Opinions of teacher candidates on the effect of emergency distance education implementations during the Covid-19 pandemic period on learning-teaching process, metacognition and social skills: A case study
Effects of emergency distance education implementations
Abstract
The aim of this study is to examine the effects of emergency distance education implementations carried out during the Covid-19 process on metacognition, social skills, active participation, communication with faculty members, as well as learning and teaching processes based on the views of education faculty teacher candidates. The research is a case study. The study was carried out in the Education Faculty of the Kafkas (n:31) and Education Faculty of the Trakya (n:20) in the 2020-2021 Fall semester. Opinions about the process were taken from 51 volunteer participants using a semi-structured interview form. Data was analyzed using content analysis and inductive analysis. As a result of the research, the elements that prospective teachers think that emergency distance education applications increase the effectiveness of the learning-teaching process were obtained in the themes of metacognition, social skills, active participation, effective communication with faculty members, and learning-teaching process. The factors that have a negative impact on the emergency distance education process are again expressed as increasing homework load, insufficient explanation of educational tasks, problems caused by the pandemic, problems originating from the internet, systemic-technological problems, inadequacies in gaining metacognition skills, and uniformity in methods and techniques.
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