Covid 19 Pandemisi Öncesi Verilen Yüz Yüze Eğitimin ve Covid-19 Pandemisi Sırasında Verilen Çevrim İçi Eğitimin Algılanan Öğrenim Çıktıları Üzerine Etkisinin Karşılaştırılması: Fizyoterapi ve Rehabilitasyon Bölümü

Yıl 2021, Cilt: 8 Sayı: 3, 538 - 555, 31.12.2021

Nuray Alaca Özlem Feyzioğlu Hande Kaba Elif Esma Safran

Öz

Amaç: Mevcut çalışmada Fizyoterapi ve Rehabilitasyon bölümünde (FTR) senkron olarak verilen ve teorik ağırlığı yüksek olan dersler arasından seçilen altı dersin yüz yüze eğitimle veya senkron çevrim içi eğitimle verilmesinin algılanan öğrenim çıktılarına (AÖÇ) olan etkisinin karşılaştırılması amaçlanmıştır.
Gereç ve Yöntem: Acıbadem Mehmet Ali Aydınlar Üniversitesi FTR bölümünde okuyan 18-25 yaş arası öğrenciler (n=215, 120 kadın, 95 erkek) çalışmaya katılım sağlamıştır. Teorik ağırlığı yüksek olan altı dersin AÖÇ Değerlendirme Formu ve Çevrim içi Eğitimden Memnuniyet Anketi dersin son haftasında öğrencilere doldurtulmuştur.
Bulgular: Derslerin AÖÇ’lerinin çoğunda her iki ders sisteminde de benzer sonuçlar alındığı görülmüştür (p>0,05). Üçüncü sınıf derslerinden iş ve uğraşı dersi çevrim içi senkron eğitimde, AÖÇ’de daha yüksek puanlar gözlenirken (p<0,05), fizyoloji ve egzersiz fizyolojisi derslerinin bazı AÖÇ’lerinde yüz yüze eğitiminde daha yüksek puanlar aldığı saptanmıştır (p<0,05). Çevrim içi eğitim memnuniyetinin; öğretim elemanının ders anlatımı ve ders materyali ile orta düzeyde ilişkili olduğu belirlenmiştir (r=0,320-0,534, p<0,01).
Sonuç: FTR’de teorik ağırlıklı derslerin yüz yüze eğitimle veya çevrim içi senkron eğitimle verilmesinin AÖÇ’lerin çoğunda benzer sonuçlar alındığını göstermiştir. Çevrim içi eğitim memnuniyetinin; öğretim elemanının ders anlatımı ve ders materyali ile ilişkili olduğu belirlenirken, özellikle COVID-19 pandemisi sırasındaki zorunlu çevrim içi eğitimle ilgili olarak gelecekte yapılacak daha fazla araştırmaya ihtiyaç olduğu belirlenmiştir.

Anahtar Kelimeler

Algılanan öğrenim çıktısı, COVID 19, çevrim içi eğitim, memnuniyet, yüz yüze eğitim

Destekleyen Kurum

Yoktur

Proje Numarası

Yoktur

Comparison of the Effect of Face-to-Face Education Provided Before the COVID-19 Pandemic and Online Education Provided During the COVID-19 Pandemic on Perceived Learning Outcomes: Physiotherapy and Rehabilitation Department

Öz

Objective: In the present study, it was aimed to compare the effects of six lessons, which were given synchronously in Physiotherapy and Rehabilitation (PTR) and selected from among the lessons with high theoretical weight, on the perceived learning outcomes (PLO) of being given with face-to-face or synchronous online education.
Materials and Methods: Students between the ages of 18-25 studying at Acıbadem Mehmet Ali Aydınlar University PTR, participated in the study (n=215, 120 female / 95 male). In the last week of the course, the students filled out the POP Evaluation Form and the Online Education Satisfaction Questionnaire for the six courses with high theoretical weight.
Results: For most of the PLO of the lessons, it was observed that similar results were obtained in both lesson systems (p>0.05). While higher scores were observed in PLO in synchronous education of occupational therapy lesson online (p<0.05), physiology and exercise physiology lessons were found to have higher scores in face-to-face education (p<0.05). In addition, the online education satisfaction was moderately associated with lecture of the instructor and lesson material (r=0.320-0.534, p<0.01).
Conclusion: It has been shown that similar results were obtained in most of the PLO of giving theoretical weighted lessons with face-to-face education or online synchronous education, in PTR. While it has been found that the online education satisfaction was moderately associated with lecture of the instructor and lesson material, more research is needed in the future, especially regarding compulsory online education during the COVID-19 pandemic.

Anahtar Kelimeler

Perceived Learning Outcome, COVID 19, Online Education, Satisfaction, Face-to-face education

Proje Numarası

Yoktur

Kaynakça

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