Research Article
BibTex RIS Cite

Covid-19 Pandemisi Sürecinde Türkiye’deki Üniversitelerde Uzaktan Öğretim Uygulamaları Hakkında Öğrenci Görüşlerinin Değerlendirilmesi

Year 2021, , 607 - 616, 31.12.2021
https://doi.org/10.2399/yod.20.006000

Abstract

Bu çalışmanın amacı, Türkiye’deki üniversitelerin öğrencilerinin uzaktan eğitim sürecinde zorluk yaşayıp yaşamadıklarını ve sistemle ilgili görüşlerinin neler olduğunu belirlemektir. Kesitsel tarama yöntemi kullanılarak, bu araştırmanın verileri 5052 üniversite öğrencisinden elde edilmiştir. Araştırmadan toplanan verilere göre öğrencilerin %58.5’inin üniversitelerinde asenkron uzaktan eğitim dersleri bulunmaktadır. Uzaktan eğitim sınıflarına erişimle ilgili olarak öğrencilerin kendilerine atfedilebilecek problemler bilgisayarlardan ve internetten kaynaklanırken, sistemle ilgili problemler çoğunlukla bağlantı sorunları ve derslerin çok erken veya çok geç olmasıydı. Katılımcıların %73.7’si öğretim elemanları tarafından uzaktan eğitim sistemlerine yüklenen ders materyallerini yeterli veya kısmen yeterli bulurken, %36.7’si ödevleriyle ilgili kaynaklara erişimde sorun yaşadıklarını belirtmiştir. Öğrencilerin uzaktan eğitim sisteminden memnuniyet düzeyi 10 puan üzerinden 4.4 olarak bulunmuştur. Katılımcıların memnuniyet düzeylerinin öğrenim gördükleri üniversitenin sahiplik türüne göre farklılaşıp farklılaşmadığına ilişkin değerlendirmeye göre öğrencilerin memnuniyet düzeyi genel olarak düşük olmakla birlikte vakıf üniversitelerinde (4.9 puan) devlet üniversitelerine göre (4.3 puan) daha yüksektir.

References

  • Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45–51.
  • Adnan, M., Kalelioglu, F., & Gulbahar, Y. (2017). Assessment of a multinational online faculty development program on online teaching: Reflections of candidate e-tutors. Turkish Online Journal of Distance Education, 18(1), 22–38.
  • Afshari, P., Abedi, P., Eslami, K., Rokhafrooz, D., Maraghi, E., & Beheshtinasab, M. (2020). The views of medical students about e-learning during pandemic of COVID-19 in Iran. Research Square, [Preprint v1]. doi: 10.21203/rs.3.rs-47582/v1
  • Akcaoglu, M., & Lee, E. (2016). Increasing social presence in online learning through small group discussions. The International Review of Research in Open and Distributed Learning, 17(3). doi:0.19173/irrodl.v17i3.2293
  • Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16–25.
  • Ameen, N., Willis, R., Abdullah, M. N., & Shah, M. (2019). Towards the successful integration of e-learning systems in higher education in Iraq: A student perspective. British Journal of Educational Technology, 50(3), 1434–1446.
  • Chaney, B. H., Eddy, J. M., Dorman, S. M., Glessner, L., Green, B. L., & Lara-Alecio, R. (2007). Development of an instrument to assess student opinions of the quality of distance education courses. The American Journal of Distance Education, 21(3), 145–164.
  • Cochran, W. G. (1977). Sampling techniques. New York, NY: Wiley.
  • Connor, R., Guy, C., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of Surgical Education, 77(4), 729–732.
  • Danjou, P. E. (2020). Distance teaching of organic chemistry tutorials during the COVID-19 pandemic: Focus on the use of videos and social media. Journal of Chemical Education, 97(9), 3168–3171.
  • Davidson, P. (2019). Future online faculty competencies: Student perspectives. International Journal on E-Learning, 18(3), 233–250.
  • Després-Bedward, A., Avery, T., & Phirangee, K. (2018). Student perspectives on the role of the instructor in face-to-face and online learning. International Journal of Information and Education Technology, 8(10), 706–712.
  • Durak, G., Çankaya, S., Yünkül, E., & Bozkurt, A. (2017). 5İ derslerini uzaktan eğitimle alan öğrencilerin görüşleri. VII. Uluslararası Eğitimde Araştırmalar Kongresi ULEAD 2017 Annual Congress (s. 89), April 27–29, 2017, Çanakkale.
  • Gülbahar, Y., & Alper, A. (2014). Development of e-learning styles scale for electronic environments. [Article in Turkish] Egitim ve Bilim, 39(171), 421–435.
  • 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. International Journal of Technology in Education and Science (IJTES), 4(4), 267–282.
  • Ilgaz, H., & Gülbahar, Y. (2015). A snapshot of online learners: e-Readiness, e-satisfaction and expectations. International Review of Research in Open and Distributed Learning, 16(2), 171–187.
  • İnce, E. Y., Kabul, A., & Diler, İ. (2020). Distance education in higher education in the COVID-19 pandemic process: A case of Isparta Applied Sciences University. Distance Education, 4(4), 343–351.
  • Jayatilleke, B. G., & Gunawardena, C. (2016). Cultural perceptions of online learning: transnational faculty perspectives. Asian Association of Open Universities Journal, 11(1), 50–63.
  • Karadağ, E., & Yücel, C. (2020). Yeni tip Koronavirüs pandemisi döneminde üniversitelerde uzaktan eğitim: Lisans öğrencileri kapsamında bir değerlendirme çalışması. Yükseköğretim Dergisi, 10(2), 181–192.
  • Kırık, A. M. (2014). Historical development of distance education and the situation in Turkey. [Article in Turkish] Marmara İletişim Dergisi, (21), 73–94.
  • Peloso, R. M., Ferruzzi, F., Mori, A. A., Camacho, D. P., Franzin, L. C. D. S., Margioto Teston, A. P., & Freitas, K. M. S. (2020). Notes from the field: concerns of health-related higher education students in Brazil pertaining to distance learning during the Coronavirus pandemic. Evaluation & the Health Professions, 43(3), 201–203.
  • Plancher, K. D., Shanmugam, J. P., & Petterson, S. C, (2020). The changing face of orthopedic education: Searching for the new reality after COVID-19. Arthroscopy, Sports Medicine, and Rehabilitation, 2(4), e295– e298.
  • Prokopenko, I., & Berezhna, S. (2020). Higher education institutions in Ukraine during the Coronavirus, or COVID-19, outbreak: New challenges vs new opportunities. Revista Romaneasca Pentru Educatie Multidimensionala, 12(1Sup2), 130–135,
  • Saeid, N., & Goodarzi, M. (2019). Applying path analysis model in explaining the factors affecting the quality and usefulness of e-learning: The students’ perspective. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 10(3), 11–22.
  • Saraç, M. Y. (2020). Pandemi günlerinde Türk Yükseköğretimi: Uzaktan eğitim yoğun kulanımda [Article in Turkish]. YÖK Yüksek Öğretim Dergisi, 16, 6–9.
  • Tai, J. H.-M., Bellingham, R., Lang, J., & Dawson, P. (2019). Student perspectives of engagement in learning in contemporary and digital contexts. Higher Education Research & Development, 38(5), 1075–1089.
  • Unger, S., & Meiran, W. (2020). Student attitudes towards online education during the COVID-19 viral outbreak of 2020: Distance learning in a time of social distance. International Journal of Technology in Education and Science, 4(4), 256–266.
  • Zhou, M. (2016). Chinese university students’ acceptance of MOOCs: A self-determination perspective. Computers & Education, 92–93, 194– 203.

Evaluation of Students’ Opinions Regarding Distance Learning Practices in Turkish Universities during the Covid-19 Pandemic

Year 2021, , 607 - 616, 31.12.2021
https://doi.org/10.2399/yod.20.006000

Abstract

The purpose of this study is to identify whether students at Turkish universities are having difficulties in the distance learning process and to reveal their opinions regarding the system. Using a cross-cultural survey design, data were collected from 5052 students. Based on the collected data, 58.5% of the students have asynchronous distance learning classes in their universities. Access to distance learning classes is one of the problems, and it is attributed to computers, internet, and connectivity issues as well as with starting the lessons too early or late. A majority of participants (73.7%) found class materials uploaded by lecturers to distance learning systems to be sufficient or partially sufficient, and 36.7% stated that they had problems accessing resources regarding their homework. Students’ satisfaction level with the distance learning system scored 4.4 out of 10. According to the evaluation regarding whether the level of satisfaction of participants varied across the type of university, the satisfaction level of students in public universities is generally low (score of 4.3 out of 10) compared to satisfaction in foundation universities (4.9 out of 10).

References

  • Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45–51.
  • Adnan, M., Kalelioglu, F., & Gulbahar, Y. (2017). Assessment of a multinational online faculty development program on online teaching: Reflections of candidate e-tutors. Turkish Online Journal of Distance Education, 18(1), 22–38.
  • Afshari, P., Abedi, P., Eslami, K., Rokhafrooz, D., Maraghi, E., & Beheshtinasab, M. (2020). The views of medical students about e-learning during pandemic of COVID-19 in Iran. Research Square, [Preprint v1]. doi: 10.21203/rs.3.rs-47582/v1
  • Akcaoglu, M., & Lee, E. (2016). Increasing social presence in online learning through small group discussions. The International Review of Research in Open and Distributed Learning, 17(3). doi:0.19173/irrodl.v17i3.2293
  • Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16–25.
  • Ameen, N., Willis, R., Abdullah, M. N., & Shah, M. (2019). Towards the successful integration of e-learning systems in higher education in Iraq: A student perspective. British Journal of Educational Technology, 50(3), 1434–1446.
  • Chaney, B. H., Eddy, J. M., Dorman, S. M., Glessner, L., Green, B. L., & Lara-Alecio, R. (2007). Development of an instrument to assess student opinions of the quality of distance education courses. The American Journal of Distance Education, 21(3), 145–164.
  • Cochran, W. G. (1977). Sampling techniques. New York, NY: Wiley.
  • Connor, R., Guy, C., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of Surgical Education, 77(4), 729–732.
  • Danjou, P. E. (2020). Distance teaching of organic chemistry tutorials during the COVID-19 pandemic: Focus on the use of videos and social media. Journal of Chemical Education, 97(9), 3168–3171.
  • Davidson, P. (2019). Future online faculty competencies: Student perspectives. International Journal on E-Learning, 18(3), 233–250.
  • Després-Bedward, A., Avery, T., & Phirangee, K. (2018). Student perspectives on the role of the instructor in face-to-face and online learning. International Journal of Information and Education Technology, 8(10), 706–712.
  • Durak, G., Çankaya, S., Yünkül, E., & Bozkurt, A. (2017). 5İ derslerini uzaktan eğitimle alan öğrencilerin görüşleri. VII. Uluslararası Eğitimde Araştırmalar Kongresi ULEAD 2017 Annual Congress (s. 89), April 27–29, 2017, Çanakkale.
  • Gülbahar, Y., & Alper, A. (2014). Development of e-learning styles scale for electronic environments. [Article in Turkish] Egitim ve Bilim, 39(171), 421–435.
  • 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. International Journal of Technology in Education and Science (IJTES), 4(4), 267–282.
  • Ilgaz, H., & Gülbahar, Y. (2015). A snapshot of online learners: e-Readiness, e-satisfaction and expectations. International Review of Research in Open and Distributed Learning, 16(2), 171–187.
  • İnce, E. Y., Kabul, A., & Diler, İ. (2020). Distance education in higher education in the COVID-19 pandemic process: A case of Isparta Applied Sciences University. Distance Education, 4(4), 343–351.
  • Jayatilleke, B. G., & Gunawardena, C. (2016). Cultural perceptions of online learning: transnational faculty perspectives. Asian Association of Open Universities Journal, 11(1), 50–63.
  • Karadağ, E., & Yücel, C. (2020). Yeni tip Koronavirüs pandemisi döneminde üniversitelerde uzaktan eğitim: Lisans öğrencileri kapsamında bir değerlendirme çalışması. Yükseköğretim Dergisi, 10(2), 181–192.
  • Kırık, A. M. (2014). Historical development of distance education and the situation in Turkey. [Article in Turkish] Marmara İletişim Dergisi, (21), 73–94.
  • Peloso, R. M., Ferruzzi, F., Mori, A. A., Camacho, D. P., Franzin, L. C. D. S., Margioto Teston, A. P., & Freitas, K. M. S. (2020). Notes from the field: concerns of health-related higher education students in Brazil pertaining to distance learning during the Coronavirus pandemic. Evaluation & the Health Professions, 43(3), 201–203.
  • Plancher, K. D., Shanmugam, J. P., & Petterson, S. C, (2020). The changing face of orthopedic education: Searching for the new reality after COVID-19. Arthroscopy, Sports Medicine, and Rehabilitation, 2(4), e295– e298.
  • Prokopenko, I., & Berezhna, S. (2020). Higher education institutions in Ukraine during the Coronavirus, or COVID-19, outbreak: New challenges vs new opportunities. Revista Romaneasca Pentru Educatie Multidimensionala, 12(1Sup2), 130–135,
  • Saeid, N., & Goodarzi, M. (2019). Applying path analysis model in explaining the factors affecting the quality and usefulness of e-learning: The students’ perspective. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 10(3), 11–22.
  • Saraç, M. Y. (2020). Pandemi günlerinde Türk Yükseköğretimi: Uzaktan eğitim yoğun kulanımda [Article in Turkish]. YÖK Yüksek Öğretim Dergisi, 16, 6–9.
  • Tai, J. H.-M., Bellingham, R., Lang, J., & Dawson, P. (2019). Student perspectives of engagement in learning in contemporary and digital contexts. Higher Education Research & Development, 38(5), 1075–1089.
  • Unger, S., & Meiran, W. (2020). Student attitudes towards online education during the COVID-19 viral outbreak of 2020: Distance learning in a time of social distance. International Journal of Technology in Education and Science, 4(4), 256–266.
  • Zhou, M. (2016). Chinese university students’ acceptance of MOOCs: A self-determination perspective. Computers & Education, 92–93, 194– 203.
There are 28 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Original Empirical Research
Authors

Oğuz Işık 0000-0001-7368-7024

Dilaver Tengilimoğlu 0000-0001-7101-1944

Perihan Şenel Tekin 0000-0002-4513-7049

Nurperihan Tosun 0000-0001-6548-3099

Aysu Zekioğlu This is me 0000-0002-4514-5073

Publication Date December 31, 2021
Published in Issue Year 2021

Cite

APA Işık, O., Tengilimoğlu, D., Şenel Tekin, P., Tosun, N., et al. (2021). Evaluation of Students’ Opinions Regarding Distance Learning Practices in Turkish Universities during the Covid-19 Pandemic. Yükseköğretim Dergisi, 11(3), 607-616. https://doi.org/10.2399/yod.20.006000

Yükseköğretim Dergisi, bünyesinde yayınlanan yazıların fikirlerine resmen katılmaz, basılı ve çevrimiçi sürümlerinde yayınladığı hiçbir ürün veya servis reklamı için güvence vermez. Yayınlanan yazıların bilimsel ve yasal sorumlulukları yazarlarına aittir. Yazılarla birlikte gönderilen resim, şekil, tablo vb. unsurların özgün olması ya da daha önce yayınlanmış iseler derginin hem basılı hem de elektronik sürümünde yayınlanabilmesi için telif hakkı sahibinin yazılı onayının bulunması gerekir. Yazarlar yazılarının bütün yayın haklarını derginin yayıncısı Türkiye Bilimler Akademisi'ne (TÜBA) devrettiklerini kabul ederler. Yayınlanan içeriğin (yazı ve görsel unsurlar) telif hakları dergiye ait olur. Dergide yayınlanması uygun görülen yazılar için telif ya da başka adlar altında hiçbir ücret ödenmez ve baskı masrafı alınmaz; ancak ayrı baskı talepleri ücret karşılığı yerine getirilir.

TÜBA, yazarlardan devraldığı ve derginin çevrimiçi (online) sürümünde yayımladığı içerikle ilgili telif haklarından, bilimsel içeriğe evrensel açık erişimin (open access) desteklenmesi ve geliştirilmesine katkıda bulunmak amacıyla, bilinen standartlarda kaynak olarak gösterilmesi koşuluyla, ticari kullanım amacı ve içerik değişikliği dışında kalan tüm kullanım (çevrimiçi bağlantı verme, kopyalama, baskı alma, herhangi bir fiziksel ortamda çoğaltma ve dağıtma vb.) haklarını (ilgili içerikte tersi belirtilmediği sürece) Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported (CC BY-NC-ND4.0) Lisansı aracılığıyla bedelsiz kullanıma sunmaktadır. İçeriğin ticari amaçlı kullanımı için TÜBA'dan yazılı izin alınması gereklidir.