scholarly journals An Investigation of Visual Arts Teachers’ Attitudes towards Distance Education in the Time of COVID-19

2021 ◽  
Vol 3 (3) ◽  
pp. 576-588
Author(s):  
Sema Kara
Keyword(s):  
Distance Education ◽  
Visual Arts ◽  
Attitude Scale ◽  
School Type ◽  
Distance Teaching ◽  
Public And Private ◽  
Face To Face ◽  
Arts Teachers ◽  
Technological Developments ◽  
Teachers Attitudes

In the fight against the 2019 coronavirus disease (COVID-19) pandemic, countries have replaced traditional face-to-face education with distance education as a defense tool. Distance education is not only education and training but also is related to individuals. In today's world, where we are faced with a new development, the conveniences provided by distance education technologies have been used in all areas of education. Therefore, technological developments cause changes in all areas of education systems. These changes affect the quality and functions of art education directly and indirectly. In this study, visual arts teachers’ attitudes towards distance teaching during the COVID-19 pandemic were investigated. For this purpose, the attitudes towards distance education were examined by gender, age and school type variables. The study, which was carried out in the survey model, was carried out with 165 visual arts teachers working in public and private secondary and high schools in Konya, Aksaray, Karaman and Niğde provinces. Distance education attitude scale was used to collect the research data. Findings revealed that visual arts teachers’ attitudes towards distance education were generally negative. In addition, the participating teachers’ attitudes towards distance education differed based on the school type, gender and age variables.

scholarly journals Development of Distance Education Attitude Scale for Teachers: A Study of Validity and Reliability

2021 ◽  
Vol 5 (2) ◽  
pp. 207-222
Author(s):  
Serpil Deniz ◽  
Birsen Bağçeci
Keyword(s):  
Distance Education ◽  
Attitude Scale ◽  
Measurement Tool ◽  
Fit Indices ◽  
Validity And Reliability ◽  
Reliable Measurement ◽  
Two Factors ◽  
Bartlett Test ◽  
Teachers Attitudes ◽  
Composite Reliability

The purpose of this study is to examine the validity and reliability of the Distance Education Attitude Scale for Teachers, which was developed to reveal teachers’ attitudes towards distance education during the COVID-19 outbreak. Statistical analyses were performed on 458 of the collected forms. The study group was randomly divided into two and the EFA process was conducted with 205 participants and the CFA process with 253 participants. KMO and Bartlett tests were performed to determine the suitability of the data for EFA. The KMO value was 0.0885 and the Bartlett test was statistically significant (χ2=3141, df=703, p<0.001). EFA results show that the DEASFT structure consists of 21 items and two factors, and these factors are named as “Benefits of Distance Education” and “Limitations of Distance Education”. CFA was applied on the data of 253 different people to the factor structures obtained as a result of AFA Analyses. One item was dropped from the scale because p values (0.178) is bigger than 0.05. According to fit indices (χ²/df < 1.5, CFI=0.953 > 0.9, TLI=0.942 > 0.9, SRMR=0.0735 < 0.8, RMSEA=0.0427 < 0.05), the scale is validated. The final version of scale has two factors and 20 items. Cronbach Alpha and composite reliability coefficients were calculated for reliability. For factor 1 Cronbach α=0.847 and McDonald’s ω=0.836. For factor 2 Cronbach α=0.815 and McDonald’s ω=0.845. The results of the analysis show that the scale is a valid and reliable measurement tool for determining teachers’ attitudes towards distance education.

scholarly journals Prospective Visual Arts Teachers’ Innovation Skills and Attitudes towards Computer Assisted Instruction

2020 ◽  
Vol 4 (2) ◽  
pp. 98-107
Author(s):  
Sema Kara
Keyword(s):  
Visual Arts ◽  
Teacher Candidates ◽  
Attitude Scale ◽  
Comparative Approach ◽  
Computer Assisted ◽  
School Factors ◽  
Computer Aided ◽  
Arts Teachers ◽  
Students Attitudes ◽  
Teaching Attitudes

The aim of this study is to examine the prospective visual arts teachers' innovation skills and their attitudes towards computer-assisted teaching in terms of demographic and school factors. In this context, using comparative relational research model; the students' attitudes towards innovation skills and computer assisted teaching were examined with a comparative approach. The study group of this research consists of 305 visual arts teacher candidates studying at Dicle University, Anadolu University, Mersin University, Necmettin Erbakan University and Marmara University. Attitude scale and innovation skills scales were used to collect data. According to the analysis of the data, it was seen that visual arts teacher candidates' perceptions of innovation skills and their attitudes towards computer aided teaching are high. In addition, significant differences were found in computer aided teaching attitudes and innovation skills according to faculty type, grade level and gender. Finally, significant relationships were found between innovation skills and entrepreneurship perception.

scholarly journals Turkish Teachers’ Attitudes Towards Distance Learning During the Covid-19 Pandemic

2021 ◽  
Vol 14 (10) ◽  
pp. 53
Author(s):  
Sedat Karagul ◽  
Erhan Sen
Keyword(s):  
Distance Learning ◽  
Work Experience ◽  
Qualitative Data ◽  
Structured Interview ◽  
Attitude Scale ◽  
School Type ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Group Interviews ◽  
Teachers Attitudes

All schools in Turkey have switched to distance learning since the onset of the pandemic. This paper investigated Turkish teachers&rsquo; attitudes towards distance learning based on different variables. This study adopted a mixed research design employing both quantitative and qualitative data collection methods. The sample consisted of 292 Turkish teachers. The qualitative stage involved 292 Turkish teachers, while the qualitative stage involved ten Turkish teachers. Data were collected using a demographic characteristics questionnaire and the Distance Learning Attitude Scale (DLAS) developed by Ağır (2007). Frequency, percentage, arithmetic mean, and standard deviation were used for analysis. A t-test was used to determine whether participants&rsquo; attitudes towards distance learning differed by &ldquo;gender&rdquo; and &ldquo;degree.&rdquo; An ANOVA was used to determine whether participants&rsquo; attitudes towards distance learning differed by &ldquo;work experience&rdquo; and &ldquo;knowledge and experience in distance learning.&rdquo; The Mann-Whitney U test was used to determine whether participants&rsquo; attitudes towards distance learning differed by &ldquo;school type.&rdquo; A Scheffe&rsquo;s Test was used to make posthoc comparisons to determine the source of significant differences. Qualitative data were collected through focus group interviews using a semi-structured interview form (n=10). The qualitative data were analyzed using content analysis. The results showed that participants had positive attitudes towards some aspects of distance learning, whereas they had negative attitudes towards others. Their DLAS scores significantly differed by &ldquo;school type,&rdquo; &ldquo;work experience,&rdquo; and &ldquo;knowledge and experience in distance learning&rdquo; but not by &ldquo;gender&rdquo; and &ldquo;degree.&rdquo;

Proximity and choice of College of Distance Education (CoDE) of the University of Cape Coast for further studies

2019 ◽  
Vol 33 (5) ◽  
pp. 1012-1034
Author(s):  
Moses Segbenya ◽  
George Kwaku Toku Oduro ◽  
Fred Peniana ◽  
Kwesi Ghansah
Keyword(s):  
Distance Education ◽  
Average Distance ◽  
Distance Learners ◽  
Cape Coast ◽  
Public And Private ◽  
Content Type ◽  
Electronic Learning ◽  
Face To Face ◽  
Study Centre ◽  
The University

Purpose The purpose of this paper is to investigate the proximity of study centres to the students of College of Distance Education, University of Cape Coast (CoDE/UCC) and whether further studies of distance learners who were teachers and employees could lead to absenteeism in their workplaces. Design/methodology/approach A sequential explanatory strategy was used. A self-administered questionnaire and unstructured interviews as well as observation guides were employed to collect data from 2,077 students pursuing business and education programmes of CoDE in all study centres across Ghana. Data were analysed with descriptive statistics and pattern matching of content analysis. Findings The study found that few teachers and other workers pursuing the distance education do absent themselves from the workplace or classroom on Fridays preceding their face-to-face session because they embarked on their journey to the study centres on Friday morning. Some teachers also absented themselves from work on Mondays after face-to-face sessions for a lack of means of transport on Sunday after lessons. The absenteeism of these respondents directly and indirectly affected their employers, students and customers. Practical implications It was therefore recommended that management of CoDE/UCC should open more study centres in all the regions especially Western, Ashanti, Upper East, Northern and Upper West Regions to reduce number of hours spent by students to their study centres and consider introducing the business programmes at the existing district centres to reduce average distance covered by these students to commute from their places of work to their respective centres in the regional capitals. It was also recommended that online/electronic learning and audio versions (impersonal communication) of the study modules should be introduced so that students would not necessary have to travel to the study centre to participate in lectures/face-to-face sessions. Originality/value The findings of this study will help managers and administrators of both public and private distance educational providers. In addition to providing basis and areas for establishing study centres for geographical proximity, findings of the study should prove helpful for designing and delivering electronic and audio versions of distance education modules to reduce the level of absenteeism in workplace for the students.

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 Quality Assurance, Open and Distance Learning, and Australian Universities

2005 ◽  
Vol 6 (1) ◽  
Author(s):  
Ian C. Reid
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Teaching ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Instruction ◽  
The Relationship ◽  
Education Quality Assurance ◽  
Australian Universities

<P>Open and distance education has integrated quality assurance processes since its inception. Recently, the increased use of distance teaching systems, technologies, and pedagogies by universities without a distance education heritage has enabled them to provide flexible learning opportunities. They have done this in addition to, or instead of, face-to-face instruction, yet the practice of quality assurance processes as a fundamental component of distance education provision has not necessarily followed these changes. </P> <P>This paper considers the relationship between notions of quality assurance and open and distance education, between quality assurance and higher education more broadly, and between quality assurance and the implementation of recent quality audits in Australian universities. The paper compares quality portfolios submitted to the Australian Universities Quality Agency by two universities, one involved in distance education, the other not involved. This comparison demonstrates that the relationship is variable, and suggests that reasons for this have more to do with business drivers than with educational rationales. </P> <P><STRONG>Keywords: </STRONG>distance education, quality assurance, online learning, e-learning, audit, higher education</P>

scholarly journals Examining Primary School Teachers’ Attitudes Towards Distance Education in the COVID-19 Period

2021 ◽  
Vol 8 (3) ◽  
pp. 1-12
Author(s):  
Halit Karalar ◽  
Sabri Sidekli
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Primary Schools ◽  
Teaching Experience ◽  
Attitude Scale ◽  
Survey Study ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Difference ◽  
Teachers Attitudes

Due to pandemic effects all over the world, the sudden switch to distance education has doubtlessly affected primary schools more adversely in education. Concerning the pandemic period, this study aimed to examine primary school teachers' attitudes on distance education. More specifically, the survey study with 173 primary school teachers’ participation examined whether teachers' attitudes towards distance education have a meaningful difference in terms of gender, age, and teaching experience. The data which was collected via the “Attitude Scale on Distance Education” were analyzed through independent samples t-test and one-way analysis of variance (ANOVA). The results showed that there was no statistically significant difference between gender and primary school teachers' attitudes towards distance education; however, there is a statistically significant difference according to age and teaching experience. In addition, primary school teachers' attitudes towards distance education were negative. The possible reasons for these results were discussed and some implications were presented for research, practice, and policymakers.

scholarly journals INVESTIGATION OF EDUCATION FACULTY STUDENTS' VIEWS ON DISTANCE EDUCATION: THE EXAMPLE OF INONU UNIVERSITY, TURKEY

2021 ◽  
Vol 8 (7) ◽  
Author(s):  
Fatih Kaya ◽  
Ramazan Özkul ◽  
Metin Kirbaç
Keyword(s):  
Distance Education ◽  
Education Faculty ◽  
Education Students ◽  
Face To Face ◽  
Model Research ◽  
Technological Developments ◽  
Research Findings ◽  
Study Population ◽  
Faculty Of Education ◽  
Education Process

<p>İn the last century we live in, technological developments are advancing faster than ever, and the world is changing irresistibly. With the Covid-19 epidemic, this change has moved to a very different dimension. Especially today, the pandemic conditions of the whole world have increased the importance of distance education by directing education to the digital field. The aim of this study is to examine the views of education faculty students towards distance education. This research, which aims to examine the views of education faculty students on distance education, is a quantitative method and causal comparison model research. The study population of the research consists of İnönü University Faculty of Education students. The sample of the study consisted of 584 participants determined by the random stratified sampling method from the population. While determining the stratum, the gender variable was taken as a basis. The data of the research were collected with the “Distance Education Evaluation Scale”. The obtained data were subjected to independent groups t-test, one-way ANOVA and descriptive statistics tests. According to the research findings, students preferred distance education to face-to-face education. In addition, in terms of the efficiency of the distance education process, it is important to use computers and students to have their own rooms.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0793/a.php" alt="Hit counter" /></p>

Evaluation of Online Practical Courses and Exams from the Students' Perspectives of Physiotherapy and Rehabilitation Department: Sample of Pamukkale University

2021 ◽  
Vol 6 (15) ◽  
pp. 73-79
Author(s):  
Ayşe ÜNAL ◽  
Filiz ALTUĞ
Keyword(s):  
Distance Education ◽  
Attitude Scale ◽  
Point Of View ◽  
Satisfaction Scale ◽  
Face To Face ◽  
Course Materials ◽  
Level Of Satisfaction ◽  
The Mean ◽  
Second Year ◽  
Vocational Courses

Background and aim: Due to the pandemic, all courses and exams in the physiotherapy and rehabilitation department continue through online training. The purpose of this study is to evaluate the online practical courses and exams from the point of view of the students of the physiotherapy and rehabilitation department. Materials and methods: Two hundred volunteers who are 2nd and 3rd year students taking practical vocational courses online at Pamukkale University School of Physical Therapy and Rehabilitation in the fall semester of the 2020-2021 academic year were included in the study. Students who accepted to participate in the study were sent an evaluation form prepared via Google Forms and asked to fill it out online. The level of satisfaction with the online method of teaching applied courses was evaluated using the Satisfaction Scale for E-Course (SSEC) and the online method of conducting the exams using the E-Assessment Attitude Scale (EAAS). Results: A total of 200 students (145 female, 55 male) with a mean age of 21.36±2.70 years were included in the study. 43.5% (n=87) of the students were second-year students and 56.5% (n=113) were third-year students. 79% (n=158) of the students stated that face-to-face education is better than distance education, 17.5% (n=35) stated that distance education is sufficient and 3.5% (n=7) stated that face-to-face education is stated that there was no difference between the mean total score of the second graders on SSEC was 112.80±31.73, and the total score on EAAS was 67.36±13.72. The mean total score of SSEC of the third graders was 100.46±26.76, and the total score of EAAS was 66.60±11.69. While the second-year students' level of satisfaction was higher (p=0.004), their views on exams were similar (p=0.677). A statistically significant positive correlation was found between the students' level of satisfaction with the course and their perspectives on the exams (p=0.001; r=0.369). Conclusion: Although the course materials are rich during distance education in the 3rd grade, where the application-oriented courses are more intense, the level of satisfaction with the courses is lower since the students do not have the opportunity to practice one-on-one. In order to eliminate these deficiencies of the students, concentrated practical trainings can be applied in small groups under pandemic conditions.

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