PROBLEMS, EXPECTATIONS, AND AMENDMENTS REGARDING DISTANCE EDUCATION LEGISLATION IN HIGHER EDUCATION INSTITUTIONS IN TURKEY

Year 2020, Volume: 21 Issue: 4, 173 - 194, 01.10.2020

Munevver Esgıce Gunduz Engin Kursun Selcuk Karaman Turgay Demırel

https://doi.org/10.17718/tojde.803402

Cited By: 2

Abstract

This study’s goal was to reveal amendments to the Procedures and Principles regarding Distance Education in Higher Education Institutions issued by the Higher Education Institution in Turkey, applications affected by these amendments, and problems and expectations at the system, program, and course levels. To this end, different versions of the Procedures and Principles regarding Distance Education in Higher Education Institutions were examined to determine the existing amendments to the Procedures and Principles and the areas affected by them. Eight individuals who had served as administrators in distance education centers of universities in Turkey for at least three years and who were selected by the purposive sampling method were interviewed to reveal expectations for the Procedures and Principles. This study was based on the qualitative research design. Document review and interview were used as data collection methods. The data were analyzed by content analysis. The analyses have shown that the amendments to the Procedures and Principles affect especially program and course opening, branching, assignment, and student admission practices. Within the scope of the study, distance education executives stated their expectations for issues such as program and course opening and the determination of supervisors, assignment procedures, and taking into account the course student coefficient in the calculation of course fees.

Keywords

Distance education, procedures and principles, distance education policies

References

• Akan, H. (2012). Yuksekogretimde Reform mu, Onarim mi? [Reform or Repair in Higher Education?], Journal of Higher Education and Science, 2 , 24-25.
• Aydin, C. H. (2008). Uzaktan egitim sureclerinin tasarimi [Design of distance education processes]. Uluslararasi uzaktan egitim Konferansi, Maltepe Universitesi, 17-18 Ekim 2008: Istanbul. Retrieved December 11, 2015 from http://basin.maltepe.edu.tr/node/20
• Darab, B., & Montazer, G. A. (2011). An eclectic model for assessing e-learning readiness in the Iranian universities. Computers & Education, 56, 900-910.
• Cho, S. K., & Berge, Z. L. (2002). Overcoming barriers to distance training and education. USDLA Journal, 16 (1), 16-34.
• Dogan, H. G. B. (2014). Yuksekogretim kurumlarinda web tabanli uzaktan egitim programlari bilesenleri: Uygulamalar ve sorun alanlari [Web-based distance education program components in higher education institutes: Practices and problem areas]. Yayimlanmamis Doktora Tezi (Unpublisted Dissertation]. Hacettepe Universitesi Egitim Bilimleri Enstitusu, Ankara.
• Gonzalez, A., & Roig, H. (2018). Regulations for distance education for the Argentine university: Pending advances and challenges. Virtualidad Educacion Y Ciencia, 9(16), 152-157.