COVID-19 Salgın Sürecinin Eğitime Yansımaları: Fırsatlar ve Zorluklar
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Dosyalar
Tarih
2022
Yazarlar
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Yayıncı
EĞİTİM VE İNSANİ BİLİMLER DERGİSİ: TEORİ VE UYGULAMA
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Covid-19 salgını eğitim ile büyük bir şok oldu. Eğitim ile ilgili bütün paydaşlar daha önce alışık olmadıkları bir durumla baş başa kaldılar. Acil uzaktan eğitim ile öğrencilerin öğrenmesine devam etmeleri sağlanmışsa da bu sürecin eğitim üzerinde önemli etkileri olduğu belirtilmektedir. Bu etkilerin neler olduğunun belirlenmesi gelecekteki eğitimler için önem araz etmektedir. Bu araştırmada, öğretmen görüşlerine göre Covid-19 salgın sürecinin eğitime yansımalarının incelenmesi amaçlanmaktadır. Araştırmada olgubilim deseni kullanılmıştır. Çalışma grubu ölçüt örnekleme yöntemi ile belirlenmiştir. Araştırmanın çalışma grubunu farklı branş ve kurumlarda çalışan 26 öğretmenden oluşmaktadır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Veriler elektronik ortamda toplanmış olup toplanan veriler içerik analizi ve betimsel analiz ile çözümlenmiştir. Araştırma sonuçlarına göre Covid-19 pandemi sürecinin genel anlamda eğitime olumlu ve olumsuz yansımaları olduğu ortaya çıkmıştır. Olumlu yansımaların öğrenciye, öğretmene, uzaktan eğitime ve veliye yönelik olduğu; olumsuz yansımaların da eğitim öğretime, öğretmene, öğrenciye yönelik olduğu tespit edilmiştir. Öğrenciye yönelik olumsuz yansımaların da öğrencilerin sosyal ilişkileri, kişisel hayatları, psikolojik ve sağlık durumları ile ilgili olduğu ortaya çıkmıştır.
Introduction When the relevant literature is examined, it is stated that the COVID-19 epidemic causes different positive and negative effects on education. Determining what these effects are is important for planning the education process and for education stakeholders. It is expected that the research will serve to meet this need. In this direction, it is aimed to determine the reflections of the Covid-19 Pandemic process on education, according to teacher opinions. The results of the research are expected to present scientific data to school administrators, teachers, teacher training institutions, students and policy makers and contribute to the education literature. Within the scope of the research, it has been tried to determine the positive and negative reflections of the Covid-19 pandemic process on education according to the opinions of teachers. Method This research was designed as a phenomenology. It is thought that the COVID-19 epidemic process will have reflections on education. With the phenomenology pattern, these reflections are revealed in detail and in depth. The criterion sampling method was used in the study. Inclusion criteria in the sampling were determined as being involved in distance education processes and still working as a teacher. 26 teachers with these characteristics were included in the study. 10 of the teachers work in secondary school, eight of them work in primary and high school. While 10 of the teachers are male, 16 are female. A semi-structured interview form was utilized as a data collection tool. Data collection tool, which was prepared in line with the expert opinions and pre-applied, was sent to the teachers in the study group by e-mail. The data collected from the teachers in the study group were analyzed by descriptive and content analysis. Results According to the results of the research, it has been revealed that the COVID-19 epidemic process has positive and negative reflections on education. The positive reflections are in the form of being autonomous in learning for the student, adapting to distance education for the teacher, and being an alternative option in mandatory situations. The negative reflections are in the form of students’ alienation from the lessons and the increase in the workload of teachers. In addition, the process reflected negatively on students in terms of social relations, personal life, psychological and health conditions. Conclusion One of the positive reflections of the pandemic process on students is the effective use of technological tools. It was stated that this situation contributed to the increase of students’ digital literacy skills. With the more use of technological tools, learning in lessons has been made more enjoyable, students have been able to listen to the lessons as they wished and have the opportunity to arrange their study times as they wish. It was determined as another reflection that teachers offer students the opportunity to learn independently of time and place. In addition, students have the opportunity to become autonomous in learning, to receive education from home, to progress at their own pace and to experience new experiences. According to the research findings, it has been revealed that the negative reflections of the COVID-19 epidemic process on education are related to education, students and teachers. The teachers stated that the students regressed cognitively, the first-year students did not gain sufficient literacy skills, the students studying in other classes had difficulties in understanding, comprehending, making connections between the subjects and experiencing learning difficulties. In addition, they stated that with the pandemic process, students were alienated from school and lessons, their desire to wonder and research decreased, and they developed a negative attitude towards the lesson. According to the research findings, it has been determined that the negative reflections of the pandemic process on students are related to their social relations, personal lives, psychology and health. It was stated that with the pandemic, students became lonely, their belonging to the school weakened, they had difficulty in expressing themselves and adapting to the environment. Besides, it was stated that during this period, students’ private information became open to digital risks, technological addiction and the possibility of dropping out of school increased, child labor and early marriage could be in question. In addition, it was stated that they were bored in the lesson, felt fear and psychological discomfort, and faced obesity due to being inactive for a long time. According to the research findings, it has been revealed that the pandemic process has negative reflections on teachers. Along with the pandemic period, teachers faced a training process that they were not accustomed to. In addition, it was stated that the bond between teacher-student weakened, the losses incurred would burden teachers in the future, and the difference between students who participated in distance education and those who did not would deepen. It has been stated that this situation will force teachers in planning the learning process and managing the classroom.
Introduction When the relevant literature is examined, it is stated that the COVID-19 epidemic causes different positive and negative effects on education. Determining what these effects are is important for planning the education process and for education stakeholders. It is expected that the research will serve to meet this need. In this direction, it is aimed to determine the reflections of the Covid-19 Pandemic process on education, according to teacher opinions. The results of the research are expected to present scientific data to school administrators, teachers, teacher training institutions, students and policy makers and contribute to the education literature. Within the scope of the research, it has been tried to determine the positive and negative reflections of the Covid-19 pandemic process on education according to the opinions of teachers. Method This research was designed as a phenomenology. It is thought that the COVID-19 epidemic process will have reflections on education. With the phenomenology pattern, these reflections are revealed in detail and in depth. The criterion sampling method was used in the study. Inclusion criteria in the sampling were determined as being involved in distance education processes and still working as a teacher. 26 teachers with these characteristics were included in the study. 10 of the teachers work in secondary school, eight of them work in primary and high school. While 10 of the teachers are male, 16 are female. A semi-structured interview form was utilized as a data collection tool. Data collection tool, which was prepared in line with the expert opinions and pre-applied, was sent to the teachers in the study group by e-mail. The data collected from the teachers in the study group were analyzed by descriptive and content analysis. Results According to the results of the research, it has been revealed that the COVID-19 epidemic process has positive and negative reflections on education. The positive reflections are in the form of being autonomous in learning for the student, adapting to distance education for the teacher, and being an alternative option in mandatory situations. The negative reflections are in the form of students’ alienation from the lessons and the increase in the workload of teachers. In addition, the process reflected negatively on students in terms of social relations, personal life, psychological and health conditions. Conclusion One of the positive reflections of the pandemic process on students is the effective use of technological tools. It was stated that this situation contributed to the increase of students’ digital literacy skills. With the more use of technological tools, learning in lessons has been made more enjoyable, students have been able to listen to the lessons as they wished and have the opportunity to arrange their study times as they wish. It was determined as another reflection that teachers offer students the opportunity to learn independently of time and place. In addition, students have the opportunity to become autonomous in learning, to receive education from home, to progress at their own pace and to experience new experiences. According to the research findings, it has been revealed that the negative reflections of the COVID-19 epidemic process on education are related to education, students and teachers. The teachers stated that the students regressed cognitively, the first-year students did not gain sufficient literacy skills, the students studying in other classes had difficulties in understanding, comprehending, making connections between the subjects and experiencing learning difficulties. In addition, they stated that with the pandemic process, students were alienated from school and lessons, their desire to wonder and research decreased, and they developed a negative attitude towards the lesson. According to the research findings, it has been determined that the negative reflections of the pandemic process on students are related to their social relations, personal lives, psychology and health. It was stated that with the pandemic, students became lonely, their belonging to the school weakened, they had difficulty in expressing themselves and adapting to the environment. Besides, it was stated that during this period, students’ private information became open to digital risks, technological addiction and the possibility of dropping out of school increased, child labor and early marriage could be in question. In addition, it was stated that they were bored in the lesson, felt fear and psychological discomfort, and faced obesity due to being inactive for a long time. According to the research findings, it has been revealed that the pandemic process has negative reflections on teachers. Along with the pandemic period, teachers faced a training process that they were not accustomed to. In addition, it was stated that the bond between teacher-student weakened, the losses incurred would burden teachers in the future, and the difference between students who participated in distance education and those who did not would deepen. It has been stated that this situation will force teachers in planning the learning process and managing the classroom.
Açıklama
Anahtar Kelimeler
Covid-19 salgını, eğitime yansımalar, uzaktan eğitim
Kaynak
EĞİTİM VE İNSANİ BİLİMLER DERGİSİ: TEORİ VE UYGULAMA
WoS Q Değeri
Scopus Q Değeri
Cilt
13
Sayı
26
Künye
Demir, F. , Özdaş, D. F. & Çakmak, M. (2022). Covid-19 Salgın Sürecinin Eğitime Yansımaları . Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama , 13 (26) , 275-300 . Retrieved from https://dergipark.org.tr/tr/pub/eibd/issue/72529/1134994
