A Research on the Online Teaching Experiences of Ankara University Veterinary Faculty Academics

Yıl 2023, , 195 - 207, 27.11.2023

Aytaç Ünsal Adaca , Pınar Ambarcıoğlu

https://doi.org/10.36483/vanvetj.1256489

Öz

In this study, it has aimed to determine the perceptions of veterinary faculty academics of Ankara University regarding their online teaching experiences during the Covid-19 pandemic. The study has included 92 academics who provided theoretical and/or practical courses via online teaching in Ankara University Faculty of Veterinary Medicine (AUFVM). The data of the study has collected with a 21-item questionnaire. The questionnaire has basic questions such as the quality of the courses given, the active participation of the students in the courses, experienced technological problems during their education, and whether they consider online teaching effective. Academics in clinical sciences gave negative answers to the question about the sustainability of online teaching at a higher rate than the academics in basic sciences (p=0.016). Only all academics who think online teaching has no disadvantages stated that it provides effective learning (p=0.001). Academics who think online teaching provides effective teaching mostly want to continue online, while those with opposing considerations “generally” prefer to continue online or can “sometimes” continue (p<0.001). The lack of classroom interaction and technological incapacity can be considered a con of this method. As a result, it can be concluded that academics are biased towards online teaching and do not tend to prefer this method consistently.

Anahtar Kelimeler

COVID-19, Education, Distance, Veterinary education

Teşekkür

The second author of the study (Pınar Ambarcıoğlu) passed away due to the earthquake disaster that took place in Turkey on February 6, 2022. Peer-review period of this article has began after her death. This study is dedicated to Pınar Ambarcıoğlu and her family, who passed away.

Ankara Üniversitesi Veteriner Fakültesi Akademisyenlerinin Çevrimiçi Öğretim Deneyimleri Üzerine Bir Araştırma

Öz

Bu çalışmada Ankara Üniversitesi Veteriner Fakültesi akademisyenlerinin Covid-19 pandemisi sürecinde çevrimiçi öğretim deneyimlerine ilişkin algılarının belirlenmesi amaçlanmıştır. Araştırmaya Ankara Üniversitesi Veteriner Fakültesi'nde çevrimiçi öğretim yoluyla teorik ve/veya uygulamalı dersler veren 92 akademisyen dahil edilmiştir. Araştırmanın verileri 21 maddelik bir anket ile toplanmıştır. Ankette verilen derslerin kalitesi, öğrencilerin derslere aktif katılımı, eğitim sırasında yaşanan teknolojik sorunlar ve çevrimiçi öğretimi etkili bulup bulmadıkları gibi temel sorular yer almaktadır. Bulgulara göre, klinik bilimleri akademisyenleri çevrimiçi öğretimin sürdürülebilirliğine ilişkin soruya temel bilimler akademisyenlerine göre daha yüksek oranda olumsuz yanıt vermiştir (p=0.016). Yalnızca çevrimiçi öğretimin herhangi bir dezavantajı olmadığını düşünen akademisyenlerin tamamı, bu yöntemin etkili öğrenme sağladığını belirtmiştir (p=0.001). Çevrimiçi öğretimin etkili öğretim sağladığını düşünen akademisyenler eğitime çoğunlukla çevrimiçi olarak devam etmek isterken, karşıt görüşlere sahip olanlar eğitime “genellikle” veya “bazen” çevrim içi olarak devam etmeyi tercih etmiştir (p<0.001). Sınıf etkileşiminin olmaması ve teknolojik yetersizlikler bu yöntemin eksilerinden biri olarak kabul edilebilir. Sonuç olarak, akademisyenlerin çevrimiçi öğretime karşı önyargılı oldukları ve bu yöntemi sürekli olarak tercih etme eğiliminde olmadıkları sonucuna varılabilir.

Anahtar Kelimeler

COVID-19, Eğitim, Uzaklık, Veteriner hekimliği eğitimi

Kaynakça

• Ahmed SA, Hegazy NN, Malak HWA et al. (2020). Model for utilizing distance learning post COVID-19 using (PACT)™ a cross sectional qualitative study. BMC Med Educ, 20, 400.
• Amanda M (2020). The effects of COVID-19 on the education of veterinary medical students. J Avian Med Surg, 34 (4), 416-421.
• Anonymous (2020a). Fakültemizde sadece çevrimiçi olarak verilecek dersler. Date: 6 May 2022. Accessed: http://www.veterinary.ankara.edu.tr/2021/09/21/fakultemizde-sadece-cevrimici-olarak-verilecek-dersler/.
• Anonymous (2020b). Management of teaching activities During Covid-19. Date: 7 June 2022. Accessed: http://www.veterinary.ankara.edu.tr/wpontent/uploads/sites/267/2021/05/Ankara-University-Veterinary-Faculty-Management-of-Teaching-Activities-During-COVID-19.pdf.
• Anonymous (2020c). Online öğretici sertifika programı. Date: 5 May 2022. Accessed: https://www.ankara.edu.tr/online-ogretici-sertifika-programi/.
• Armstrong-Mensah E, Ramsey-White K, Yankey B, Self-Brown S (2020). COVID-19 and distance learning: effects on Georgia State University school of public health students. Front Public Health, 8, 576227.
• Aslım G, Tekindal MA, Yiğit A, Sanal Ş, Menteş A (2023). Evaluation of the attitudes and opinions of veterinary school students on distance education during the COVID-19 pandemic. J Vet Med Educ, In Press, DOI: 10.3138/jvme-2021-0150.
• Bill RL (2007). Purdue University’s veterinary technology distance learning program. J Vet Med Educ, 34 (3), 311-315.
• Byrne VL, Hogan E, Dhingra N, Anthony M, Gannon C (2021). An exploratory study of how novice instructors pivot to online assessments strategies. Distance Educ, 42 (2), 184-199.
• Can N, Köroğlu Y (2020). Covid-19 döneminde yaygınlaşan uzaktan eğitimin değerlendirilmesi ve eğitim emekçileri açısından incelenmesi. Madde, Diyalektik ve Toplum, 3 (4), 370-380.
• Choudhary OP (2021). Online veterinary anatomy education in the era of COVID-19 pandemic: Pros and cons. Int J Morphol, 39 (4), 1231-1233.
• CoHE (2020a). Opinion - Turkish higher education in days of pandemic. Date: 11 January 2022. Accessed: https://covid19.yok.gov.tr/Sayfalar/HaberDuyuru/opinion-turkish-higher-education-in-days-of-pandemic.aspx.
• CoHE (2020b). Statement Regarding The 2020-2021 Academic Year in Turkish Higher Education Institutions. Date: 11 January 2022. Accessed: https://www.yok.gov.tr/en/Sayfalar/news/2020/statement-regarding-the-2020-2021-academic-year.aspx.
• Cooperman L (2007). Instructional design for online course development. J Vet Med Educ, 34 (3), 238-242. Dhein CR (2007). Current perspectives on distance education in veterinary medicine. J Vet Med Educ, 34 (3), 286-291.
• Di Pietro G, Biagi F, Costa P, Karpiński Z, Mazza J (2020). The likely impact of COVID-19 on education: Reflections based on the existing literature and international datasets. I. Edition. Publications Office of the European Union, Luxembourg.
• Franklin G, Martin C, Ruszaj M et al. (2021). How the COVID-19 pandemic impacted medical education during the last year of medical school: a class survey. Life, 11 (4), 294.
• Gençoğlu C, Çiftçi M (2020). Covid-19 salgınında eğitim: Türkiye üzerinden bir analiz. Journal of History School, 13 (46), 1648-1673.
• Houlden S, Veletsianos G (2019). A posthumanist critique of flexible online learning and its “anytime anyplace” claims. Br J Educ Technol, 50 (3), 1005-1008.
• Mahdy MAA, Sayed RKA (2022). Evaluation of the online learning of veterinary anatomy education during the Covid-19 pandemic lockdown in Egypt: Students’ perceptions. Anat Sci Educ, 15 (1), 67-82.
• Marín García PJ, Arnau-Bonachera A, Llobat L (2021). Preferences and scores of different types of exams during COVID-19 pandemic in faculty of veterinary medicine in Spain: A cross-sectional study of paper and e-exams. Educ Sci, 11 (8), 386.
• Matkin GW (2007). Distance education: Its concepts and constructs. J Vet Med Educ, 34 (3), 220-225.
• Mehta V, Oppenheim R, Wooster M (2021). Distance learning in surgical education. Curr Surg Rep, 9 (9), 23.
• Murray AL, Sischo WM (2007). Addressing educational challenges in veterinary medicine through the use of distance education. J Vet Med Educ, 34 (3), 279-285.
• Oncu S, Cakir H (2011). Research in online learning environments: priorities and methodologies. Comput Educ, 57 (1), 1098-1108.
• Paredes SG, Pena FJJ, Alcazar JMLF (2021). Remote proctored exams: Integrity assurance in online education? Distance Educ, 42 (2), 200-218.
• Regmi K, Jones L (2020). A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education. BMC Med Educ, 20, 91.
• Routh J, Paramasivam SJ, Cockcroft P, Nadarajah VD, Jeevaratnam K (2021). Veterinary education during Covid-19 and beyond-challenges and mitigating approaches. Animals (Basel), 11 (6), 1818.
• Saadeh K, Henderson V, Paramasivam SJ, Jeevaratnam K (2021). To what extent do preclinical veterinary students in the UK utilize online resources to study physiology. Adv Physiol Educ, 45 (1), 160-171.
• Tsai CL, Ku HY, Campbell A (2021). Impacts of course activities on student perceptions of engagement and learning online. Distance Educ, 42 (1), 106-125.
• UNESCO (2022). Global monitoring of school closures caused by COVID-19. Dated: 01 November 2022. Accessed: https://en.unesco.org/covid19/educationresponse#schoolclosures>.
• Varnhagen CK, Wright DL (2008). Learning characteristics of veterinary technology students in a distance-education and an on-campus program. J Vet Med Educ, 35 (3), 411-455.
• Veletsianos G, Kimmons R, Larsen R, Rogers J (2021). Temporal flexibility, gender, and online learning completion. Distance Educ, 42 (1), 22-36.
• Wagner MN, Kupriyanova M, Ovezova U, Ilina A (2021). Distance learning courses: New opportunities for the development of university education. Propós Represent, 9 (3), e1275.