Emergency remote teaching in Turkey: a systematic literature review

Simple item page
buir.advisorAteşkan, Armağan
dc.contributor.authorİnal, Selin
dc.date.accessioned2023-03-02T07:28:18Z
dc.date.available2023-03-02T07:28:18Z
dc.date.copyright2022-12
dc.date.issued2022-12
dc.date.submitted2022-12-09
dc.departmentM.A. in Curriculum and Instructionen_US
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (Master's): Bilkent University, M.A. in Curriculum and Instruction, İhsan Doğramacı Bilkent University, 2022.en_US
dc.descriptionIncludes bibliographical references (leaves 68-81).en_US
dc.description.abstractThe aim of this study is to systematically review the literature on Emergency Remote Teaching (ERT) during COVID-19 period in Turkey which started on March 23, 2020 and continued until the end of the spring term 2019-2020 in K12 and higher education context. The study sample consisted of 52 articles which were located from Scopus, ERIC and DergiPark databases through search criteria and examined under systematic literature review procedures. Articles are categorized according to their demographic data; methodology, data collection tools, size of the sample, sample type, level of the sample, curricular area, and digital platforms. Results indicated that qualitative research methods were the most preferred amongst the studies, conducted mostly in the higher education level. Sample sizes of the studies differed between 0-400 and small-scale research was the most popular. Amongst the articles, video conferencing tool Zoom was the most encountered digital tool. The research articles were reviewed to locate the changes happened within the teaching-learning cycle during ERT period regarding students and teachers of K12 and higher education contexts. Findings included following patterns; concepts of context as accessibility, flexibility of time and space, characteristics of home environments, internet and infrastructure problems, inequalities in possession of required technology; concepts of classroom processes as participation, use of materials and communication between students and instructors; concepts of input as content, students’ levels of interest and motivation, students’ study habits and students’ learning style. Implications for practice and implications for further research were given.en_US
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityby Selin İnalen_US
dc.format.extentx, 91 leaves : 30 cm.en_US
dc.identifier.itemidB161842
dc.identifier.urihttp://hdl.handle.net/11693/112009
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEmergency remote teachingen_US
dc.subjectDistance educationen_US
dc.subjectCOVID-19en_US
dc.subjectOnline learningen_US
dc.titleEmergency remote teaching in Turkey: a systematic literature reviewen_US
dc.title.alternativeTürkiye’de acil uzaktan eğitim: sistematik literatür incelenmesien_US
dc.typeThesisen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
B161842.pdf
Size:
1.03 MB
Format:
Adobe Portable Document Format
Description:
Full printable version
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.69 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

M.A. in Curriculum and Instruction - Master's degree