자연주의적 탐구조사(Naturalistic Inquiry)

PART I FOUNDATIONS 1. Foundations of Distance Education Chemistry at a Distance? A True Story Distance Education Today and Tomorrow The Effectiveness of Distance Education - In Case You Wonder What is Distance Education? Facts About Distance Education Media in Education: Earlier Debates Status of Distance Education Telemedicine Characteristics of Distance Education: Two Visions 2. Definitions, History, and Theories of Distance Education Defining Distance Education Emerging Definitions A Brief History of Distance Education Theory and Distance Education 3. Research and Distance Education The Focus of Distance Education Research Learning Outcomes Learner Perceptions Learner Attributes Interaction Barriers to Distance Education Distance Education Technology Myths Regarding Distance Education Research 4. Technologies for Distance Education A True Story A Model of Communication The Cone of Experience A Taxonomy of Distance Education Technologies Distance Education Classrooms PART II. TEACHING AND LEARNING AT A DISTANCE 5. Instructional Design for Distance Education "Signal Fires"? Why Plan for Teaching at a Distance? Principles of Instructional Design Systems Issues to Address in the Planning Process Other Issues to Be Considered Models for Designing World Wide Web Courses Best Practices in Course Design for Distance Education Recommendations for Distance Delivered Instruction - The Unit-Module-Topic Model 6. The Student and Distance Education An Emphasis on the Student Traits of the Distant Learner Attitude Factors Experience Issues Elements for Success Learner Responsibilities Sixty Frequently Asked Student Questions About Distance Education 7. Teaching and Distance Education Quality Instruction at a Distance: Coal Slurry Ponds Teaching the Distant Learner Policy Issues Related to Teaching at a Distance 8. Handouts, Study Guides, and Visuals Printed Media Distance Education Syllabus The Interactive Study Guide Graphic Design Principles Word Pictures Visual Analogies 9. Internet-Based Distance Education The Evolution of Distance Education What Is the Internet, and Why Does It Matter? Foundations of Internet-Based Distance Education Technologies of Internet-Based Distance Educaiton Pedagogies of Internet-Based Distance Education Future of Internet-Based Distance Education 10. Assessment for Distance Education Assessing Learning Gains Purposes for Assessment Assessment and Evaluation Assessment and Instructional Design Assessments and Grading Characteristics of Useful Assessments Objective and Subjective Assessment Measures Assessment Strategies Implementation Strategies Selecting Appropriate Assessment Measures Academic Misconduct What's Ahead for Assessment? PART III. MANAGING AND EVALUATING DISTANCE EDUCATION 11. Copyright and Distance Education Copyright Myths Copyright Essentials Guidelines Recent Copyright-Related Legislation Copyright Applications in Distance Education Obtaining Permission Intellectual Property Rights 12. Managing and Leading a Distance Education Organization The Distance Learning Leader Functions and Roles of a Distance Education Administrator Current Issues in the Administration of Distance Education 13. Evaluating Teaching and Learning at a Distance Research and Evaluation Evaluation and the Open University The AEIOU Approach Program Evaluation: Examples Student Evaluation of Distance Education Courses References Additional Reading Index

Simonson on the five themes at the foundation of Teaching and Learning at a Distance: Foundations of Distance Education

The COVID-19 pandemic brought life to an unexpected halt, and all levels of education including higher education had abrupt changes from face-to-face teaching to emergency remote teaching to sustain the continuity of education. English preparatory schools that provide newly-enrolled university students with one-year intensive English language program are no exception with regard to emergency remote teaching. Metaphor elicitation can be one of the ways to reveal university language instructors’ subtle thoughts about emergency remote teaching. In line with this idea, this paper investigates the use of metaphors elicited from 60 university instructors from different universities in Turkey in relation to emergency remote teaching. After the analysis, 58 valid metaphors were recompiled and classified under six categories. It was identified that instructors found emergency remote teaching quite challenging and dynamic in nature while only a small number of instructors considered it a positive experience. It was also evident in the instructors’ metaphors that they felt inadequate and untrained when they had this abrupt change at first and perceived emergency remote teaching as an unreal experience. Given the fact that there can be emergency situations in the future, we should move on after taking the necessary lessons from this challenging period.

Metaphors as trails of university english language instructors’ perceptions about emergency remote teaching in turkey

Dünya Sağlık Örgütü tarafından 11 Mart 2020’de duyurulan Covid-19 küresel pandemisi eğitimi vurduğunda Dünya’da ve ülkemizdeki öğretmenlerin birçoğu bu ani değişime hazır değildi ve buna rağmen alternatif bir politika veya çözüm olmadığı için itiraz etmeden öğretimlerini online olarak sunmaya mecbur kalmışlardır. Bu bağlamda çalışmada öğretmen adaylarının Covid-19 pandemisi sürecinde yürütülen çevrimiçi eğitim ile görüşlerini oluşturacakları metaforlar aracılığıyla belirlemek amaçlanmıştır. Bu çalışmanın kavramsal çerçevesi Moore’un (2019) etkileşimsel uzaklık kuramına dayanmaktadır. Etkileşimsel uzaklık öğretenler ile öğrenenler bir teknoloji aracılığı ile iletişim kurduğunda aralarında ortaya çıkan davranışların etkileşimini ifade etmektedir. Araştırmanın çalışma grubunu bir devlet üniversitesin farklı bölümlerindeki 129 öğretmen adayı oluşturmaktadır. Katılımcılar amaçlı örnekleme yöntemine göre belirlenmiştir. Elde edilen verilerin analizi sonucunda öğretmen adaylarının çevrimiçi eğitime yönelik olarak 29’u olumlu ve 100 tanesi olumsuz olmak üzere toplam 129 tane metafor üretmişlerdir. Öğretmen adayları çevrimiçi eğitimin tekrar izleme imkanı sunması, destekleyici olması ve zaman-mekan esnekliği sağlaması yönlerini olumlu olarak değerlendirmişlerdir. Tek yönlü anlatım – öğrenci pasifliği, öğrenmenin yetersiz düzeyde olması ve etkileşim yetersizliği ise öğretmen adaylarının çevrimiçi eğitimin olumsuz yönleri olarak belirtmişlerdir. Etkileşim türleri açısından bakıldığında öğretmen adayları en çok öğrenen-içerik ve öğrenen-arayüz etkileşimine ilişkin olumlu metaforlar üretmişlerdir. Öğretmen adaylarının olumsuz metaforlar ürettikleri etkileşim türleri ise en çok öğrenen-öğreten ve öğrenen-içerik etkileşimine ilişkin olmuştur. Bu çalışmanın sonuçları bağlamında çevrimiçi eğitim faaliyetleri öğrenenlerin öğreten, içerik, arayüz, öğrenen ve ders dışı öğrenme ağı ile yeterli düzeyde etkileşime girebileceği şekilde düzenlenmelidir.

/pdf/examining-prospective-teachers-perceptions-of-online-1vte580u.pdf

Examining Prospective Teachers' Perceptions of Online Education during the Covid-19 Pandemic: A Metaphor Analysis

This paper explores metaphors as a process of professional learning, and as a research method to interrogate professional knowledge landscapes (PKLs) within the flexible space and time of online pre-service teacher education. The methodology comprised five pre-service teacher educators with different disciplinary areas of responsibility engaging in metaphorical analysis of our teaching work. We found that the metaphors that frame our e-pedagogy are multiple, reflecting a range of theoretical positions and objects of our teaching work, sometimes internally contradictory notions of education and e-learning, and the complexities of our individual and collective PKLs. We argue that it is crucial in the context of pre-service teacher education to explicitly examine our own metaphors and reflect on the ways that our metaphors might influence pre-service teachers' subsequent teaching practice. In addition, teacher educators can exploit the spatio/temporal freedom afforded by the porous border between the inside of our online environments and their outside worlds to consciously and deliberately consider the metaphors that they adopt to inform their pedagogical choices, and avoid uncritically perpetuating problematic metaphors of teaching practice.

/pdf/professional-knowledge-landscapes-in-online-pre-service-3lspd6fsgs.pdf

Professional Knowledge Landscapes in Online Pre-service Teacher Education: An Exploration through Metaphor

Metaphors are important ways to show how people perceive the world and life around them. By creating metaphors, people show how they position themselves life, and that of other people, their environment, and situations in their minds and what the phenomenon, for which they create a metaphor, means to them in today's world. This has been affected by COVID-19, as conducting education on a distance basis has revealed the need to examine the perceptions of people about distance education. The perceptions of academicians about distance education are also highly important, as they directly affect the learning success and performance of students. In this study, metaphors were addressed in order to determine the perceptions of academicians in Turkey about distance education. In this study, metaphors were collected from 520 academicians working at different universities. The metaphors created by the academicians about distance education were subjected to content analysis and the data were analyzed. As a result of the study, it was determined that the academicians created positive, negative, and neutral metaphors about distance education; however, they mostly used negative metaphors.

/pdf/metaphors-of-academics-in-turkey-for-distance-education-4n94qecrxu.pdf

Metaphors of Academics in Turkey for Distance Education

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Metaphors of Academics in Turkey for Distance Education