scholarly journals EVALUATION OF THE IMPACT OF DISTANCE EDUCATION ON CHILDREN IN PRESCHOOL PERIOD: TEACHERS’ OPINIONS

2021 ◽  
Vol 4 (1) ◽  
pp. 78-87
Author(s):  
Sermin Kuset ◽  
Kezban Özgem ◽  
Emine Şaşmacıoğlu ◽  
Şebnem Güldal Kan
Keyword(s):  
Distance Education ◽  
Private School ◽  
Structured Interview ◽  
Public And Private ◽  
Face To Face ◽  
Preschool Period ◽  
Epidemic Period ◽  
Development Technology ◽  
Keywords Education ◽  
The Impact

In this study; It is aimed to examine the effects of distance education on preschool children. In this study, a case study based on qualitative data made with semi-structured interview technique was conducted by the preschool teachers of children who went to the preschool institution to examine the effect of distance education on children, and analyzed by content analysis method. In the study conducted in the COVID-19 epidemic period in the 2019-2020 spring period, the teachers of the students going to public and private schools were interviewed from afar. When other results obtained from the study are analyzed, 35 pre-school teachers participated in the study and the majority of the study consists of women between the ages of 30 and 35. The majority of the participants are undergraduate graduates, and it is stated that they work in a private school and are also teachers for 6 years or more. In addition, while it was stated that distance education is inefficient compared to face to face education, it was determined that the biggest problem in the distance education process was communication. It has been found that the greatest contribution of distance education in the pandemic process is that it ensures that children do not leave education. Keywords: Education, preschool period, child, child development, technology, distance education, preschool teacher.  

scholarly journals EVALUATION OF THE EFFECT OF DISTANCE EDUCATION ON CHILDREN IN PRE-SCHOOL PERIOD: PARENTAL VIEWS

2020 ◽  
Vol 3 (2) ◽  
pp. 94-103
Author(s):  
Şebnem Güldal Kan ◽  
Kezban Özgem ◽  
Şermin Kuset ◽  
Emine Şaşmacıoğlu
Keyword(s):  
Distance Education ◽  
Private School ◽  
Preschool Education ◽  
Structured Interview ◽  
Public And Private ◽  
Preschool Period ◽  
Parental Views ◽  
Content Analysis Method ◽  
Keywords Child ◽  
School Period

This research is aimed to investigate the effects of distance education on preschool children. In this study, in order to investigate the effect of distance education on children by the parents of children going to the preschool institution, a case study based on qualitative data made with semi-structured interview technique was analyzed by content analysis method. The work carried out during the epidemic of COVID-19 experienced in 2019-2020 was discussed remotely with the parents of children in preschool education, which went to public and private schools. The participants are made up of 34 parents, but the majority are women. The majority of the children whose parents were evaluated in the study were found to be boys between the ages of 4-7, and went to private school. Other results obtained in the study were found that distance education is not sufficient in terms of supporting the development of children, it does not provide an advantage for children to learn, and the biggest disadvantage is that there is no interaction between the child and the teacher. It has been determined that the dimension of distance education that can be considered as an advantage in the pandemic process is that it provides access to the lessons taught and gives the opportunity again. Keywords: Child, parent, preschool period, preschool education, distance education, Covid-19.  

ENGLISH TEACHING THROUGH DISTANCE EDUCATION: OPPORTUNITY OR THREAT?

2021 ◽  
Vol 6 (15) ◽  
pp. 388-419
Author(s):  
R. Meltem ÜNAL ◽  
Necla EKİNCİ
Keyword(s):  
Distance Education ◽  
Educational Opportunity ◽  
Language Teaching ◽  
English Teachers ◽  
Structured Interview ◽  
Preparation Process ◽  
Public And Private ◽  
English Teaching ◽  
Face To Face ◽  
Content Analysis Method

The purpose of this study is to examine English teaching practices through distance education based on the experiences of English teachers during the COVID-19 pandemic. The research is a case study designed according to the qualitative research model. The study group of the research, which were determined through easily accessible case sampling, consists of 13 English teachers employed in public and private lower secondary schools. The data of the study were collected through a semi-structured interview form. Content analysis method was used to analyze the data. The main results of the research can be listed as follows: For most teachers, the course preparation process in distance education is more comprehensive and time-consuming than face-to-face education. However, there are also teachers who do not try too much to plan the process and stay away from technology. The positive reflections of the preparation process on the teaching process, such as providing a variety of methods, techniques, materials, activities and employing technology more, were observed. Teachers evaluate more on homework, student participation and effort. The majority of teachers find distance language teaching sustainable within the framework of their own experience. When the findings of the research are evaluated together, distance language teaching seems to have the potential to be an educational opportunity when it is carried out under appropriate conditions.

scholarly journals The Views of Turkish Language Teachers on Distance Education and Digital Literacy during Covid-19 Pandemic

2021 ◽  
Vol 9 (1) ◽  
pp. 60
Author(s):  
Erkan Aydin ◽  
Sedat Erol
Keyword(s):  
Distance Education ◽  
Digital Literacy ◽  
Structured Interview ◽  
Language Teachers ◽  
Alternative Instruction ◽  
Face To Face ◽  
Multimedia Material ◽  
Data Collection Instrument ◽  
Turkish Language ◽  
The Impact

Distance education, which provides flexibility in the learning environment, is an important learning model that complements face-to-face education. However, during the unanticipated Covid-19 pandemic, the distance education model was employed as an alternative instruction model, albeit temporarily, and certain problems were experienced in this process. In this context, the views of the Turkish language teachers on distance education and digital literacy in Turkey, where average population is quite young and the impact of the pandemic was substantial, was investigated in the present study. The study was conducted with the phenomenological design, a qualitative research method, and the study group included middle school Turkish language teachers who conducted distance education during the four months of the pandemic process. In the study, a semi-structured interview form, developed by the authors, was employed as the data collection instrument, and the collected data were analyzed with content analysis. The study findings revealed problems such as student attendance; digital problems such as Internet connectivity, infrastructure, and system; interaction, interest and commitment; literacy problems such as inability of distance education to improve written expression skills of the students; inadequate synchronous/online class count and duration, and poor parent-student-teacher cooperation. Based on these findings, it was recommended to design multimedia material that allow bidirectional interaction and improve inter-institutional cooperation to solve digital problems.

scholarly journals Opinions of Primary School Teachers about Mathematics Teaching During the Covid-19 Pandemic Period

2021 ◽  
Author(s):  
Esma Kilinc ◽  
Sumeyra Akkaya ◽  
Metin Kapidere
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Structured Interview ◽  
School Teachers ◽  
Primary School Teachers ◽  
Face To Face ◽  
Expert Opinions ◽  
Teaching Of Mathematics ◽  
Education Process

This study was conducted to reveal the aspect of distance education studies on teaching of mathematics with the evaluation by class teachers during the Covid-19 Pandemic period. 24 primary school teachers from Onikisubat district of Kahramanmaras province have participated in the research. The semi-structured interview form developed in line with the expert opinions was applied to the primary school teachers separately. This study was required in order to evaluate the events experienced in the distance education process due to the coronavirus pandemic and the effects of the pandemic on the field of education in the direction of the opinions of the class teachers. Qualitative research was carried out to interpret any situation from a different perspective in the study, and a case study has been conducted to reach the depth of the situation. As a data collection tool, a semi-structured interview form was prepared with the approval of expert opinions. After the data were brought together, content analysis was carried out by giving similar descriptions and describing them in a way that the reader could comprehend. The sample of the study consisted of teachers who personally experienced the process in the nearby environment, which consists of easily accessible situation sampling in order to accelerate the study. It is thought that it will be important to work properly execution of the processes that may occur in such times by determining the causes and consequences of the situations experienced in the field of education due to reasons such as the suspension of face-to-face education and the cessation of schools after the pandemic in the world. As a result of the research, suggestions will be made for the studies that can be done about teaching mathematics in distance education.

scholarly journals INVESTIGATION OF THE EFFECT OF FATHER EDUCATION ON THE PERCEPTION OF FATHERHOOD IN THE LIFELONG LEARNING PROCESS

2020 ◽  
Vol 7 (12) ◽  
Author(s):  
Yeşim Şölen ◽  
Yıldız Öztan Ulusoy
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Critical Role ◽  
Structured Interview ◽  
Healthy Individuals ◽  
Face To Face ◽  
Preschool Period ◽  
The Face ◽  
Academic Year ◽  
Patriarchal Social Structure

In this study, the perceptions of fathers with children in the preschool period towards the concept of fatherhood, a lifelong learning process, and father education after the father education they received, were examined. The study was carried out with a qualitative research method. The sample of the study consisted of 14 fathers who had children attending two kindergartens in Kocaeli in the 2018-2019 academic year and volunteering to participate in the study. Fourteen fathers in the group were interviewed after the training program was applied. As a result of the face-to-face interviews with the semi-structured interview form, what they expressed about fatherhood, how they expressed themselves as fathers in the lifelong learning process, and their thoughts on participation in father education were obtained. It is known that the father has a critical role in the formation of the child's personality. Father education should be given importance to raise happy and healthy individuals. Today, it has been observed that there is a transition from the patriarchal social structure to modernity, and the fathers' traditional thoughts have changed, and they have started to think more child-oriented. It has been revealed that fathers gain awareness after education and fatherhood is a conscious and learnable phenomenon when an effort is made. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

scholarly journals Teachers' perspectives for a critical agenda in media education post COVID-19. A comparative study in Latin America

Comunicar ◽  
2022 ◽  
Vol 30 (70) ◽  
Author(s):  
Julio-César Mateus ◽  
Pablo Andrada ◽  
Catalina González-Cabrera ◽  
Cecilia Ugalde ◽  
Sebastián Novomisky
Keyword(s):  
Latin America ◽  
Media Literacy ◽  
Media Education ◽  
Public And Private ◽  
Face To Face ◽  
Distance Model ◽  
America Latina ◽  
Ict Training ◽  
Teachers Perspectives ◽  
The Impact

The COVID-19 pandemic in Latin America forced a transition from a face-to-face educational model to a distance model affected by emergencies, technological precariousness, and lack of planning. This has heightened the need for media literacy in the region. In this context, the changes that have occurred were analyzed in order to propose a critical agenda from the perspective of teachers. First, a desk research of official sources was carried out to learn about the strategies of the four countries under study: Argentina, Ecuador, Chile, and Peru. Secondly, eight focus groups were conducted with primary school teachers from public and private institutions to learn about their perception of their own and their students' media competencies, the impact of the pandemic on their practices and needs, and the emerging challenges in this crisis. The results shed light on the need for relevant ICT training from a media literacy perspective, and strategies to address connectivity gaps, lack of adequate environments and work overload. The specific results per country and the differences and demands of each context are discussed in this work as contributions to the development of a critical agenda in media education. La pandemia causada por la COVID-19 en América Latina obligó a transitar de un modelo educativo presencial a uno a distancia atravesado por la emergencia, las precariedades tecnológicas y la falta de planificación. Esto ha agudizado las necesidades de educación mediática en la región. En ese contexto, se analizó los cambios ocurridos para proponer una agenda crítica desde la perspectiva de los docentes. En primer lugar, se realizó una revisión documental de fuentes oficiales para conocer las estrategias de los cuatro países de estudio: Argentina, Ecuador, Chile y Perú. En segundo lugar, se llevaron a cabo ocho grupos focales con docentes de primaria de instituciones públicas y privadas para conocer su percepción sobre sus competencias mediáticas y las de sus estudiantes, el impacto de la pandemia en sus prácticas y necesidades, y los retos emergentes en esta crisis. Los resultados apuntan a la necesidad de capacitaciones pertinentes en el manejo de las TIC, así como estrategias que atiendan las brechas de conectividad, la falta de ambientes adecuados y la sobrecarga laboral. Los resultados específicos por país, las diferencias y demandas propias de cada contexto, se discuten en este trabajo como aportes al desarrollo de una agenda crítica en educación mediática.

scholarly journals Students Experience of Hybrid- Education Model at The University of Baghdad College of Pharmacy

2021 ◽  
Vol 30 (2) ◽  
pp. 269-277
Author(s):  
Kawther Khalid Ahmed ◽  
Ali Azeez Al-Jumaili ◽  
Salema Sultan Salman ◽  
Sarmed Hashem Kathem
Keyword(s):  
Distance Education ◽  
Technology Use ◽  
Content Delivery ◽  
Hybrid Education ◽  
Face To Face ◽  
Education Model ◽  
Sudden Transition ◽  
The University ◽  
The Impact ◽  
Evaluation Survey

The impact of COVID-19 pandemic on education models was mainly through the expansion of technology use in the different educational programs. Earlier impact of COVID-19 was manifested in the complete and sudden transition to distance education regardless of institution preparedness status. Gradually, many institutions are moving back to on-campus face-to-face education. However, others including all higher education institutions in Iraq are adopting the hybrid education model. This report presents part of the end of semester evaluation survey conducted at the University of Baghdad College of Pharmacy for the Spring 2021 semester. The survey aims to address points of strength and weakness associated with the hybrid education model and specifically the virtual content delivery aspect of hybrid education. The outcomes of the end of semester evaluation will shape a better experience for upcoming years and guide distance education implantation in the program.   

scholarly journals Dampak perubahan kebijakan kelulusan terhadap pendidikan menengah di Kota Bima-Nusa Tenggara Barat

2018 ◽  
Vol 6 (2) ◽  
pp. 170
Author(s):  
Randitha Missouri ◽  
Udik Budi Wibowo
Keyword(s):  
High School ◽  
Human Resources ◽  
Private School ◽  
Negative Impact ◽  
Positive Impact ◽  
Policy Research ◽  
Senior High School ◽  
Public And Private ◽  
Exam Preparation ◽  
The Impact

Penelitian ini bertujuan untuk mengidentifikasi dampak perubahan kebijakan kelulusan dalam meningkatkan persiapan sumber daya manusia, sarana dan prasarana, biaya, kegiatan monitoring dan evaluasi, serta tindak lanjut hasil monitoring dan evaluasi persiapan pelaksanaan ujian nasional terhadap peningkatan persiapan SDM di Kota Bima. Penelitian ini menggunakan metode penelitian kualitatif dengan jenis research of policy. Data dikumpulkan melalui wawancara, observasi, dan studi dokumen. Keabsahan data diuji melalui trianggulasi data dan trianggulasi metode. Analisis data menggunakan model interactive. Hasil penelitian menunjukkan bahwa perubahan kebijakan kelulusan tidak berdampak pada perkembangan kegiatan persiapan peserta didik sekolah tingkat atas negeri dan swasta, tidak berdampak pada peningkatan jumlah sarana dan prasarana sekolah swasta, dan tidak berdampak pada peningkatan biaya persiapan ujian nasional sekolah negeri dan swasta. Orang tua, peserta didik, dan pendidik sekolah negeri dan swasta merasakan dampak negatif yang sama yaitu menurunnya motivasi orang tua memantau perkembangan anak, motivasi belajar peserta didik, dan motivasi mengajar pendidik. Dampak positif adalah menurunnya tingkat kecurangan saat pelaksanaan ujian nasional. Kepala sekolah sekolah negeri dan swasta dan dinas terkait melakukan kegiatan monitoring dan evaluasi sebelum, saat, dan setelah pelaksanaan ujian nasional, namun tindak lanjut hasil kegiatan monitoring dan evaluasi belum mempengaruhi perkembangan kegiatan persiapan sumber daya manusia, jumlah sarana dan prasarana, dan biaya persiapan ujian nasional. Perubahan kebijakan kelulusan tidak berdampak pada peningkatan mutu pendidikan menengah di Kota Bima.Kata kunci: kebijakan kelulusan, pendidikan menengah, mutu pendidikan THE IMPACT OF CHANGES IN THE POLICY OF GRADUATION TO THE SECONDARY EDUCATION IN BIMA-WEST NUSA TENGGARAAbstractThis study aims to identify the impact of changes in the policy of graduation to improve the preparation of human resources, facilities and infrastructures, budgeting, monitoring and evaluating, and following-up of monitoring and evaluating in implementation of national exam preparation towards improving the human resources preparation in Bima-West Nusa Tenggara. This is a qualitative research method and kind of the research is policy research. Data were collected through interviews, observation and document study. Data validation examined by data and method triangulation. The data analysis used by interactive. The results showed that the graduation policy changes had no impact on the progress of the preparation public and private senior high school, had no impact on increasing the number of facilities and infrastructures of private school, and had no impact on increasing the graduation exam preparation budgeting of national public and private secondary schools. The parents, students, and teachers of public and private school felt the same negative impact. The negative impact were declining motivation of parents to monitor child development, motivation of learners, and educators teach motivation. Positive impact was a decreased level of cheating during the implementation of the national exam. The principals and government did the monitoring and evaluating before, during, and after the implementation of the national exam, but following-up of the monitoring and evaluating had not affected for preparation of human resources, facilities and infrastructures, and the budgeting of national exam preparation.Keywords: policy of graduation, senior high school, and quality of education

scholarly journals Remote instruction and distance education: A response to COVID-19

2020 ◽  
Vol 1 (2) ◽  
pp. 53-64
Author(s):  
James Lindner ◽  
Christopher Clemons ◽  
Andrew Thoron ◽  
Nicholas Lindner
Keyword(s):  
Distance Education ◽  
Qualitative Study ◽  
Structured Interview ◽  
Study Data ◽  
Transactional Distance ◽  
Transactional Distance Theory ◽  
Agriscience Teachers ◽  
Education Delivery ◽  
The Impact ◽  
Purposive Sample

The purpose of the qualitative study was to explore how middle and secondary school agriscience teachers define remote instruction and distance education. This research was conducted as a response to the COVID-19 pandemic. Data for the study were collected during the time schools were closed and/or offering remote instruction. A purposive sample of seventeen agriscience education teachers in the States of Alabama and Georgia were selected for this qualitative study. Data were collected using a structured interview questionnaire and analyzed using constant comparisons. The conceptual framework of this study was developed using transactional distance theory and bound by strategic analysis. Findings showed that secondary agriscience education teachers did not collectively define remote instruction and distance education in the same manner. Some defined them similarly, and some noted specific differences in how the terms are defined and used. These teachers identified strengths and opportunities that should be exploited and weaknesses and threats that should be mitigated. Recommendations for training in appropriate use of distance education delivery strategies are provided. Recommendations for additional research into the impact on student learning are provided.

scholarly journals Reassessing Disparities in Online Learner Student Engagement in Higher Education

2020 ◽  
Vol 49 (1) ◽  
pp. 20-29 ◽  
Author(s):  
Justin Paulsen ◽  
Alexander C. McCormick
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Large Population ◽  
Public And Private ◽  
Face To Face ◽  
For Profit ◽  
The Impact

Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups’ demographics variables. After matching, we found that some of the previous literature’s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.

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