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Uzaktan Eğitimle Yürütülen Atölye Derslerinin Görsel Sanatlar Öğretmeni Adaylarının Perspektifinden Değerlendirilmesi

Yıl 2021, Cilt: 22 Sayı: 3, 1475 - 1521, 31.12.2021

Öz

Bu araştırmada, görsel sanatlar öğretmeni adaylarının koronavirüs salgını nedeniyle uzaktan eğitimle yürütülen sanat atölye derslerine ilişkin deneyimleri değerlendirilmiştir. Bu kapsamda sürecin avantajları, dezavantajları, süreçteki rehberlik hizmetleri, eğitim modeli tercihleri, bu tercihleri etkileyen unsurlar, ihtiyaç ve beklentiler incelenmiştir. Araştırma, nitel araştırma modellerinden durum araştırması deseniyle tasarlanmıştır. Araştırmanın katılımcılarını, Türkiye’deki bir devlet üniversitesinde öğrenim gören 85 görsel sanatlar öğretmeni oluşturmaktadır. Veriler, araştırmacı tarafından geliştirilen görüşme formu aracılığıyla toplanmış ve içerik analiziyle çözümlenmiştir. Araştırma sonunda uzaktan eğitimin dezavantajları arasında gösterilen sosyal etkileşim ve kişiler arası iletişim eksikliği, çalışmalar hakkında anlık geri bildirim alınamaması ve çalışma ortamının yetersizliği gibi gerekçelere bağlı olarak atölye derslerinde yüz yüze eğitimin tercih edildiği anlaşılmıştır. Bununla beraber rahat çalışma ortamının, zaman ve mekân esnekliğinin, tekrar izleme imkânının olması ve derslerin sürdürülebilirliğini sağlaması gibi yönleriyle uzaktan eğitimin de avantajlı bulunduğu görülmüştür.

Kaynakça

  • Alakoç, Z. (2002). Genel olarak uzaktan öğretim ve konuya öğretim üyelerinin bakış açıları [Distance education in general and the perspectives of faculty members on this subject]. Sakarya University Journal of Education Faculty, 0(3), 403-413.
  • Arı, A.G. & Kanat, M.H. (2020). Prospective teacher' views on covid-19 (Coronavirus) [Outbreak Diseases Special Issue]. Van Yüzüncü Yıl University The Journal of Social Sciences Institute, 459-492.
  • Atasoy, R., Özden, C. & Kara, D.N. (2020). Evaluation of the effectiveness of e-course practices during the covid-19 pandemic from the students’ perspective. Turkish Studies, 15(6), 95-122. https://dx.doi.org/10.7827/TurkishStudies.44491.
  • Barış, M. F. (2015). Analyzing the university students' attitudes towards distance education: Namık Kemal University case study. Sakarya University Journal of Education, 5(2), 36-46. https://doi.org/10.19126/suje.38758.
  • Başar, M., Arslan, S., Günsel, E. & Akpınar, M. (2019). Distance education perceptions of prospective teachers. Journal of Multidisciplinary Studies in Education, 3(2), 14-22.
  • Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.A., Karadeniz, Ş. & Demirel, F. (2010). Bilimsel araştırma yöntemleri [Methods of scientific research]. Ankara: Pegem Akademi.
  • Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları [Coronavirus (Covid-19) pandemic and its pedagogical repercussions: Open and distance education applications in Turkey]. AUAd, 6(2), 11-53.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
  • Dinç, N.D. (2021). Student views on the conduct of art studio classes in distance education during the covid-19 pandemic period. Journal of History School, 51, 1269-1295. https://doi.org/10.29228/Joh.49084.
  • Düzgün, S. & Sulak, S.E. (2020). The opinions of the teacher candidates on distance learning practices in the covid-19 pandemic process. Millî Eğitim, 49(1), 619-633. https://doi.org/0.37669/milliegitim.787874.
  • Ekiz, M.A. (2020). The views of physical education and sports school students about distance education in the quarantine period (A qualitative research) [Special Issue 1]. Journal of Sport and Recreation Researches, 2(1), 1-13.
  • Erfidan, A. (2019). Perspectives of lecturers and undergraduate students on university distance education courses: The case of Balıkesir University. Unpublished Master’s Thesis, Balıkesir University, Institute of Science, Balıkesir.
  • Hamutoğlu, N.B., Gültekin, G.S. & Savaşçı. M. (2019). The views of teacher candidates toward distance education: Open education practices. Journal of Higher Education (Turkey), 9(1), 19-28. https://doi.org/10.2399/yod.18.023.
  • Holmberg, B. (1995). Theory and practice of distance education. London and New York: Routledge.
  • Horzum, M.B. (2003). Ideas of lectures about internet based education (Sakarya University Examples). Unpublished Master’s Thesis, Sakarya University, Institute of Social Science, Sakarya.
  • İşman, A. (2008). Uzaktan eğitim [Distance education]. Ankara: Pegem Akademi. Kahraman, M.E. (2020). 3d design practice in fundamental design course using distance education method. Yıldız Social Sciences Institute Journal, 4(1), 62-73.
  • Kalın, İ. (2020, March 12). Cumhurbaşkanlığı Sözcüsü Kalın, Cumhurbaşkanı Erdoğan başkanlığında yapılan yeni tip koronavirüs (Kovid-19) ile ilgili toplantıda alınan tedbirleri açıkladı [Presidential Spokesperson Kalın announced the measures taken at the meeting chaired by President Erdoğan regarding the new type of coronavirus (Covid-19)]. Retrieved from https://www.youtube.com/watch?v=imZUO-9213k.
  • 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. Turkish Studies, 15(4), 201-214. http://dx.doi.org/10.7827/TurkishStudies.44348.
  • Keegan, D. (1998) The two modes of distance education, open learning. The Journal of Open, Distance and E-Learning, 13(3), 43-47. https://doi.org/10.1080/0268051980130306.
  • Keegan, D. (2000). Distance training: Taking stock at a time of change. London and New York: Routledge Falmer.
  • Kırmacı, Ö. & Acar, S. (2018). The problems of campus students in simultaneous online distance education. Journal of Theory and Practice in Education, 14(3), 276-291. https://doi.org/10.17244/eku.378138.
  • Miles, M.B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd Ed.). California: SAGE.
  • Moran, L. & Rumble, G. (2004). Vocational education and training through open and distance learning. London: Routledge Falmer.
  • Patton, M.Q. (2002). Qualitative research & evaluation methods (3rd Ed.). California: SAGE.
  • Sakarya, G. & Zahal, O. (2020). The student opinions on distant violin education during covid-19 epidemic. Turkish Studies, 15(6), 795-817. http://dx.doi.org/10.7827/TurkishStudies.44504.
  • Saraç, M.A.Y. (2020, March 18). Basın açıklaması [Press briefing]. Retrieved from https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitime -iliskin-aciklama.aspx.
  • Sarıtaş, E. & Barutçu, S. (2020). Digital transformation in education and students' readiness to learn online: A research on Pamukkale University students in the period of pandemic. Journal of Internet Applications and Management, 11(1), 5-22. https://doi.org/10.34231/iuyd.706397.
  • Sauvé, L. (1993). What’s behind the development of a course on the concept of distance education? In. Keegan, D. (Ed.), Theoretical principles of distance education (pp.83-99). London and New York: Routledge.
  • Şirin, R. & Tekdal, M. (2015). Students' views on english language courses through distance education. Gaziantep University Journal of Social Sciences, 14(1), 323-335.
  • Türküresin, H.E. (2020). Examination of distance education practices conducted during the covid-19 pandemic regarding the views of preservice teachers. Millî Eğitim, 49(1), 597-618. https://doi.org/10.37669/milliegitim.787509.
  • Uzun, A. (2013). The opinions of CEIT teacher candidates about web-enhanced learning environment. H. U. Journal of Education, 28(3), 400-416.
  • World Health Organization. (2020). Globally, as of 4:37pm CET, 3 December 2020, there have been 63.965.092 confirmed cases of COVID-19, including 1.488.120 deaths, reported to WHO. Retrieved from https://covid19.who.int/.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin.
  • Yıldız, V.A. (2020). Üniversite öğrencilerinin pandemi dönemi aldıkları eğitime ilişkin görüşleri [Opinions of university students regarding the education they received during the pandemic period]. In Kurt, M., Aksal, F.A., Gazi, Z.A., Çerkez, Y. & Akçıl, U. (Ed.), ICIER 2020 2st International Conference on Interdisciplinary Educational Reflections (19-20 June) (ss.19-27). Turkey: Atatürk Faculty of Education & Educational Sciences Institute.
  • Yolcu, H.H. (2020). Preservice elementary teachers’ distance education experiences at the time of coronavirus (covid-19) pandemic. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(4), 237-250. Turkish Council of High Education (2018). Resim-iş eğitimi lisans programı [Bachelor of arts education curriculum]. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/ egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Resim_Is_Ogretmenlig i_Lisans_Programi09042019.pdf
  • Turkish Council of High Education (2020, March 13). Koronavirüs (Covid-19) bilgilendirme notu: 1 [Coronavirus (Covid-19) information note: 1]. Retrieved from https://covid19.yok.gov.tr/ Documents/alinan-kararlar/02-coronavirus-bilgilendirme-notu1.pdf
  • Zaharah, Z. & Kirilova, G.I. (2020). Impact of corona virus outbreak towards teaching and learning activities in Indonesia. SALAM: Jurnal Sosial dan Budaya Syar-i, 7(3). https://doi.org/10.15408/ sjsbs.v7i3.15104.

Evaluation of Distance Learning Atalier Lessons from the Perspective of Visual Arts Teacher Candidates

Yıl 2021, Cilt: 22 Sayı: 3, 1475 - 1521, 31.12.2021

Öz

In this study, the experiences of visual arts preservice teachers regarding the art atelier lessons conducted through distance education due to the oronavirus epidemic were evaluated. In this regard, the advantages and disadvantages of the process, the guidance services, the education model preferences, the factors affecting these preferences and the needs and expectations were examined. The current study was designed in line with the case study design, one of the qualitative research models. The participants of the study are 85 visual arts preservice teachers attending in a state university in Turkey. The data were collected through the interview form and analyzed with content analysis. At the end of the study, it was understood that face-to-face education was preferred in atelier lessons due to reasons such as the lack of social interaction and interpersonal communication, which are among the disadvantages of distance education, the inability to get instant feedback about the studies and the inadequacy of the working environment. In addition, it was observed that distance education is advantageous in terms of its comfortable working environment, flexibility of time and space, the opportunity to watch it again and again and ensuring the sustainability of the lessons.

Kaynakça

  • Alakoç, Z. (2002). Genel olarak uzaktan öğretim ve konuya öğretim üyelerinin bakış açıları [Distance education in general and the perspectives of faculty members on this subject]. Sakarya University Journal of Education Faculty, 0(3), 403-413.
  • Arı, A.G. & Kanat, M.H. (2020). Prospective teacher' views on covid-19 (Coronavirus) [Outbreak Diseases Special Issue]. Van Yüzüncü Yıl University The Journal of Social Sciences Institute, 459-492.
  • Atasoy, R., Özden, C. & Kara, D.N. (2020). Evaluation of the effectiveness of e-course practices during the covid-19 pandemic from the students’ perspective. Turkish Studies, 15(6), 95-122. https://dx.doi.org/10.7827/TurkishStudies.44491.
  • Barış, M. F. (2015). Analyzing the university students' attitudes towards distance education: Namık Kemal University case study. Sakarya University Journal of Education, 5(2), 36-46. https://doi.org/10.19126/suje.38758.
  • Başar, M., Arslan, S., Günsel, E. & Akpınar, M. (2019). Distance education perceptions of prospective teachers. Journal of Multidisciplinary Studies in Education, 3(2), 14-22.
  • Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.A., Karadeniz, Ş. & Demirel, F. (2010). Bilimsel araştırma yöntemleri [Methods of scientific research]. Ankara: Pegem Akademi.
  • Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları [Coronavirus (Covid-19) pandemic and its pedagogical repercussions: Open and distance education applications in Turkey]. AUAd, 6(2), 11-53.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
  • Dinç, N.D. (2021). Student views on the conduct of art studio classes in distance education during the covid-19 pandemic period. Journal of History School, 51, 1269-1295. https://doi.org/10.29228/Joh.49084.
  • Düzgün, S. & Sulak, S.E. (2020). The opinions of the teacher candidates on distance learning practices in the covid-19 pandemic process. Millî Eğitim, 49(1), 619-633. https://doi.org/0.37669/milliegitim.787874.
  • Ekiz, M.A. (2020). The views of physical education and sports school students about distance education in the quarantine period (A qualitative research) [Special Issue 1]. Journal of Sport and Recreation Researches, 2(1), 1-13.
  • Erfidan, A. (2019). Perspectives of lecturers and undergraduate students on university distance education courses: The case of Balıkesir University. Unpublished Master’s Thesis, Balıkesir University, Institute of Science, Balıkesir.
  • Hamutoğlu, N.B., Gültekin, G.S. & Savaşçı. M. (2019). The views of teacher candidates toward distance education: Open education practices. Journal of Higher Education (Turkey), 9(1), 19-28. https://doi.org/10.2399/yod.18.023.
  • Holmberg, B. (1995). Theory and practice of distance education. London and New York: Routledge.
  • Horzum, M.B. (2003). Ideas of lectures about internet based education (Sakarya University Examples). Unpublished Master’s Thesis, Sakarya University, Institute of Social Science, Sakarya.
  • İşman, A. (2008). Uzaktan eğitim [Distance education]. Ankara: Pegem Akademi. Kahraman, M.E. (2020). 3d design practice in fundamental design course using distance education method. Yıldız Social Sciences Institute Journal, 4(1), 62-73.
  • Kalın, İ. (2020, March 12). Cumhurbaşkanlığı Sözcüsü Kalın, Cumhurbaşkanı Erdoğan başkanlığında yapılan yeni tip koronavirüs (Kovid-19) ile ilgili toplantıda alınan tedbirleri açıkladı [Presidential Spokesperson Kalın announced the measures taken at the meeting chaired by President Erdoğan regarding the new type of coronavirus (Covid-19)]. Retrieved from https://www.youtube.com/watch?v=imZUO-9213k.
  • 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. Turkish Studies, 15(4), 201-214. http://dx.doi.org/10.7827/TurkishStudies.44348.
  • Keegan, D. (1998) The two modes of distance education, open learning. The Journal of Open, Distance and E-Learning, 13(3), 43-47. https://doi.org/10.1080/0268051980130306.
  • Keegan, D. (2000). Distance training: Taking stock at a time of change. London and New York: Routledge Falmer.
  • Kırmacı, Ö. & Acar, S. (2018). The problems of campus students in simultaneous online distance education. Journal of Theory and Practice in Education, 14(3), 276-291. https://doi.org/10.17244/eku.378138.
  • Miles, M.B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd Ed.). California: SAGE.
  • Moran, L. & Rumble, G. (2004). Vocational education and training through open and distance learning. London: Routledge Falmer.
  • Patton, M.Q. (2002). Qualitative research & evaluation methods (3rd Ed.). California: SAGE.
  • Sakarya, G. & Zahal, O. (2020). The student opinions on distant violin education during covid-19 epidemic. Turkish Studies, 15(6), 795-817. http://dx.doi.org/10.7827/TurkishStudies.44504.
  • Saraç, M.A.Y. (2020, March 18). Basın açıklaması [Press briefing]. Retrieved from https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitime -iliskin-aciklama.aspx.
  • Sarıtaş, E. & Barutçu, S. (2020). Digital transformation in education and students' readiness to learn online: A research on Pamukkale University students in the period of pandemic. Journal of Internet Applications and Management, 11(1), 5-22. https://doi.org/10.34231/iuyd.706397.
  • Sauvé, L. (1993). What’s behind the development of a course on the concept of distance education? In. Keegan, D. (Ed.), Theoretical principles of distance education (pp.83-99). London and New York: Routledge.
  • Şirin, R. & Tekdal, M. (2015). Students' views on english language courses through distance education. Gaziantep University Journal of Social Sciences, 14(1), 323-335.
  • Türküresin, H.E. (2020). Examination of distance education practices conducted during the covid-19 pandemic regarding the views of preservice teachers. Millî Eğitim, 49(1), 597-618. https://doi.org/10.37669/milliegitim.787509.
  • Uzun, A. (2013). The opinions of CEIT teacher candidates about web-enhanced learning environment. H. U. Journal of Education, 28(3), 400-416.
  • World Health Organization. (2020). Globally, as of 4:37pm CET, 3 December 2020, there have been 63.965.092 confirmed cases of COVID-19, including 1.488.120 deaths, reported to WHO. Retrieved from https://covid19.who.int/.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin.
  • Yıldız, V.A. (2020). Üniversite öğrencilerinin pandemi dönemi aldıkları eğitime ilişkin görüşleri [Opinions of university students regarding the education they received during the pandemic period]. In Kurt, M., Aksal, F.A., Gazi, Z.A., Çerkez, Y. & Akçıl, U. (Ed.), ICIER 2020 2st International Conference on Interdisciplinary Educational Reflections (19-20 June) (ss.19-27). Turkey: Atatürk Faculty of Education & Educational Sciences Institute.
  • Yolcu, H.H. (2020). Preservice elementary teachers’ distance education experiences at the time of coronavirus (covid-19) pandemic. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(4), 237-250. Turkish Council of High Education (2018). Resim-iş eğitimi lisans programı [Bachelor of arts education curriculum]. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/ egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Resim_Is_Ogretmenlig i_Lisans_Programi09042019.pdf
  • Turkish Council of High Education (2020, March 13). Koronavirüs (Covid-19) bilgilendirme notu: 1 [Coronavirus (Covid-19) information note: 1]. Retrieved from https://covid19.yok.gov.tr/ Documents/alinan-kararlar/02-coronavirus-bilgilendirme-notu1.pdf
  • Zaharah, Z. & Kirilova, G.I. (2020). Impact of corona virus outbreak towards teaching and learning activities in Indonesia. SALAM: Jurnal Sosial dan Budaya Syar-i, 7(3). https://doi.org/10.15408/ sjsbs.v7i3.15104.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Sevgi Kayalıoğlu 0000-0002-9169-230X

Erken Görünüm Tarihi 21 Eylül 2021
Yayımlanma Tarihi 31 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 22 Sayı: 3

Kaynak Göster

APA Kayalıoğlu, S. (2021). Uzaktan Eğitimle Yürütülen Atölye Derslerinin Görsel Sanatlar Öğretmeni Adaylarının Perspektifinden Değerlendirilmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22(3), 1475-1521. https://doi.org/10.29299/kefad.929433

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