013). Student equity: Discouraging cheating in online courses. Administrative Issues Journal: Education, Practice, and Research, 3(2), DOI: 10.5929/2013.3.2.8
24. Morrison, J.L. & Oblinger, D.G. (2002). Information technology and the future of education: An interview with Diana Oblinger.cJan.10 2004, from http://ts.mivu.org/default.asp?show=article&id=983
25. OECD (2020c). VET in a time of crisis: Building foundations for resilient vocational education and training systems. Paris: OECD Publishing.
26. Özer, M., & Suna, H. E. (2020b). COVID-19 pandemic and education, In M. Şeker, A. Özer, C. Korkut (Eds.), Reflections on the pandemic in the future of the worlds (pp. 150-192). Ankara: TÜBA.
27. Özgöl, M., Sarıkaya, İ. & M. Öztürk, M. (2017). Örgün eğitimde uzaktan eğitim uygulamalarına ilişkin öğrenci ve öğretim elemanı değerlendirmeleri. DOI: 10.5961/jhes.2017.208
28. Perera-Diltz, D., & Moe, J. (2014). Formative and summative assessment in online education. Journal of Research in Innovative Teaching, 7(1), 130-142.
29. Peterson, P. W. (2001). The debate about online learning: Key issues for writing teachers. Computers and Composition, 18, 357-70.
30. Pinantoan, A. (2013). Conducting distance education effectively. https://www.opencolleges.edu.au/informed/teacher-resources/resources-for-distance-education/3.09.2020
31. Robinson, L., Wiborg, O., & Schulz, J. (2018). Interlocking inequalities: Digital stratification meets academic stratification. American Behavioral Scientist, 62(9), 1251-1272.
32. Rop, K. V, & Bett, N. K. (2012). Video Conferencing and Its Application in Distance Learning. Annual Interdisciplinary Conference, The Catholic University of Eastern Africa, Nairobi Kenya.
33. Rovai, A. P., Ponton, M. K., Derrick, M. G., & Davis, J. M. (2006). Student evaluation of teaching in the virtual and traditional classrooms: A comparative analysis. Internet and Higher Education, 9(1), 23−35.
34. Santos, S. M., Lopes, L.D.S., Viana, M.O.S., Nascimento, V.H.R.C., de Oliveira, R.M. & Coêlho, S.S. (2019). Active teaching methodology applied in the training of undergraduate dental students: Use of video-lesson. Journal of Health Sciences, 21(3), 264-8.
35. Sayan, H. (2020). COVID-19 pandemisi sürecinde öğretim elemanlarının uzaktan eğitime ilişkin görüşlerinin değerlendirilmesi. AJIT-e: Bilişim Teknolojileri Online Dergisi, 11(42). DOI: 10.5824/ajite.2020.03.004.x
36. Sweeney, N. (2020). When the COVID-19 crisis finally ends, schools must never return to normal. The Guardian. Erişim: https://www.theguardian.com/education/2020/apr/07/when-thecovid-19-crisis-finally-ends-uk-schools-must-never-return-to-normal (ET: 15.05.2020)
37. Tam, G., & El-Azar, D. (2020). Three ways the coronavirus pandemic could reshape education. World Economic Forum.
38. UNESCO (2002). Open and distance education: Trends, policy and strategy considerations. Paris: UNESCO Publishing.
39. Williams, J. (2006). The place of the closed book, invigilated final examination in a knowledge economy. Educational Media International, 43(2), 107–119.