Education Quarterly Reviews
Published: 19 September 2022
What Has Changed in Teaching Environments After Distance Education? Student and Teacher Opinions
Fatma Nur Büyükbayraktar
Ordu University, Turkey
Download Full-Text Pdf
Keywords: Distance Education, Face-To-Face Education, Teaching Environment
The effects of the changes experienced with the Covid-19 pandemic on the education-teaching process have been the subject of many studies. It is seen that researches generally focus on distance education. On the other hand, with the decrease of the effect of the pandemic, face-to-face education started. In this process, teachers are expected to transfer their distance education experiences to face-to-face education environments. In this study, the effects of distance education on face-to-face education environment were investigated. Within the scope of the qualitative case study, the opinions of students and teachers who shared the same teaching environment during face-to-face education before distance education, face-to-face education after distance education and distance education were taken. The study group consists of twelve students who study in a high school affiliated to the Ministry of National Education in Türkiye/Ordu and are selected on a voluntary basis, in accordance with the purposeful sampling qualifications, and the teachers who attend the classes of these students. From the analysis of the interview data, findings such as the opinions of students and teachers about the face-to-face education environment, in-class communication, and materials used in teaching environments were obtained. It was concluded that the content used by the teachers on the smart board became richer after the distance education. However, it was determined that the teachers did not use a new application in the process. It has been determined that some students have different expectations about education life as a result of their distance education experiences.
Arık, S., Karakaya, F., Çimen, O., & Yılmaz, M. (2021). Determination of Secondary Education Students' Views on Distance Education Applied in the Covid-19 Pandemic Process. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 41(2), 631-659.
Bali, S., & Liu, M. C. (2018). Students’ perceptions toward online learning and face-to-face learning courses. In Journal of Physics: Conference Series, 1108(1), 012094. IOP Publishing. https://iopscience.iop.org/article/10.1088/1742-6596/1108/1/012094/meta
Başaran, M., Ülger, I. G., Demirtaş, M., Elif, K., Geyik, C., & Vural, Ö. F. (2021). Investigation of Teachers’ Use of Technology in the Distance Education Process. OPUS Uluslararası Toplum Araştırmaları Dergisi, 17(37), 4619-4645.
Birişçi, S. (2013). Attitudes and Opinions of Students on Video Conference Based Distance Education. Journal of Instructional Technologies and Teacher Education, 2(1), 24-40.
Bozkurt, A. (2017). The Past, Present and Future of the Distance Education in Turkey. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2), 85-124.
Carswell, A. D., & Venkatesh, V. (2002). Learner outcomes in an asynchronous distance education environment. International Journal of Human-Computer Studies, 56(5), 475-494. doi: 10.1006/ijhc.2002.1004
Çetinkaya, M., & Asıcı, E. (2021). Reflections of Covid19 Pandemic on the Preparation Process for University Exam of 12th Grade Students. Milli Eğitim Özel Eğitim ve Rehberlik Dergisi, 1(2), 62-94.
Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging?. Journal of the Scholarship of Teaching and Learning, 10(2), 1–13. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1744
Ebner, C., & Gegenfurtner, A. (2019). Learning and satisfaction in webinar, online, and face-to-face instruction: a meta-analysis. In Frontiers in Education, 4, 92. Frontiers Media SA. https://doi.org/10.3389/feduc.2019.00092
Güvercin, D., Kesici, A. E., & Akbaşlı, S. (2021). Distance education experiences of teacher-parents during the COVID-19. Athens Journal of Education, 1-21. https://www.athensjournals.gr/education/2021-4145-AJE-Kesici-05.pdf
İmamoğlu, H. V., & İmamoğlu, F. S. (2020). Teacher Views on Coronavirüs Epidemic and Distance Education Process: Şehit Bülent Yalçın Sport High School and Şehit Ertan Yılmaz Fine Arts High School (Sinop) Example. Journal of Humanities and Tourism Research, 10(4), 742-761.
Karatepe, F., Küçükgençay, N. & Peker, B. (2020). What are the Perspectives of Teacher Candidates on Synchronous Distance Education? A Survey Study. Journal of Social and Humanities Sciences Research, 7(53), 1262-1274.
Kırık, A. (2014). Historical development of distance education and the situation in Turkey. Marmara İletişim Dergisi, 21, 73-94.
Kocaman, F, & Ersoy, A. F. (2021). Examination of Students' Stress and Anxiety Related to Distance Education During the Covid 19 Pandemic Process: A Qualitative Study. International Journal of Contemporary Educational Studies, 7(1), 224-240.
Krueger, RA & Casey, MA (2000) Focus Groups: A Practical Guide for Applied Research (3rd ed.). Thousand Oaks, CA: Sage Publications.
McMillan, J. H., & Schumacher, S. (2010). Research in Education: Evidence-Based Inquiry (6th ed.). Pearson.
Öztaş, S. & Kılıç, B. (2017). The Evaluation of Students' Opinions of Teaching the Atatürk’s Principles and History of Revolution Course with Distance Education. Turkish History Education Journal, 6(2), 268-293. https://dergipark.org.tr/en/pub/tuhed/issue/31627/327979
Patton, M. Q. (2002). Qualitative research & evaluation methods. sage.
Paydar, S., & Doğan, A. (2019). Teacher Candidates' Views on Open and Distance Learning Environments. Eğitim ve Teknoloji, 1(2), 154-162.
Sadeghi, M. (2019). A shift from classroom to distance learning: Advantages and limitations. International Journal of Research in English Education, 4(1), 80-88. http://ijreeonline.com/article-1-132-en.html
Stevens, G. J., Bienz, T., Wali, N., Condie, J., & Schismenos, S. (2021). Online university education is the new normal: but is face-to-face better? Interactive Technology and Smart Education.