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PANDEMİ NEDENİYLE YÜRÜTÜLEN ACİL UZAKTAN ÖĞRETİM SÜRECİNİN ARDINDAN ÖĞRETMEN ADAYLARINDA DEĞİŞİM YORGUNLUĞUNUN İNCELENMESİ

Yıl 2023, Cilt: 13 Sayı: 1, 669 - 681, 26.01.2023
https://doi.org/10.24315/tred.1084119

Öz

COVID-19 pandemisi sebebiyle yaşanan acil uzaktan öğretim döneminde eğitim büyük değişikliklerden geçmiştir. Bu değişiklikler, kısmen, eğitim kurumlarının uzaktan öğretim konusunda uygun bir çözüm oturtma çabalarının neticesidir. Kurumsal yönetim literatürü kısa sürede yaşanan büyük değişikliklerden ötürü çalışanların tecrübe edebileceği olumsuz bir psikolojik etki olarak değişim yorgunluğunu işaret etmektedir. Ancak eğitim bilimleri literatüründe öğrenciler nezdinde değişim yorgunluğunu inceleyen çalışmalara rastlanmamaktadır. Bu nicel çalışmada, değişim yorgunluğu ve bu değişimin yaşandığı uzaktan eğitim sürecinde karşılaşılan dijital okuryazarlık, çevrimiçi öğrenmeye karşı tutum ve okula yabancılaşma gibi değişkenler arasındaki ilişkileri; acil uzaktan öğretim sürecinin ardından okula dönmüş öğretmen adayları özelinde açıklamaya çalışan bir yapısal eşitlik modeli önerilmiştir. Modeldeki ilişkiler incelendiğinde; değişim yorgunluğunun öğrencilerde okula yabancılaşmayı yordadığı; ancak çevrimiçi öğrenme tutumunu yordamadığı görülmüştür. Bu da, üniversitelerin içerisinden geçtiği değişim sürecinin öğrencilerde yabancılaşmaya yol açan ancak uzaktan öğretim süreci kapsamında ele alınamayacak başka bir kategorisinin bulunmakta olduğuna işaret etmektedir. Diğer yandan, çevrimiçi öğrenme tutumunu olumlu ve okula yabancılaşmayı ise olumsuz yönde yordayan dijital okuryazarlığın ne kadar önemli bir beceri türü olduğu bir kez daha vurgulanmıştır.

Kaynakça

  • Adebayo, S., & Balogun, O. R. (2019). Effects of E-Learning Tools on Students’ Academic Performance in Secondary Schools in Ilorın Metropolis, Nigeria. Journal of Library, Science Education and Learning Technology, 1(1), 39-54.
  • Bernerth, J. B., Walker, H. J., & Harris, S. G. (2011). Change fatigue: Development and initial validation of a new measure. Work & Stress, 25(4), 321-337.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Scientific Research Methods. Ankara: Pegem Academy Publications.
  • Caglar, C. (2013). The Relationship between the Levels of Alienation of the Education Faculty Students and Their Attitudes towards the Teaching Profession. Educational Sciences: Theory and Practice, 13(3), 1507-1513.
  • Çağlar, Ç. (2012). Development of the Student Alienation Scale (SAS). Education and Science, 37(166).
  • Dar, W. A., & Jan, K. (2022). ICT Use Behaviour and Student Alienation: A Descriptive Correlational Study. International Journal of Virtual and Personal Learning Environments (IJVPLE), 12(1), 1-13.
  • Dilkes, J., Cunningham, C., & Gray, J. (2014). The new Australian curriculum, teachers and change fatigue. Australian Journal of Teacher Education (Online), 39(11), 45-64.
  • Gao, S., Mokhtarian, P. L., & Johnston, R. A. (2008). Nonnormality of data in structural equation models. Transportation Research Record, 2082(1), 116-124.
  • Hamutoğlu, N. B., Güngören, Ö. C., Uyanık, G. K., & Erdoğan, D. G. (2017). Adapting Digital Literacy Scale into Turkish. Ege Journal of Education, 18(1), 408-429.
  • Hascher, T., & Hadjar, A. (2018). School alienation–Theoretical approaches and educational research. Educational Research, 60(2), 171-188.
  • Healy, M., & Fairweather, N. (2010). Alienation and ICT: how useful is the classical concept of alienation in analyzing problems of ICT?. In The Eleventh ETHICOMP International Conference on the Social and Ethical Impacts of Information and Communication Technology (pp. 280-289). Tarragona, Spain.
  • Heitin, L. (2016). What is digital literacy. Education week, 36(12), 5-6.
  • Henderson, J. & Milman, N. (2020). An Investigation of Teacher Change Fatigue on the Technology Acceptance Model for High School Teachers. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 459-464).
  • Herguner, G., Son, S. B., Herguner Son, S., & Donmez, A. (2020). The Effect of Online Learning Attitudes of University Students on Their Online Learning Readiness. Turkish Online Journal of Educational Technology-TOJET, 19(4), 102-110.
  • Hergüner, G., Yaman, Ç., Çaglak Sari, S., Yaman, M. S., & Dönmez, A. (2021). The Effect of Online Learning Attitudes of Sports Sciences Students on Their Learning Readiness to Learn Online in the Era of the New Coronavirus Pandemic (COVID-19). Turkish Online Journal of Educational Technology-TOJET, 20(1), 68-77.
  • Holbert, R. L., & Stephenson, M. T. (2002). Structural equation modeling in the communication sciences, 1995–2000. Human Communication Research, 28(4), 531-551.
  • Johnson, G. M. (2005). Student alienation, academic achievement, and WebCT use. Journal of Educational Technology & Society, 8(2), 179-189.
  • Karakaş, M. (2020). The Multi-Sociological Aspects of the COVID-19 Pandemic and the New Normal. İstanbul University Journal of Sociology, 40(1), 541-573.
  • Khan, M., Adil, S. F., Alkhathlan, H. Z., Tahir, M. N., Saif, S., Khan, M., & Khan, S. T. (2021). COVID-19: a global challenge with old history, epidemiology and progress so far. Molecules, 26(1), 39.
  • Leuschke, E. E. (2017). School Culture and Teacher Change Fatigue in Tennessee (Publication Number 10602117) [M.A., Middle Tennessee State University]. ProQuest Dissertations & Theses Global. Ann Arbor. https://www.proquest.com/dissertations-theses/school-culture-teacher-change-fatigue-tennessee/docview/1952265041/se-2?accountid=17170
  • Li, L.-Y., & Lee, L.-Y. (2016). Computer Literacy and Online Learning Attitude toward GSOE Students in Distance Education Programs. Higher Education Studies, 6(3), 147-156.
  • Limon, I. (2020). Turkish Adaptation of Change Fatigue Scale: A Study of Reliability and Validity. Sakarya University Journal of Education, 10(2), 292-311.
  • Li̇mon, İ., & Nartgün, S. S. (2020). Investigation of Teachers' Change Fatigue Level: Comparison by Demographics. Educational Administration: Theory & Practice, 26(2), 401-448.
  • Magano, K. D. (2021). Investigating change fatigue, burnout, work engagement, organisational commitment and turnover intention in the South African insurance industry (Master of Arts in Industrial and Organisational Psychology). North-West University, South Africa.
  • Ng, W. (2012). Can we teach digital natives digital literacy? Computers & education, 59(3), 1065-1078.
  • Orlando, J. (2014). Veteran teachers and technology: Change fatigue and knowledge insecurity influence practice. Teachers and Teaching, 20(4), 427-439.
  • Osin, E. (2017). The category of alienation in educational psychology: Its history and prospects. Russian Education & Society, 59(5-6), 256-273.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of psychological research online, 8(2), 23-74.
  • Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. psychology press.
  • Tosun, N., Mihci, C., & Bayzan, Ş. (2021). Challenges encountered by in-service K12 teachers at the beginning of the Covid-19 pandemic period: the case of Turkey. Participatory Educational Research, 8(4), 359-384.
  • Usta, İ., Uysal, Ö., & Okur, M. R. (2016). Online Learning Attitude Scale: Development, Validity and Reliability. Journal of International Social Research, 9(43).
  • YÖK. (2020). Küresel Pandemide Yeni Normalleşme Süreci. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2020/kuresel-salginda-yeni-normallesme-sureci-2020.pdf
  • YÖK. (2021). Küresel Salginda Eğitim ve Öğretim Süreçlerine Yönelik Uygulamalar Rehberi. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2021/K%c3%bcresel%20Salg%c4%b1nda%20E%c4%9fitim%20ve%20%c3%96%c4%9fretim%20S%c3%bcre%c3%a7lerine%20Y%c3%b6nelik%20Uygulamalar%20K%c4%b1lavuzu%202021.pdf
  • Yustika, G. P., & Iswati, S. (2020). Digital literacy in formal online education: A short review. Dinamika Pendidikan, 15(1), 66-76.

THE INVESTIGATION OF CHANGE FATIGUE IN TEACHER CANDIDATES FOLLOWING THE EMERGENCY REMOTE TEACHING PROCESS DURING THE PANDEMIC

Yıl 2023, Cilt: 13 Sayı: 1, 669 - 681, 26.01.2023
https://doi.org/10.24315/tred.1084119

Öz

Education has gone through rapid changes during the emergency remote teaching period resulting by the COVID-19 pandemic. These changes, in part, have been associated with educational institutions attempting to implement a viable solution to the problem of distance education. Although organizational management theory literature suggests that great change in very little time results in a detrimental psychological phenomenon called change fatigue in employees and that this phenomenon has even been investigated in the context of teaching staff in the past; there have been no attempt at understanding change fatigue from a student perspective. This quantitative study attempts at proposing a structural equation model towards the understanding of how change fatigue and other variables, namely, digital literacy, online learning attitude and school alienation that might have been influenced by it have affected teacher candidates after resuming face-to-face education followed by a 1.5 year of emergency remote teaching period. Results indicated that change fatigue predicts school alienation and yet; does not predict online learning attitude; hinting that there might be another category of alienating organizational change that universities have gone through that does not solely involve online education. Nevertheless, digital literacy is a beneficial skill for all students that helps bolster online learning attitude and reduce overall school alienation.

Kaynakça

  • Adebayo, S., & Balogun, O. R. (2019). Effects of E-Learning Tools on Students’ Academic Performance in Secondary Schools in Ilorın Metropolis, Nigeria. Journal of Library, Science Education and Learning Technology, 1(1), 39-54.
  • Bernerth, J. B., Walker, H. J., & Harris, S. G. (2011). Change fatigue: Development and initial validation of a new measure. Work & Stress, 25(4), 321-337.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Scientific Research Methods. Ankara: Pegem Academy Publications.
  • Caglar, C. (2013). The Relationship between the Levels of Alienation of the Education Faculty Students and Their Attitudes towards the Teaching Profession. Educational Sciences: Theory and Practice, 13(3), 1507-1513.
  • Çağlar, Ç. (2012). Development of the Student Alienation Scale (SAS). Education and Science, 37(166).
  • Dar, W. A., & Jan, K. (2022). ICT Use Behaviour and Student Alienation: A Descriptive Correlational Study. International Journal of Virtual and Personal Learning Environments (IJVPLE), 12(1), 1-13.
  • Dilkes, J., Cunningham, C., & Gray, J. (2014). The new Australian curriculum, teachers and change fatigue. Australian Journal of Teacher Education (Online), 39(11), 45-64.
  • Gao, S., Mokhtarian, P. L., & Johnston, R. A. (2008). Nonnormality of data in structural equation models. Transportation Research Record, 2082(1), 116-124.
  • Hamutoğlu, N. B., Güngören, Ö. C., Uyanık, G. K., & Erdoğan, D. G. (2017). Adapting Digital Literacy Scale into Turkish. Ege Journal of Education, 18(1), 408-429.
  • Hascher, T., & Hadjar, A. (2018). School alienation–Theoretical approaches and educational research. Educational Research, 60(2), 171-188.
  • Healy, M., & Fairweather, N. (2010). Alienation and ICT: how useful is the classical concept of alienation in analyzing problems of ICT?. In The Eleventh ETHICOMP International Conference on the Social and Ethical Impacts of Information and Communication Technology (pp. 280-289). Tarragona, Spain.
  • Heitin, L. (2016). What is digital literacy. Education week, 36(12), 5-6.
  • Henderson, J. & Milman, N. (2020). An Investigation of Teacher Change Fatigue on the Technology Acceptance Model for High School Teachers. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 459-464).
  • Herguner, G., Son, S. B., Herguner Son, S., & Donmez, A. (2020). The Effect of Online Learning Attitudes of University Students on Their Online Learning Readiness. Turkish Online Journal of Educational Technology-TOJET, 19(4), 102-110.
  • Hergüner, G., Yaman, Ç., Çaglak Sari, S., Yaman, M. S., & Dönmez, A. (2021). The Effect of Online Learning Attitudes of Sports Sciences Students on Their Learning Readiness to Learn Online in the Era of the New Coronavirus Pandemic (COVID-19). Turkish Online Journal of Educational Technology-TOJET, 20(1), 68-77.
  • Holbert, R. L., & Stephenson, M. T. (2002). Structural equation modeling in the communication sciences, 1995–2000. Human Communication Research, 28(4), 531-551.
  • Johnson, G. M. (2005). Student alienation, academic achievement, and WebCT use. Journal of Educational Technology & Society, 8(2), 179-189.
  • Karakaş, M. (2020). The Multi-Sociological Aspects of the COVID-19 Pandemic and the New Normal. İstanbul University Journal of Sociology, 40(1), 541-573.
  • Khan, M., Adil, S. F., Alkhathlan, H. Z., Tahir, M. N., Saif, S., Khan, M., & Khan, S. T. (2021). COVID-19: a global challenge with old history, epidemiology and progress so far. Molecules, 26(1), 39.
  • Leuschke, E. E. (2017). School Culture and Teacher Change Fatigue in Tennessee (Publication Number 10602117) [M.A., Middle Tennessee State University]. ProQuest Dissertations & Theses Global. Ann Arbor. https://www.proquest.com/dissertations-theses/school-culture-teacher-change-fatigue-tennessee/docview/1952265041/se-2?accountid=17170
  • Li, L.-Y., & Lee, L.-Y. (2016). Computer Literacy and Online Learning Attitude toward GSOE Students in Distance Education Programs. Higher Education Studies, 6(3), 147-156.
  • Limon, I. (2020). Turkish Adaptation of Change Fatigue Scale: A Study of Reliability and Validity. Sakarya University Journal of Education, 10(2), 292-311.
  • Li̇mon, İ., & Nartgün, S. S. (2020). Investigation of Teachers' Change Fatigue Level: Comparison by Demographics. Educational Administration: Theory & Practice, 26(2), 401-448.
  • Magano, K. D. (2021). Investigating change fatigue, burnout, work engagement, organisational commitment and turnover intention in the South African insurance industry (Master of Arts in Industrial and Organisational Psychology). North-West University, South Africa.
  • Ng, W. (2012). Can we teach digital natives digital literacy? Computers & education, 59(3), 1065-1078.
  • Orlando, J. (2014). Veteran teachers and technology: Change fatigue and knowledge insecurity influence practice. Teachers and Teaching, 20(4), 427-439.
  • Osin, E. (2017). The category of alienation in educational psychology: Its history and prospects. Russian Education & Society, 59(5-6), 256-273.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of psychological research online, 8(2), 23-74.
  • Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. psychology press.
  • Tosun, N., Mihci, C., & Bayzan, Ş. (2021). Challenges encountered by in-service K12 teachers at the beginning of the Covid-19 pandemic period: the case of Turkey. Participatory Educational Research, 8(4), 359-384.
  • Usta, İ., Uysal, Ö., & Okur, M. R. (2016). Online Learning Attitude Scale: Development, Validity and Reliability. Journal of International Social Research, 9(43).
  • YÖK. (2020). Küresel Pandemide Yeni Normalleşme Süreci. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2020/kuresel-salginda-yeni-normallesme-sureci-2020.pdf
  • YÖK. (2021). Küresel Salginda Eğitim ve Öğretim Süreçlerine Yönelik Uygulamalar Rehberi. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2021/K%c3%bcresel%20Salg%c4%b1nda%20E%c4%9fitim%20ve%20%c3%96%c4%9fretim%20S%c3%bcre%c3%a7lerine%20Y%c3%b6nelik%20Uygulamalar%20K%c4%b1lavuzu%202021.pdf
  • Yustika, G. P., & Iswati, S. (2020). Digital literacy in formal online education: A short review. Dinamika Pendidikan, 15(1), 66-76.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Can Mıhcı 0000-0001-9393-4619

Erken Görünüm Tarihi 26 Ocak 2023
Yayımlanma Tarihi 26 Ocak 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 1

Kaynak Göster

APA Mıhcı, C. (2023). THE INVESTIGATION OF CHANGE FATIGUE IN TEACHER CANDIDATES FOLLOWING THE EMERGENCY REMOTE TEACHING PROCESS DURING THE PANDEMIC. Trakya Eğitim Dergisi, 13(1), 669-681. https://doi.org/10.24315/tred.1084119