Determining Emergency Remote Teaching Practices Within the Context of Assessment Component of Open and Distance Learning

Hakan Genç; Mehmet Kesim

Makale detayları

Determining Emergency Remote Teaching Practices Within the Context of Assessment Component of Open and Distance Learning

Yazarlar:

Hakan Genç | Mehmet Kesim

Yayıncı:

Anadolu University

Ana Başlıklar:

Bilgi İşlem Eğitimi

Dergi:

Anadolu Üniversitesi Sosyal Bilimler Dergisi Vol.23 Issue 4, pp.1105-1130

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001306365

pISSN:

2667-8683

Anahtar kelimeler:

Özet:

 In order to press quality Open and Distance Learning practices into service instead of Emergency Remote Teaching in crisis situations, action plans are required created before the crisis. However, according to the three-stage crisis management- before, during and after, initially, it is necessary to examine the practices in the past crises and reflect the outputs of this examination to the preparations of a next crisis. Thus, this study aims to determine the Emergency Remote Teaching practices in higher education in the context of the assessment component of ODL by focusing on the COVID-19 period, which is an example of a past crisis situation. Exploratory case study was used in the study. As a study group, a total of 14 higher education institutions, 14 faculty members and 14 learners took part in the study. Qualitative data were collected via semi structured interviews, documents and researchers diary. The data collected via interviews and documents were analyzed using descriptive and content analysis. Research findings revealed that ERT practices in higher education within the context of assessment component of ODL system differ from institutions to institutions in many aspects. As a conclusion, in the event of a possible crisis, the differences in practices in higher education institutions within the context of exam security, exam support and exam method, and the inequalities between institutions in terms of the infrastructure enabling online assessment should be minimised in line with quality ODL practices.

 In order to press quality Open and Distance Learning practices into service instead of Emergency Remote Teaching in crisis situations, action plans are required created before the crisis. However, according to the three-stage crisis management- before, during and after, initially, it is necessary to examine the practices in the past crises and reflect the outputs of this examination to the preparations of a next crisis. Thus, this study aims to determine the Emergency Remote Teaching practices in higher education in the context of the assessment component of ODL by focusing on the COVID-19 period, which is an example of a past crisis situation. Exploratory case study was used in the study. As a study group, a total of 14 higher education institutions, 14 faculty members and 14 learners took part in the study. Qualitative data were collected via semi structured interviews, documents and researchers diary. The data collected via interviews and documents were analyzed using descriptive and content analysis. Research findings revealed that ERT practices in higher education within the context of assessment component of ODL system differ from institutions to institutions in many aspects. As a conclusion, in the event of a possible crisis, the differences in practices in higher education institutions within the context of exam security, exam support and exam method, and the inequalities between institutions in terms of the infrastructure enabling online assessment should be minimised in line with quality ODL practices.

 In order to press quality Open and Distance Learning practices into service instead of Emergency Remote Teaching in crisis situations, action plans are required created before the crisis. However, according to the three-stage crisis management- before, during and after, initially, it is necessary to examine the practices in the past crises and reflect the outputs of this examination to the preparations of a next crisis. Thus, this study aims to determine the Emergency Remote Teaching practices in higher education in the context of the assessment component of ODL by focusing on the COVID-19 period, which is an example of a past crisis situation. Exploratory case study was used in the study. As a study group, a total of 14 higher education institutions, 14 faculty members and 14 learners took part in the study. Qualitative data were collected via semi structured interviews, documents and researchers diary. The data collected via interviews and documents were analyzed using descriptive and content analysis. Research findings revealed that ERT practices in higher education within the context of assessment component of ODL system differ from institutions to institutions in many aspects. As a conclusion, in the event of a possible crisis, the differences in practices in higher education institutions within the context of exam security, exam support and exam method, and the inequalities between institutions in terms of the infrastructure enabling online assessment should be minimised in line with quality ODL practices.

 Kriz durumlarında Acil Uzaktan Öğretim yerine nitelikli Açık ve Uzaktan Öğrenme AUÖ uygulamalarının hayata geçirilebilmesi için kriz öncesinde oluşturulan planlamalara ihtiyaç duyulmaktadır. Ancak kriz öncesi, esnası ve sonrası olmak üzere üç aşamalı kriz yönetimi gereği öncelikle deneyimlenen krizlerdeki uygulamaların değerlendirilmesi, bu değerlendirmelerin bir sonraki olası krizlere yönelik gerçekleştirilecek hazırlıklara yansıtılması gerekmektedir. Buradan hareketle bu araştırmada, deneyimlenmiş bir kriz durumu örneği olan COVID-19 sürecine odaklanılarak AUÖnün değerlendirme bileşeni bağlamında yükseköğretimdeki Acil Uzaktan Öğretim uygulamalarının belirlenmesi amaçlanmaktadır. Araştırmada keşfedici durum çalışması kullanılmıştır. Araştırmanın çalışma grubunu 14 yükseköğretim kurumu, her bir kurumdan olmak üzere 14 akademisyen ve 14 öğrenen oluşturmaktadır. Araştırmanın verileri görüşmeler, dokümanlar ve araştırmacı günlüğü aracılığıyla toplanmıştır. Verilerin analizinde betimsel analiz ve içerik analizi kullanılmıştır. Araştırma sonuçlarına göre AUÖnün değerlendirme bileşeni bağlamında, Acil Uzaktan Öğretim uygulamalarının yükseköğretim kurumlarına göre farklılık gösterdiği görülmektedir. Sonuç olarak, olası yeni bir kriz durumunda, yükseköğretim kurumlarının; sınav güvenliği, sınav desteği ve sınav yöntemi bağlamında işe koştuğu uygulamalardaki farklılıkların ve çevrim içi ölçme değerlendirme altyapısı olanaklarındaki eşitsizliklerin nitelikli AUÖ uygulamaları ekseninde en aza indirgenmesi gerektiği düşünülmektedir.

Makale detayları

Determining Emergency Remote Teaching Practices Within the Context of Assessment Component of Open and Distance Learning

Yazarlar:

Hakan Genç | Mehmet Kesim

Yayıncı:

Anadolu University

Ana Başlıklar:

Bilgi İşlem Eğitimi

Dergi:

Anadolu Üniversitesi Sosyal Bilimler Dergisi Vol.23 Issue 4, pp.1105-1130

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001306365

pISSN:

2667-8683

Emergency Remote Teaching

Open and Distance Learning

Higher Education

Crisis

AssessmentAcil Uzaktan Öğretim

Açık ve Uzaktan Öğrenme

Yükseköğretim

Kriz

Ölçme ve Değerlendirme

Sayı

Makale detayları

Yazarlar: Hakan Genç | Mehmet Kesim

Yayıncı: Anadolu University

Ana Başlıklar: Bilgi İşlem Eğitimi

Dergi: Anadolu Üniversitesi Sosyal Bilimler Dergisi Vol.23 Issue 4, pp.1105-1130

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001306365

pISSN: 2667-8683

Sayı

Yazarlar:

Hakan Genç | Mehmet Kesim

Yayıncı:

Anadolu University

Ana Başlıklar:

Bilgi İşlem Eğitimi

Dergi:

Anadolu Üniversitesi Sosyal Bilimler Dergisi Vol.23 Issue 4, pp.1105-1130

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001306365

pISSN:

2667-8683