TY  - JOUR
T1  - Evaluation of The Instructor-Student Interaction in Online Classes: Instructors' Perspective / Online Derslerde Eğitmen-Öğrenci Etkileşiminin Değerlendirilmesi: Öğretim Görevlilerinin Bakış Açısı
TT  - Online Derslerde Eğitmen-Öğrenci Etkileşiminin Değerlendirilmesi: Öğretim Görevlilerinin Bakış Açısı / Evaluation of The Instructor-Student Interaction in Online Classes: Instructors' Perspective
AU  - Saraç, Mehmet
AU  - Doğan, Mehmet
PY  - 2022
DA  - August
DO  - 10.19160/e-ijer.1122570
JF  - e-Uluslararası Eğitim Araştırmaları Dergisi
JO  - e-ijer
PB  - Erdal TOPRAKCI
WT  - DergiPark
SN  - 1309-6265
SP  - 99
EP  - 112
VL  - 13
IS  - 4
LA  - en
AB  - Due to the COVID-19 pandemic, the learning process shifted from face-to-face to online as schools and universities were closed almost worldwide. After the pandemic restrictions, it seems that many educational institutions continue to offer online courses as an alternative to face-to-face classes, or they have begun implementing hybrid programs in which the students have both face-to-face and online courses. With the shift from face-to-face to online learning, the learning process has been affected negatively from different perspectives with varying degrees; however, the interaction between instructors and students has become more challenging to pursue at expected levels. Students tend to avoid interacting for many different reasons in the online learning process, or the instructors have some obstacles to a sound interaction with their students. By exploring the experiences and perceptions of the English language instructors, this descriptive study aimed to examine instructor-student interaction in online classes, the challenges faced by the practitioners, and their suggestions for course designers, policymakers and other related stakeholders. The researchers employed a qualitative research approach. The participants were 17 instructors working at the school of foreign languages at a state university. Semi-structured interviews were conducted to collect the qualitative data. The data was analysed by following the content analysis procedures. The findings reported insights into the interaction issues in online classes; the instructors had negative perceptions of the interaction in online courses due to the challenges they faced. In light of the qualitative data, the present research offers valuable suggestions for decision-makers and practitioners, such as considering the learners' participation in assessments and providing in-service training programs for EFL instructors.
KW  - Interaction
KW  - Online classes
KW  - English as a Foreign language
KW  - EFL instructors
N2  - Covıd-19 salgını nedeniyle, neredeyse dünya çapında okullar ve üniversiteler kapatıldığından öğrenme süreci yüz yüze öğrenmeden çevrimiçi öğrenmeye geçmek zorunda kalmıştır. Pandemi kısıtlamalarından sonra birçok eğitim kurumunun yüz yüze derslere alternatif olarak online ders vermeye devam ettiği ya da öğrencilerin hem yüz yüze hem de online derslerinin olduğu hibrit programları uygulamaya başladığı görülmektedir. Yüz yüze öğrenmeden çevrimiçi öğrenmeye geçişle birlikte öğrenme süreci farklı açılardan ve farklı düzeylerde etkilenmiştir ve eğitmenler ve öğrenciler arasındaki etkileşimin beklenen seviyelerde sürdürülmesi daha zor hale gelmiştir. öğrenciler çevrimiçi öğrenme sürecinde pek çok farklı nedenden dolayı etkileşimden kaçınma eğilimi sergilemektedirler ya da öğretim elemanlarının öğrencileriyle sağlıklı bir etkileşim kurmasının önünde bazı engeller bulunmaktadır. Bu betimsel çalışma, ingilizce öğretim görevlilerinin deneyimlerini ve algılarını keşfederek, çevrimiçi sınıflarda öğretmen-öğrenci etkileşimine ilişkin eğitmenlerin değerlendirmelerini, uygulayıcıların karşılaştığı zorlukları ve eğitim planlamacıları, politika yapıcılar ve diğer ilgili paydaşlar için önerilerini incelemeyi amaçlamıştır.  Araştırmada nitel bir araştırma yaklaşımı benimsenmiştir. Katılımcılar, bir devlet üniversitesinin yabancı diller yüksekokulunda görev yapan 17 öğretim görevlisidir. Nitel verileri toplamak için yarı yapılandırılmış görüşmeler yapılmıştır. Veriler içerik analizi prosedürleri takip edilerek analiz edilmiştir. Bulgular, çevrimiçi sınıflardaki etkileşim sorunlarına ilişkin boyutları ortaya çıkarmıştır; öğretim elemanlarının karşılaştıkları zorluklardan dolayı çevrimiçi derslerde etkileşime ilişkin olumsuz algılarının olduğu ortaya çıkmıştır. Nitel veriler ışığında bu araştırma, karar vericiler ve uygulayıcılar için; öğrencilerin derslere katılım düzeylerinin puanlamalara dahil edilmesi ve öğretim görevlilerine çevrimiçi derslerde etkileşim kurma alanında hizmet-içi eğitimler planlanması gibi değerli öneriler sunmaktadır.
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UR  - https://doi.org/10.19160/e-ijer.1122570
L1  - https://dergipark.org.tr/tr/download/article-file/2452581
ER  -