Cilt 11 Sayı 1 (2023): Business & Management Studies: An International Journal
Makaleler

Pandemi döneminde e-öğrenmeye yönelik değişen öğrenci görüşleri üzerine bir araştırma

PDF (English)
  • Hüseyin YENER
Hüseyin YENER
Dr. Öğr. Üyesi, Maltepe Üniversitesi, İstanbul, Türkiye
DOI: https://doi.org/10.15295/bmij.v11i1.2136

Yayınlanmış 2023-03-25

Anahtar Kelimeler

  • E-öğrenme, COVİD-19, Davranışsal Ergonomi, Öğrenci Görüşü
  • E-learning, COVID-19, Behavioural Ergonomics, Opinion of Students

Nasıl Atıf Yapılır

YENER, H. (2023). Pandemi döneminde e-öğrenmeye yönelik değişen öğrenci görüşleri üzerine bir araştırma. Business & Management Studies: An International Journal, 11(1), 1–9. https://doi.org/10.15295/bmij.v11i1.2136

Telif Hakkı (c) 2023 Hüseyin Yener

Creative Commons License

Bu çalışma Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License ile lisanslanmıştır.

Özet

COVİD-19 salgını dünya çapında her kuruluşu ve yaşamın her yönünü etkiledi. Pandemi, neredeyse tüm üniversitelerin geleneksel yüz yüze sınıftan e-öğrenme eğitimine geçmek zorunda kalmasıyla akademik kurumlar arasında beklenmedik bir kafa karışıklığına neden oldu. Üniversiteler, faaliyetlerini sürdürmek için ileri teknolojilerden yararlanmaya başladılar. Bu araştırmanın amacı, mühendislik öğrencilerin e-öğrenmeye ilişkin değişen tutumlarını izlemektir. Araştırma İstanbul Maltepe Üniversitesi'nde öğrenim gören 408 kişilik bir mühendislik öğrenci grubu ile gerçekleştirilmiştir. Sonuçlar, salgın döneminin uzaması nedeniyle öğrencilerin e-öğrenmeye yönelik tutumlarının önemli ölçüde değiştiğini göstermiştir. Bu çalışma, son çalışmaların sonuçlarıyla tutarlı olarak düşüş eğilimini doğrulamıştır. Çalışmanın sonuçları, öğrencilerin çevrimiçi öğrenme yerine yüz yüze eğitim veya hibrit eğitim modelini tercih ettiğini göstermiştir. Bu değişen kararda sosyal izolasyon, karşılaşılan teknik sorunlar ve evde eğitimin yetersiz ve eğitmenlerle etkileşime geçme imkanının kısıtlı olması önemli rol oynamıştır. Bu çalışma ileride çeşitli nedenlerle meydana gelebilecek olası kapanmalarda reaksiyon süresini azaltabilir.

PDF (English)

İndirmeler

İndirme verileri henüz mevcut değil.

Referanslar

  1. Abdelmola, A. O., Makeen, A., Hanafi, H. M. &, Ageeli E. (2021), E- learning during COVID-19 pandemic, faculty Perceptions, challenges, and recommendations, MedEdPublish, 10, [1], 112, https://doi.org/10.15694/mep.2021.000112.1.
  2. Ahn, B. & Bir, D. D. (2018), Student interactions with online videos in a large hybrid mechanics of materials course, Advances in Engineering Education, vol. 6, no. 3, pp. 1–24. https://files.eric.ed.gov/fulltext/EJ1181575.pdf.
  3. Ardiansyahmiraja, B., Nadlifatin, R., Persada, S.F., Prasetvo, Y.T.,Young, M.N., Perwira Redi, A.A.N., & Lin, S.-C. (2021), Learning from a distance during a pandemic outbreak: factors affecting students’ acceptance of distance learning during school closures due to COVID-19. Journal of e-Learning and Knowledge Society, 17(2), 21-31. https://doi.org/10.20368/1971-8829/1135412.
  4. Bączek, M., Zagańczyk-Bączek, M., Szpringer, M., Jaroszyński, A., & Wożakowska-Kapłon, B. (2021), Students' perception of online learning during the COVID-19 pandemic: A survey study of Polish medical students. Medicine, 100(7), e24821. https://doi.org/10.1097/MD.0000000000024821.
  5. Barteit, S., Guzek, D., Jahn, A., Bärnighausen, T., Jorge, M. M., & Neuhann, F. (2020), Evaluation of e-learning for medical education in low- and middle-income countries: A systematic review. Computers & education, 145, 103726. https://doi.org/10.1016/j.compedu.2019.103726.
  6. Bonafini, F. C., Chae, C., Park, E. & Jablokow, K. W. (2017), How much does student engagement with videos and forums in a MOOC affect their achievement? Online Learning, 21(4), 223-240. https://doi.org/10.24059/olj.v21i4.1270.
  7. Elzainy, A., El Sadik, A. & Al Abdulmonem, W. (2020), Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University, Journal of Taibah University Medical Sciences, Vol. 15, Issue 6, pp. 456-462, https://doi.org/10.1016/j.jtumed.2020.09.005.
  8. Favale, T., Soro F., Trevisan, M., Drago, I., & Mellia, M. (2020), Campus traffic and e-Learning during COVID-19 pandemic. Computer Networks, 176, 107290. https://doi.org/10.1016/j.comnet.2020.107290.
  9. Fields, A. & Hartnett, M. (2020), Online teaching and learning: COVID-19 Special Issue. Journal of Open, Flexible and Distance Learning, 24(1), [1–2].
  10. Fry, K. (2001), E-learning markets and providers: Some issues and prospects. Education+ Training, 43(4/5), 233–239. https://doi.org/10.1108/EUM0000000005484.
  11. Heng, K. & Sol, K. (2020), Online learning during COVID-19: Key challenges and suggestions to enhance effectiveness, Cambodian Education Forum https://www.researchgate.net/publication/346719308_Online_learning_during_COVID-19_Key_challenges_and_suggestions_to_enhance_effectiveness.
  12. Kannankara, A. (2020), E-learning: The Best Bet During Lockdown!, https://english.mathrubhumi.com/features/specials/e-learning-the-best-bet-during-lockdown--1.4730381.
  13. Kolbaek, D. (2018), Problem-based learning in the digital age. Cognition and Exploratory Learning in the Digital Age (CELDA); 54: 24-29. ISBN: 978-989-8533-81-4
  14. Lall, S & Singh, N. (2020), CoVid-19: Unmasking the New Face of Education. International Journal of Research in Pharmaceutical Sciences, 11(SPL1), 48-53. https://doi.org/10.26452/ijrps.v11iSPL1.2122.
  15. Leszczyński, P., Charuta, A., Łaziuk, B., Gałązkowski, R., Wejnarski, A., Roszak, M., & Kołodziejczak, B. (2018), Multimedia and interactivity in distance learning of resuscitation guidelines: A randomized controlled trial. Interactive Learning Environments, 26(2), 151–162. https://doi.org/10.1080/10494820.2017.1337035.
  16. Lockee, B. B. (2021), Online education in the post-COVID era. Nature Electronics 4, 5–6. https://doi.org/10.1038/s41928-020-00534-0.
  17. Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H. & Alharb H. (2021), The COVID-19 pandemic and E-learning: challenges and opportunities from the perspective of students and instructors. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-021-09274-2.
  18. Martin, F., Ritzhaupt, A, & Kumar, S. (2019), Award-winning faculty online teaching practices: course design, assessment and evaluation, and facilitation. Internet High Education, 42: 34-43. https://doi.org/10.1016/j.iheduc.2019.04.001.
  19. McCoy, L., Pettit, R. K., Lewis, J. H., Bennett, T., Carrasco, N., Brysacz, S., Makin, I. R., Hutman, R., & Schwartz, F. N. (2015), Developing technology-enhanced active learning for medical education: challenges, solutions, and future directions. The Journal of the American Osteopathic Association, 115(4), 202–211. https://doi.org/10.7556/jaoa.2015.042.
  20. Means, B., Toyama, Y., Murphy, R., Bakia, M. & Jones, K. (2009), U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C.
  21. Norah, A. & Shabir, K. (2020), Students Satisfaction with Online Learning Experiences during the COVID-19 Pandemic. International Journal of Emerging Technologies in Learning (iJET). https://doi.org/10.3991/ijet.v15i21.15647.
  22. Neuman, W. L. (2014), Social Research Methods: Qualitative and Quantitative Approaches, Pearson Education Limited, Seventh Edition, ISBN 10: 1-292-02023-7, pp. 351.
  23. Nunnally, J. C. & Bernstein, I. H. (1994), The Assessment of Reliability. Psychometric Theory, 3, 248-292.
  24. Nworie, J. (2021), Beyond COVID-19: What’s Next for Online Teaching and Learning in Higher Education? EDUCAUSE https://er.educause.edu/articles/2021/5/beyond-covid-19-whats-next-for-online-teaching-and-learning-in-higher-education.
  25. Ribeiro, R. (2020), How university faculty embraced the remote learning shift. EdTech Magazine. https://edtechmagazine.com/higher/article/2020/04/how-university-faculty-embraced-remote-learning-shift.
  26. Schrenk, N., Schrenk, B., & Van Dam, D. (2021), Reflecting on Best Practices for Online Learning in a Post-COVID-19 World. Online Learning Journal. 25 (4). http://dx.doi.org/10.24059/olj.v25i4.2460.
  27. Singh, V., & Thurman, A. (2019), How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082.
  28. Smedley, J. (2010), Modelling the impact of knowledge management using technology. OR Insight, 23(4), 233–250. https://doi.org/10.1057/ori.2010.11.
  29. Sreehari, P. (2020), Online Learning during the COVID-19 Lockdown: Learners’ Perceptions. Journal of Critical Reviews, 7 (19), 300-307. https://doi.org/10.31838/jcr.07.19.36.
  30. Wang, X., Li G., Malik, S. & Anwar, A. (2021), Impact of COVID-19 on achieving the goal of sustainable development: E-learning and educational productivity. Ekonomska Istraživanja / Economic Research. https://doi.org/10.1080/1331677X.2021.1927789.
  31. Wong, J., Goh, Q. Y., Tan, Z., Lie, S. A., Tay, Y. C., Ng, S. Y., & Soh, C. R. (2020), Preparing for a COVID-19 pandemic: a review of operating room outbreak response measures in a large tertiary hospital in Singapore. Canadian journal of anaesthesia, 67(6), 732–745. https://doi.org/10.1007/s12630-020-01620-9.
  32. World Health Organization (WHO) (2020), Coronavirus disease (COVID-19) pandemic. World Health Organization. https://www.who.int/emergencies/diseases/novel-coronavirus-2019.
  33. Zelenak J. (2006), E-Learning Concepts and Techniques. Collaborative e-book project by Bloomsburg University of Pennsylvania's Department of Instructional Technology.