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Yemen’deki Özel Ortaokullarda E-Öğrenme Sistemlerinin Uygulanmasında Karşılaşılan Zorlukların Belirlenmesi

Yıl 2023, , 634 - 656, 30.10.2023
https://doi.org/10.48139/aybukulliye.1347555

Öz

Eğitim, toplumların en önemli bileşenlerinden biridir. Ülkeler, özellikle gelişmiş ülkeler, eğitim ortamlarını iyileştirmek ve geliştirmek için teknoloji ve modern araçları eğitim sistemlerine dâhil etmek için çaba göstermektedir. Ayrıca birçok ülke KOVID-19 küresel salgının etkisini azaltmak ve eğitim sürecinin aksamasını önlemek için uzaktan eğitim sistemlerini kullanmaya başlamıştır. Bu süreçte Yemen gibi gelişmekte olan ve az gelişmiş ülkeler de bu yeni uzaktan eğitim sürecinde birçok engellerle karşılaşmışlardır. Yemen'deki mevcut durum ve bunun siyasi ve ekonomik yansımaları nedeniyle Yemen, salgın nedeniyle örgün eğitime ara verilen ülkeler arasında yer almış ve devlet eğitimin tam sürekliliği için etkili bir alternatif de sunamamıştır. Aynı doğrultuda özel ortaokullar da uzaktan eğitimi uygulamak için bazı sorunlar ve zorluklarda karşılaşmışlardır.
Bu çalışmanın amacı, Yemen özel ortaokullarında e-öğrenmenin uygulanmasında karşılaşılan zorlukları ortaya koymaktır. Bu çalışmanın amacına ulaşmak için nitel araştırma yöntemi kullanılmıştır. Araştırmanın çalışma grubu Yemen'in Mukalla şehrinde bulunan 13 özel ortaokulda görev yapan 9 müdür ve 19 öğretmen olmak üzere 28 gönüllü katılımcıdır. Araştırma kapsamında veri toplama aracı olarak 33 sorudan oluşan yarı yapılandırılmış görüşme formu kullanılmıştır. Katılımcılarla telefon yoluyla iletişime geçilip araştırma hakkında detaylı bilgilendirmeler yapıldıktan sonra, görüşme sorularını içeren bir Google formu yanıtlamaları istenmiştir. Görüşmeler sonrasında elde edilen veriler betimsel ve içerik analizi teknikleri kullanılarak çözümlenmiştir. Yemen'deki özel ortaokulların, öğrenme yönetim sistemlerinin uygulanması önünde bireysel, içerik, müfredat ve teknik zorluklarla karşı karşıya olduğu görülmüştür. Çalışma sonucunda, karşılaşılan sorunlar ve çözüm önerileri belirlenmiş, ayrıca araştırmacılara gelecek çalışmalar için önerilerde bulunulmuştur.

Kaynakça

  • Aldowah, H., Ghazal, S., & Umar, I. (2018). Instructors’ challenges in implementing e-learning in a public university in Yemen. Turkish Online Journal of Design Art and Communication, 8(9), 1138–1146.
  • Alsabawy, A. Y., Cater-Steel, A., & Soar, J. (2013). IT infrastructure services as a requirement for e-learning system success. Computers and Education, 69, 431–451.
  • Andersson, A., & Grönlund, Å. (2009). A conceptual framework for e-learning in developing countries: a critical review of research challenges. The Electronic Journal of Information Systems in Developing Countries, 38(1), 1–16.
  • Anene, J. N., Imam, H., & Odumuh, T. (2014). Problem and prospect e-learning in Nigerian universities. International Journal of Technology and Inclusive Education, 3(2), 320–327.
  • Al-Adwan, A., & Smedley, J. (2012). Implementing e-learning in the Jordanian Higher Education System: Factors affecting impact. International Journal of Education & Development Using Information & Communication Technology, 8(1), 121–135.
  • Al-Azawei, A., Parslow, P., & Lundqvist, K. (2016). Barriers and opportunities of e-learning implementation in Iraq: A case of public universities. International Review of Research in Open and Distance Learning, 17(5), 126–146.
  • Al-Haderi, S. M. S. (2013). The effect of self-efficacy in the acceptance of information technology in the public sector. International Journal of Business and Social Science, 4(9), 188–198.
  • Al-Shboul, M., & Alsmadi, I. (2010). Challenges of utilizing e-learning systems in public universities in Jordan. International Journal of Emerging Technologies in Learning, 5(2), 4–10.
  • Babattah, M., & Ateş, V. (2022). Technical obstacles of implementing e-learning in Yemeni schools. Aegean Summit 4th International Social Sciences Congress, 1–8.
  • Borotis S & Poulymenakou A. (2004). E-Learning readiness components: Key issues to consider before adopting e-learning interventions. http://www.eltrun.gr/papers/elreadiness_elearn2004.Pdf., 2004(1), 1622–1629.
  • Boulton, H. (2008). Managing e-Learning: What are the real implications for schools? The Electronic Journal of E-Learning, 6(1), 11–18.
  • Creswell, J. W., & Creswell, J. D. (2017). Research Design-Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
  • Fossey, E., Harvey, C., McDermott, F., & Davidson, L. (2002). Understanding and evaluating qualitative research. Logic, Argumentation and Reasoning, 36(6), 717–732.
  • Granville, B., Leonard, C., & Manning, J. (2000). Information technology and developing countries: Potential and obstacles. October, 1–33.
  • Isaac, O., Aldholay, A., Abdullah, Z., & Ramayah, T. (2019). Online learning usage within Yemeni higher education: The role of compatibility and task-technology fit as mediating variables in the IS success model. Computers and Education, 136(2), 113–129.
  • Jhurree, V. (2005). Technology integration in education in developing countries: Guidelines to policy makers. International Education Journal, 6(4), 467-483.
  • Keevy, J., & Chakroun, B. (2015). Level-setting and recognition of learning outcomes. https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000242887&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_759a8a80-56ac-455c-bca4-4821e6e702eb%3F_%3D242887eng.pdf&locale=fr&multi=true&ark=/ark:/48223/p King, F.B., Young, M.F., Drivere-Richmond, K. & Schrader, P.G. (2001). Defining distance learning and distance education. AACE Review (formerly AACE Journal), 9(1), 1-14.
  • Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R. (2020). An exploratory study of the obstacles for achieving quality in distance learning during the Covid-19 pandemic. Education Sciences, 10(9), 1–13.
  • Mahmud, K. (2010). E-learning for tertiary level education in least developed countries: implementation obstacles and way outs for Bangladesh. International Journal of Computer Theory and Engineering, 2(2), 150–155.
  • Mutair, B. T. M. (2021). The reality of e-learning and obstacles of using it at Gaza schools and ways to reduce them in light of the corona pandemic. Humanitarian & Natural Sciences Journal, 02(02).
  • Muthanna, A., & Karaman, A. C. (2014). Higher education challenges in Yemen: Discourses on English teacher education. International Journal of Educational Development, 37, 40–47.
  • Nawaz, A., & Zubair Khan, M. (2012). Issues of technical support for e-learning systems in higher education institutions. International Journal of Modern Education and Computer Science, 4(2), 38–44.
  • Rais, M., Karim, A., & Hashim, Y. (2004). The experience of the e-learning implementation at the Universiti Pendidikan Sultan Idris, Malaysia. Malaysian Online Journal of Instructional Technology, 1(1), 50–59.
  • Tarus, J. K., Gichoya, D., & Muumbo, A. (2015). Challenges of implementing e-learning in Kenya: A case of Kenyan public universities. International Review of Research in Open and Distributed Learning, 16(1), 120–141.
  • Tedre, M., Ngumbuke, F., & Kemppainen, J. (2010). Infrastructure, human capacity, and high hopes: A decade of development of e-learning in a Tanzanian HEI. Revista de Universidad y Sociedad Del Conocimiento, 7(1), 7–20.
  • Varlamis, I., & Apostolakis, I. (2006). The present and future of standards for e-learning technologies. Interdisciplinary Journal of E-Skills and Lifelong Learning, 2, 059–076.
  • Vázquez, J. Z. (2022). Education | Definition, Development, History, Types, & Facts. https://www.britannica.com/topic/education.

Determining the Challenges in Implementing E-Learning Systems in Private Secondary Schools in Yemen*

Yıl 2023, , 634 - 656, 30.10.2023
https://doi.org/10.48139/aybukulliye.1347555

Öz

Education is one of the most important components of societies and one of the most important reasons for the Renaissance and development of nations. Countries, especially developed countries, strive to improve and develop their educational environments and introduce technology and modern tools into their educational systems. In contrast, the emergence of the COVID-19 pandemic has had a major impact on the education system around the world. Therefore, many countries have resorted to distance learning to mitigate the impact of the epidemic outbreak and avoid the suspension of the educational process. In developing and less developed countries such as Yemen, the e-learning process faces many obstacles. Yemen was among the countries where formal education was suspended due to the pandemic and there was no effective alternative to full continuity of education. Schools in Yemen face some challenges in terms of implementing electronic learning (e-learning), but private schools have some elements for implementing e-learning.
This study aims to identify the challenges facing the implementation of e-learning in Yemeni private schools. A qualitative research method was used to achieve the objective of this study. The working group of the study was 28 volunteer participants (9 managers and 19 teachers) in 13 private secondary schools in Mukalla city in Yemen. The semi-structured interview form which consists of 33 open-ended questions was used as a data collection tool within the scope of the research. The data obtained after the interviews were analyzed using descriptive and content analysis techniques. It was noted that the private secondary schools in Yemen face individual, content, curriculum, and technical challenges in front of implementing learning systems. As a result of the study, the problems encountered and proposed solutions were identified, as well as suggestions for researchers for future studies.

Kaynakça

  • Aldowah, H., Ghazal, S., & Umar, I. (2018). Instructors’ challenges in implementing e-learning in a public university in Yemen. Turkish Online Journal of Design Art and Communication, 8(9), 1138–1146.
  • Alsabawy, A. Y., Cater-Steel, A., & Soar, J. (2013). IT infrastructure services as a requirement for e-learning system success. Computers and Education, 69, 431–451.
  • Andersson, A., & Grönlund, Å. (2009). A conceptual framework for e-learning in developing countries: a critical review of research challenges. The Electronic Journal of Information Systems in Developing Countries, 38(1), 1–16.
  • Anene, J. N., Imam, H., & Odumuh, T. (2014). Problem and prospect e-learning in Nigerian universities. International Journal of Technology and Inclusive Education, 3(2), 320–327.
  • Al-Adwan, A., & Smedley, J. (2012). Implementing e-learning in the Jordanian Higher Education System: Factors affecting impact. International Journal of Education & Development Using Information & Communication Technology, 8(1), 121–135.
  • Al-Azawei, A., Parslow, P., & Lundqvist, K. (2016). Barriers and opportunities of e-learning implementation in Iraq: A case of public universities. International Review of Research in Open and Distance Learning, 17(5), 126–146.
  • Al-Haderi, S. M. S. (2013). The effect of self-efficacy in the acceptance of information technology in the public sector. International Journal of Business and Social Science, 4(9), 188–198.
  • Al-Shboul, M., & Alsmadi, I. (2010). Challenges of utilizing e-learning systems in public universities in Jordan. International Journal of Emerging Technologies in Learning, 5(2), 4–10.
  • Babattah, M., & Ateş, V. (2022). Technical obstacles of implementing e-learning in Yemeni schools. Aegean Summit 4th International Social Sciences Congress, 1–8.
  • Borotis S & Poulymenakou A. (2004). E-Learning readiness components: Key issues to consider before adopting e-learning interventions. http://www.eltrun.gr/papers/elreadiness_elearn2004.Pdf., 2004(1), 1622–1629.
  • Boulton, H. (2008). Managing e-Learning: What are the real implications for schools? The Electronic Journal of E-Learning, 6(1), 11–18.
  • Creswell, J. W., & Creswell, J. D. (2017). Research Design-Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
  • Fossey, E., Harvey, C., McDermott, F., & Davidson, L. (2002). Understanding and evaluating qualitative research. Logic, Argumentation and Reasoning, 36(6), 717–732.
  • Granville, B., Leonard, C., & Manning, J. (2000). Information technology and developing countries: Potential and obstacles. October, 1–33.
  • Isaac, O., Aldholay, A., Abdullah, Z., & Ramayah, T. (2019). Online learning usage within Yemeni higher education: The role of compatibility and task-technology fit as mediating variables in the IS success model. Computers and Education, 136(2), 113–129.
  • Jhurree, V. (2005). Technology integration in education in developing countries: Guidelines to policy makers. International Education Journal, 6(4), 467-483.
  • Keevy, J., & Chakroun, B. (2015). Level-setting and recognition of learning outcomes. https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000242887&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_759a8a80-56ac-455c-bca4-4821e6e702eb%3F_%3D242887eng.pdf&locale=fr&multi=true&ark=/ark:/48223/p King, F.B., Young, M.F., Drivere-Richmond, K. & Schrader, P.G. (2001). Defining distance learning and distance education. AACE Review (formerly AACE Journal), 9(1), 1-14.
  • Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R. (2020). An exploratory study of the obstacles for achieving quality in distance learning during the Covid-19 pandemic. Education Sciences, 10(9), 1–13.
  • Mahmud, K. (2010). E-learning for tertiary level education in least developed countries: implementation obstacles and way outs for Bangladesh. International Journal of Computer Theory and Engineering, 2(2), 150–155.
  • Mutair, B. T. M. (2021). The reality of e-learning and obstacles of using it at Gaza schools and ways to reduce them in light of the corona pandemic. Humanitarian & Natural Sciences Journal, 02(02).
  • Muthanna, A., & Karaman, A. C. (2014). Higher education challenges in Yemen: Discourses on English teacher education. International Journal of Educational Development, 37, 40–47.
  • Nawaz, A., & Zubair Khan, M. (2012). Issues of technical support for e-learning systems in higher education institutions. International Journal of Modern Education and Computer Science, 4(2), 38–44.
  • Rais, M., Karim, A., & Hashim, Y. (2004). The experience of the e-learning implementation at the Universiti Pendidikan Sultan Idris, Malaysia. Malaysian Online Journal of Instructional Technology, 1(1), 50–59.
  • Tarus, J. K., Gichoya, D., & Muumbo, A. (2015). Challenges of implementing e-learning in Kenya: A case of Kenyan public universities. International Review of Research in Open and Distributed Learning, 16(1), 120–141.
  • Tedre, M., Ngumbuke, F., & Kemppainen, J. (2010). Infrastructure, human capacity, and high hopes: A decade of development of e-learning in a Tanzanian HEI. Revista de Universidad y Sociedad Del Conocimiento, 7(1), 7–20.
  • Varlamis, I., & Apostolakis, I. (2006). The present and future of standards for e-learning technologies. Interdisciplinary Journal of E-Skills and Lifelong Learning, 2, 059–076.
  • Vázquez, J. Z. (2022). Education | Definition, Development, History, Types, & Facts. https://www.britannica.com/topic/education.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Bilgi Sistemleri (Diğer)
Bölüm Tez Özeti
Yazarlar

Muad Khaled Salem Babattah 0000-0002-0421-1505

Vildan Ateş 0000-0002-8855-8556

Yayımlanma Tarihi 30 Ekim 2023
Gönderilme Tarihi 21 Ağustos 2023
Kabul Tarihi 26 Eylül 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Babattah, M. K. S., & Ateş, V. (2023). Determining the Challenges in Implementing E-Learning Systems in Private Secondary Schools in Yemen*. Külliye(TÜRKİYE CUMHURİYETİ’NİN 100. YILI ÖZEL SAYISI), 634-656. https://doi.org/10.48139/aybukulliye.1347555