Covid-19 pandemi sürecinde lise düzeyinde uzaktan eğitimle yürütülen İngilizce öğretim deneyimlerinin değerlendirilmesi
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Dosyalar
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, okul yöneticisi, öğrenci ve öğretmenlerin Covid-19 pandemi döneminde uzaktan eğitim ile yürütülen lise düzeyindeki İngilizce öğretim deneyimlerini derinlemesine incelemektir. Çalışmada, nitel araştırma modelinin durum çalışması deseni kullanılmıştır. Farklı okul türlerinden farklı deneyimlerin yansıtılması amacıyla seçilen örnekleme tekniği amaçlı örnekleme yöntemlerinden maksimum çeşitliliktir. Bu araştırmanın katılımcılarını, Batı Karadeniz bölgesinde bir il merkezine bağlı tüm lise türlerinde uzaktan eğitim ile İngilizce dersi alan 9-11. sınıf öğrencileri, her kurumdan dersi veren İngilizce öğretmeni, her kurumdan bir kurum yöneticisi oluşturmaktadır. Araştırmada yarı yapılandırılmış görüşme formları kullanılarak öğrenci, öğretmen ve yöneticilerle bireysel görüşmeler yapılmıştır; öğrencilerden yansıtıcı günlükler toplanmıştır. Veriler içerik analiziyle çözümlenmiştir. Araştırmanın sonucunda yönetici, öğretmen ve öğrencilerin süreçle ilgili olumlu ve çoğunlukla olumsuz değerlendirmelerde bulunduğu ortaya çıkmıştır. Olumlu deneyimler yöneticiler tarafından; öğretmenlerin yenilikçi ve alanlarına hakim olmasıyla süreci olumlu etkilemeleri, İngilizcenin yapısının uzaktan eğitime uygun olması, öğretmenler tarafından; uzaktan eğitimin kişisel gelişim fırsatları sunması, çeşitli çevrim içi kaynaklara ulaşabilme, öğrenciler tarafından; derslere kolay erişim, destekleyici materyal kullanabilme, yüz yüze ders formatına en uygun dersin İngilizce olması gibi ifadelerle değerlendirilmiştir. Yönetici ve öğretmenler uzaktan eğitimin zaman ve mekan sınırlarını ortadan kaldırmasını; öğretmen ve öğrenciler sosyal fobisi olan öğrencilerin uzaktan eğitimde derslere katılım gösterebilmesini olumlu değerlendirmişlerdir. Olumsuz deneyimler yöneticiler tarafından; süreçle ilgili bilgi eksikliği, verimli olmadığını düşünerek kötünün iyisi süreç, öğretmenler tarafından; etkileşim eksikliği, dezavantajlı süreç, öğrenciler tarafından; dikkat dağıtıcı etmenlerin çok olması, ev ortamının eğitime uygun olmaması, uzaktan eğitimin yorucu olması gibi ifadelerle değerlendirilmiştir. Yönetici, öğretmen ve öğrenciler ortak olarak olumsuz değerlendirdikleri durumları; alt yapı, donanım ve teknik sorunlar, bakanlığın değişen ani kararları ve dijital ortamda değerlendirme zorluğu olarak belirtirmişlerdir. Yöneticiler uzaktan eğitim süreci için; otokontrol gerektiren, öğretmenler; mekanik ortam, öğrenciler ise olumsuz olarak yalnızlık ve olumlu olarak ilgi çekici, eğlenceli gibi anlamlar yüklemişlerdir. Yöneticiler eğitim tercihlerini ağırlıklı olarak yüz yüze yaparken, şarta bağlı olarak hibrit eğitimi; öğretmenler öğrencilerin istekli olması durumunda uzaktan ve uygun koşullar sağlanırsa hibrit eğitimi; öğrenciler ise etkileşim sağlamak için yüz yüze, rahat olabilmek ve sınav hazırlığı için uzaktan eğitimi tercih etmişlerdir. Elde edilen sonuçlara göre daha sonraki uzaktan ya da acil uzaktan eğitim uygulamalarının daha nitelikli yapılması, eğitimi etkileyen, bu araştırma sonunda ortaya konan sorunların çözümü ve yeni araştırmalar konusunda öneriler sunulmuştur.
The purpose of this study is to examine in depth the experiences of school administrators, students and teachers in teaching English at high school level, conducted with distance education during the Covid-19 pandemic period. In the study, the case study pattern of the qualitative research model was used. The sampling technique chosen to reflect different experiences from different types of schools is the maximum variety of purposeful sampling methods. The participants of this research are 9-11 grade students who take distance education English lessons in all types of high schools in a city center in the Western Black Sea region, an English teacher from each institution, and an administrator from each institution. In the research, individual interviews were conducted with students, teachers and administrators using semi-structured interview forms; reflective diaries were collected from students. The data were analyzed by content analysis. As a result of the research, it was revealed that administrators, teachers and students made positive and mostly negative evaluations about the process. Positive experiences are evaluated such as teachers' positive influence on the process with their innovativeness and mastery of their fields, the fact that the structure of English is suitable for distance education, etc. by administators; distance education offers personal development opportunities, access to various online resources, etc. by teachers; easy access to the lessons, using supportive materials, and English being the most suitable lesson for the face-to-face lesson format, etc. by students.Administrators and teachers have evaluated that distance education eliminates the time and educational environment limits of distance education; Teachers and students positively evaluated the ability of students with social phobia to attend classes in distance education. Negative experiences are evaluated such as lack of information about the process, thinking that it is not efficient, the best of the worst process, etc. by the administrators; lack of interaction, disadvantaged process etc. by the teachers; It was evaluated with expressions such as having many distracting factors, not suitable for education at home and being exhausting in distance education, etc. by students. The situations that administrators, teachers and students evaluated negatively; infrastructure, hardware and technical problems, the sudden changing decisions of the ministry and the difficulty of evaluation in the digital environment. Administrators assigned some meanings for the distance education process like requiring self-control, teachers; mechanical environment, students; loneliness as negative and interesting and fun as positive meanings. While managers make their education choices mostly face-to-face, hybrid education depending on the condition; hybrid education if the students are willing and if the appropriate conditions are provided; On the other hand, students preferred face-to-face education for interaction, distance education for comfort and exam preparation. According to the results obtained, suggestions were made about making further distance or emergency distance education practices more qualified, solving the problems that were revealed at the end of this research affecting education and new researches.
The purpose of this study is to examine in depth the experiences of school administrators, students and teachers in teaching English at high school level, conducted with distance education during the Covid-19 pandemic period. In the study, the case study pattern of the qualitative research model was used. The sampling technique chosen to reflect different experiences from different types of schools is the maximum variety of purposeful sampling methods. The participants of this research are 9-11 grade students who take distance education English lessons in all types of high schools in a city center in the Western Black Sea region, an English teacher from each institution, and an administrator from each institution. In the research, individual interviews were conducted with students, teachers and administrators using semi-structured interview forms; reflective diaries were collected from students. The data were analyzed by content analysis. As a result of the research, it was revealed that administrators, teachers and students made positive and mostly negative evaluations about the process. Positive experiences are evaluated such as teachers' positive influence on the process with their innovativeness and mastery of their fields, the fact that the structure of English is suitable for distance education, etc. by administators; distance education offers personal development opportunities, access to various online resources, etc. by teachers; easy access to the lessons, using supportive materials, and English being the most suitable lesson for the face-to-face lesson format, etc. by students.Administrators and teachers have evaluated that distance education eliminates the time and educational environment limits of distance education; Teachers and students positively evaluated the ability of students with social phobia to attend classes in distance education. Negative experiences are evaluated such as lack of information about the process, thinking that it is not efficient, the best of the worst process, etc. by the administrators; lack of interaction, disadvantaged process etc. by the teachers; It was evaluated with expressions such as having many distracting factors, not suitable for education at home and being exhausting in distance education, etc. by students. The situations that administrators, teachers and students evaluated negatively; infrastructure, hardware and technical problems, the sudden changing decisions of the ministry and the difficulty of evaluation in the digital environment. Administrators assigned some meanings for the distance education process like requiring self-control, teachers; mechanical environment, students; loneliness as negative and interesting and fun as positive meanings. While managers make their education choices mostly face-to-face, hybrid education depending on the condition; hybrid education if the students are willing and if the appropriate conditions are provided; On the other hand, students preferred face-to-face education for interaction, distance education for comfort and exam preparation. According to the results obtained, suggestions were made about making further distance or emergency distance education practices more qualified, solving the problems that were revealed at the end of this research affecting education and new researches.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
