International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2021, Vol. 17(4) 212-221

The Self-Assessment of Lecturers Teaching Turkish as a Foreign Language Regarding Distance Education in the Covid-19 Pandemic Era

Mete Yusuf Ustabulut

pp. 212 - 221   |  DOI: https://doi.org/10.29329/ijpe.2021.366.13   |  Manu. Number: MANU-2102-01-0006.R3

Published online: August 08, 2021  |   Number of Views: 10  |  Number of Download: 63


Abstract

The aim of this study is to examine the instructors' self-assessment about teaching Turkish in distance education. Phenomenology method was used in the current study. The sample of the study is comprised of 26 faculty members from different regions in Turkey. The data collection tool of the research is a self-assessment form consisting of five questions. Content analysis and descriptive analysis were utilized in the data analysis. As a result of the study, it was found that the lecturers achieved the goals of the course and the lesson plans were sufficient in distance education.  It has been determined that the lecturers prepare more activities and lesson materials in order to reach the goals of the course. Few of the lecturers gave homework to the students. On the other hand, it has been understood that most of the lecturers are ready for distance education. However, it is possible to talk about the existence of academic staff who need in-service training. In the research, the necessity of digitalization especially in the course materials has been revealed. In addition, it reflected the lecturers' self-evaluation processes regarding distance education in the research.

Keywords: COVID-19 Pandemic, Turkish Education, Self-Assessment, Distance Education


How to Cite this Article?

APA 6th edition
Ustabulut, M.Y. (2021). The Self-Assessment of Lecturers Teaching Turkish as a Foreign Language Regarding Distance Education in the Covid-19 Pandemic Era . International Journal of Progressive Education, 17(4), 212-221. doi: 10.29329/ijpe.2021.366.13

Harvard
Ustabulut, M. (2021). The Self-Assessment of Lecturers Teaching Turkish as a Foreign Language Regarding Distance Education in the Covid-19 Pandemic Era . International Journal of Progressive Education, 17(4), pp. 212-221.

Chicago 16th edition
Ustabulut, Mete Yusuf (2021). "The Self-Assessment of Lecturers Teaching Turkish as a Foreign Language Regarding Distance Education in the Covid-19 Pandemic Era ". International Journal of Progressive Education 17 (4):212-221. doi:10.29329/ijpe.2021.366.13.

References
  1. Altun, E.(2020) Eğitmenlerin Uzaktan Eğitime Yönelik Pedagojik Yeterliliklerinin Uzaktan Eğitim Ders Videoları Aracılığıyla incelenmesi, Yayımlanmamış yüksek lisans tezi, Ondokuz Mayıs Üniversitesi, Samsun. [Google Scholar]
  2. Bahar, M., Nartgün, Z., Durmuş, S. & Bıçak, B. (2006). Geleneksel-alternatif ölçme ve değerlendirme teknikleri öğretmen el kitabı. Ankara: Pegem Yayıncılık. [Google Scholar]
  3. Bakioğlu, B., & Çevik, M. (2020). COVID-19 pandemisi sürecinde fen bilimleri öğretmenlerinin uzaktan eğitime ilişkin görüşleri. Turkish Studies, 15(4), 109-129. https://dx.doi.org/10.7827/TurkishStudies.43502 [Google Scholar]
  4. Bhatti, N., & Nimehchisalem, V. (2020). A review of research on student self-assessment in second/foreign language writing. Indonesian JELT: Indonesian Journal of English Language Teaching, 15(2), 125-151. https://doi.org/10.25170/ijelt.v15i2.1846. [Google Scholar] [Crossref] 
  5. Bilgin, N. (2014). Sosyal bilimlerde içerik analizi: teknikler ve örnekler çalışmalar. (3.b.), Ankara: Siyasal. [Google Scholar]
  6. Borg, S., & Edmett, A. (2019). Developing a self-assessment tool for English language teachers. Language Teaching Research, 23(5), 655–679. https://doi.org/10.1177/1362168817752543. [Google Scholar] [Crossref] 
  7. Boud, D., ve Falchıkov, N. (1989). Quantitative studies of self-assessment in higher education: a critical analysis of findings. Higher Education, (18), 529-549. [Google Scholar]
  8. Bunker, E. (2003). The history of distance education through the eyes of the international council for distance education. M. G. Moore & W. G. Anderson (Ed.), Handbook of distance education içinde (49–66. ss.). New Jersey: Lawrence Erlbaum Associates. [Google Scholar]
  9. Christensen, M., Welch, A., & Barr, J. (2017). Husserlian descriptive phenomenology: A review of intentionality, reduction and the natural attitude. Journal of Nursing Education and Practice, 7(8), 113-118. [Google Scholar]
  10. Cihanoğlu, M. O. (2008). Alternatif değerlendirme yaklaşımlarından öz ve akran değerlendirmenin işbirlikli öğrenme ortamlarında akademik başarı, tutum ve kalıcılığa etkileri. Yayımlanmamış doktora tezi, Dokuz Eylül Üniversitesi, İzmir. [Google Scholar]
  11. Dickinson, L. (1987). Self-instruction in Language Learning. Cambridge: Cambridge University Press. [Google Scholar]
  12. Durak, G., Çankaya, S., & İzmirli, S. (2020). COVID-19 pandemi döneminde Türkiye’deki üniversitelerin uzaktan eğitim sistemlerinin incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 14(1), 787-809. [Google Scholar]
  13. Ersoy, A. F. (2016). “Fenomenoloji”, A. Saban, & A. Ersoy (Ed.). Eğitimde Nitel Araştırma Desenleri (s. 51-111). Ankara: Anı Yayıncılık. [Google Scholar]
  14. Fallows, S., ve Chandramohan, B. (2001). Multiple approaches to assessment: reflections on use of tutor, peer and self-assessment. Teaching In Higher Education (6), 1-25. [Google Scholar]
  15. Goh, P. S., & Sandars, J. (2020). A vision of the use of technology in medical education after the COVID-19 pandemic. MedEdPublish, 9(1), 11-18. https://doi.org/10.15694/ mep. 2020.000049.1 [Google Scholar] [Crossref] 
  16. Johnson, B. & Christensen, L. (2014). Eğitim araştırmaları: nicel, nitel ve karma yaklaşımlar. (S.B. Demir, Çev. Ed.) Ankara: Eğiten Kitap. [Google Scholar]
  17. Johnson, J. L. (2003). Distance education: The complete guide to design, delivery, and improvement. New York: Teachers College Press. [Google Scholar]
  18. Karadağ, E., & Yücel, C. (2020). Yeni tip Koronavirüs pandemisi döneminde üniversitelerde uzaktan eğitim: Lisans öğrencileri kapsamında bir değerlendirme çalışması. Yükseköğretim Dergisi, 10(2), 181–192. doi:10.2399/yod.20.730688 . [Google Scholar] [Crossref] 
  19. Karakuş, N., Ucuzsatar, N., Karacaoğlu, M. Ö., Esendemir, N., & Bayraktar, D. (2020). Türkçe öğretmeni adaylarının uzaktan eğitime yönelik görüşleri. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (19), 220-241. DOI: 10.29000/rumelide.752297. [Google Scholar]
  20. Klenowski, V. (1995). Student self-evaluation processes in student-centered teaching and learning contexts of Australia and England. Assessment in Education, 2(2), 145-163. [Google Scholar]
  21. Kösterelioğlu, İ., & Çelen, Ü. (2016). Öz değerlendirme yönteminin etkililiğinin değerlendirilmesi. Elementary Education Online, 15(2), 671-681. [Google Scholar]
  22. Markova, T. (2021). Educators’ and students’ perceptions of online distance education before and amid COVID-19: Key concerns and challenges. In SHS Web of Conferences, 99, 01018. [Google Scholar]
  23. Merriam, S.B. (2013). Nitel araştırma-desen ve uygulama için bir rehber. (Selahattin Turan, Çev. Ed.), Ankara: Nobel. [Google Scholar]
  24. Miles, M.B., & Huberman, A.M. (2015). Nitel veri analizi. (Çev. S. Akbaba Altun ve A. Ersoy) Ankara: Pegem Akademi Yayınları. [Google Scholar]
  25. Mistar, J. (2011). A study of the valıdıty and relıabılıty of self-assessment. Teflin Journal, 22 (1), 45-58. [Google Scholar]
  26. Moore, M. G. (1987). University distance education of adults. Tech Trends, 32(4), 13–18. Erişim adresi: https://link.springer.com/content/pdf/10.1007%2FBF02773006.pdf [Google Scholar]
  27. Muijs, D. (2004). Doing quantitative research in education. London: Sage Publications. [Google Scholar]
  28. Mulenga, E. M.,& Marbán, J. M. (2020). Is COVID-19 the gateway for digital learning in mathematics education? Contemporary Educational Technology, 12(2), ep269. https://doi.org/10.30935/cedtech/7949. [Google Scholar] [Crossref] 
  29. Oscarson, M. (1998). Om självbedöming av språkfärdighet – empiri och reflektioner. In Berit Ljung & Astrid Pettersson (Eds.) Perspektiv på bedömning av kunskap, (pp. 133-156). [Google Scholar]
  30. Pamukçu, C. (2015). Tamamlayıcı ölçme ve değerlendirme gelişim programının coğrafya öğretmen adaylarının yeterlik algısı ve bilgi düzeyine etkisi. Yayımlanmış doktora tezi, Necmettin Erbakan Üniversitesi, Konya. [Google Scholar]
  31. Ratminingsih, N. M., Marhaeni, A. A. I. N., & Vigayanti, L. P. D. (2018). Self-Assessment: the effect on students' independence and writing competence. International Journal of Instruction, 11(3), 277-290. https://doi.org/10.12973/iji.2018.11320a. [Google Scholar] [Crossref] 
  32. Schlosser, C. A., & Anderson, M. L. (1994). Distance education: review of the literature. AECT Publication Sales. [Google Scholar]
  33. Serçemeli, M., & Kurnaz, E. (2020). COVID-19 Pandemi döneminde öğrencilerin uzaktan eğitim ve uzaktan muhasebe eğitimine yönelik bakış açıları üzerine bir araştırma. Uluslararası Sosyal Bilimler Akademik Araştırmalar Dergisi, 4(1), 40-53. [Google Scholar]
  34. Syahria, N. (2021). Teachıng during covıd-19 pandemic: what should educators do to save nations'educational crisis?. Lectio: Journal of Language and Language Teaching, 1(1), 29-40. [Google Scholar]
  35. Şahin, Ç. & Abalı Öztürk, Y. (2012). Sınıf Öğretmeni Adaylarının Alternatif Ölçme ve Değerlendirme Yöntemlerine İlişkin Görüşleri, Kastamonu Eğitim Dergisi, 22(1), 123-142. [Google Scholar]
  36. Wedemeyer, C. A. (1975). Implications of open learning for independent study. 10th ICCE Conference, 15 Mayıs, Brighton, Birleşik Krallık. Erişim adresi: https://files.eric.ed.gov/fulltext/ED112766.pdf [Google Scholar]
  37. Yan, Z., Brown, G. T., Lee, J. C. K., & Qiu, X. L. (2020). Student self-assessment: Why do they do it?. Educational Psychology, 40(4), 509-532.https://doi.org/10.1080/01443410.2019.1672038. [Google Scholar] [Crossref] 
  38. Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9.Baskı), Ankara: Seçkin. [Google Scholar]
  39. Žižanović, S., Pranjić, S. S., & Radovanović, M. (2021). Educational challenges of emergency remote teaching and learning during the coronavirus crisis. Proceedings of INTCESS, 2021(8th). [Google Scholar]