The Turkish Online Journal of Distance Education (TOJDE) is a peer-reviewed quarterly e-journal. International in scope, this scholarly e-journal publishes refereed articles focusing on the issues and challenges of providing theory, research and information services to global learners in any kind of distance education or open learning applications. TOJDE will particularly strive to meet the continuing education needs of practitioners and educators by providing a forum for the discussion of extended learning strategies, policies and practices, and trends in information technology as they impact the delivery of student support services for distance learners and faculties. Articles may be theoretical, philosophical and/or quantitative analyses of distance education/open learning and teaching issues, and may take the form of case studies, research studies or general interest reports. Sample topics include the role or history of distance education, standards for such services, organization or planning of new services, for distance learners, etc.

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The Globethics library has vol. 1(2000) - to current. [Attention! As for volumes up to 21(2020) no. 3, unfortunately the DOAJ links are obsolete. You may use instead the DOI (identifier) links (if available) to access the source, or use items that have the correct links pointing to https://dergipark.org.tr/tr/pub/tojde].

Recent Submissions

  • TECHNOLOGY-BASED SELF-REGULATED LEARNING STRATEGIES AND ENGLISH SELF-EFFICACY IN ONLINE LEARNING ENVIRONMENTS

    KARAN AYNAGOZ, Esra; UNAL, Burcu (Anadolu ÜniversitesiAnadolu University, 2022-10-08)
    Technology-enhanced learning environments (TELEs) have provided language learners with various opportunities to promote their self-sufficient learning outside the classroom lately. Thus, language learners are no longer passive recipients of language; in contrast, they are autonomous learners who apply self-regulated learning strategies through the medium of technology during their English learning process, which in turn can be associated with their English self-efficacy perceptions. Therefore, the current study aimed to present an investigation into the relationship between preparatory school students’ use of technology-based self-regulated English learning strategies and their perceived English self-efficacy as well as the predictability of employing the strategies on their self-efficacy beliefs. Applying a quantitative research design, the data were collected through the Technology-based Self-Regulated English Learning Strategies Questionnaire (TSRLSQ) developed by An et al. (2020) and the Questionnaire of English Self-Efficacy (QESE) developed by Wang (2004). A statistically significant positive relationship was found between students' use of technology-assisted English learning strategies and their perceived English self-efficacy beliefs. In addition, regression analysis results showed that goal setting and learner evaluation, motivational regulation, and technology-based song-movie learning strategies were strong predictors explaining the change in students’ self-efficacy in four language skills.
  • SCHOOL TEACHERS’ BEHAVIOR IN REMOTE LEARNING DURING COVID-19 PANDEMIC: INDONESIA PERSPECTIVE

    PATIRO, Shine Pintor Siolemba; BUDIYANTI, Hety (Anadolu ÜniversitesiAnadolu University, 2021-07-07)
    This study aims to uncover the extension of the Technology Acceptance Model (TAM) in understanding, explaining, and predicting elementary school teachers’ behavior in Indonesia to use online learning technology during the covid-19 pandemic. The TAM model in this study is extended by accounting for four additional variables, which are subjective norms, and job relevance as a predictor of perceived usefulness, also, computer self-efficacy and computer anxiety to predict perceived ease of use. This study uses an online survey method with a purposive sampling technique involving 475 elementary school teachers located in Jakarta, Palu, and Sorong (some of the big cities in Indonesia). The data analysis technique is Structural Equation Modeling (SEM) with the help of IBM SPSS AMOS 21 software. The results of this study show that the TAM model developed in this study can explain and predict the intentions of elementary school teachers in using online learning technology during the covid-19 pandemic as indicated by the support of the hypotheses tested in this study. Overall, TAM is a very popular model for understanding, explaining, and predicting the use of new technology systems. The implications and limitations of this study are also discussed in this article.
  • SOUTH KOREAN UNIVERSITY STUDENTS’ VIEWS OF ONLINE LEARNING DURING THE COVID-19 PANDEMIC

    Lee, Andrea Rakushin; Bailey, Daniel; Almusharraf, Norah (Anadolu ÜniversitesiAnadolu University, 2021-02-16)
    The COVID-19 pandemic has created many formidable challenges for educational institutions around the world. This case study sought to gain insight into South Korean university students’ satisfaction with online learning during the pandemic. It also obtained participant recommendations for improving online learning. Participants included 20 South Korean students studying at a university in central South Korea. Data included open-ended surveys, a focus group, and semi-structured interviews. Most students had mixed feelings in regard to satisfaction with online classes. A salient result is a need for more interaction in online classes. Students also provided a wide range of recommendations to improve online learning. Through these recommendations, university educators and administrators can better optimize online learning during the COVID-19 pandemic and after the crisis has dissipated.
  • STUDENT TEACHERS’ EXPERIENCES IN USING OPEN EDUCATION RESOURCE IN THE OPEN DISTANCE LEARNING CONTEXT

    MAKOKOTLELA, Matlala V. (Anadolu ÜniversitesiAnadolu University, 2021-08-31)
    Open education resource (OER) has become an increasingly important topic for consideration in the open distance learning (ODL) context. ODL students’ education should be learner-centered based on intrinsic motivation and OER usage. The purpose of this study was to explore the student teachers’ experiences in using open education resource in ODL. Even though many studies have been conducted on OER in ODL, there are insufficient empirical studies that have explored environmental education (EE) student teachers’ experiences in using OER in the ODL environment. In exploring this topic, the qualitative research methodology, interpretive paradigm, and rhizomatic approach were used. Participants and documents were purposefully sampled. Data was ethically collected through documentation and semi-structured telephonic interviews. The data were thematically analysed and processed to find patterns, keywords were identified, coded, and clustered into categories, and themes emerged. Qualitative findings showed that EE studentteachers knew about OER informally and some students wanted to use OER. Hindrances to OER usage by student-teachers included little engagement with OER by lecturers and costs to access OER.
  • COVID-19 PANDEMIC AND EMERGENCY DISTANCE TURKISH TEACHING

    BOYLU, Emrah; ISIK, Pinar; ISIK, Omer Faruk (Anadolu ÜniversitesiAnadolu University, 2021-11-09)
    The aim of this study is to determine the teachers’ views on emergency distance Turkish teaching as a foreignlanguage after Covid-19 pandemic. In this context, the quantitative and qualitative data were collectedsimultaneously in the study, which was created by using the convergent mixed design of the mixed method,which is one of the basic research methods. The study group of the research consisted 137 of teacherswho were obliged to switch to emergency distance Turkish teaching while teaching Turkish face to face tointernational students studying at Turkish Teaching Centers affiliated with universities. According to thefindings of the research, it was determined that teachers faced with many technological and pedagogicalproblems. In addition, it was identified that before the process started, teachers did not receive any trainingfor distance Turkish teaching and therefore started distance teaching without experience. Moreover, it wasconcluded that class sizes are suitable for distance teaching, writing is the most difficult skill to develop andmeasure in distance teaching, and there is a lack of materials to be used in distance teaching.
  • AGENCY IN ONLINE FOREIGN LANGUAGE LEARNING AMIDST THE COVID-19 OUTBREAK

    ALBANTANI, Azkia Muharom; RAHMADI, Imam Fitri; MADKUR, Ahmad (Anadolu ÜniversitesiAnadolu University, 2021-07-28)
    The coronavirus disease 2019 (Covid-19) outbreak has forced a sudden transition from face-to-face learningto online learning in higher education. This circumstance challenges university students to be more selfdirectedin learning with relatively minimum assistance from their lecturers or peers. Therefore, it is becomingincreasingly important to conduct a study on the issue of learner agency which remains little explored. Thepresent study aimed at investigating the agency of first-year university students in online learning of Arabicas a foreign language. In particular, this study examines their intention, motivation, self-regulation and selfefficacyin online learning of Arabic delivered synchronously by using Google Meet and asynchronously byusing Edmodo. An exploratory research method was employed in the study with the participation of 76 firstyearuniversity students at an Islamic public university in Jakarta, Indonesia. Results of the study reveal thatfirst-year university students have a relatively high intention, motivation, self-regulation and self-efficacyin Arabic online learning. Looking these findings into more detail, however, the students seem to havelimited information and preparation to achieve their goals, are undermotivated to speak with native Arabicspeakers, have shallow learning commitments, and are less likely to believe their performance. One of thepractical implications that emerge from this study is to introduce first-year university students to a varietyof strategies for learning Arabic in more self-directed ways, and this may be supported by lecturers as to notonly delivering content but also promoting skills during their teaching practices.
  • USE OF FLIPPED CLASSROOM IN THE TEACHING-LEARNING PROCESS ON DESCRIPTIVE STATISTICS

    SALAS-RUEDA, Ricardo-adan (Anadolu ÜniversitesiAnadolu University, 2021-08-24)
    Educational institutions seek to transform the teaching-learning conditions through the use of new pedagogical and technological models. The aim of this quantitative research is to analyze the use of flipped classroom in the teaching-learning process on descriptive statistics through data science. The participants are 49 students who took the Basic Statistics course during the 2017 school year. This study used a single group quasi-experiment to examine the research hypotheses about Flipped classroom. In the Basic Statistics course, the students have difficulties to assimilate the knowledge about mean, mode, median, range and quartiles. Therefore, this research proposes the consultation of YouTube videos before the class, use of the Mathportal application collaboratively during the class and use of the Mathportal application individually after the class. The Mathportal application is a web tool that allows checking the results of the exercises on the mean, mode, median, range and quartiles at any time. The results of machine learning (linear regression) indicate that flipped classroom positively influences the teaching-learning process on descriptive statistics. On the other hand, data science allows the identification of 3 predictive models about the consultation of the YouTube videos and use of the Mathportal application through the decision tree technique. This research recommends the use of the Mathportal application for the teaching-learning process on statistics. Even, this web application can be used in the courses of differential calculus, geometry, algebra and financial mathematics. The implications of this research are the transformation of the educational context through the use of flipped classroom and incorporation of technological tools before, during and after the face-to-face classes. Finally, flipped classroom is a pedagogical model that is transforming the organization and implementation of school activities through the use of technology inside and outside the classroom.
  • DISTANCE EDUCATION EFFECTIVENESS AND BARRIERS IN DEVELOPING A POSITIVE ATTITUDE TOWARDS SUSTAINABILITY: MEDIATION OF INNOVATIVENESS

    HARIZAN, Siti Haslina Md (Anadolu ÜniversitesiAnadolu University, 2021-08-16)
    The objectives of this study are to investigate the effectiveness of distance education in fostering a positive attitude towards sustainability, examine the effects of barriers to sustainability in distance education in terms of the attitude towards sustainability and investigate the mediating effect of innovativeness in the aforesaid relationship. Online survey questionnaires were used to collect data from 663 final-year students enrolled in courses offered through distance education mode at selected universities in Malaysia. The data analysis was based on the partial least squares structural equation modelling (PLS-SEM) approach. This study attests that distance education is effective in nurturing a positive attitude towards sustainability through the mediation of innovation. Although the barriers related to distance education seemed to pose an inverse effect on the attitude towards sustainability, it did not seem to have any significant effect on innovativeness. Future research may investigate the further applicability of this study’s model in various contexts related to the role of distance education in achieving the goals of the sustainable development agenda.
  • ATOMIC PHYSICS TEACHING MATERIALS IN BLENDED LEARNING TO IMPROVE SELF-DIRECTED LEARNING SKILLS IN DISTANCE EDUCATION

    ERLINA, Nia; PRAYEKTI, Prayektı; WICAKSONO, Iwan (Anadolu ÜniversitesiAnadolu University, 2020-12-31)
    Atomic physics teaching materials support student motivation to learn independently, guide, and direct students to master material with abstract characteristics. The teaching materials in blended learningcan improve the tutorial system’s interaction process in distance education with special characteristics. Universitas Terbuka students have various ages, professions, geographic location, social environment, and prior knowledge. This study aimed at analyzing the practicality and effectiveness of atomic physics teaching materials in blended learning to improve students’ self-directed learning skills in the open and distance education system. This research involving 121 students spread across 12 regional offices in Indonesia. Analysis of the impact and consistency of students’ self-directed learning skills used inferential statistics, then for data analysis, the improvement used N-gain. The results of the study showed the average tutorial feasibility using atomic physics teaching materials is the most dominant in explaining the teaching material thoroughly and is easy to understand. The average percentage of student activity results get the highest score on the activity of conducting discussions. The effectiveness analysis results showed the atomic physics teaching materials are proven to be effective in increasing students’ self-directed learning. ANOVA obtained no significant difference from all test classes so that atomic physics teaching materials are effective for application to students who have low, medium, and high abilities. The process of practicality and effectiveness has implications for developing teaching materials for distance education systems that must pay attention to the tutorial process, learning management system, and several other components.
  • EMERGENCY REMOTE TEACHING DURING COVID-19 PANDEMIC: CHALLENGES, OPPORTUNITIES AND FUTURE SUGGESTIONS

    SARIER, Yilmaz; UYSAL, Sengul (Anadolu ÜniversitesiAnadolu University, 2021-09-01)
    This article explores the perceptions of high school students of emergency remote teaching (ERT) in Turkiye. The research used the qualitative method of conducting semi-structured interviews with 144 students at higher education. The descriptive case study type (a single case with embedded units) was applied. The qualitative data collected through the interviews were analyzed using content analysis technique. Research results reveal that views of the participants on the challenges of ERT are developed into 8 themes: Digital pedagogy, technical infrastructure and accessibility, digital competences, compatibility, assessment and evaluation, heavy workload, and lack of learning motivation while their opinions on opportunities of distance education include 5 themes: lifelong learning opportunities, flexibility, experiencing ERT or hybrid education, digital transformation in education, and an alternative to student mobility. The suggestions made by students are developed into 7 themes: creating accessible materials, university and institutional IT department-supported digital technologies, adopting a flexible approach to student participation, ensuring financial support and equipment, adopting hybrid learning, developing digital competences, and evaluation and assessment methods.
  • EXPLORING TEACHERS’ VIEWS ON EMOTION TRANSFER IN VIRTUAL CLASSROOMS DURING EMERGENCY REMOTE TEACHING

    DUZGUN, Serkan (Anadolu ÜniversitesiAnadolu University, 2021-10-25)
    The present study explored emotion transfer-related views of teachers holding online classes in emergency remote teaching during the COVID-19 pandemic. We carried out the study with 630 teachers, the majority of whom were primary school teachers, serving at public and private K-12 schools. This was a descriptive survey study as it described the teachers’ views as they were. The data were collected using the “Emotional Presence in Online Learning Scale” (EPOLS) and analyzed using descriptive statistics, independent sample t-test, and one-way analysis of variance (ANOVA). The findings revealed that the majority of teachers used the EBA Virtual Classroom application in emergency remote teaching while a small number of them utilized other virtual classroom applications. In addition, the teachers reported using messaging applications effectively, but it was not the case for social media. The private school teachers found virtual classroom applications efficient in transferring (conveying and receiving) emotions compared to public school teachers. The scores on the EPOLS and receiving emotions subscale pointed out that the female teachers found virtual classroom applications more effective than their male counterparts. Moreover, it was found that the preschool teachers and classroom teachers found virtual classroom applications more effective in receiving emotions than the high school teachers and middle school teachers, respectively. Finally, those with undergraduate and postgraduate education recognized emotion transfer in virtual classrooms more efficient than the teachers with an associate degree.
  • UNDERGRADUATES’ ATTITUDES TOWARDS DISTANCE EDUCATION AND PERCEPTIONS OF READINESS FOR E-LEARNING DURING THE COVID-19 PANDEMIC

    KULOGLU, M. Esad; YILDIZ, Sevilay (Anadolu ÜniversitesiAnadolu University, 2021-07-14)
    The COVID-19 pandemic, which suddenly took the whole world under its influence, also radically affected the educational environments. This research aimed to examine the attitudes of undergraduates towards distance education, their perceptions of readiness for e-learning, and the relationship between these two variables during the COVID-19 pandemic, the effects of which are also felt in higher education. Thus, quantitative research paradigm and correlational design were used in the study. Data were collected online in two weeks via the Attitude Scale towards Distance Learning (ASDL) and E-Learning Readiness Self-Assessment Instrument (ERSI). Using the convenient sampling method, 1422 undergraduate students enrolled in a summer school program at a state university in Turkiye were included in the sample. The findings of the research indicate that the participants’ attitudes towards distance education are moderate, and their perceptions of readiness for e-learning are high-level during the COVID-19 pandemic. There is a moderate positive correlation between these two variables. There are also positive, moderate, or strong correlations between the ASDL and some subscales of the ERSI. The findings of the study provide useful information about the distance education carried out during the COVID-19 pandemic.
  • DISTANCE EDUCATION IN TURKIYE DURING THE COVID-19 PANDEMIC: WHAT DO STAKEHOLDERS THINK?

    YAYLAK, Erhan (Anadolu ÜniversitesiAnadolu University, 2020-06-24)
    This research attempted to assess the status of distance education implemented in Turkiye during the COVID-19 pandemic based on stakeholders’ (students, parents, pre-service teachers, teachers, and academics) opinions and was completed in the phenomenological study framework. With this aim, stakeholders’ views within the study’s purview were collected during April 2021 with an online semi-structured interview form with pandemic precautions. The data were examined with content analysis using the MAXQDA 2020 qualitative data analysis program. The interview questions principally focused on four themes, namely readiness for distance learning, benefits, adequacy, and continuation. It can be deduced from stakeholder’s opinions that though Turkiye was unprepared for distance education, the adaptation eventuated in a short time. There were differences in educational organizations’ readiness levels, and the views on infrastructure’s inadequacy explained this situation. They found distance education to be positive from psychological, situational, educational, and economic aspects. They deemed it indispensable for education to continue and for the use of technology in education. However, the lack of interaction in distance education, digital impossibilities, and other factors were the negative aspects. The stakeholders participating in this research emphasized that rather than being adequate, distance education was inadequate due to interaction- and infrastructure-related issues. Though there were negative opinions about the continuation of distance education in the transition to formal education after the COVID-19 pandemic precautions ended, findings revealed that it may continue simultaneously with formal education and may provide compensatory or supportive education. Additionally, further research is needed regarding the generalizability and educational outcomes of distance education implemented during the COVID-19 pandemic.
  • ONLINE LEARNING: THE EFFECTS OF USING E-MODULES ON SELF-EFFICACY, MOTIVATION AND LEARNING OUTCOMES

    DELITA, Fitra; BERUTU, Nurmala; NOFRION, Nofrıon (Anadolu ÜniversitesiAnadolu University, 2021-10-20)
    Teachers’ mastery of learning technologies is highly necessary for the digital era. Among such skills is the ability of teachers to package learning materials using various software. One form of presenting learning materials with technology is an e-module. E-modules serve as the main teaching material in online learning and can also be used in face-to-face learning. The purpose of this study was to analyze the effects of using e-modules on self-efficacy, motivation, and learning outcomes in an online learning environment. This research used a quasi-experimental research design with three pretest-posttest groups. The students involved in this study consisted of the control group without e-modules (Group A), the experimental group using emodules independently (Group B), and the experimental group using e-modules collaboratively (Group C). 30 students per group participated in the Geography Learning Planning course. Data was collected through questionnaires and a 10-item essay test and were exposed to descriptive and inferential statistical analyses. The findings showed that the application of e-module in online learning resulted in significant increases in self-efficacy, motivation, and learning outcomes. The e-modules with the collaborative learning option was the most effective.Teachers’ mastery of learning technologies is highly necessary for the digital era. Among such skills is the ability of teachers to package learning materials using various software. One form of presenting learning materials with technology is an e-module. E-modules serve as the main teaching material in online learning and can also be used in face-to-face learning. The purpose of this study was to analyze the effects of using e-modules on self-efficacy, motivation, and learning outcomes in an online learning environment. This research used a quasi-experimental research design with three pretest-posttest groups. The students involved in this study consisted of the control group without e-modules (Group A), the experimental group using emodules independently (Group B), and the experimental group using e-modules collaboratively (Group C). 30 students per group participated in the Geography Learning Planning course. Data was collected through questionnaires and a 10-item essay test and were exposed to descriptive and inferential statistical analyses. The findings showed that the application of e-module in online learning resulted in significant increases in self-efficacy, motivation, and learning outcomes. The e-modules with the collaborative learning option was the most effective.
  • DISTANCE LEARNING AND FACE-TO-FACE LEARNING: STUDENT PERCEPTION OF QUALITY ASSURANCE AND PROSPECTS FOR IMPROVEMENT IN EDUCATION MANAGEMENT TECHNOLOGIES

    MOROZ, Svitlana; MOROZ, Volodymyr (Anadolu ÜniversitesiAnadolu University, 2020-05-31)
    Global challenges are an objective factor influencing the development of socio-economic and socio-political subsystems of society. The influence of this factor is not uniform, causing a different impact on every social activity sphere. The actualization of challenge to people’s health risk, determined by the widespread of the COVID-19 infection in 2020, has become the cause of changes in modes of operation for most of social institutes, including that of education. To implement the national governments’ decisions concerning prevention of population’s infecting with COVID-19, the administrations of most European universities have refrained from teaching educational programs in the face-to-face mode and adopted the decision of applying the distance form of training. This forced step by the universities has determined the raise in stakeholders’ interest in the problematics of the quality of education obtained through the distance mode of higher education. In their attempt to provide the answer concerning the potential of the distance form of training in ensuring education quality, the authors of this article have conducted a poll of 544 students from higher education establishments of Eastern Ukraine. The answers obtained were analyzed by the following aspects: comparing education quality depending on the mode of obtaining it; perspectives of applying the distance form of education at each stage of higher education; efficiency of applying the distance training instruments in the training process. On the results of analyzing the respondents’ answers, recommendations and conclusions as to the state of distance education and the perspectives of its development were formulated. Besides, the article offers a classification of distance education instruments and proposes recommendations concerning their application in the training process. The article’s content will be of interest not only for specialists working at agencies that ensure quality of higher education, but also for stakeholders and administrations of the universities that are planning to raise the level of their presence at the education services market on account of implementing the distance training’s potentials.
  • STUDENT BARRIERS TO ONLINE LEARNING AS PREDICTORS OF PERCEIVED LEARNING AND ACADEMIC ACHIEVEMENT

    DEMIR KAYMAK, Zeliha; Horzum, Mehmet Baris (Anadolu ÜniversitesiAnadolu University, 2021-02-14)
    This research investigates the effects of online learning barriers on students’ perceived learning and academic achievement. In this study, the barriers identified by Muilenburg and Berge in 2005 were used as online learning barriers. These are (1) administrative issues, (2) social interaction, (3) academic skills, (4) technical skills, (5) learner motivation, (6) time and support for studies, (7) cost and access to the Internet, and (8) technical problems. In addition to online learning barriers, gender and job status are other variables of the study. The research was conducted with 622 online learning students and designed on a quantitative cross-sectional survey model. The analysis results show that gender and job status affect both academic achievement and perceived learning. In terms of students’ online learning barriers, academic skills and learning motivation are predictors of academic achievement. In addition, academic skills and time and support for studies are predictors of perceived learning.
  • THEMATIC ANALYSIS OF ARTICLES ON FLIPPED LEARNING IN MATHEMATICS EDUCATION

    SEN, Emine Ozgur (Anadolu ÜniversitesiAnadolu University, 2021-02-12)
    Researchers strive to create learning environments where they can apply technology and different teaching methods together. Flipped learning has been a popular approach in recent years because it offers opportunities for both online and offline learning. The present study aims to conduct a thematic analysis of articles on the use of the flipped learning model in mathematics courses. Meta-thematic analysis was adopted as the research method. In this context, for the study, 69 articles were selected from among those published between 2015 and June 2020. As a result, it was found that these studies on flipped learning in mathematics education were conducted primarily with undergraduate students, whereas insufficient numbers of studies have been conducted with primary school, middle school, and high school students and pre-service teachers. Researchers have often preferred the subject of analysis while implementing the model. Studies on the flipped learning model in mathematics have mainly aimed to examine academic performance and students’ perceptions regarding the model. Although it can be argued that the flipped learning model positively affects the mathematical performance of students, studies have also reported that it had no effect on performance compared to traditional teaching methods. In addition, the present study provides comprehensive data on the positive and negative aspects of the use of the flipped learning model in mathematics courses. However, comprehensive, extensive, and long-term studies are needed to provide more clear results on the implementation of flipped learning in mathematics courses.
  • HOW TO IMPROVE THE QUALITY OF ONLINE EDUCATION FROM ONLINE EDUCATION DIRECTORS’ PERSPECTIVES

    AKBABA ALTUN, Sadegul; JOHNSON, Tristan E. (Anadolu ÜniversitesiAnadolu University, 2021-01-12)
    COVID-19 pandemic showed once again the need for quality in online education all over the world. The aim of this research is to solicit how to improve the quality of online education from online education program directors’ perspectives. The research was designed as a qualitative case study. Eight participants who were responsible for directing, managing, supervising and organizing online education programs participated to this study. The data were collected through interviews and were analyzed through content analysis. Eight dimensions were found to improve the quality of online education. These dimensions were focusing on students’ needs; focusing on change in education; focusing on system as a whole; focusing on leadership; focusing on continuous improvement of online education; focusing on integrating learning and teaching theories into online education; focusing on research about online education; and focusing on quality of instructors.
  • SOCIAL MEDIA UTILIZATION AND ITS IMPACT ON MALE MEDICAL STUDENTS’ LEARNING DURING COVID-19 PANDEMIC

    SALIH, Karimeldin M. A.; ALBAQAMI, Abdulelah A.; JIBO, Abubakar; ALFAIFI, Jaber A.; AL AMARI, Sultan A.; ALGHAMDI, Mushabab; ABBAS, Mohammed; IBRAHIM, Mutasim E. (Anadolu ÜniversitesiAnadolu University, 2021-01-19)
    To assess the patterns of social media uses and their impact on the learning of male medical students during the COVID-19 pandemic. A cross-sectional descriptive study was conducted from March to May 2020 at the College of Medicine, University of Bisha (UBCOM) in Saudi Arabia. A validated questionnaire was used to collect data from the students at first year, pre-clerkship and clerkship levels about the types, patterns and benefits of social media usage in their learning. A five-Likert scale was used to measure the students’ responses. Descriptive statistics and ANOVA tests were used for data analysis. Of the 203 students enrolled, 89.2% (n=181) were responded. Most students commonly used Twitter (75.1%), followed by YouTube (52.5%) and Facebook (24.3%). The highest usage of Twitter was found among clerkship students (85.1%) compared to first-year (76.2%) and pre-clerkship students (69.6%), with no significant differences (p = 0.133). About 38.7% of students spent over 10 hours per week on social media and pre-clerkship students being the highest group (43.5%). Most students (67.9%) showed that social media enhance learning activities, 65.2% are interested in using social media in their learning and 64.1% suggested that their inappropriate use consumes time. We concluded social media become interactive tools of learning in medical schools during the urgent situation such as the COVID-19 pandemic. Such findings highlighted the benefits of considering social media inclusion when designing medical curricula.
  • THE RELATIONSHIP BETWEEN UNIVERSITY STUDENTS’ ATTITUDES TOWARD ONLINE EDUCATION AND THEIR STRESS DURING COVID-19 PANDEMIC

    OGEL-BALABAN, Hale (Anadolu ÜniversitesiAnadolu University, 2020-12-18)
    The aim of the study was to examine the relationship between university students’ stress level and their attitude toward online education forced during the COVID-19 pandemic. Furthermore, it analyzed the relationship between the use of online education instruments and attitude. Two hundred eighty-three university students enrolled in the Turkish universities completed demographic information form, use of online education instruments form, attitude toward online education scale and perceived stress scale. Correlational analyses showed that the frequency of following synchronous and asynchronous lectures, working on online course materials and attending to online discussions and meetings with the lecturers and advisors were positively related to the perceived effectiveness of online education and its perception as a means to feel connected. They also demonstrated that the stress level was negatively related to the perceived effectiveness of online education, its perception as a means to feel connected, the frequency of following synchronous video lectures and the frequency of attending to online discussions. Regression analysis demonstrated the predictive effect of the perceived effectiveness of online education on stress level. These findings were discussed in terms of their implications particularly for future emergency education programs and generally for online education.

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