Araştırma Makalesi
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COVID-19 Sürecinde Öğrencilerin Web Tabanlı Uzaktan Eğitime Yönelik Geri Bildirimlerinin Değerlendirilmesi

Yıl 2020, Cilt: 5 Sayı: 2, 59 - 67, 30.06.2020

Öz

Özet

Amaç: Bu araştırma, COVID-19 pandemisi sürecinde eğitimlerine uzaktan devam eden öğrencilerin acil yapılandırılmış web tabanlı eğitim hakkındaki geri bildirimlerinin değerlendirilmesi amacıyla yapıldı.

Yöntem: Çalışmamıza 2019-2020 bahar döneminde pandemi nedeniyle lisans/lisansüstü eğitimine web tabanlı olarak uzaktan devam eden ve internet ortamından gönderilen ankete erişim sağlayan toplam 652 üniversite öğrencisi dâhil edildi. Genel sosyo-demografik özellikler, medya araçlarını kullanım bilgileri, web tabanlı eğitimin bilgi düzeyine etkisi ve uzaktan eğitime ilişkin geribildirimleri yapılandırılmış bir anket ile değerlendirildi. Web tabanlı eğitimin, öğrencilerin teorik bilgi düzeylerine, genel kültür düzeylerine ve mesleki uygulama becerilerine katkısını değerlendirmek amacıyla 0 ile 10 arasında puanlanan Sayısal Oranlama Skalası kullanıldı.

Bulgular: Öğrencilerin yaş ortalaması 21.07±2.37 yıl olup, %79.1’i kadındı. Öğrencilerin bilgi almak amacıyla en çok kullandığı medya aracının Twitter (%39.9) olduğu saptandı. Pandemi sürecinde öğrencilerin sosyal medya ve televizyon başında geçirdikleri sürelerin yaklaşık iki kat arttığı bulundu (p<.001). Web tabanlı uzaktan eğitimin teorik bilgi düzeyine katkısı 10 üzerinden 4.07±2.42, genel kültüre katkısı 3.46±2.38, mesleki uygulama becerilerine katkısı 2.48±1.98 olarak belirlendi. Öğrencilerin %84.4’ü web tabanlı uzaktan eğitimin yüz yüze eğitim kadar etkili olmadığını, %45.7’si bunun yüzyüze eğitime alternatif olduğunu belirtti. Öğrenciler öğretim elemanlarıyla rahatça iletişim kuramadıklarını (%49.9), web tabanlı eğitimin kendi hızlarında öğrenmelerine olanak sağladığını (%60.7), ancak öğrenilenin çabuk unutulduğunu (%74.6) ve eğitimler sırasında teknik sorunlar yaşadığını (%53.9) bildirdi.

Sonuç: Pandemi sürecinde, yüz yüze eğitime ara verilmesi nedeniyle yüz yüze eğitime alternatif bir çözüm olarak kullanılan ve acil olarak yapılandırılan web tabanlı uzaktan eğitimin öğrencilerin geribildirimlerine göre avantaj ve dezavantajlarının değerlendirilmesi, sürecin yansımalarını görme ve bu tip eğitimlerin uygun yapılandırılması için önemli olabilir.

Anahtar Kelimeler: COVID 19, uzaktan eğitim, sosyal medya.

Abstract

Objective: This research was conducted to assess the feedback of students who continue their education during the COVID-19 pandemic period, which was structured as emergency webbased education.

Material and Methods: In our study, a total of 652 university students attending undergraduate/postgraduate education remotely on a web-basis due to the pandemic in the spring semester of 2019-2020 and accessing the questionnaire sent online were included. The general socio-demographic characteristics, information on the use of media, the effect of webbased education on the level of knowledge, and distance education feedback were evaluated with a structured questionnaire. The Numeric Rating Scale, scored between 0 and 10, was used to evaluate the contribution of web-based education to students’ theoretical knowledge levels, general culture levels, and professional practice skills.

Findings: The average age of students was 21.07 ± 2.37 years, and 79.1% were female. It was determined that the media most used by students for information was Twitter (39.9%). It was found that the time spent by the students on social media and television during the pandemic period increased approximately twice (p<.001). The contribution of web-based distance education to the theoretical knowledge level was determined as 4.07±2.42, the contribution to general culture was 3.46 ± 2.38, and the contribution to professional practice skills was 2.48±1.98 out of 10. 84.4% of students stated that web-based distance education is not as effective as face-to-face education, 45.7% stated that this is an alternative. The students reported that they could not communicate comfortably with the instructors (49.9%), that web-based education allowed them to learn at their own pace (60.7%), but what was learned was quickly forgotten (74.6%), and that they experienced technical problems during the trainings (53.9%).

Conclusion: In the pandemic period, assessment of the advantages and disadvantages of emergency structured web-based distance education, which is used as an alternative solution to face-to-face education due to the interruption of face-to-face education, can be important for seeing the reflections of the period and proper configuration of such trainings.

Key Words: COVID 19, distance education, social media.

Kaynakça

  • Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3-22.
  • Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133148.
  • Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational research, 79(3), 1243-1289.
  • Budzinski, J. W., Farrell, B., Pluye, P., Grad, R. M., Repchinsky, C., Jovaisas, B., & Johnson-Lafleur, J. (2012). An online knowledge resource and questionnaires as a continuing pharmacy education tool to document reflective learning. American journal of pharmaceutical education, 76(5).
  • Cain, J., Scott, D. R., & Akers, P. (2009). Pharmacy students’ Facebook activity and opinions regarding accountability and e-professionalism. American journal of pharmaceutical education, 73(6).
  • Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), 257-278.
  • Clark, C., Strudler, N., & Grove, K. (2015). Comparing asynchronous and synchronous video vs. text based discussions in an online teacher education course. Online Learning, 19(3), 48-69.
  • De Luca, G., Van Kerckhove, K., Coletti, P., Poletto, C., Bossuyt, N., Hens, N., et al. (2018). The impact of regular school closure on seasonal influenza epidemics: a data-driven spatial transmission model for Belgium. BMC infectious diseases, 18(1), 29.
  • Farrar, J. T., Young Jr, J. P., LaMoreaux, L., Werth, J. L., & Poole, R. M. (2001). Clinical importance of changes in chronic pain intensity measured on an 11-point numerical pain rating scale. Pain, 94(2), 149-158.
  • Forehand, M. (2010). Bloom’s taxonomy. Emerging perspectives on learning, teaching, and technology, 41(4), 47-56.
  • Gega, L., Norman, I. J., & Marks, I. M. (2007). Computer-aided vs. tutordelivered teaching of exposure therapy for phobia/panic: randomized controlled trial with pre-registration nursing students. International Journal of Nursing Studies, 44(3), 397-405.
  • Gerdprasert, S., Pruksacheva, T., Panijpan, B., & Ruenwongsa, P. (2010). Development of a web-based learning medium on mechanism of labour for nursing students. Nurse Education Today, 30(5), 464-469.
  • Gewin, V. (2020). Five tips for moving teaching online as COVID-19 takes hold. Nature, 580(7802), 295-296.3
  • Hamilton, L. A., Suda, K. J., Heidel, R. E., McDonough, S. L., Hunt, M. E., & Franks, A. S. (2020). The role of online learning in pharmacy education: A nationwide survey of student pharmacists. Currents in Pharmacy Teaching and Learning.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27.
  • Iyer, P., Aziz, K., & Ojcius, D. M. (2020). Impact of COVID‐19 on dental education in the United States. Journal of Dental Education.
  • Jang, K. S., Hwang, S. Y., Park, S. J., Kim, Y. M., & Kim, M. J. (2005). Effects of a Web-based teaching method on undergraduate nursing students’ learning of electrocardiography. Journal of Nursing Education, 44(1), 35-39.
  • Kaveevivitchai, C., Chuengkriankrai, B., Luecha, Y., Thanooruk, R., Panijpan, B., & Ruenwongsa, P. (2009). Enhancing nursing students’ skills in vital signs assessment by using multimedia computer-assisted learning with integrated content of anatomy and physiology. Nurse education today, 29(1), 65-72.
  • Kawano, S., & Kakehashi, M. (2015). Substantial impact of school closure on the transmission dynamics during the pandemic flu H1N1-2009 in Oita, Japan. PloS one, 10(12).
  • Kuo, Y. C., Walker, A. E., Belland, B. R., & Schroder, K. E. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distributed Learning, 14(1), 16-39.
  • Lai, C. H., Lin, H. W., Lin, R. M., & Tho, P. D. (2019). Effect of peer interaction among online learning community on learning engagement and achievement. International Journal of Distance Education Technologies (IJDET), 17(1), 66-77.
  • Lau, J., Yang, B., & Dasgupta, R. (2020). Will the coronavirus make online education go viral. Times Higher Education. McMullan, M., Jones, R., & Lea, S. (2011). The effect of an interactive e-drug calculations package on nursing students’ drug calculation ability and self-efficacy. International Journal of Medical Informatics, 80(6), 421-430.
  • Newby, Stepich, Lehman ve Russell, 2006 Newby,T.J., Stepich, D.A., Lehman, J.D. & Russell, J.D. (2006). Educational Technology for Teaching and Learning. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.
  • Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome—A review of literature. International Journal of Information Management, 43, 1-14.
  • Park, S. W., Jang, H. W., Choe, Y. H., Lee, K. S., Ahn, Y. C., Chung, M. J., ... & Han, T. (2016). Avoiding student infection during a Middle East respiratory syndrome (MERS) outbreak: a single medical school experience. Korean journal of medical education, 28(2), 209.
  • Prati, C., Pelliccioni, G. A., Sambri, V., Chersoni, S., & Gandolfi, M. G. (2020). COVID‐19: its impact on dental schools in Italy, clinical problems in endodontic therapy and general considerations. International endodontic journal, 53(5), 723.
  • Reime, M. H., Harris, A., Aksnes, J., & Mikkelsen, J. (2008). The most successful method in teaching nursing students infection control–Elearning or lecture?. Nurse Education Today, 28(7), 798-806.
  • Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402-417.
  • Telli, S. G., & Altun, D. (2020). Coronavirüs ve çevrimiçi (online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25-34.
  • Van Duijn, A. J., Swanick, K., & Donald, E. K. (2014). Student learning of cervical psychomotor skills via online video instruction versus traditional face-to-face instruction. Journal of Physical Therapy Education, 28(1), 94-102.
  • Wheeler, C. C., Erhart, L. M., & Jehn, M. L. (2010). Effect of school closure on the incidence of influenza among school-age children in Arizona. Public health reports, 125(6), 851-859.
  • World Health Organization (WHO). Q&As on COVID-19 and related health topics, Retrieved May 12, 2020, from https://www.who. int/emergencies/diseases/novel-coronavirus-2019/question-andanswers-hub
  • Yükseköğretim Kurulu (YÖK) (2020a). Basın açıklaması, https://www.yok. gov.tr/Sayfalar/Haberler/2020/, Erişim tarihi: 26.03.2020. Yükseköğretim Kurulu (YÖK) (2020b). Basın açıklaması, https://www.yok. gov.tr/Sayfalar/Haberler/2020/, Erişim tarihi: 29.03.2020.

Evaluation of Students’ Feedbacks on Web-Based Distance Education in the COVID-19 Process

Yıl 2020, Cilt: 5 Sayı: 2, 59 - 67, 30.06.2020

Öz

Kaynakça

  • Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3-22.
  • Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133148.
  • Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational research, 79(3), 1243-1289.
  • Budzinski, J. W., Farrell, B., Pluye, P., Grad, R. M., Repchinsky, C., Jovaisas, B., & Johnson-Lafleur, J. (2012). An online knowledge resource and questionnaires as a continuing pharmacy education tool to document reflective learning. American journal of pharmaceutical education, 76(5).
  • Cain, J., Scott, D. R., & Akers, P. (2009). Pharmacy students’ Facebook activity and opinions regarding accountability and e-professionalism. American journal of pharmaceutical education, 73(6).
  • Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), 257-278.
  • Clark, C., Strudler, N., & Grove, K. (2015). Comparing asynchronous and synchronous video vs. text based discussions in an online teacher education course. Online Learning, 19(3), 48-69.
  • De Luca, G., Van Kerckhove, K., Coletti, P., Poletto, C., Bossuyt, N., Hens, N., et al. (2018). The impact of regular school closure on seasonal influenza epidemics: a data-driven spatial transmission model for Belgium. BMC infectious diseases, 18(1), 29.
  • Farrar, J. T., Young Jr, J. P., LaMoreaux, L., Werth, J. L., & Poole, R. M. (2001). Clinical importance of changes in chronic pain intensity measured on an 11-point numerical pain rating scale. Pain, 94(2), 149-158.
  • Forehand, M. (2010). Bloom’s taxonomy. Emerging perspectives on learning, teaching, and technology, 41(4), 47-56.
  • Gega, L., Norman, I. J., & Marks, I. M. (2007). Computer-aided vs. tutordelivered teaching of exposure therapy for phobia/panic: randomized controlled trial with pre-registration nursing students. International Journal of Nursing Studies, 44(3), 397-405.
  • Gerdprasert, S., Pruksacheva, T., Panijpan, B., & Ruenwongsa, P. (2010). Development of a web-based learning medium on mechanism of labour for nursing students. Nurse Education Today, 30(5), 464-469.
  • Gewin, V. (2020). Five tips for moving teaching online as COVID-19 takes hold. Nature, 580(7802), 295-296.3
  • Hamilton, L. A., Suda, K. J., Heidel, R. E., McDonough, S. L., Hunt, M. E., & Franks, A. S. (2020). The role of online learning in pharmacy education: A nationwide survey of student pharmacists. Currents in Pharmacy Teaching and Learning.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27.
  • Iyer, P., Aziz, K., & Ojcius, D. M. (2020). Impact of COVID‐19 on dental education in the United States. Journal of Dental Education.
  • Jang, K. S., Hwang, S. Y., Park, S. J., Kim, Y. M., & Kim, M. J. (2005). Effects of a Web-based teaching method on undergraduate nursing students’ learning of electrocardiography. Journal of Nursing Education, 44(1), 35-39.
  • Kaveevivitchai, C., Chuengkriankrai, B., Luecha, Y., Thanooruk, R., Panijpan, B., & Ruenwongsa, P. (2009). Enhancing nursing students’ skills in vital signs assessment by using multimedia computer-assisted learning with integrated content of anatomy and physiology. Nurse education today, 29(1), 65-72.
  • Kawano, S., & Kakehashi, M. (2015). Substantial impact of school closure on the transmission dynamics during the pandemic flu H1N1-2009 in Oita, Japan. PloS one, 10(12).
  • Kuo, Y. C., Walker, A. E., Belland, B. R., & Schroder, K. E. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distributed Learning, 14(1), 16-39.
  • Lai, C. H., Lin, H. W., Lin, R. M., & Tho, P. D. (2019). Effect of peer interaction among online learning community on learning engagement and achievement. International Journal of Distance Education Technologies (IJDET), 17(1), 66-77.
  • Lau, J., Yang, B., & Dasgupta, R. (2020). Will the coronavirus make online education go viral. Times Higher Education. McMullan, M., Jones, R., & Lea, S. (2011). The effect of an interactive e-drug calculations package on nursing students’ drug calculation ability and self-efficacy. International Journal of Medical Informatics, 80(6), 421-430.
  • Newby, Stepich, Lehman ve Russell, 2006 Newby,T.J., Stepich, D.A., Lehman, J.D. & Russell, J.D. (2006). Educational Technology for Teaching and Learning. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.
  • Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome—A review of literature. International Journal of Information Management, 43, 1-14.
  • Park, S. W., Jang, H. W., Choe, Y. H., Lee, K. S., Ahn, Y. C., Chung, M. J., ... & Han, T. (2016). Avoiding student infection during a Middle East respiratory syndrome (MERS) outbreak: a single medical school experience. Korean journal of medical education, 28(2), 209.
  • Prati, C., Pelliccioni, G. A., Sambri, V., Chersoni, S., & Gandolfi, M. G. (2020). COVID‐19: its impact on dental schools in Italy, clinical problems in endodontic therapy and general considerations. International endodontic journal, 53(5), 723.
  • Reime, M. H., Harris, A., Aksnes, J., & Mikkelsen, J. (2008). The most successful method in teaching nursing students infection control–Elearning or lecture?. Nurse Education Today, 28(7), 798-806.
  • Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402-417.
  • Telli, S. G., & Altun, D. (2020). Coronavirüs ve çevrimiçi (online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25-34.
  • Van Duijn, A. J., Swanick, K., & Donald, E. K. (2014). Student learning of cervical psychomotor skills via online video instruction versus traditional face-to-face instruction. Journal of Physical Therapy Education, 28(1), 94-102.
  • Wheeler, C. C., Erhart, L. M., & Jehn, M. L. (2010). Effect of school closure on the incidence of influenza among school-age children in Arizona. Public health reports, 125(6), 851-859.
  • World Health Organization (WHO). Q&As on COVID-19 and related health topics, Retrieved May 12, 2020, from https://www.who. int/emergencies/diseases/novel-coronavirus-2019/question-andanswers-hub
  • Yükseköğretim Kurulu (YÖK) (2020a). Basın açıklaması, https://www.yok. gov.tr/Sayfalar/Haberler/2020/, Erişim tarihi: 26.03.2020. Yükseköğretim Kurulu (YÖK) (2020b). Basın açıklaması, https://www.yok. gov.tr/Sayfalar/Haberler/2020/, Erişim tarihi: 29.03.2020.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sağlık Kurumları Yönetimi
Bölüm Araştırma Makaleleri
Yazarlar

Merve Keskin 0000-0001-5147-6170

Derya Özer Kaya 0000-0002-6899-852X

Yayımlanma Tarihi 30 Haziran 2020
Gönderilme Tarihi 17 Haziran 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 5 Sayı: 2

Kaynak Göster

APA Keskin, M., & Özer Kaya, D. (2020). COVID-19 Sürecinde Öğrencilerin Web Tabanlı Uzaktan Eğitime Yönelik Geri Bildirimlerinin Değerlendirilmesi. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(2), 59-67.
AMA Keskin M, Özer Kaya D. COVID-19 Sürecinde Öğrencilerin Web Tabanlı Uzaktan Eğitime Yönelik Geri Bildirimlerinin Değerlendirilmesi. İKÇÜSBFD. Haziran 2020;5(2):59-67.
Chicago Keskin, Merve, ve Derya Özer Kaya. “COVID-19 Sürecinde Öğrencilerin Web Tabanlı Uzaktan Eğitime Yönelik Geri Bildirimlerinin Değerlendirilmesi”. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 5, sy. 2 (Haziran 2020): 59-67.
EndNote Keskin M, Özer Kaya D (01 Haziran 2020) COVID-19 Sürecinde Öğrencilerin Web Tabanlı Uzaktan Eğitime Yönelik Geri Bildirimlerinin Değerlendirilmesi. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 5 2 59–67.
IEEE M. Keskin ve D. Özer Kaya, “COVID-19 Sürecinde Öğrencilerin Web Tabanlı Uzaktan Eğitime Yönelik Geri Bildirimlerinin Değerlendirilmesi”, İKÇÜSBFD, c. 5, sy. 2, ss. 59–67, 2020.
ISNAD Keskin, Merve - Özer Kaya, Derya. “COVID-19 Sürecinde Öğrencilerin Web Tabanlı Uzaktan Eğitime Yönelik Geri Bildirimlerinin Değerlendirilmesi”. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 5/2 (Haziran 2020), 59-67.
JAMA Keskin M, Özer Kaya D. COVID-19 Sürecinde Öğrencilerin Web Tabanlı Uzaktan Eğitime Yönelik Geri Bildirimlerinin Değerlendirilmesi. İKÇÜSBFD. 2020;5:59–67.
MLA Keskin, Merve ve Derya Özer Kaya. “COVID-19 Sürecinde Öğrencilerin Web Tabanlı Uzaktan Eğitime Yönelik Geri Bildirimlerinin Değerlendirilmesi”. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, c. 5, sy. 2, 2020, ss. 59-67.
Vancouver Keskin M, Özer Kaya D. COVID-19 Sürecinde Öğrencilerin Web Tabanlı Uzaktan Eğitime Yönelik Geri Bildirimlerinin Değerlendirilmesi. İKÇÜSBFD. 2020;5(2):59-67.