Evaluation and Investigation of Prescience Teachers’ Perceptions Toward Distance Education Free

The worldwide COVID-19 pandemic has profoundly changed almost all aspects of life, including education (Aliyyah et al., 2020). The recent transition from face-to-face to distance education due to the pandemic is a change in education. These changes can affect the trainer and the person being trained and their circumstances. In addition, distance education is a developing situation at the intersection of human-computer interaction, instructional technology, and cognitive science. So, moving to teach online can provide the flexibility of teaching and learning anywhere, anytime. However, this transition to distance education has been faster and more surprising than expected (Hodges et al., 2020). Distance education has become known for its separation from the conditions in which teaching and learning occur naturally (Larreamendy-Joerns & Leinhardt, 2006). Technology has played and continues to play an important role in developing and expanding distance education. Accordingly, many universities have reported an increase in remotely operated tools.

In the last decade, with this increase, numerous efforts have been made to integrate Internet technologies into the teaching and learning process in higher education (Kim & Bonk, 2006). The emergence of distance education affects the faculty, those who teach remotely, and those experimenting with web-based elements blended with traditional classrooms (Mayadas et al., 2009). Moreover, a review of the literature considers student achievement and satisfaction as two ways of assessing the quality of distance education. Various research studies on student satisfaction in online courses or programs have reported that students are both satisfied and dissatisfied (Kim & Bonk, 2006). Especially when these studies are examined, besides the studies focusing on academic achievement, some researchers point out that distance education can be at least as effective as current classroom education (Kim & Bonk, 2006). Therefore, distance education’s progress and learning effectiveness largely depend on students’ highlevel active learning at a distance.

Consequently, it may be appropriate for faculty to use various methods to reinforce students’ distance active learning (Bao, 2020). As the literature is examined, it is possible to come across studies on distance education. These studies evaluate feedback on web-based education, distance learning systems, and their effects on student achievement. In addition, studies have also examined the extent to which interaction and other predictors contribute to student satisfaction in distance learning environments.

Moreover, it was investigated how distance learning self-efficacy, learner-content interaction, learner-instructor interaction, and learner-learner interaction can predict student satisfaction and perceived learning (Alqurashi, 2019; Keskin & Özer, 2020; Kuo et al., 2013; Lai et al., 2019). The study results show that, while the effectiveness of distance education is accepted by most of the students, it has been revealed that distance education is not as effective as face-to-face education. It can be said that students’ success can be directly proportional to their satisfaction, perception, the methods used by the instructors, the conditions they were facing, and the types of interaction. In the light of the literature reviewed, it may be important to conduct the lessons in the form of distance education during the pandemic process to evaluate the advantages, disadvantages, and reflections of the distance education structured according to the feedback of the students and to structure the distance education following the students’ situations in this direction. Since while student satisfaction and positive perceptions are used as key elements in evaluating the courses they take, it is also accepted as an indicator of learning. Since student satisfaction and positive perceptions are critical elements in evaluating their courses, it is also accepted as an indicator of learning. However, for this process to be carried out correctly, higher education does not know the details of the process, how students access and configure information, the programs they can use remotely, the situations they live in, the progress or difficulties in their development. In addition, in faculties of higher education, training 21st-century teachers who are well equipped in their fields and pedagogical education is essential for the future of society. Also, it was thought that the 21st century need for teachers could be supplied by working with preservice teachers. At the end of this research, faculty will be able to communicate well with preservice teachers and guide them in their teaching-learning process. In addition, as a result of this study, it can shed light on and improve the distance education preparations and the situations that may be encountered in the future courses of the universities.

In this way, interruptions or problems students face in education can be minimized. Based on this situation, the study aims to determine the most effective communication for preservice science teachers who continue their education remotely at a state university in Turkey during the COVID-19 pandemic, to determine the internet-based platforms they use and the duration of use, to evaluate the distance education methods and students’ perceptions about distance education. In line with this purpose, “What are the perceptions of preservice science teachers toward conducting distance education courses in recent years?” the answer to the question has been determined.

Phenomenological design, one of the qualitative research types, was used in this research. The phenomenological method studies the experiences of individuals indepth and focuses on the meaning of these idioms for individuals (Creswell, 1998). In this study, the most appropriate method is the phenomenological method, since it is aimed to determine in detail the perceptions of preservice teachers about distance education applied during the pandemic period.

This research studied 50 preservice science teachers at a state university in the 2020–2021 academic year. The criterion sampling method selected preservice teachers for the participant group. Criterion sampling is the study of situations that meet a set of predetermined criteria (Yildirim & Şimşek, 2016). The research determined class attendance as a criterion, and 52 preservice teachers, 13 from each grade level, attended the classes at the maximum level for two semesters. Volunteering was wanted in the selected preservice teachers, and two preservice teachers who did not want to participate in the research were not included. In the second stage of the research, 10 preservice teachers were conducted with the maximum sampling method. Maximum diversity sampling enables the problem situation to be examined on a broader framework by revealing the homogeneous and separate aspects between different situations in line with the determined purpose (Yildirim & Şimşek, 2016). At this stage, preservice teachers with different characteristics were selected, taking into account gender, school average scores, grade level, and their view toward online education.

The Opinion Scale for Distance Education used in the research was developed by Yildirim et al. (2014). The scale was based on studies that included views on distance education. In addition, the developed 42-item scale was applied to the students online. In the pilot applications, 1,040 students in the distance education program of Atatürk University were studied. The scale was finalized by evaluating the data with principal component analysis. The final version of the scale’s research results consisted of 18 items and included four factors (personal relevance, effectiveness, instructiveness, and appropriateness). The Cron-bach alpha coefficient of the internal consistency analysis of the whole scale was calculated as 0.86. Internal consistency coefficients were 0.86 for the “personal suitability” subdimension; 0.82 for “effectiveness”; It was measured as 0.81 for “Instructiveness” and 0.80 for “familiarity.” For this study, exploratory and confirmatory factor analyzes were carried out in the validity studies of the scale. It was determined that the factor distributions were provided, and the goodness of fit indices was at a good level. For this study, the scale’s Cronbach alpha internal consistency coefficient was calculated as 0.84. The internal consistency coefficients were 0.79 for the personal suitability subdimension, 0.83 for the effectiveness subdimension, 0.83 for the instructiveness subdimension, and 0.81 for the familiarity subdimension.

A semistructured opinion form was prepared to determine preservice teachers’ opinions about applied distance education. This form included questions about the way of education, positive and limited aspects of distance education, programs used in distance education, materials, measurement-evaluation methods, and problems encountered. The prepared interview questions were presented to two field experts who took part in distance education and worked on this topic, and the experts stated that the questions could be used as they are. The pilot application of the form was made by selecting three preservice teachers participating in the research. As a result of the pilot application, it was determined that the questions in the opinion form were understandable, and the form served its purpose. The interview form was presented to the preservice teachers online. Before analyzing the data obtained from the interview form, it was examined how many minutes the preservice teachers allocated to each question in the form. It was determined that the time allocated to the questions was sufficient.

This study aimed to investigate the perceptions of preservice science teachers. Due to the COVID-19 pandemic, the Opinion Scale for Distance Education was first applied to evaluate preservice science teachers’ views about distance education within the scope of the distance teaching of the courses. Semistructured interviews were also conducted with ten preservice teachers from the sample to which the scale was applied. The interviews aimed to determine the most effective communication way of preservice teachers, the internet-based platforms they use and the duration of use, the evaluation of distance education methods, and students’ perceptions about distance education.

In this research, SPSS 22 program was used to analyze descriptive statistics obtained from the opinion scale for distance education. The content analysis method was used to analyze the data obtained from the semistructured interview form. First, structural codes were created by reading the answers given by the preservice teachers repeatedly. The codes are given to the relevant parts. Codes are combined under similar categories. The codes are presented under the related themes. Examples of preservice teachers’ responses are given. Analyzes were carried out by two researchers independent of each other. The data were analyzed independently by two researchers. The percentage of agreement between the analyzes of the two researchers was calculated with the Miles Huberman formula. The percentage of agreement for the researcher’s notes was 79%, and the percentage of agreement for the preservice teachers’ opinions was 76%. It can be said that reliability is achieved if the compliance percentages are 70% or more (Miles & Huberman, 1994).

The results of the descriptive statistics analysis, which were conducted to determine the level of preservice teachers’ views on distance education, are given in Table 1.

According to the results of the analysis given in Table 1, views of the preservice teachers toward distance education are below the average in the subdimensions of personal suitability and aptitude, above the average in the subdimension of effectiveness in the subdimension of teaching and generally at an average level.

The opinions of the preservice teachers about the form of education and the analysis results of the reasons for their preference are given in Figure 1.

Figure 1 shows the preservice teachers reported mainly positive opinions about AR with integrated modeling, and their answers were grouped under four themes. According to the results of the analysis given in Figure 1, most preservice teachers prefer face-to-face education. They think that face-to-face education is effective, understandable, and permanent. In addition, preservice teachers do not prefer online education due to the inadequacy of the application, technological inadequacy, lack of efficiency, and lack of opportunities. However, preservice teachers who prefer online education think that online education is comfortable, healthy, abundant resources, and easy to access. The analysis results of prospective teachers’ views on effective and meaningful learning in online education are given in Figure 2.

According to the analysis results given in Figure 2, preservice teachers mostly think that meaningful and effective learning occurs at a moderate level in online education. The analysis results of the preservice teachers’ views on the programs they prefer to use in online education, measurement-evaluation, and methods of putting knowledge into practice are given in Figure 3.

As can be seen from the analysis results given in Figure 3, preservice teachers mostly use Zoom, online education provided by the university infrastructure, and Google document applications. It is seen that some of the preservice teachers do not prefer to use any program in online education. In addition, it was determined that the most frequently encountered assessment-evaluation applications by preservice teachers are question-answer, subject test, and online exams using mixed types of questions. They prefer applications such as doing homework, adapting to sample situations, and actively participating in the lesson to put the knowledge into practice.

The results of the analysis of the preservice teachers’ opinions about the effectiveness of online education are given in Figure 4.

According to the results of the analysis given in Figure 4, it was determined that preservice teachers think that for online education to be effective, the education should be applied and interactive, active learning should be provided, attention should be drawn, technological applications should be utilized, and a plan should be made.

Examples of preservice teachers’ answers are presented below:

As a result of this research, the following has been found:

Half of the preservice teachers prefer face-to-face education, and the other half prefer distance education. Preservice teachers who prefer face-to-face education generally stated that face-to-face education is more effective and efficient than distance education. This result is similar to Pepeler et al. (2018) studies. As a result of the study, they determined that the students thought distance education was ineffective in improving their knowledge.

Preservice teachers do not prefer distance education due to application, technological inadequacy, lack of efficiency, and lack of opportunities. This result is similar to Akca’s (2006) study, based on student impressions, which are communication barriers including technical barriers, psychological barriers, personal barriers, distance barriers, interruption barriers, and time pressure barriers. Also similarly, Karakus et al. (2020) concluded that the most common technical setbacks are internet/ connection problems and unsupported device/hardware deficiency. In addition, it is found that distance education compared to face-to-face education has more disadvantages such as infrastructure problems, lack of active learning, and communication problems.

Preservice teachers prefer distance education types that are safer and where they can benefit from research opportunities and technological opportunities. In addition, they expressed opinions that distance education is comfortable, healthy, resources are abundant, and access is easy. This result is similar to the studies of Kirali and Bülent (2016) and Paydar and Doğan (2019). They stated that most preservice teachers had a positive opinion about distance learning, the course was useful, and they were willing to take the course. Preservice teachers mostly think that meaningful and effective learning in distance education occurs at a moderate level. In other words, distance education is effective. However, preservice teachers are not inclined to do this.

While some of the preservice teachers generally prefer applications such as Zoom, Google Classroom, Google Docs, PowerPoint, and Word in distance education, it is determined that some of them do not prefer to use any program in distance education. In this case, it can be said that Web 2.0 tools are not used at all, and that preservice teachers are insufficient in digital learning. In addition, it was stated that the assessment-evaluation applications most frequently encountered by preservice teachers were question-answer, subject tests, and online exams using mixed-type questions. Meanwhile, it was determined that they preferred applications such as doing homework, adapting to sample situations, and actively participating in the lesson to put the knowledge into practice. The preservice teachers’ opinions were determined that for distance education to be effective, education should be applied and interactive, active learning should be provided, attention should be drawn, technological applications should be utilized, and a plan should be made. In addition, it has been stated that distance education is advantageous compared to face-to-face education in terms of low cost, easily accessible, safe, technological opportunities and resources.

It has been determined that preservice teachers’ views about distance education are average. In summary, it has been coneluded that distance education has advantages and disadvantages compared to face-to-face education. Therefore, both education situations do not have superiority over each other. Finally, it can be suggested that relevant experts strengthen the infrastructure of the distance education system, use more technology-based platforms such as Web 2.0 tools, and provide infrastructure support to trainers and students.