Education in Virtual Classrooms According to Teachers' Opinions: A Case Study

Ertuğ Can; Caner Ozan

Makale detayları

Education in Virtual Classrooms According to Teachers' Opinions: A Case Study

Yazarlar:

Ertuğ Can | Caner Ozan

Yayıncı:

Manisa Celal Bayar University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi Vol.21 Issue 3, pp.241-265

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001299659

pISSN:

1304-4796

Anahtar kelimeler:

Özet:

 The aim of the research is to examine the views of teachers on virtual classroom practices.The research was designed in qualitative research design and case study model. The study group consists of 75 teachers working in Istanbul in the 2020-2021 academic year. According to the findings, traditional and virtual classrooms are similar in terms of teacher and student, course content, communication, purpose, cooperation, willingness to teach, and time. However, there are differences between traditional and virtual classrooms in terms of communication and interaction, assessment, classroom management, participation in classes, inequality of opportunity, socialization, methods and techniques used, technological tools, attention and motivation, control and comfort. In the virtual classroom environment, there are problems such as class participation, classroom management, technological factors, lack of attention, communication, time and planning, reluctance, inequality of opportunity, evaluation, feedback and lack of resources. It can be suggested to provide technological support for the effectiveness of virtual classroom training, to train teachers, students, school administrators and parents, to develop activities and materials for the virtual classroom, and to organize course hours and durations.

 The aim of the research is to examine the views of teachers on virtual classroom practices.The research was designed in qualitative research design and case study model. The study group consists of 75 teachers working in Istanbul in the 2020-2021 academic year. According to the findings, traditional and virtual classrooms are similar in terms of teacher and student, course content, communication, purpose, cooperation, willingness to teach, and time. However, there are differences between traditional and virtual classrooms in terms of communication and interaction, assessment, classroom management, participation in classes, inequality of opportunity, socialization, methods and techniques used, technological tools, attention and motivation, control and comfort. In the virtual classroom environment, there are problems such as class participation, classroom management, technological factors, lack of attention, communication, time and planning, reluctance, inequality of opportunity, evaluation, feedback and lack of resources. It can be suggested to provide technological support for the effectiveness of virtual classroom training, to train teachers, students, school administrators and parents, to develop activities and materials for the virtual classroom, and to organize course hours and durations.

 The aim of the research is to examine the views of teachers on virtual classroom practices.The research was designed in qualitative research design and case study model. The study group consists of 75 teachers working in Istanbul in the 2020-2021 academic year. According to the findings, traditional and virtual classrooms are similar in terms of teacher and student, course content, communication, purpose, cooperation, willingness to teach, and time. However, there are differences between traditional and virtual classrooms in terms of communication and interaction, assessment, classroom management, participation in classes, inequality of opportunity, socialization, methods and techniques used, technological tools, attention and motivation, control and comfort. In the virtual classroom environment, there are problems such as class participation, classroom management, technological factors, lack of attention, communication, time and planning, reluctance, inequality of opportunity, evaluation, feedback and lack of resources. It can be suggested to provide technological support for the effectiveness of virtual classroom training, to train teachers, students, school administrators and parents, to develop activities and materials for the virtual classroom, and to organize course hours and durations.

 Araştırmanın amacı, öğretmenlerin sanal sınıf uygulamalarına ilişkin görüşlerini incelemektir. Araştırma nitel araştırma deseninde ve durum çalışması modelinde tasarlanmıştır. Çalışma grubunu, 2020-2021 eğitim öğretim yılında İstanbulda görevli 75 öğretmen oluşturmaktadır. Bulgulara göre, geleneksel ve sanal sınıflar, öğretmen ve öğrenci, ders içeriği, iletişim, amaç, iş birliği, öğretme isteği ve zaman açısından benzerdir. Ancak, iletişim ve etkileşim, değerlendirme, sınıf yönetimi, derslere katılım, fırsat eşitsizliği, sosyalleşme, kullanılan yöntem ve teknikler, teknolojik araçlar, dikkat ve motivasyon, denetim ve rahatlık bakımından geleneksel ve sanal sınıflar arasında farklılıklar bulunmaktadır. Sanal sınıf ortamında derse katılım, sınıf yönetimi, teknolojik faktörler, dikkat eksikliği, iletişim, zaman ve planlama, isteksizlik, fırsat eşitsizliği, değerlendirme, geribildirim ve kaynak eksikliği gibi sorunlar bulunmaktadır. Sanal sınıf eğitimlerinin etkililiği için teknolojik destek sağlanması, öğretmen, öğrenci, okul yöneticisi ve velilerin eğitilmesi, sanal sınıf için etkinlik ve materyal geliştirilmesi, ders saatleri ve sürelerinin düzenlenmesi önerilebilir.

Makale detayları

Education in Virtual Classrooms According to Teachers' Opinions: A Case Study

Yazarlar:

Ertuğ Can | Caner Ozan

Yayıncı:

Manisa Celal Bayar University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi Vol.21 Issue 3, pp.241-265

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001299659

pISSN:

1304-4796

Virtual ClassroomSanal Sınıf

Sanal Sınıflarda Eğitim

Sanal Sınıf Ortamı

Sanal Sınıf Sorunları

Sayı

Makale detayları

Education in Virtual Classrooms According to Teachers' Opinions: A Case Study

Yazarlar: Ertuğ Can | Caner Ozan

Yayıncı: Manisa Celal Bayar University

Ana Başlıklar: Eğitim Sosyolojisi

Dergi: Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi Vol.21 Issue 3, pp.241-265

Belge Tipi: Makale

Yayın Tarihi: 9/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001299659

pISSN: 1304-4796

Virtual ClassroomSanal Sınıf

Sanal Sınıflarda Eğitim

Sanal Sınıf Ortamı

Sanal Sınıf Sorunları

Sayı

Yazarlar:

Ertuğ Can | Caner Ozan

Yayıncı:

Manisa Celal Bayar University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi Vol.21 Issue 3, pp.241-265

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001299659

pISSN:

1304-4796