Araştırma Makalesi
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Mutlu çevrimiçi okul

Yıl 2021, Cilt: 7 Sayı: 2, 149 - 171, 29.04.2021

Mustafa Fidan

https://doi.org/10.51948/auad.863191
Cited By: 2

Öz

COVID-19 sırasında okulların aniden kapanması, birçok okulu bileşenlerinin mutluluğu konusunda belirsiz bıraktı. Bu çalışma, uzaktan öğretim gerçekleştirilen ilköğretim okullarında mutlu çevrimiçi okul olgusunu sorgulamaktadır. Bu çalışmanın amacı, mutlu çevrimiçi okulu öğrenci, veli ve öğretmen görüşleri doğrultusunda ortaya koymaktır. Bu nitel araştırma olgu bilim desenindedir. Araştırmanın çalışma grubunu oluşturan 56 öğrenci, 32 veli ve 17 öğretmen ile yarı-yapılandırılmış görüşme yöntemi kullanılarak veriler toplanmıştır. Görüşme soruları ilgili alan yazına dayalı olarak geliştirilmiş ve katılımcılardan derinlemesine bilgi toplamak için kullanılmıştır. Çalışma verileri içerik analizi yöntemiyle çözümlenmiştir. Araştırma bulgularına dayalı olarak, öğrenci, veli ve öğretmen mutluluklarının birleşiminde mutlu çevrimiçi okul açıklanmıştır. Öğrencilere göre mutlu çevrimiçi okul, eğlence, kolaylık, özgürlük ve esnekliktir. Velilere göre mutlu çevrimiçi okul, şeffaflık, sağlık, güvenlik, esneklik ve ekonomikliktir. Öğretmenlere göre mutlu çevrimiçi okul, sağlık, kolaylık, inovasyon ve zamandır. Mutlu çevrimiçi okul öğrenci, veli ve öğretmenler için öznel anlamlandırılmış gibi gözükse de, her bir bileşenin mutluluğu okulun toplam mutluluğuna katkı sunmaktadır.

Anahtar Kelimeler

mutluluk mutlu okul çevrimiçi eğitim Covid-19

Kaynakça

  • Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the Covid-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109.
  • Alqahtani, A. Y., & Rajkhan, A. A. (2020). E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Education Sciences, 10(9), 216-231.
  • Barton, D. C. (2020). Impacts of the COVID‐19 pandemic on field instruction and remote teaching alternatives: Results from a survey of instructors. Ecology and evolution. 10(22), 12499-12507.
  • Bates, A. W., & Bates, T. (2005). Technology, E-Learning and Distance Education. Psychology Press.
  • Bhamani, S., Makhdoom, A. Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home learning in times of COVID: Experiences of parents. Journal of Education and Educational Development, 7(1), 9-26.
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1-6.
  • Brom, C., Lukavský, J., Greger, D., Hannemann, T., Straková, J., & Švaříček, R. (2020). Mandatory home education during the Covid-19 lockdown in the Czech Republic: A rapid survey of 1st-9th graders' parents. In Frontiers in Education,5, 103-115.
  • Brusilovsky, P., Eklund, J., & Schwarz, E. (1998). Web-based education for all: A tool for development adaptive courseware. Computer networks and ISDN systems, 30(1), 291-300.
  • Burns, T. and F. Gottschalk (eds.) (2020), Education in the Digital Age: Healthy and Happy Children, Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/1209166a-en.
  • Coppola, M., Immacolata, S., & Masullo, G. (2020). Parents in Pandemic: parents’ perceptions of risks and psychological, relational, and pedagogical needs in childhood during the COVID-19 emergency in Italy. http://dspace.epoka.edu.al/handle/1/1881
  • Creswell, J. W., & Poth, C. N. (2016). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage publications
  • Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91-96.
  • Döş, İ. (2013). Mutlu okul. Eğitim ve Bilim, 38(170), 265-279.
  • Dwivedi, Y. K., Hughes, D. L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J. S., & Raman, R. (2020). Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life. International Journal of Information Management, 55, 102211.
  • English, A., & Stengel, B. (2010). Exploring fear: Rousseau, Dewey, and Freire on fear and learning. Educational Theory, 60(5), 521-542.
  • Fırat, M., Kılınç, H., & Yüzer, T. V. (2018). Level of intrinsic motivation of distance education students in e‐learning environments. Journal of Computer Assisted Learning, 34(1), 63-70.
  • Fidan, M. (2018). Okullarda örgütsel yaratıcılık ve yönetsel inovasyona ilişkin öğretmen görüşlerinin incelenmesi. Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara
  • Fidan, M. (2020a). Mutlu Okulun Bileşenleri. Eğitim ve Toplum Araştırmaları Dergisi, 7(1), 107-123.
  • Fidan, M. (2020b). Covı̇d-19 belı̇rsı̇zlı̇ğı̇nde eğı̇tı̇m: İlkokulda zorunlu uzaktan eğı̇tı̇me ı̇lı̇şkı̇n öğretmen görüşlerı̇. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(2), 24-43.
  • Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). Parents’ experiences with remote education during covıd-19 school closures. American Journal of Qualitative Research, 4(3), 45-65.
  • Gassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. (2020). COVID-19 and parent-child psychological well-being. Pediatrics, 146(4).1-11.
  • Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of phenomenological psychology, 28(2), 235-260.
  • Griffin, J. (2007). What do happiness studies study?. Journal of Happiness Studies, 8(1), 139- 148.
  • Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 267-282.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27, 1-12.
  • Iivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life–How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55, 102183.
  • Jacobsen, B. (2007). What is happiness? The concept of happiness in existential psychology and therapy. Existential Analysis, 18(1), 39-53.
  • Keeling, C., & Haugestad, A. (2020). Digital Student Preferences: a study of blended learning in Norwegian higher education. Nordic Journal of Modern Language Methodology, 8(2), 89-112.
  • Keller, F. S. (1968). Good-bye, teacher... Journal of applied behavior analysis, 1(1), 79-98.
  • Keskin, M., & Kaya, D. Ö. (2020). COVID-19 sürecinde öğrencilerin web tabanlı uzaktan eğitime yönelik geri bildirimlerinin değerlendirilmesi. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(2), 59-67.
  • Langlois, S., Xyrichis, A., Daulton, B. J., Gilbert, J., Lackie, K., Lising, D., ... & Khalili, H. (2020). The COVID-19 crisis silver lining: interprofessional education to guide future innovation. Journal of interprofessional care, 34(5), 587-592.
  • Lie, A., Tamah, S. M., Gozali, I., Triwidayati, K. R., Utami, T. S. D., & Jemadi, F. (2020). Secondary school language teachers’ online learning engagement during the COVID-19 pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803-832.
  • Louise Barriball, K. & While, A. (1994). Collecting Data using a semi‐structured interview: a discussion paper. Journal of advanced nursing, 19(2), 328-335.
  • Moore, M. G., & Kearsley, G. G. (1996). Distance Education: A System View. Wadsworth.
  • Moustakas, E. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
  • Patrick, S. W., Henkhaus, L. E., Zickafoose, J. S., Lovell, K., Halvorson, A., Loch, S., ... & Davis, M. M. (2020). Well-being of parents and children during the COVID-19 pandemic: a national survey. Pediatrics, 146(4). DOI: https://doi.org/10.1542/peds.2020-016824
  • Rahman, A., Brodie-McKenzie, A., Gillett, W., Holdsworth, R., Heggart, K., Smith, D., ... & Coutts, N. (2020). Reflection: On-line, blended and face-to-face learning: Harnessing flexibility and freedom'reflections on remote learning during the COVID-19 pandemic'. Connect, (243), 23-32.
  • Roblyer, M. D. & Doering, A. H. (2006). Integrating Educational Technology into Teaching (Vol. 2). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
  • Rose S. (2020). Medical student education in the time of COVID19. JAMA. 323(21), 2131-2132.
  • Sculi, J., Phillips, M., Sharma, U. & Garnier, K. (2020). Innovations in teacher education at the time of COVID19: an Australian perspective. Journal of Education for Teaching, 46(4), 1-10.
  • Sharifi, A., & Khavarian-Garmsir, A. R. (2020). The COVID-19 pandemic: Impacts on cities and major lessons for urban planning, design, and management. Science of The Total Environment, 749, 1-14. https://doi.org/10.1016/j.scitotenv.2020.142391
  • Shearer, R. L., Aldemir, T., Hitchcock, J., Resig, J., Driver, J., & Kohler, M. (2020). What students want: A vision of a future online learning experience grounded in distance education theory. American Journal of Distance Education, 34(1), 36-52.
  • Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1. 1-8. https://doi.org/10.1016/j.ijedro.2020.100016
  • Suryaman, M., Cahyono, Y., Muliansyah, D., Bustani, O., Suryani, P., Fahlevi, M., ... & Munthe, A. P. (2020). COVID-19 pandemic and home online learning system: Does it affect the quality of pharmacy school learning? Systematic Reviews in Pharmacy, 11(8), 524-530.
  • Susilowati, E. & Azzasyofia, M. (2020). The parents stress level in facing children study from home in the early of Covid-19 pandemic in Indonesia. International Journal of Science and Society, 2(3), 1-12.
  • Telli Yamamoto, S. G. & Altun, D. (2020). Coronavirüs ve çevrimiçi (online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25-34.
  • Trout, B. S. (2020). The coronavırus-ınduced transıtıon to onlıne learnıng: Perceptions and ıntentions of first-time online students. Quarterly Review of Distance Education, 21(1). 1-12.
  • Ünüvar, P., Calışandemir, F., Tagay, O., Amini, F. (2015). Preschool children's perception of happiness (Turkey and Afghanistan sample). Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 15(34), 1-22.
  • Veenhoven, R. (2005). Is life getting better? How long and happily do people live in modern society? European psychologist, 10(4), 330-343.
  • Volery, T. & Lord, D. (2000), "Critical success factors in online education", International Journal of Educational Management, 14(5). 216-223.
  • Yıldırım, A. & Şimşek, H. (2003). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (8.baskı). Ankara: Seçkin.

Happy online school

Yıl 2021, Cilt: 7 Sayı: 2, 149 - 171, 29.04.2021

Mustafa Fidan

https://doi.org/10.51948/auad.863191
Cited By: 2

Öz

The sudden closure of schools during COVID-19 has left many schools uncertain about their component's happiness. Participants in this study were compelled to engage in online education. The aim of this study is to present the happy online school according to the opinions of students, parents and teachers. This qualitative research is in phenomenology design. The study group of the research consists of 56 students, 32 parents and 17 teachers. Data were collected using the semi-structured interview method and analyzed using content analysis. According to students, happy online school is fun, convenience, freedom and flexibility. According to parents, happy online school is transparency, health, safety, flexibility and affordability. According to teachers, happy online school is health, convenience, innovation and time. According to the results of the study, a happy online school is the sum of the opinions of students, teachers and parents. Although happy online school seems to be subjectively meaningful for students, parents and teachers, the happiness of each component contributes to the total happiness of the school.

Anahtar Kelimeler

happiness happy school online education Covid-19

Kaynakça

  • Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the Covid-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109.
  • Alqahtani, A. Y., & Rajkhan, A. A. (2020). E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Education Sciences, 10(9), 216-231.
  • Barton, D. C. (2020). Impacts of the COVID‐19 pandemic on field instruction and remote teaching alternatives: Results from a survey of instructors. Ecology and evolution. 10(22), 12499-12507.
  • Bates, A. W., & Bates, T. (2005). Technology, E-Learning and Distance Education. Psychology Press.
  • Bhamani, S., Makhdoom, A. Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home learning in times of COVID: Experiences of parents. Journal of Education and Educational Development, 7(1), 9-26.
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1-6.
  • Brom, C., Lukavský, J., Greger, D., Hannemann, T., Straková, J., & Švaříček, R. (2020). Mandatory home education during the Covid-19 lockdown in the Czech Republic: A rapid survey of 1st-9th graders' parents. In Frontiers in Education,5, 103-115.
  • Brusilovsky, P., Eklund, J., & Schwarz, E. (1998). Web-based education for all: A tool for development adaptive courseware. Computer networks and ISDN systems, 30(1), 291-300.
  • Burns, T. and F. Gottschalk (eds.) (2020), Education in the Digital Age: Healthy and Happy Children, Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/1209166a-en.
  • Coppola, M., Immacolata, S., & Masullo, G. (2020). Parents in Pandemic: parents’ perceptions of risks and psychological, relational, and pedagogical needs in childhood during the COVID-19 emergency in Italy. http://dspace.epoka.edu.al/handle/1/1881
  • Creswell, J. W., & Poth, C. N. (2016). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage publications
  • Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91-96.
  • Döş, İ. (2013). Mutlu okul. Eğitim ve Bilim, 38(170), 265-279.
  • Dwivedi, Y. K., Hughes, D. L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J. S., & Raman, R. (2020). Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life. International Journal of Information Management, 55, 102211.
  • English, A., & Stengel, B. (2010). Exploring fear: Rousseau, Dewey, and Freire on fear and learning. Educational Theory, 60(5), 521-542.
  • Fırat, M., Kılınç, H., & Yüzer, T. V. (2018). Level of intrinsic motivation of distance education students in e‐learning environments. Journal of Computer Assisted Learning, 34(1), 63-70.
  • Fidan, M. (2018). Okullarda örgütsel yaratıcılık ve yönetsel inovasyona ilişkin öğretmen görüşlerinin incelenmesi. Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara
  • Fidan, M. (2020a). Mutlu Okulun Bileşenleri. Eğitim ve Toplum Araştırmaları Dergisi, 7(1), 107-123.
  • Fidan, M. (2020b). Covı̇d-19 belı̇rsı̇zlı̇ğı̇nde eğı̇tı̇m: İlkokulda zorunlu uzaktan eğı̇tı̇me ı̇lı̇şkı̇n öğretmen görüşlerı̇. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(2), 24-43.
  • Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). Parents’ experiences with remote education during covıd-19 school closures. American Journal of Qualitative Research, 4(3), 45-65.
  • Gassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. (2020). COVID-19 and parent-child psychological well-being. Pediatrics, 146(4).1-11.
  • Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of phenomenological psychology, 28(2), 235-260.
  • Griffin, J. (2007). What do happiness studies study?. Journal of Happiness Studies, 8(1), 139- 148.
  • Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 267-282.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27, 1-12.
  • Iivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life–How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55, 102183.
  • Jacobsen, B. (2007). What is happiness? The concept of happiness in existential psychology and therapy. Existential Analysis, 18(1), 39-53.
  • Keeling, C., & Haugestad, A. (2020). Digital Student Preferences: a study of blended learning in Norwegian higher education. Nordic Journal of Modern Language Methodology, 8(2), 89-112.
  • Keller, F. S. (1968). Good-bye, teacher... Journal of applied behavior analysis, 1(1), 79-98.
  • Keskin, M., & Kaya, D. Ö. (2020). COVID-19 sürecinde öğrencilerin web tabanlı uzaktan eğitime yönelik geri bildirimlerinin değerlendirilmesi. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(2), 59-67.
  • Langlois, S., Xyrichis, A., Daulton, B. J., Gilbert, J., Lackie, K., Lising, D., ... & Khalili, H. (2020). The COVID-19 crisis silver lining: interprofessional education to guide future innovation. Journal of interprofessional care, 34(5), 587-592.
  • Lie, A., Tamah, S. M., Gozali, I., Triwidayati, K. R., Utami, T. S. D., & Jemadi, F. (2020). Secondary school language teachers’ online learning engagement during the COVID-19 pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803-832.
  • Louise Barriball, K. & While, A. (1994). Collecting Data using a semi‐structured interview: a discussion paper. Journal of advanced nursing, 19(2), 328-335.
  • Moore, M. G., & Kearsley, G. G. (1996). Distance Education: A System View. Wadsworth.
  • Moustakas, E. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
  • Patrick, S. W., Henkhaus, L. E., Zickafoose, J. S., Lovell, K., Halvorson, A., Loch, S., ... & Davis, M. M. (2020). Well-being of parents and children during the COVID-19 pandemic: a national survey. Pediatrics, 146(4). DOI: https://doi.org/10.1542/peds.2020-016824
  • Rahman, A., Brodie-McKenzie, A., Gillett, W., Holdsworth, R., Heggart, K., Smith, D., ... & Coutts, N. (2020). Reflection: On-line, blended and face-to-face learning: Harnessing flexibility and freedom'reflections on remote learning during the COVID-19 pandemic'. Connect, (243), 23-32.
  • Roblyer, M. D. & Doering, A. H. (2006). Integrating Educational Technology into Teaching (Vol. 2). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
  • Rose S. (2020). Medical student education in the time of COVID19. JAMA. 323(21), 2131-2132.
  • Sculi, J., Phillips, M., Sharma, U. & Garnier, K. (2020). Innovations in teacher education at the time of COVID19: an Australian perspective. Journal of Education for Teaching, 46(4), 1-10.
  • Sharifi, A., & Khavarian-Garmsir, A. R. (2020). The COVID-19 pandemic: Impacts on cities and major lessons for urban planning, design, and management. Science of The Total Environment, 749, 1-14. https://doi.org/10.1016/j.scitotenv.2020.142391
  • Shearer, R. L., Aldemir, T., Hitchcock, J., Resig, J., Driver, J., & Kohler, M. (2020). What students want: A vision of a future online learning experience grounded in distance education theory. American Journal of Distance Education, 34(1), 36-52.
  • Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1. 1-8. https://doi.org/10.1016/j.ijedro.2020.100016
  • Suryaman, M., Cahyono, Y., Muliansyah, D., Bustani, O., Suryani, P., Fahlevi, M., ... & Munthe, A. P. (2020). COVID-19 pandemic and home online learning system: Does it affect the quality of pharmacy school learning? Systematic Reviews in Pharmacy, 11(8), 524-530.
  • Susilowati, E. & Azzasyofia, M. (2020). The parents stress level in facing children study from home in the early of Covid-19 pandemic in Indonesia. International Journal of Science and Society, 2(3), 1-12.
  • Telli Yamamoto, S. G. & Altun, D. (2020). Coronavirüs ve çevrimiçi (online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25-34.
  • Trout, B. S. (2020). The coronavırus-ınduced transıtıon to onlıne learnıng: Perceptions and ıntentions of first-time online students. Quarterly Review of Distance Education, 21(1). 1-12.
  • Ünüvar, P., Calışandemir, F., Tagay, O., Amini, F. (2015). Preschool children's perception of happiness (Turkey and Afghanistan sample). Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 15(34), 1-22.
  • Veenhoven, R. (2005). Is life getting better? How long and happily do people live in modern society? European psychologist, 10(4), 330-343.
  • Volery, T. & Lord, D. (2000), "Critical success factors in online education", International Journal of Educational Management, 14(5). 216-223.
  • Yıldırım, A. & Şimşek, H. (2003). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (8.baskı). Ankara: Seçkin.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Mustafa Fidan 0000-0002-2900-7631

Yayımlanma Tarihi 29 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 7 Sayı: 2

Kaynak Göster

APA Fidan, M. (2021). Mutlu çevrimiçi okul. Açıköğretim Uygulamaları Ve Araştırmaları Dergisi, 7(2), 149-171. https://doi.org/10.51948/auad.863191

Cited By

Eğitimde masalın işlevleri ve Judith Malika Liberman’ın masallarında metaforik unsurlar
RumeliDE Dil ve Edebiyat Araştırmaları Dergisi
https://doi.org/10.29000/rumelide.1146611
https://doi.org/
 Kapak Resmi İndir