Determining of online teacher competencies during Covid-19 pandemic

Yıl 2021, , 94 - 126, 28.07.2021

Merve Aydın , Melek Atabay , Muharrem Aydın

https://doi.org/10.51948/auad.910592

Cited By: 9

Öz

With the Covid-19 pandemic process affecting the whole world in December 2019, educational activities were negatively affected by this situation and all levels of education, formal and informal, had to take a break. After two weeks, the transition from face-to-face education to emergency remote education has been decided and the transition process has started. At this point, the Ministry of National Education has carried out distance education activities over EBA and TV broadcasts in primary, secondary and high school levels in our country, while higher education institutions have carried out this process through distance education centers. In this process, it has been observed that the online teachers who play an active role in all stages of distance education, from the design of online courses to their evaluation, are one of the important factors in the success of distance education. In the literature, there are a number of online teaching competencies that the staff who carry out distance education activities should have. Although the online teaching competencies and dimensions revealed within the scope of the field literature examined show diversity (social, manager, communicator, technical, pedagogical, field expertise, content provider, process facilitator, etc.). In this context, it is aimed to describe the online teaching competencies of distance educators involved in the Covid-19 pandemic process in this study. This study conducted as a survey research, 302 teachers and instructors who carried out distance education activities during the Covid-19 pandemic process were determined as the participants of the study. As a result of the study, it was revealed five dimensions (Technological, Course Management, Evaluation, Pedagogical, Ethical and Institutional) after analysis of the data in terms of means, standard deviation points etc. It is stated that distance instructors are at an average level in terms of using new technological tools, performing teaching activities in accordance with the goals and acquisitions in their lessons, planning the entire course process, using appropriate methods and techniques in their lectures using distance communication channels, and contributing to their professional development by following the current developments in their fields. In addition, it has been observed that distance instructors have a high level of competence in both their communication with students and their use of content in their lessons, as well as obeying ethical rules and knowing their responsibilities towards the institutions they are working in. However, it has emerged as an important finding that they do not have online competency in using appropriate assessment tools (questionnaire, online quiz, kahoot, etc.) and appropriate alternative assessment techniques (peer assessment, e-portfolio, etc.) in order to achieve the learning outcomes of the course. From this point of view, it can be thought that the results of the study will be a guide to researchers, instructional designers and administrators regarding the having online teaching competencies of distance educators who carry out distance education activities and the content and scope of seminars and awareness trainings that should be given to distance educators within the framework of these five competencies.

Anahtar Kelimeler

distance education;, Covid-19 pandemia;, online teaching competencies

Covid-19 pandemi sürecindeki uzaktan öğreticilerin yeterlilik durumlarının belirlenmesi

Öz

Aralık 2019’da Covid-19 pandemi sürecinin tüm dünyayı etkisi altına almasıyla birlikte eğitim öğretim faaliyetleri bu durumdan olumsuz etkilenmiş ve formal, informal olmak üzere eğitimin tüm kademelerinde eğitim öğretim faaliyetlerine ara vermek zorunda kalmışlardır. İki haftalık süreç sonrasında Türkiye’de eğitimin tüm kademelerinde yüz-yüze eğitimden acil uzaktan eğitime (emergency remote education) geçiş kararı alınarak geçiş süreci başlamıştır. Bu noktada, ülkemizde Milli Eğitim Bakanlığı ilk, orta ve lise kademelerinde EBA ve TV yayınları üzerinden uzaktan öğretim faaliyetleri gerçekleştirmiş, yükseköğretim kurumları ise bu süreci uzaktan eğitim merkezleri aracılığıyla yürütmüştür. Bu süreçte, çevrimiçi derslerin tasarımından, değerlendirilmesine kadar uzaktan eğitimin her aşamasında aktif rol oynayan öğreticilerin, uzaktan eğitimin başarısında önemli faktörlerden birisi olduğu görülmüştür. Bu çalışmada; Covid-19 pandemi sürecinde yer alan uzaktan öğreticilerin mevcut yeterliliklerinin betimlenmesi amaçlanmıştır. Tarama araştırması olarak yürütülen çalışmada, Covid-19 pandemi sürecinde uzaktan eğitim faaliyetleri yürüten 302 tane öğretmen ve öğretim elemanı katılımcı olarak belirlenmiştir. Çalışma sonucunda uzaktan öğretici yeterliliklerinin mevcut durumu beş başlık altında (Teknolojik, Ders Yönetimi, Değerlendirme, Pedagojik, Etik ve Kurumsal) betimsel analiz (standart sapma, aritmetik ortalamalar vb.) yapılarak ortaya çıkarılmıştır. Uzaktan öğreticilerin yeni teknolojik araçları kullanma, derslerinde hedef ve kazanımlara uygun öğretim faaliyetleri gerçekleştirme, tüm ders sürecini planlama, uzaktan iletişim kanallarını kullanarak ders anlatımlarında uygun yöntem ve teknikleri kullanma ve uzaktan öğreticilerin kendi alanlarındaki güncel gelişimleri takip ederek mesleki gelişimlerine katkıda bulunma noktasında ortalama düzeyde yeterli oldukları görülmüştür. Ayrıca uzaktan öğreticiler, yürüttükleri ders sürecinde gerek öğrencilerle olan iletişimleri gerekse derslerinde içerik kullanımlarında etik kurallara uyma ve bulundukları kurumlara karşı sorumluluklarını bilme konusundaki yetkinliklerinin de üst düzeyde olduğu görülmüştür. Ancak dersin kazanımlarını sağlama konusunda uygun değerlendirme araçlarını (anket, çevrimiçi quiz, kahoot vb) ve uygun alternatif ölçme tekniklerini (akran değerlendirmesi, e-portfolyo vb.) kullanmada kendilerini yeterli hissetmedikleri önemli bir bulgu olarak ortaya çıkmıştır. Buradan hareketle; bu çalışma sonuçları uzaktan eğitim faaliyetlerini yürüten uzaktan öğreticilerin sahip olması gereken yeterliliklerin neler olduğu ve bu yeterlilikler çerçevesinde uzaktan öğreticilere verilmesi gerekli olan seminer ve farkındalık eğitimlerinin içerik ve kapsamına dair araştırmacılara, öğretim tasarımcılarına ve yöneticilere yol gösterici olacağı düşünülmektedir.

Anahtar Kelimeler

uzaktan eğitim, covid-19 pandemi, uzaktan öğretici yeterlilikleri

Kaynakça

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