Using Online Photovoice (OPV) to Understand Youths’ Perceptions of Distance Education during COVID-19


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Tümkaya S. , Kuşdemir Kayıran B., Tanhan A., Arslan Ü.

International Journal of Education & Literacy Studies, vol.9, no.4, pp.45-60, 2021 (Refereed Journals of Other Institutions)

  • Publication Type: Article / Article
  • Volume: 9 Issue: 4
  • Publication Date: 2021
  • Title of Journal : International Journal of Education & Literacy Studies
  • Page Numbers: pp.45-60

Abstract

In this study we aimed to investigate young college students’ experienced problems and support resources regarding online or distance education during the COVID-19 pandemic. We used an innovative technique, Online Photovoice (OPV) method to collect data. The research includes the theoretical framework created to understand the factors that facilitate and complicate online/distance education processes for prospective teachers in the COVID-19 pandemic. Therefore, the framework consisted of Ecological Systems Theory (EST), Community-Based Participatory Research (CBPR), and OPV. In the analysis of the data, we used Online Interpretive Phenomenological Analysis (OIPA). The study sample consisted of 153 young university students in three universities in the south and southeast of Turkey. The data collection tool was created as an online form consisting of four parts: introduction, general information, and consent form; questions on the most important facilitator and the most important barrier in your life for your online/distance education during the COVID-19 process using OPV; and demographic questions section. When the facilitating factors obtained from the study data were examined, 11 main themes emerged. These main themes were having online or distance education (37%), technology, computer, internet, and helpful course programs (30%), and private space (10%). On the other hand, 16 complicating main themes have emerged including insufficient technology (32%), problems with online education (15%), and financial issues (12%). The participants attributed facilitators and barriers to EST levels, respectively: individual/intrapsychic factors (47%, 43%), microsystem (19%, 48%), exosystem (36%, 37%), and macrosystem (26%, 34%).