Experiences of Graduate Students in Turkish Education During the Covid-19 Pandemic Process

Nurşat Bi̇çer, Yakup Alan, Fatih Can

Abstract


The aim of this study is to reveal the experiences of graduate students in the field of Turkish education during the pandemic process. Phenomenology design, one of the qualitative research methods, was used in the research. The sample of the research consists of graduate and doctoral students studying at different universities. Easily accessible case sampling was used to determine the study group. The data of the study were collected with the interview guide prepared by the researchers and given the final shape after the expert opinion was taken. The study group was reached by using internet tools (Zoom) and data were collected. The content analysis of data was made. As a result of the research, it was seen that during the pandemic process graduate students experienced advantages such as increased technological opportunities, accessing to online materials easily, time saving and efficient studying opportunities. However, disadvantages such as inefficient lessons, lack of interaction, inability to focus on lessons, data collection problems, and inability to benefit from libraries were also revealed as problems experienced by graduate students. Students expect technological opportunities to continue, but to ensure normalization in some issues that cannot be resolved with these opportunities. They think that face-to-face education is more qualified, communication is better, and research can be done more effectively.

Keywords


Covid-19, Distance Education, Graduate Education, Pandemic, Turkish Education, Experience

Full Text:

PDF

References


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

Bozkırlı, K. Ç., & Er, O. (2021). Examination of attitudes towards e- learning of Turkish teacher candidates. Revista Argentina de Clínica Psicológica, 30(1), 753-759.

Chang, H. S. (2020). Online learning in pandemic times. Revista Romaneasca Pentru Educatie Multidimensionala, 12(2Sup1), 111-117. https://doi.org/10.18662/rrem/12.2Sup1/296

CHE. (2020a). Coronavirus (COVID-19) information note: 1. https://www.yok.gov.tr/Sayfalar/Haberler/2020/coronavirus_bilgilendirme_1.aspx

CHE. (2020b). Press briefing (26.03.2020). https://covid19.yok.gov.tr/Documents/alinan-kararlar/04-uzaktan-egitim-ve-yks-ertelenmesine-iliskin.pdf

CHE. (2020c). YÖK’ten üniversitelerdeki uzaktan eğitime yönelik değerlendirme [Evaluation by CHE for distance education in universities]. https://www.yok.gov.tr/Sayfalar/Haberler/2020/uzaktan-egitime-yonelik-degerlendirme.aspx

Chirikov, I., & Soria, K. M. (2020). International students’ experiences and concerns during the pandemic. https://escholarship.org/content/qt43q5g2c9/supp/International_Students__Experiences_and_Concerns.pdf

Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student satisfaction: A three year study. The International Review of Research in Open and Distributed Learning, 15(6). https://doi.org/10.19173/irrodl.v15i6.1748

Craib, I. (1992). Odern sociological theory. Harvester Wheatsheaf.

Demirel, A., Önder, N. S., Topaloğlu, P., & Sarı, Ş. (2021). Pedodonti lisansüstü eğitimine covid-19 pandemisinin etkileri: Bir anket çalışması. Selçuk Dent J., 8(1), 163-172.

Fansury, A. H., Januarty, R., Rahman, A. W., & Syawal. (2020). Digital content for millennial generations: Teaching the english foreign language learner on COVID-19 pandemic. Journal of Southwest Jiaotong University, 55(3), 1-12. https://doi.org/10.35741/issn.0258-2724.55.3.40

Genç, M. F., Ay, M. F., & Gümrükçüoğlu, S. (2021). The views of postgraduate education students in the field of theology on distance education in the Coronavirus (Covid-19) process. Dinbilimleri Akademik Araştırma Dergisi, 21(1), 71-97. https://doi.org/10.33415/daad.840675

Genç, S. Z., Engin, G., & Yardım, T. (2020). Postgraduate students’ views related to application of distance education during the Covid 19 pandemic. Journal of Kazım Karabekir Education Faculty, 41, 134-158. https://doi.org/10.33418/ataunikkefd.782142

Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10523-1

Green, C. L., & Hoover-Dempsey, K. V. (2007). Why do parents homeschool? A systematic examination of parental involvement. Education and Urban Society, 39(2), 264-285. https://doi.org/10.1177/0013124506294862

Karahan, E., Bozan, M. A., & Akçay, A. O. (2020). The online learning experiences of primary school pre-service teachers during the Covid-19 pandemic process. Journal of Turkish Studies, 14(4), 201-214. https://doi.org/10.7827/TurkishStudies.44348

Karatepe, F., Küçükgençay, N., & Peker, B. (2020). Öğretmen adayları senkron uzaktan eğitime nasıl bakıyor? Bir anket çalışması. International Journal of Social Humanities Sciences Research (JSHSR), 7(53), 1262-1274. https://doi.org/10.26450/jshsr.1868

Kör, H., Çataloğlu, E., & Erbay, H. (2013). Uzaktan ve örgün eğitimin öğrenci başarısı üzerine etkisinin araştırılması. Gaziantep University Journal of Social Sciences 12(2) Technology Special Issue: 267-279.

Lau, J., Yang, B., & Dasgupta, R. (2020). Will the coronavirus make online education go viral? Times Higher Education (THE). https://www.timeshighereducation.com/features/will-coronavirus-make-online-education-go-viral

Lee, K. (2020). Who opens online distance education, to whom, and for what? Distance Education, 41(2), 186-200. https://doi.org/10.1080/01587919.2020.1757404

Nurfaidah, S., Tambunan, A. R. S., Yonata, F., Kurniawati, D., & Lestariyana, R. P. D. (2020). International students’ perceptions of virtual service learning program amidst COVID-19 pandemic. Journal of International Students, 10(S3), 198-208. https://doi.org/10.32674/jis.v10iS3.3207

Ordaz-Villegas, G., Acle-Tomasini, G., & Reyes-Lagunes, L. I. (2013). Development of an academic self concept for adolescents (ASCA) scale. Journal of Behavior, Health & Social Issues, 5(2), 117-130.

Öz Ceviz, N., Tektaş, N., Basmacı, G., & Tektaş, M. (2020). University students’ perspective on distance education during the Covid-19 pandemic period: The case of Turkey. Ulakbilge, 52, 1322-1335. https://doi.org/10.7816/ulakbilge-08-54-06

Öztürk, M. (2021). Asynchronous online learning experiences of students in pandemic process: Facilities, challenges, suggestions. Turkish Online Journal of Qualitative Inquiry. https://doi.org/10.17569/tojqi.767378

Pasyk, V. S., Glazer, M., West, A., Campbell, A., & Kassan, A. (2021). Growth during a global pandemic: A polyethnography among doctoral counselling psychology students. Training and Education in Professional Psychology. https://doi.org/10.1037/tep0000372

Patias, N. D., Von Hohendorff, J., Cozzer, A. J., Flores, P. A., & Scorsolini-Comin, F. (2021). Mental health and coping strategies in undergraduate and graduate students during Covid-19 pandemic. Trends in Psychology. https://doi.org/10.1007/s43076-021-00069-z

Patton, M. Q. (2014). Qualitative research & evaluation methods (4. bs). Sage Publication.

Puspitasari, D., Rahayu, W. W., Rohmatunnazilah, & Suwarno. (2020). Exploring the feelings of ınternational students: When we learn virtually during the Covid-19 pandemic. Journal of International Students, 10(S3), 142-160.

Saavedra, J. (2020). Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic. Worldbank Blogs. https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic

Sağlık Bakanlığı. (2021). Türkiye’nin Kovid-19’la 1 yıllık mücadele süreci. T.C. Saglik Bakanligi. /TR,80604/bakan-koca-turkiyenin-kovid-19la-1-yillik-mucadele-surecini-degerlendirdi.html

Salar, H. C. (2013). Student and faculty readiness for open and distance learning in Turkey [Unpublished doctoral thesis]. Anadolu Üniversitesi.

Seale, H., Mak, J. P., Razee, H., & MacIntyre, C. R. (2012). Examining the knowledge, attitudes and practices of domestic and international university students towards seasonal and pandemic influenza. BMC Public Health, 12(307), 1-6. https://doi.org/10.1186/1471-2458-12-307

Traxler, J. (2018). Distance Learning - Predictions and possibilities. Education Sciences, 8(1), 35. https://doi.org/10.3390/educsci8010035

UNESCO. (2020). COVID-19 educational disruption and response. https://en.unesco.org/covid19/educationresp

UNESCO. (2021). Global monitoring of school closures. UNESCO. https://en.unesco.org/covid19/educationresponse

Ünal, N., Şanlier, N., & Şengil, A. (2021). Evaluatıon of the university students’ readiness for online learning and the experiences related to distance education during the pandemic period. Journal of Inonu University Health Services Vocational School, 9(1), 89-104. https://doi.org/10.33715/inonusaglik.812109

Viera, A. J., & Garrett, J. M. (2005). Understanding interobserver agreement: The kappa statistic. Family Medicine, 37(5), 360-363.

Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945-947. https://doi.org/10.1016/S0140-6736(20)30547-X

Watts, L. (2016). Synchronous and asynchronous communication in distance learning: A Review of the Literature. The Quarterly Review of Distance Education, 17(1), 23-32.

Yorgancı, S. (2015). The effects of web based distance education method on students’ mathematics achievements. Kastamonu Education Journal, 23(3), 1401-1420.

Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the Covid-19 outbreak. Journal of Risk and Financial Management, 13(3), 1-6. https://doi.org/10.3390/jrfm13030055




DOI: http://dx.doi.org/10.7575/aiac.alls.v.12n.5.p.60

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2022 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.