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Journals / Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi / 2021 / Cilt: 8 - Sayı: 1

Self-reflection and Self-regulation Experiences and Practices of Instructors in Distance Education during Covid-19 Pandemic

Kovid-19 Pandemi Döneminde Uzaktan Eğitimde Öğretim Elemanlarının Öz-yansıtma ve Öz-Düzenleme Deneyimleri ve Uygulamaları

Ayşegül TAKKAÇ TULGAR
Pages
133–146
Publication Date
2021-05-01
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In the light of the results, some pedagogical suggestions are made.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Instructor perceptions and experiences in distance education have been attracting a growing attention in global context.
📊
Key Findings & Data:This descriptive case study was purposed to investigate the self-reflection and regulation experiences of instructors who mandatorily implemented distance education sessions during the Covid-19 pandemic at the Center in Turkey.
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Conclusion & Impact:In the light of the results, some pedagogical suggestions are made.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:öz-yansıtma · öz-düzenleme · uzaktan eğitim

Abstract

Instructor perceptions and experiences in distance education have been attracting a growing attention in global context. Yet, there is paucity of research examining instructors’ self-reflection and self-regulation experiences in distance education. This descriptive case study was purposed to investigate the self-reflection and regulation experiences of instructors who mandatorily implemented distance education sessions during the Covid-19 pandemic at the Center in Turkey. The participants were four Turkish instructors who offered Turkish language education to international students at a Turkish Teaching Center. Data were collected through the participants’ unstructured reflection notes and their answers to the open-ended questions. The results through conventional content analysis pointed at three dimensions affecting the participants’ self-reflection and self-regulation experiences and practices: adaptation to distance education, interactional patterns and teaching practices. In the light of the results, some pedagogical suggestions are made.

Özet

Uzaktan eğitimde öğretim elemanı algıları ve deneyimleri küresel bağlamda sürekli artan bir ilgi çekmektedir. Ancak, uzaktan eğitimde öğretim elemanlarının öz-yansıtma ve öz-düzenleme deneyimleri konusunda yeterli araştırma bulunmamaktadır. Bu betimleyici durum çalışması Kovid-19 pandemi döneminde Türkiye’de bir devlet üniversitesinde zorunlu olarak uzaktan eğitim dersleri yürüten öğretim elemanlarının öz-yansıtma ve öz-düzenleme deneyimlerini araştırmayı amaçlamaktadır. Katılımcılar Türkçe Öğretim Merkezi’nde uluslararası öğrencilere Türkçe öğreten dört öğretim elemanından oluşmaktadır. Veriler katılımcıların yapılandırılmamış yansıtma notları ve açık-uçlu sorulara verdikleri cevaplar yoluyla toplanmıştır. Geleneksel içerik analizinin sonuçları katılımcıların öz-yansıtma ve öz-düzenleme deneyimlerini ve uygulamalarını etkileyen üç boyut ortaya koymuştur: uzaktan eğitime uyum, iletişimsel modeller ve öğretim uygulamaları. Sonuçlar dikkate alınarak bazı pedagojik önerilerde bulunulmuştur.

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Cite This Article

TULGAR, A. T. (2021). Self-reflection and Self-regulation Experiences and Practices of Instructors in Distance Education during Covid-19 Pandemic. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 8 - Sayı: 1, 133–146. https://ajindex.com/articles/267361

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