Investigation of the Relationship Between the Attitudes Regarding the Covid-19 Pandemic, and the Distance Education Process and Resilience Levels of Social Work Department Students

Yıl 2021, Cilt: 32 Sayı: 3, 967 - 994, 30.07.2021

Ozan Selçuk , Tahir Emre Gencer , Zeki Karataş

https://doi.org/10.33417/tsh.931255

Cited By: 9

Öz

The needs and challenges of COVID-19, which affect interpersonal relationships, social and economic activities, and the education sector, have affected academics as well as students. Conducted with 1029 students, the aim of this descriptive study based on general survey method is to research the views of social work students in formal education at Turkish universities on distance education and their resilience levels during the pandemic. Sociodemographic Information Form, the Effect of COVID-19 Pandemic on Distance Education Questionnaire and Resilience Attitude and Skill Scale were used as data collection tools in the study. T test, one-way analysis of variance (ANOVA) test and nonparametric tests were used in data analysis. As a result of the research, whilst the resilience levels of the participants were found to be above average, it was observed that students participating in distance education at home due to the pandemic experienced problems such as anxiety, stress, sleep and eating disorders, disorder and uncontrollableness, excessive time in digital environments, and domestic problems. The participants stated that internet access in distance education and the lack of tools such as tablets and computers negatively affected their participation in the courses, the information provided by the university and the lecturers was not clear and understandable enough, the theoretical and practical lessons were difficult, and they wanted to turn to face-to-face education for the upcoming academic year. In line with the research findings, social work departments are recommended to organize distance education workshops, establish a common digital sharing platform especially for the practice courses, and organize activities with rich content and allowing for interactive participation

Anahtar Kelimeler

COVID-19 Pandemic, distance education, social work students, resilience

SOSYAL HİZMET BÖLÜMÜ ÖĞRENCİLERİNİN COVID-19 SALGINI VE UZAKTAN EĞİTİM SÜRECİNE İLİŞKİN TUTUMLARI İLE PSİKOLOJİK SAĞLAMLIKLARININ İNCELENMESİ

Öz

Kişilerarası ilişkileri, sosyal ve ekonomik etkinlikleri ve eğitim sektörünü etkileyen COVID-19 ile ortaya çıkan gereksinimler ve zorluklar akademisyenleri etkilediği gibi öğrencileri de derinden etkilemiştir. 1029 öğrencinin katıldığı bu genel tarama modeline dayalı betimsel çalışmanın amacı, Türkiye’deki üniversitelerde örgün öğrenim gören sosyal hizmet öğrencilerinin salgın sürecinde uzaktan eğitime ilişkin görüşleri ile psikolojik sağlamlık seviyelerinin araştırılmasıdır. Araştırmada veri toplama aracı olarak Sosyodemografik Bilgi Formu, COVID-19 Salgınının Uzaktan Eğitime Etkisi Anketi ve Psikolojik Sağlamlık Tutum ve Beceri Ölçeği kullanılmıştır. Veri analizinde t testi, tek yönlü varyans analizi (ANOVA) testi ve parametrik olmayan testler kullanılmıştır. Araştırma sonucunda; katılımcıların psikolojik sağlamlık düzeyleri ortalamanın üzerinde bulunmuş olsa da salgın nedeniyle ev ortamında uzaktan eğitime katılan öğrencilerin kaygı, stres, uyku ve yeme bozukluğu, düzensizlik ve kontrolsüzlük, dijital ortamlarda aşırı vakit geçirme, aile içi sorunlar gibi olumsuzluklar yaşadığı görülmüştür. Öğrenciler, uzaktan eğitimde internet erişiminin, tablet ve bilgisayar gibi teknolojik araçların olmayışının derse katılımlarını olumsuz etkilediğini; üniversitelerinin ve öğretim elemanlarının yapmış olduğu bilgilendirmelerin yeterli ve anlaşılır olmadığını; teorik ve uygulama derslerinin zorlaştığını, ileriki dönemlerde yüz yüze eğitim almak istediklerini belirtmişlerdir. Araştırma bulguları doğrultusunda sosyal hizmet bölümlerinin uzaktan eğitim çalıştayı düzenleyerek özellikle uygulama dersi için ortak dijital paylaşım platformu kurmaları, zengin içerikli ve interaktif katılımlı etkinlikler düzenlemeleri önerilmektedir.

Anahtar Kelimeler

COVID-19 Salgını, uzaktan eğitim, sosyal hizmet öğrencileri, psikolojik sağlamlık

Kaynakça

• Adnan, M. ve Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Online Submission, 2(1), 45-51.
• Akar, A. (2018). Çocuk ve ergenler için psikolojik sağlamlık geliştirme programı. Ankara: Pegem Akademi Yayıncılık.
• Alnıaçık, E., Of, M., Balkaş, J., Tülemez, S., Mirzayev, M. ve Alfarra, H. (2021). Pandemi sürecinde üniversite öğrencilerinin psikolojik dayanıklılıkları ve umutsuzluklarının kariyer geleceği algısı üzerindeki etkileri. BMIJ, 9(1), 248-266. doi:10.15295/bmij.v9i1.1757.
• Archer-Kuhn, B., Ayala, J., Hewson, J. ve Letkemann, L. (2020). Canadian reflections on the Covid-19 pandemic in social work education: from tsunami to innovation. Social Work Education, 39(8), 1010-1018.
• Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N. ve Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438.
• Artan, T., Atak, I., Karaman, M. ve Cebeci, F. (2020). Koronavirüs (COVID-19) salgınında sosyodemografik özellikler, psikolojik sağlamlık ve kaygı düzeyleri arasındaki ilişki. Turkish Studies, 15(6), 79-94. doi:10.7827/TurkishStudies.43882
• Azman, A., Singh, P. S. J., Parker, J. ve Ashencaen Crabtree, S. (2020). Addressing competency requirements of social work students during the COVID-19 pandemic in Malaysia. Social Work Education, 39(8), 1058-1065.
• Banks, S., Cai, T., de Jonge, E., Shears, J., Shum, M., Sobočan, A. M., ... & Weinberg, M. (2020). Practising ethically during COVID-19: Social work challenges and responses. International Social Work, 63(5), 569-583.
• Barbosa, C., Cowell, A. ve Dowd, W. (2020). How has drinking behavior changed during the COVID-19 pandemic. Results from a Nationally Representative survey.: RTI International.
• Baykal, E. (2020). COVID-19 bağlamında psikolojik dayanıklılık, kaygı ve yaşam doyum ilişkisi. International Journal of Social and Economic Sciences, 10(2), 68-80.
• Bekaroğlu, E. ve Yılmaz, T. (2020). COVID-19 ve psikolojik etkileri: Klinik psikoloji perspektifinden bir derleme. Nesne Psikoloji Dergisi, 8(18), 573-584. doi:10.7816/nesne-08-18-14
• Brooks, S.K.; Webster, R.K.; Smith, L.E.; Woodland, L.; Wessely, S.; Greenberg, N. ve Rubin, G.J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. Lancet, 395, 912–920.
• Burgess, S. ve Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education.
• Cao, W.; Fang, Z.; Hou, G.; Han, M.; Xu, X.; Dong, J. ve Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Res., 287, 1–5.
• Cohen, S. ve Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310-357.
• Çelebi, G. Y. (2020). Covid 19 Salgınına İlişkin Tepkilerin Psikolojik Sağlamlık Açısından İncelenmesi. IBAD Sosyal Bilimler Dergisi, (8), 471-483.
• Çetin, C. ve Anuk, Ö. (2020). COVID-19 pandemi sürecinde yalnızlık ve psikolojik dayanıklılık: Bir kamu üniversitesi öğrencileri örneklemi. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(5), 170-189.
• Dinh, L. P. ve Nguyen, T. T. (2020). Pandemic, social distancing, and social work education: Students’ satisfaction with online education in Vietnam. Social Work Education, 39(8), 1074-1083.
• Flynn, S. (2020). Globalisation and social work education in the Republic of Ireland: Towards informed transnational social work for transnational problems such as COVID-19. International Social Work, 63(4), 524-537.
• Gizir, C. A. (2007). Psikolojik sağlamlık, risk faktörleri ve koruyucu faktörler üzerine bir derleme çalışması. Türk Psikolojik Danısma ve Rehberlik Dergisi, 3(28), 113-128.
• Gómez-Ciriano, E. J. (2020). Making virtue of necessity. Experiences and lessons from Spain during Covid-19. Social Work Education, 39(8), 1002-1009.
• Graupensperger, S., Jaffe, A. E., Fleming, C. N., Kilmer, J. R., Lee, C. M. ve Larimer, M. E. (2021). Changes in college student alcohol use during the COVID-19 pandemic: Are perceived drinking norms still relevant? Emerging Adulthood.
• Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S. ve Ziegler, A. (2020). Digital readiness and its effects on higher education student socio-emotional experiences in the context of COVID-19 pandemic.
• Hurtes, K. (1999). The development of a measure of resiliency in youth for recreation and other social services (Unpublished doctoral dissertation). Clemson, SC: Clemson University.
• Hurtes, K. ve Allen, L. (2001). Measuring resiliency in youth: The resiliency attitudes and skills profile. Therapeutic Recreation Journal, 35(4), 333-347.
• Jaffe, A. E., Kumar, S. A., Ramirez, J. J. ve DiLillo, D. (2021). Is the COVID‐19 Pandemic a High‐Risk Period for College Student Alcohol Use? A Comparison of Three Spring Semesters. Alcoholism: Clinical and Experimental Research.
• Johnson, B. (2008). Teacher–student relationships which promote resilience at school: A micro-level analysis of students’ views. British Journal of Guidance & Counselling, 36(4), 385-398.
• Kamarianos, I., Adamopoulou, A., Lambropoulos, H. ve Stamelos, G. (2020). Towards and understanding of university students’ response in times of pandemic crisis (COVID-19). Eur. J. Educ. Stud., 7, 20–40.
• Karadağ, E. ve Yücel, C. (2020). Yeni tip Koronavirüs pandemisi döneminde üniversitelerde uzaktan eğitim: Lisans öğrencileri kapsamında bir değerlendirme çalışması. Yükseköğretim Dergisi, 10(2), 181-192.
• Karaşar, B. ve Canlı, D. (2020). Psychological resilience and depression during the COVID-19 pandemic in Turkey. Psychiatria Danubina, 32(2), 273-279. doi:10.24869/psyd.2020.273
• Karataş, Z. (2020). COVID-19 pandemisinin toplumsal etkileri, değişim ve güçlenme. Türkiye Sosyal Hizmet Araştırmaları Dergisi, 4(1), 3-15.
• Kasapoğlu, F. (2020). COVID-19 salgını sürecinde kaygı ile maneviyat, psikolojik sağlamlık ve belirsizliğe tahammülsüzlük arasındaki ilişkilerin incelenmesi. Turkish Studies, 15(4), 599-614. doi:10.7827/TurkishStudies.44284
• Killgore, W. D., Taylor, E. C., Cloonan, S. A. ve Dailey, N. S. (2020). Psychological resilience during the COVID-19 lockdown. Psychiatry Research, 291, 1-2.
• Kul, A., Demir, R. ve Katmer, A. N. (2020). Covid-19 salgını döneminde psikolojik sağlamlığın yordayıcısı olarak yaşam anlamı ve kaygı. Turkish Studies, 15(6), 695-719. doi:10.7827/TurkishStudies.44419
• Liu, X.; Liu, J. ve Zhong, X. (2020). Psychological State of College Students During COVID-19 Epidemic. Lancet Prepr.
• Malkoç, A. ve Yalçin, P. (2015). Relationships among resilience, social support, coping, and psychological well-being among university students. Turkish Psychological Counseling and Guidance Journal, 5(43), 35–43. https://doi.org/10.17066/pdrd.22119.
• Masten, A. S. (2015). Ordinary magic: Resilience in development. New York: The Guilford Press.
• Masten, A. S. (2018). Resilience theory and research on childrenand families: Past, present, and promise. Journal of Family Theory & Review, 10(1), 12-31. doi:10.1111/jftr.12255
• Mclaughlin, H., Scholar, H. ve Teater, B. (2020). Social work education in a global pandemic: strategies, reflections, and challenges.
• Morley, C. ve Clarke, J. (2020). From crisis to opportunity? Innovations in Australian social work field education during the COVID-19 global pandemic. Social Work Education, 39(8), 1048-1057.
• Oducado, R. M., Parreño-Lachica, G. ve Rabacal, J. (2021). Personal resilience and its Influence on COVID-19 stress, anxiety and fear among graduate students. doi:10.2139/ssrn.3774615.
• Owusu-Fordjour, C., Koomson, C. K. ve Hanson, D. (2020). The impact of Covid-19 on learning-the perspective of the Ghanaian student. European Journal of Education Studies.
• Pan, H. (2020). A glimpse of university students’ family life amidst the COVID-19 virus. J. Loss Trauma, 1–4.
• Papouli, E., Chatzifotiou, S. ve Tsairidis, C. (2020). The use of digital technology at home during the COVID-19 outbreak: Views of social work students in Greece. Social Work Education, 39(8), 1107-1115.
• Petra, M. M., Tripepi, S. ve Guardiola, L. (2020). How many hours is enough? The effects of changes in field practicum hours on student preparedness for social work. Field Educator, 10(1), 1–21. https://fieldeducator.simmons.edu/article/.
• Prime, H., Wade, M. ve Browne, D. T. (2020). Risk and resilience in family well-being during the COVID-19 pandemic. American Psychological Association, 75(5), 631-643. doi:10.1037/amp0000660.
• Richardson, G. E. ve Waite, P. J. (2002). Mental health promotion through resilience and resiliency education, International Journal of Emergency Mental Health, 4(1), 65-76.
• Quintiliani, L., Sisto, A., Vicinanza, F., Curcio, G. ve Tambone, V. (2021). Resilience and psychological impact on Italian university students during COVID-19 pandemic. Distance learning and health, Psychology, Health & Medicine, 1-12. doi:10.1080/13548506.2021.1891266.
• Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus, 12(4).
• Sood, S. ve Sharma, A. (2020). Resilience and psychological well-being of higher education students during COVID-19: The mediating role of perceived distress. Journal of Health Management, 22(4), 606-617. doi:10.1177/0972063420983111.
• Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın Dağıtım.
• Terzi, Ş. (2008). Üniversite öğrencilerinin psikolojik dayanıklılıkları ve algıladıkları sosyal destek arasındaki ilişki. Türk Psikolojik Danısma ve Rehberlik Dergisi, 3(29), 1-11.
• Vandepoel, I. (2016). Samenwerken en leren op afstand: Scrum in gedistribueerde teams en een leerperspectief voor samenwerken[Collaborating and learning remotely: Scrum in distributed teams and a learning perspective for collaboration.]. Uitgeverij Het Markdal.
• Wagnild, G. M. ve Young, H. M. (1993). Development and psychometric evaluation of the resilience scale. Journal of Nursing Measurement, 1(2), 165-178.
• Walsh, C. A., Gulbrandsen, C. ve Lorenzetti, L. (2019). Research practicum: An experiential model for social work research. Sage Open, 9(2), 1–11. https://doi.org/10.1177/2158244019841922.
• Ye, Z., Yang, X., Zeng, C., Wang, Y., Shen, Z., Li, X. ve Lin, D. (2020). Resilience, social support, and coping as mediators between COVID‐19 related stressful experiences and acute stress disorder among college students in China. Applied Psychology: Health And Well-Being, 12(4), 1074-1094. doi:10.1111/aphw.12211.
• Yıldırım, M. ve Arslan, G. (2020). Exploring the associations between resilience, dispositional hope, preventive behaviours, subjective well-being, and psychological health among adults during early stage of COVID-19. Current Psychology. doi:10.1007/s12144-020-01
• Yuan, Y., He, X. ve Duan, W. (2020). A reflection on the current China social work education in the combat with COVID-19. Social Work Education, 39(8), 1019-1026.
• Zautra, A., Hall, J. S. ve Murray, K. (2010). Resilience: A new definition of health for people and communities. J. R. Reich, A. Zautra, & J. S. Hall içinde, Handbook of Adult Resilience (s. 3-30). New York: Guilford.