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Examining Prospective Teachers' Perceptions of Online Education during the Covid-19 Pandemic: A Metaphor Analysis

Yıl 2022, Cilt: 56 Sayı: 56, 209 - 232, 25.06.2022
https://doi.org/10.15285/maruaebd.1090805

Öz

When the COVID-19 pandemic announced by the World Health Organization on March 11, 2020, it hit education. Many teachers in the world were not ready for this sudden change. Despite this, they had to offer their teaching online without any objec-tions because there was no alternative policy or solution. In this context, this study aimed to determine pre-service teachers' opinions about online education carried out during the COVID-19 pandemic through the metaphors. The conceptual framework of this study was based on Moore's (2019) transactional distance theory. Transactional distance refers to the interplay of behaviors that occur between teachers and learners when they communicate through technology. The study group of the research consisted of 129 pre-service teachers from different departments of a state university in Istanbul. Participants were selected by the purposive sampling method. Pre-service teachers produced 129 metaphors, 29 of which were positive and 100 of which were negative, for online education. They evaluated some aspects of online education positively, which included offering the opportunity to replay lecture recordings, being supportive, and providing time/space flexibility. One-way narration/student passivity, insufficient level of learning, and lack of interaction were stated as negative aspects of online edu-cation by the pre-service teachers. In terms of interaction types, pre-service teachers mostly produced positive metaphors for learner-content and learner-interface interac-tions. The interaction types about which pre-service teachers produced negative meta-phors were mostly related to learner-teacher and learner-content interactions. Based on the results of the present study, it can be concluded that online education activities should be organized in such a way that learners can interact with the teacher, content, interface, other learners, and extracurricular learning network at a sufficient level.

Kaynakça

  • Aksoy, D. A., Bozkurt, A. ve Kurşun, E. (2021). Yükseköğretim öğrencilerinin Koronavirüs (Covid-19) pandemi sürecinde çevrimiçi eğitime yönelik algıları. Anadolu Üniversitesi Eğitim Fakültesi Dergisi (AUJEF), 5(3), 285-308.
  • Alan, Y. (2021). Metaphors of Academics in Turkey for Distance Education. International Journal of Progressive Education, 17(4).
  • Allen, M., Bourhis, J., Burrell, N. & Mabry, E. (2002). Comparing student satisfaction with distance education to traditional classro-oms in higher education: A meta-analysis. The American Journal of Distance Education, 16(2), 83-97.
  • Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2), 1-14.
  • Angeli, C., Valanides, N., & Bonk, C. J. (2003). Communicating in a web-based conferencing system: The quality of computer-mediated interaction. British Journal of Educational Technology, 34(1), 31−43.
  • Arı, A.G. & Arslan, K. (2020). Ortaokul öğrencilerinin Covid-19’a yönelik metaforik algıları, Turkish Studies, 15(6), 503-524.
  • Arslan, K. Görgülü Arı, A., Hayır Kanat M. (2021) Covid-19 pandemi sürecinde verilen uzaktan eğitim hakkında veli görüşleri, Ulak-bilge Sosyal Bilimler Dergisi, 57, 192-206. doi: 10.7816/ulakbilge-09-57-03
  • Barker, P. (1994). Designing interactive learning. In T. de Jong, & L. Sarti (Eds.), Design and production of multimedia and simula-tion-based learning material (pp. 1−30). Dordrech: Kluwer Academic Publishers.
  • Başaran, M., Doğan, E., Karaoğlu, E. ve Şahin, E. (2020). Korona virüs (Covıd-19) pandemi sürecinin getirisi olan uzaktan eğitimin etkililiği üzerine bir çalışma. Academia Eğitim Araştırmaları Dergisi, 5 (2), 368- 397.
  • Bektaş-Bedir, S. & Bedir, G. (2021). Metaphoric perceptions of teacher candidates about COVID-19. International Journal of Educati-onal Studies and Policy, 2(1), 25-39.
  • Berge, Z. L. (2003). Planning and managing distance training and education in the corporate sector. Handbook of distance education, 601-610.
  • Bolliger, D. U., & Halupa, C. (2018). Online student perceptions of engagement, transactional distance, and outcomes. Distance Edu-cation, 39(3), 299-316.
  • Bolliger, D. U. & Martindale, Trey (2004). Key factors for determining student satisfaction in online courses. International Journal on E-learning, 3(1), 61-67.
  • Bolliger, Doris U. & Wasilik, Oksana (2009) Factors influencing faculty satisfaction with online teaching and learning in higher education, Distance Education, 30:1, 103-116, DOI: 10.1080/01587910902845949.
  • Boyd, R. D., & Apps, J. W. (1980). Redefining the discipline of adult education. The AEA Handbook Series in Adult Education.
  • Bozdağ, B. & Dinç, F. (2020). The Perceptions Of Physical Education Teacher Candidates Towards The Concept Of Distance Educa-tion In The Covid-19 Process: A Metaphor Study, International Journal of Eurasian Education and Culture, Issue: 11, pp. (1954-1980).
  • Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemisi sırasında ilköğretim öğrencilerinin çevrimiçi eğitime yönelik imge ve algıları: Bir metafor analizi. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(2), 1-23.
  • Büyüköztürk, S., Kılıç Çakmak, E., Akgün, O. E., Karadeniz, S., & Demirel, F. (2009). Bilimsel araştırma yöntemleri (4 Baski.). Ankara, Türkiye: Pegem Akademi.
  • Chute, A., M. Thompson, and B. Hancock. 1999. Handbook of distance learning: An implementation guide for trainers and human resource professionals. New York: McGraw-Hill.
  • Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13–19.
  • Craig, D. (2020). Pandemic and its metaphors: Sontag revisited in the COVID-19 era. European Journal of Cultural Studies, 23(6), 1025-1032.
  • Croxton, R. A. (2014). The role of interactivity in student satisfaction and persistence in online learning. Journal of Online Learning and Teaching, 10(2), 314.
  • Çakın, M., Külekçi Akyavuz, E. (2020). The Covid-19 process and its reflection on education: An analysis on teachers’ opinions. International Journal of Social Sciences and Education Research, 6(2), 165-186.
  • Demirbilek, N. (2021). Üniversite öğrencilerinin çevrimiçi öğretime ilişkin metaforik algıları. E-Uluslararası Eğitim Araştırmaları Dergisi, Cilt: 12, Sayı 1, 2021, ss. 1-15, DOI: 10.19160/ijer.786303
  • Dennen VP. 2013. Activity design and instruction in online learning. In: Moore MG, editor. Handbook of distance education. 3rd ed. New York (NY): Routledge; p. 282–298.
  • Dennen, V. P. (2019). Frameworks for designing and analyzing learning: Activity interactions in online courses. In Moore, M. G. & Diehl W. C. (Eds.), Handbook of distance education (pp. 244-259). New York: Routledge.
  • Dönmez, İ., & Gürbüz, S. (2020). Üniversite öğrencilerinin Covid-19 virüsü hakkında bilişsel yapılarının belirlenmesi. Manas Sosyal Araştırmalar Dergisi, 9(4), 2159-2172.
  • Hillman, D. C., Willis, D. J., & Gunawardena, C. N. (1994). Learner‐interface interaction in distance education: An extension of con-temporary models and strategies for practitioners. American Journal of Distance Education, 8(2), 30-42.
  • Holmberg, B. (1995). The evolution of the character and practice of distance education. Open Learning: The Journal of Open, Distance and e-Learning, 10(2), 47-53.
  • Kaban, A. (2021). Determining teachers’, students’, and parents’ perceptions of distance education through metaphors. International Journal of Research in Education and Science (IJRES), 7(1), 245-264. https://doi.org/10.46328/ijres.1316
  • Kan, A. Ü. & Özmen, E. (2021). Metaphoric Perceptions of Pre-Service Teacher on Distance Education During the Covid-19 Pande-mic. Journal of History School, 51, 1085-1118.
  • Kazu, İ.Y., Bahçeci, F. Ve Kurtoğlu-Yalçın, C. (2021). Öğretmenlerin Koronavirüs Pandemisi Döneminde Verdikleri Çevrimiçi Eği-time İlişkin Metaforik Algıları. Fırat Üniversitesi Sosyal Bilimler Dergisi, 31, 2(701-715).
  • Keller, J. M. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction, 26(8), 1-7.
  • Kızılkaya-Namli, A., & Ucgul, G. (2021). Sports high school students’ perceptions about COVID-19, International Online Journal of Educational Sciences, 13(2), 567-578.
  • Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: The University of Chicago Press.
  • Lakoff, G. & Johnson, M. (2005). Metaforlar Hayat, Anlam ve Dil. (Çev: G. Y. Demir). İstanbul: Paradigma Yayınları.
  • McFarland, D. & Hamilton, D. (2005). Factors affecting student performance and satisfaction: Online versus traditional course deli-very. Journal of Computer Information Systems, 46(2), 25-32.
  • MEB (2020). Öğretmenler için de ‘Çevrimiçi Eğitim’ başladı. Republic of Turkey Ministry of National Education. 20 Mayıs 2021 tarihinde erişildi. http://www.meb.gov.tr/ogretmenler-icin-de-çevrimiçi-egitim-basladi/haber/20667/tr
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage Publication
  • Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1−6.
  • Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principle of distance education (pp. 22-38). New York: Routledge.
  • Moore MG. 2019. The theory of transactional distance. In: Moore MG, Diehl WC, editors. Handbook of distance education. 4th ed. New York (NY): Routledge; p. 32–46.
  • Moore, M. G., & Kearsley, I. G. (2012). Distance education: A systems view of online learning (3rd ed.). New York: Wadsworth Publishing.
  • Muirhead, B., & Juwah, C. (2004). Interactivity in computer-mediated college and university education: A recent review of the literatu-re. Educational Technology & Society, 7(1), 12−20.
  • Northrup, P. (2001). A framework for designing interactivity into web-based instruction. Educational Technology, 41(2), 31−39.
  • Özvar, E. (2021). “Yök Başkanı Erol Özvar, Üniversitelerde Yüz Yüze Eğitimin Detaylarını Açıkladı”, https://www.yok.gov.tr/Sayfalar/Haberler/2021/yok-baskani-ozvar-dan-yuz-yuze-egitime-iliskin-aciklamalar.aspx 15 Eylül 2021 tarihinde erişildi.
  • Paavola, S., & Hakkarainen, K. (2005). The knowledge creation metaphor–An emergent epistemological approach to learning. Science & Education, 14(6), 535–557.
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
  • Paul, R. C., Swart, W., Zhang, A. M., & MacLeod, K. R. (2015). Revisiting Zhang’s scale of transactional distance: Refinement and validation using structural equation modeling. Distance Education, 36(3), 364-382.
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Öğretmen Adaylarının Covid-19 Pandemisi Sürecinde Çevrimiçi Eğitime Yönelik Algılarının İncelenmesi: Bir Metafor Analizi

Yıl 2022, Cilt: 56 Sayı: 56, 209 - 232, 25.06.2022
https://doi.org/10.15285/maruaebd.1090805

Öz

Dünya Sağlık Örgütü tarafından 11 Mart 2020’de duyurulan Covid-19 küresel pandemisi eğitimi vurduğunda Dünya’da ve ülkemizdeki öğretmenlerin birçoğu bu ani değişime hazır değildi ve buna rağmen alternatif bir politika veya çözüm olmadığı için itiraz etmeden öğretimlerini online olarak sunmaya mecbur kalmışlardır. Bu bağlamda çalışmada öğretmen adaylarının Covid-19 pandemisi sürecinde yürütülen çevrimiçi eğitim ile görüşlerini oluşturacakları metaforlar aracılığıyla belirlemek amaçlanmıştır. Bu çalışmanın kavramsal çerçevesi Moore’un (2019) etkileşimsel uzaklık kuramına dayanmaktadır. Etkileşimsel uzaklık öğretenler ile öğrenenler bir teknoloji aracılığı ile iletişim kurduğunda aralarında ortaya çıkan davranışların etkileşimini ifade etmektedir. Araştırmanın çalışma grubunu bir devlet üniversitesin farklı bölümlerindeki 129 öğretmen adayı oluşturmaktadır. Katılımcılar amaçlı örnekleme yöntemine göre belirlenmiştir. Elde edilen verilerin analizi sonucunda öğretmen adaylarının çevrimiçi eğitime yönelik olarak 29’u olumlu ve 100 tanesi olumsuz olmak üzere toplam 129 tane metafor üretmişlerdir. Öğretmen adayları çevrimiçi eğitimin tekrar izleme imkanı sunması, destekleyici olması ve zaman-mekan esnekliği sağlaması yönlerini olumlu olarak değerlendirmişlerdir. Tek yönlü anlatım – öğrenci pasifliği, öğrenmenin yetersiz düzeyde olması ve etkileşim yetersizliği ise öğretmen adaylarının çevrimiçi eğitimin olumsuz yönleri olarak belirtmişlerdir. Etkileşim türleri açısından bakıldığında öğretmen adayları en çok öğrenen-içerik ve öğrenen-arayüz etkileşimine ilişkin olumlu metaforlar üretmişlerdir. Öğretmen adaylarının olumsuz metaforlar ürettikleri etkileşim türleri ise en çok öğrenen-öğreten ve öğrenen-içerik etkileşimine ilişkin olmuştur. Bu çalışmanın sonuçları bağlamında çevrimiçi eğitim faaliyetleri öğrenenlerin öğreten, içerik, arayüz, öğrenen ve ders dışı öğrenme ağı ile yeterli düzeyde etkileşime girebileceği şekilde düzenlenmelidir.

Teşekkür

Araştırmamıza gönüllü olarak destek veren tüm öğretmen adaylarına teşekkür ederiz.

Kaynakça

  • Aksoy, D. A., Bozkurt, A. ve Kurşun, E. (2021). Yükseköğretim öğrencilerinin Koronavirüs (Covid-19) pandemi sürecinde çevrimiçi eğitime yönelik algıları. Anadolu Üniversitesi Eğitim Fakültesi Dergisi (AUJEF), 5(3), 285-308.
  • Alan, Y. (2021). Metaphors of Academics in Turkey for Distance Education. International Journal of Progressive Education, 17(4).
  • Allen, M., Bourhis, J., Burrell, N. & Mabry, E. (2002). Comparing student satisfaction with distance education to traditional classro-oms in higher education: A meta-analysis. The American Journal of Distance Education, 16(2), 83-97.
  • Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2), 1-14.
  • Angeli, C., Valanides, N., & Bonk, C. J. (2003). Communicating in a web-based conferencing system: The quality of computer-mediated interaction. British Journal of Educational Technology, 34(1), 31−43.
  • Arı, A.G. & Arslan, K. (2020). Ortaokul öğrencilerinin Covid-19’a yönelik metaforik algıları, Turkish Studies, 15(6), 503-524.
  • Arslan, K. Görgülü Arı, A., Hayır Kanat M. (2021) Covid-19 pandemi sürecinde verilen uzaktan eğitim hakkında veli görüşleri, Ulak-bilge Sosyal Bilimler Dergisi, 57, 192-206. doi: 10.7816/ulakbilge-09-57-03
  • Barker, P. (1994). Designing interactive learning. In T. de Jong, & L. Sarti (Eds.), Design and production of multimedia and simula-tion-based learning material (pp. 1−30). Dordrech: Kluwer Academic Publishers.
  • Başaran, M., Doğan, E., Karaoğlu, E. ve Şahin, E. (2020). Korona virüs (Covıd-19) pandemi sürecinin getirisi olan uzaktan eğitimin etkililiği üzerine bir çalışma. Academia Eğitim Araştırmaları Dergisi, 5 (2), 368- 397.
  • Bektaş-Bedir, S. & Bedir, G. (2021). Metaphoric perceptions of teacher candidates about COVID-19. International Journal of Educati-onal Studies and Policy, 2(1), 25-39.
  • Berge, Z. L. (2003). Planning and managing distance training and education in the corporate sector. Handbook of distance education, 601-610.
  • Bolliger, D. U., & Halupa, C. (2018). Online student perceptions of engagement, transactional distance, and outcomes. Distance Edu-cation, 39(3), 299-316.
  • Bolliger, D. U. & Martindale, Trey (2004). Key factors for determining student satisfaction in online courses. International Journal on E-learning, 3(1), 61-67.
  • Bolliger, Doris U. & Wasilik, Oksana (2009) Factors influencing faculty satisfaction with online teaching and learning in higher education, Distance Education, 30:1, 103-116, DOI: 10.1080/01587910902845949.
  • Boyd, R. D., & Apps, J. W. (1980). Redefining the discipline of adult education. The AEA Handbook Series in Adult Education.
  • Bozdağ, B. & Dinç, F. (2020). The Perceptions Of Physical Education Teacher Candidates Towards The Concept Of Distance Educa-tion In The Covid-19 Process: A Metaphor Study, International Journal of Eurasian Education and Culture, Issue: 11, pp. (1954-1980).
  • Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemisi sırasında ilköğretim öğrencilerinin çevrimiçi eğitime yönelik imge ve algıları: Bir metafor analizi. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(2), 1-23.
  • Büyüköztürk, S., Kılıç Çakmak, E., Akgün, O. E., Karadeniz, S., & Demirel, F. (2009). Bilimsel araştırma yöntemleri (4 Baski.). Ankara, Türkiye: Pegem Akademi.
  • Chute, A., M. Thompson, and B. Hancock. 1999. Handbook of distance learning: An implementation guide for trainers and human resource professionals. New York: McGraw-Hill.
  • Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13–19.
  • Craig, D. (2020). Pandemic and its metaphors: Sontag revisited in the COVID-19 era. European Journal of Cultural Studies, 23(6), 1025-1032.
  • Croxton, R. A. (2014). The role of interactivity in student satisfaction and persistence in online learning. Journal of Online Learning and Teaching, 10(2), 314.
  • Çakın, M., Külekçi Akyavuz, E. (2020). The Covid-19 process and its reflection on education: An analysis on teachers’ opinions. International Journal of Social Sciences and Education Research, 6(2), 165-186.
  • Demirbilek, N. (2021). Üniversite öğrencilerinin çevrimiçi öğretime ilişkin metaforik algıları. E-Uluslararası Eğitim Araştırmaları Dergisi, Cilt: 12, Sayı 1, 2021, ss. 1-15, DOI: 10.19160/ijer.786303
  • Dennen VP. 2013. Activity design and instruction in online learning. In: Moore MG, editor. Handbook of distance education. 3rd ed. New York (NY): Routledge; p. 282–298.
  • Dennen, V. P. (2019). Frameworks for designing and analyzing learning: Activity interactions in online courses. In Moore, M. G. & Diehl W. C. (Eds.), Handbook of distance education (pp. 244-259). New York: Routledge.
  • Dönmez, İ., & Gürbüz, S. (2020). Üniversite öğrencilerinin Covid-19 virüsü hakkında bilişsel yapılarının belirlenmesi. Manas Sosyal Araştırmalar Dergisi, 9(4), 2159-2172.
  • Hillman, D. C., Willis, D. J., & Gunawardena, C. N. (1994). Learner‐interface interaction in distance education: An extension of con-temporary models and strategies for practitioners. American Journal of Distance Education, 8(2), 30-42.
  • Holmberg, B. (1995). The evolution of the character and practice of distance education. Open Learning: The Journal of Open, Distance and e-Learning, 10(2), 47-53.
  • Kaban, A. (2021). Determining teachers’, students’, and parents’ perceptions of distance education through metaphors. International Journal of Research in Education and Science (IJRES), 7(1), 245-264. https://doi.org/10.46328/ijres.1316
  • Kan, A. Ü. & Özmen, E. (2021). Metaphoric Perceptions of Pre-Service Teacher on Distance Education During the Covid-19 Pande-mic. Journal of History School, 51, 1085-1118.
  • Kazu, İ.Y., Bahçeci, F. Ve Kurtoğlu-Yalçın, C. (2021). Öğretmenlerin Koronavirüs Pandemisi Döneminde Verdikleri Çevrimiçi Eği-time İlişkin Metaforik Algıları. Fırat Üniversitesi Sosyal Bilimler Dergisi, 31, 2(701-715).
  • Keller, J. M. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction, 26(8), 1-7.
  • Kızılkaya-Namli, A., & Ucgul, G. (2021). Sports high school students’ perceptions about COVID-19, International Online Journal of Educational Sciences, 13(2), 567-578.
  • Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: The University of Chicago Press.
  • Lakoff, G. & Johnson, M. (2005). Metaforlar Hayat, Anlam ve Dil. (Çev: G. Y. Demir). İstanbul: Paradigma Yayınları.
  • McFarland, D. & Hamilton, D. (2005). Factors affecting student performance and satisfaction: Online versus traditional course deli-very. Journal of Computer Information Systems, 46(2), 25-32.
  • MEB (2020). Öğretmenler için de ‘Çevrimiçi Eğitim’ başladı. Republic of Turkey Ministry of National Education. 20 Mayıs 2021 tarihinde erişildi. http://www.meb.gov.tr/ogretmenler-icin-de-çevrimiçi-egitim-basladi/haber/20667/tr
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage Publication
  • Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1−6.
  • Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principle of distance education (pp. 22-38). New York: Routledge.
  • Moore MG. 2019. The theory of transactional distance. In: Moore MG, Diehl WC, editors. Handbook of distance education. 4th ed. New York (NY): Routledge; p. 32–46.
  • Moore, M. G., & Kearsley, I. G. (2012). Distance education: A systems view of online learning (3rd ed.). New York: Wadsworth Publishing.
  • Muirhead, B., & Juwah, C. (2004). Interactivity in computer-mediated college and university education: A recent review of the literatu-re. Educational Technology & Society, 7(1), 12−20.
  • Northrup, P. (2001). A framework for designing interactivity into web-based instruction. Educational Technology, 41(2), 31−39.
  • Özvar, E. (2021). “Yök Başkanı Erol Özvar, Üniversitelerde Yüz Yüze Eğitimin Detaylarını Açıkladı”, https://www.yok.gov.tr/Sayfalar/Haberler/2021/yok-baskani-ozvar-dan-yuz-yuze-egitime-iliskin-aciklamalar.aspx 15 Eylül 2021 tarihinde erişildi.
  • Paavola, S., & Hakkarainen, K. (2005). The knowledge creation metaphor–An emergent epistemological approach to learning. Science & Education, 14(6), 535–557.
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
  • Paul, R. C., Swart, W., Zhang, A. M., & MacLeod, K. R. (2015). Revisiting Zhang’s scale of transactional distance: Refinement and validation using structural equation modeling. Distance Education, 36(3), 364-382.
  • Peters, M. A. , Arndt, S., Tesar, M., Jackson, L., Hung, R., Mika, C., Ozolins, J. T., Teschers, C., Orchard, J., Buchanan, R., Madjar, A., Novak, R., Besley, T. Sturm, S. (open reviewer), Roberts, P. (open reviewer), & Gibbons, A. (open reviewer) (2020). Philosophy of education in a new key. Educational Philosophy and Theory, https://doi.org/10.1080/00131857.2020.1759194.
  • Roach, V. A. & Attardi, S. M. (2021): Twelve tips for applying Moore’s Theory of Transactional Distance to optimize online teaching, Medical Teacher, DOI: 10.1080/0142159X.2021.1913279
  • Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13.
  • Shuell, T. J. (1990). Teaching and learning as problem solving. Theory into Practice, 29, 102-108.
  • Strachota, E.M. (2003). Student satisfaction in online courses: An analysis of the impactof learner-content, learner-instructor, learner-learner and learner-teacher interaction. Dissertation Abstracts International, 64 (8), 2746 Key: citeulike: 1029163
  • Swan, K., & Shea, P. (2005). The development of virtual learning communities. In S. R. Hiltz & R. Goldman (Eds.), Asynchronous Learning Networks: The Research Frontier. (pp. 239–260). Hampton Press.
  • UNESCO. (2020). Education: From disruption to recovery. UNESCO. https://en.unesco.org/covid19/educationresponse 12 Ağustos 2021 tarihinde erişilmiştir.
  • Wut, T. M., & Xu, J. (2021). Person-to-person interactions in online classroom settings under the impact of COVID-19: a social pre-sence theory perspective. Asia Pacific Education Review, 1-13.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları
  • Yıldız, E. P., Alkan, A., & Cengel, M. (2021). Students metaphoric perceptions regarding the concept of distance education during the pandemic. Educational Research and Reviews, 16(6), 247-255.
  • YÖK, 2021. Yükseköğretim Bilgi Yönetim Sistemi, site: istatistik.yok.gov.tr adresinde 18 Ağustos 2021 tarihinde erişildi.
  • Zayapragassarazan, Z. (2020). Covid19: Strategies for Engaging Remote Learners in Medical Education. Online Submission, 9(273), 1-18.
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Erol Süzük 0000-0001-5520-5597

Tuncay Akınci 0000-0001-8052-3327

Erken Görünüm Tarihi 25 Haziran 2022
Yayımlanma Tarihi 25 Haziran 2022
Kabul Tarihi 13 Haziran 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 56 Sayı: 56

Kaynak Göster

APA Süzük, E., & Akınci, T. (2022). Öğretmen Adaylarının Covid-19 Pandemisi Sürecinde Çevrimiçi Eğitime Yönelik Algılarının İncelenmesi: Bir Metafor Analizi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 56(56), 209-232. https://doi.org/10.15285/maruaebd.1090805