Akademisyenlerin uzaktan eğitimde öğrencilerle etkileşim ve iletişim tercihleri ile bu süreçte yaşanan sorunlar
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
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Yayıncı
Trakya Üniversitesi Fen Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada, akademisyenlerin uzaktan eğitimde öğrenenlerle etkileşim ve iletişim tercihleri, bu süreçte yaşanan sorunlar ve çözüm önerileri incelenmiştir. Araştırmanın çalışma grubunu, farklı üniversitelerde ve unvanlarda görev yapan 12 akademisyen oluşturmaktadır. Nitel araştırma yöntemi ile yürütülen çalışmanın verileri, araştırmacı tarafından ilgili alan yazın taramasıyla hazırlanan ve 8 sorudan oluşan yarı yapılandırılmış görüşme formu ile toplanmıştır. Çalışmanın sonucunda; akademisyenlerin uzaktan eğitimde etkileşim ve iletişimin öğrenenlerin başarısına etki edeceği, dersi daha verimli hale getirdiği, öğrenenlerin motivasyonunu ve aidiyetlerini arttırdığı yönünde görüşlere sahip oldukları saptanmıştır. Ayrıca, akademisyenlerin bir kısmının etkileşim ve iletişimin etkilerini somut ve soyut göstergelere dayandırarak gözlemlediği belirlenmiştir. Akademisyenler uzaktan eğitimde etkileşim ve iletişimin artması için pedagojik, psikolojik ve teknolojik yöntem, teknik ve araçlara vurgu yapmışlardır. Akademisyenlerin çoğu, uzaktan eğitimde etkileşim ve iletişimin sağlanamamasına kaynak olarak öğrenenleri göstermiştir. Uzaktan eğitimde etkileşim ve iletişimin en önemli sorununun öğrenenlerin motivasyon eksiklikleri, öğrenenlerdeki özgüvensizliğin iletişim engeli oluşturduğu, teknolojik ve yönetimsel sorunlar olduğu belirlenmiştir. Ayrıca akademisyenlerin uzaktan eğitimle ders verdiği öğrenenler ile çevrimiçi dersler dışında etkileşim ve iletişim için zaman sınırlaması getirmedikleri de görülmüştür. Bazı akademisyenler uzaktan eğitimde etkileşim ve iletişimin sorunlarının çözümünde öğretim üyesinin bilinçlenmesinin etkin olacağını, bazıları ise öğrencilerin aktifleştirilmesi ve içeriğin planlanması gerektiğini vurgulamışlardır.
In this study, interaction, and communication preferences of academicians with learners in distance education, problems experienced in this process and solution suggestions were examined. The study group of the research consists of 12 academicians working in different universities and titles. The data of the study, which was carried out with the qualitative research method, were collected with a semistructured interview form consisting of 8 questions, which was prepared by the researcher by scanning the relevant literature. As a result of the study, It has been determined that the academicians have opinions that sufficient interaction and communication in distance education will affect the success of the learners, make the course more productive, and increase the motivation and belonging of the learners. In addition, it was determined that some of the academicians observed the effects of adequate interaction and communication by basing them on concrete and abstract indicators. Academics have emphasized pedagogical, psychological, and technological methods, techniques and tools to increase interaction and communication in distance education. Most of the academicians cited learners as a source of insufficient interaction and communication in distance education. It has been determined that the most important problem of interaction and communication in distance education is the lack of motivation of the learners, the lack of self-confidence in the learners creates a communication barrier, and the technological and managerial problems. In addition, it has been observed that academicians do not impose a time limit for interaction and communication with the learners they teach with distance education, apart from online lessons. Some academics emphasized that raising the awareness of the faculty member would be effective in solving the problems of adequate interaction and communication in distance education, while others emphasized that the learners should be activated, and the content should be planned.
In this study, interaction, and communication preferences of academicians with learners in distance education, problems experienced in this process and solution suggestions were examined. The study group of the research consists of 12 academicians working in different universities and titles. The data of the study, which was carried out with the qualitative research method, were collected with a semistructured interview form consisting of 8 questions, which was prepared by the researcher by scanning the relevant literature. As a result of the study, It has been determined that the academicians have opinions that sufficient interaction and communication in distance education will affect the success of the learners, make the course more productive, and increase the motivation and belonging of the learners. In addition, it was determined that some of the academicians observed the effects of adequate interaction and communication by basing them on concrete and abstract indicators. Academics have emphasized pedagogical, psychological, and technological methods, techniques and tools to increase interaction and communication in distance education. Most of the academicians cited learners as a source of insufficient interaction and communication in distance education. It has been determined that the most important problem of interaction and communication in distance education is the lack of motivation of the learners, the lack of self-confidence in the learners creates a communication barrier, and the technological and managerial problems. In addition, it has been observed that academicians do not impose a time limit for interaction and communication with the learners they teach with distance education, apart from online lessons. Some academics emphasized that raising the awareness of the faculty member would be effective in solving the problems of adequate interaction and communication in distance education, while others emphasized that the learners should be activated, and the content should be planned.
Açıklama
Anahtar Kelimeler
Uzaktan eğitim, İletişim, Etkileşim, Distance education, Communication, Interaction
