| dc.description.abstract | Covid-19 pandemisi ülkeleri bir çok alanda etkisi altına almıştır. Pandeminin etkilediği alanların en önemlilerinden birisi de eğitimdir. Pandemi ile birlikte ülkelerin çoğunda yüz yüze eğitime ara verilerek eğitim uzaktan eğitim yoluyla sürdürülmeye başlanmıştır. Ülkemizde de 2019-2020 eğitim öğretim yılının 16 Mart tarihinden itibaren okullar yüz yüze eğitime ara verilerek, eğitim- öğretim faaliyetleri uzaktan eğitim yoluyla devam etmiştir. Uzaktan eğitim farklı yöntem ve metotlar kullanılarak mekan sınırlılığını kaldıran öğretim faaliyetleri olarak ifade edilmektedir. Eğitim teknolojilerindeki gelişmeler, ekonomiklik, kalabalık gruplara hitap edebilme, afet ve pandemi gibi olağanüstü durumlarda işe koşulması uzaktan eğitimi ön plana çıkarmıştır. İlkokulda ilk kez deneyimlenen uzaktan eğitim süreci, ödevlendirmeler, telefon görüşmeleri, EBATV yayınları, EBA platformu üzerinden ve farklı programlar ile canlı dersler ile sürdürülmüştür. İlkokul öğrencileri, öğretmen ve velilerin uzaktan eğitim sürecine yönelik deneyimleri eğitim öğretimin etkinliği açısından önem taşımaktadır. Bu doğrultuda, yapılan bu araştırmanın amacı ilkokul sınıf öğretmenlerinin, ilkokul öğrencilerinin ve öğrenci velilerinin Covid-19 pandemisi ile uzaktan eğitim sürecinde neler yaşadıkları, hangi sorunlarla karşılaştıkları ve deneyimlerinin araştırılmasıdır. Araştırmanın çalışma grubu amaçlı örnekleme yöntemine göre seçilen 15 sınıf öğretmeni, 15 ilkokul öğrencisi ve 15 öğrenci velisinden oluşmuştur. Yarı yapılandırılmış görüşme tekniği kullanılarak elde edilen veriler içerik analizi yöntemi ile analiz edilmiş; bulgular yedi ana temada betimlenmiştir. İlkokul Sınıf öğretmenlerinin, ilkokul öğrencilerinin ve öğrenci velilerinin Covid-19 izolasyon döneminde uygulanan uzaktan eğitim faaliyetleri ile ilgili deneyimlerini ortaya çıkarmak için fenomenoloji desenine başvurulmuş, katılımcı görüşlerinden direk alıntılar yapılarak bulgular desteklenmiştir. Araştırma bulgularına göre katılımcıların büyük çoğunluğu pandemi kavramını sonradan öğrendiğini ifade etmiştir. EBA platformunda yer alan içeriklerin tüm katılımcılar tarafından faydalı görüldüğü, pandemi döneminde bakanlık tarafından gönderilen çalışma kitaplarının içerik zenginliği bakımından çok faydalı bulunduğu dile getirilmiştir. Tüm katılımcılar uzaktan eğitim sürecinde altyapı, internet, cihaz ve bağlantı odaklı sorunlar yaşadıklarını belirtmiştir. Öğrencilerin öğretmenleri ile yeterli iletişim kuramadıkları ,veliler tarafından öğrencilerin öğrenmelerinde eksiklikler olduğu, öğretmenler de kalıcı öğrenme de sorunlar olduğunu ifade etmiştir. Özel okul dışındaki tüm öğretmenler sınıflarında en az bir öğrencinin uzaktan eğitime çeşitli sebeplerle katılamadığını belirtmiştir. Araştırma sonucunda verimin istenilen düzeyde olmadığı görülmüştür. Araştırmadan elde edilen bulgular ışığında, ilkokul seviyesinde zorunlu hallerde sadece uzaktan eğitim yerine gerekli önlemler alınarak seyreltilmiş sınıflarda, yüz yüze eğitim ve uzaktan eğitimin birlikte yürütüldüğü hibrit bir modelin kullanılması önerilmektedir. | tr_TR |
| dc.description.abstract | The covid-19 pandemic has affected countries in many fields. Education is one of the most important fields affected by the pandemic. With the pandemic, face-to-face education was suspended in most of the countries and education started to be continued through distance education. In our country, as of March 16 of the 2019-2020 academic year, face-to-face education has been suspended, and educational activities have started to be continued through distance education. In the next period, face-to-face and distance education was carried out together. Distance education is expressed as teaching activities that remove the space limitation by using different methods and methods. Advances in educational technologies, affordability, ability to appeal to crowded groups, and being employed in extraordinary situations such as disasters and pandemics have brought distance education to the forefront. Historically, distance education activities in our country appear to be one of the preferred learning activities in higher education institutions. As a result of technological developments, we can state that the preference of distance education has increased nowadays. Distance education has been started in our country due to the pandemic. EBA is an online social education platform where students and teachers can access course contents and provide resources to help the school. In distance education process; EBA TV broadcasts started to be carried out with live lessons on the EBA platform and through different applications. In the context of investigating the process in terms of education, it is seen that it would be beneficial to include teachers and their views on the process in the literature. It can be stated that teachers have the most important role in this process. In this process, which many teachers experience for the first time, the identification of the problems they encounter, the difficulties they have experienced and their suggestions appear as one of the most important factors in the success of the distance education process. Undoubtedly, students are the group most negatively affected by the interruption of face-to-face education. Being away from the school environment, friends and teachers makes it difficult for students to adapt to education. For this reason, it is aimed to reveal the distance education process experiences by including student views in our research in a more detailed way. With the interruption of face-to-face education in schools, it is observed that the parents of the students have taken a more active role in this process when it is compared to the face-to-face education. For this reason, the opinions of the parents of the students about the process are extremely important in terms of guiding distance education. During the COVID-19 pandemic process, mostly studies are carried out in medical fields, and studies in the field of education can be said to be limited. Teachers' opinions are generally included in the researchers conducted in the field of education. Especially in the literature, it is seen that there are a few studies that include the opinions of primary school teachers, parents of students and primary school students regarding distance education during the pandemic process. In the few studies in the literature, it is seen that the opinions of teachers or students are generally included in the same school. In order to illuminate the distance education process better, the opinions of students, parents and teachers in different settlements, private and public schools are included in my research. In this direction, the aim of this study is to investigate what primary school teachers, primary school students and parents of students have experienced, what problems they have encountered and their experiences in the distance education process with the Covid-19 pandemic. The study group is consisted of 15 primary school teachers, 15 primary school students and 15 parents of students, who are selected according to the purposeful sampling method. The data has been collected by video conference with a semi-structured interview form. The research has been consulted the phenomenology design, which is one of the qualitative research methods. The phenomenology design has been used in order to reveal the experiences of primary teachers, primary school students and their parents regarding the distance education activities applied during the Covid-19 isolation period. Content analysis method has been used in the analysis of the data, and it is considered to make quotations from the expressions given by the participants from time to time. It is considered to support the findings by making direct quotations from the opinions. According to the research findings, the majority of the participants have learned the concept of pandemic afterwards, participants having little knowledge could not predict that the effect of the pandemic would last for such a long time, the contents on the EBA platform have been considered as useful, the workbooks sent by the ministry during the pandemic period have been very useful in terms of content richness, as the common view of the participants, the primary school level has started the distance education process unprepared and that infrastructure, internet, device and connection-oriented problems have been experienced so many times in the process. According to the determination of the participants in the distance education process, it has shared that if the interaction, sincerity, feedback, learning by doing, and learning by experience, and motivation are low or deficient, efficiency from the lessons will not be obtained as targeted, and the knowledge and skills learned will not permanent. At the end of the research, suggestions have been made in line with the findings. The research is important in terms of shedding light on the distance education activities to be carried out in the future and identifying and developing the areas that are seen as lacking in distance education. In light of the findings obtained from the research, it is recommended to use a hybrid model in classrooms diluted by taking necessary measures instead of just distance education in mandatory situations at the elementary school level, where face-to-face education and distance education are carried out together. | tr_TR |
