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An Intercultural Comparative Study: Romanian and Japanese Students’ Perceptions of Online Education and Learning Practice During the COVID-19 Pandemic

Yıl 2022, Sayı: 39, 69 - 93, 31.12.2022
https://doi.org/10.31123/akil.1143076

Öz

The present article examines and compares the perceptions of online education and learning practice in students from Romania and Japan during the COVID-19 pandemic, which has significantly impacted how university classes have taken place worldwide in the last two years. Furthermore, our purpose was to examine the challenges experienced by students as a result of transitioning from traditional face-to-face classes to online learning. Questions arise from reviewing to what extent the students' cultures have affected their perceptions of the online education and learning process and if there are any substantial differences in the students' feedback regarding various online learning applications which have been used in class or otherwise tested for the first time during this study. The originality of our approach lies in conducting a comparative study to analyze the perceptions of Romanian and Japanese students regarding the educational process during the pandemic. According to our knowledge and extensive research, this is the only similar research that has been conducted or published at this moment on this topic. Furthermore, we would like to emphasize that we have investigated the students' perceptions regarding online education during the pandemic by conducting the reviews in their native languages: Romanian for Romanian students and Japanese for Japanese students. Another original aspect of the current study is testing the feedback of the two groups of participants regarding various digital tools and apps used for educational purposes: the ones who have used the apps for a long time or for the Japanese students who tried these digital tools for the first time. The findings revealed that the Romanian and Japanese students had encountered different challenges in terms of mental health, financial issues, worrying prospects, or varying technical problems, which correspond to a large extent to the profiles of their countries.

Destekleyen Kurum

Titu Maiorescu University

Kaynakça

  • Al-Kumaim, N., Alhazmi, A., Mohammed, F., Gazem, N., Shabbir, M., & Fazea, Y. (2021) Exploring the Impact of the COVID-19 Pandemic on University Students’ Learning Life: An Integrated Conceptual Motivational Model for Sustainable and Healthy Online Learning. Sustainability, 13(5), 2546. https://doi.org/10.3390/su13052546
  • Butnaru, G., Niță, V., Anichiti, A., & Brînză, G. (2021). The Effectiveness of Online Education during COVID-19 Pandemic. A Comparative Analysis between the Perceptions of Academic Students and High School Students from Romania. Sustainability, 13(9), 5311. https://doi.org/10.3390/su13095311
  • Buzatu, A. R., Cojoc, C., Cotovici, E., Spirache, M. C., Trandafir, R., & Paun, M. (2020). Students’ perception of online education in the COVID-19 pandemic framework. Romanian Statistical Review, 3, 3-14.
  • Cyr, J. (2019). Focus groups for the Social Science Researcher. UK: Cambridge University Press. https://doi.org/10.1017/9781316987124.
  • Dong, Y., Kavun, N., Senteney, M. & Ott, J. (2018). Interactive Presentation Tools Using Mobile Devices. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 743-748). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).
  • Grandits, D., & Wagle, T. (2021). Making Remote Learning Engaging. Excelsior: Leadership In Teaching and Learning, 13(2), 113-126. https://doi.org/10.14305/jn.19440413.2021.13.2.03.
  • Hakami, M. (2020). Using Nearpod as a Tool to Promote Active Learning in Higher Education in a BYOD Learning Environment. Journal of Education and Learning, 9(1), 119-126. https://doi.org/10.5539/jel.v9n1p119.
  • Hosseini, A., & Jahedzadeh, B. (2021). テヘラン大学と大阪大学におけるオンラインでの語 学授業の実施とその課題について : 筆者らの経験を 中心 [The Implementation and Related Challenges of Online Classes for Foreign Language Education in University of Tehran and Osaka University]. The Frontier of Foreign Languages Education, 59–70. Retrieved from https://ir.library.osaka-u.ac.jp/repo/ouka/all/79360/ffle_04_059.pdf.
  • Kotaro, K. (2022). 学生から見えたオンライン授業について [About online classes from the perspective of the students] (Unpublished Master’s Thesis). Gakushuin University, Japan.
  • Lowenthal, P., & Moore, R. (2020). Exploring Student Perceptions of Flipgrid in Online Courses. Online Learning, 24(4), 28-41. https://doi.org/10.24059/olj.v24i4.2335.
  • Matsuda, T., Watanabe, Y., & Shigeta, K. (2021). Factors Affecting University Students' At-home Learning during the COVID-19 Pandemic -Implications for a Student Support System. International Journal Of Educational Media And Technology, 15(1), 56-66.
  • Meletiadou, E. (2021). Using Padlets as E-Portfolios to Enhance Undergraduate Students’ Writing Skills and Motivation. IAFOR Journal Of Education, 9(5), 67-83. https://doi.org/10.22492/ije.9.5.04.
  • Miles, M. B., & Huberman, M. A. (1994). Qualitative Data Analysis: An expanded sourcebook. London: SAGE.
  • Moore, R. (2022). Interacting at a distance: Creating engagement in online learning environments. In E. Ntuli, C. Agyeman & J. Blankson (Eds.), Handbook of research on strategic management of interaction, presence, and participation in online courses (pp. 401-425). New York, NY: IGI Global.
  • Morgan, D. L. (1996). Focus Groups. Annual Review of Sociology, 22(1), 129–152. https://doi.org/10.1146/annurev.soc.22.1.129. Nishan, R. (2012). The Romanian Language Yesterday and Today. Journal of the American Society of Geolinguistics, 38, 25-30.
  • Pinsk, R., Curran, M. J., Poirier, R., & Coulson, G. (2014). Student perceptions of the use of student-generated video in online discussions as a mechanism to establish social presence for non-traditional students: A case study. Issues in Information Systems, 15(1), 267–276.
  • Pop, M.-D., Pugna, A. P., Crețu, V.-I., & Potra, S. A. (2022). Two years of hybrid education in Romania: A comparative overview of the students’ expectations for the online educational platforms. Sustainability, 14(21), 14241. https://doi.org/10.3390/su142114241.
  • Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online University Teaching During and After the COVID-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigital Science and Education, 2(3), 923-945. https://doi.org/10.1007/s42438-020-00155-y.
  • Razu, S., Yasmin, T., Arif, T., Islam, M., Islam, S., Gesesew, H., & Ward, P. (2021). Challenges Faced by Healthcare Professionals During the COVID-19 Pandemic: A Qualitative Inquiry from Bangladesh. Frontiers in Public Health, 9, 647315. https://doi.org/10.3389/fpubh.2021.647315.
  • Romero-Hall, E., & Vicentini, C. R. (2017). Multimodal interactive tools for online discussions and assessment. In P. Vu, S. Fredrickson, & C. Moore (Eds.), Handbook of research on blended learning pedagogies and professional development in higher education (pp. 85–105). New York, NY: IGI Global.
  • Schäfer, S., Sopp, M., Schanz, C., Staginnus, M., Göritz, A., & Michael, T. (2020). Impact of COVID-19 on Public Mental Health and the Buffering Effect of a Sense of Coherence. Psychotherapy and Psychosomatics, 89(6), 386-392. https://doi.org/10.1159/000510752.
  • Teodorescu, D., Aivaz, K., & Amalfi, A. (2022). Factors affecting motivation in online courses during the COVID-19 pandemic: the experiences of students at a Romanian public university. European Journal of Higher Education, (3), 1-18. https://doi.org/10.1080/21568235.2021.1972024. Vovin, A. (2017). Origins of the Japanese language. Oxford Research Encyclopedia of Linguistics, 1-34. https://doi.org/10.1093/acrefore/9780199384655.013.277.
  • Weber, R. P. (2008). Basic content analysis. London: Sage.
  • Yang, C. Nomakuchi, T., Gao, H., & Taniguchi, Y. (2021). コロナ禍におけるオンライン授業の日中比較 [Comparative Study of Online Learning between Japan and China during Coronavirus Pandemic (COVID-19)]. Annual Report of the Institute of Economic Research, 53, 333-354.
  • Cohen, S. (2020, September 20). “A digital pivot at Japan's universities: 'A lot of us expected to have our worst semesters online”. Retrieved on May 16, 2022, from https://www.japantimes.co.jp/life/2020/09/20/lifestyle/japanese-universities-online-coronavirus/
  • Costita, G. (2020, February 26). “The First Coronavirus Case in Romania.” Retrieved on March 30, 2022, from https://www.digi24.ro/stiri/actualitate/primul-caz-de-coronavirus-in-romania-1266806.
  • Kuwata, A. (2021, October 14). “小中高校の自殺者数、過去最多の415人...文科省調査. 教育業界ニュース”. Retrieved on November 21, 2022, from https://reseed.resemom.jp/article/2021/10/14/2460.html.
  • Learning Strategy Research Institute. (2020, July 16). Daigaku Niokeru Online Jugyou no Kinkyuu Dounyuu Ni Kansuru Chousa Houkokusho [Report on Emergency Introduction of Online Classes at Universities]. Retrieved from https://www.digital-knowledge.co.jp/archives/22823/
  • MEXT. (2021). “新型コロナウイルス感染症の影響による学生等の 学生生活に関する調査(結果).”Retrieved on November 21, 2022, from https://www.mext.go.jp/content/20210525-mxt_kouhou01-000004520_1.pdf.
  • Nearpod. (2022). “However you teach, it’s in Nearpod”. Retrieved on April 19, 2022, from https://nearpod.com/.
  • PearDeck. (2022). “Social-Emotional Learning Templates”. Retrieved on March, 14, 2022, from https://www.peardeck.com/pear-deck-blog/social-emotional-learning-templates.
  • Portfolios on Padlet. (2022). “Portfolios”. Retrieved on March 29, 2022, from https://padlet.com/blog/portfolios
  • Sandu, D., Stoica, C. A., & Umbres, R. (2014). “Romanian youth: worries, aspirations, values and life style”. Retrieved on November 21, 2022, from https://library.fes.de/pdf-files/bueros/bukarest/12141.pdf.
  • Velicu, A. (2021). “The school year 2020-2021 in Romania during the pandemic”. Retrieved on November 21, 2022, from https://ketlib.lib.unipi.gr/xmlui/bitstream/handle/ket/3777/edu_covid_techical_report_romania_final_28.06_v2.pdf?sequence=1&isAllowed=y.
  • WHO. (2020, March 11). “Director-General's opening remarks at the media briefing on COVID-19 - 11 March 2020”. Retrieved on June 30, 2022, from https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020.

Kültürlerarası Karşılaştırmalı Bir Çalışma: Roman ve Japon Öğrencilerin COVID-19 Salgını Döneminde Çevrimiçi Öğretim ve Öğrenme Pratiğine İlişkin Algıları

Yıl 2022, Sayı: 39, 69 - 93, 31.12.2022
https://doi.org/10.31123/akil.1143076

Öz

The present article examines and compares the perceptions of online teaching experience and learning practice in students from Romania and Japan during the COVID-19 pandemic, which has significantly impacted how university classes have taken place worldwide in the last two years. Furthermore, our purpose was to examine the challenges experienced by students as a result of transitioning from traditional face-to-face classes to online learning.
Questions arise from examining to what extent the students’ cultures have affected their perceptions of the online teaching and learning process and if there are any substantial differences in the students’ feedback regarding various online learning applications which have been used in class or otherwise tested for the first time during this study.
The originality of our approach lies in conducting a comparative study to analyze the perceptions of Romanian and Japanese students regarding the educational process during the pandemic. According to our knowledge and extensive research, no other similar research has been conducted or published until this moment on this topic. Furthermore, we would like to emphasize that we have investigated the students' perceptions regarding online teaching during the pandemic by conducting the interviews in their native languages: Romanian for Romanian students and Japanese for Japanese students.
Another original aspect of the current study is testing the feedback of the two groups of participants regarding various digital tools and apps used for educational purposes: the ones who have used the apps for a long time or for the Japanese students who tried these digital tools for the first time.
The findings revealed that the Romanian and Japanese students had encountered different challenges in terms of mental health, financial issues, worrying prospects, or varying technical problems, which correspond to a large extent to the profiles of their countries.

Kaynakça

  • Al-Kumaim, N., Alhazmi, A., Mohammed, F., Gazem, N., Shabbir, M., & Fazea, Y. (2021) Exploring the Impact of the COVID-19 Pandemic on University Students’ Learning Life: An Integrated Conceptual Motivational Model for Sustainable and Healthy Online Learning. Sustainability, 13(5), 2546. https://doi.org/10.3390/su13052546
  • Butnaru, G., Niță, V., Anichiti, A., & Brînză, G. (2021). The Effectiveness of Online Education during COVID-19 Pandemic. A Comparative Analysis between the Perceptions of Academic Students and High School Students from Romania. Sustainability, 13(9), 5311. https://doi.org/10.3390/su13095311
  • Buzatu, A. R., Cojoc, C., Cotovici, E., Spirache, M. C., Trandafir, R., & Paun, M. (2020). Students’ perception of online education in the COVID-19 pandemic framework. Romanian Statistical Review, 3, 3-14.
  • Cyr, J. (2019). Focus groups for the Social Science Researcher. UK: Cambridge University Press. https://doi.org/10.1017/9781316987124.
  • Dong, Y., Kavun, N., Senteney, M. & Ott, J. (2018). Interactive Presentation Tools Using Mobile Devices. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 743-748). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).
  • Grandits, D., & Wagle, T. (2021). Making Remote Learning Engaging. Excelsior: Leadership In Teaching and Learning, 13(2), 113-126. https://doi.org/10.14305/jn.19440413.2021.13.2.03.
  • Hakami, M. (2020). Using Nearpod as a Tool to Promote Active Learning in Higher Education in a BYOD Learning Environment. Journal of Education and Learning, 9(1), 119-126. https://doi.org/10.5539/jel.v9n1p119.
  • Hosseini, A., & Jahedzadeh, B. (2021). テヘラン大学と大阪大学におけるオンラインでの語 学授業の実施とその課題について : 筆者らの経験を 中心 [The Implementation and Related Challenges of Online Classes for Foreign Language Education in University of Tehran and Osaka University]. The Frontier of Foreign Languages Education, 59–70. Retrieved from https://ir.library.osaka-u.ac.jp/repo/ouka/all/79360/ffle_04_059.pdf.
  • Kotaro, K. (2022). 学生から見えたオンライン授業について [About online classes from the perspective of the students] (Unpublished Master’s Thesis). Gakushuin University, Japan.
  • Lowenthal, P., & Moore, R. (2020). Exploring Student Perceptions of Flipgrid in Online Courses. Online Learning, 24(4), 28-41. https://doi.org/10.24059/olj.v24i4.2335.
  • Matsuda, T., Watanabe, Y., & Shigeta, K. (2021). Factors Affecting University Students' At-home Learning during the COVID-19 Pandemic -Implications for a Student Support System. International Journal Of Educational Media And Technology, 15(1), 56-66.
  • Meletiadou, E. (2021). Using Padlets as E-Portfolios to Enhance Undergraduate Students’ Writing Skills and Motivation. IAFOR Journal Of Education, 9(5), 67-83. https://doi.org/10.22492/ije.9.5.04.
  • Miles, M. B., & Huberman, M. A. (1994). Qualitative Data Analysis: An expanded sourcebook. London: SAGE.
  • Moore, R. (2022). Interacting at a distance: Creating engagement in online learning environments. In E. Ntuli, C. Agyeman & J. Blankson (Eds.), Handbook of research on strategic management of interaction, presence, and participation in online courses (pp. 401-425). New York, NY: IGI Global.
  • Morgan, D. L. (1996). Focus Groups. Annual Review of Sociology, 22(1), 129–152. https://doi.org/10.1146/annurev.soc.22.1.129. Nishan, R. (2012). The Romanian Language Yesterday and Today. Journal of the American Society of Geolinguistics, 38, 25-30.
  • Pinsk, R., Curran, M. J., Poirier, R., & Coulson, G. (2014). Student perceptions of the use of student-generated video in online discussions as a mechanism to establish social presence for non-traditional students: A case study. Issues in Information Systems, 15(1), 267–276.
  • Pop, M.-D., Pugna, A. P., Crețu, V.-I., & Potra, S. A. (2022). Two years of hybrid education in Romania: A comparative overview of the students’ expectations for the online educational platforms. Sustainability, 14(21), 14241. https://doi.org/10.3390/su142114241.
  • Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online University Teaching During and After the COVID-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigital Science and Education, 2(3), 923-945. https://doi.org/10.1007/s42438-020-00155-y.
  • Razu, S., Yasmin, T., Arif, T., Islam, M., Islam, S., Gesesew, H., & Ward, P. (2021). Challenges Faced by Healthcare Professionals During the COVID-19 Pandemic: A Qualitative Inquiry from Bangladesh. Frontiers in Public Health, 9, 647315. https://doi.org/10.3389/fpubh.2021.647315.
  • Romero-Hall, E., & Vicentini, C. R. (2017). Multimodal interactive tools for online discussions and assessment. In P. Vu, S. Fredrickson, & C. Moore (Eds.), Handbook of research on blended learning pedagogies and professional development in higher education (pp. 85–105). New York, NY: IGI Global.
  • Schäfer, S., Sopp, M., Schanz, C., Staginnus, M., Göritz, A., & Michael, T. (2020). Impact of COVID-19 on Public Mental Health and the Buffering Effect of a Sense of Coherence. Psychotherapy and Psychosomatics, 89(6), 386-392. https://doi.org/10.1159/000510752.
  • Teodorescu, D., Aivaz, K., & Amalfi, A. (2022). Factors affecting motivation in online courses during the COVID-19 pandemic: the experiences of students at a Romanian public university. European Journal of Higher Education, (3), 1-18. https://doi.org/10.1080/21568235.2021.1972024. Vovin, A. (2017). Origins of the Japanese language. Oxford Research Encyclopedia of Linguistics, 1-34. https://doi.org/10.1093/acrefore/9780199384655.013.277.
  • Weber, R. P. (2008). Basic content analysis. London: Sage.
  • Yang, C. Nomakuchi, T., Gao, H., & Taniguchi, Y. (2021). コロナ禍におけるオンライン授業の日中比較 [Comparative Study of Online Learning between Japan and China during Coronavirus Pandemic (COVID-19)]. Annual Report of the Institute of Economic Research, 53, 333-354.
  • Cohen, S. (2020, September 20). “A digital pivot at Japan's universities: 'A lot of us expected to have our worst semesters online”. Retrieved on May 16, 2022, from https://www.japantimes.co.jp/life/2020/09/20/lifestyle/japanese-universities-online-coronavirus/
  • Costita, G. (2020, February 26). “The First Coronavirus Case in Romania.” Retrieved on March 30, 2022, from https://www.digi24.ro/stiri/actualitate/primul-caz-de-coronavirus-in-romania-1266806.
  • Kuwata, A. (2021, October 14). “小中高校の自殺者数、過去最多の415人...文科省調査. 教育業界ニュース”. Retrieved on November 21, 2022, from https://reseed.resemom.jp/article/2021/10/14/2460.html.
  • Learning Strategy Research Institute. (2020, July 16). Daigaku Niokeru Online Jugyou no Kinkyuu Dounyuu Ni Kansuru Chousa Houkokusho [Report on Emergency Introduction of Online Classes at Universities]. Retrieved from https://www.digital-knowledge.co.jp/archives/22823/
  • MEXT. (2021). “新型コロナウイルス感染症の影響による学生等の 学生生活に関する調査(結果).”Retrieved on November 21, 2022, from https://www.mext.go.jp/content/20210525-mxt_kouhou01-000004520_1.pdf.
  • Nearpod. (2022). “However you teach, it’s in Nearpod”. Retrieved on April 19, 2022, from https://nearpod.com/.
  • PearDeck. (2022). “Social-Emotional Learning Templates”. Retrieved on March, 14, 2022, from https://www.peardeck.com/pear-deck-blog/social-emotional-learning-templates.
  • Portfolios on Padlet. (2022). “Portfolios”. Retrieved on March 29, 2022, from https://padlet.com/blog/portfolios
  • Sandu, D., Stoica, C. A., & Umbres, R. (2014). “Romanian youth: worries, aspirations, values and life style”. Retrieved on November 21, 2022, from https://library.fes.de/pdf-files/bueros/bukarest/12141.pdf.
  • Velicu, A. (2021). “The school year 2020-2021 in Romania during the pandemic”. Retrieved on November 21, 2022, from https://ketlib.lib.unipi.gr/xmlui/bitstream/handle/ket/3777/edu_covid_techical_report_romania_final_28.06_v2.pdf?sequence=1&isAllowed=y.
  • WHO. (2020, March 11). “Director-General's opening remarks at the media briefing on COVID-19 - 11 March 2020”. Retrieved on June 30, 2022, from https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İletişim ve Medya Çalışmaları
Bölüm Research Article
Yazarlar

Cringuta Irina Pelea 0000-0002-1080-9650

Yayımlanma Tarihi 31 Aralık 2022
Gönderilme Tarihi 11 Temmuz 2022
Yayımlandığı Sayı Yıl 2022 Sayı: 39

Kaynak Göster

APA Pelea, C. I. (2022). An Intercultural Comparative Study: Romanian and Japanese Students’ Perceptions of Online Education and Learning Practice During the COVID-19 Pandemic. Akdeniz Üniversitesi İletişim Fakültesi Dergisi(39), 69-93. https://doi.org/10.31123/akil.1143076