The Comparison of Technology Integration Experiences of Teachers and Faculties: Distance Teaching Context

Emine Şendurur; Ayşegül Altun

Makale detayları

The Comparison of Technology Integration Experiences of Teachers and Faculties: Distance Teaching Context

Yazarlar:

Emine Şendurur | Ayşegül Altun

Yayıncı:

Ataturk University

Ana Başlıklar:

Instructional Design | Instructional Technologies

Dergi:

Educational Academic Research Issue 56, pp.8-17

Belge Tipi:

Makale

Yayın Tarihi:

11/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001340069

pISSN:

2822-3535

Anahtar kelimeler:

Özet:

 The study aims to compare the technology integration practices of teachers and faculties from their perspectives within the context of distance education. The studys research design is a cross-sectional survey. Technology Integration in Distance Education Questionnaire was prepared by the researchers. The instrument was administered to 189 faculties and 91 teachers with distance teaching experience. Both qualitative and quantitative methods were used to analyze data. The findings suggest that participants perceived themselves as proficient in designing instruction for distance education, but no significant differences were found between teachers and faculties. EFA was conducted to determine questionnaire structure, and results showed three factors; planning the instruction, process, and post instructional process. Comparison of these factors scores showed no significant differences in planning the instruction and post-instructional process but significant differences in process between teachers and faculties. Content analysis results show that material types are divided into six main themes, namely: iaudio, iivisual, iiiaudio-visual, ivinteractive, vtextual, and vireal objectsmodelssources. Instructional methods are divided into three main themes, namely: istudent-centered, iiteacher-centered, and iiimixed. In addition, content analysis results also showed that participants perceived themselves as proficient but needed clarification about methods and materials used in distance education. These findings were discussed in detail.

 The study aims to compare the technology integration practices of teachers and faculties from their perspectives within the context of distance education. The studys research design is a cross-sectional survey. Technology Integration in Distance Education Questionnaire was prepared by the researchers. The instrument was administered to 189 faculties and 91 teachers with distance teaching experience. Both qualitative and quantitative methods were used to analyze data. The findings suggest that participants perceived themselves as proficient in designing instruction for distance education, but no significant differences were found between teachers and faculties. EFA was conducted to determine questionnaire structure, and results showed three factors; planning the instruction, process, and post instructional process. Comparison of these factors scores showed no significant differences in planning the instruction and post-instructional process but significant differences in process between teachers and faculties. Content analysis results show that material types are divided into six main themes, namely: iaudio, iivisual, iiiaudio-visual, ivinteractive, vtextual, and vireal objectsmodelssources. Instructional methods are divided into three main themes, namely: istudent-centered, iiteacher-centered, and iiimixed. In addition, content analysis results also showed that participants perceived themselves as proficient but needed clarification about methods and materials used in distance education. These findings were discussed in detail.

 The study aims to compare the technology integration practices of teachers and faculties from their perspectives within the context of distance education. The studys research design is a cross-sectional survey. Technology Integration in Distance Education Questionnaire was prepared by the researchers. The instrument was administered to 189 faculties and 91 teachers with distance teaching experience. Both qualitative and quantitative methods were used to analyze data. The findings suggest that participants perceived themselves as proficient in designing instruction for distance education, but no significant differences were found between teachers and faculties. EFA was conducted to determine questionnaire structure, and results showed three factors; planning the instruction, process, and post instructional process. Comparison of these factors scores showed no significant differences in planning the instruction and post-instructional process but significant differences in process between teachers and faculties. Content analysis results show that material types are divided into six main themes, namely: iaudio, iivisual, iiiaudio-visual, ivinteractive, vtextual, and vireal objectsmodelssources. Instructional methods are divided into three main themes, namely: istudent-centered, iiteacher-centered, and iiimixed. In addition, content analysis results also showed that participants perceived themselves as proficient but needed clarification about methods and materials used in distance education. These findings were discussed in detail.

 Çalışmanın amacı,uzaktan eğitim bağlamında teknoloji entegrasyonunu öğretmenlerin ve öğretim elemanlarının bakış açılarına göre karşılatırmayı amaçlamaktadır. Uzaktan Eğitimde Teknoloji Entegrasyonu Anketi araştırmacılar tarafından hazırlanmıştır. Anket, uzaktan eğitim deneyimi olan 189 fakülte ve 91 öğretmene uygulanmıştır. Verilerin analizinde hem niteli hem de nicelil yöntemler kullanılmıştır. Bulgular, katılımcıların kendilerini uzaktan eğitim için öğretim tasarlama konusunda yeterli olarak algıladıklarını ancak öğretmenler ve öğretim üyeleri arasında anlamlı bir fark bulunmadığını göstermektedir. Anket yapısını belirlemek için AFA yapılmış ve AFA sonucunda üç faktörlü yapı ortaya çıkmıştır; öğretimi, süreci ve öğretim sonrası süreci planlamak. Bu faktörlerin puanlarının karşılaştırılması, öğretimin planlanması ve öğretim sonrası süreç te anlamlı bir farklılık olmadığını, ancak öğretmenler ve öğretim elemanları arasında süreçte anlamlı farklılıklar olduğunu göstermiştir. İçerik analizi sonuçları materyal türlerinin iişitsel, iigörsel, iiiişitsel-görsel, ivetkileşimli, vmetinsel ve vigerçek nesneler modellerkaynaklar olmak üzere altı ana temaya ayrıldığını göstermektedir. Öğretim yöntemleri üç ana temaya ayrılmıştır: iöğrenci merkezli, iiöğretmen merkezli ve iiikarma. Hem öğretmenlerin hem de öğretim elemanlarının materyal türü ve öğretim yöntemleri konusundaki açıklığa kavuşturulması gerekitiği sonucuna ulaşılmış ve bu bulgular ayrıntılı olarak tartışıldı.

Makale detayları

The Comparison of Technology Integration Experiences of Teachers and Faculties: Distance Teaching Context

Yazarlar:

Emine Şendurur | Ayşegül Altun

Yayıncı:

Ataturk University

Ana Başlıklar:

Instructional Design | Instructional Technologies

Dergi:

Educational Academic Research Issue 56, pp.8-17

Belge Tipi:

Makale

Yayın Tarihi:

11/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001340069

pISSN:

2822-3535

technology integration practices

distance education

ICT competencies

exploratory factor analysis.uzaktan eğitim

BİT yeterlilikleri

açımlayıcı faktör analizi

, teknoloji entegrasyon pratikleri

Sayı

Makale detayları

Yazarlar: Emine Şendurur | Ayşegül Altun

Yayıncı: Ataturk University

Ana Başlıklar: Instructional Design | Instructional Technologies

Dergi: Educational Academic Research Issue 56, pp.8-17

Belge Tipi: Makale

Yayın Tarihi: 11/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001340069

pISSN: 2822-3535

Sayı

Yazarlar:

Emine Şendurur | Ayşegül Altun

Yayıncı:

Ataturk University

Ana Başlıklar:

Instructional Design | Instructional Technologies

Dergi:

Educational Academic Research Issue 56, pp.8-17

Belge Tipi:

Makale

Yayın Tarihi:

11/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001340069

pISSN:

2822-3535