Author :
Abstract
Bu çalışmanın amacı, Covid-19 uzaktan eğitim sürecinde evlerinde farklı öğrenme araçları ile eğitimlerini sürdüren ortaokul ve lise öğrencilerinin evlerindeki öğrenme ortamlarının farklı değişkenler açısından değerlendirilmesidir. Araştırmada nitel araştırma yöntemi ve tarama modeli kullanılmıştır. Katılımcıların tespitinde seçkisiz olmayan örnekleme yöntemlerinden amaçlı örnekleme tekniği kullanılmıştır. Araştırma verilerini toplamak için Araklı ilçe merkezindeki iki ortaokul ve iki lisede öğrenim gören 21 öğrenci ve 21 veliye, aynı okullarda öğretmenlik yapan 11 öğretmene 2020-2021 eğitim-öğretim yılı güz döneminde görüşme formu uygulanmıştır. Katılımcıların Covid-19 evden uzaktan eğitim sürecinde öğrencilerin öğrenme ortamlarının değerlendirilmesine yönelik görüşlerin analizinde içerik analizi kullanılmıştır. Görüşme formlarından elde edilen veriler kategorilere ayrılarak ve uygun kodlamalar yapılarak sunulmuştur. Eba TV ders takibi %17 düzeyinde ve canlı ders takibi olanağı olmayan öğrencilerin başvurduğu bir uygulamadır. Tüm öğrencilerin canlı derslere katılabilecek fiziki, teknolojik ve maddi yeterlilikte olmamaları uzaktan eğitimde fırsat eşitliğini ortadan kaldıran en önemli problemdir. Evden ders takip sürecinde öğrencilerin fiziksel olarak hazır olmamaları, ev-oda-masa düzenlerinin ders işlenmesine uygun olmaması, akranlardan uzak kalınması sebebi ile sosyal ve psikolojik problemlerle karşılaşılması, aşırı teknolojik araçların kullanımından dolayı sosyal ve fiziki problemlerle karşılaşılması, çocuklarının evdeki eğitim kontrolünde sistematik uygulamalardan uzak kalan ailelerin süreci yönetmedeki sıkıntılarla karşılaşılması temel problemler arasında yer almaktadır. Uzaktan eğitimde fırsat eşitliğinin sağlanabilmesi için sağlık, sosyal ve psikolojik önlemlerin alındığı pandemik eğitim kurumlarının dezavantajlı öğrencilerin hizmetine sunulması faydalı olacaktır.
Keywords
Abstract
The aim of this study is to evaluate the learning environments at home of secondary and high school students who continue their education with different learning tools at home in the Covid-19 distance education process in terms of different variables. Qualitative research method and survey model were used in the research. Purposeful sampling technique, one of the non-random sampling methods, were used in determining the participants. In order to collect the research data, an interview form was applied to 21 students and 21 parents from two secondary schools and two high schools in Araklı district center, and to 11 teachers working at the same schools in the fall semester of the 2020-2021 academic year. In order to collect research data, interview forms were applied to 21 students and 21 parents from two secondary schools and two high schools in Araklı district center, and 11 teachers who were teaching at the same schools in the fall semester of the 2020-2021 academic year. Content analysis was used in the analysis of the participants 'views on the evaluation of students' learning environments in the Covid-19 distance education process. The data obtained from the interview forms were presented by categorizing them and making appropriate coding. Eba TV is an application that students who do not have the opportunity to follow the course and do not have the opportunity to follow live classes. The fact that all students are not physically, technologically and financially capable of attending live classes is the most important problem that eliminates the equality of opportunity in distance education. During the course follow-up from home, students are not physically ready for lessons, the home-room-table layout is not suitable for teaching, social and psychological problems due to being away from peers, social and physical problems arising from the use of excessive technological tools are important problems in distance education. In addition, the difficulties encountered in the management of the process of the families who stay away from systematic applications in the education control of their children at home are among the main problems. In order to ensure equality of opportunity in distance education, it will be beneficial to offer pandemic education institutions, where health, social and psychological measures are taken, to the service of disadvantaged students.
Keywords
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