SavedAdd your journal

Journals / Uluslararası Güncel Eğitim Araştırmaları Dergisi / 2022 / Cilt: 8 - Sayı: 1

Evaluations of Online Education Implementations From Students, Parents and Teachers Perspective During the Pandemic Period in Turkey

Aysun İPEKOĞLU
Fadime ULUSOY
Pages
120–139
Publication Date
2022-07-15
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

Based on the content analysis, the results show that the EBA content portal used during the pandemic was found beneficial for easy access to synchronous lessons and a variety of quality teaching and learning mathematical resources.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study focuses on the evaluations of middle school students, teachers, and parents with regards to online mathematics education during the Covid-19 pandemic in Turkey.
📊
Key Findings & Data:Seven mathematics teachers, fifty-one students from the same middle school, and fifty-three parents of these students participated in this qualitative study.
💡
Conclusion & Impact:Based on the content analysis, the results show that the EBA content portal used during the pandemic was found beneficial for easy access to synchronous lessons and a variety of quality teaching and learning mathematical resources.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Covid-19 · online education · school closure

Özet

This study focuses on the evaluations of middle school students, teachers, and parents with regards to online mathematics education during the Covid-19 pandemic in Turkey. Seven mathematics teachers, fifty-one students from the same middle school, and fifty-three parents of these students participated in this qualitative study. Three online questionnaires were created and used to obtain data. Based on the content analysis, the results show that the EBA content portal used during the pandemic was found beneficial for easy access to synchronous lessons and a variety of quality teaching and learning mathematical resources. All participants had both mathematical expectations (e.g. increasing (i) the quality/variety of mathematical resources, (ii) the number/duration of mathematics lessons and (iii) the quality of mathematics instruction) and non-mathematical expectations (e.g., eliminating technical problems in the portal, access to the portal without the Internet, technological support) form each other and the portal in the pandemic process. The majority of the participants preferred face-to-face math lessons due to various reasons. The evaluations obtained in this study can help instructional designers maintain and develop online education implementations targeting teachers, students, and parents.

🔖

Cite This Article

İPEKOĞLU, A., ULUSOY, F. (2022). Evaluations of Online Education Implementations From Students, Parents and Teachers Perspective During the Pandemic Period in Turkey. Uluslararası Güncel Eğitim Araştırmaları Dergisi, Cilt: 8 - Sayı: 1, 120–139. https://ajindex.com/articles/816374

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Al-Samarraie, H.,Teng, B. K., Alzahrani, A. I., & Alalwan, N. (2017). E-learning continuance satisfaction in higher education: A unified perspective from instructors and students. Studies in Higher Education, 43(11): 1–17.
  2. Berthelsen, D., & Walker, S. (2008). Parents’ involvement in their children’s education. Family Matters, 79: 34–41.
  3. Bokayev, B., Torebekova, Z., Davletbayeva, Z., & Zhakypova, F. (2021). Distance learning in Kazakhstan: estimating parents’ satisfaction of educational quality during the coronavirus. Technology, Pedagogy and Education, 30(1):27-39. https://doi.org/10.1080/1475939X.2020.1865192
  4. Chao, T., Saj, T., & Tessier, F. (2006). Establishing a quality review for online courses. Educause Quarterly, 29(3), 32–39.
  5. Clark-Wilson, A., Robutti, O., & Thomas, M. (2020). Teaching with digital technology. ZDM, 52(7): 1223–1242.
  6. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Inc: SAGE Publications. Curtis, H. (2013). A mixed methods study investigating parental involvement and student success in high school online education [Unpublished PhD dissertation]. Northwest Nazarene University. Đurišić, M., & Bunijevac, M. (2017). Parental involvement as a important factor for successful education. Center for Educational Policy Studies Journal, 7(3): 137–153.
  7. Fiş Erümit, S. (2021). The distance education process in K–12 schools during the pandemic period: evaluation of implementations in Turkey from the student perspective. Technology, Pedagogy and Education, 30(1): 75-94 https://doi.org/10.1080/1475939X.2020.1856178
  8. Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science (IJTES), 4(4): 267–282. Jónsdóttir, K., Björnsdóttir, A., & Bæck, U. K. (2017). Influential factors behind parents’ general satisfaction with compulsory schools in Iceland. Nordic Journal of Studies in Educational Policy, 3(2): 155–164. https://doi.org/10. 1080/20020317.2017.1347012 Khirwadkar, A., Khan, S. I., Mgombelo, J., Obradovic-Ratkovic, S., & Forbes, W. A. (2020). Reimagining Mathematics Education during the COVID-19 Pandemic. Brock Education: A Journal of Educational Research and Practice, 29(2): 42–46.
  9. Khlaif, Z. N., & Salha, S. (2020). The unanticipated educational challenges of developing countries in Covid-19 crisis: A brief report. Interdisciplinary