Turkiye Klinikleri Journal of Health Sciences

.: ORIGINAL RESEARCH
Türkiye'de Uzaktan Eğitimin Odyoloji Eğitimine Etkisine İlişkin Öğrenci Görüşleri: Tanımlayıcı Bir Çalışma
Student Perspectives on the Impact of Distance Learning on Audiology Education in Türkiye: A Descriptive Study
Sıdıka CESUR ÇOŞKUNa , İbrahim SARIb , Buse HARMANb , Onur ÜSTÜNDAĞb , Ensar UYARb , Merve TORUN TOPÇUa , Başak MUTLUa
aDepartment of Audiology, İstanbul Medeniyet University Faculty of Health Sciences, İstanbul, Türkiye
bİstanbul Medeniyet University Faculty of Health Sciences, İstanbul, Türkiye
Turkiye Klinikleri J Health Sci. 2023;8(4):660-7
doi: 10.5336/healthsci.2023-98002
Article Language: TR
Full Text
ÖZET
 Amaç: Bu çalışma, çevrim içi eğitimin öğrenmeyi, motivasyonu ve başarıyı nasıl etkilediğine dair algılarına odaklanarak, odyoloji lisans öğrencilerinin koronavirüs hastalığı-2019 salgını sırasında çevrim içi eğitim deneyimlerini değerlendirmeyi amaçlamıştır. Gereç ve Yöntemler: Çalışmaya, odyoloji lisans programlarında en az bir dönem çevrim içi eğitim ve bir dönem geleneksel yüz yüze eğitim alan 331 katılımcı dâhil edilmiştir. Verilerin toplanmasında yazarlar tarafından geliştirilen demografik bilgi formu ve çevrim içi eğitim değerlendirme formu kullanılmıştır. Bulgular: Çevrim içi eğitimin avantajlarını değerlendiren anketin ilk aşamasında katılımcıların %63,13'ü ders kayıtlarına çevrim dışı erişebilmenin öğrenmelerini geliştirdiğini belirtmişlerdir. Dezavantajların değerlendirildiği ikinci aşamada, katılımcıların %67,36'sı çevrim içi eğitimde elverişli bir öğrenme ortamının olmamasının başarılarını engellediğini, %63,16'sı aktif katılım eksikliği hissettiğini, %60,71'i ise donanım sorunları (ses, görüntü ve bağlantı sorunları) nedeniyle derslere odaklanmakta zorluk yaşadığını belirtmiştir. Teorik ve uygulamalı derslerde çevrim içi eğitimin yeterliliği ile ilgili olarak, katılımcıların %36,54'ü teorik derslerde çevrim içi eğitimin öğrenme ihtiyaçlarını karşıladığını belirtirken, %80,65'i uygulamalı derslerde çevrim içi eğitimin etkinliği konusunda sınırlılık ifade etmiştir. Sonuç: Çalışmadan elde edilen bulgular odyoloji lisans öğrencilerinin çevrim içi eğitimi ders kayıtlarını tekrar izleyebilme, kendi hızında öğrenme ve bilgiye hızlı erişim imkânı sağlaması açısından avantajlı bulsa da uygulamalı ders içeriklerinin sunulmasında yetersiz kalması, derse aktif katılımı sınırlaması ve teknik aksaklıklar nedeni ile dezavantajlı bulduklarını göstermiştir.

Anahtar Kelimeler: Uzaktan eğitim; odyoloji; COVID-19; akademik başarı
ABSTRACT
 Objective: This study aimed to assess the experiences of audiology undergraduate students with online education during the coronavirus disease-2019 pandemic, focusing on their perceptions of how online education influences learning, motivation, and success. Material and Methods: The study included 331 participants who received at least one semester of online and face-to-face education in audiology undergraduate programs. The data was collected using the demographic information form and the online education evaluation form developed by the authors. Results: In the first part of the questionnaire, which evaluated the advantages of online education, 63.13% of the participants stated that being able to offline access course recordings enhanced their learning. In the second part, which assessed the disadvantages, 67.36% of the participants indicated that the lack of a conducive learning environment in online education hindered their success, 63.16% felt a lack of active engagement, and 60.71% experienced difficulties in focusing on lessons due to hardware problems (audio, visual, and connectivity issues). Regarding the adequacy of online education in theoretical and practical courses, 36.54% of the participants mentioned that online education fulfilled their learning needs in theoretical courses, while 80.65% expressed limitations in the effectiveness of online education for applied courses. Conclusion: The findings of the study showed that audiology students found online education advantageous in terms of being able to watch the course recordings as offline, learning at their own pace, and providing fast access to information, but disadvantaged due to its inadequacy in presenting the applied course content, the restriction of active participation in the course and technical problems.

Keywords: Distance education; audiology; COVID-19; academic success
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