An Investigation of Social Studies Teachers' Online Readiness Levels and Their Opinions Regarding Online Education

Yıl 2025, Cilt: 15 Sayı: 3, 985 - 1002, 27.09.2025

Suat Polat

https://doi.org/10.18039/ajesi.1664267

Öz

In this study, sequential exploratory mixed design was used. The participant group of the study consisted of 342 social studies teachers determined through the maximum sampling method. The data were collected with the A-12 Teachers' Online Education Readiness Scale and a semi-structured interview form. In the study, it was determined that the teachers' readiness levels for online education were high. It was also determined that the levels did not differ according to the gender and age variables, but differed according to the region of duty. In the study, it was determined that a number of the participants thought that the online readiness level of social studies teachers was generally adequate, while other participants thought that it should be improved. The participants stated that they experienced certain difficulties in online education spaces, such as inadequate technology and internet infrastructure, ineffective teacher-student communication, and students not participating in lessons. In addition, it was determined that a few of the participants were of the opinion that the blended teaching system in which online and face-to-face education are used together was a good thing, other participants were of the opinion that online education should be utilized as an alternative, and several participants were of the opinion that online education should not be used.

Anahtar Kelimeler

online education , online readiness , social studies teachers

An Investigation of Social Studies Teachers' Online Readiness Levels and Their Opinions Regarding Online Education

Öz

In this study, a sequential exploratory mixed design was used. The participant group of the study consisted of 342 social studies teachers determined through the maximum sampling method. The data were collected with the A-12 Teachers' Online Education Readiness Scale and a semi-structured interview form. In the study, it was determined that the teachers' readiness levels for online education were high. It was also determined that the levels did not differ according to the gender and age variables, but differed according to the region of duty. In the study, it was determined that a number of the participants thought that the online readiness level of social studies teachers was generally adequate, while other participants thought that it should be improved. The participants stated that they experienced certain difficulties in online education spaces, such as inadequate technology and internet infrastructure, ineffective teacher-student communication, and students not participating in lessons. In addition, it was determined that a few of the participants were of the opinion that the blended teaching system in which online and face-to-face education are used together was a good thing, other participants were of the opinion that online education should be utilized as an alternative, and several participants were of the opinion that online education should not be used.

Anahtar Kelimeler

online education , online readiness , social studies teachers

Kaynakça

• Adewole-Odeshi, E. (2014). Attitude of students towards e-learning in South-West Nigerian Universities: An application of technology acceptance model. Library Philosophy and Practice (e-journal), 1035(2014), 1-8. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?Referrer=https://www.google.com/&httpsredir=1&article=2504&context=libphilprac.
• Ballantine, J. H., & Spade, J. Z. (2008). Schools and society: A sociological approach to education. Pine Forge Press.
• Bayram, H. (2021). 6. sınıf sosyal bilgiler dersinde probleme dayalı öğrenmenin öğrencilerin girişimcilik düzeyine etkisi [The impact of problem-based learning on students' entrepreneurship level in 6th grade social studies course] PhD dissertation. Anadolu University, Institute of Educational Sciences.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education]. Pegem Academy Publication.
• Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490. doi:https://doi.org/10.1016/j.jsp.2006.09.001
• Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage Publications.
• Creswell, J. W., & Poth, C. N. (2018) Qualitative ınquiry and research design choosing among five approaches. Sage Publications.
• Çakır, Ö., & Horzum, M.B. (2015). The examination of the readiness levels of teacher candidates for online learning in terms of various variables. Journal of Theory and Practice in Education, 11(1), 1-15. Https://doi.org/10.17244/eku.93780
• Çetin, U. (2018). An investigation about the attitudes of maritime high school students' toward e-learning in terms of different variables. Master’s dissertation, Bahçeşehir University, Institute of Educational Sciences.
• Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96. https://doi.org/10.1007/s11125-020-09464-3
• Deveci, H., & Bayram, H. (2022). Sosyal bilgilerin tanımı, kapsamı, ve önemi [Definition, scope and importance of social studies]. In Ö. Gürdoğan Bayır, & T. Selanik Ay (Eds.). Teaching social studies with examples from primary and middle school (pp.11-34). Vizetek Publication.
• Doğanay, A. (2005). Sosyal bilgiler öğretimi. Hayat bilgisi ve sosyal bilgiler öğretimi [Social studies teaching. Life science and social studies teaching]. (Eds. C. Öztürk, & D. Dilek). Pegem Academy Publication.
• Evans, R. W. (2004). The social studies wars: What should we teach the children? Teachers College Press.
• Geniş, A. (2022). Development and implementation of classroom teackers' readiness scale to online teaching. Master’s dissertation, Aydın Adnan Menderes University, Institute of Social Sciences.
• Gewin, V. (2020). Five tips for moving teaching online as covid-19 takes hold. Doğa, 580, 295- 296. https://dx.doi.org/10.1038/d41586-020-00896-7
• Gürel, D., & Er, H. (2020). The values that strengthen us against pandemics according to social studies teacher candidates: The case of Covid-19. Millî Eğitim Dergisi, 49(1), 573-596. https://doi.org/10.37669/milliegitim.764023
• Gürer, M. D., Tekinarslan, E., & Yavuzalp, N. (2016). Opinions of instructors who give lectures online about distance education. Turkish Online Journal of Qualitative Inquiry, 7(1), 47-78. DOI: 10.17569/tojqi.74876 https://doi.org/10.14742/ajet.1201
• Kaleli-Yılmaz, G., & Güven, B. (2015). Determining the Teacher Candidates’ Perceptions on Distance Education by Metaphors. Turkish Journal of Computer and Mathematics Education, 6(2), 299-322. https://doi.org/10.16949/turcomat.75936
• Kandemir, A., & Nartgün, Ş. S. (2022). Öğretmenlerin uzaktan eğitim yorgunluğu [Teachers' distance learning tiredness]. Karadeniz Social Sciences Journal, 14(27), 424-449. https://doi.org/10.38155/ksbd.1074213
• Karakuş, N., Ucuzsatar, N., Karacaoğlu, M. Ö., Esendemir, N. & Bayraktar, D. (2020). Turkish teacher candidates’ views on distance education. RumeliDE Journal of Language and Literature Studies, (19), 220-241. https://dx.doi.org/10.29000/rumelide.752297
• Kılınç, M. (2015). The effectiveness of distance education a research on 'İnönü University Distance Education Centre of Theology Degree Completion Program Example’. PhD dissertation, İnönü University, Institute of Educational Sciences.
• Köse, Z. (2023). Examining the relationship between self-directed learning levels of teachers and readiness for online learning. Master’s dissertation, Bartın University, Institute of Educational Sciences.
• Mayadas, A. F., Bourne, J., & Bacsich, P. (2009). Online education today. Science, 323(5910), 85-89. https://www.science.org/doi/abs/10.1126/science.1168874
• Metin, M., Gürbey, S., & Çevik, A. (2021). Teacher opinions on distance education in Covid-19 pandemic process. Maarif Mektepleri-International Journal of Educational Sciences, 5(1), 66-89. https://doi.org/10.46762/mamulebd.881284
• Mishra, P. (2019). Considering contextual knowledge: The TPACK diagram gets an upgrade. Journal of digital learning in teacher education, 35(2), 76-78. DOI: https://doi.org/10.1080/21532974.2019.1588611.
• NCSS (2020). What is social studies? https://www.socialstudies.org/about adresinden 19.05.2024 tarihinde alınmıştır.
• Parlak, M. S., & Kayri, M. (2022). Analysis of factors affecting teachers' e-learning preparation levels with random forest algorithm. Van Yüzüncü Yıl University Journal of Education Faculty, 19(3), 670-696. https://doi.org/10.33711/yyuefd.1117068
• Parsak, B., & Saraç, L. (2022). The readiness level of the physical education teachers to online learning during Covid 19. Journal of National Education, 51(233), 489-500. https://doi.org/10.37669/milliegitim.788088
• Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141. https://doi.org/10.1177/2347631120983481
• Polat, E., Hopcan, S., & Yahşi, Ö. (2022). Are K-12 teachers ready to e-learning?. International Review of Research in Open and Distributed Learning, 23(2), 1-28. https://doi.org/10.19173/irrodl.v23i2.6082 Polat, S., & Bayram, H. (2022). An investigation into design thinking skills of social studies teachers. Pegem Journal of Education and Instruction, 12(3), 208–219. https://doi.org/10.47750/pegegog.12.03.22
• Qureshi, Q. A., Ahmad, S., Najibullah, N. A., & Shah, B. (2009). E-Learning development in HEIs: Uncomfortable and comfortable zones for developing countries. Gomal University Journal of Research, 25(2), 47-56. https://scholar.google.com/scholar?hl=tr&as_sdt=0%2C5&q=ELearning+development+in+HEIs%3A+Uncomfortable+and+comfortable+zones+for+developing+countries&btnG=.
• Sığın, S. (2020). What do teachers and learners think about distance education of the course of principles of Atatürk and history of Turkish revolution: A single case study. Master’s dissertation, Adnan Menderes University, Institute of Social Sciences.
• Simonson, M., Zvacek, S. M., & Smaldino, S. (2019). Teaching and learning at a distance: Foundations of distance education. 7th edition. Information Age Publishing.
• Stauffer, B. (2020). What’s the difference between online learning and distance learning? The Applied Education System. https://www.aeseducation.com/blog/online-learning-vsdistance-learning.
• Şahin, M. (2021). History and developmental processes of distance education in the world and Turkey. Mustafa Kemal University Journal of Faculty of Education, 5(7), 91-113. https://dergipark.org.tr/en/pub/mkuefder/issue/63331/891584
• Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics. Pearson.
• Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd
• Telli Yamamoto, G. ve Altun, D. (2020). The Coronavirus and the rising of online education. University Studies Journal, 3(1), 25-34. Doi: 10.26701/uad.711110
• Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413-424. DOI:
• Topal, M. (2020). The effect of online learning enhanced with gamification on student's engagement to online learning environment, academic achievement and learning motivation. PhD dissertation. Sakarya University, Institute of Educational Sciences.
• Turan, S., & Avcı, E. K. (2022). Opinions of social studies teacher candidates on online education activities. Karadeniz Social Sciences Journal, 14(27), 624-643. https://doi.org/10.38155/ksbd.1126398
• Üstün, A. B., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2020). Are teachers ready for e-learning? A study on exploring e-learning readiness of teachers. Journal of Ahmet Kelesoglu Education Faculty, 2(1), 52-67. https://dergipark.org.tr/en/download/article-file/1172909
• Yapar, N. E., Bozgün, K., & Sağır, Ş. U. (2022). Teachers' views on EBA supported distance education in the covid-19 pandemic process. Ahi Evran University Journal of Kırşehir Education, 23(2), 1891-1933. https://doi.org/10.29299/kefad.975538
• Yılmaz, Ö., & Bulut, T. (2024). Adaptation of blended learning readiness scale: Readiness levels of science teachers. Trakya Journal of Education, 14(1), 337-355. https://doi.org/10.24315/tred.1362960
• Yılmaz, R., & Afacan, E. (May, 2017). Examining teachers' educational internet use self-efficacy beliefs in the context of lifelong learning. ICITS 2017 International Symposium on Computer and Instructional Technologies, İnönü University, Malatya, Türkiye.