Developing the Digital Competencies of Instructors in the Process of Distance Education

The general purpose of this study is to improve the digital competencies of the instructors in distance education through a professional development program. It was also intended to identify the efficiency of the professional development program designed and implemented with regards to this general purpose. An embedded mixed design, one of the mixed research models, was used. The participants in the research are the instructors working in all faculties, colleges and vocational schools in a public university. In the research, a needs analysis was conducted initially to determine the areas in which instructors need the most support in distance education. In this context, a professional development program regarding "Course Design in Distance Education" and "Web 2.0 Tools and Application Samples" was prepared for the instructors. This professional development program was implemented and evaluated. As a result of this process, it was determined that the majority of the instructors needed training on Web 2.0 tools and applications, instructional design in distance education, and methods and techniques appropriate for distance education. It was concluded that the professional development program prepared in line with the needs analysis conducted within the scope of the research had a positive effect on the self-efficacy perceptions of the instructors towards distance education. In the research, suggestions were made to increase the quality of the teaching service during the distance education process.

Keywords:

Distance education Digital competencies, Instructors,

PDF

___

Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers & Education, 56(1), 91-100. https://doi.org/10.1016/j.compedu.2010.08.017
Ahlawat, A., Wiedensohler, A., & Mishra, S. K. (2020). An overview on the role of relative humidity in airborne transmission of SARS-CoV-2 in indoor environments. Aerosol and Air Quality Research, 20(9), 1856-1861. https://doi.org/10.4209/aaqr.2020.06.0302
Ak, Ş., Gökdaş, İ., Öksüz, C., & Torun, F. (2021). Uzaktan eğitimde eğiticilerin eğitimi: Uzaktan eğitime yönelik öz yeterlik ve yarar algısına etkisi [Training of trainers in distance education: Effect on self-efficacy and benefit perception towards distance education]. Journal of Open Education Applications and Research, 7(1), 24-44.
Ashrafzadeh, A., & Sayadian, S. (2015). University instructors’ concerns and perceptions of technology integration. Computers in Human Behavior, 49, 62–73. https://doi.org/10.1016/j.chb.2015.01.071
Balıkçıoğlu, N., Çınar- Öz, D., & Işın, N. N. (2019). Üniversite öğrencilerinin uzaktan eğitim derslerindeki memnuniyet araştırması: Aşık Veysel Meslek Yüksekokulu örneği [University students' satisfaction survey in distance education courses: Âşık Veysel Vocational School case study]. Cumhuriyet University Journal of Economics and Administrative Sciences, 20(1), 462-473.
Barış, M. F., & Çankaya, P. (2016). Akademik personelin uzaktan eğitim hakkındaki görüşleri [Opinions of academic staff about distance education]. International Journal of Human Sciences, 13(1), 399-413. https://doi.org/10.14687/ijhs.v13i1.3378
Bate, F. (2010). A bridge too far? Explaining beginning teachers’ use of ICT in Australian schools. Australasian Journal of Educational Technology, 26(7), 1042–1061. https://doi.org/10.14742/ajet.1033
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153. https://doi.org/10.1080/01587910600789498
Bilgiç, H. G., Doğan, D., & Seferoğlu, S. S. (2011). Türkiye’de yükseköğretimde çevrimiçi öğretimin durumu: ihtiyaçlar, sorunlar ve çözüm önerileri [Current situation of online learning in Turkish higher education institutions: needs, problems, and possible solutions]. Journal of Higher Education(Turkey), 1(2), 80-87.
Bilgiç, H. G., & Tüzün, H. (2015). Yükseköğretim kurumları web tabanlı uzaktan eğitim programlarında yaşanan sorunlar [Problems experienced in web-based distance education programs of higher education institutions]. Journal of Open Education Applications and Research, 1(3), 26-50.
Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education. 5(3), 235–245. https://doi.org/10.12973/ejmste/75275
Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması [Coronavirus (Covid-19) pandemic process and evaluations regarding education in the post-pandemic world: New normal and new education paradigm]. Journal of Open Education Applications and Research, 6(3), 112-142.
Bozkurt, A., & Sharma, R. C. (2020). Education in normal, new normal, and next normal: Observations from the past, insights from the present and projections for the future. Asian Journal of Distance Education, 15(2), 1-10. https://doi.org/10.5281/zenodo.4362664
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., ... & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126. https://doi.org/10.5281/zenodo.3878572
Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları [Coronavirus (Covid-19) pandemic and its pedagogical reflections: Open and distance education practices in Turkey]. Journal of Open Education Applications and Research, 6(2), 11-53.
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage
Creswell, J. W., Fetters, M. D., Plano Clark, V. L., & Morales, A. (2009). Mixed methods intervention trials. Mixed methods research for nursing and the health sciences, 161-180.
Curir, A., de Romeri, V., & Murante, G. (2010). Evolution and instabilities of disks harboring super massive black holes. Educational Technology Research and Development, 55(3), 223–252. https://doi.org/10.1007/s10509-010-0328-8
Cutri, R. M., Mena, J., & Whiting, E. F. (2020). Faculty readiness for online crisis teaching: transitioning to online teaching during the COVID-19 pandemic. European Journal of Teacher Education, 43(4), 523-541. https://doi.org/10.1080/02619768.2020.1815702
Çalışkan, E. Önal, N., & Gökçe, S. (2012). Yükseköğretimde teknoloji entegrasyonu: Öğretim elemanlarının durumları [Technology integration in higher education: Situations of faculty members]. Yükseköğretim Dergisi, 11(3), 717-733. https://doi.org/10.2399/yod.21.608630
Dervenis, C., Fitsilis, P., & Iatrellis, O. (2022). A review of research on teacher competencies in higher education. Quality Assurance in Education, 30(2), 199-220. https://doi.org/10.1108/QAE-08-2021-0126
do Espírito Santo, E., Dias-Trindade, S., & dos Reis, R. S. (2022). Self-assessment of digital competence for educators: A brazilian study with university professors. Research, Society and Development, 11(9), 1-9. https://doi.org/10.33448/rsd-v11i9.30725
Doğan, O. (2023). Öğretim elemanlarının dijital yeterlilik seviyelerinin incelenmesi: Turizm akademisyenleri özelinde bir araştırma [Examining the digital competence levels of faculty members: Research on tourism academicians]. Journal of Tourism Intelligence and Smartness, 6(2), 98-106. https://doi.org/10.58636/jtis.1341973
Dolmacı, M., & Dolmacı, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması [Opinions of instructors on teaching foreign languages with simultaneous distance education: An example of covid-19]. Turkish Journal of Educational Sciences, 18(2), 706-732.
Duman, S. N. (2020). Salgın döneminde gerçekleştirilen uzaktan eğitim sürecinin değerlendirilmesi [Evaluation of the distance education process carried out during the epidemic period]. National Education Journal, 49(1), 95-112.
Durak, G., Çankaya, S., & İzmirli, S. (2020). Covıd-19 pandemi döneminde Türkiye’deki üniversitelerin uzaktan eğitim sistemlerinin incelenmesi [Examining the Turkish universities’ distance education systems during the covıd-19 pandemic]. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 14(1), 787-809.
Düzakın, E., & Yalçınkaya, S. (2008). Web tabanlı uzaktan eğitim sistemi ve Çukurova Üniversitesi öğretim elemanlarının yatkınlıkları [Web-based distance education system and the predispositions of Çukurova University lecturers]. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17(1), 225-244.
Erfidan, A. (2019). Derslerin uzaktan eğitim yoluyla verilmesiyle ilgili öğretim elemanı ve öğrenci görüşleri: Balıkesir Üniversitesi örneği / Perspectives of lecturers and undergraduate students on university distance education courses: The case of Balıkesir University (Unpublished Master's Thesis). Balıkesir Universty, Institute of Sciences, Balıkesir.
Erkut, E. (2020). Covid-19 sonrası yükseköğretim [Higher education after Covid-19], Journal of Higher Education (Turkey), 10(2), 125–133. https://doi.org/10.2399/yod.20.002
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration. Educational Technology Research and Development, 53(4), 25–39. https://doi.org/10.1007/BF02504683
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
Gall, G., Gall, J. P., & Borg, W. R (2010). Applying educational research. Pearson Education, Inc.
Gao, P., Wong, A. F., Choy, D., & Wu, J. (2011). Beginning teachers’ understanding performances of technology integration. Asia Pacific Journal of Education, 31(2), 211–223. https://doi.org/10.1080/02188791.2011.567003
Goh, P.S., & Sandars, J. (2019). Digital Scholarship – rethinking educational scholarship in the digital world. MedEdPublish, 8(2), 15. https://doi.org/10.15694/mep.2019.000085.1
Gökbulut, B. Keserci, G., & Akyüz, A. (2021). Eğitim fakültesinde görev yapan akademisyen ve öğretmenlerin dijital materyal tasarım yeterlikleri [Digital material design competencies of academicians working at the faculty of education and teachers]. Sosyal Bilimler ve Eğitim Dergisi (JOSSE), 4(1), 11-24. https://doi.org/10.53047/josse.917536
Greene, J. C. (2007). Mixed methods in social inquiry. Jossey-Bass Publication.
Grout, V., & Houlden, N. (2014). Taking computer science and programming into schools: The Glyndŵr/BCS Turing project. Procedia-Social and Behavioral Sciences, 141, 680-685. https://doi.org/10.1016/j.sbspro.2014.05.119
Gürer, M. D., Tekinarslan, E., & Yavuzalp, N. (2016). Çevrimiçi ders veren öğretim elemanlarının uzaktan eğitim hakkındaki görüşleri [Opinions of instructors who give lectures online about distance education]. Turkish Online Journal of Qualitative Inquiry, 7(1), 47-78. https://doi.org/10.17569/tojqi.74876
Hark-Söylemez, N. (2020). The evaluation of some studies on distance learning in context of covid 19. Journal of Current Researches on Social Sciences, 10(3), 625-642. https://doi.org/10.26579/jocress.396
Henriksen, D., Creely, E., & Henderson, M. (2020). Folk pedagogies for teacher educator transitions: Approaches to synchronous online learning in the wake of COVID-19. Journal of Technology and Teacher Education, 28(2), 201–209.
ISTE (2008). ISTE standards – Teachers. https://www.iste.org/standards/iste-standards-for-teachers
Iwai, Y. (2020). Online Learning during the COVID-19 Pandemic: What do we gain and what do we lose when classrooms go virtual. Scientific American, 13(1), 119-132.
Jorge-Vázquez, J., Náñez Alonso, S. L., Fierro Saltos, W. R., & Pacheco Mendoza, S. (2021). Assessment of digital competencies of university faculty and their conditioning factors: Case study in a technological adoption context. Education Sciences, 11(10), 637. https://doi.org/10.3390/educsci11100637
Kalloo, R. C., Mitchell, B., & Kamalodeen, V. J. (2020). Responding to the COVID-19 pandemic in Trinidad and Tobago: challenges and opportunities for teacher education. Journal of Education for Teaching, 46(4), 452-462. https://doi.org/10.1080/02607476.2020.1800407
Karadağ, E., & Yücel, C. (2020). Yeni tip Koronavirüs pandemisi döneminde üniversitelerde uzaktan eğitim: Lisans öğrencileri kapsamında bir değerlendirme çalışması [Distance education at universities during the novel coronavirus pandemic: an analysis of undergraduate students’ perceptions]. Journal of Higher Education(Turkey), 10(2), 181–192. https://doi.org/10.2399/yod.20.730688
Kayaduman, H., & Demirel, T. (2019). Investigating the concerns of first-time distance education instructors. International Review of Research in Open and Distributed Learning 20(5), 85-103. https://doi.org/10.19173/irrodl.v20i5.4467
Kenny, J. (2003). Effective project management for strategic ınnovation and change in an organizational context. Project Management Journal, 34(1), 43-53. https://doi.org/10.1177/875697280303400106
Kır, Ş. (2020). Dijital dönüşüm sürecinde yükseköğretim kurumları ve öğretim elemanlarının gelişen rolleri [The evolving roles of higher education institutions and teaching staff in the digital transformation process]. Journal of Open Education Applications and Research, 6(3), 143-163.
Kurnaz, E., & Serçemeli, M. (2020). Covid-19 pandemi döneminde akademisyenlerin uzaktan eğitim ve uzaktan muhasebe eğitimine yönelik bakış açıları üzerine bir araştırma [A research on academicans’ perspectives on distance education and distance accounting education in the covid-19 pandemia period]. International Journal of Social Sciences Academy, 2(3), 262-288.
Kyei-Blankson, L., Keengwe, J., & Blankson, J. (2009). Faculty use and integration of technology in higher education. AACE Journal, 17(3), 199–213.
Marelli, S., Castelnuovo, A., Somma, A., Castronovo, V., Mombelli, S., Bottoni, D., ... & Ferini-Strambi, L. (2021). Impact of Covid-19 lockdown on sleep quality in university students and administration staff. Journal Of Neurology, 268(1), 8-15. https://doi.org/10.1007/s00415-020-10056-6
Maurer, M. M., & Davidson, G. S. (1998). Leadership in instructional technology. Merrill Prentice Hall.
Mazlum, M. M., & Mazlum, A. A. (2017). Determination of research method in social sciences. Route Educational and Social Science Journal, 4(4), 1-21.
McLoughlin, C., & Lee, M.J.W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43. https://doi.org/10.14742/ajet.1100
Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed.). Sage Publication.
Mitchell, L. D., Parlamis, J. D., & Claiborne, S. A. (2015). Overcoming faculty avoidance of online education: From resistance to support to active participation. Journal of Management Education, 39(3), 350-371. https://doi.org/10.1177/1052562914547964
Moore, M., & Kearsley, G. (2005). Distance education: A system view. Canada: Wadsworth.
Nebot, M. Á. L., Cosentino, V. V., Esteve-Mon, F. M., & Segura, J. A. (2021). Diagnostic and educational self-assessment of the digital competence of university teachers. Nordic Journal of Digital Literacy(3-4), 115-131.
Özonur, M., Kamışlı, H., Yanpar Yelken, T. & Sancar Tokmak, H. (2019). Uzaktan eğitim öğrencilerinin enocta öğrenme yönetim sistemi hakkında görüşlerinin incelenmesi [Investigation of distance education students’ opinions about the enocta learning management system]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 50, 283-302. https://doi.org/10.21764/maeuefd.407470
Özüdoğru, G., & Çakır, H. (2014). Öğretim elemanlarının bilişim teknolojileri kullanımında öğretmen adaylarına model olma farkındalıklarının incelenmesi [An investigation of instructors’ awareness being a role model to pre-service teachers for utilizing information and communication Technologies]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 15(7), 207-226.
Öztürk, H. (2021). Meslek yüksekokulu öğretim elemanlarının uzaktan eğitim sürecinde uyumlarının incelenmesi: Nitel bir araştırma [An investigation of the adaptation of academicians working in the vocational schools to the distance education process: A qualitative research]. Mehmet Akif Ersoy University Journal of Education Faculty, 57, 74-97.
Palak, D., & Walls, R. T. (2009). Teachers’ beliefs and technology practices: A mixed-methods approach. Journal of Research on Technology in Education, 41(4), 417–441. https://doi.org/10.1080/15391523.2009.10782537
Sadi, S., Şekerci, A. R., Kurban, B., Topu, F. B., Demirel, T., Tosun, C., ... & Göktaş, Y. (2008). Öğretmen eğitiminde teknolojinin etkin kullanımı: Öğretim elemanları ve öğretmen adaylarının görüşleri [Effective technology use in teacher education: The views of faculty members and preservice teachers]. Bilişim Teknolojileri Dergisi, 1(3), 43-49.
Sánchez-Caballé, A., & Esteve-Mon, F. M. (2022). Digital teaching competence of university teachers: A comparative study at two european universities. Australasian Journal of Educational Technology, 38(3), 58-69. https://doi.org/10.14742/ajet.7408
Santos, C., Pedro, N., & Mattar, J. (2021). Digital competence of higher education professors:: Analysis of academic and institutional factors. Obra digital. Revista De Comunicación, Estudios Mediáticos Y Procesos Sociales, 21, 69-92. https://doi.org/10.25029/od.2021.311.21
Sayan, H. (2020). Covid-19 pandemisi sürecinde öğretim elemanlarının uzaktan eğitime ilişkin görüşlerinin değerlendirilmesi [Assessment of faculty members' views on distance education during the covıd-19 pandemic process]. AJIT-e: Academic Journal of Information Technology, 11(42), 100-122. https://doi.org/10.5824/ajite.2020.03.004.x
Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage Publication.
Telli, S. G., & Altun, D. (2020). Coronavirüs ve çevrimiçi (online) eğitimin önlenemeyen yükselişi [the coronavirus and the rising of online education]. Journal of University Research, 3(1), 25-34. https://doi.org/10.26701/uad.711110
Tuncer, M. & Tanaş, R. (2011). Akademisyenlerin uzaktan eğitim programlarına yönelik görüşlerinin değerlendirilmesi (Fırat ve Tunceli üniversiteleri örneği) [The evaluation of academicians’ views on distance education programs (The samples of Fırat and Tunceli universities)]. Elementary Education Online, 10(2), 776- 784. 6.
Venkatesh, V., Rabah, J., Fusaro, M., Couture, A., Varela, W., & Alexander, K. (2016). Factors impacting university instructors’ and students’ perceptions of course effectiveness and technology integration in the age of web 2.0. McGill Journal of Education / Revue des sciences de l’éducation de McGill, 51(1), 533–561. https://doi.org/10.7202/1037358ar
Wejnert, B. (2002). Integrating models of diffusion of innovations: A conceptual framework. Annual Review of Sociology, 28(1), 297-326. https://doi.org/10.1146/annurev.soc.28.110601.141051
Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. expanded edition). Seçkin Publishing.
Yıldız, M. (2015). Uzaktan eğitim programlarında ders veren öğretim elemanlarının uzaktan eğitime yönelik bilgi, inanç ve uygulamaları arasındaki ilişkiler [The relationships among distance education instructors' knowledge, belief and practices towards distance education] (Unpublished Master's Thesis). Hacettepe University, Institute of Educational Sciences, Ankara.