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Evaluation of Distance Education Perspectives and Satisfaction of Distance Education Students during the Covid-19 Pandemic Process

Yıl 2023, Cilt: 7 Sayı: 1, 198 - 207, 31.01.2023
https://doi.org/10.46237/amusbfd.1050250

Öz

Objective: The aim of this study was to evaluate the perspectives and satisfaction of students on the distance education during covid-19 pandemic.
Methods: The study was carried out with a total of 1030 volunteer who received distance education. The data of the individuals participating in this study were collected online through the google forms. The demographic characteristics of the individuals, the number of weekly distance education days, daily distance education periods, extracurricular computer usage times, education levels, the institution where they received education, the ease of access to the internet, the way they access distance education and whether they took practical courses in distance education were questioned. Participants' perspectives and satisfaction with distance education were evaluated with a 5-point likert and 2 open-ended questions consisting of 16 questions developed by the researchers.
Results: While the answer given by the participants to the question "I think that watching the lessons again in distance education positively affects learning" got the highest satisfaction score (4.14 ± 1.01), “I think that distance education and formal education give the same opportunity as practical/application/laboratory courses” was recorded as the lowest satisfaction score (1.91 ± 1.08).
Conclusion: : Although distance education, which is a part of the education system, is an ideal method to support theoretical courses, it is insufficient for practical / applied courses. Considering the importance of practical/applied courses especially for professional development, we think that the hybrid education model for these courses will be more advantageous than the distance education model.

Kaynakça

  • 1. UNESCO. (2020). Teacher Task Force calls to support 63 million teachers touched by the COVID-19 crisis. 25.11.2021
  • 2. Chick R. C., Clifton G. T., Peace K.M., Propper BW, Hale D.F., Alseidi A. A. et al. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. J Surg Edu,.77(4),729–32.
  • 3. Allen I. E. & Seaman J. (2017). Distance education enrollment report 2017. 25.11.2021
  • 4. Yaman B. (2021) Covid-19 pandemisi sürecinde Türkiye ve Çin’de uzaktan eğitim süreç ve uygulamalarının incelenmesi. OPUS Uluslararası Toplum Araştırmaları Derg, 17(Pandemi Özel Sayısı),3298–308.
  • 5. Bates A. W. (Tony). (2015). Teaching in a digital age. Open Educational Resources Collection. St. Louis: University of Missouri.
  • 6. Clark J. T. (2020). Distance education. In: Clinical Engineering Handbook. Elsevier, p. 410–5.
  • 7. YÖK. (2020). YÖK Koronavirüs (Covid-19) Bilgilendirme Notu-1. 25.11.2021
  • 8. Karadağ E., Yücel C. (2020). Distance education at universities during the novel coronavirus pandemic: An analysis of undergraduate students’ perceptions. Yuksekogretim Derg, 10(2),181–92.
  • 9. Ally M. (2011). Foundations of educational theory for online learning. Athabasca University.
  • 10. Chen B.H. & Chiou H. H. (2014). Learning style, sense of community and learning effectiveness in hybrid learning environment. Interact Learn Environ, 22(4),485–96.
  • 11. Olapiriyakul K., Scher J. M. (2006). A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. Internet High Educ. 9(4),287–301.
  • 12. Omur Akdemir A. (2008). Teaching in online courses: Experiences of ınstructional technology faculty members, Turkish Online Journal of Distance Education, (9), 97-108.
  • 13. Dinler E., Badat T., Kocamaz D. & Yakut Y. (2020) Evaluation of the student’s self awareness, physical activity, sleep quality, depression and life satisfaction of university students during the COVID-19. Int J Disabil Sport Heal Sci,(2),128–39.
  • 14. Öncen S., Aydın S. & Molla E. (2020). COVID-19 pandemisi döneminde sokağa çıkma sınırlaması olan ve olmayan illerde yaşayan spor bilimleri öğrencilerinin fiziksel aktivite düzeylerinin değerlendirilmesi. J Turkish Stud,Volume 15(6),739–49.
  • 15. Aktürk S., Büyükavcı R.& Aktürk Ü. (2019). Relationship between musculoskeletal disorders and physical inactivity in adolescents. J Public Heal,27(1),49–56.
  • 16. Kołota A. & Głąbska D. (2021). COVID-19 pandemic and remote education contributes to ımproved nutritional behaviors and ıncreased screen time in a polish population-based sample of primary school adolescents: Diet and activity of youth during COVID-19 (DAY-19) study. Nutrients,13(5),1596.
  • 17. Di Renzo L., Gualtieri P., Pivari F., Soldati L., Attinà A., Cinelli G., et al. (2020). Eating habits and lifestyle changes during COVID-19 lockdown: an Italian survey, J Transl Med,18(1),229.
  • 18. Korkut Gençalp D. (2020). COVID- 19 salgını döneminde ilk ve acil yardım öğrencilerinin beslenme alışkanlıkları ve fiziksel aktivite durumlarının değerlendirilmesi. Paramedik ve Acil Sağlık Hizmetleri Derg,1(1),1– 15.
  • 19. Keskin M., Özer Kaya D. (2020). Covid-19 sürecinde öğrencilerin web tabanlı uzaktan eğitime yönelik geri bildirimlerinin değerlendirilmesi. İzmir Katip Çelebi Üniversitesi Sağlık Bilim Fakültesi Derg, 5(2),59–67.
  • 20. Chingos M. M., Griffiths R. J., Mulhern C., Spies R. R. (2017). Interactive online learning on campus: Comparing students’ outcomes in hybrid and traditional courses in the University System of Maryland. J Higher Educ, 88(2),210–33.
  • 21. Means B., Toyama Y., Murphy R. & Baki M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teach Coll Rec, 115(3),1–47.
  • 22. Kuo Y. C. & Belland B. R. (2016). An exploratory study of adult learners’ perceptions of online learning: Minority students in continuing education. Educ Technol Res Dev, 64(4), 661–80.
  • 23. Furlonger B. & Gencic E. (2014). Comparing satisfaction, life-stress, coping and academic performance of counselling students in on-campus and distance education learning environments. Aust J Guid Couns, 24(1),76–89.
  • 24. Tüzün, F. & Yörük N. (2021). Pandemi döneminde uzaktan eğitimi etkileyen faktörler. Ömer Halisdemir Üniversitesi İktisadi ve İdari Bilim Fakültesi Derg, 14(3), 822–45.
  • 25. Guest R., Rohde N., Selvanathan S. & Soesmanto T. (2018). Student satisfaction and online teaching. Assess Eval High Educ, 43(7), 1084–93.
  • 26. Young S. & Bruce M. A. (2020). Student and faculty satisfaction: Can distance course delivery measure up to face-to-face courses? Educ Res Theory Pract, 31(3), 36–48.
  • 27. Dziuban C., Graham C. R., Moskal P. D., Norberg A. & Sicilia N. (2018). Blended learning: the new normal and emerging technologies. Int J Educ Technol High Educ, 15(1), 1–16.
  • 28. Lage M. J., Platt G. J. & Treglia M. (2000). Inverting the classroom: A gateway to creating an ınclusive learning environment. J Econ Educ, 31(1), 30.
  • 29. Korzycka M., Bójko M., Radiukiewicz K., Dzielska A., Nałęcz H,. Kleszczewska D., et al. (2021). Demographic analysis of difficulties related to remote education in poland from the perspective of adolescents during the Covid-19 pandemic. Ann Agric Environ Med, 28(1), 149–57.
  • 30. Zalat M. M., Hamed M. S. & Bolbol S. A. (2021). The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff. PLoS One, 16(3), e0248758.

Covid-19 Pandemi Sürecinde Uzaktan Eğitim Alan Öğrencilerin Uzaktan Eğitime Bakış Açıları ve Memnuniyetlerinin Değerlendirilmesi

Yıl 2023, Cilt: 7 Sayı: 1, 198 - 207, 31.01.2023
https://doi.org/10.46237/amusbfd.1050250

Öz

Amaç: Bu çalışmanın amacı Covid-19 pandemi sürecinde uzaktan veya hibrit eğitim almış üniversite öğrencilerinin uzaktan eğitim bakış açılarını ve memnuniyetlerini değerlendirmek idi.
Yöntem: Çalışma uzaktan veya hibrit eğitim almış 692 gönüllü üniversite öğrencisi ile gerçekleştirildi. Çalışmaya katılan bireylerin verileri online olarak Google formlar üzerinden toplandı. Bireylerin demografik özellikleri, haftalık uzaktan eğitim gün sayıları, günlük uzaktan eğitim süreleri, ders dışı bilgisayar kullanım süreleri, eğitim seviyeleri, eğitim aldıkları kurum, internete ulaşım kolaylıkları, uzaktan eğitime ulaşma şekilleri ve uzaktan eğitimde pratik ders alıp almadıkları sorgulandı. Katılımcıların uzaktan eğitime bakış açıları ve memnuniyetleri araştırmacılar tarafından geliştirilen 16 sorudan oluşan 5’li likert ölçek ile değerlendirilir.
Bulgular: Katılımcıların “Uzaktan eğitimde derslerin tekrar izlenebilmesinin öğrenmeyi olumlu etkilediğini düşünüyorum” sorusuna verdikleri cevap en yüksek memnuniyet puanını alır iken (4.14 ± 1.01), “Uzaktan eğitim ile örgün eğitimin pratik/uygulama/laboratuvar içerikli dersler ile aynı imkânı vermiş olduğunu düşünüyorum” sorusuna verdikleri cevap en düşük memnuniyet puanı (1.91 ± 1.08) olarak kaydedildi.
Sonuç: Eğitim sisteminin bir parçası olan uzaktan eğitim teorik dersleri desteklemek için ideal bir yöntem olsa da pratik/uygulamalı dersler için yetersiz kalmaktadır. Özellikle mesleki gelişim için pratik/uygulamalı derslerin önemi göz önüne alındığında bu dersler için hibrit eğitim modelinin uzaktan eğitim modeline göre daha avantajlı olacağını düşünmekteyiz.  

Kaynakça

  • 1. UNESCO. (2020). Teacher Task Force calls to support 63 million teachers touched by the COVID-19 crisis. 25.11.2021
  • 2. Chick R. C., Clifton G. T., Peace K.M., Propper BW, Hale D.F., Alseidi A. A. et al. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. J Surg Edu,.77(4),729–32.
  • 3. Allen I. E. & Seaman J. (2017). Distance education enrollment report 2017. 25.11.2021
  • 4. Yaman B. (2021) Covid-19 pandemisi sürecinde Türkiye ve Çin’de uzaktan eğitim süreç ve uygulamalarının incelenmesi. OPUS Uluslararası Toplum Araştırmaları Derg, 17(Pandemi Özel Sayısı),3298–308.
  • 5. Bates A. W. (Tony). (2015). Teaching in a digital age. Open Educational Resources Collection. St. Louis: University of Missouri.
  • 6. Clark J. T. (2020). Distance education. In: Clinical Engineering Handbook. Elsevier, p. 410–5.
  • 7. YÖK. (2020). YÖK Koronavirüs (Covid-19) Bilgilendirme Notu-1. 25.11.2021
  • 8. Karadağ E., Yücel C. (2020). Distance education at universities during the novel coronavirus pandemic: An analysis of undergraduate students’ perceptions. Yuksekogretim Derg, 10(2),181–92.
  • 9. Ally M. (2011). Foundations of educational theory for online learning. Athabasca University.
  • 10. Chen B.H. & Chiou H. H. (2014). Learning style, sense of community and learning effectiveness in hybrid learning environment. Interact Learn Environ, 22(4),485–96.
  • 11. Olapiriyakul K., Scher J. M. (2006). A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. Internet High Educ. 9(4),287–301.
  • 12. Omur Akdemir A. (2008). Teaching in online courses: Experiences of ınstructional technology faculty members, Turkish Online Journal of Distance Education, (9), 97-108.
  • 13. Dinler E., Badat T., Kocamaz D. & Yakut Y. (2020) Evaluation of the student’s self awareness, physical activity, sleep quality, depression and life satisfaction of university students during the COVID-19. Int J Disabil Sport Heal Sci,(2),128–39.
  • 14. Öncen S., Aydın S. & Molla E. (2020). COVID-19 pandemisi döneminde sokağa çıkma sınırlaması olan ve olmayan illerde yaşayan spor bilimleri öğrencilerinin fiziksel aktivite düzeylerinin değerlendirilmesi. J Turkish Stud,Volume 15(6),739–49.
  • 15. Aktürk S., Büyükavcı R.& Aktürk Ü. (2019). Relationship between musculoskeletal disorders and physical inactivity in adolescents. J Public Heal,27(1),49–56.
  • 16. Kołota A. & Głąbska D. (2021). COVID-19 pandemic and remote education contributes to ımproved nutritional behaviors and ıncreased screen time in a polish population-based sample of primary school adolescents: Diet and activity of youth during COVID-19 (DAY-19) study. Nutrients,13(5),1596.
  • 17. Di Renzo L., Gualtieri P., Pivari F., Soldati L., Attinà A., Cinelli G., et al. (2020). Eating habits and lifestyle changes during COVID-19 lockdown: an Italian survey, J Transl Med,18(1),229.
  • 18. Korkut Gençalp D. (2020). COVID- 19 salgını döneminde ilk ve acil yardım öğrencilerinin beslenme alışkanlıkları ve fiziksel aktivite durumlarının değerlendirilmesi. Paramedik ve Acil Sağlık Hizmetleri Derg,1(1),1– 15.
  • 19. Keskin M., Özer Kaya D. (2020). Covid-19 sürecinde öğrencilerin web tabanlı uzaktan eğitime yönelik geri bildirimlerinin değerlendirilmesi. İzmir Katip Çelebi Üniversitesi Sağlık Bilim Fakültesi Derg, 5(2),59–67.
  • 20. Chingos M. M., Griffiths R. J., Mulhern C., Spies R. R. (2017). Interactive online learning on campus: Comparing students’ outcomes in hybrid and traditional courses in the University System of Maryland. J Higher Educ, 88(2),210–33.
  • 21. Means B., Toyama Y., Murphy R. & Baki M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teach Coll Rec, 115(3),1–47.
  • 22. Kuo Y. C. & Belland B. R. (2016). An exploratory study of adult learners’ perceptions of online learning: Minority students in continuing education. Educ Technol Res Dev, 64(4), 661–80.
  • 23. Furlonger B. & Gencic E. (2014). Comparing satisfaction, life-stress, coping and academic performance of counselling students in on-campus and distance education learning environments. Aust J Guid Couns, 24(1),76–89.
  • 24. Tüzün, F. & Yörük N. (2021). Pandemi döneminde uzaktan eğitimi etkileyen faktörler. Ömer Halisdemir Üniversitesi İktisadi ve İdari Bilim Fakültesi Derg, 14(3), 822–45.
  • 25. Guest R., Rohde N., Selvanathan S. & Soesmanto T. (2018). Student satisfaction and online teaching. Assess Eval High Educ, 43(7), 1084–93.
  • 26. Young S. & Bruce M. A. (2020). Student and faculty satisfaction: Can distance course delivery measure up to face-to-face courses? Educ Res Theory Pract, 31(3), 36–48.
  • 27. Dziuban C., Graham C. R., Moskal P. D., Norberg A. & Sicilia N. (2018). Blended learning: the new normal and emerging technologies. Int J Educ Technol High Educ, 15(1), 1–16.
  • 28. Lage M. J., Platt G. J. & Treglia M. (2000). Inverting the classroom: A gateway to creating an ınclusive learning environment. J Econ Educ, 31(1), 30.
  • 29. Korzycka M., Bójko M., Radiukiewicz K., Dzielska A., Nałęcz H,. Kleszczewska D., et al. (2021). Demographic analysis of difficulties related to remote education in poland from the perspective of adolescents during the Covid-19 pandemic. Ann Agric Environ Med, 28(1), 149–57.
  • 30. Zalat M. M., Hamed M. S. & Bolbol S. A. (2021). The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff. PLoS One, 16(3), e0248758.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sağlık Kurumları Yönetimi
Bölüm Araştırma Makaleleri
Yazarlar

Hasan Gerçek 0000-0001-7459-4452

Ayça Aytar 0000-0002-4089-5406

Aydan Aytar 0000-0002-2631-0109

Yayımlanma Tarihi 31 Ocak 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 1

Kaynak Göster

APA Gerçek, H., Aytar, A., & Aytar, A. (2023). Covid-19 Pandemi Sürecinde Uzaktan Eğitim Alan Öğrencilerin Uzaktan Eğitime Bakış Açıları ve Memnuniyetlerinin Değerlendirilmesi. Adnan Menderes Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 7(1), 198-207. https://doi.org/10.46237/amusbfd.1050250