Evaluation and Investigation of Prescience Teachers' Perceptions toward Distance Education

This research aimed to evaluate the perceptions of prescience teachers about distance education at a state university in Turkey during the COVID-19 pandemic. The participants of the research, selected with the criterion sampling technique, consisted of 50 prescience teachers studying at a state univ...

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Bibliographic Details
Published in:Distance learning (Greenwich, Conn.) Conn.), 2022, Vol.19 (1), p.45-54
Main Authors: Arici, Nesrin Ürün, Yildiz, Emre
Format: Magazinearticle
Language:English
Subjects:
Academic Achievement
Analysis
Company legal issue
COVID-19
Distance Education
Distance learning
Educational Technology
Electronic Learning
Epidemics
Foreign Countries
Goodness of Fit
Instructional Effectiveness
Investigations
Learning Processes
Pandemics
Perceptions
Preservice Teachers
Science education
Science teachers
Sciences education
Teacher Attitudes
Teacher education
Teachers
Teaching
Teaching Methods
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Summary:This research aimed to evaluate the perceptions of prescience teachers about distance education at a state university in Turkey during the COVID-19 pandemic. The participants of the research, selected with the criterion sampling technique, consisted of 50 prescience teachers studying at a state university in the 2020-2021 academic year. As the data collection tool in the research, Perception of the Distance Education Students About Distance Education scale and the semistructured interview created by the researchers were used. Content analysis and descriptive statistics were used in the analysis. According to the research results, half of the preservice teachers think face-to-face education might be better than distance lessons because face-to-face education is more effective and efficient than distance education. Preservice teachers did not prefer distance education because of application inadequacy, technological inadequacy, lack of efficiency, and lack of opportunities. The other halves of preservice science teachers thought that lessons were better remotely. They preferred distance education in terms of safety and where they can benefit from research opportunities and technological opportunities. Also, it was determined that preservice teachers thought distance education is effective, interactive, providing active learning, drawing attention, and benefiting from technological applications.
ISSN:1547-4712