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Journals / Boğaziçi Üniversitesi Eğitim Dergisi / 2022 / Cilt: 39-1

Developing New Student and Instructor Roles in Online/Distance Higher Education

Yükseköğretimdeki Uzaktan Eğitimde Gelişen Yeni Öğrenci ve Öğretim Elemanı Rolleri

Derya ALTINMAKAS
Pages
3–21
Publication Date
2022-12-31
DOI
—
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AI Summary & Key Takeaways

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

The findings indicated that online education enabled students to become more active and self-directed learners and faculty members to develop newer roles and strategies as course designers and mentors.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The enforced rapid transition to online/distance education in 2020 created immeasurable disruption both for the faculty and students in HE contexts.
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Key Findings & Data:The data for the present study were collected during the third term of distance education through a survey conducted with 112 students and 9 faculty members and semi-structured interviews with a convenient sampling of students and faculty members of an English department in Istanbul, Turkey.
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Conclusion & Impact:The findings indicated that online education enabled students to become more active and self-directed learners and faculty members to develop newer roles and strategies as course designers and mentors.
🔬Design:Survey & Empirical Study
📍Scope:2020 Verileri
⚙️Variables:Uzaktan Eğitim · Üniversite öğrencileri · Öğretim elemanları

Abstract

The enforced rapid transition to online/distance education in 2020 created immeasurable disruption both for the faculty and students in HE contexts. The present study discusses whether an opportunity is born out of a globally experienced challenge for university instructors and students to develop new and transformative roles. The data for the present study were collected during the third term of distance education through a survey conducted with 112 students and 9 faculty members and semi-structured interviews with a convenient sampling of students and faculty members of an English department in Istanbul, Turkey. The findings indicated that online education enabled students to become more active and self-directed learners and faculty members to develop newer roles and strategies as course designers and mentors. The findings revealed an in-depth understanding of the experience and yielded implications for the viability of applications of distance/online/blended modes of learning and teaching.

Özet

2020 yılında yükseköğretim kurumlarında uzaktan eğitime yapılan hızlı geçiş hem öğrenciler hem de öğretim elemanlarının eğitim-öğretim hayatlarında kesintiye sebep olmuştur. Bu çalışma küresel olarak yaşanan bu zorluğun içinden, öğretim elemanları ve öğrencilerin yeni ve dönüştürücü roller kazanmaları için çıkmış olabilecek fırsatları değerlendirmektedir. Çalışmanın verisi Türkiye, İstanbul’daki bir üniversitenin İngiliz edebiyatı bölümündeki 112 öğrenciye ve 9 öğretim elemanına uygulanan anket ve aynı gruplardan yarı-yapılandırılmış görüşmelere gönüllü olarak katılan kişilerden toplanmıştır. Çalışmanın bulguları uzaktan eğitimde öğrencilerin öğrenim süreçlerinin daha etkin ve öz-yönlendirmeli bir yapıda ve öğretim elemanlarının ise verdikleri eğitimin yeni roller ve stratejiler geliştirmeleri sonucunda daha yaratıcı ve yol gösterici bir yapıda gerçekleştiğini ortaya koymuştur. Çalışmanın sonuçları yaşanan bu deneyimi derinlemesine anlamayı ve uzaktan eğitimde kullanılan uygulamalarının uygulanabilirliğini ve etkilerini tartışmayı sağlamıştır.

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Cite This Article

ALTINMAKAS, D. (2022). Developing New Student and Instructor Roles in Online/Distance Higher Education. Boğaziçi Üniversitesi Eğitim Dergisi, Cilt: 39-1, 3–21. https://ajindex.com/articles/858233

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