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COVID-19 Döneminde Eğitim Araştırmaları: Nitel Bir Derleme

Year 2022, Volume: 13 Issue: 26, 245 - 274, 31.12.2022

Abstract

Eğitimde dijitalleşme ve uzaktan eğitim 21. yüzyılın önemli olgularından olsa da yüz yüze eğitim COVID-19 pandemisine kadar baskın rolünü sürdürmüştür. Pandeminin eğitimi uzaktan sürdürme baskısıyla eğitimin tüm paydaşları için oldukça yeni ve zorlayıcı bir dönem ortaya çıkmıştır. Bu çalışma COVID-19 acil durum uzaktan öğretimi sırasında yapılan ve TR DİZİN’de yer alan eğitim çalışmalarını inceleyerek yapılan çalışmalardaki araştırma odağının ayrıntılı ve kapsamlı bir resmini sağlamayı amaçlamıştır. Araştırmada, desen, tema ve ilişkilerin ve incelenen makalelerin sonuçlarının detaylı bir açıklamasının sunulduğu nitel araştırma metodolojisi ve betimsel literatür taraması tasarımı kullanılmıştır. İncelenen 75 makaleden elde edilen büyük miktarda nitel veri, bu tür verilerin sağlıklı yorumlanmasında ve geçerli sonuçlar oluşturulmasında çok önemli olan Atlas.ti nitel veri analiz yazılımı aracılığıyla ve ikinci bir araştırmacının katılımıyla ortaklaşa olarak analiz edilmiştir. Bulgular, TR indeksinde yer alan COVID-19 çalışmalarının, güçlü ve zayıf kategorilerine sahip olan “eğitmen”, “öğrenci”, “sistem” ve olumlu ve olumsuz kategorilere sahip “algı” teması olmak üzere dört tema altında kategorize edildiğini ortaya koymuştur.

References

  • Aberšek, M. K., & Aberšek, B. (2022). New digital competence for science technology and engineering education. Journal of Baltic Science Education, 21(1), 108-120. https://www.ceeol.com/search/article-detail?id=1025239 adresinden alındı
  • Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51.
  • Akat, M., & Karataş, K. (2020). Psychological Effects of COVID-19 Pandemic on Society and Its Reflections on Education. Turkish Studies, 15(4), 1-13.
  • Akimov, A., & Malin, M. (2020). When old becomes new: a case study of oral examination as an online assessment tool. Assessment & Evaluation in Higher Education, 45(8), 1205-1221.
  • Almajalı, D., Hammouri, Q., & Barakat, S. (2021). E-learning through COVID-19 crisis in developing countries. International Journal of Pharmaceutical Research, 13(1), 5543-5553.
  • Almazova, N., Krylova, E., Rubtsova, A., & Odinokaya, M. (2020). Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective. Education Sciences, 10(12), 1-11.
  • Al-Musili, R. M., Bataineh, R. F., & Al-Jamal, D. A. (2022). Jordanian efl learners' perceptions of the utility of synchronous and asynchronous online ınstruction. Journal of Positive School Psychology, 6(3), 5973-5986.
  • Andi, W. I., Dwisona, D., & Lestari, M. (2020). Covid 19 impact on students. Jurnal Bimbingan dan Konseling, 7(1), 53-60.
  • Bahodirovna, I. Y. (2022). The main role of motivation in english language learning. International Journal of Development and Public Policy, 2(3), 107-109. http://openaccessjournals.eu/index.php/ijdpp/article/view/1139 adresinden alındı
  • Barbour, R. S. (2001). Checklists for improving rigour in qualitative research: a case of the tail wagging the dog? BMJ, 322(7294), 1115–1117. doi:10.1136/bmj.322.7294.1115
  • Barrot, J. S., Llenares, I. I., & Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26, 7321–7338.
  • Belousova, A., Mochalova, Y., & Tushnova, Y. (2022). attitude to distance learning of schoolchildren and students: subjective assessments of advantages and disadvantages. Educ. Sci., 12(1), 1-15. doi:10.3390/educsci12010046
  • Bensilva, R. S., Abraham, P. F., & William, A. Y. (2022). The effect of distance education: a meta-analytic assessment of simonson's equity theory based on synchronous and asynchronous. International Journal of Instructional Technology, 1(1), 25-31.
  • Blundell, R., Dias, M. C., Joyce, R., & Xu, X. (2020). COVID-19 and Inequalities. Fiscal Studies, 41(2), 291-319.
  • Brown, S. M., Doom, J. R., Lechuga-Peña, S., Watamura, S. E., & TiffanyKoppels. (2020). Stress and parenting during the global COVID-19 pandemic. Child Abuse & Neglect, 110, 1-14.
  • Calamlam, J. M., Ferran, F., & Macabali, L. G. (2021). Perception on research methods course’s online environment and self-regulated learning during the COVID-19 pandemic. E-Learning and Digital Media, 19(1), 93-119.
  • Chiu, T. K. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(1), 14-30. doi:10.1080/15391523.2021.1891998
  • Cornish, F., Gillespie, A., & Zittoun, T. (2014). Collaborative Analysis of Qualitative Data. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 79-93). London: SAGE Publications Ltd.
  • Depping, D., Lücken, M., Musekamp, F., & Thonke, F. (2021). Kompetenzstände Hamburger Schüler*innen vor und während der Corona-Pandemie. DDS – Die Deutsche Schule, Beiheft, 17, 51–79. doi:10.31244/9783830993315.03
  • Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. PNAS, 118(17), 1-7. doi:10.1073/pnas.2022376118 Friese, S. (2012). Qualitative data analysis with ATLAS.ti. London: SAGE Publications Ltd.
  • Ganji, A., Orand, M., & McDonald, D. W. (2018). Ease on down the code complex collaborative qualitative coding simplified with ‘code wizard’. Proceedings of the ACM on Human-Computer Interaction, 2(CSCW) (s. 1–24). NY: Association for Computing Machinery. doi:10.1145/3274401
  • Gonçalves, S., Sousa, M., & Pereira, F. (2020). Distance Learning Perceptions from Higher Education Students—The Case of Portugal. Educ. Sci., 10(1), 1-15. doi:10.3390/educsci10120374
  • Grewenig, E., Lergetporer, P., Werner, K., Woessmann, L., & Zierow, L. (2021). COVID-19 and educational inequality: How school closures affect low- and high-achieving students. European Economic Review(140), 1-21.
  • Gurajena, C., Mbunge, E., & Fashoto, S. G. (2021, January 16). Teaching and Learning in the new normal: opportunities and challenges of Distance Learning amid COVID-19 pandemic. Retrieved April 28, 2022, from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3765509.
  • Haelermans, C., Korthals, R., Jacobs, M., S. d., Vermeulen, S., Vugt, L. v., . . . Wolf, I. d. (2022). Sharp increase in inequality in education in times of the COVID-19-pandemic. Plos One, 17(2), 1-37.
  • Hamid, R., Sentryo, I., & Hasan, S. (2020). Online learning and its problems in the Covid-19 emergency period. Jurnal Prima Edukasia, 8(1), 85-94.
  • Hartnett, M. (2016). Introduction. Motivation in Online Education (s. 1-3). içinde Singapore: Springer. doi:10.1007/978-981-10-0700-2_1
  • Huber, S. G., & Helm, C. (2020). COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability volume, 237-270.
  • Ilias, A., Baidi, N., Ghani, E. K., & Razali, F. M. (2020). Issues on the Use of Online Learning: An Exploratory Study Among University Students During the COVID-19 Pandemic. Universal Journal of Educational Research, 8(11), 5092-5105.
  • Jæger, M. M., & Blaabæk, E. H. (2020). Inequality in learning opportunities during Covid-19: Evidence from library takeout. Research in Social Stratification and Mobility, 68, 1-5.
  • Klootwijk, C. L., Koele, I. J., Hoorn, J. v., Guroglu, B., & Duijvenvoorde, A. C. (2021). Parental Support and Positive Mood Buffer Adolescents’ Academic Motivation During the COVID-19 Pandemic. Journal of Research on Adolescence, 31(3), 780-795.
  • Laksana, D. N. (2020). Implementation of Online Learning in The Pandemic Covid-19: Student Perception in Areas with Minimum Internet Access. Journal of Education Technology, 4(4), 502-509.
  • Lie, A., Tamah, S. M., Gozali, I., Triwidayati, K. R., Utami, T. S., & Jemadi, F. (2020). Secondary school language teachers’ online learning engagement during the Covid-19 pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803-832.
  • Mabalane, V. T. (2022). Work integrated learning online enrichment intervention programme for student teachers. International Journal of Higher Education, 11(1), 59-70. doi:10.5430/ijhe.v11n1p59
  • Mailizar, Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary School Mathematics Teachers' Views on E-Learning Implementation Barriers during the COVID-19 Pandemic: The Case of Indonesia. EURASIA Journal of Mathematics, Science and Technology Education, 16(7), 1-9.
  • Maxwell, J. A., & Chmiel, M. (2014). Notes toward a theory of qualitative data analysis. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 21-34). London: SAGE Publications Ltd.
  • Nau, K. (2021). Promoting Successful Learning in Remote and Hybrid Classrooms (Unpublished Masters Thesis). Roberts Wesleyan College. Retrieved from https://www.proquest.com/pagepdf/2616404949?accountid=38938
  • Ng, D. T. (2022). Online aviation learning experience during the COVID-19 pandemic in Hong Kong and Mainland China. Br J Educ Technol., 53, 443-474. doi:10.1111/ bj et .1318 5
  • Nurfauziah, A., Suryaman, M., & Mobit, M. (2022). Synchronous virtual classroom management: challenges and coping strategies of preservice English teachers. Professional Journal of English Education, 5(1), 159-168. https://journal.ikipsiliwangi.ac.id/index.php/project/article/view/8937/pdf adresinden alındı
  • Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133-141.
  • Putri, H. E., Muqodas, I., Sasqi, A. S., Abdulloh, A., & Yuliyanto, A. (2020). Increasing self-regulated learning of elementary school students through the concrete-pictorial-abstract approach during the COVID-19 pandemic. Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran, 10(2), 187-202.
  • Qazia, A., Naseer, K., Qazi, J., AlSalman, H., Naseem, U., Yang, S., . . . Gumaei, A. (2020). Conventional to online education during COVID-19 pandemic: Do develop and underdeveloped nations cope alike. Children and Youth Services Review(119), 1-6.
  • Sharadgah, T. A., & Sa’di, R. A. (2020). Preparedness of institutions of higher education for assessment in virtual learning environments during the COVID-19 lockdown: Evidence of bona fide challenges and pragmatic solutions. Journal of Information Technology Education: Research,, 19, 755-774.
  • Sinaga, S. J. (2022). The effect of motivation and learning style on students’ mathematics learning achievement. JURNAL BASICEDU, 6(3), 3554-3562.
  • Stewart, W. H., & Lowenthal, P. R. (2022). Distance education under duress: a case study of exchange students’ experience with online learning during the COVID-19 pandemic in the Republic of Korea. Journal of Research on Technology in Education, 54(1), 273-287. doi:10.1080/15391523.2021.1891996
  • United Nations. (2020). Policy Brief: Education during COVID-19 and beyond.
  • Waller, R., Hodge, S., Holford, J., Milana, M., & Webb, S. (2020). Lifelong education, social inequality and the COVID-19 health pandemic. International Journal of Lifelong Education, 39(3), 243-246.
  • Winter, E., Costello, A., O’Brien, M., & Hickey, G. (2021). Teachers’ use of technology and the impact of Covid-19. Irish Educational Studies, 40(2), 235-246.

Educational Studies during Covid-19: A Qualitative Review

Year 2022, Volume: 13 Issue: 26, 245 - 274, 31.12.2022

Abstract

Although digitalization in education and distance education are important phenomena of the 21st century, face-to-face education continued its dominant role until the COVID-19 pandemic. With the pressure of the pandemic to continue education remotely, a fairly new and challenging period has emerged for all stakeholders of education. This study is intended to investigate educational studies indexed in TR INDEX during COVID-19 emergency remote teaching to provide a detailed and comprehensive picture of research interest and focus. The research employed qualitative research methodology and narrative literature review design in which pattern, themes, and relationships are aimed to be recognized and a narrative explanation of the results of the examined papers is provided. The large amount of qualitative data from 75 examined articles was analyzed collaboratively through Atlas.ti qualitative data analysis software which is crucial in providing sound interpretation of such data and creating valid results. The findings revealed that the COVID-19 studies in TR index are categorized under four themes, namely “instructor”, “student”, “system” all of which have strength and weakness categories and “perception” theme with positive and negative categories.

References

  • Aberšek, M. K., & Aberšek, B. (2022). New digital competence for science technology and engineering education. Journal of Baltic Science Education, 21(1), 108-120. https://www.ceeol.com/search/article-detail?id=1025239 adresinden alındı
  • Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51.
  • Akat, M., & Karataş, K. (2020). Psychological Effects of COVID-19 Pandemic on Society and Its Reflections on Education. Turkish Studies, 15(4), 1-13.
  • Akimov, A., & Malin, M. (2020). When old becomes new: a case study of oral examination as an online assessment tool. Assessment & Evaluation in Higher Education, 45(8), 1205-1221.
  • Almajalı, D., Hammouri, Q., & Barakat, S. (2021). E-learning through COVID-19 crisis in developing countries. International Journal of Pharmaceutical Research, 13(1), 5543-5553.
  • Almazova, N., Krylova, E., Rubtsova, A., & Odinokaya, M. (2020). Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective. Education Sciences, 10(12), 1-11.
  • Al-Musili, R. M., Bataineh, R. F., & Al-Jamal, D. A. (2022). Jordanian efl learners' perceptions of the utility of synchronous and asynchronous online ınstruction. Journal of Positive School Psychology, 6(3), 5973-5986.
  • Andi, W. I., Dwisona, D., & Lestari, M. (2020). Covid 19 impact on students. Jurnal Bimbingan dan Konseling, 7(1), 53-60.
  • Bahodirovna, I. Y. (2022). The main role of motivation in english language learning. International Journal of Development and Public Policy, 2(3), 107-109. http://openaccessjournals.eu/index.php/ijdpp/article/view/1139 adresinden alındı
  • Barbour, R. S. (2001). Checklists for improving rigour in qualitative research: a case of the tail wagging the dog? BMJ, 322(7294), 1115–1117. doi:10.1136/bmj.322.7294.1115
  • Barrot, J. S., Llenares, I. I., & Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26, 7321–7338.
  • Belousova, A., Mochalova, Y., & Tushnova, Y. (2022). attitude to distance learning of schoolchildren and students: subjective assessments of advantages and disadvantages. Educ. Sci., 12(1), 1-15. doi:10.3390/educsci12010046
  • Bensilva, R. S., Abraham, P. F., & William, A. Y. (2022). The effect of distance education: a meta-analytic assessment of simonson's equity theory based on synchronous and asynchronous. International Journal of Instructional Technology, 1(1), 25-31.
  • Blundell, R., Dias, M. C., Joyce, R., & Xu, X. (2020). COVID-19 and Inequalities. Fiscal Studies, 41(2), 291-319.
  • Brown, S. M., Doom, J. R., Lechuga-Peña, S., Watamura, S. E., & TiffanyKoppels. (2020). Stress and parenting during the global COVID-19 pandemic. Child Abuse & Neglect, 110, 1-14.
  • Calamlam, J. M., Ferran, F., & Macabali, L. G. (2021). Perception on research methods course’s online environment and self-regulated learning during the COVID-19 pandemic. E-Learning and Digital Media, 19(1), 93-119.
  • Chiu, T. K. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(1), 14-30. doi:10.1080/15391523.2021.1891998
  • Cornish, F., Gillespie, A., & Zittoun, T. (2014). Collaborative Analysis of Qualitative Data. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 79-93). London: SAGE Publications Ltd.
  • Depping, D., Lücken, M., Musekamp, F., & Thonke, F. (2021). Kompetenzstände Hamburger Schüler*innen vor und während der Corona-Pandemie. DDS – Die Deutsche Schule, Beiheft, 17, 51–79. doi:10.31244/9783830993315.03
  • Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. PNAS, 118(17), 1-7. doi:10.1073/pnas.2022376118 Friese, S. (2012). Qualitative data analysis with ATLAS.ti. London: SAGE Publications Ltd.
  • Ganji, A., Orand, M., & McDonald, D. W. (2018). Ease on down the code complex collaborative qualitative coding simplified with ‘code wizard’. Proceedings of the ACM on Human-Computer Interaction, 2(CSCW) (s. 1–24). NY: Association for Computing Machinery. doi:10.1145/3274401
  • Gonçalves, S., Sousa, M., & Pereira, F. (2020). Distance Learning Perceptions from Higher Education Students—The Case of Portugal. Educ. Sci., 10(1), 1-15. doi:10.3390/educsci10120374
  • Grewenig, E., Lergetporer, P., Werner, K., Woessmann, L., & Zierow, L. (2021). COVID-19 and educational inequality: How school closures affect low- and high-achieving students. European Economic Review(140), 1-21.
  • Gurajena, C., Mbunge, E., & Fashoto, S. G. (2021, January 16). Teaching and Learning in the new normal: opportunities and challenges of Distance Learning amid COVID-19 pandemic. Retrieved April 28, 2022, from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3765509.
  • Haelermans, C., Korthals, R., Jacobs, M., S. d., Vermeulen, S., Vugt, L. v., . . . Wolf, I. d. (2022). Sharp increase in inequality in education in times of the COVID-19-pandemic. Plos One, 17(2), 1-37.
  • Hamid, R., Sentryo, I., & Hasan, S. (2020). Online learning and its problems in the Covid-19 emergency period. Jurnal Prima Edukasia, 8(1), 85-94.
  • Hartnett, M. (2016). Introduction. Motivation in Online Education (s. 1-3). içinde Singapore: Springer. doi:10.1007/978-981-10-0700-2_1
  • Huber, S. G., & Helm, C. (2020). COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability volume, 237-270.
  • Ilias, A., Baidi, N., Ghani, E. K., & Razali, F. M. (2020). Issues on the Use of Online Learning: An Exploratory Study Among University Students During the COVID-19 Pandemic. Universal Journal of Educational Research, 8(11), 5092-5105.
  • Jæger, M. M., & Blaabæk, E. H. (2020). Inequality in learning opportunities during Covid-19: Evidence from library takeout. Research in Social Stratification and Mobility, 68, 1-5.
  • Klootwijk, C. L., Koele, I. J., Hoorn, J. v., Guroglu, B., & Duijvenvoorde, A. C. (2021). Parental Support and Positive Mood Buffer Adolescents’ Academic Motivation During the COVID-19 Pandemic. Journal of Research on Adolescence, 31(3), 780-795.
  • Laksana, D. N. (2020). Implementation of Online Learning in The Pandemic Covid-19: Student Perception in Areas with Minimum Internet Access. Journal of Education Technology, 4(4), 502-509.
  • Lie, A., Tamah, S. M., Gozali, I., Triwidayati, K. R., Utami, T. S., & Jemadi, F. (2020). Secondary school language teachers’ online learning engagement during the Covid-19 pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803-832.
  • Mabalane, V. T. (2022). Work integrated learning online enrichment intervention programme for student teachers. International Journal of Higher Education, 11(1), 59-70. doi:10.5430/ijhe.v11n1p59
  • Mailizar, Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary School Mathematics Teachers' Views on E-Learning Implementation Barriers during the COVID-19 Pandemic: The Case of Indonesia. EURASIA Journal of Mathematics, Science and Technology Education, 16(7), 1-9.
  • Maxwell, J. A., & Chmiel, M. (2014). Notes toward a theory of qualitative data analysis. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 21-34). London: SAGE Publications Ltd.
  • Nau, K. (2021). Promoting Successful Learning in Remote and Hybrid Classrooms (Unpublished Masters Thesis). Roberts Wesleyan College. Retrieved from https://www.proquest.com/pagepdf/2616404949?accountid=38938
  • Ng, D. T. (2022). Online aviation learning experience during the COVID-19 pandemic in Hong Kong and Mainland China. Br J Educ Technol., 53, 443-474. doi:10.1111/ bj et .1318 5
  • Nurfauziah, A., Suryaman, M., & Mobit, M. (2022). Synchronous virtual classroom management: challenges and coping strategies of preservice English teachers. Professional Journal of English Education, 5(1), 159-168. https://journal.ikipsiliwangi.ac.id/index.php/project/article/view/8937/pdf adresinden alındı
  • Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133-141.
  • Putri, H. E., Muqodas, I., Sasqi, A. S., Abdulloh, A., & Yuliyanto, A. (2020). Increasing self-regulated learning of elementary school students through the concrete-pictorial-abstract approach during the COVID-19 pandemic. Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran, 10(2), 187-202.
  • Qazia, A., Naseer, K., Qazi, J., AlSalman, H., Naseem, U., Yang, S., . . . Gumaei, A. (2020). Conventional to online education during COVID-19 pandemic: Do develop and underdeveloped nations cope alike. Children and Youth Services Review(119), 1-6.
  • Sharadgah, T. A., & Sa’di, R. A. (2020). Preparedness of institutions of higher education for assessment in virtual learning environments during the COVID-19 lockdown: Evidence of bona fide challenges and pragmatic solutions. Journal of Information Technology Education: Research,, 19, 755-774.
  • Sinaga, S. J. (2022). The effect of motivation and learning style on students’ mathematics learning achievement. JURNAL BASICEDU, 6(3), 3554-3562.
  • Stewart, W. H., & Lowenthal, P. R. (2022). Distance education under duress: a case study of exchange students’ experience with online learning during the COVID-19 pandemic in the Republic of Korea. Journal of Research on Technology in Education, 54(1), 273-287. doi:10.1080/15391523.2021.1891996
  • United Nations. (2020). Policy Brief: Education during COVID-19 and beyond.
  • Waller, R., Hodge, S., Holford, J., Milana, M., & Webb, S. (2020). Lifelong education, social inequality and the COVID-19 health pandemic. International Journal of Lifelong Education, 39(3), 243-246.
  • Winter, E., Costello, A., O’Brien, M., & Hickey, G. (2021). Teachers’ use of technology and the impact of Covid-19. Irish Educational Studies, 40(2), 235-246.
There are 48 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Serkan Boyraz 0000-0001-6483-1397

Ertan Altınsoy 0000-0002-8638-744X

Early Pub Date September 10, 2022
Publication Date December 31, 2022
Submission Date September 1, 2022
Published in Issue Year 2022 Volume: 13 Issue: 26

Cite

APA Boyraz, S., & Altınsoy, E. (2022). Educational Studies during Covid-19: A Qualitative Review. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama, 13(26), 245-274.