Opinions of Faculty of Sport Sciences Faculty Members on Distance Education Process: Swot Analysis Technique

Abstract

This research was conducted to examine the opinions of the faculty members working in the Faculty of Sport Sciences about the distance education process in terms of SWOT strengths and weaknesses, opportunities, threats analysis. Case study design was used in the research. Data were collected from 42 faculty members working in the Faculty of Sport Sciences in Istanbul province with a semistructured interview form. After the data collection, strengths, weaknesses, threats and opportunities were identified by using SWOT analysis. In the study, it was concluded that the strengths experienced by the faculty members in the distance education process were mostly the elimination of additional expenditure items such as transport, accommodation, nutrition, which would be made by families, the weaknesses were mostly the inability to teach practical courses, the opportunities were the use of innovative technologies and the faculty member had to improve himself/herself, and the threats were the inability to carry out measurement and evaluation (exams) properly. In addition, in the results of the research, it was seen that in the strengths, benefiting from educational opportunities from different places; in the weaknesses, low participation in the lesson, lack of physical assistance; in the opportunities, the opportunity of teachers to develop new methods and materials; in the threats, low quality of education was found to be important.

Keywords

• Education
• covid-19
• swot analysis
• sport sciences.

Spor Bilimleri Fakültesi Öğretim Üyelerinin Uzaktan Eğitim Sürecine İlişkin Görüşleri: Swot Analizi Tekniği

Öz

Bu çalışma, Spor Bilimleri Fakültesi öğretim üyelerinin uzaktan eğitim süreci hakkındaki görüşlerinin, güçlü (Strengths) ve zayıf (Weaknesses) yönler, fırsatlar (Opportunities), tehditler (Threats) analizi açısından incelenmesi amacıyla yapılmıştır. Çalışmada durum çalışması deseni kullanılmıştır. Araştırmada durum çalışması deseni benimsenmiştir. Veriler, İstanbul Spor Bilimleri Fakültesi'nde görev yapan 42 öğretim üyesinden yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Verilerin toplanmasının ardından, SWOT analizi kullanılarak güçlü ve zayıf yönler, tehditler ve fırsatlar belirlenmiştir. Araştırmanın bulgularında, öğretim üyelerinin uzaktan eğitim sürecinde yaşadıkları güçlü yönler temasında en fazla ailelerin yapacağı ulaşım, barınma, konaklama, beslenme gibi ek harcama kalemleri ortadan kalkmış olması, zayıf yönler temasında en fazla uygulama derslerinin işlenememesi, fırsatlar temasında, yenilikçi teknolojilerin kullanımı ve öğretim üyesinin kendini geliştirmek zorunda kalması, tehditler temasında, ölçme değerlendirmenin (sınavlar) sağlıklı yapılamaması sonuçlarına ulaşılmıştır. Ayrıca araştırmanın sonuçlarında, güçlü yönlerde, farklı yerlerden eğitim olanaklarından faydalanması; zayıf yönlerde, derse katılımın yeterli olamaması, fiziksel desteğin olmaması; fırsatlarda, öğretim üyelerinin yeni yöntem ve materyal geliştirme fırsatı; tehditlerde ise eğitim kalitesi düşüklüğü önemli olduğu görülmüştür.

Anahtar Kelimeler

• Eğitim
• Covid-19
• Swot analizi
• Spor bilimleri.

Kaynakça

1. Altuntaş Yılmaz, N. (2020). Investigation of students' attitudes about the distance education situation applied during the COVID-19 pandemic process in higher education institutions: Physiotherapy and rehabilitation department example. Journal of Necmettin Erbakan University Faculty of Health Sciences, 3(1), 15-20.
2. Balcı, A. (2005). Research methods, techniques and principles in social sciences. Ankara: Pegem Akademi Publishing.
3. Bogdan, R. C. & Biklen, S. K. (2003). Qualitative research for education: An introduction to theories and methods (4th edition). Boston: Allyn & Bacon.
4. Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Scientific research methods. Ankara: Pegem Akademi.
5. Can, E. (2012). Açık ve uzaktan eğitimde akreditasyon yeterlilik düzeyinin incelenmesi. Yayımlanmış Doktora tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, İstanbul.
6. Can, E. (2020). Coronavirus (Covid-19) pandemic and pedagogical reflections: Open and distance education practices in Turkey. Journal of Open Education Applications and Research, 6(2), 11-53.
7. Çardak, U., & Güler, Ç. (2022). Academician practices, opinions and suggestions in the context of distance education and distance teacher training. Van Yüzüncü Yıl University Journal of Faculty of Education, 19(Special Issue), 323-353. https://doi.org/10.33711/yyuefd.1068111
8. Demir, F., & Özdaş, F. (2020). Examining teacher views on distance education in the Covid-19 process. Journal of National Education, 49(1), 273-292. https://doi.org/10.37669/milliegitim.775620

9. Deniz, S. (2021). Öğretmenlere yönelik uzaktan eğitim tutum ölçeğinin geliştirilmesi ve öğretmen tutumlarının çeşitli değişkenlere göre incelenmesi. Yayımlanmamış Doktora tezi, Gaziantep Üniversitesi, Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Gaziantep.
10. Düzgün, S., & Sulak, S. E. (2020). Prospective teachers' views on distance education practices during the covid-19 pandemic process. Journal of National Education, 49(1), 619-633. https://doi.org/10.37669/milliegitim.787874
11. Fırat, M., Kılınç, H., & Yüzer, T. V. (2018). Level of intrinsic motivation of distance education students in e-learning environments. Journal of Computer Assisted Learning, 34(1), 6370.
12. Fidan, M. (2020). Education in Covid-19 uncertainty: Teachers' opinions on compulsory distance education in primary school. Uşak University Journal of Educational Research, 6(2), 24-43. https://doi.org/10.29065/usakead.736643
13. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27(1), 1-9.
14. Karagöz, Y. (2019). Spss-Amos-Meta applied quantitative‒qualitative-mix scientific research methods and publication ethics. Ankara: Nobel Publishing.
15. Kazak, E., & Karaahmetoğlu, H. H. (2023). Teacher views on the problems encountered in the distance education process. Nevşehir Hacı Bektaş Veli University SBE Journal, 13(1), 385-401. https://doi.org/10.30783/nevsosbilen.1213000
16. Kırmızıgül, H. G. (2020). The COVID-19 pandemic and the education process it brings with it. Eurasian Journal of Social and Economic Research, 7(5), 283-289.
17. Koç, E. S. (2021). What kind of distance education? Evaluation of the studies at the end of 1 year. International Anatolia Academic Online Journal Social Sciences Journal, 7(2), 13-26
18. Kurnaz, E., & Serçemeli, M. (2020). A research on academicians' perspectives on distance education and distance accounting education during the covid-19 pandemic period. International Academy of Social Sciences Journal, 3(5), 262-288.
19. Merriam, S. B. (2013). Qualitative research: A guide to design and application (3rd edition, Translation Editor: S. Turan). Ankara: Nobel Publication Distribution.
20. Nasr, N. (2020). Teachers as students: Adapting to online methods of instruction and assessment in the age of COVID-19. Electronic Journal for Research in Science & Mathematics Education, 24(2), 168-171.
21. Neuendorf, K.A. (2002). A guide to content analysis. Thousand Oaks, CA: Sage Publications.
22. Özdoğan, A. Ç. & Berkant, H. G. (2020). Investigation of stakeholder views on distance education in the Covid-19 pandemic period. Milli Egitim, 49(1), 13-43. doi:10.37669/milliegitim.788118
23. Özköse, H., Arı, S., & Çakır, Ö. (2013). Swot analysis for distance education process. Middle Eastern & African Journal of Educational Research, 5(7), 41-55.
24. Öztürk, F. (2021). Basic concepts of distance education and measurement and evaluation. In B. Karabulut-Coşkun, & A. Yılmaz (Eds.) Measurement and evaluation in distance education (1st ed., pp. 1-25). Pegem Akademi.
25. Paydar, S., & Doğan, A. (2019). Prospective teachers' views on open and distance learning environments. Education and Technology, 1(2), 154-162.
26. Romiszowski, A. J. (2004). How's the e-learning baby? factors leading to success or failure of an educational technology innovation. Educational Technology, 44(1), 5-27.
27. Stake, R.E. (1995). The art of case study research. Thousand Oaks, CA:Sage.
28. Uysal-Bayrak, H. & Tanık-Önal, N. (2021). SWOT analysis of distance education based on preschool teacher candidates. International Journal of Eurasian Education and Culture, 6(12), 189-234. Doi: 10.35826/ijoecc.349.
29. Vasiliki, K., Charissi, A., & Tympa, E. (2021). Greek University students' attitudes about distance education due to emergency circumstances. European Journal of Open Education and Elearning Studies, 6(1), 14-25. http://dx.doi.org/10.46827/ejoe.v5i2.3529
30. Yin, R.K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA:Sage.
31. Yin, R.K. (2012). Applications of case study research (3rd ed.). Thousand Oaks, CA:Sage.
32. Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in social sciences. Ankara: Seçkin Publishing 9, 120-145.