Pandemi Sürecinde Öğretim Etkinliklerine Öğretmenlerin Adaptasyonu

Fadime SUCU; Ünal ÇAKIROĞLU

Research No: 17

Pandemi Sürecinde Öğretim Etkinliklerine Öğretmenlerin Adaptasyonu

Abstract

Covid-19 salgını birçok alanda ülke dengelerini sarsarken eğitim hayatını da önemli ölçüde etkilemiştir. Pandeminin ortaya çıkması ile okullarda en büyük rahatsızlık veren sorun, geleneksel öğretimden çevrimiçi öğretime hızlı geçiş olmuştur. Bu beklenmedik durum, şimdiye kadar kesintisiz olan öğretim sürecini kesintiye uğratmış hatta tamamen durdurmuştur. Genellikle hazırlıksız olarak sürece dâhil olmak durumunda kalan öğretmenler ise otoritenin istekleri, öğrenciler, öğretim ortamı gibi birçok faktörün etkilediği bir adaptasyon süreci yaşamaktadırlar. Bu tür çevrimiçi öğretimi zorunlu kılan durumlar öğretmenlerin adaptasyon sürecini zorlaştırmaktadır. Bu durumun öğretmenlerin branş veya ders temelli olarak ele alınması bu tür zamanlarda derslerin uzaktan nasıl yürütülebileceğine ilişkin öğretmenlere önemli ipuçları sunmaktadır. Öğretmenlerin çevrimiçi öğretim sürecine adaptasyonlarının açıklanması, geliştirilmesi muhtemel çevrimiçi öğretim etkinlikleri, çevrimiçi öğretim ortamları için de katkı sağlaması muhtemeldir.

Keywords: Covid-19, Çevrimiçi Öğrenme, Adaptasyon.

References

Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 1-13.
Aydemir Çildir, D., & Çildir, Ç. (2021). Covid-19 Pandemisinde Gelişen Anksiyeteye Yönelik Kavramsal Bir Bakış. International Social Mentality and Researcher Thinkers Journal, 7(46), 1301-1307.
Baltaci-Goktalay, S., & Ozdilek, Z. (2010). Pre-service teachers’ perceptions about web 2.0 technologies. Procedia-Social and Behavioral Sciences, 2(2), 4737-4741.
Bisciglia, M. G., & Monk-Turner, E. (2002). Differences in attitudes between on-site and distance-site students in group teleconference courses. The American Journal of Distance Education, 16(1), 37-52.
Chen, P. Y., & Hwang, G. J. (2019). An empirical examination of the effect of self-regulation and the Unified Theory of Acceptance and Use of Technology (UTAUT) factors on the online learning behavioural intention of college students. Asia Pacific Journal of Education, 39(1), 79-95.
Cuhadar, C. (2014). Information technologies pre-service teachers’ acceptance of tablet pcs as an innovative learning tool. Educational Sciences: Theory and Practice, 14(2), 741-753.
Dhawan, S. (2020). Online learning: A Panacea in the time of Covid-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22.
Dube, B. (2020). Rural online learning in the context of Covid-19 in South Africa: Evoking an inclusive education approach. Multidisciplinary Journal of Educational Research, 10(2), 135–157.
El-Masri, M., & Tarhini, A. (2017). Factors affecting the adoption of e-learning systems in qatar and usa: extending the unified theory of acceptance and use of technology 2 (UTAUT2). Educational Technology Research and Development, 65(3), 743-763.
Elumalai, K. V., Sankar, J. P., Kalaichelvi, R., John, J. A., Menon, N., Alqahtani, M. S., & Abumelha, M. A. (2020). Factors afecting the quality of e-learning during the Covid-19 pandemic from the perspective of higher education students. Journal of Information Technology Education Research, 19, 731–753.
Fraser, B. J., & Walberg, H. J. (2005). Research on teacher–student relationships and learning environments: Context, retrospect and prospect. International Journal of educational research, 43(1-2), 103-109.
Gaebel, M., Zhang, T., Stoeber, H., and Morrisroe, A. (2021). Digitally Enhanced Learning And Teaching In European Higher Education Institutions. Brussels: European University Association.
IAU-UNESCO (2020). Regional/National Perspectives on the Impact of Higher Education. Paris: UNESCO.
Kuzu-Demir, E. B., & Akbulut, Y. (2017). Çevrimiçi sosyal ağların öğretim amaçlı kabul ve kullanımı ölçeğinin geliştirilmesi. Turkish Journal of Computer and Mathematics Education, 8(1), 52-82.
Li, X. (2009). Review of distance education used in higher education in China. Asian Journal of Distance Education, 7(2).
Marinoni, G., and van’t Land, H. (2020). The impact of Covid-19 on global higher education. Int. Higher Educ. 102, 7–9.
Mpungose, C. B. (2020). Emergent transition from face-to-face to online learning in a south african university in the context of the coronavirus pandemic. Humanities and Social Sciences Communications, 7(113), 1–9.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923-945.
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A Systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306.
Sucu, F. and Çakıroğlu, Ü. (2022), “ICT teachers’ adaptations to online instruction during Covid-19 pandemic”, International Journal of Information and Learning Technology, 39(3), 209-226.
Tanveer, M., Bhaumik, A., Hassan, S., & Ul Haq, I. (2020). Covid-19 pandemic, outbreak educational sector and students online learning in saudi arabia. Journal of Entrepreneurship Education, 23(3).
Teo, T. (2010). The development, validation, and analysis of measurement invariance of the technology acceptance measure for pre-service teachers (TAMPST). Educational and Psychological Measurement, 70(6), 990–1006.
Teo, T., & Noyes, J. (2014). Explaining the intention to use technology among pre-service teachers: A multi-group analysis of the unified theory of acceptance and use of technology. Interactive Learning Environments, 22(1), 51–66.
Tseng, T. H., Lin, S., Wang, Y. S., & Liu, H. X. (2019). Investigating teachers’ adoption of MOOCs: The perspective of UTAUT 2. Interactive Learning Environments, 27(1), 1-16.
Wheatley, B., & Greer, E. (1995). Interactive television: A new delivery system for a traditional reading course. Journal of Technology and Teacher Education, 3(4), 343-350.
Yazici, A., Altas, I., & Demiray, U. (2001). Distance education on the net: A model for developing countries. Turkish Online Journal of Distance Education-TOJDE, 2(2), 24-35.
Yilmaz, O. (2016). E-Learning: students input for using mobile devices in science instructional settings. Journal of Education and Learning, 5, 182.
Zhang, L. F. (2009). From conceptions of effective teachers to styles of teaching: Implications for higher education. Learning and İndividual Differences, 19(1), 113-118.

~~Meta tags~~