Distance education and new educational inequalities in Türkiye: A systematic literature review using the meta-narrative method

Orhan Samet Pençe

Makale detayları

Distance education and new educational inequalities in Türkiye: A systematic literature review using the meta-narrative method

Yazarlar:

Orhan Samet Pençe

Yayıncı:

Trakya University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Trakya Eğitim Dergisi Vol.14 Issue 3, pp.1435-1458

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327271

pISSN:

2630-6301

Anahtar kelimeler:

Özet:

 This study aims to systematically examine empirical research conducted in Türkiye on educational inequalities during the Covid-19 pandemic. A meta-narrative approach, one of the systematic review methods, was adopted, and the PRISMA 2020 protocol was used for article selection. Initially, 325 articles were identified through the DergiPark database, and 145 research articles were included in the study as data sources based on inclusion and exclusion criteria. The articles were analyzed using content analysis and thematic analysis. The studys findings are presented under two main headings: bibliometric indicators and thematic patterns. Bibliometric indicators reveal various characteristics of the publications and the academics who authored them. Thematic results indicate that during the Covid-19 pandemic in Türkiye, there were problems across fourteen themes in the distance education process. These themes are: 1 digital inequalities in distance education, 2 motivation and engagement issues, 3 social interaction and communication challenges in distance education, 4 inequalities arising from social and physical conditions at home, 5 administrative issues in distance education, 6 inequalities arising from parental involvement and support, 7 classroom management issues, 8 inequities and inequalities in the assessment and evaluation process, 9 the impact of economic difficulties and pandemic conditions on educational inequalities, 10 psychological and emotional barriers in distance education, 11 the impact of rural and urban living differences on educational inequalities, 12 barriers faced by students with special needs, 13 health issues arising from distance education, and 14 others. As a result of the study, a model and various recommendations for future research are presented.

 This study aims to systematically examine empirical research conducted in Türkiye on educational inequalities during the Covid-19 pandemic. A meta-narrative approach, one of the systematic review methods, was adopted, and the PRISMA 2020 protocol was used for article selection. Initially, 325 articles were identified through the DergiPark database, and 145 research articles were included in the study as data sources based on inclusion and exclusion criteria. The articles were analyzed using content analysis and thematic analysis. The studys findings are presented under two main headings: bibliometric indicators and thematic patterns. Bibliometric indicators reveal various characteristics of the publications and the academics who authored them. Thematic results indicate that during the Covid-19 pandemic in Türkiye, there were problems across fourteen themes in the distance education process. These themes are: 1 digital inequalities in distance education, 2 motivation and engagement issues, 3 social interaction and communication challenges in distance education, 4 inequalities arising from social and physical conditions at home, 5 administrative issues in distance education, 6 inequalities arising from parental involvement and support, 7 classroom management issues, 8 inequities and inequalities in the assessment and evaluation process, 9 the impact of economic difficulties and pandemic conditions on educational inequalities, 10 psychological and emotional barriers in distance education, 11 the impact of rural and urban living differences on educational inequalities, 12 barriers faced by students with special needs, 13 health issues arising from distance education, and 14 others. As a result of the study, a model and various recommendations for future research are presented.

 This study aims to systematically examine empirical research conducted in Türkiye on educational inequalities during the Covid-19 pandemic. A meta-narrative approach, one of the systematic review methods, was adopted, and the PRISMA 2020 protocol was used for article selection. Initially, 325 articles were identified through the DergiPark database, and 145 research articles were included in the study as data sources based on inclusion and exclusion criteria. The articles were analyzed using content analysis and thematic analysis. The studys findings are presented under two main headings: bibliometric indicators and thematic patterns. Bibliometric indicators reveal various characteristics of the publications and the academics who authored them. Thematic results indicate that during the Covid-19 pandemic in Türkiye, there were problems across fourteen themes in the distance education process. These themes are: 1 digital inequalities in distance education, 2 motivation and engagement issues, 3 social interaction and communication challenges in distance education, 4 inequalities arising from social and physical conditions at home, 5 administrative issues in distance education, 6 inequalities arising from parental involvement and support, 7 classroom management issues, 8 inequities and inequalities in the assessment and evaluation process, 9 the impact of economic difficulties and pandemic conditions on educational inequalities, 10 psychological and emotional barriers in distance education, 11 the impact of rural and urban living differences on educational inequalities, 12 barriers faced by students with special needs, 13 health issues arising from distance education, and 14 others. As a result of the study, a model and various recommendations for future research are presented.

 Bu çalışmada, Türkiyede Covid-19 pandemisi döneminde eğitimsel eşitsizlikler alanında gerçekleştirilen ampirik araştırmaları sistematik olarak incelemek amaçlanmıştır. Bu amaçla araştırmada sistematik derleme yaklaşımlarından meta- anlatı yöntemi benimsenmiş, makalelerin seçiminde PRISMA 2020 protokolü kullanılmıştır. DergiPark veri tabanı üzerinden başlangıçta 325 makale tespit edilmiş, dahil etme ve hariç tutma kriterleri çerçevesinde 145 araştırma makalesi çalışmanın veri kaynağını oluşturmuştur. Makaleler içerik analizi ve tematik analiz ile çözümlenmiştir. Çalışmadaki bulgular, bibliyometrik göstergeler ve tematik örüntüler olmak üzere iki ana başlık altında sunulmuştur. Bibliyometrik göstergeler, konuyla ilgili yayınların ve bu yayınları yapan akademisyenlerin çeşitli özelliklerini ortaya koymaktadır. Tematik sonuçlar ise Türkiyede Covid-19 pandemisindeki uzaktan eğitim sürecinde on dört tema üzerinde sorunların yaşandığını göstermektedir. Bunlar: 1 uzaktan eğitimde dijital eşitsizlikler, 2 motivasyon ve katılım sorunları, 3 uzaktan eğitimde sosyal etkileşim ve iletişim eksiklikleri, 4 evdeki sosyal ve fiziksel koşullardan kaynaklanan eşitsizlikler, 5 uzaktan eğitimin idaresine yönelik sorunlar, 6 aile katılımı ve desteğinden kaynaklanan eşitsizlikler, 7 sınıf yönetiminde yaşanan sorunlar, 8 ölçme ve değerlendirme sürecinde adaletsizlik ve eşitsizlikler, 9 ekonomik zorluklar ve pandemi koşullarının eğitimdeki eşitsizliklere etkisi, 10 uzaktan eğitimde psikolojik ve duygusal engeller, 11 kırsal ve kentsel yaşam farklılıklarının eğitimdeki eşitsizliklere etkisi, 12 özel gereksinimli öğrencilerin karşılaştıkları engeller, 13 uzaktan eğitimin getirdiği sağlık sorunları ve 14 diğer. Çalışma sonucunda gelecekte yapılacak araştırmalar için bir model ve çeşitli öneriler sunulmuştur.

Makale detayları

Distance education and new educational inequalities in Türkiye: A systematic literature review using the meta-narrative method

Yazarlar:

Orhan Samet Pençe

Yayıncı:

Trakya University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Trakya Eğitim Dergisi Vol.14 Issue 3, pp.1435-1458

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327271

pISSN:

2630-6301

Covid-19

Distance Education

Educational Inequalities

Systematic Review

TürkiyeCovid-19

Uzaktan Eğitim

Eğitimsel Eşitsizlikler

Sistematik Derleme

Türkiye

Sayı

Makale detayları

Yazarlar: Orhan Samet Pençe

Yayıncı: Trakya University

Ana Başlıklar: Eğitim Sosyolojisi

Dergi: Trakya Eğitim Dergisi Vol.14 Issue 3, pp.1435-1458

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001327271

pISSN: 2630-6301

Sayı

Yazarlar:

Orhan Samet Pençe

Yayıncı:

Trakya University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Trakya Eğitim Dergisi Vol.14 Issue 3, pp.1435-1458

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001327271

pISSN:

2630-6301