Online Learning Experiences of Graduate Students in Türkiye: Could This Be the Footsteps of a Reform?

Yıl 2023, Cilt: 10 Sayı: 1, 213 - 236, 30.01.2023

Ünal Deniz , Bahar Yakut-özek

https://doi.org/10.17275/per.23.12.10.1

Cited By: 1

Öz

With the recent Covid-19 pandemic, the way of teaching has rapidly turned into online learning environments. This situation has brought along various difficulties in the implementation of online teaching. From this point of view, this research focuses on the experiences of graduate students in the online teaching process and the multifaceted effects of this process on them. The research is a case study examining the opinions of 16 graduate students from various state and foundation universities in Türkiye. The maximum diversity sampling method, one of the purposeful sampling methods, was taken as a criterion in the determination of the participants. The data of the study were obtained with a semi-structured interview form developed by the researchers. Thematic analysis technique was used in the analysis of the obtained data. Research results show that online education facilitates access to education, develops students’ self-discipline and awareness of taking responsibility; however, it has disadvantages in terms of social and psychological aspects. In addition, it has been concluded that online teaching is not yet ready to be considered as a stand-alone teaching delivery model, and it is more appropriate to use it as an alternative model to traditional face-to-face education. It is thought that the results obtained within the scope of the research will contribute to the improvement and development of online learning experiences of graduate students, as well as being a guide to higher education stakeholders and policymakers.

Anahtar Kelimeler

online teaching, graduate education, graduate student experiences

Kaynakça

• Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Online Submission, 2(1), 45–51.
• Aktan, S. (2021). Waking up to the dawn of a new era: Reconceptualization of curriculum post Covid-19. Prospects, 1–13.
• Albashtawi, A., & Al Bataineh, K. (2020). The effectiveness of google classroom among EFL students in Jordan: An innovative teaching and learning online platform. International Journal of Emerging Technologies in Learning (iJET), 15(11), 78–88.
• Aljaraideh, Y., & Al Bataineh, K. (2019). Jordanian students’ barriers of utilizing online learning: A survey study. International Education Studies, 12(5), 99–108.
• Alper, A. A. (2020). Pandemi sürecinde K-12 düzeyinde uzaktan eğitim: Durum çalışması. Milli Eğitim Dergisi, 49(1), 45–67.
• Al-Shalout, M. I., Rasmi, M., & Hassan, M. A. (2021). Evaluation of E-exam during Covid-19. Psychology and Education Journal, 58(1), 4604–4612.
• Alvarez, Jr. A. V. (2020). The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis. Asian Journal of Distance Education, 15(1), 127–143.
• Amemado, D. (2020). COVID-19: An unexpected and unusual driver to online education. International Higher Education, 102, 12–14.
• Anderson, J. (2020). Brave New World: The coronavirus pandemic is reshaping education. Retrieved October 14, 2021, from https://qz.com/1826369/how-coronavirus-is-changing-education/
• Annetta, L. (2004). Investigating the relationship between cost, reach, and richness in distance education. Online Journal of Distance Learning Administration, 7(4), 1–13.
• Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438, 1–34.
• Azorin, C. (2020). Beyond COVID-19 Supernova. Is another education coming?. Journal of Professional Capital and Community, 5(3/4), 381–390.
• Bakhov, I., Opolska, N., Bogus, M., Anishchenko, V., & Biryukova, Y. (2021). Emergency distance education in the conditions of COVID-19 pandemic: Experience of Ukrainian Universities. Education Sciences, 11(7), 364, 1–21.
• Baloran, E. T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of Loss and Trauma, 25(8), 635–642.
• Barbour, M., & Mulcahy, D. (2009). Student performance in virtual schooling: Looking beyond the numbers (Paper No. 121). Education Faculty Publications. Retrieved January 7, 2022, from http://digitalcommons.sacredheart.edu/ced_fac/121
• Barker, K., & Wendel, T. (2001). E-learning: studying Canada’s virtual secondary schools. Society for the Advancement of Excellence in Education. Retrieved February 1, 2022, http://www.excellenceineducation.ca/pdfs/006.pdf
• Beaunoyer, E., Dupéré, S., & Guitton, M. J. (2020). COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies. Computers in Human Behavior, 111 (2020) 106424, 1–9.
• Bowen, J. A. (2012). Teaching naked: How moving technology out of your college classroom will improve student learning. San Francisco, CA: Jossey-Bass.
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in Psychology, 3(2), 77–101.
• Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11–53.
• Carver, L. B. (2020). Supporting learners in a time of crisis. Advances in Social Sciences Research Journal, 7(4), 129–136.
• Chandra S, Chang A, Day L, Fazlullah A, Liu J, McBride L, et al. Closing the K–12 digital divide in the age of distance learning. San Francisco, CA: Common Sense Media. 2020. https://www.commonsensemedia.org/sites/default/files/uploads/pdfs/common_sense_media_report_final_7_1_3pm_web.pdf
• Chang, G.C., & Satako, Y. (2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures. World Education Blog. Retrieved November 2, 2021, from https://world-education-blog.org/2020/03/24/how-are-countries-addressing-the-covid-19-challenges-in-education-a-snapshot-of-policy- measures/
• CHE (2020a). Koronavirüs (COVID-19) bilgilendirme notu: 1. Retrieved December 30, 2021, from https://www.yok.gov.tr/Sayfalar/Haberler/2020/coronavirus_bilgilendirme_1.aspx
• CHE (2020b). Üniversitelerde uygulanacak uzaktan eğitime ilişkin açıklama. Retrieved December 30, 2021, https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitime-iliskin-aciklama.aspx
• CHE (2020c). YÖK Başkanı Saraç üniversitelerde verilecek olan uzaktan eğitime ilişkin açıklama yaptı. Retrieved December 30, 2021, http://egitimedevam.alparslan.edu.tr/2020/04/26/yok-baskani-sarac-universitelerde-verilecek-olan-uzaktan-egitime-iliskin-aciklama-yapti-18-03-2020/
• CHE (2020d). YÖK dersleri platformu öğrencilerin erişimine açıldı. Retrieved December 30, 2021, https://www.yok.gov.tr/HaberBelgeleri/BasinDuyurusu/2020/yok-dersleri-platformu-erisime-acildi.pdf
• CHE (2020e). Basın açıklaması (26.03.2020). Retrieved December 30, 2021, YÖK yks-ertelenmesi-basin-aciklamasi (yok.gov.tr)
• CHE (2020f). YÖK’ten üniversite öğrencileri için kayıt dondurma ve erteleme hakkı. Retrieved December 30, 2021, https://www.yok.gov.tr/Sayfalar/Haberler/2020/erteleme-ve-kayit-dondurma-hakki.aspx
• CHE (2021). YÖK Başkanı Erol Özvar, üniversitelerde yüz yüze eğitimin detaylarını açıkladı. Retrieved December 30, 2021, YÖK YÖK Başkanı Özvar’dan Yüz Yüze Eğitime İlişkin Açıklamalar (yok.gov.tr)
• Cheema, M. S. (2020). Covid-19 revolutionising higher education: An educator’s viewpoint of the challenges, benefits and the way forward. Life Sciences, Medicine and Biomedicine 4(9) 2020 61, 1–6.
• Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1–20.
• Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five qualitative approaches to inquiry. Thousand Oaks, CA: Sage.
• Çalıkoğlu, A., & Gümüş, S. (2020). Yükseköğretimin geleceği: Covid-19’un öğretim, araştırma ve uluslararasılaşma konularındaki etkileri. Yükseköğretim Dergisi, 10(3), 249–259.
• Dikmen, S., & Bahçeci, F. (2020). Covid-19 pandemisi sürecinde yükseköğretim kurumlarının uzaktan eğitime yönelik stratejileri: Fırat Üniversitesi örneği. Turkish Journal of Educational Studies, 7(2), 78–98.
• Donavant, B. W. (2009). The new, modern practice of adult education: Online instruction in a continuing professional education setting. Adult Education Quarterly, 59(3), 227–245.
• Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 46(4), 586–595.
• Drokina, K. V. (2020). Distance education in universities: advantages and disadvantages. Международный журнал гуманитарных и естественных наук, (9-2), 46–48.
• Farhadi, B. (2019). “The Sky’s the limit”: On the impossible promise of e-learning in the Toronto district school board (Unpublished doctoral dissertation). University of Toronto, Toronto.
• Haleem, A., Javaid, M., Vaishya, R., & Deshmukh, S. G. (2020). Areas of academic research with the impact of COVID-19. The American Journal of Emergency Medicine, 38(7), 1524–1526.
• Hargreaves, A., & Fullan, M. (2020). Professional capital after the pandemic: revisiting and revising classic understandings of teachers’ work. Journal of Professional Capital and Community, 5(3/4), 327–336.
• Harris, A. (2020). COVID-19–school leadership in crisis?. Journal of Professional Capital and Community, 5(3/4), 321–326.
• Harris, A., & Jones, M. (2020). COVID 19–school leadership in disruptive times. School Leadership & Management, 40(4), 243–247.
• Ho, S. S. (2020). Real-time video teaching can improve classroom teaching. Retrieved September 9, 2021, from https://www.universityworldnews.com/post.php?story=20200410135834115#:~:text=Based%20on%20real%2Dtime%20data,difficult%20class%20content%20they%20encounter
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27 March. Retrieved September 9, 2021, from https://er.educause.edu/articles/2020/3/the-differencebetween-emergency-remote-teaching-and-online-learning
• Karadağ, E., & Yücel, C. (2020). Yeni tip Koronavirüs pandemisi döneminde üniversitelerde uzaktan eğitim: Lisans öğrencileri kapsamında bir değerlendirme çalışması. Yükseköğretim Dergisi, 10(2), 181–192.
• Katz, V. S., Jordan, A. B., & Ognyanova, K. (2021). Digital inequality, faculty communication, and remote learning experiences during the COVID-19 pandemic: A survey of US undergraduates. PLoS One, 16(2), 1–16.
• Kee, C. E. (2021). The impact of COVID-19: Graduate students’ emotional and psychological experiences. Journal of Human Behavior in the Social Environment, 31(1-4), 476–488.
• Koutsouba, K., Koutsouba, M., & Gkiosos, Y. (2022). Elements of fairness in tertiary e-learning distance education in covid-19 era. Διεθνές Συνέδριο για την Ανοικτή & εξ Αποστάσεως Εκπαίδευση, 11(1Α), 30–39.
• Lau, J., Yang, B., & Dasgupta, R. (2020). Will the coronavirus make online education go viral. Times Higher Education, 12. Retrieved November 22, 2021, from https://www.timeshighereducation.com/features/will-coronavirus-make-online-education-go-viral
• Lazarus, D. (2018). Student self-responsibility in the indonesian distance education system. JAS-PT (Jurnal Analisis Sistem Pendidikan Tinggi Indonesia), 1(2), 69–78.
• Lederman, D. (2020, April 1). Preparing for a fall without in-person classes. Inside Higher Ed. Retrieved October 29, 2021, from https://www.insidehighered.com/digital-learning/article/2020/04/01/preparing-quietly-fall-semester-without-person-instruction
• Merriam, S. B. (2007). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
• Merriam, S. B., & Tisdell, E. J. (2016). Designing your study and selecting a sample. Qualitative research: A guide to design and implementation, 67(1), 73–104.
• Murphy, M. P. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492–505.
• Netolicky, D. M. (2020). School leadership during a pandemic: navigating tensions. Journal of Professional Capital and Community, 5(3/4), 391–395.
• OECD (2020). Why open science is critical to combatting COVID-19. Retrieved November 4, 2021, from https://read.oecd-ilibrary.org/view/?ref=129_129916-31pgjnl6cb&title=Why-open-science-is-critical-to-combatting-COVID-19
• Özyürek, A., Bedge, Z., Yavuz, N. F. & Özkan, İ. (2016). Evaluation of distance education applications from student’ perspective. Karabuk Üniversity Journal of Institute of Social Sciences, 6(2), 592–605.
• Perrotta, C. (2020). Coronavirus quarantine could spark an online learning boom. Retrieved September 29, 2021, from https://theconversation.com/coronavirus-quarantine-could-spark-an-online-learning-boom-132180
• Pollock, K. (2020). School leaders’ work during the COVID-19 pandemic: A two-pronged approach. International Studies in Educational Administration, 48(3), 38–44.
• Priyadarshini, A., & Bhaumik, R. (2020). E-readiness of senior school learners to online learning transition amid COVID-19 lockdown. Asian Journal of Distance Education, 15(1), 244–256.
• Roberts, T., & Hernandez, K. (2019). Digital access is not binary: The 5’A’s of technology access in the Philippines. The Electronic Journal of Information Systems in Developing Countries, 85(4), 1–14.
• Roy, D., Tripathy, S., Kar, S., Sharma, N., Verma, S., & Kaushal, V. (2020). Study of knowledge, attitude, anxiety & perceived mental healthcare need in Indian population during COVID-19 pandemic. Asian Journal of Psychiatry, 51, (2020) 102083, 1–7.
• Sá, M. J., & Serpa, S. (2020). The COVID-19 pandemic as an opportunity to foster the sustainable development of teaching in higher education. Sustainability, 12(20), 1–16.
• Sahin, I., & Shelley, M. (2008). Considering students’ perceptions: The distance education student satisfaction model. Educational Technology and Society, 11(3), 216–223.
• Samoilovich, D. (2020). Leadership in the time of COVID-19. International Higher Education, (102), 32–34.
• Savaş, G. (2021). Üniversite öğrencilerinin Covid-19 salgını dönemindeki uzaktan eğitim deneyimine yönelik algıları. Yükseköğretim Dergisi, 11(2 Pt 1), 309–320.
• Sener, J. (2010). Why online education will attain full scale. Journal of Asynchonous Learning Networks, 14(4), 3–16.
• Strielkowski, W. (2020). COVID-19 pandemic and the digital revolution in academia and higher education. Preprints 2020, 2020040290. Retrieved February 2, 2022, from https://pdfs.semanticscholar.org/37bc/730d8cb6c8af531c75a9c745921b5cb02a0e.pdf
• Strielkowski, W., & Wang, J. (2020, May). An introduction: COVID-19 pandemic and academic leadership. In 6th International Conference on Social, economic, and academic leadership (ICSEAL-6-2019) (pp. 1-4). Atlantis Press.
• Sulisworo, D., Astuti, A. Y., & Fatimah, N. (2020). Online learning implementation during COVID-19 mitigation in Indonesia: Measuring the lecturers’ technology readiness. International Journal of Advanced Science and Technology, 29(7), 2252–2263.
• Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine teachers’ practices to deal with anxiety amid COVID-19. Journal of Loss and Trauma, 25(6-7), 573–579.
• Taylor, J. (2020, March 14). Coronavirus and the NBN: Will your broadband be up to speed if you have to work from home? The Guardian. Retrieved October 19, 2021, from https://www.theguardian.com/technology/2020/mar/13/coronavirus-and-the-nbn-will-your-broadband-be-up-to-speed-if-you-have-to-work-from-home
• Tesar, M. (2020). Towards a post-Covid-19 ‘new normality?’: Physical and social distancing, the move to online and higher education. Policy Futures Education, 18(5), 556–559.
• Toquero, C. M. (2021). Emergency remote education experiment amid COVID-19 pandemic. IJERI: International Journal of Educational Research and Innovation, (15), 162–176.
• UNESCO (2020a). Covid-19 education response. Retrieved December 26, 2021, from https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
• UNESCO (2020b). COVID-19 open science and reinforced cooperation. Retrieved December 26, 2021, from https://en.unesco.org/covid19/sciencesresponse
• United Nations (2020). Policy brief: The impact of COVID-19 on children. United Nations. Retrieved December 27, 2021, from https://unsdg.un.org/sites/default/files/2020-06/SG-Policy-Brief-on-People-on-the-Move.pdf
• Üstün, Ç., & Özçiftçi, S. (2020). COVID-19 pandemisinin sosyal yaşam ve etik düzlem üzerine etkileri: Bir değerlendirme çalışması. Anatolian Clinic the Journal of Medical Sciences, 25, 142–153.
• Vera, A., & Bresnahan, T. (2017). The impact of the Philippine ISP duopoly on mobile broadband adoption. Retrieved February 10, 2022, from https://economics.stanford.edu/sites/g/files/sbiybj9386/f/publications/ vera_anton_honors_thesis_3-13-17.pdf
• Weeden, K. A., & Cornwell, B. (2020). The small-world network of college classes: implications for epidemic spread on a university campus. Sociological Science, 7, 222–241.
• Wei, X., Su, J., & Yin, L. (2022). Design and Development of Distance Education System Based on Computing System. In International Conference on Cognitive based Information Processing and Applications (CIPA 2021) (pp. 151-159). Springer, Singapore.
• WHO [World Health Organization] (2020a). WHO Director-General’s opening remarks at the media briefing on COVID-19 - 11 March 2020. Retrieved December 3, 2021, from https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020
• WHO [World Health Organization] (2020b). Mental health and psychosocial considerations during the COVID-19 outbreak. Geneva: WHO. Retrieved December 3, 2021, from https://www.who.int/docs/default-source/coronaviruse/mental-health-considerations.pdf
• Woolley, S., Sattiraju, N. & Moritz, S. (2020, March 26). US schools trying to teach online highlight a digital divide. Bloomberg. Retrieved October 22, 2021, from https://www.bloomberg.com/news/articles/2020-03-26/covid-19-school-closures-reveal-disparity-in-access-to-internet
• Yamamoto, G. T., & Altun, D. (2020). Coronavirüs ve çevrim içi (online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25–34.
• Yuan, L., & Powell, S. (2013). MOOCs and open education: Implications for higher education. A white paper. Centre for Educational Technology and Interoperability Standards. JISC CETIS. Retrieved November 7, 2021, https://publications.cetis.org.uk/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdf
• Zawacki‐Richter, O. (2021). The current state and impact of Covid‐19 on digital higher education in Germany. Human Behavior and Emerging Technologies, 3(1), 218–226.
• Zhao, Y. (2020). COVID-19 as a catalyst for educational change. Prospects, 49(1), 29–33.
• Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, S. (2005). What makes the difference? A practical analysis of research on the effectiveness of distance education. Teachers College Record, 107(8), 1836–1884.
• Zhou, X., Snoswell, C., Harding, l., Bambling, M., Edirippulige, S., Bai, Z., & Smith, A. (2020). The role of telehealth in reducing mental health burden from COVID-19. Telemedicine and e-Health, 26(4), 377–379.
• Zhu, X., & Cao, C. (2021). Secure online examination with biometric authentication and blockchain-based framework. Mathematical Problems in Engineering, 2021, 1–12.