Distance Education Applications Research Articles

Examination of Distance Education Processes from the Perspective of Science Teachers

Purpose: The purpose of this study is to examine the opinions of science teachers who teach online about synchronous distance education applications that allow teachers and learners to come together regardless of place and time, and to examine them based on teacher experiences. Design/Methodology/Approach: This study, which was prepared to determine the views of teachers on distance education, was carried out with the case study model. The study group of the research was carried out with 19 science teachers from different schools and institutions with different years of seniority. A structured interview form was used as a data collection tool. The data has been collected remotely; The research data obtained were analyzed through content analysis. Findings: Science teachers stated that the transition to distance education completely affects the quality of education negatively. However, it has been stated that distance education and face-to-face education can create beneficial results when used together effectively. In addition, the positive side of distance education is to carry out distance education and to access digital content easily in cases where education stakeholders cannot be together physically.

ADVANTAGES AND DISADVANTAGES OF FLIPPED CLASSROOM IN ADULT EDUCATION USING DISTANCE LEARNING FOR LEARNING PROGRAMMING

The flipped classroom model has emerged as an innovative approach to education, particularly gaining traction in adult education and distance learning contexts. This pedagogical framework reverses the traditional classroom structure, encouraging students to engage in self-directed learning at home while reserving class time for interactive activities and collaborative projects. This paper provides a comprehensive review of the advantages and disadvantages of the flipped classroom model, particularly focusing on its application in adult education, programming learning, and distance education. Five key themes emerge from the discussion: flexibility, personalized learning, active engagement, technology reliance, and assessment challenges. While the flipped classroom offers benefits such as flexibility in scheduling, personalized learning experiences, and increased interaction, it also poses challenges related to technology dependence, potential learning style mismatches, and difficulties in measuring engagement and providing timely feedback. Through a theoretical lens grounded in constructivist learning theory and active learning principles, the paper explores how the flipped classroom model aligns with contemporary educational theories and practices. Furthermore, practical recommendations are provided for educators looking to implement the flipped classroom model in adult education settings, emphasizing the importance of creating high-quality pre-class materials, promoting active learning and practice, and fostering a supportive learning community. By leveraging the theoretical underpinnings of constructivism and active learning, educators can optimize the flipped classroom model to cater to the unique needs of adult learners, promote engagement, and enhance learning outcomes.

Scratch, bilgi işlemsel düşünme ve azim: Pandemi öncesi, pandemic süreci ve pandemic sonrası

The Covid-19 pandemic has deeply affected the whole world. In order to continue education during the pandemic, emergency distance education applications were utilized. The purpose of the research is to evaluate how block-based programming affects computational thinking (CT) and grit at the beginning, during and after pandemic. The study used a quasi-experimental pretest-posttest design. This sample was divided into three groups based on the stage of the COVID-19 Pandemic at which they were enrolled in a programming course: before the pandemic, during the pandemic, and after the pandemic. The participants are 104 teacher candidates in the Faculty of Education of a Turkish state university. As a result of the research, it is observed that block-based coding instruction has a significant difference between the pre-test and post-test scores of computational thinking in the pre-pandemic and pandemic groups. The difference in this case has a moderate effect size. There was no significant difference between the pretest and posttest scores of the post-pandemic group. Comparing the groups revealed that the pre-pandemic and during pandemic groups had significantly higher median scores in computational thinking skills than the post-pandemic group. According to these results, it can be argued that the negative effects of the pandemic were seen in the post-pandemic group. The results of the short grit scale emphasize the importance of non-cognitive factors in distance education in the context of the consistency of interest dimension. Moreover, it indicates a significant and positive relationship between grit and computational thinking skills.

Virtual Learning Environments as an Assessment Tool in Covid-19 Pandemic

Increasingly, the methods of measurement and evaluation in distance education applications have been discussed in light of the pandemic. In this study, the use of virtual learning environments in higher education as an assessment tool has been examined. The chosen platform for this purpose was the UKEY (Uludağ University Institutional, Educational, and Research Activities Governance System) virtual learning platform. During the 2019-2020 academic year, when the pandemic had a significant impact, online open-ended questions were posed to 46 academics who used the UKEY platform. The preparation of open-ended questions was based on the Unified Theory of Acceptance and Use of Technology-2 (UTAUT-2). Research was designed as a case study, and the collected data was subjected to descriptive analysis. Member checking method was utilized, and how the themes were interpreted was reviewed through semi-structured interviews with five participants. According to the results of the study, the behavioral intentions of the participants towards using the UKEY platform varied. It was found that the platform partially met performance expectations but required considerable effort. Facilitating conditions had a positive impact on users, and in the context of social influence, student behaviors significantly affected the academics. UKEY had not yet become a habit, and these variables were found to have a significant impact on usage intention. The results of the study were discussed within the framework of concepts such as online anonymity, the integration of technology with a pedagogical perspective, and the need for a paradigm change in education.

Determining The Effect of Distance Education Applications During The COVID-19 Process on The Social Skills Development of Students Requesting Special Education According To The Opinions of Special Education Teachers

Özel eğitim gerektiren öğrencilerin uzaktan eğitim programları neticesinde sosyal becerilerinde ne gibi gelişmeler veya gerileme olduğunun ortaya çıkarılması ve bu konu hakkında gerekli geliştirmelerin yapılıp önlemlerin alınması oldukça önemlidir. Bu çalışmada COVID-19 sürecindeki uzaktan eğitim uygulamalarının özel eğitim gerektiren öğrencilerin sosyal beceri gelişimlerine etkisinin özel eğitim öğretmenlerinin görüşlerine göre belirlenmesi amaçlanmıştır. Yapılan çalışma nitel araştırma yöntemlerinden olan fenomenolojik (Olgu bilim) çalışmasıdır. Araştırmanın çalışma grubunu 2021-2022 eğitim-öğretim yıllarında KKTC Milli Eğitim ve Kültür Bakanlığına bağlı devlet ilkokullarında çalışan 20 öğretmen oluşturmaktadır. Araştırmanın çalışma grubu, kolayda örnekleme ile belirlenmiştir. Yapılan araştırmada veri toplamak amacıyla araştırmacı tarafından hazırlanan formlar iki bölümden oluşmaktadır. İlk bölümde demografik bilgileri içeren 5 soru, ikinci bölümde ise öğretmenlerin COVID-19 pandemi dönemindeki uzaktan eğitime ilişkin görüşlerini içeren 7 soru olmak üzere toplamda 12 soru yer almıştır. Veriler betimsel analiz yöntemiyle analiz edilmiştir. Analiz sonucunda 7 tema ve 26 alt tema oluşmuştur. Elde edilen sonuçlara göre COVID-19 pandemi sürecinde gerçekleştirilen uzaktan eğitim sürecinde özel eğitim uygulamalarının sosyal beceri gelişiminde kısmen etkili olduğu görülmektedir. Her ne kadar uzaktan eğitim sosyal beceri gelişiminde tam anlamıyla etkili olamasa da bunları geliştirmenin mümkün olduğu belirtilmiştir. Özellikle aile katılımının sağlanması ve öğretmen-aile iş birliğiyle sosyal beceri gelişimine katkı sağlanabildiği sonucuna ulaşılmıştır. Araştırma grubundaki öğretmenlerin büyük çoğunluğu tablet ve bilgisayar gibi uzaktan eğitime bağlanacakları teknolojiden yoksun olunduğunu, ayrıca internet alt yapısının yetersiz olmasının uzaktan eğitimdeki önemli eksiklikler olduğunu bildirmiştir. Ayrıca aile ile iletişim kurmada zorluk ve ailenin uzaktan eğitim sürecine dahil edilememesi, sosyal beceri eğitiminde uygulama imkanının olmamasının da önemli eksiklikler olduğu dile getirilmiştir. Aile ile yeterli iş birliğinin sosyal beceri gelişimine destek sağlayacağı düşünülürken, okul yöneticilerinin öğretmenleri desteklemesi ve sistematik bir şekilde planlamanın, velilerin ise öğrenciye destek olmasının önemli olduğu belirtilmiştir.

Distancionnoe obuchenie v universitetah Saudovskoj Aravii: problema dostizheniya obrazovatel'nyh celej

This study aimed at identifying the extent of the educational goals of Saudi universities that were achieved by the application of distance education and the e-learning. Wie study analyzed the applied strategies and evaluation methods in order to achieve the desired educational outcome.

Experiences of University Students’ Distance Education Process

Distance education has indeed seen widespread adoption, especially after the COVID-19 outbreak and in response to natural disasters like earthquakes. The aim of this study is to contribute, especially in the field of distance education, by revealing the views of university students. The qualitative research method of phenomenological research design was used in the study. The sample group consists of 15 (9 female, 6 male) undergraduate university students. A maximum diversity sampling method was used in purposeful sampling to establish the study sample. The data was collected through individual interviews with 15 students using a semi-structured interview form created by the researchers. The data were analysed using MAXQDA. As a result of the content analysis, the following main themes were identified: "aims regarding university education", "factors affecting academic motivation", "similarities and differences between distance education and face to face education","experienced difficulties regarding the distance education process" and "recommendations for increasing the efficiency of distance education". Based on the research findings, it is thought that determining the positive and negative aspects of the distance education process will contribute to distance education applications. The results of the study can be evaluated by lecturers, researchers, and practitioners.

EXAMINATION OF THE PREDICTION OF FLEXIBILITY FOR LEARNER SATISFACTION IN ONLINE COURSES

Universities consider student satisfaction in order to improve the online education they give to students and to question the fulfillment of their responsibilities. Student satisfaction may depend not only on the educational institution but also on individual characteristics. One of these individual characteristics is flexibility, which requires multidimensional pedagogical responsibility in online learning environments. The aim of this study is to examine whether the flexibility of time management, the flexibility of teacher contact, and the flexibility of content predict online course satisfaction. In this research, the predictive relational research method was used. 1794 students participated in the research. During an academic term, students took an online Turkish II course at a university’s Distance Education Research and Application Center. According to the results of the analysis, the students’ three flexibility predicts their satisfaction and the model that explains their satisfaction is significant (R2=.60; p<.01). In the model, the variable that most explains student satisfaction is the flexibility of content. In addition, other variables explaining student satisfaction are students’ flexibility in teacher contact and their flexibility in time management. Based on the results of the research, implications, and suggestions are presented.

DIGITAL DIVIDE AND EMERGENCY REMOTE EDUCATION: RECONSIDERING THE USE OF EDUCATIONAL RADIO DURING THE PANDEMIC

In this article, the concepts of interaction and digital divide in emergency remote education practices implemented due to the Covid-19 global pandemic are discussed, and the increasing importance of radio as a traditional mass communication tool in bridging the digital divide and structuring an interactive learning process is emphasized. In this article, the concepts of interaction and digital divide in emergency remote education practices implemented due to the Covid-19 global pandemic are discussed, and the increasing importance of radio as a traditional mass communication tool in bridging the digital divide and structuring an interactive learning process is emphasized. In this exploratory study, the main aim is to see the usefulness of university radio for education during the pandemic process by looking at the experiences gained during the Covid 19 pandemic period. The study examines the program preferences of the participants and reveals better program schedules and program types/themes that will be useful during the emergency education period. When the radio listening habits of Eskisehir Technical University students and academics are evaluated within the scope of emergency distance education applications, it is seen that radio broadcasts can be used as a powerful tool against the digital divide. Research findings show that there is a significant relationship between academic and students’ radio listening time. The factor analysis showed also revealed different factor groups for academics and students. Within the framework of radio program types, six basic factors were determined for both groups. When the learner-instructor interaction is evaluated within the framework of both broadcast times and broadcast types, it is understood that the two-way interaction process can be structured within this framework. The abstract should be about 150-200 words. The abstracts of the research papers should include the purpose, methodology, and results while the abstracts of theoretical papers should provide the general framework, special contributions to the literature, and major conclusions. The abstract should not contain any undefined abbreviations or unspecified references.

Interactive Music Distance Education Platform Based on RBF Algorithm

INTRODUCTION: Since the 21st century, Internet technology has been developing rapidly, and the field of education has gradually broken through the traditional offline teaching mode; utilizing the Internet mode for distance education to break the time and space constraints of education and music education is more restrictive on time and space. However, if distance education can be better utilized to promote the development of online music education, it will promote the development of music education.
 OBJECTIVES: This paper combines the past research results of the RBF algorithm, music education and distance education to study the construction of an interactive music distance education platform based on the RBF algorithm. The algorithm is used to improve the quality of the construction of the distance education platform, and the algorithm mainly optimizes the information dissemination path of distance education in the construction of the interactive music distance education platform and improves the reliability of the platform construction.
 METHODS: The RBF algorithm is used to optimize the construction of the platform, and the case method is used to study individual schools to detect the actual application of music distance education and to find the strengths and weaknesses of the interactive music distance education platform, and to improve the weaknesses to enhance the platform.
 RESULTS: The study found that constructing an interactive music distance education platform will not guarantee the quality of distance education; teachers and students can not quickly realize the effective communication between teachers and students, and some teachers can not better apply the distance education platform. However, there is still room for developing interactive music distance education platforms.
 CONCLUSION: The research of interactive music distance education platforms based on the RBF algorithm has a significant positive effect on the development of distance education, art distance education, music education and so on in China. Therefore, it is necessary to continuously improve music education by utilizing online teaching methods and teaching resources.

Effects of Emergency Distance Education on Teacher Training Process in Turkey: Instructors’ Opinions

Emerging in 2019 and then spreading throughout the world, COVID-19 has led to the application of emergency action plans in almost all areas of life. In this process, the Turkish education system also made a transition to distance education in schools of all types and levels. The main purpose of this study is to determine the views of the instructors regarding the prospective teacher education practices implemented via distance education in Turkey during the pandemic period. This study was carried out using a case study method. The data collected through an open-ended questionnaire were analyzed using content analysis. In conclusion, it was found that universities in Turkey do not have a functional distance education policy for the urgent distance education process, and a centralized policy is followed in most universities for distance education. Also, it was concluded that limited interaction, lack of equipment, and infrastructure problems negatively affect the distance education process. Moreover, it was found that distance education applications are not convenient for teacher education, there are some negative effects of conducting teaching practice through distance education, and support is needed in technical, human, and managerial issues for teacher education through distance education to be successful.

ICT TECHNIQUES IN HIGHER EDUCATION: AZERBAIJAN EXPERIENCE IN PANDEMIC

The purpose of the article is to study the use of ICT techniques in Azerbaijan higher education. The objectives of the study are: 1) to substantiate the role of ICT sector in the Azerbaijan national economy, 2) to study the use of ICT sector tools in higher education, in particular in Azerbaijan higher education, 3) to analyse the external factors affecting the implementation of ICT sector tools in Azerbaijan higher education, 4) to analyse internal factors influencing the educational process in Azerbaijan higher education in with the use of ICT techniques and 5) to provide expert assessment of the use of ICT techniques in Azerbaijan higher education. The research methods are the analysis of statistical data, their grouping and comparison, expert evaluation of external (PEST analysis) and internal factors (SWOT analysis) that affect the use of ICT technologies in Azerbaijan higher education. Here were used the statistical data of Azerbaijan State Statistics Committee, electronic pages and internal reports of the Azerbaijan State University of Economics – UNEC. To reveal the role of ICT sector in the national economy, here were used the data for 2015-2022, and data for 2000/01-2021/22 academic years to analyse the activities of Azerbaijan higher education. The main questions of the study were: 1) Is the ICT sector of Azerbaijan sufficiently developed for the application of electronic spheres in the field of banking services, trade, commerce, as well as in the field of medical services and education?; 2) Is the level of ICT techniques provided sufficient for their active application in the field of Azerbaijan higher education?; 3) How has the pandemic contributed to the accelerated use of electronic services – e-education, e-training, e-conference, DocuSign, e-banking etc.? PEST analysis of political, economic, social and technological factors has been conducted and demonstrated the positive and negative assessment of ICT techniques in higher education in Azerbaijan. It has been shown that in a pandemic situation there are both positive and negative aspects of online classes as regards in the fields of techniques, methodology and psychological features. The most significant conclusions concerning ICT implementation in higher education in Azerbaijan after the pandemic have been shown. They cover the following positions: in Azerbaijan, which has 2 artificial satellites, the speed and volume of ICT services should increase; state institutions should support the high level of ICT services in Azerbaijan; both educators and students must have excellent digital skills; control of the quality of education during online education, the use of different tools and technologies in training should take the main place; regular dialogue and feedback should be carried out remotely. SWOT-analysis has been used to examine the opportunities of the ICT sector in higher education in Azerbaijan. It has been established that in the current situation in the Azerbaijanian higher education system, more flexible and optimal content, as well as the implementation of teaching strategies, and the expansion of initiatives related to the promotion of innovations have come to the fore. In the field of higher education attention is paid to the application of distance education, solving and developing the issues of technological equipment and providing quality internet connection. Yet another important direction of the state strategy is improvement of the legislative framework related to the new digital forms of education, as well as development of digital skills of pedagogical staff and students of HEI. Thus, the new world’s situation significantly changes the legal, economic, organizational and managerial regime of HEI functioning. On the one hand, significant investments are needed in new distance learning technologies that ensure the transfer of the educational process into the format of indirect (remote) interaction between teachers and students. On the other hand, it is necessary to take a decision on organizing the remote functioning of educational organizations as objects of management, creation of fundamentally new content, and the retraining of teaching and administrative personnel to ensure their readiness to work with the use of ICT techniques.

Academician Perspective on the Implementation of Distance Education in Universities during the COVID-19 Pandemic

The purpose of this research was to examine the perspectives of academicians on distance education activities during the pandemic from various aspects. The research study was carried out using a case study design, which is one of the qualitative research methods. The perspectives of 24 academicians working at a state university were explored, and the data collected through an online platform using a structured interview form were analyzed by utilizing the content analysis method. The findings were reported in the form of themes, sub-themes, and codes, supported by participant expressions. Results indicated that academicians faced infrastructure-related problems during the pandemic process, which arose from various aspects. They expressed that distance education applications would be appropriate to use, especially in social sciences, theoretical courses, and crowded classrooms in the post-pandemic period. However, using distance education in math, sciences, and engineering may be inconvenient and create an inequality of opportunity. Academicians also stated that they experienced technical issues during the distance education process, open-to-abuse exams, low participation in classes, and problems in accessing education for students. They emphasized that encountering cases of cheating and plagiarism regarding the measurement and evaluation processes is an important deficiency. Furthermore, academicians made suggestions regarding distance education applications such as maintaining the hybrid teaching model, examining the practices of leading universities, introducing a new model, integrating virtual classroom applications into the process, or introducing existing interactive systems into the system.

Satisfaction levels of undergraduate students with distance education during the COVID-19 pandemic

The Council of Higher Education (CoHE) switched to distance education with digital tools in all universities as of March 23, 2020. The relevant decision was put into effect by the universities. Since this date, distance education has been utilized in almost all programs in universities. Covid 19 Pandemic period was finished, and face-to-face education was started in 2021. This research aims to analyze the satisfaction levels of undergraduate students with distance education during the Covid-19 pandemic. In this context, the research study group designed in the scanning model consists of 1605 students enrolled at Tekirdağ Namık Kemal University. The research data were obtained with the "Scale on the Satisfaction Levels of University Students with Distance Education," which was developed by Baltacı, Mercan-Annak, Akbay, Akaydın and Sökmensüer (2021) and whose validity and reliability have been proven. The SPSS Statistics 20 program analyzed the data. It was investigated whether the satisfaction levels of undergraduate students with distance education showed a statistically significant difference concerning certain variables during the Covid-19 pandemic. The study determined that undergraduate students were generally satisfied with the distance education they received during the Covid-19 pandemic. A statistically significant difference was found between the satisfaction levels of undergraduate students with distance education applications based on gender, department, self-efficacy perception of computer use skills, and having problems accessing distance education. On the other hand, no statistically significant difference was seen between the satisfaction levels of undergraduate students with distance education applications based on age, grade level, regular Internet access, and distance education status before the epidemic.

Comparison of classical and distance histology education taken by daytime and evening education students of health services at a vocational high school

Background/Aim: Distance education applications can improve histology education. This study aimed to compare the classical and distance histology education given to the daytime and evening education students of the Health Services Vocational High School Medical Laboratory Techniques course. The students’ academic achievement, motivation, and mood were compared. Methods: The students (n=134) that participated in the study were divided into four groups. The daytime and evening education students to whom the classical education model was applied were identified as the control group (Groups 1 and 3). The daytime and evening education students who received distance education were identified as the experimental group (Groups 2 and 4). Before and after the study, a pretest and posttest, the State-Trait Anxiety Inventory, and the Academic Motivation Scale were applied to the students who received nervous system histology education. Results: The state-trait anxiety scores did not differ significantly according to the groups (P>0.05). The state anxiety scores obtained after the posttest were significantly lower than the state anxiety scores obtained before the pretest. According to the Academic Motivation Scale scores, the extrinsic motivation - external regulation subscale was significantly lower in Group 3 compared to the other groups (P<0.05). For the knowledge test results, there was a significant difference between the pretest and posttest scores in all groups, and the mean posttest scores were higher than the mean pretest scores. The posttest score of the daytime education face-to-face group (Classical education, Group 1) was significantly higher than the other groups (P=0.011). Conclusion: In our study, the daytime education face-to-face group was the most effective among the different teaching styles and training methods in nervous system histology education. Our finding that the efficiency of distance education applications was not as high as face-to-face education suggests that such digital applications require further optimization. The lower success rates observed in the evening education groups can be increased by integrating face-to-face and distance education.

Views of Vocational School Students About Distance Education Applications During The Covid-19 Pandemic

The aim of this study is to determine the views of vocational school students about the positive and negative effects of distance education applications during the COVID-19 pandemic. Qualitative research method and phenomenology design were used in the study. Maximum variation sampling was preferred in sample selection. The sample group consisted of 39 second-year students studying at Technical Sciences Vocational School of Bingöl University in the city centre of Bingöl in the 2021-2022 academic year. The researcher collected data by using a student interview form with 13 questions in order to get the views of the participants in detail. The descriptive analysis method was employed to analyse the data. As a result of the research, findings regarding the first changes in feelings and thoughts, the positive and negative effects of distance education applications on courses, their suggestions for distance education applications and the continuity of distance education applications were obtained.

New Possibility Soft Sets with Quality Assurance Application in Distance Education

The probability fuzzy soft set is an approach that is obtained by adding a probability degree to each approximate element of the fuzzy soft set and is formed by combining Fuzzy Set Theory and Soft Set Theory. This idea was later studied in different sets, such as intuitionistic fuzzy sets, neutrosophic fuzzy sets, Pythagorean fuzzy sets, etc. In this paper, a new Possibility Set is defined in the Fermatean Fuzzy environment and the essential features of new sets have been examined. The set-theoretic operations of new possibility sets, such as subset, soft equal, complement, union, intersection, AND, and OR, have been characterized with the help of elaborated examples. Their fundamental laws and properties are also discussed. A practical example concerning quality assurance in distance education is studied to demonstrate the applicability of new similarity measures in decision-making situations. Thus, it has been shown that the newly given similarity measure can be successfully applied to real-world decision problems. Finally, a comparison of the similarity of the proposed model is made with some existing models.

Application of Information Network Technology in Distance Training

With the continuous growth of people's demand for education, the traditional education model can no longer meet the needs of students. Therefore, scholars have begun to explore how to provide more flexible and convenient distance training through information network technology. The application of information network technology in distance training has become a hot topic in the field of education in recent years. With the rapid development of various Internet technologies, the application of distance education has become an indispensable part of modern education. This article aims to explore the application of information network technology in distance training, analyze the application of information network technology in distance training, and explore how to optimize the effectiveness of distance education and improve students' learning experience and learning outcomes. Through in-depth research on the application of information network technology in distance training, it will help promote the development of distance education and improve the utilization efficiency of educational resources.

Effective ways of teaching in distance education

The purpose of this research is to obtain the opinions of primary school teachers about effective teaching methods in distance education. In this study, the phenomenology design, one of the qualitative research models, was used. The participant group of the research consists of 32 primary school teachers who gave education in various primary schools in the Astana, Kazakhstan, in the 2021–2022 academic year. Research data were collected with the semi-structured interview form developed by the researchers. Descriptive analysis method was used in the analysis of the research data. As a result of the research, it was determined that the vast majority of primary school teachers found distance education somewhat effective. The difficulties faced by primary school teachers in distance education applications are inefficient courses, limitations on the internet and computer, low motivation and high level of anxiety and communication problems. Primary school teachers' views on the methods to be followed in making distance education effective has been categorised as providing proficiency training in educational technologies, providing blended learning opportunities, creating interaction opportunities, involving the family in the learning process and creating an effective assessment and evaluation environment. In addition, primary school teachers include effective teaching methods in distance education as creating a blended learning environment, creating a simultaneous and divergent learning environment, creating a simultaneous learning environment and creating a different time learning environment.
 Keywords: Distance education, teacher opinions, primary school teachers;

Ergenlerin Covıd-19 Pandemi Stresi Üzerine Akış Kuramına Dayalı Bir Psiko-Eğitim Programı: Deneysel Bir Çalışma

Tüm dünyayı ve ülkemizi ani bir şekilde etkileyen Covıd-19 pandemisi sonucunda yürürlüğe konulan sosyal mesafe ve hijyen kuralları, sokağa çıkma kısıtlamaları ve uzaktan eğitim uygulamaları gibi bir dizi tedbirler, insanların normal yaşam koşullarında pek çok değişime yol açmıştır. Pandemi sürecine bağlı bu değişimlerin özellikle de lisede öğrenim gören ergenlerin stres düzeylerinde artışlar meydana getirdiğine yönelik açıklamaların zaman zaman uzmanlar tarafından ifade edildiği görülmüştür. Bu araştırmanın amacı "Pandemi Stresi için Uyarlanmış Akış Kuramına Dayalı Stresle Başa Çıkma Grup Programı"nın lise öğrencilerinin Covıd-19 pandemi stresi ve stresle başa çıkma stratejileri düzeylerine olan etkisini incelemektir. Araştırma deneysel model kullanılarak gerçekleştirilmiş olup araştırmanın çalışma grubu, 2020-2021 eğitim-öğretim yılında Kayseri ili, Talas ilçesinde, Milli Eğitim Bakanlığı’na bağlı 6 devlet lisesinde öğrenim gören 10’u deney 10’u da kontrol grubu olmak üzere toplam 20 öğrenciden oluşturmaktadır. Araştırma kapsamında deney grubuna hazırlanan 13 oturumluk çevrimiçi grupla psiko-eğitim programı uygulanmış, kontrol grubuna ise herhangi bir çalışma yapılmamıştır. Araştırmanın verileri, "Gözden Geçirilmiş Stresle Başa Çıkma Stratejileri Ölçeği", "Koronavirüs Anksiyete Ölçeği" ve "Yaşantıyı Örnekleme Formu" kullanılarak elde edilmiştir. Elde edilen verilerin analizinde tekrarlı ölçümler için "Mann-Whitney U" testi kullanılmıştır. Araştırma sonucunda, elde edilen bulgulara göre "Pandemi Stresi İçin Uyarlanmış Akış Kuramına Dayalı Stresle Başa Çıkma Grup Programı" ile ergenlerin "Covıd-19 pandemi stresi" ve "Stresle Başa Çıkma Stratejileri" toplam puanı düzeyleri arasında anlamlı bir ilişki olduğu tespit edilmiştir. Elde edilen bulgulardan hareketle "Pandemi Stresi için Uyarlanmış Akış Kuramına Dayalı Stresle Başa Çıkma Grup Programı" ergenlerin Covıd-19 pandemi stresini azaltmada ve "Stresle Başa Çıkma Stratejileri Genel Puanını” yükseltmekte etkili bir program olduğu görülmüştür.