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Trends of Studies on Education in the Covid 19 Pandemic: A Descriptive Content Analysis

Yıl 2022, Cilt 6, Sayı 1, 20 - 28, 01.08.2022
https://doi.org/10.31805/acjes.1051651

Öz

This paper aims to examine the trends of studies on education in the Covid 19 process with a holistic approach. The sample of this study consists of 360 studies published in journals within the scope of SSCI, SCI-Expanded, ESCI, SCOPUS, and ERIC. The publication classification form was used in the analysis of the studies. In this research, descriptive- content analysis, one of the qualitative research designs, was used. According to the results, the studies were published in the Education Sciences Journal and published in journals with SSCI and SSCI-exp index the most. The studies were mostly the subjects that involved the distance education process and remote learning. In addition, it found that the most used research method was qualitative method. Document review, interview, and survey were used as data collection tools. Also, the sample size of the studies was mostly undergraduate students, and the sample level was between 31-100. Descriptive analysis and content analysis were mostly used in the analysis of the data. It revealed that t-test and non-parametric tests were mostly applied in the results obtained regarding the inferential statistics calculations. We can state the following about the result of the research; During the covid 19 process, studies were mostly gathered under the umbrella of distance education. Studies have guided the education world on how the education world can better use and develop the remote learning process in case of an epidemic or a global threat.

Kaynakça

  • Alameny-Arrebola, I., Rojas-Ruiz, G., Granda-Vera, J., &Mingorance-Estrada, Á. C. (2020). Influence of covid 19 on the perception of academic self-efficacy, state anxiety, and trait anxiety in college students. Front. Psychol., 11(9), 1-11. https://doi.org/10.3389/fpsyg.2020.570017
  • Arnheim, R. (1961). The gestalt theory of expression. In M. Henle (Ed.), Documents of Gestalt Psychology (pp. 301-323). University of California Press. https://doi.org/10.1525/9780520313514-020
  • Aristovnik, A., Keržic, D., Ravšelj, D., Tomaževic, N., &Umek, L. (2020). Impacts of the covid 19 pandemic on life of higher education students: a global perspective. Sustainability, 12(84), 4-34. https://doi.org/10.3390/su12208438
  • Aydın, A. (2007). Eğitim psikolojisi.Tek Ağaç Eylül Yayıncılık.
  • Baı, H. (2020). A critical reflection on environmental education during the Covid 19 pandemic. Journal of Philosophy of Education, 54(4), 918-925. https://doi.org/10.1111/1467-9752.12472
  • Cavus, N., Sani, A. S., Haruna, Y., &Lawan, A. A. (2020). Efficacy of social networking sites for sustainable education of Covid-19: a systematic review. Sustainability, 13(808), 4-18. https://doi.org/10.3390/su13020808
  • Darras, K. E., Bruin, A. B., Hague, C., & Forster, B. B. (2021). Undergraduate radiology education during the covid 19 pandemic: a review of teaching and learning strategies. Education and Training, 72(2), 194-200. https://doi.org/10.1177%2F0846537120944821
  • Dhanalakshmi, R., Mary, A. A., Shrijith, D., &Vijayaraghavan, N. (2020). A study on covid-19 impacting Indian education. Materials Today: Proceedings, 46(3), 1-5. https://doi.org/10.1016/j.matpr.2021.02.786.
  • Doğan, H., &Tok, T. N. (2018). Türkiye'de eğitim bilimleri alanında yayınlanan makalelerin incelenmesi: Eğitim ve bilim dergisi örneği. Current Research Education, 4(2), 94-109.
  • Ellis, W. D. (2013). A source book of Gestalt psychology. Routledge.
  • Gamage, K. A., Wijesuriya, D. I., Ekanayake, S. Y., Rennie, A. E., Lambert, C. G., &Gunawardhana, N. (2020). Online delivery of teaching and laboratory practices: continuity of university programmes during Covıd-19 pandemic. Education Sciences, 10(291), 2-9. https://doi.org/10.3390/educsci10100291
  • Grauman, O. (2020). Effects of the Covıd-19 pandemic on students and parents. International Dialogues on Education, 7(2), 52-60.
  • Göktaş, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, Ö., Yıldırım, G., &Reisoğlu, İ. (2012). Türkiye'de eğitim teknolojileri araştırmalarındaki eğilimler: 2000-2009 dönemi makalelerinin içerik analizi. Kuram ve Uygulamada Eğitim Bilimleri, 12(1), 177-199.
  • Hadar, L. L., Ergas, O., Alpert, B., &Ariav, T. (2020). Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies. European Journal of Teacher Education, 43(4), 573-586. https://doi.org/10.1080/02619768.2020.1807513
  • Hew, K. F., Kale, U., & Kim, N. (2007). Past research in instructional technology: Results of a content analysis of empirical studies published in three prominent instructional technology journals from the year 2000 through 2004. Journal of Educational Computing Research, 36(3), 269-300. https://doi.org/10.2190%2FK3P8-8164-L56J-33W4
  • Homolak, J., Kodvanj, I., &Virag, D. (2020). Preliminary analysis of Covid-19 academic information patterns: a call for open science in the times of closed borders. Scientometrics, 124, 2687–2701. https://doi.org/10.1007/s11192-020-03587-2
  • Humphrey, G. (1924). The psychology of the gestalt. Journal of Educational Psychology, 15(7), 401.
  • Iglesias-Pradas, S., Hernandez-García, A., & Chaparro-Pelaez, J. (2021). Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic. Computers in Human Behavior, 13(119), 2-18. https://doi.org/10.1016/j.chb.2021.106713
  • Iyer, P., Aziz, K., &Ojcius, D. M. (2020). Impact of COVID-19 on dental education in the United States. Journal of Dental Education, 84(6), 718-721. https://doi.org/10.1002/jdd.12163
  • Kay, J., Mcrae, N., & Russell, L. (2020). Two institutional responses to work-integrated learning in a time of COVID-19: Canada and Australia. International Journal of Work-Integrated Learning, Special Issue, 21(5), 491-503.
  • Kidd, W., & Murray, J. (2020). The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online. European Journal of Teacher Education, 43(4), 542-558. https://doi.org/10.1080/02619768.2020.1820480
  • Kuhfeld, M., Soland, J., & Tarasawa, B. (2020). Projecting the potential impact of COVID-19 School. Educational Researcher, 49(8), 549-565. https://doi.org/10.3102%2F0013189X20965918
  • Joel Latner, Ph.D. (2011). [Review of The Emergent Self: An existential-gestalt approach, by Peter Philippson]. Gestalt Review, 15(2), 180–188. https://doi.org/10.5325/gestaltreview.15.2.0180
  • Lin, T.C., Lin, T.J. & Tsai, C.C. (2014). Research trends in science education from 2008 to 2012: A systematic content analysis of publications in selected journals. International Journal of Science Education, 36(8), 1346-1372. https://doi.org/10.1080/09500693.2013.864428
  • Maulana, N. (2020). Research trends in marketing science before Covid-19 outbreak: A literature review. Management & Marketing: Challenges for the Knowledge Society, 15(1), 514-533.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications, Inc.
  • Miller, R. (1992). Introducing holistic education: the historical and pedagogical context of the 1990 Chicago statement. Teacher Education Quarterly, 19(1), 5-13. Retrieved June 11, 2021. from http://www.jstor.org/stable/23475623
  • Sahlberg, P. (2020). Does the pandemic help us make education more equitable? Educational Research for Policy and Practice, 20(11), 11-18. https://doi.org/10.1007/s10671-020-09284-4
  • Sözbilir, M., Kutu, H., &Yaşar, M. D. (2012). Science education research in Turkey: A content analysis of selected features of papers published.Practice in Europe, 13(5), 341-373
  • In J. Dillon & D. Jorde (Eds). The World of Science Education: Handbook of Research in Europe (pp.341- 374). Sense Publishers.
  • Torrau, S. (2020). Exploring teaching and learning about the Corona. Journal of Social Science, 4(19), 15-29.
  • TUBİTAK (2020). Covid 19 ve toplum, salgının ekonomik, beşeri, sosyal etkileri bulgular, sonuçlar, öneriler.TubitakYayınları.
  • UNESCO (2020). Covid-19 educational disruption and response. Unesco: https://en.unesco.org/covid19/educationresponse Velavan, T. P., & Meyer, C. G. (2020). The Covid-19 epidemic. Tropical Medicine and International Health, 3(25), 278-280. https://dx.doi.org/10.1111%2Ftmi.13383
  • Weisberg, R. W., & Alba, J. W. (1982). Problem solving is not like perception: More on Gestalt theory. Journal of Experimental Psychology: General, 111(3), 326–330. https://doi.org/10.1037/0096-3445.111.3.326
  • Wertheimer, M. (1938). Gestalt theory. In W. D. Ellis (Ed.), A source book of Gestalt psychology (p. 1–11). Kegan Paul, Trench, Trubner& company. https://doi.org/10.1037/11496-001
  • WHO (World Health Organization), (2020). Coronavirus disease (COVID-19), Situation Report-127.
  • Wong, K. M., & Moorhouse, B. L. (2020). The impact of social uncertainty, protests, and covıd-19 on hongkong teachers. Journal of Loss and Trauma, 25(8), 649-655. https://doi.org/10.1080/15325024.2020.1776523
  • Yaman, B. (2021). Covid-19 pandemis sürecinde Türkiye ve Çin’de uzaktan eğitim süreç ve uygulamalarının incelenmesi. Uluslararası Toplum Araştırmaları Dergisi-International Journal of Society Researches, 10(7),3298-3308. https://doi.org/10.26466/opus.857131
  • Yang, R. (2020). China’s higher education during the COVID-19. Higher Education Research & Development, 39(7), 1317-1321. https://doi.org/10.1080/07294360.2020.1824212
  • Yavuz, M., Kayalı, B., &Tutal, Ö. (2021). Trend of distance education research in the covid-19 period: A bibliometric and content analysis. Journal of Educational Technology & Online Learning, 4(2), 256-279. https://doi.org/10.31681/jetol.922682
  • Yu, J., &Jee, Y. (2021). Analysis of online classes in physical education during the COVID-19 pandemic. Education Sciences, 11(3), 2-14. https://doi.org/10.3390/educsci11010003

Yıl 2022, Cilt 6, Sayı 1, 20 - 28, 01.08.2022
https://doi.org/10.31805/acjes.1051651

Öz

Kaynakça

  • Alameny-Arrebola, I., Rojas-Ruiz, G., Granda-Vera, J., &Mingorance-Estrada, Á. C. (2020). Influence of covid 19 on the perception of academic self-efficacy, state anxiety, and trait anxiety in college students. Front. Psychol., 11(9), 1-11. https://doi.org/10.3389/fpsyg.2020.570017
  • Arnheim, R. (1961). The gestalt theory of expression. In M. Henle (Ed.), Documents of Gestalt Psychology (pp. 301-323). University of California Press. https://doi.org/10.1525/9780520313514-020
  • Aristovnik, A., Keržic, D., Ravšelj, D., Tomaževic, N., &Umek, L. (2020). Impacts of the covid 19 pandemic on life of higher education students: a global perspective. Sustainability, 12(84), 4-34. https://doi.org/10.3390/su12208438
  • Aydın, A. (2007). Eğitim psikolojisi.Tek Ağaç Eylül Yayıncılık.
  • Baı, H. (2020). A critical reflection on environmental education during the Covid 19 pandemic. Journal of Philosophy of Education, 54(4), 918-925. https://doi.org/10.1111/1467-9752.12472
  • Cavus, N., Sani, A. S., Haruna, Y., &Lawan, A. A. (2020). Efficacy of social networking sites for sustainable education of Covid-19: a systematic review. Sustainability, 13(808), 4-18. https://doi.org/10.3390/su13020808
  • Darras, K. E., Bruin, A. B., Hague, C., & Forster, B. B. (2021). Undergraduate radiology education during the covid 19 pandemic: a review of teaching and learning strategies. Education and Training, 72(2), 194-200. https://doi.org/10.1177%2F0846537120944821
  • Dhanalakshmi, R., Mary, A. A., Shrijith, D., &Vijayaraghavan, N. (2020). A study on covid-19 impacting Indian education. Materials Today: Proceedings, 46(3), 1-5. https://doi.org/10.1016/j.matpr.2021.02.786.
  • Doğan, H., &Tok, T. N. (2018). Türkiye'de eğitim bilimleri alanında yayınlanan makalelerin incelenmesi: Eğitim ve bilim dergisi örneği. Current Research Education, 4(2), 94-109.
  • Ellis, W. D. (2013). A source book of Gestalt psychology. Routledge.
  • Gamage, K. A., Wijesuriya, D. I., Ekanayake, S. Y., Rennie, A. E., Lambert, C. G., &Gunawardhana, N. (2020). Online delivery of teaching and laboratory practices: continuity of university programmes during Covıd-19 pandemic. Education Sciences, 10(291), 2-9. https://doi.org/10.3390/educsci10100291
  • Grauman, O. (2020). Effects of the Covıd-19 pandemic on students and parents. International Dialogues on Education, 7(2), 52-60.
  • Göktaş, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, Ö., Yıldırım, G., &Reisoğlu, İ. (2012). Türkiye'de eğitim teknolojileri araştırmalarındaki eğilimler: 2000-2009 dönemi makalelerinin içerik analizi. Kuram ve Uygulamada Eğitim Bilimleri, 12(1), 177-199.
  • Hadar, L. L., Ergas, O., Alpert, B., &Ariav, T. (2020). Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies. European Journal of Teacher Education, 43(4), 573-586. https://doi.org/10.1080/02619768.2020.1807513
  • Hew, K. F., Kale, U., & Kim, N. (2007). Past research in instructional technology: Results of a content analysis of empirical studies published in three prominent instructional technology journals from the year 2000 through 2004. Journal of Educational Computing Research, 36(3), 269-300. https://doi.org/10.2190%2FK3P8-8164-L56J-33W4
  • Homolak, J., Kodvanj, I., &Virag, D. (2020). Preliminary analysis of Covid-19 academic information patterns: a call for open science in the times of closed borders. Scientometrics, 124, 2687–2701. https://doi.org/10.1007/s11192-020-03587-2
  • Humphrey, G. (1924). The psychology of the gestalt. Journal of Educational Psychology, 15(7), 401.
  • Iglesias-Pradas, S., Hernandez-García, A., & Chaparro-Pelaez, J. (2021). Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic. Computers in Human Behavior, 13(119), 2-18. https://doi.org/10.1016/j.chb.2021.106713
  • Iyer, P., Aziz, K., &Ojcius, D. M. (2020). Impact of COVID-19 on dental education in the United States. Journal of Dental Education, 84(6), 718-721. https://doi.org/10.1002/jdd.12163
  • Kay, J., Mcrae, N., & Russell, L. (2020). Two institutional responses to work-integrated learning in a time of COVID-19: Canada and Australia. International Journal of Work-Integrated Learning, Special Issue, 21(5), 491-503.
  • Kidd, W., & Murray, J. (2020). The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online. European Journal of Teacher Education, 43(4), 542-558. https://doi.org/10.1080/02619768.2020.1820480
  • Kuhfeld, M., Soland, J., & Tarasawa, B. (2020). Projecting the potential impact of COVID-19 School. Educational Researcher, 49(8), 549-565. https://doi.org/10.3102%2F0013189X20965918
  • Joel Latner, Ph.D. (2011). [Review of The Emergent Self: An existential-gestalt approach, by Peter Philippson]. Gestalt Review, 15(2), 180–188. https://doi.org/10.5325/gestaltreview.15.2.0180
  • Lin, T.C., Lin, T.J. & Tsai, C.C. (2014). Research trends in science education from 2008 to 2012: A systematic content analysis of publications in selected journals. International Journal of Science Education, 36(8), 1346-1372. https://doi.org/10.1080/09500693.2013.864428
  • Maulana, N. (2020). Research trends in marketing science before Covid-19 outbreak: A literature review. Management & Marketing: Challenges for the Knowledge Society, 15(1), 514-533.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications, Inc.
  • Miller, R. (1992). Introducing holistic education: the historical and pedagogical context of the 1990 Chicago statement. Teacher Education Quarterly, 19(1), 5-13. Retrieved June 11, 2021. from http://www.jstor.org/stable/23475623
  • Sahlberg, P. (2020). Does the pandemic help us make education more equitable? Educational Research for Policy and Practice, 20(11), 11-18. https://doi.org/10.1007/s10671-020-09284-4
  • Sözbilir, M., Kutu, H., &Yaşar, M. D. (2012). Science education research in Turkey: A content analysis of selected features of papers published.Practice in Europe, 13(5), 341-373
  • In J. Dillon & D. Jorde (Eds). The World of Science Education: Handbook of Research in Europe (pp.341- 374). Sense Publishers.
  • Torrau, S. (2020). Exploring teaching and learning about the Corona. Journal of Social Science, 4(19), 15-29.
  • TUBİTAK (2020). Covid 19 ve toplum, salgının ekonomik, beşeri, sosyal etkileri bulgular, sonuçlar, öneriler.TubitakYayınları.
  • UNESCO (2020). Covid-19 educational disruption and response. Unesco: https://en.unesco.org/covid19/educationresponse Velavan, T. P., & Meyer, C. G. (2020). The Covid-19 epidemic. Tropical Medicine and International Health, 3(25), 278-280. https://dx.doi.org/10.1111%2Ftmi.13383
  • Weisberg, R. W., & Alba, J. W. (1982). Problem solving is not like perception: More on Gestalt theory. Journal of Experimental Psychology: General, 111(3), 326–330. https://doi.org/10.1037/0096-3445.111.3.326
  • Wertheimer, M. (1938). Gestalt theory. In W. D. Ellis (Ed.), A source book of Gestalt psychology (p. 1–11). Kegan Paul, Trench, Trubner& company. https://doi.org/10.1037/11496-001
  • WHO (World Health Organization), (2020). Coronavirus disease (COVID-19), Situation Report-127.
  • Wong, K. M., & Moorhouse, B. L. (2020). The impact of social uncertainty, protests, and covıd-19 on hongkong teachers. Journal of Loss and Trauma, 25(8), 649-655. https://doi.org/10.1080/15325024.2020.1776523
  • Yaman, B. (2021). Covid-19 pandemis sürecinde Türkiye ve Çin’de uzaktan eğitim süreç ve uygulamalarının incelenmesi. Uluslararası Toplum Araştırmaları Dergisi-International Journal of Society Researches, 10(7),3298-3308. https://doi.org/10.26466/opus.857131
  • Yang, R. (2020). China’s higher education during the COVID-19. Higher Education Research & Development, 39(7), 1317-1321. https://doi.org/10.1080/07294360.2020.1824212
  • Yavuz, M., Kayalı, B., &Tutal, Ö. (2021). Trend of distance education research in the covid-19 period: A bibliometric and content analysis. Journal of Educational Technology & Online Learning, 4(2), 256-279. https://doi.org/10.31681/jetol.922682
  • Yu, J., &Jee, Y. (2021). Analysis of online classes in physical education during the COVID-19 pandemic. Education Sciences, 11(3), 2-14. https://doi.org/10.3390/educsci11010003

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Nur ÜTKÜR GÜLLÜHAN> (Sorumlu Yazar)
İstanbul Üniversitesi- Cerrahpaşa
0000-0003-2062-5430
Türkiye


Derya BEKİROĞLU>
ISTANBUL UNIVERSITY-CERRAHPASA
0000-0002-5322-8290
Türkiye

Yayımlanma Tarihi 1 Ağustos 2022
Yayınlandığı Sayı Yıl 2022, Cilt 6, Sayı 1

Kaynak Göster

Bibtex @araştırma makalesi { aebd1051651, journal = {Academy Journal of Educational Sciences}, eissn = {2602-3342}, address = {akademiegitimbilimleri@gmail.com}, publisher = {Abdullah KALDIRIM}, year = {2022}, volume = {6}, number = {1}, pages = {20 - 28}, doi = {10.31805/acjes.1051651}, title = {Trends of Studies on Education in the Covid 19 Pandemic: A Descriptive Content Analysis}, key = {cite}, author = {Ütkür Güllühan, Nur and Bekiroğlu, Derya} }
APA Ütkür Güllühan, N. & Bekiroğlu, D. (2022). Trends of Studies on Education in the Covid 19 Pandemic: A Descriptive Content Analysis . Academy Journal of Educational Sciences , 6 (1) , 20-28 . DOI: 10.31805/acjes.1051651
MLA Ütkür Güllühan, N. , Bekiroğlu, D. "Trends of Studies on Education in the Covid 19 Pandemic: A Descriptive Content Analysis" . Academy Journal of Educational Sciences 6 (2022 ): 20-28 <http://journal.acjes.com/tr/pub/issue/71380/1051651>
Chicago Ütkür Güllühan, N. , Bekiroğlu, D. "Trends of Studies on Education in the Covid 19 Pandemic: A Descriptive Content Analysis". Academy Journal of Educational Sciences 6 (2022 ): 20-28
RIS TY - JOUR T1 - Trends of Studies on Education in the Covid 19 Pandemic: A Descriptive Content Analysis AU - NurÜtkür Güllühan, DeryaBekiroğlu Y1 - 2022 PY - 2022 N1 - doi: 10.31805/acjes.1051651 DO - 10.31805/acjes.1051651 T2 - Academy Journal of Educational Sciences JF - Journal JO - JOR SP - 20 EP - 28 VL - 6 IS - 1 SN - -2602-3342 M3 - doi: 10.31805/acjes.1051651 UR - https://doi.org/10.31805/acjes.1051651 Y2 - 2022 ER -
EndNote %0 Academy Journal of Educational Sciences Trends of Studies on Education in the Covid 19 Pandemic: A Descriptive Content Analysis %A Nur Ütkür Güllühan , Derya Bekiroğlu %T Trends of Studies on Education in the Covid 19 Pandemic: A Descriptive Content Analysis %D 2022 %J Academy Journal of Educational Sciences %P -2602-3342 %V 6 %N 1 %R doi: 10.31805/acjes.1051651 %U 10.31805/acjes.1051651
ISNAD Ütkür Güllühan, Nur , Bekiroğlu, Derya . "Trends of Studies on Education in the Covid 19 Pandemic: A Descriptive Content Analysis". Academy Journal of Educational Sciences 6 / 1 (Ağustos 2022): 20-28 . https://doi.org/10.31805/acjes.1051651
AMA Ütkür Güllühan N. , Bekiroğlu D. Trends of Studies on Education in the Covid 19 Pandemic: A Descriptive Content Analysis. ACJES. 2022; 6(1): 20-28.
Vancouver Ütkür Güllühan N. , Bekiroğlu D. Trends of Studies on Education in the Covid 19 Pandemic: A Descriptive Content Analysis. Academy Journal of Educational Sciences. 2022; 6(1): 20-28.
IEEE N. Ütkür Güllühan ve D. Bekiroğlu , "Trends of Studies on Education in the Covid 19 Pandemic: A Descriptive Content Analysis", Academy Journal of Educational Sciences, c. 6, sayı. 1, ss. 20-28, Ağu. 2022, doi:10.31805/acjes.1051651