SYNCHRONIC DISTANCE EDUCATION FROM THE PERSPECTIVE OF A HANDICAPPED PERSON

dc.creator	Hasan KARAL
dc.creator	Ayca CEBI
dc.creator	Yigit Emrah TURGUT
dc.date	2011-04-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:13:24Z
dc.date.available	2015-07-20T22:13:24Z
dc.identifier	1302-6488
dc.identifier	https://doaj.org/article/d631681d25f14253bb0c1d7e0eea3a5b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15986
dc.description	Nowadays knowledge and communication technologies are developing rapidly and changing people’s lives. With the help of the developing technologies, people can access knowledge independent of time and place and distance education technologies offer handicapped students a range of opportunities in order that they may access a better level of education. By defining perceptions related to the distance education of a physically handicapped student engaged in a program of synchrony distance education at Karadeniz Technical University to throw a fresh light on this topic. Due to the nature research problem, phenomenology, one of qualitative research patterns, was used in this study which has a qualitative character. In this study, because it was intended to present a handicapped person’s thoughts related to distance education, semi-structured interview, one of qualitative data collection techniques was thought to be the most appropriate data collection instrument. The sampling of the research included the handicapped student receiving courses by synchrony distance education in Karadeniz Technical University, two friends of the student following the same course and the assistant in the course environment. The interviews were recorded with a video camera, a transcript of each of the interviews was prepared and the data was analyzed scientifically. In the light of the research findings, it was decided that the synchrony distance education environment helped handicapped person feel more secure and relaxed and for his handicap not to be noticed by others. In addition, without the lecturers’ feeling of compassion, it presented handicapped student with an opportunity to prove himself. Also, because the courses classes? were recorded in this environment, students could review the content of the class in their own time and this process could be repeated, thus the students could learn at their own speed.
dc.language	English
dc.publisher	Anadolu University, Eskisehir
dc.relation	http://tojde.anadolu.edu.tr/tojde42/pdf/article_13.pdf
dc.relation	https://doaj.org/toc/1302-6488
dc.source	The Turkish Online Journal of Distance Education, Vol 12, Iss 2, Pp 187-196 (2011)
dc.subject	Handicapped Students
dc.subject	Synchronic Distance Education
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	SYNCHRONIC DISTANCE EDUCATION FROM THE PERSPECTIVE OF A HANDICAPPED PERSON
dc.type	article