Evaluation of Emergency Distance Education Based Lifelong Learning Environment Use from Student Perspective: A Phenomenological Research

Yıl 2024, Cilt: 6 Sayı: 1, 222 - 237, 30.06.2024

Yakup Yılmaz

https://doi.org/10.51535/tell.1475657

Öz

The purpose of this study is to explore the use of emergency distance based lifelong learning environment during the COVID-19 pandemic in terms of learning practices from the perspective of adult learners. Designed as a phenomenology in qualitative studies, this study focused on adult learners' experiences in the emergency online lifelong learning environment provided by the local government during the pandemic. Data were collected from three adult learners recruited through criterion and convenience sampling methods. The data were collected through semi-structured interviews and analyzed using content analysis technique. The findings revealed that the adult learners who participated in the study were satisfied with the distance-based online lifelong learning environment, but they encountered various shortcomings. According to the participants, four themes and their sub-themes were identified regarding the emergency online lifelong learning environment: student, perceived teacher support, environment and content. As a result of the study, it was determined that there is a need for studies that will reveal evaluations of online lifelong learning from different aspects

Anahtar Kelimeler

Emergency distance learning, Lifelong learning, Local government, Adult student experince

Kaynakça

• AbuKamar, M., & Kamar, A. A. (2022). Barriers and motivation for online learning among pharmacy students in Jordan. Tropical Journal of Pharmaceutical Research, 21(4), 841-845.
• Acar-Çiftçi, Y. (2022). Yüksek öğretimde acil eşzamanlı çevrimiçi öğretime ilişkin öğrenci deneyimleri. Journal of Qualitative Research in Education, 30, 70-106. doi: 10.14689/enad.30.4
• Aduba, D.E. & Mayowa-Adebara, O. (2022) Online Platforms Used for Teaching and Learning during the COVID-19 Era: The Case of LIS Students in Delta State University, Abraka, The International Information & Library Review, 54:1, 17-31, DOI: 10.1080/10572317.2020.1869903
• Al Awabdeh, A., & Albashtawi, A. H. (2023). Predictable factors that help students engage in online EFL classroom and their relationship to self-management. Int. J. Emerg. Technol. Learn., 18(1), 4-18.
• Ally, M. (2004). Foundations of Educational Theory for Online Learning. In T. Anderson & F. Elloumi, (Eds.), Theory and Practice of Online Learning (pp.3-31).Athabasca, AB: Athabasca University.
• Amiti, F. Synchronous and Asynchronous E-Learning. Eur. J. Open Educ. E-Learn. Stud. 2020 Blieck Y., Ooghe I., Zhu C., Depryck K., Struyven K., Pnoo B., Van Laer H. (2017). Validation of a conceptual quality framework for online and blended learning with success factors and indicators in adult education: A qualitative study. Turkish Online Journal of Educational Technology, 16(3), 162–182. https://files.eric.ed.gov/fulltext/EJ1152564.pdf
• Bilgiç, A. K. (2020). COVID-19 ile mücadele sürecinde yerel yönetimlerin genel görünümü. İdealkent, 11(31), 2084-2112.
• Blignaut, S., Visser, A., Maistry, S., Simmonds, S., Pheiffer, G., Le Grange, L., & Ramrathan, L. (2022). Belonging, wellbeing and stress with online learning during covid-19. South African Journal of Higher Education, 36(6), 169-191.
• 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. Calamlam, J. M., Ferran, F., & Macabali, L. G. (2022). Perception on research methods course’s online environment and self-regulated learning during the COVID-19 pandemic. E-Learning and Digital Media, 19(1), 93-119.
• Casanova, V. S., & Paguia, W. M. (2022). Expectations, Experiences, and Satisfaction of the Graduate Students with Distance Online Learning Environment in OMSC Graduate School during the Covid-19 Pandemic. Journal of Practical Studies in Education, 3(1),14-22
• Chen, L.-K. & Wang, S. T. (2016). Seniors’ demographic correlates for motivations to enroll in degree-conferring programs in universities. Educational Gerontology, 42(6), 431–442. doi: 10.1080/03601277.2016.1139968.
• Cong, L. M. (2020). Successful factors for adoption of synchronous tools in online teaching at scale. Tertiary education in a time of change: Disruptions, challenges and strategies, 39-60.
• Crimmins, G. (2017). Feedback from the coal-face: How the lived experience of women casual academics can inform human resources and academic development policy and practice. International Journal for Academic Development, 22(1), 7–18.
• Çetin, İ. & Göçebe Yüceer, E. (2023). Teachers in math lessons in the digital age: the real face of distance education, Ahmet Keleşoğlu Eğitim Fakültesi Dergisi (AKEF) Dergisi, 5(3), 1489-1514.
• Erdoğan, E. (2020). TESEV değerlendirme notları: Türkiye’de koronavirüs günleri: Despotik Leviathan’ın gölgesinde yönetişim kavramını düşünmek. 12 Eylül 2023 tarihinde https://www.tesev.org.tr/wp-content/uploads/TESEV_Degerlendirme_Notlari_Emre_Erdogan_Koronavirus_Gunlerinde_Yonetisim.pdf adresinden alındı.
• Eroğlu, B. & Sağlam, H. İ. (2020). Can popular science books be used as an effective teaching tool? Cumhuriyet International Journal of Education, 9(3), 656-678. https://doi.org/10.30703/cije.634928
• Fan, X., Luchok, K., & Dozier, J. (2021). College students’ satisfaction and sense of belonging: differences between underrepresented groups and the majority groups. SN Social Sciences, 1, 1-22.
• Fine, P. D., Leung, A., Bentall, C., & Louca, C. (2019). The impact of confidence on clinical dental practice. European Journal of Dental Education, 23(2), 159-167.
• Fine, P. D., Leung, A., Tonni, I., & Louca, C. (2022). Teachers’ feedback practices in COVID-19: Has anything changed?. Journal of Dentistry, 120, 104087.
• Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 31(4), 51–55. Gachigi, P. N., Ngunu, S., Okoth, E., & Alulu, L. (2023). Predictors of students’ satisfaction in online learning. International Journal of Research and Innovation in Social Science, 7(8), 1657-1669.
• Gedik, H. (2023). Pandemi döneminde uzaktan eğitim sürecine ilişkin sosyal bilgiler öğretmenadaylarının görüşleri. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi (AKEF) Dergisi, 5(3), 1272-1292.
• Jiang, X., Zhang, H., Wang, T., & Zhang, C. (2023). The association of self-control, self-efficacy, and demographic characteristics with home-based E-learning behavior in nursing and midwifery undergraduates: a cross-sectional study under the COVID-19 epidemic. Nurse Education Today, 120, 105628.
• Johnston G., Hart S., Long D., Vanek J. (2015). A professional development resource for adult educators: New models for distance classes in adult education [Project IDEAL]. https://edtech.worlded.org/wp-content/uploads/2017/07/NewModelsForAdultDistanceEd.pdf
• Kaiser, L. M. R. & McKenna, K. (2021). COVID-19 and the shift to remote education: opportunity and obligation for adult educators. Adult Learning, 32(4), 181-183. https://doi.org/10.1177/1045159520984547 Keegan, D. J. (1980). On the Nature of Distance Education. ZIFF Papiere 33. Retrieved from https://eric.ed.gov/?q=Desmond+keegan&id=ED311890
• Khalaf, M. E., Abubakr, N. H. & Ziada, H. (2023). Students’ experience of online learning in a blended learning setting: a qualitative evaluation. Education Sciences, 13(7), 725.
• Khlaif, Z. N. & Farid, S. (2018). Transforming learning for the smart learning paradigm: Lessons learned from the Palestinian initiative. Smart Learning Environments, 5(12), 1.
• Korstjens, I. & Moser, A. (2018) Series: Practical Guidance to Qualitative Research. Part 4: Trustworthiness and Publishing. European Journal of General Practice, 24, 120-124. https://doi.org/10.1080/13814788.2017.1375092
• Laverty, S. M. (2003). Hermeneutic phenomenology and phenomenology: A comparison of historical and methodological questions. International Journal of Qualitative Methods, 2(3), 21–35.
• Lincoln, YS. & Guba, EG. (1985). Naturalistic Inquiry.Newbury Park, CA: Sage Publications.
• Magableh, M. & Alia, M. (2021). Evaluation online learning of undergraduate students under lockdown amidst COVID-19 Pandemic: The online learning experience and students’ satisfaction. Children and Youth Services Review, 128, 1-11.
• Ng, L.-K. & Lo, C.-K. Online flipped and gamification classroom: risks and opportunities for the academic achievement of adult sustainable learning during covid-19 pandemic. Sustainability 2022, 14, 12396. https://doi.org/10.3390/su141912396
• Ndou, K., Mashau, N. L., & Chigada, J. (2023). Learning management systems as a platform for information sharing during the COVID-19. South African Journal of Information Management, 25(1), 1618.
• Öztürk, M. (2021). Open and distance education perceptions of pre-service teachers: asynchronous and synchronous online learning, Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 3(2), 216-230.
• Rhim, HC ve Han, H. (2020). Teaching online: foundational concepts of online learning and practical guidelines. Korean J Med Education, 32 (3), 175.
• Rothes, A., Lemos, M. S., & Goncalves, T. (2017). Motivational profiles of adult learners. Adult Education Quarterly, 67(1), 3–29. doi: 10.1177/0741713616669588.
• Sason, H., Wasserman, E., Safrai, M. Z., & Romi, S. (2022). Students’ perception of the role of online teachers: Comparing routine and emergency times. In Frontiers in Education (Vol. 6). Frontiers Media SA.
• Shamir-Inbal, T., & Blau, I. (2021). Facilitating emergency remote K-12 teaching in computing-enhanced virtual learning environments during COVID-19 pandemic-blessing or curse?. Journal of Educational Computing Research, 59(7), 1243-1271.
• van Manen, M. (2016). Phenomenology of practice: Meaning giving methods in phenomenological research and writing. New York, NY: Routledge.
• Watts, L. (2016). Synchronous and asynchronous communication in distance learning: A review of the literature. Quarterly Review of Distance Education, 17(1), 23–32.
• World Health Organisation (WHO). (2020). Coronavirus disease (-19) Pandemic. World health Organization. https://www.who.int/emergencies/diseases/novel-coronavirus-2019
• Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59–73. https://doi.org/10.1080/1475939X.2020.1854337
• YÖK (Yüksek Öğretim Kurulu) (2020). Yök'ten üniversitelerdeki uzaktan eğitime yönelik değerlendirme. https://www.yok.gov.tr/Sayfalar/Haberler/2020/uzaktan-egitime-yonelik-degerlendirme.aspx?fbclid=
• Żammit, J. (2021). Adult learners’ perceptions on online learning. Asian Journal of Social Science and Management Technology, 13(2), 84-100
• Zuppo, C.M.(2012). Defining ICT in a boundaryless world: the development of a working hierarchy. Int. J. Manag. Inf. Technol. (4), 13–22