KOR@NLINE’a Katıl: Kovid-19 Dönemi Çevrimiçi Ders Anlatımlarında Öğrenci Deneyimleri ve Algıları

Teknoloji ve eğitim araçlarının gelişmesiyle, çevrimiçi dersler eğitim alanında artan bir şekilde kullanılmaktadır. Günümüzde eğitim kurumları her düzeyde dersler yürütmek için bir dizi teknolojik araçlar ve uygulamalar kullanmaktadır. Eğitimde teknoloji kullanımı öğrenci başarısı, memnuniyeti ve katılımı gibi açılardan tartışılmıştır. Dil eğitimi de öğrenme ve öğretme süreçlerinde teknoloji kullanımı boyutlarıyla araştırılmıştır. Çevrimiçi dil derslerinde öğrenci deneyimlerini belirlemeyi amaçlayan bu gerçek durum çalışması, Kovid-19 pandemi döneminde Türkiye’de bir devlet üniversitesinin İngilizce Öğretmenliği Anabilim Dalında çevrimiçi derslere katılan 23 lisans öğrencisinin deneyimlerini ve algılarını incelemiştir. Çalışmanın verileri öğretim elemanının yapılandırılmamış çevrimiçi gözlem notları, öğrencilerin yapılandırılmamış notları ve açık uçlu sorulara verdikleri yanıtlar yoluyla toplanmıştır. Geleneksel içerik analizinin sonuçları süreçte gözlenen bağlantı sorunları ve etkileşim karmaşası yanında eğitimsel, pedagojik ve duyuşsal katkılara da dikkat çekmiştir. Bu sonuçlar ışığında bazı önerilerde bulunulmuştur.

Join COR@NLINE: Student Experiences in and Perceptions of Online Sessions during COVID-19 Outbreak

With the advent of technology and educational devices, online courses have been increasingly utilizedin education. At present, educational institutions use a variety of technological tools and applications to carry outcourses at all levels. There has been a debate on the use of technology in education from such perspectives aslearner success, satisfaction and interaction. Language education has also been investigated from dimensionsincluding integration of technology in language teaching and learning processes. Within an aim to identifylearner experiences in online language sessions, this intrinsic case study examined the experiences andperceptions of 23 undergraduate students following online courses at English Language Teaching DepartmentEFL at a Turkish state university. Data were collected through the instructor’s unstructured online observationnotes, students’ unstructured notes and their answers to open-ended questions. The results of conventionalcontent analysis pointed at the educational, pedagogical and affective contributions of online sessions as well ascovering connection problems and interactional confusion as the drawbacks in the process. In the light of theresults, several suggestions are made.

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