Investigating the Differentiated Experiences of an Academician in the Transition to Distance Education Through a Documentational Framework

Naz Mardani; Menekşe Seden Tapan Broutın

Article Details

Investigating the Differentiated Experiences of an Academician in the Transition to Distance Education Through a Documentational Framework

Authors:

Naz Mardani | Menekşe Seden Tapan Broutın

Publisher:

Bolu Abant Izzet Baysal University

Main Topics:

Matematik Eğitimi

Journal:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1580-1598

Document Type:

Article

Publication Date:

9/2024

Document Language:

English

Document ID (Org No.):

2001325705

pISSN:

1303-0493

Keywords:

Abstract:

 This study examines the documentational genesis of an academician transitioning to distance education during the pandemic. Using qualitative case study design, the research involved an associate professor in engineering at a Turkish state university. Selected via purposeful sampling, the participant was open to sharing experiences and participating in the study. Data were collected through online course video recordings, semi-structured interviews, observations and researcher notes. Content analysis was used for the data analysis, and from the obtained themes, the elements of the participants schemes in online education, the challenges experienced, and the variations in these schemes were presented from a documentational perspective. As a result of the research, it was found that the participating academician used different types of knowledge, including both content knowledge and pedagogical content knowledge, in online education. Additionally, it was concluded that the academician continued to use some resources from face-to-face education during the transition to and process of online education, modified some resources to create differentiated resources, and completely abandoned some resources. Another finding of the research is that the participating academician faced many challenges during the online education process. These challenges were primarily found to be due to student-related and institutional factors. Moreover, the academician expressed both positive and negative opinions about distance education.

 This study examines the documentational genesis of an academician transitioning to distance education during the pandemic. Using qualitative case study design, the research involved an associate professor in engineering at a Turkish state university. Selected via purposeful sampling, the participant was open to sharing experiences and participating in the study. Data were collected through online course video recordings, semi-structured interviews, observations and researcher notes. Content analysis was used for the data analysis, and from the obtained themes, the elements of the participants schemes in online education, the challenges experienced, and the variations in these schemes were presented from a documentational perspective. As a result of the research, it was found that the participating academician used different types of knowledge, including both content knowledge and pedagogical content knowledge, in online education. Additionally, it was concluded that the academician continued to use some resources from face-to-face education during the transition to and process of online education, modified some resources to create differentiated resources, and completely abandoned some resources. Another finding of the research is that the participating academician faced many challenges during the online education process. These challenges were primarily found to be due to student-related and institutional factors. Moreover, the academician expressed both positive and negative opinions about distance education.

 This study examines the documentational genesis of an academician transitioning to distance education during the pandemic. Using qualitative case study design, the research involved an associate professor in engineering at a Turkish state university. Selected via purposeful sampling, the participant was open to sharing experiences and participating in the study. Data were collected through online course video recordings, semi-structured interviews, observations and researcher notes. Content analysis was used for the data analysis, and from the obtained themes, the elements of the participants schemes in online education, the challenges experienced, and the variations in these schemes were presented from a documentational perspective. As a result of the research, it was found that the participating academician used different types of knowledge, including both content knowledge and pedagogical content knowledge, in online education. Additionally, it was concluded that the academician continued to use some resources from face-to-face education during the transition to and process of online education, modified some resources to create differentiated resources, and completely abandoned some resources. Another finding of the research is that the participating academician faced many challenges during the online education process. These challenges were primarily found to be due to student-related and institutional factors. Moreover, the academician expressed both positive and negative opinions about distance education.

 Bu çalışma, pandemi sürecinde uzaktan eğitime geçiş yapmış bir öğretim üyesinin doküman oluşturma sürecini incelemeyi amaçlamaktadır. Çalışma, nitel bir araştırma olup durum çalışması deseni kullanılarak gerçekleştirilmiştir. Çalışma tek bir katılımcı ile gerçekleştirilmiştir. Çalışmanın katılımcısı Türkiyedeki bir devlet üniversitesinde mühendislik fakültesinde doçent olarak görev yapan bir öğretim üyesidir. Araştırmanın verileri, çevrimiçi ders video kayıtları, katılımcı ile yarı yapılandırılmış görüşmeler, gözlemler ve gözlemci notları kullanılarak toplamıştır. Verilerin analizinde içerik analizi yöntemi kullanılmış ve elde edilen temalardan katılımcının çevrimiçi eğitimde doküman oluşturma sürecinde ortaya koyduğu şemalara ait elemanlar, yaşadığı zorluklar ve şemalarındaki değişimler dokümantal bir çerçeveden ortaya konulmaya çalışılmıştır. Araştırmanın sonucu olarak katılımcı akademisyenin çevrimiçi eğitimde gerek alan bilgisi gerekse pedagojik alan bilgisi olak üzere farklı bilgi çeşitlerini kullandığı görülmüştür. Ayrıca akademisyenin çevrimiçi eğitime geçiş ve çevrimiçi eğitim süreçlerinde daha önceki yüz yüze eğitimde kullandığı bazı kaynakları kullanmaya devam ettiği, bazı kaynaklarında değişiklikler yaparak farklılaşmış kaynaklar kullandığı ve bazı kaynaklarını da kullanmayı tamamen bıraktığı sonucuna ulaşılmıştır. Araştırmanın bir diğer sonucu ise katılımcı akademisyenin çevrimiçi eğitim sürecinde pek çok zorlukla karşılaştığı yönündedir. Akademisyen tarafından karşılaşılan bu zorlukların temel olarak öğrencilerden kaynaklı ve kurumdan kaynaklı olduğu tespit edilmiştir. Öte yandan akademisyen, uzaktan eğitimle ilgili hem pozitif hem de negatif görüş bildirmiştir.

Article Details

Investigating the Differentiated Experiences of an Academician in the Transition to Distance Education Through a Documentational Framework

Authors:

Naz Mardani | Menekşe Seden Tapan Broutın

Publisher:

Bolu Abant Izzet Baysal University

Main Topics:

Matematik Eğitimi

Journal:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1580-1598

Document Type:

Article

Publication Date:

9/2024

Document Language:

English

Document ID (Org No.):

2001325705

pISSN:

1303-0493

Distance education

Content analysis

Documentational approach

Higher education.Uzaktan eğitim

İçerik analizi

Dokümantal yaklaşım

Yükseköğretim

Issues

Article Details

Authors: Naz Mardani | Menekşe Seden Tapan Broutın

Publisher: Bolu Abant Izzet Baysal University

Main Topics: Matematik Eğitimi

Journal: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1580-1598

Document Type: Article

Publication Date: 9/2024

Document Language: English

Document ID (Org No.): 2001325705

pISSN: 1303-0493

Issues

Authors:

Naz Mardani | Menekşe Seden Tapan Broutın

Publisher:

Bolu Abant Izzet Baysal University

Main Topics:

Matematik Eğitimi

Journal:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1580-1598

Document Type:

Article

Publication Date:

9/2024

Document Language:

English

Document ID (Org No.):

2001325705

pISSN:

1303-0493