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A Literature Review on COVID-19 Studies in the Turkish Educational Context

Yıl 2022, Cilt: 11 Sayı: 3, 547 - 559, 29.09.2022

Ertan Altınsoy , Serkan Boyraz

https://doi.org/10.30703/cije.1100527
Cited By: 2

Öz

COVID-19 has caused critical and serious breakdowns in social life within a few weeks leading to severe economic and social crisis all around the world. The precautions taken to prevent the spread of the disease extremely impacted the educational sector worldwide as the schools, colleges and universities had to close and shift to online teaching without necessary infrastructure. In line with this, COVID 19 has diverted the scholars and academicians’ focus and interest to the impact of pandemic on the stakeholders of education which led to a great number of scientific production in variety of fields and levels in order to investigate the threats and opportunities created by COVID-19 crisis. In this sense, the present study aimed to provide a systematic overview of the research studies in education during COVID-19 crisis in ERIC database and reveal the research interests during emergency remote teaching in the selected papers and expose the impact of rapid transition from face-to-face teaching to online remote education in Turkish educational context. Qualitative research approach was chosen as the methodological foundation for the study and descriptive and narrative literature review was employed as design. The data was analyzed through inductive coding process in which crucial themes, topics or models are extracted from the raw data through first-order or open coding that includes close review of the data by the researchers. The findings revealed that the studies generally discussed distance education during COVID-19 negatively concerning teaching and learning process, contextual factors and personal factors namely.

Anahtar Kelimeler

COVID-19 ERIC index Turkish educational context literature review qualitative analysis

Kaynakça

  • Aslan, S. A., Turgut, Y. E., & Aslan, A. (2021). Teachers’ views related the middle school curriculum for distance education during the COVID 19 pandemic. Education and Information Technologies, 7381-7405.
  • Adeyeye, B., Ojih, S. E., Bello, D., Adesina, E., Yartey, D., Ben-Enukora, C., & Adeyeye, Q. (2022). Online learning platforms and covenant university students’ academic performance in practical related courses during covıd-19 pandemic. Sustainability, 14(2), 1-16. doi:10.3390/su14020878
  • Akbulut, M., Sahin, U., & Esen, A. C. (2020). More than a virus: How COVID 19 infected education in Turkey. Journal of Social Science Education, 30-42.
  • Almeida, F., & Monteiro, J. (2021). The challenges of assessing and evaluating the students at distance. Journal of Online Higher Education, 5(1), 3-11.
  • Ancheta, R. F., Daniel, D., & Ahmad, R. (2021). Effect of class attendance on academıc performance. European Journal of Education Studies, 8(9), 115-132. doi:10.46827/ejes.v8i9.3887
  • Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42.
  • Aydin, E., & Erol, S. (2021). The Views of Turkish Language Teachers on Distance Education and Digital Literacy during Covid-19 Pandemic. International Journal of Education & Literacy Studies, 61-71.
  • Aytac, T. (2021). The Problems Faced by Teachers in Turkey During the COVID-19 Pandemic and Their Opinions. International Journal of Progressive Education, 404-420.
  • Bahanshal, D., & Khan, I. A. (2021). Effect of COVID-19 on education in Saudi Arabia and e-learning strategies. Arab World English Journal(7), 359-376. doi:10.24093/awej/call7.25
  • Bali, S., & Liu, M. C. (2018). Students’ perceptions toward online learning and face-to-face learning courses. Journal of Physics: Conference Series. Unesa: IOP Publishing.
  • Baran, A. A., & Baran, H. (2021). An investıgatıon of mathematics teachers’ emergency remote teaching experiences. Turkish Online Journal of Distance Education, 102-113.
  • Başar, U., & Cangal, Ö. (2021). Yunus Emre Institute Students' Views on the Distance Turkish Learning Portal. Educational Policy Analysis and Strategic Research, 210-235.
  • Calamlam, J. M., Ferran, F., & Macabali, L. G. (2022). 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. doi:10.1177/20427530211027722
  • Chandra, Y., & Shang, L. (2019). Inductive Coding. In Y. Chandra, & L. Shang, Qualitative Research Using R: A Systematic Approach (pp. 91-106). Singapore: Springer. doi:10.1007/978-981-13-3170-1_8
  • Chiu, T. K., Lin, T.-J., & Lonka, K. (2021). Motivating Online Learning: The Challenges of COVID-19 and Beyond. The Asia-Pacific Education Researcher, 30, 187–190. doi:10.1007/s40299-021-00566-w
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry & Research Design: Choosing Among Five Approaches (4th ed.). Singapore: SAGE.
  • Çamlıbel-Acar, Z., & Eveyik-Aydın, E. (2022). Perspectives of EFL teacher trainers and pre-service teachers on continued mandatory distance education during the pandemic. Teaching and Teacher Education, 112, 1-11. doi:10.1016/j.tate.2022.103635
  • Das, K., Behera, R. L., & Paital, B. (2022). Socio-economic impact of COVID-19. In C. M. Deepak Rawtani (Ed.), COVID-19 in the Environment (pp. 153-190). Elsevier. doi:10.1016/B978-0-323-90272-4.00014-2
  • Díaz, J., Pérez, J., Gallardo, C., & González-Prieto, Á. (2021, July 23). Applying Inter-rater Reliability and Agreement in Grounded Theory Studies in Software Engineering. Retrieved February 14, 2022, from Cornell University: https://arxiv.org/abs/2107.11449
  • Fidalgo, P., Joan Thormann, O. K., & Lencastre, J. A. (2020). Students’ perceptions on distance education: A multinational study. International Journal of Educational Technology in Higher Education, 17. doi:10.1186/s41239-020-00194-2
  • Fraenkel, J., Wallen, N., & Hyun, H. (2011). How to design and evaluate research in education (8. ed.). NY: Mcgraw Hill.
  • Goldberg, S. B. (2021). Education in a pandemic: the disparate impacts of COVID-19 on America students. Washington: US Office for Civil Rights Department of Education. Retrieved March 2nd, 2022, from https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf
  • Guangul, F. M., Suhail, A. H., Khalit, M. I., & Khidhir, B. A. (2020). Challenges of remote assessment in higher education in the context of COVID-19: a case study of Middle East College. Educational Assessment, Evaluation and Accountability, 32, 519-535. doi:10.1007/s11092-020-09340-w
  • Haslina, S., & Hilmi, M. F. (2019). Effectiveness of Distance Education on Sustainability from Learners’ Perspective. International Journal of Innovation, Creativity and Change, 8(6), 167-182.
  • Januário, D., Narciso, I., Vieira-Santos, S., Fonseca, G., & Relvas, A. P. (2018). First Journey by a Descriptive Review of Empirical Research on African marital relationships—Scientific dissemination, thematic focus, and methodology. Marriage & Family Review, 54(3), 259-281. doi:10.1080/01494929.2017.1403996
  • Karademir, A., Yaman, F., & Saatçioğlu, Ö. (2020). Challenges of higher education institutions against COVID-19: The case of Turkey . Journal of Pedagogical Research, 453-474.
  • Karakaya, F., Adıgüzel, M., Üçüncü, G., Çimen, O., & Yilmaz, M. (2021). Teachers’ Views towards the Effects of Covid-19 Pandemic in the Education Process in Turkey. Participatory Educational Research, 17-30.
  • Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning. Front. Psychol., 5, 1-11. doi:10.3389/fpsyg.2014.01278
  • Khlaif, Z. N., Salha, S., Affouneh, S., Rashed, H., & ElKimishy, A. L. (2020). The Covid-19 epidemic: teachers’ responses to school closure in developing countries. Technology, Pedagogy and Education, 95-109.
  • Livia Quintiliani, A. S., & Tambone, V. (2021). Resilience and psychological impact on Italian university students during COVID-19 pandemic. Distance learning and health. Psychology, Health & Medicine, 69-80.
  • Middleton, K. V. (2020). The Longer-Term Impact of COVID-19 on K–12 Student Learning and Assessment. Educational Measurement Issues and Practice, 41-44. doi:10.1111/emip.12368
  • Muslimin, A. I., & Harintama, F. (2020). Online learning during pandemic: Students' motivation, challenges, and alternatives. Loquen: English Studies Journal, 13(2), 60-68. doi:10.32678/loquen.v13i02
  • Paré, G., Trudel, M.-C., Jaana, M., & Kitsiou, S. (2015). Synthesizing information systems knowledge: A typology of literature reviews. Information & Management(52), 183–199. doi:10.1016/j.im.2014.08.008
  • Patton, M. Q. (2015). Qualitative research and evaluation methods (4. ed.). Thousand Oaks, CA: Sage.
  • Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching. Higher Education for the Future, 133-141.
  • Ramola, R. C. (2021). Challenges and Opportunities for Higher Education amid COVID-19 Pandemic. International Journal of Computer Engineering in Research Trends, 29-32.
  • Richards, K. A., & Hemphill, M. A. (2017). A Practical Guide to Collaborative Qualitative Data Analysis. Journal of Teaching in Physical Education, 225-231. doi:10.1123/jtpe.2017-0084
  • Song, D., M. R., & Oh, E. Y. (2019). Participation in Online Courses and Interaction With a Virtual Agent. International Review of Research in Open and Distributed Learning, 20(1), 43-52.
  • Sticklen, J., & Amato-Henderson, S. (2021). Student Preference: ONLINE or Face-To-Face Instruction in a Year of COVID-19. 2021 IEEE Frontiers in Education Conference (pp. 1-6). Lincoln, NE: IEEE Computer Society.
  • Sweeney, A., Greenwood, K. E., Williams, S., Wykes, T., & Rose, D. S. (2012). Hearing the voices of service user researchers in collaborative qualitative data analysis: the case for multiple coding. Health Expectations, 89-99. doi:10.1111/j.1369-7625.2012.00810.x
  • Tadesse, S., & Muluye, W. (2020). The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review. Open Journal of Social Sciences, 159-170.
  • Weijers, R. J., Ganushchak, L., Kim, O., & Björn, B. d. (2022). I’ll Be There”: Improving Online Class Attendance with a Commitment Nudge during COVID-19. Basic and Applied Social Psychology, 44(1), 12-24. doi:10.1080/01973533.2021.2023534

Türk Eğitim Sisteminde COVID-19 Araştırmaları Üzerine Bir Literatür Taraması

Yıl 2022, Cilt: 11 Sayı: 3, 547 - 559, 29.09.2022

Ertan Altınsoy , Serkan Boyraz

https://doi.org/10.30703/cije.1100527
Cited By: 2

Öz

COVID-19, dünya genelinde kısa süre içerisinde ciddi ekonomik, sosyal krizlere yol açarak sosyal hayatta kritik ve önemli bozulmalara neden oldu. Hastalığın yayılmasını önlemek için alınan önlemler neticesinde okullar, kolejler ve üniversitelerin kapanması ve gerekli altyapı olmadan çevrimiçi öğretime geçmek zorunda kalındığı için dünya genelinde eğitim sektörü son derece etkiledi. Bu doğrultuda COVID 19, bilim insanlarının ve akademisyenlerin ilgi ve odağını pandeminin eğitim paydaşları üzerindeki etkisine yöneltmiş, COVID-19 un eğitimde ortaya çıkardığı tehdit ve fırsatları araştırmak için çeşitli alan ve düzeylerde çok sayıda bilimsel üretime yol açmıştır. Bu anlamda, bu çalışma, ERIC veri tabanında COVID-19 krizi sırasında Türk eğitim sisteminde yapılan araştırma çalışmalarına sistematik bir genel bakış sunmayı, seçilen makalelerde araştırma ilgi alanlarını ortaya çıkarmayı ve eğitim sisteminde yüz yüze eğitimden uzaktan eğitime hızlı geçişin etkisini ortaya çıkarmayı amaçlamıştır. Çalışmanın metodolojik temeli olarak nitel araştırma yaklaşımı seçilmiş ve tasarım olarak betimleyici ve açımlayıcı literatür taraması kullanılmıştır. Veriler, ham verilerden önemli temaların, konuların veya modellerin çıkarıldığı tümevarımsal kodlama süreci ile birinci dereceden veya araştırmacılar tarafından verilerin yakından incelenmesini içeren açık kodlama yoluyla analiz edilmiştir. Bulgular, çalışmaların COVID-19 sırasında uzaktan eğitimi genel olarak öğretme-öğrenme süreci, bağlamsal faktörler ve kişisel faktörler açısından olumsuz olarak ele aldığını ortaya koymuştur.

Anahtar Kelimeler

COVID-19 ERIC indeksi Türk eğitim sistemi literatür taraması nitel analiz

Kaynakça

  • Aslan, S. A., Turgut, Y. E., & Aslan, A. (2021). Teachers’ views related the middle school curriculum for distance education during the COVID 19 pandemic. Education and Information Technologies, 7381-7405.
  • Adeyeye, B., Ojih, S. E., Bello, D., Adesina, E., Yartey, D., Ben-Enukora, C., & Adeyeye, Q. (2022). Online learning platforms and covenant university students’ academic performance in practical related courses during covıd-19 pandemic. Sustainability, 14(2), 1-16. doi:10.3390/su14020878
  • Akbulut, M., Sahin, U., & Esen, A. C. (2020). More than a virus: How COVID 19 infected education in Turkey. Journal of Social Science Education, 30-42.
  • Almeida, F., & Monteiro, J. (2021). The challenges of assessing and evaluating the students at distance. Journal of Online Higher Education, 5(1), 3-11.
  • Ancheta, R. F., Daniel, D., & Ahmad, R. (2021). Effect of class attendance on academıc performance. European Journal of Education Studies, 8(9), 115-132. doi:10.46827/ejes.v8i9.3887
  • Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42.
  • Aydin, E., & Erol, S. (2021). The Views of Turkish Language Teachers on Distance Education and Digital Literacy during Covid-19 Pandemic. International Journal of Education & Literacy Studies, 61-71.
  • Aytac, T. (2021). The Problems Faced by Teachers in Turkey During the COVID-19 Pandemic and Their Opinions. International Journal of Progressive Education, 404-420.
  • Bahanshal, D., & Khan, I. A. (2021). Effect of COVID-19 on education in Saudi Arabia and e-learning strategies. Arab World English Journal(7), 359-376. doi:10.24093/awej/call7.25
  • Bali, S., & Liu, M. C. (2018). Students’ perceptions toward online learning and face-to-face learning courses. Journal of Physics: Conference Series. Unesa: IOP Publishing.
  • Baran, A. A., & Baran, H. (2021). An investıgatıon of mathematics teachers’ emergency remote teaching experiences. Turkish Online Journal of Distance Education, 102-113.
  • Başar, U., & Cangal, Ö. (2021). Yunus Emre Institute Students' Views on the Distance Turkish Learning Portal. Educational Policy Analysis and Strategic Research, 210-235.
  • Calamlam, J. M., Ferran, F., & Macabali, L. G. (2022). 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. doi:10.1177/20427530211027722
  • Chandra, Y., & Shang, L. (2019). Inductive Coding. In Y. Chandra, & L. Shang, Qualitative Research Using R: A Systematic Approach (pp. 91-106). Singapore: Springer. doi:10.1007/978-981-13-3170-1_8
  • Chiu, T. K., Lin, T.-J., & Lonka, K. (2021). Motivating Online Learning: The Challenges of COVID-19 and Beyond. The Asia-Pacific Education Researcher, 30, 187–190. doi:10.1007/s40299-021-00566-w
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry & Research Design: Choosing Among Five Approaches (4th ed.). Singapore: SAGE.
  • Çamlıbel-Acar, Z., & Eveyik-Aydın, E. (2022). Perspectives of EFL teacher trainers and pre-service teachers on continued mandatory distance education during the pandemic. Teaching and Teacher Education, 112, 1-11. doi:10.1016/j.tate.2022.103635
  • Das, K., Behera, R. L., & Paital, B. (2022). Socio-economic impact of COVID-19. In C. M. Deepak Rawtani (Ed.), COVID-19 in the Environment (pp. 153-190). Elsevier. doi:10.1016/B978-0-323-90272-4.00014-2
  • Díaz, J., Pérez, J., Gallardo, C., & González-Prieto, Á. (2021, July 23). Applying Inter-rater Reliability and Agreement in Grounded Theory Studies in Software Engineering. Retrieved February 14, 2022, from Cornell University: https://arxiv.org/abs/2107.11449
  • Fidalgo, P., Joan Thormann, O. K., & Lencastre, J. A. (2020). Students’ perceptions on distance education: A multinational study. International Journal of Educational Technology in Higher Education, 17. doi:10.1186/s41239-020-00194-2
  • Fraenkel, J., Wallen, N., & Hyun, H. (2011). How to design and evaluate research in education (8. ed.). NY: Mcgraw Hill.
  • Goldberg, S. B. (2021). Education in a pandemic: the disparate impacts of COVID-19 on America students. Washington: US Office for Civil Rights Department of Education. Retrieved March 2nd, 2022, from https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf
  • Guangul, F. M., Suhail, A. H., Khalit, M. I., & Khidhir, B. A. (2020). Challenges of remote assessment in higher education in the context of COVID-19: a case study of Middle East College. Educational Assessment, Evaluation and Accountability, 32, 519-535. doi:10.1007/s11092-020-09340-w
  • Haslina, S., & Hilmi, M. F. (2019). Effectiveness of Distance Education on Sustainability from Learners’ Perspective. International Journal of Innovation, Creativity and Change, 8(6), 167-182.
  • Januário, D., Narciso, I., Vieira-Santos, S., Fonseca, G., & Relvas, A. P. (2018). First Journey by a Descriptive Review of Empirical Research on African marital relationships—Scientific dissemination, thematic focus, and methodology. Marriage & Family Review, 54(3), 259-281. doi:10.1080/01494929.2017.1403996
  • Karademir, A., Yaman, F., & Saatçioğlu, Ö. (2020). Challenges of higher education institutions against COVID-19: The case of Turkey . Journal of Pedagogical Research, 453-474.
  • Karakaya, F., Adıgüzel, M., Üçüncü, G., Çimen, O., & Yilmaz, M. (2021). Teachers’ Views towards the Effects of Covid-19 Pandemic in the Education Process in Turkey. Participatory Educational Research, 17-30.
  • Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning. Front. Psychol., 5, 1-11. doi:10.3389/fpsyg.2014.01278
  • Khlaif, Z. N., Salha, S., Affouneh, S., Rashed, H., & ElKimishy, A. L. (2020). The Covid-19 epidemic: teachers’ responses to school closure in developing countries. Technology, Pedagogy and Education, 95-109.
  • Livia Quintiliani, A. S., & Tambone, V. (2021). Resilience and psychological impact on Italian university students during COVID-19 pandemic. Distance learning and health. Psychology, Health & Medicine, 69-80.
  • Middleton, K. V. (2020). The Longer-Term Impact of COVID-19 on K–12 Student Learning and Assessment. Educational Measurement Issues and Practice, 41-44. doi:10.1111/emip.12368
  • Muslimin, A. I., & Harintama, F. (2020). Online learning during pandemic: Students' motivation, challenges, and alternatives. Loquen: English Studies Journal, 13(2), 60-68. doi:10.32678/loquen.v13i02
  • Paré, G., Trudel, M.-C., Jaana, M., & Kitsiou, S. (2015). Synthesizing information systems knowledge: A typology of literature reviews. Information & Management(52), 183–199. doi:10.1016/j.im.2014.08.008
  • Patton, M. Q. (2015). Qualitative research and evaluation methods (4. ed.). Thousand Oaks, CA: Sage.
  • Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching. Higher Education for the Future, 133-141.
  • Ramola, R. C. (2021). Challenges and Opportunities for Higher Education amid COVID-19 Pandemic. International Journal of Computer Engineering in Research Trends, 29-32.
  • Richards, K. A., & Hemphill, M. A. (2017). A Practical Guide to Collaborative Qualitative Data Analysis. Journal of Teaching in Physical Education, 225-231. doi:10.1123/jtpe.2017-0084
  • Song, D., M. R., & Oh, E. Y. (2019). Participation in Online Courses and Interaction With a Virtual Agent. International Review of Research in Open and Distributed Learning, 20(1), 43-52.
  • Sticklen, J., & Amato-Henderson, S. (2021). Student Preference: ONLINE or Face-To-Face Instruction in a Year of COVID-19. 2021 IEEE Frontiers in Education Conference (pp. 1-6). Lincoln, NE: IEEE Computer Society.
  • Sweeney, A., Greenwood, K. E., Williams, S., Wykes, T., & Rose, D. S. (2012). Hearing the voices of service user researchers in collaborative qualitative data analysis: the case for multiple coding. Health Expectations, 89-99. doi:10.1111/j.1369-7625.2012.00810.x
  • Tadesse, S., & Muluye, W. (2020). The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review. Open Journal of Social Sciences, 159-170.
  • Weijers, R. J., Ganushchak, L., Kim, O., & Björn, B. d. (2022). I’ll Be There”: Improving Online Class Attendance with a Commitment Nudge during COVID-19. Basic and Applied Social Psychology, 44(1), 12-24. doi:10.1080/01973533.2021.2023534
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm İnceleme
Yazarlar

Ertan Altınsoy 0000-0002-8638-744X

Serkan Boyraz 0000-0001-6483-1397

Yayımlanma Tarihi 29 Eylül 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 11 Sayı: 3

Kaynak Göster

APA Altınsoy, E., & Boyraz, S. (2022). A Literature Review on COVID-19 Studies in the Turkish Educational Context. Cumhuriyet Uluslararası Eğitim Dergisi, 11(3), 547-559. https://doi.org/10.30703/cije.1100527

Cited By

Establishment Policies of Research Universities: A Critical Analysis of Global and Turkish Perspectives
Higher Education Governance and Policy
https://doi.org/10.55993/hegp.1330381
Methodological issues in technology-mediated qualitative data collection: a mapping of research undertaken in schools during the Covid-19 pandemic
London Review of Education
https://doi.org/10.14324/LRE.22.1.34
 Kapak Resmi İndir

e-ISSN: 2147-1606