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Broken Wings: Evaluation Of Distance Education Activities In Rural Areas In The Shadow Of The Pandemic: A Phenomenological Study

Yıl 2022, Cilt: 23 Sayı: 2, 951 - 972, 15.09.2022
https://doi.org/10.17679/inuefd.1040418

Öz

This study investigates the distance learning experiences of rural teachers during Covid-19 pandemic. The study employed phenomenological qualitative research design. In the study, 8 classroom teachers working in rural areas of Malatya province in eastern Turkey participated in the 2020-2021 academic year. Research data was collected through semi-structured interviews using ZOOM videoconferencing. The research results show that teachers pleaded for more positive experiences, even though negative experiences were more dominant. It further reveals that they did everything they could to boost the disadvantaged students’ motivation. Positive experiences are classified under three sub-headings. First of all, students have borderless access to information on virtual platforms. Secondly, they learn to express themselves and follow the rules in online environments. Thirdly, they improve research skills and expose to repeating experiences. Negative experiences, on the other hand, are grouped under two categories, i.e., the problems caused by ”individual and family“ and ”physical conditions". These findings suggest several courses of action for future researches.

Kaynakça

  • Abrami, P., Bernard, R., Bures, E., Borokhovski, E. & Tamim, R. (2011). Interaction in distance education and online learning: Using evidence and theory to ımprove practice. J. Computing in Higher Education, 23, 82-103. https://doi.org10.1007/s12528-011-9043-x
  • Alpoga, H., ve Oduncu Alpoga, D. (2020). Socio-economic consequences of coronavirus. IBAD Journal of Social Sciences, (8), 99-144. https://doi.org/10.21733/ibad.716444
  • Altın, Z. (2020). Covid-19 Pandemisinde Yaşlılar. Tepecik Eğitim ve Araştırma Hastanesi Dergisi, 30, 49-57. https://doi.org10.5222/terh.2020.93723
  • Anlimachie, M.A. & Avoada, C. (2020). Socio-economic impact of closing the rural-urban gap in pre-tertiary education in Ghana: Context and strategies. International Journal of Educational Development, 77, https://doi.org/ 10.1016/j.ijedudev.2020.102236
  • Aslan, R. (2020). Tarihten günümüze epidemiler, pandemiler ve Covid 19. Ayrıntı Dergisi, 8(85), 35-41.
  • Babayi̇ği̇t, Ö. & Erkuş, B. (2017). Problems and solutions in literacy training process. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19 (2) , 271-284. https://doi.org/10.17556/erziefd.334982
  • Barker, B.O. & Hall, R.F. (1994). Distance education in rural schools: Technologies and practice. Journal of Research in Rural Education, 10(2), 126-128.
  • Blossfeld, H.P. & Kiernan, K. (2019). The new role of women family formation in modern societies. Routledge.
  • Bouhnik, D. & Marcus, T. (2006). Interaction in distance-learning courses. Journal of the American Society for Information Science and Technology, 57, 299-305. https://doi.org/10.1002/asi.20277
  • Budak, F. ve Korkmaz, Ş. (2020). COVID-19 Pandemi sürecine yönelik genel bir değerlendirme: Türkiye örneği. Sosyal Araştırmalar ve Yönetim Dergisi, (1), 62-79.
  • Corcoran, P.B. & Wals, A.E.J. (eds) (2004). Higher education and the challenge of sustainability problematics, promise, and practice. Springer Nature Switzerland AG. Part of Springer Nature.
  • Creswell, J.W. (2013). Nitel araştırma yöntemleri. M.Bütün ve Selçuk. B.D.(Çev. eds). Ankara: Siyasal Kitabevi.
  • Çiftçi, C. & Çağlar, A. (2014). Ailelerin sosyo-ekonomik özelliklerinin öğrenci başarısı üzerindeki etkisi: Fakirlik kader midir? International Journal of Human Sciences, 11(2), 155-175. https://doi.org/10.14687/ijhs.v11i2.2914
  • Dam, H. (2008) . The family factor on the student’s success of school. Hitit Üniversitesi İlahiyat Fakültesi Dergisi 7 (14), 75-99.
  • Darling, C.A., Cassidy, D. & Powell, L. (2014). Family life education: Working with families across the lifespan, (3rd Edition).Waveland Press, INC, Long Grove İllinois.
  • Demiryürek K (2006).Distance education for rural people in developing countries: Turkish Experience, J. Ext. Syst., 22(2): 83-94.
  • Durak, G., Çankaya, S. ve İzmirli, S. (2020). Examining the Turkish Universities’ distance education systems during the COVID-19 pandemic. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 14 (1), 787-809.
  • Erbasan, Ö. ve Erbasan, Ü. (2020). Difficulties experienced by teachers in primary literacy teaching. Journal of Mother Tongue Education, 8(1), 113-125. https://doi.org/10.16916/aded.628267
  • Ersoy, A.F.(2017). Eğitimde nitel araştırma desenleri (2.Baskı). A.Saban ve A.Ersoy (eds). Fenomenoloji, 81-138, Ankara: Anı Yayınları.
  • Gelbal, S. (2008). The effect of socio-economic status of eighth grade students on their achievement in Turkish. Education and Science, 33 (150), 1-13.
  • Gorgulu-Arı, A. & Hayır-Kanat. M. (2020). Prospective teacher' views on covid-19 (coronavirus). Van Yüzüncü Yıl University the Journal of Social Sciences Institute, Outbreak Diseases Special Issue, 459-492.
  • Güven Yıldırım, E, Köklükaya, A. ve Selvi̇, M. (2015). Determination of candidates teachers’ opinions on science in everyday life and family role in process of education with 3-ıdiots movie as a teaching material. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 5 (2) ,94-105.
  • Hannum, W.H., Irvin, M.J., Banks, J.B. & Farmer, T.W. (2009). Distance education use in rural schools. Journal of Research in Rural Education, 24(3), 1-15.
  • Hatun, O., Dicle, A. N. & Demirci, İ. (2020). Psychological reflections of the coronavirus pandemic and coping with pandemic. Turkish Studies, 15(4), 531-554. https://dx.doi.org/10.7827/TurkishStudies.44364
  • Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 267-282.
  • Huckle, J., & Sterling, S. (1996). Education for sustainability. London: Earthscan.
  • İşman, A. (2011). Uzaktan eğitim. (4. Baskı). Ankara: Pegem Yayıncılık.
  • Jarvis, P. (2004). Adult education and lifelong learning theory and practice. (3rd edition).RoutledgeFalmer Taylor & Francis Group London and New York.
  • Jung L.A, Galyon-Keramidas C, Collins B, Ludlow B. (2006). Distance education strategies to support practica in rural settings. Rural Special Education Quarterly, 25(2):18-24. https://doi.org/10.1177/875687050602500205
  • Kanagawa, M. & Nakata, T. (2008). Assessment of access to electricity and the socio-economic impacts in rural areas of developing countries. Energy Policy, 36 (6), 2016-2029. https://doi.org/10.1016/j.enpol.2008.01.041
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Salgın Sürecinde Kırsal Bölgelerde Uzaktan Eğitim Faaliyetlerine İlişkin Öğretmen Deneyimlerinin İncelenmesi

Yıl 2022, Cilt: 23 Sayı: 2, 951 - 972, 15.09.2022
https://doi.org/10.17679/inuefd.1040418

Öz

Salgın döneminde kırsal bölgelerde görev yapan sınıf öğretmenlerinin yaşadıkları uzaktan eğitim deneyimlerini ortaya çıkarmaya çalışan bu araştırma, nitel araştırma desenlerinden fenomenoloji ile desenlenmiştir. Çalışmaya, 2020-2021 eğitim-öğretim döneminde, Türkiye’nin doğusunda yer alan Malatya ilinin kırsal bölgelerinde görev yapan 8 sınıf öğretmeni katılmıştır. Araştırma verileri, ZOOM programı aracılığıyla yapılan yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Araştırma sonucunda öğretmenlerin, olumsuz deneyimlerinin daha baskın olmak üzere, olumlu deneyimlerinin de olduğu; olumsuz deneyimlerinin baskın olmasına rağmen, dezavantajlı olduklarını düşündükleri öğrencileri için ellerinden geleni yaparak motivasyonlarını kaybetmedikleri belirlenmiştir. Olumlu deneyimler; öğrencilerin teknoloji kullanım alışkanlığı edinmeleri, zengin içeriklere ulaşabilmeleri, çevrim içi ortamlarda kendilerini ifade edip kurallara uymayı öğrenmeleri, sanal ortamlarda araştırma becerisi kazanmaları ve bilginin sık tekrar edilebilir hale gelmesi olarak ifade edilmiştir. Olumsuz deneyimler ise “birey ve ailesi” ile “fiziki koşullar” kaynaklı sorunlar olmak üzere iki kategoride değerlendirilip sıralanmıştır. Bu doğrultuda araştırmaya ilişkin çeşitli öneriler dile getirilmiştir.

Kaynakça

  • Abrami, P., Bernard, R., Bures, E., Borokhovski, E. & Tamim, R. (2011). Interaction in distance education and online learning: Using evidence and theory to ımprove practice. J. Computing in Higher Education, 23, 82-103. https://doi.org10.1007/s12528-011-9043-x
  • Alpoga, H., ve Oduncu Alpoga, D. (2020). Socio-economic consequences of coronavirus. IBAD Journal of Social Sciences, (8), 99-144. https://doi.org/10.21733/ibad.716444
  • Altın, Z. (2020). Covid-19 Pandemisinde Yaşlılar. Tepecik Eğitim ve Araştırma Hastanesi Dergisi, 30, 49-57. https://doi.org10.5222/terh.2020.93723
  • Anlimachie, M.A. & Avoada, C. (2020). Socio-economic impact of closing the rural-urban gap in pre-tertiary education in Ghana: Context and strategies. International Journal of Educational Development, 77, https://doi.org/ 10.1016/j.ijedudev.2020.102236
  • Aslan, R. (2020). Tarihten günümüze epidemiler, pandemiler ve Covid 19. Ayrıntı Dergisi, 8(85), 35-41.
  • Babayi̇ği̇t, Ö. & Erkuş, B. (2017). Problems and solutions in literacy training process. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19 (2) , 271-284. https://doi.org/10.17556/erziefd.334982
  • Barker, B.O. & Hall, R.F. (1994). Distance education in rural schools: Technologies and practice. Journal of Research in Rural Education, 10(2), 126-128.
  • Blossfeld, H.P. & Kiernan, K. (2019). The new role of women family formation in modern societies. Routledge.
  • Bouhnik, D. & Marcus, T. (2006). Interaction in distance-learning courses. Journal of the American Society for Information Science and Technology, 57, 299-305. https://doi.org/10.1002/asi.20277
  • Budak, F. ve Korkmaz, Ş. (2020). COVID-19 Pandemi sürecine yönelik genel bir değerlendirme: Türkiye örneği. Sosyal Araştırmalar ve Yönetim Dergisi, (1), 62-79.
  • Corcoran, P.B. & Wals, A.E.J. (eds) (2004). Higher education and the challenge of sustainability problematics, promise, and practice. Springer Nature Switzerland AG. Part of Springer Nature.
  • Creswell, J.W. (2013). Nitel araştırma yöntemleri. M.Bütün ve Selçuk. B.D.(Çev. eds). Ankara: Siyasal Kitabevi.
  • Çiftçi, C. & Çağlar, A. (2014). Ailelerin sosyo-ekonomik özelliklerinin öğrenci başarısı üzerindeki etkisi: Fakirlik kader midir? International Journal of Human Sciences, 11(2), 155-175. https://doi.org/10.14687/ijhs.v11i2.2914
  • Dam, H. (2008) . The family factor on the student’s success of school. Hitit Üniversitesi İlahiyat Fakültesi Dergisi 7 (14), 75-99.
  • Darling, C.A., Cassidy, D. & Powell, L. (2014). Family life education: Working with families across the lifespan, (3rd Edition).Waveland Press, INC, Long Grove İllinois.
  • Demiryürek K (2006).Distance education for rural people in developing countries: Turkish Experience, J. Ext. Syst., 22(2): 83-94.
  • Durak, G., Çankaya, S. ve İzmirli, S. (2020). Examining the Turkish Universities’ distance education systems during the COVID-19 pandemic. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 14 (1), 787-809.
  • Erbasan, Ö. ve Erbasan, Ü. (2020). Difficulties experienced by teachers in primary literacy teaching. Journal of Mother Tongue Education, 8(1), 113-125. https://doi.org/10.16916/aded.628267
  • Ersoy, A.F.(2017). Eğitimde nitel araştırma desenleri (2.Baskı). A.Saban ve A.Ersoy (eds). Fenomenoloji, 81-138, Ankara: Anı Yayınları.
  • Gelbal, S. (2008). The effect of socio-economic status of eighth grade students on their achievement in Turkish. Education and Science, 33 (150), 1-13.
  • Gorgulu-Arı, A. & Hayır-Kanat. M. (2020). Prospective teacher' views on covid-19 (coronavirus). Van Yüzüncü Yıl University the Journal of Social Sciences Institute, Outbreak Diseases Special Issue, 459-492.
  • Güven Yıldırım, E, Köklükaya, A. ve Selvi̇, M. (2015). Determination of candidates teachers’ opinions on science in everyday life and family role in process of education with 3-ıdiots movie as a teaching material. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 5 (2) ,94-105.
  • Hannum, W.H., Irvin, M.J., Banks, J.B. & Farmer, T.W. (2009). Distance education use in rural schools. Journal of Research in Rural Education, 24(3), 1-15.
  • Hatun, O., Dicle, A. N. & Demirci, İ. (2020). Psychological reflections of the coronavirus pandemic and coping with pandemic. Turkish Studies, 15(4), 531-554. https://dx.doi.org/10.7827/TurkishStudies.44364
  • Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 267-282.
  • Huckle, J., & Sterling, S. (1996). Education for sustainability. London: Earthscan.
  • İşman, A. (2011). Uzaktan eğitim. (4. Baskı). Ankara: Pegem Yayıncılık.
  • Jarvis, P. (2004). Adult education and lifelong learning theory and practice. (3rd edition).RoutledgeFalmer Taylor & Francis Group London and New York.
  • Jung L.A, Galyon-Keramidas C, Collins B, Ludlow B. (2006). Distance education strategies to support practica in rural settings. Rural Special Education Quarterly, 25(2):18-24. https://doi.org/10.1177/875687050602500205
  • Kanagawa, M. & Nakata, T. (2008). Assessment of access to electricity and the socio-economic impacts in rural areas of developing countries. Energy Policy, 36 (6), 2016-2029. https://doi.org/10.1016/j.enpol.2008.01.041
  • Karip, E. (2020). COVID-19: Okulların Kapatılması ve Sonrası, Retrieved from https://tedmem.org/vurus/covid-19-okullarin-kapatilmasi-ve-sonrasi
  • Kılıç Y. & Haşıloğlu M. (2017). Sosyoekonomik durumun öğrenci başarısına etkisi (7. Sınıf Türkçe ve Fen Bilimleri Dersleri Örneklemi). Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 14(1): 1025-1049.
  • Knapper, C. (2009). Media and adult learning: A forum: Lifelong learning and distance education. The American Journal of Distance Education, 2(1), 63-72. https://doi.org/10.1080/08923648809526609
  • Kulaksız, Y. (2008). Türkiye’de bölgesel gelişmişlik farkları, istihdam ve kurum hizmetlerinin çeşitlendirilmesi (Uzmanlık Tezi). Çalışma ve Sosyal Güvenlik Bakanlığı, Ankara.
  • Kumtepe, A., Atasoy, E., Kaya, Ö., Uğur, S., Di̇nçer, G. , Erdoğdu, E. & Aydın, C. (2019). An ınteraction framework for open and distance learning: Learning outcomes, motivation, satisfaction, perception. AJIT-e: Bilişim Teknolojileri Online Dergisi, 10 (36) , 7-26. https://doi.org/10.5824/1309-1581.2019.1.001.x
  • Kürtüncü, M. & Kurt, A. (2020). Problems of nursing students in distance education in the covid-19 pandemia period. Eurasian Journal of Researches in Social and Economics (EJRSE), 2, 66-77.
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  • Macintyre, R., & MacDonald, J. (2011). 'Remote from what?' Perspectives of distance learning students in remote rural areas of Scotland. The International Review of Research in Open and Distance Learning, 12(4), 1-16.
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  • Ministry of Health [Republic of Turkey Ministry of Health] (2020a). COVID-19 (SARS-CoV-2 Infection) Guide. Retrieved from https://covid19.saglik.gov.tr/TR-66300/covid-19-nedir-.html
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  • Ministry of Health [Republic of Turkey Ministry of Health] (2021). COVID-19 Bilgilendirme sayfası. Retrieved from https://covid19.saglik.gov.tr/TR-66935/genel-koronavirus-tablosu.html
  • Moustakas, C. (1994). Phenomenological research methods. London: Sage.
  • Opdenakker, R. (2006). Advantages and disadvantagesof four interview techniques in qualitative research[Electronic Journal]. Forum: Qualitative SocialResearch, 7, Article 11. Retrieved February 6, 2021 from https://www.qualitative-research.net /index.php /fqs /article /view/175
  • Özcan, A. & Özcan, A. (2016). Initial reading and writing difficulties in learning that children's lives, causes and solutions: A Qualitative study. İstanbul Gelişim Üniversitesi Sosyal Bilimler Dergisi, 3 (1) , 69-103. https://doi.org/10.17336/igusbd.61470
  • Özgür, A . (2013). Türkiye'de uzaktan eğitimde televizyonun etkileşimli kullanımı: Olanaklar, sınırlılıklar ve çözüm önerileri. Selçuk İletişim Dergisi, 3 (4), 80-97. Retrieved from https://dergipark.org.tr/tr/pub/josc/issue/19010/200810
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  • Patton, M.Q, (2018). Nitel araştırma ve değerlendirme yöntemleri.(2.Baskı). M.Bütün ve Selçuk. B.D.(Çev.eds). Ankara:Pegem Yayınları
  • Pretorius, R., Lombard, A. & Khotoo, A. (2016), Adding value to education for sustainability in Africa with inquiry-based approaches in open and distance learning, International Journal of Sustainability in Higher Education, 17 (2), 167-187. http://dx.doi.org/10.1108/IJSHE-07-2014-0110
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Toplam 66 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Okay Demir 0000-0001-8033-3355

Yayımlanma Tarihi 15 Eylül 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 23 Sayı: 2

Kaynak Göster

APA Demir, O. (2022). Broken Wings: Evaluation Of Distance Education Activities In Rural Areas In The Shadow Of The Pandemic: A Phenomenological Study. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 23(2), 951-972. https://doi.org/10.17679/inuefd.1040418
AMA Demir O. Broken Wings: Evaluation Of Distance Education Activities In Rural Areas In The Shadow Of The Pandemic: A Phenomenological Study. INUEFD. Eylül 2022;23(2):951-972. doi:10.17679/inuefd.1040418
Chicago Demir, Okay. “Broken Wings: Evaluation Of Distance Education Activities In Rural Areas In The Shadow Of The Pandemic: A Phenomenological Study”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 23, sy. 2 (Eylül 2022): 951-72. https://doi.org/10.17679/inuefd.1040418.
EndNote Demir O (01 Eylül 2022) Broken Wings: Evaluation Of Distance Education Activities In Rural Areas In The Shadow Of The Pandemic: A Phenomenological Study. İnönü Üniversitesi Eğitim Fakültesi Dergisi 23 2 951–972.
IEEE O. Demir, “Broken Wings: Evaluation Of Distance Education Activities In Rural Areas In The Shadow Of The Pandemic: A Phenomenological Study”, INUEFD, c. 23, sy. 2, ss. 951–972, 2022, doi: 10.17679/inuefd.1040418.
ISNAD Demir, Okay. “Broken Wings: Evaluation Of Distance Education Activities In Rural Areas In The Shadow Of The Pandemic: A Phenomenological Study”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 23/2 (Eylül 2022), 951-972. https://doi.org/10.17679/inuefd.1040418.
JAMA Demir O. Broken Wings: Evaluation Of Distance Education Activities In Rural Areas In The Shadow Of The Pandemic: A Phenomenological Study. INUEFD. 2022;23:951–972.
MLA Demir, Okay. “Broken Wings: Evaluation Of Distance Education Activities In Rural Areas In The Shadow Of The Pandemic: A Phenomenological Study”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 23, sy. 2, 2022, ss. 951-72, doi:10.17679/inuefd.1040418.
Vancouver Demir O. Broken Wings: Evaluation Of Distance Education Activities In Rural Areas In The Shadow Of The Pandemic: A Phenomenological Study. INUEFD. 2022;23(2):951-72.

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