Abstract
The aim of this study is to examine the views of students at different education levels on the concept of distance education through metaphors. In this study, the phenomenological design was used in accordance with the nature of qualitative research. The participants of the study, for whom the ethical rules were taken into account, consisted of 63 gifted students in total studying at primary and secondary school levels. In the collection of data, each participant was asked to fill in the form containing an open-ended item for the concept of distance education. The data obtained from the students were later analysed using the content analysis technique. When the relevant metaphors were examined, a total of 63 different categories were revealed. Depending on these categories, it has been observed that the concept of distance education is represented through different metaphors. According to the findings, it was determined that primary and secondary school students simulated the concept of distance education to different metaphors such as speaking class, longing for friends and intelligence cube. Key words: Metaphor, perception, phenomenology design, distance education, students.
Highlights
Technological developments have transformed the way people live, receive information and provide services, but have affected the way they receive education
In the most general sense, distance education is defined as a teaching method that operates based on the active use of information technologies in order to teach lessons and to facilitate learning, as instructors and students are located in different times and places (Valentine, 2002)
One of the participants used the metaphor: ‘Distance education is like armchair because I can reach everything with just one click from where I sit’(F11).The student drew attention to the comfort of distance education with the metaphor used in this expression
Summary
Technological developments have transformed the way people live, receive information and provide services, but have affected the way they receive education. In the most general sense, distance education is defined as a teaching method that operates based on the active use of information technologies in order to teach lessons and to facilitate learning, as instructors and students are located in different times and places (Valentine, 2002) According to another definition, distance education is described as a form of education in which the learner and the teacher are separated and are distant from each other in most of the teaching and learning process, and materials and documents suitable for the course content are frequently used (Usun, 2006). Socio-psychological variables such as students’ perspectives and attitudes towards distance education are important for the effectiveness and efficiency of this transition process In this context, in this study, the perspective of gifted students towards distance education was presented with a metaphor study. It is aimed to examine the perceptions and perspectives of students who continue their education in an institution where all education and training activities are carried out with the procedures and principles of distance education through metaphor analysis and contribute to the field
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