Abstract
Online educational platforms have recently been used to compensate for educational activities that have been interrupted all around the world due to the pandemic during the year 2020. This study was conducted to reveal reflections of e-learning on social studies courses. Among qualitative research designs, the case study method was used. The data were collected using semi-structured interview. The study group consisted of 27 social studies teachers working in public secondary schools in Adıyaman province of Turkey. Those teachers were determined based on purposeful sampling method. These teachers were determined based on non-random purposeful sampling criterion. They were interviewed considering that they used the online education platform intensively during the pandemic and had the necessary experience to make evaluation in this regard. The data were collected between September and November 5, 2020. The data were analysed using inductive analysis. The study results showed that social studies teachers could not literally adapt to e-learning activities due to their lack of knowledge about using computers. They did not internalize virtual education but had a perception that such education could be used as a supportive one for face-to-face education or for review. The study found that the EBA (Education Information Network), the most comprehensive online educational platform in Turkey, could not literally meet the needs in terms of infrastructure and content. Teachers endeavoured to adapt to e-learning during the pandemic and they welcomed admiringly the preparations made by the MEB (Ministry of National Education) despite the deficiencies therein. The majority of teachers stated they did not receive any course related to e-learning during their undergraduate education. In-service e-learning training can be provided to social studies teachers. E-learning courses can be included in the programs in education faculties. The Ministry of National Education can enrich its infrastructure.
Highlights
The 21st century has started to change people’s life radically with its dizzying speed in information and communication technology
Study Group: The study group of this research consisted of 27 social studies teachers working in public secondary schools in Adıyaman province of Turkey and selected by criterion sampling among non-random purposeful sampling methods
The results of the study showed that social studies teachers have different views on the contents of EBA and its way of meeting educational needs
Summary
The 21st century has started to change people’s life radically with its dizzying speed in information and communication technology. Proliferation of network-based technology has led to adaptation of mutual interaction-based virtual learning models (Soydan, 2011). Among these models, e-learning which is flexible and does not require classroom environment and has no time limit comes into prominence (Kantoğlu, 2012). Considering its facilities, e-learning detracts students from boring atmosphere of classroom. They can learn better as they feel freer. This allows students to intervene in the system according to their speed of understanding (Seferoğlu, 2007).
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