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COVID-19 Pandemi Döneminde Online Bilimsel Eğitim ve Kongrelerin Etkinliğinin Değerlendirilmesi: Anket Çalışması

Year 2021, Volume: 4 Issue: 3, 77 - 82, 30.10.2021

Abstract

Amaç: Bu araştırma, COVID-19 pandemisi sürecinde eğitimlerine uzaktan devam eden araştırma görevlilerinin acil yapılandırılmış online eğitim ve kongreler hakkındaki geri bildirimlerinin değerlendirilmesi, online öğrenme algısının araştırılması ve ileriye yönelik çözüm önerileri sunmak amacıyla yapıldı.
Gereç ve Yöntemler: Kesitsel olarak planlanan araştırmanın örneklemi Sağlık Bilimleri Üniversitesi, Konya Şehir Hastanesi’nde farklı kliniklerde uzmanlık eğitimi almakta olan 100 araştırma görevlisinden oluşturmaktadır. Katılımcıların sosyo-demografik bilgileri, online eğitim ve kongreler hakkındaki görüşleri, online ve yüz yüze eğitimlerin değerlendirilmesi, online eğitimlerin ve kongrelerin önündeki engellerin tespitine yönelik çoktan seçmeli olarak yapılandırılmış bir anket ile değerlendirildi.
Bulgular: Araştırma görevlilerinin yaş ortalaması 28,27±2,54 yıl olup, %69’u kadındı. Katılımcıların %72’si pandemiden önce herhangi bir online eğitim ve kongreye katılmadığını belirtti. Araştırma görevlilerinin %68’i, online eğitim ve kongrelerin etkili bir yol olduğu ve pandemiden sonra da devam etmesi (%62) görüşünde idi. Online dersler ile yüz yüze yapılan eğitimin etkinliğinin karşılaştırıldığı soruya, katılımcıların yarısından fazlası daha az etkili olarak cevap verdi. Katılımcıların büyük çoğunluğu online eğitim ve kongrelerin dezavantajı olarak en sık eğitimci ile etkileşimin azalması olduğu görüşünde idi.
Sonuç: Pandemi sürecinde, yüz yüze eğitime ara verilmesi nedeniyle bu eğitime alternatif bir çözüm olarak kullanılan online eğitimin her öğretim yönteminde olduğu gibi avantajları ve dezavantajları mevcuttur. Bu tür kriz zamanlarında online eğitim sisteminin geleneksel yüz yüze eğitim kadar etkili olabilmesi için daha ileri çalışmalar planlanmalıdır.

References

  • Referans1. World Health Organization (WHO). Q&As on COVID-19 and related health topics, Retrieved May 12, 2020, from https://www.who. int/emergencies/diseases/novel-coronavirus-2019/question-andanswers-hub
  • Referans2. Gök T. The evaluations of the college students’ perceptions on distance education from the point of the technical and educational factors. The Turkish Online Journal of Distance Education. 2015;16(2):84-93. Referans3. Midkiff SF, DaSilva LA. Leveraging the web for synchronous versus asynchronous distance learning. In International Conference on Engineering Education 2000, p 14-18.
  • Referans4. Cocci A, Patruno G, Gandaglia G, Rizzo M, Esperto F, Parnanzini D, et al. Urology residency training in Italy: results of the first national survey. European urology focus. 2018;4(2):280-287.
  • Referans5. Adesunkanmi AO, Ubom AE, Olasehinde O, Wuraola FO, Ijarotimi OA, Okon NE, et al. Impact of the COVID-19 Pandemic on Surgical Residency Training: Perspective from a Low-Middle Income Country. World journal of surgery. 2021;45(1):10-17.
  • Referans6. Özcan E, Tosun N, Eken DT. COVID-19 Salgını İle Acil Ve Zorunlu Uzaktan Eğitime Geçiş: Genel Bir Değerlendirme. Milli Eğitim Dergisi. 2020;49(1):113-128. Referans7. Collins A, Halverson R. Rethinking education in the age of technology: The digital revolution and schooling in America. New York, London, Teachers College Press, 2018.
  • Referans8. Tseng JJ, Cheng YS, Yeh HN. How pre-service English teachers enact TPACK in the context of web-conferencing teaching: A design thinking approach. Computers & Education. 2019;128:171-182.
  • Referans9. Singh V, Thurman A. How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education. 2019;33(4):289-306.
  • Referans10. Tuncer MU. Ağ Toplumunun Çocukları: Z Kuşağının Kişilerarası İletişim Becerilerinin Çok Boyutlu Analizi. Atatürk İletişim Dergisi. 2016;10:33-46.
  • Referans11. Adnan M, Anwar K. Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Online Submission. 2020;2(1):45-51.
  • Referans12. Haar M. Increasing sense of community in higher education nutrition courses using technology. Journal of nutrition education and behavior. 2018;50(1):96-99.
  • Referans13. Aragon SR. Creating social presence in online environments. New directions for adult and continuing education. 2003;100:57-68.
  • Referans14. Vernon R, Vakalahi H, Pierce D, Pittman-Munke P, Adkins LF. Distance education programs in social work: Current and emerging trends. Journal of Social Work Education. 2009;45(2):263-276.
  • Referans15. Kebritchi M, Lipschuetz A, Santiague L. Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems. 2017;46(1):4-29.
  • Referans16. Gunawardena CN. Social presence theory and implications for interaction and collaborative learning in computer conferences. International journal of educational telecommunications. 1995;1(2):147-166.
  • Referans17. Britt R. Online education: a survey of faculty and students. Radiologic Technology. 2006;77(3):183-190.
  • Referans18. Song L, Singleton ES, Hill JR, Koh MH. Improving online learning: Student perceptions of useful and challenging characteristics. The internet and higher education. 2004;7(1):59-70.
  • Referans19. Glezako A. The tribulations and rewards of distance education teaching. Distance education in social work: Planning, teaching and learning. 2005;71-83.
  • Referans20. Benjet C. Stress management interventions for college students in the context of the COVID‐19 pandemic. Clinical Psychology. 2020.
  • Referans21. Almanar MA. The shifting of face to face learning to distance learning during the pandemic Covid-19. Globish: An English-Indonesian Journal for English, Education, and Culture. 2020;9(2):111-118.
  • Referans22. Peine A, Kabino K, Spreckelsen C. Self-directed learning can outperform direct instruction in the course of a modern German medical curriculum-results of a mixed methods trial. BMC medical education 2016;16(1):1-11.
  • Referans23. Hannay M, Newvine T. Perceptions of distance learning: A comparison of online and traditional learning. Journal of online learning and teaching 2006;2(1):1-11.
Year 2021, Volume: 4 Issue: 3, 77 - 82, 30.10.2021

Abstract

References

  • Referans1. World Health Organization (WHO). Q&As on COVID-19 and related health topics, Retrieved May 12, 2020, from https://www.who. int/emergencies/diseases/novel-coronavirus-2019/question-andanswers-hub
  • Referans2. Gök T. The evaluations of the college students’ perceptions on distance education from the point of the technical and educational factors. The Turkish Online Journal of Distance Education. 2015;16(2):84-93. Referans3. Midkiff SF, DaSilva LA. Leveraging the web for synchronous versus asynchronous distance learning. In International Conference on Engineering Education 2000, p 14-18.
  • Referans4. Cocci A, Patruno G, Gandaglia G, Rizzo M, Esperto F, Parnanzini D, et al. Urology residency training in Italy: results of the first national survey. European urology focus. 2018;4(2):280-287.
  • Referans5. Adesunkanmi AO, Ubom AE, Olasehinde O, Wuraola FO, Ijarotimi OA, Okon NE, et al. Impact of the COVID-19 Pandemic on Surgical Residency Training: Perspective from a Low-Middle Income Country. World journal of surgery. 2021;45(1):10-17.
  • Referans6. Özcan E, Tosun N, Eken DT. COVID-19 Salgını İle Acil Ve Zorunlu Uzaktan Eğitime Geçiş: Genel Bir Değerlendirme. Milli Eğitim Dergisi. 2020;49(1):113-128. Referans7. Collins A, Halverson R. Rethinking education in the age of technology: The digital revolution and schooling in America. New York, London, Teachers College Press, 2018.
  • Referans8. Tseng JJ, Cheng YS, Yeh HN. How pre-service English teachers enact TPACK in the context of web-conferencing teaching: A design thinking approach. Computers & Education. 2019;128:171-182.
  • Referans9. Singh V, Thurman A. How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education. 2019;33(4):289-306.
  • Referans10. Tuncer MU. Ağ Toplumunun Çocukları: Z Kuşağının Kişilerarası İletişim Becerilerinin Çok Boyutlu Analizi. Atatürk İletişim Dergisi. 2016;10:33-46.
  • Referans11. Adnan M, Anwar K. Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Online Submission. 2020;2(1):45-51.
  • Referans12. Haar M. Increasing sense of community in higher education nutrition courses using technology. Journal of nutrition education and behavior. 2018;50(1):96-99.
  • Referans13. Aragon SR. Creating social presence in online environments. New directions for adult and continuing education. 2003;100:57-68.
  • Referans14. Vernon R, Vakalahi H, Pierce D, Pittman-Munke P, Adkins LF. Distance education programs in social work: Current and emerging trends. Journal of Social Work Education. 2009;45(2):263-276.
  • Referans15. Kebritchi M, Lipschuetz A, Santiague L. Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems. 2017;46(1):4-29.
  • Referans16. Gunawardena CN. Social presence theory and implications for interaction and collaborative learning in computer conferences. International journal of educational telecommunications. 1995;1(2):147-166.
  • Referans17. Britt R. Online education: a survey of faculty and students. Radiologic Technology. 2006;77(3):183-190.
  • Referans18. Song L, Singleton ES, Hill JR, Koh MH. Improving online learning: Student perceptions of useful and challenging characteristics. The internet and higher education. 2004;7(1):59-70.
  • Referans19. Glezako A. The tribulations and rewards of distance education teaching. Distance education in social work: Planning, teaching and learning. 2005;71-83.
  • Referans20. Benjet C. Stress management interventions for college students in the context of the COVID‐19 pandemic. Clinical Psychology. 2020.
  • Referans21. Almanar MA. The shifting of face to face learning to distance learning during the pandemic Covid-19. Globish: An English-Indonesian Journal for English, Education, and Culture. 2020;9(2):111-118.
  • Referans22. Peine A, Kabino K, Spreckelsen C. Self-directed learning can outperform direct instruction in the course of a modern German medical curriculum-results of a mixed methods trial. BMC medical education 2016;16(1):1-11.
  • Referans23. Hannay M, Newvine T. Perceptions of distance learning: A comparison of online and traditional learning. Journal of online learning and teaching 2006;2(1):1-11.
There are 21 citations in total.

Details

Primary Language Turkish
Subjects Anaesthesiology
Journal Section Research Articles
Authors

Munise Yıldız 0000-0003-2644-7540

Betül Kozanhan 0000-0002-5097-9291

Betül Afşar

Publication Date October 30, 2021
Submission Date June 11, 2021
Acceptance Date October 29, 2021
Published in Issue Year 2021 Volume: 4 Issue: 3

Cite

AMA Yıldız M, Kozanhan B, Afşar B. COVID-19 Pandemi Döneminde Online Bilimsel Eğitim ve Kongrelerin Etkinliğinin Değerlendirilmesi: Anket Çalışması. Acta Med Nicomedia. October 2021;4(3):77-82. doi:10.53446/actamednicomedia.951221

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