The Opinions of Teachers on Distance Education Quality Standards During the Covid-19 Pandemic

Yıl 2025, Cilt: 10 Sayı: 2, 89 - 103, 26.12.2025

Dilan Kuyurtar , Ayşen Bakioğlu

https://doi.org/10.14744/yjer.2025.008

Öz

The aim of this study is to examine teachers’ views on the quality standards of the Education Information Network (EBA) during the Covid-19 pandemic according to their career stages. This study was designed in accordance with the general qualitative design. The study group consisted of 48 teachers determined by criterion sampling, eight teachers from each career stage. The data were collected through semi-structured interview questions. The research data were analyzed using content analysis. The data analysis revealed four themes: “readiness”, “process”, “quality standards” and “professional perception”. The theme of readiness includes teachers’ perceptions and experiences of distance education before the pandemic, the theme of process includes their experiences of distance education process, the theme of quality standards includes distance education quality and quality evaluations, and the theme of professional perception includes changes in their professional roles. As a result of the analysis of the data obtained, the study concluded that teachers’ opinions differed according to their career stages in terms of quality standards of distance education practices carried out in Türkiye. To improve the quality of distance The aim of this study is to examine teachers’ views on the quality standards of the Education Information Network (EBA) during the Covid-19 pandemic according to their career stages. This study was designed in accordance with the general qualitative design. The study group consisted of 48 teachers determined by criterion sampling, eight teachers from each career stage. The data were collected through semi-structured interview questions. The research data were analyzed using content analysis. The data analysis revealed four themes: “readiness”, “process”, “quality standards” and “professional perception”. The theme of readiness includes teachers’ perceptions and experiences of distance education before the pandemic, the theme of process includes their experiences of distance education process, the theme of quality standards includes distance education quality and quality evaluations, and the theme of professional perception includes changes in their professional roles. As a result of the analysis of the data obtained, the study concluded that teachers’ opinions differed according to their career stages in terms of quality standards of distance education practices carried out in Türkiye. To improve the quality of distance education, it was suggested that the distance education competencies of educational components should be increased through various trainings, cooperation with international distance education accreditation institutions, accreditation certificates should be given to schools that achieve success, and incentives should be given with various awards.

Anahtar Kelimeler

distance education , quality standards , education information network , teacher career stages , covid-19 pandemic

Etik Beyan

Approval was received from the Marmara University Ethics Committee for the study (Approval Number: 48772, Document Number: E-99332089-605.01-25592592, Date: 16.06.2021)

Destekleyen Kurum

The authors have not declared any financial support.

Teşekkür

This article is based on Dilan Kuyurtar’s master thesis entitled “Examining the quality standards of the Education Information Network in the distance education process according to the opinions of teachers at different career phases”, which was supervised by Prof. Dr. Ayşen Bakioğlu. (Master’s Thesis, Marmara University, Istanbul, 2021).

Öğretmenlerin Covid-19 Salgını Sürecinde Uzaktan Eğitim Kalite Standartları Görüşleri

Öz

Bu çalışmanın amacı Covid-19 salgını süresince Eğitim Bilişim Ağı (EBA) kalite standartları hakkında öğretmen görüşlerinin kariyer evrelerine göre incelenmesidir. Bu araştırma temel nitel araştırma desenine uygun olarak tasarlanmıştır. Çalışma grubunu her kariyer evresinden sekiz öğretmen olmak üzere ölçüt örnekleme yoluyla belirlenmiş 48 öğretmen oluşturmuştur. Araştırmanın verileri yarı yapılandırılmış görüşme soruları ile toplanmıştır. Araştırma verileri içerik analizi ve betimsel analiz yöntemiyle analiz edilmiştir. Verilerin analizi sonucunda, “hazırbulunuşluk”, “süreç”, “kalite” ve “mesleki algı” olmak üzere dört temaya ulaşılmıştır. Hazırbulunuşluk teması öğretmenlerin pandemi öncesi uzaktan eğitim algı ve deneyimlerini, süreç teması uzaktan eğitim süreci deneyimlerini, kalite teması uzaktan eğitim kalite ve nitelik değerlendirmelerini ve mesleki algı teması ise mesleki rollerindeki değişimleri kapsamaktadır. Elde edilen verilerin analizi sonucu Türkiye’de yürütülen uzaktan eğitim uygulamalarını kalite standartları açısından öğretmen görüşlerinin kariyer evrelerine göre farklılaştığı sonucuna ulaşılmıştır. Uzaktan eğitimde kaliteyi arttırmak için eğitim bileşenlerinin uzaktan eğitim yetkinliklerinin çeşitli eğitimlerle arttırılması, uluslararası uzaktan eğitim akreditasyon kurumları ile iş birliği yapılması, başarıyı yakalayan okullara akreditasyon sertifikası, çeşitli ödüllerle teşvikte bulunulması önerilerinde bulunulmuştur.

Anahtar Kelimeler

uzaktan eğitim , kalite standartları , eğitim bilişim ağı (EBA) , öğretmen kariyer evreleri , covid-19 salgını

Etik Beyan

Çalışma için Marmara Üniversitesi Etik Kurulu’ndan onay alınmıştır (Kabul Numarası: 48772, Evrak Sayı: E-99332089-605.01-25592592, Tarih: 16.06.2021)

Destekleyen Kurum

Yazarlar finansal destek beyan etme-mişlerdir.

Teşekkür

This article is based on Dilan Kuyurtar’s master thesis entitled “Examining the quality standards of the Education Information Network in the distance education process according to the opinions of teachers at different career phases”, which was supervised by Prof. Dr. Ayşen Bakioğlu. (Master’s Thesis, Marmara University, Istanbul, 2021).

Kaynakça

• Akyavuz, E. K., & Çakın, M. (2020). Covid-19 salgınının eğitime etkisi konusunda okul yöneticilerinin görüşleri. Electronic Turkish Studies, 15(4), 723–737.
• Anderson, J. (2020). Brave new world: The coronavirus pandemic is reshaping education. Retrieved June 1, 2021, from https://qz.com/1826369/how-coronavirus-is-changing-education/
• Arık, B. M. Türkiye’de koronavirüsün eğitime etkileri – II: Uzaktan eğitim nasıl olacak ve bu süreçte neler dikkate alınmalı? Eğitim Reformu Girişimi. Retrieved November 28, 2025, from http://www.egitimreformugirisimi.org/turkiyede-koronavirusun-egitime-etkileri-ii-uzaktan-egitim-nasil-olacak-ve-bu-surecte-neler-dikkate-alinmali/
• Arora, A. K., & Srinivasan, R. (2020). Impact of pandemic COVID-19 on the teaching–learning process: A study of higher education teachers. Prabandhan Indian J Manag, 13(4), 43–56.
• Avcı, F., & Akdeniz, E. C. (2021). Koronavirüs (Covid-19) salgını ve uzaktan eğitim sürecinde karşılaşılan sorunlar konusunda öğretmenlerin değerlendirmeleri. IJOSES, 3(4), 117–154.
• Aydın, İ. (2018). Öğretmenlik kariyer evreleri ve öğretmenlerin mesleki gelişimi. J Hum Sci, 15(4), 2047–2065.
• Bakioğlu, A. (1996). Öğretmenlerin kariyer evreleri. In N. Seçkin, & N.Tiryakioğlu Özabacı (Eds.), II. Ulusal Eğitim Bilimleri Sempozyumu Bildiri Metinleri. Marmara Üniversitesi Atatürk Eğitim Fakültesi Yayınları.
• Bakioğlu, A., & Baltacı, R. (2010). Akreditasyon, eğitimde kalite. Ankara: Nobel Yayın Dağıtım.
• Bakioğlu, A., & Can, E. (2014). Uzaktan eğitimde kalite ve akreditasyon. Ankara: Vize Yayıncılık.
• Bartley-Bryan, J. M. (2010). Quality indicators of successful distance learning by educational leaders: A Caribbean case study. The Sixth Pan Commonwealth Forum on Open Learning: Access and Success in Learning – Global Developmental Perspectives. Retrieved November 28, 2025, from https://oasis.col.org/server/api/core/bitstreams/3df39f6f-c8b0-46b1-803b-4b20485d1b5b/content
• Beaudoin, M. (1990). The instructor’s changing role in distance education. AJDE, 4(2), 21–29.
• Bozkurt, A. (2017). Türkiye’de uzaktan eğitimin dünü, bugünü ve yarını. AUAd, 3(2), 85–124.
• Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. AUAd, 6(3), 112–142.
• Caelli, K., Ray, L., & Mill, J. (2003). Clear as mud: Toward greater clarity in generic qualitative research. Int J Qual Methods, 2(2), 1–24.
• Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. AUAd, 6(2), 11–53.
• Çelik, P., & Perçin, S. (2020). E-hizmet kalitesi ölçümü: Uzaktan eğitim hizmeti veren kamu üniversiteleri örneği. UİİİD, Prof. Dr. Talha Ustasüleyman Özel Sayısı, 77–98.
• Chen, G. D., Ou, K. L., Liu, C. C., & Liu, B. J. (2001). Intervention and strategy analysis for web group‐learning. J Comput Assist Learn, 17(1), 58–71.
• Christensen, J., Burke, P., Fessler, R., & Hagstrom, D. (1983). Stages of teachers' careers: Implications for professional development. ERIC Clearinghouse on Teacher Education, 227(54), 1–34.
• Çoban, S. (2013). Uzaktan ve teknoloji destekli eğitimin gelişimi. XVI. Türkiye’de İnternet Konferansı Bildiri Kitabı, İstanbul.
• Creswell, J. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Lincoln: Pearson.
• Demir, E. (2014). Uzaktan eğitime genel bir bakış. DPUSBE, 39, 203–211.
• Dursun, T., Oskaybaş, K., & Gökmen, C. (2013). The quality of service of the distance education. Procedia Soc Behav Sci, 103, 1133–1151. https://doi.org/10.1016/j.sbspro.2013.10.441
• Ehlers, U. D. (2007). Quality literacy — Competencies for quality development in education and e-learning. Educ Technol Soc, 10(2), 96–108.
• Eren, E. (2009). Yönetim ve organizasyon. İstanbul: Beta Basım Yayım Dağıtım.
• Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the coronavirus (COVID-19) pandemic. IJTES, 4(4), 267–282.
• Huberman, M. (1989). The professional life cycle of teachers. Teach Coll Rec, 91(1), 31–57.
• Jung, I. (2011). The dimensions of e-learning quality: From the learner’s perspective. ETR&D, 59(4), 445–464.
• Jung, I., & Latchem, C. (2012). Quality assurance and accreditation in distance education: Models, policies, and research. New York: Routledge.
• Kaban, A., & Çakmak, E. K. (2016). Uzaktan eğitim kalite standartlarının belirlenmesi. KEF Derg, 24(2), 719–736.
• Kahlke, R. M. (2014). Generic qualitative approaches: Pitfalls and benefits of methodological mixology. Int J Qual Methods, 13(1), 37–52.
• Karaca, Ş., & Kelam, D. (2020). COVID-19 gölgesinde uzaktan eğitim hizmet kalitesinin incelenmesi. SİTA Derg, 5, 7–18.
• Katz, L. G. (1972). The developmental stages of preschool teachers. ESJ, 73(1), 50–54.
• Kawulich, B. B. (2004). Data analysis techniques in qualitative research. JoRE, 14(1), 96–113.
• Keegan, D. J. (1980). On defining distance education. J Distance Educ, 1(1), 13–36.
• Kupferman, D. W. (2020). I, robot teacher. EPAT, 54(10), 1513–1522.
• Kuyurtar, D. (2021). Farklı kariyer evresindeki öğretmenlerin görüşlerine göre uzaktan eğitim sürecinde Eğitim Bilişim Ağı kalite standartlarının incelenmesi [Unpublished Master's thesis]. Marmara University, Institute of Educational Sciences.
• Lim, J. H. (2011). Qualitative methods in adult development and learning: Theoretical traditions, current practices, and emerging horizons. In C. Hoare (Ed.), The Oxford handbook of reciprocal adult development and learning (2nd ed., pp. 39–60). New York, NY: Oxford University Press.
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
• Neuman, W. L. (2007). Basics of social research. London: Pearson Education.
• Özdoğan, A. Ç., & Berkant, H. G. (2020). Covid-19 pandemi dönemindeki uzaktan eğitime ilişkin paydaş görüşlerinin incelenmesi. Milli Eğitim Dergisi, 49(1), 13–43.
• Özer, M. (2020a). Educational policy actions by the Ministry of National Education in the times of COVID-19 pandemic in Türkiye. KEF Derg, 28(3), 1124–1129.
• Özer, M. (2020b). The contribution of the strengthened capacity of vocational education and training system in Türkiye to the fight against COVID-19. J High Educ, 10(2), 134–140.
• Patton, M. Q. (2002). Qualitative evaluation and research methods. Thousand Oaks, CA: Sage.
• Ragan, L. C. (1999). Good teaching is good teaching: An emerging set of guiding principles and practices for the design and development of distance education. Cause/Effect J, 22(1), 20–24.
• Reimers, F., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 pandemic of 2020. OECD. Retrieved November 28, 2025, from https://oecd.dam-broadcast.com/pm_7379_126_126988-t63lxosohs.pdf
• Saldaña, J. (2016). The coding manual for qualitative researchers. Sage.
• Sari, T., & Nayır, F. (2020). Challenges in distance education during the COVID-19 pandemic period. Qual Res Educ, 9(3), 328–360.
• Sikes, P. (1985). The life cycle of the teacher. In S. J. Ball & I. F. Goodson (Eds.), Teachers’ lives and careers (pp. 27–60). London: The Falmer Press.
• Şimşek, N. (2012). Uzaktan eğitimde kalite göstergeleri ve teknoloji temelli uzaktan eğitimin bu göstergeler açısından değerlendirilmesi. J Educ Sci & Prac, 11(21), 1–24.
• Tonbuloğlu, B., & Aydın, H. (2015). Uzaktan eğitimde kalite standartları. JRET, 4(4), 55–70.
• UNESCO. (2020a). Covid-19: A global crisis for teaching and learning. Retrieved November 28, 2025, from https://unesdoc.unesco.org/ark:/48223/pf0000373233
• UNESCO. (2020b). COVID-19 education response webinar: Distance learning strategies – What do we know about effectiveness? Synthesis report. Retrieved November 28, 2025, from https://unesdoc.unesco.org/ark:/48223/pf0000373350
• Xin Xie, K., Siau, K., & Nah, F. F.-H. (2020). COVID-19 pandemic – Online education in the new normal and the next normal. J Inf Technol Case Appl Res 22(3), 175–187.
• Yılmaz, A. (2021). Fen bilimleri eğitimi kapsamında uzaktan eğitimde kalite standartları ve paydaş görüşleri. Educ Academic Res, 42, 26–50.