Murat KOÇYİĞİT, Büşra KÜÇÜKCİVİL

Covid-19 Pandemi Sürecinde Halkla İlişkiler Eğitiminde Dijitalleşme

Araştırmanın amacı; halkla ilişkiler eğitiminde dijitalleşme sürecine yönelik bilim dalı öğretim üyelerinin görüşlerini ortaya çıkarmak ve böylelikle halkla ilişkiler eğitimi için dijitalleşmenin zorunlu kıldığı gereklilikleri belirlemektir. Nitel bir araştırma deseni olan görüşme tekniğinin kullanıldığı bu araştırmada eğitimde dijitalleşmeye yönelik kurumsal alt yapı çalışmaları, dijital eğitim modelleri, 21. yüzyıl beceri, yeterlik ve temalarına ilişkin yedi adet yapılandırılmış görüşme sorusu 12 katılımcıya yöneltilmiştir. Araştırma bulgularına göre katılımcıların halkla ilişkiler eğitiminde dijitalleşme sürecinde kurumsal alt yapı çalışmalarına ilişkin görüşleri çoğunlukla olumludur. Katılımcıların halkla ilişkiler eğitiminde dijitalleşme sürecinde başarılı/verimli olacağını ifade ettikleri dijital eğitim modelleri harmanlanmış ile ters-yüz edilmiş eğitim modelidir. Katılımcılara göre halkla ilişkiler eğitiminde dijitalleşme sürecinde akademisyenlerin ve öğrencilerin sahip olması gereken yaşam ve kariyer becerisi; esneklik ve uyumdur. Öğrenme ve yenilenme becerileri; yaratıcılık ve inovasyon, eleştirel düşünme ve problem çözme, iletişim ve iş birliğidir. Bilgi, medya ve teknoloji becerileri ise; bilgi okuryazarlığı, medya okuryazarlığı, bilişim teknolojileri okuryazarlığıdır. Katılımcıların, 21. yüzyıl temaları ile akademisyen-öğrenci yeterliklerine yönelik literatürde ifade edildiği şekliyle bir bilgi sahibi olmadıkları anlaşılmakla birlikte, temalara ilişkin küresel farkındalık, dünya, sağlık, çevre/doğa, ekonomi/finans gibi hususların önemli olduğunu belirtmişlerdir. Yeterliliklere ilişkin olarak da yaşam ve kariyer, öğrenme ve yenilenme, bilgi, medya ve teknolojileri becerileri kapsamında görüşler beyan edildiği tespit edilmiştir.

Digitalization In Public Relations Education During The Covid-19 Pandemic Process

The purpose of this research is to reveal the views of faculty members about the digitalization process in public relations education and thus to determine the necessities of digitalization for public relations education. In this study, in which the interview technique, which is a qualitative research design, was used, seven structured interview questions regarding institutional infrastructure studies for digitalization in education, digital education models, 21st century skills, competencies, and themes were asked to 12 participants. According to the findings of the research, the opinions of the participants regarding the institutional infrastructure studies in the digitalization process in public relations education are mostly positive. Digital education models that participants express that they will be successful/efficient in the digitalization process in public relations education are blended and flipped education models. According to the participants, the life and career skills that academics/students should have in the digitalization process in public relations education is flexibility and adaptability. Learning and innovation skills are creativity and innovation, critical thinking and problem solving, communication and collaboration. Information, media, and technology skills are information literacy, media literacy, ICT literacy. Although it is understood that the participants do not have any knowledge about 21st century themes and academician-student competencies as stated in the literature, they stated that issues such as global awareness, world, health, environment/nature, economy/finance are important regarding the themes. Regarding the competencies, it has been determined that opinions are expressed within the scope of life and career, learning and innovation, information, media, and technology skills.

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