Social Sciences Teachers' Views About Distant Education in the Covid 19 Process
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 30 April 2021

Social Sciences Teachers' Views About Distant Education in the Covid 19 Process

Mehmet Tamer Kaya

Afyon Kocatepe University, Turkey

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.04.02.234

Pages: 144-156

Keywords: Distant Education, Covid-19, Social Studies

Abstract

The aim of this study is to determine the views of Social Studies teachers on distant education during the COVID-19 process. The case study design, which is frequently used in qualitative research, was used in the study. A semi-structured interview form was used to determine the views of Social Studies teachers on distant education. The data were collected in the spring semester of the 2020-2021 academic year and the content analysis method was used in the analysis of the data. The study group consists of 21 Social Studies teachers working in secondary schools affiliated to Afyonkarahisar center. The teachers generally have stated that they saw distant education as the best method to be applied in this process. In addition, teachers stated that they did not generally make use of distant education before the epidemic process, found face-to-face training sufficient, saw distant education as necessary and benefited during the epidemic process, and that they would not benefit from distant education because of the problems experienced and did not think it was effective after the epidemic process. Teachers have stated the general problems as lack of technical equipment, infrastructure and motivation. Some suggestions have been made in the light of the findings obtained in line with this research.

References

  1. Adams, A. & Timmis, F. (2006). Students views of integrating web-based learning tecnology into the nursing cirriculum - Adescriptive survey. Nurse Education in Practice, 6, 2-21.

  2. Angoletto, R. & Queiroz, V. C. (2020). COVID-19 and the challenges in education. The Centro de Estudos Sociedade e Tecnologia(CEST), 5, 2.

  3. Arat, T, Bakan, Ö. (2014). Uzaktan eğitim ve uygulamaları. Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi, 14 (1-2), 363-374.

  4. Atabey, S. (2016).Meslek yüksekokulu öğrencilerinin uzaktan eğitim değerlendirmesi; Ortaca örneği. Internatioanal Contemporaray Educational Research Congress, 29 Eylül-02 Ekim 2016, Muğla Sıtkı Koçman Üniversitesi, Muğla.

  5. Bakioğlu, B. & Çevik, M. (2020). COVID-19 pandemisi sürecinde fen bilimleri öğretmenlerinin uzaktan eğitime ilişkin görüşleri. Turkish Studies, 15(4), 109-129.

  6. Bao, W. (2020). COVID-19 and online teaching in higher education: a case study of peking university. Human Behavior and Emerging Technologies, 2, 113-115.

  7. Barış, M. F. & Çankaya, P. (2016). Akademik personelin uzaktan eğitim hakkindaki görüşleri. International Journal of Human Sciences, 13(1), 399-413. doi:10.14687/ijhs.v13i1.3378

  8. Bayburtlu, Y.S. (2020). Covid-19 pandemi dönemi uzaktan eğitim sürecinde öğretmen görüşlerine göre Türkçe eğitimi. Turkish Studies, 15(4), 131-151.

  9. Bi̇ri̇şçi̇, S. (2013). Video konferans tabanlı uzaktan eğitime ilişkin öğrenci tutumları ve görüşleri. Journal of Instructional Technologies and Teacher Education, 2 (1), 24-40.

  10. Burke, J. & Dempsey, M. (2020). COVID-19 Practice in primaryschools in Ireland report. National University of Ireland Maynooth, Ireland. https://www.into.ie/app/uploads/2020/04/COVID-19-Practice-in-Primary-Schools-Report1.pdf.

  11. Clark, J. T. (2020). Distance education. Clinical Engineering Handbook içinde (ss. 410-415). Editör: Ernesto Iadanza. Floransa-İtalya: Academic Press.

  12. Creswell, J. W. (2015). Nitel araştırma yöntemleri. Beş yaklaşıma göre nitel araştırma ve araştırma deseni. (M. Bütün ve S. B. Demir, Çev. Ed.). Ankara: Siyasal Kitabevi.

  13. Çalışkan Pala S. & Meti̇ntas S. (2020). COVID-19 pandemisinde sağlık çalışanları. ESTÜDAM Halk Sağlığı Dergisi. 5 (COVID-19 Özel Sayısı),156-68.

  14. Çetin, Ö., Çakıroğlu, M., Bayılmış, C., & Ekiz, H. (2004). Teknolojik gelişme için eğitimin önemi ve internet destekli öğretimin eğitimdeki yeri. The Turkish Online Journal of Educational Technology, 3(3), 144-147.

  15. Çeti̇ntepe, S. & İlhan, M. (2020). COVİD-19 salgınında sağlık çalışanlarında risk azaltılması. Journal of Biotechnology and Strategic Health Research, COVID-19 Özel Sayı, 50-54.DOI: 10.34084/bshr.712539

  16. Doggett, M., A. (2008). The videoconferencing vlassroom: What do students think? Journal of Industrial Teacher Education, 44(4), 29-41.

  17. Exarchou, E., Klonari, A., Lambrinos, N. & Vaitis, M. (2017). Digital Literacy in Educational Practice: Creating a Learning Community, through a Geographic Progect in Mytilene Senior High School, Greece. Review of International Geographical Education Online (RIGEO), 7 (3), 293-314.

  18. Exarchou, E., Klonari, Aik. & Lambrinos, N. (2015). Using a social web 2.0 tool in geography and environmental research project: a content analysis of greek high school students’ learning exchanges. Review of International Geographical Education Online (RIGEO), 5 (1), 42-55.

  19. Genç, M. F. & Gümrükçüoğlu, S. (2020). Koronavirüs (Covıd-19) sürecinde ilâhiyat fakültesi öğrencilerinin uzaktan eğitime bakışları. Turkish Studies, 15(4), 403-422.

  20. Gömleksiz, M. N. & Pullu, E. K. (2020). Meslek yüksekokulu öğrencilerinin uzaktan eğitime ilişkin görüşleri. Turkish Studies, 15(6), 477-502. https://dx.doi.org/10.7827/TurkishStudies.44456

  21. Hilli, C. (2020). Distance teaching in small rural primary schools: a participatory action research project. Educational Action Research, 28(1), 38-5

  22. Hong, J., E. (2016). Social studies teachers’ views of ıct ıntegration. RIGEO, 6 (1), 32-48.

  23. ILO. (2020). COVID-19 and the education sector. https://www.ilo.org/wcmsp5/groups/public/---europe/---ro-geneva/---ilo-ankara/documents/briefingnote/wcms_742726.pdf, (Erişim Tarihi: 29.10.2020)

  24. Karahan, E., Bozan, M.A. & Akçay, A.O. (2020). Sınıf öğretmenliği lisans öğrencilerinin pandemi sürecindeki çevrim içi öğrenme deneyimlerinin incelenmesi, Turkish Studies, 15(4), 201-214.

  25. Karakuş, N., Ucuzsatar, N., Karacaoğlu, M. Ö., Esendemir, N. & Bayraktar, D. (2020). Türkçe öğretmeni adaylarının uzaktan eğitime yönelik görüşleri. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (19), 220-241.

  26. Kırmacı, Ö. & Acar, S. (2018). Kampüs Öğrencilerinin Eşzamanlı Uzaktan Eğitimde Karşılaştıkları Sorunlar. Eğitimde Kuram ve Uygulama, 14(3), 276-291.

  27. Lin, C. Y. (2020). Social reaction toward the 2019 novel coronavirus (COVID-19). Social Health Behaviour, 3, 1-2

  28. Miles, M, B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.

  29. Odabaş, H. (2003). İnternet tabanlı uzaktan eğitim ve bilgi ve belge yönetimi. Türk Kütüphaneciliği, 17(1), 22-36.

  30. Osmanoğlu, A. E. (2020). Social studies teachers’ views on televisional distance education. Journal of Current Researches on Educational Studies, 10 (1), 67-88.

  31. Özgöl, M., Sarıkaya, İ. & Öztürk, M. (2017). Örgün eğitimde uzaktan eğitim uygulamalarına ilişkin öğrenci ve öğretim elemanı değerlendirmeleri. Yükseköğretim ve Bilim Dergisi, 7(2), 294-304.

  32. Özgül, E. & Uysal, Ö. (2016). Uzaktan yaz okuluna yönelik öğrenci görüşleri. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(3), 130-150.

  33. Özkaral, T. C., Bozyiğit, R. (2020). Social studies and geography teacher candidates' views on coronavirus (covıd 19) and online education process. Review of International Geographical Education (RIGEO), 10(3), 467-484.

  34. Paydar, S. & Doğan, A. (2019). Öğretmen adaylarının açık ve uzaktan öğrenme ortamlarına yönelik görüşleri. Eğitim ve Teknoloji, 1(2), 154-162.

  35. Roberts, R. (2009). Video conferencing in distance learning: A new zealand schools’ perspective, Journal of Distance Learning, 13(1), 91-107.

  36. Sahu, A. K., Amrithanand, V., Mathew, R., Aggarwal, P., Nayer, J. & Bhoi, S. (2020). COVID-19 in health care workers–A systematic review and meta-analysis. The American Journal of Emergency Medicine, 38(9), 1727-1731.

  37. Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: implications for STEM education. EURASIA Journal of Mathematics, Science and Technology Education, 16(7), 1-6.

  38. Şenyuva, E. (2013). Hemşirelerin uzaktan eğitime ilişkin görüşleri. Eğitim Teknolojisi Kuram ve Uygulama, 3 (2) , 23-41.

  39. Taşlıbeyaz, E, Karaman, S & Göktaş, Y. (2014). Öğretmenlerin uzaktan hizmet içi eğitim deneyimlerinin incelenmesi. Ege Eğitim Dergisi, 15 (1) , 139-160 . doi:10.12984/eed.19099

  40. Tesini, B.L. (2020). Coronaviruses and acute respiratory syndromes (COVID-19, MERS, and SARS). https://www.msdmanuals.com/home/infections/respiratory-viruses/coronaviruses-and-acute-respiratory-syndromes-covid-19-mers-and-sars (Erişim Tarihi: 09.12.2020).

  41. Traxler, J. (2018). Distance learning—predictions and possibilities. Education Sciences, 8(35), 1-13.

  42. Turkey Academy of Sciences (TAoS). (2020). Covid-19 Pandemi Değerlendirme Raporu. Türkiye Bilimler Akademisi Yay. http://www.tuba.gov.tr/files/images/2020/kovidraporu/Covid-19%20Raporu-Final+.pdf, (Erişim Tarihi: 01.11.2020)

  43. Uzoğlu, M. (2017). Fen bilgisi öğretmen adaylarının uzaktan eğitime ilişkin görüşleri. Karadeniz Sosyal Bilimler Dergisi, 9(16), 335-351.

  44. Üstün, Ç. & Özçi̇ftçi̇, S. (2020). COVID-19 pandemisinin sosyal yaşam ve etik düzlem üzerine etkileri: bir değerlendirme çalışması. Anatolian Clinic the Journal of Medical Sciences, Anadolu Kliniği Tıp Bilimleri Dergisi (COVID 19 Özel Sayısı), 142-153. DOI: 10.21673/anadoluklin.721864

  45. Yamamoto, G. T., Altun, D. (2020). Coronavirüs ve Çevrimiçi (Online) Eğitimin Önlenemeyen Yükselişi. Üniversite Araştırmaları Dergisi, Cilt 3 (1), 25-34.

  46. Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. Baskı). Ankara: Seçkin Yayıncılık.

  47. Zhong, R. (2020). The Coronavirus Exposes Education’s Digital Divide. https://www.nytimes.com/2020/03/17/technology/china-schools-coronavirus.html, (Erişim Tarihi: 01.11.2020)

bottom of page