Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2023, Cilt: 24 Sayı: 3, 209 - 223, 01.07.2023
https://doi.org/10.17718/tojde.1143811

Öz

Kaynakça

  • Adam, T. (2020). The privilege of pivotonline: A South African perspective. Open Development & Education. https://opendeved.net/2020/04/22/the-privilege-of-pivotonline/
  • Adams, M. (2018). Using technology to improve migrant adult education instruction. 41. Annual Proceedings, 1-2, 241-248.
  • Anderson, J. (2020a). Brave New World The coronavirus pandemic is reshaping education. https://qz.com/1826369/how-coronavirus-is-changing-education/
  • Anderson, J. (2020b). The coronavirus pandemic is reshaping education. Quartz. https://qz.com/1826369/how-coronavirus-is-changing-education/
  • Armitage, R., & Nellums, L. B. (2020). Considering inequalities in the school closure response to COVID-19. The Lancet Global Health, 8(5), 644
  • Arslan, U. & Uslu, F. (2020). Türkiye’de ortaögretim düzeyinde egitim-ögretim gören göcmen ögrencilerin ögrenim sürecinde yasadiklari zorluklar. Necmettin Erbakan Universitesi Eregli Egitim Fakültesi Dergisi, 2 (2), 203-216. http://51119/ereegf.2020.6
  • Arzubiaga, A. E., Nogueron, S.C & Sullivan, A.L. (2009). The education of children in im/migrant families. Review of Research in Education. 33, 246-271. http://doi.org. 10.3102/0091732X08328243
  • Aswathi, P., & Haneefa, K. M. (2015). Bridging the digital divide among students. Journal of Knowledge & Communication Management, 5(1), 42-52.ks for migrant workers and students. Journal of Development Policy Review, 1(1), 159-166.
  • Basar, M., Akan, D. & Ciftci, M. (2018). Mülteci ögrencilerin bulundugu siniflarda ögrenme sürecinde karsilasilan sorunlar. Kastamonu Education Journal, 26(5), 1571-1578. http://doi.org.10.24106/kefdergi.427432
  • Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrasi dünyada egitime yönelik degerlendirmeler: Yeni normal ve yeni egitim paradigmasi. Acikögretim Uygulamalari ve Arastirmalari Dergisi, 6(3), 112-142.
  • 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), 1-4. https://doi.org/10.5281/zenodo.3778083
  • Bruckauf, Z. (2016). Falling behind: Socio-demographic profiles of educationally disadvantaged youth. Evidence from PISA 2000-2012.
  • Bruckauf, Z., Chzhen, Y., & Toczydlowska, E. (2016). Bottom-end inequality: Are children with an immigrant background at a disadvantage?. https://www.unicef-irc.org/publications/pdf/IRB_2016_07.pdf
  • Celik, S, Kardas-Isler, N . (2020). Göc magduru cocuklarin Covid-19 salgini sürecindeki ögrenme deneyimleri . Milli Egitim Dergisi, Salgin Surecinde Türkiye'de ve Dünyada Egitim, 783-800. http://.doi.org. 10.37669/milliegitim.783048
  • Chang, G.C. & Satako, Y.(2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures. https://gemreportunesco.wordpress.com/2020/03/24/how-are-countries-addressing-thecovid-19-challenges-in-education-a-snapshot-of-policy-measures/
  • Creswell, J. W. (2016). Nitel arastirma yöntemleri (M. Bütün & S. B. Demir, Cev. Ed.). Siyasal Yayin Dagitim.
  • Creswell, J. W. & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124-130. http://doi.org.10.1207/s15430421tip39032.
  • Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 1-6. https://doi.org/10.1007/s11125-020-09464-3
  • Darmody, M., Byrne, D., & McGinnity, F. (2014). Cumulative disadvantage? Educational careers of migrant students in Irish secondary schools. Race Ethnicity and Education, 17(1), 129-151.
  • Day-Vines, N. L. & Day-Hairston, B. O. (2005). Culturally congruent strategies for addressing the behavioral needs of urban, African American male adolescents. Professional School Counseling, 8(3), 236–243.
  • Denzin. N. K. (2009). The elephant in the living room or extending the conversation about the politics of evidence. Qualitative Research. 9(2), 139-160. Sage Publication, http://doi.org.10.1177/1468794108098034.
  • Edmonds, J., & Flahault, A. (2021). Refugees in Canada during the First Wave of the COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 18(3), 947.
  • Engzell, P., Frey, A., & Verhagen, M. D. (2020). Learning inequality during the COVID-19 pandemic.
  • Entorf, H. (2015). Migrants and educational achievement gaps. IZA World of Labor. http://doi.org.10.15185/izawol.146
  • Erisman, W. & Looney, S. (2007). Opening the door to the American dream: Increasing higher education access and success for immigrants. Institute for Higher Education Policy.
  • Fagerholm, K., & Verheul, R. (2016). Safety and fundamental rights at stake for children on the move. European Network of Ombudspersons for Children.
  • Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). Parents’ experiences with remote education during COVID-19 school closures. American Journal of Qualitative Research, 4(3), 45-65.
  • García, E., & Weiss, E. (2020). COVID-19 and student performance, equity, and US education policy: Lessons from pre-pandemic research to inform relief, recovery, and rebuilding. Economic Policy Institute.
  • Giannini, S. & Albrectsen, A.B.(2020). Covid-19 school closures around the world will hit girls hardest. https://en.unesco.org/news/covid-19-school-closures-around-world-willhit-girls-hardest
  • Giannini, S. & Lewis, G.S.(2020). Three ways to plan for equity during the coronavirus school closures. https://gemreportunesco.wordpress.com/2020/03/25/three-ways-to-plan-forequity-during-the-coronavirus-school-closures/
  • Gupta, A., & Goplani, M. (2020). Impact of COVID-19 on educational institution in India. Purakala Journal U (CARE Listed), 31(21).
  • Hogue, J. P. (2018). School leaders and refugee students. In Refugee Education: Integration and Acceptance of Refugees in Mainstream Society. Emerald Publishing Limited.
  • Koehler, C., & Schneider, J. (2019). Young refugees in education: the particular challenges of school systems in Europe. Comparative Migration Studies, 7(1), 1-20.
  • Kollender, E., & Nimer, M. (2020). Long-term exclusionary effects of covid-19 for refugee children in the German and Turkish education systems: A comparative perspective. https://ipc.sabanciuniv.edu/Content/Images/CKeditorImages/20200708-02075629.pdf
  • Liu, S., Liu, F., & Yu, Y. (2017). Educational equality in China: Analysing educational policies for migrant children in Beijing. Educational Studies, 43(2), 210-230.
  • MEB (2020). http://covid19.meb.gov.tr/covid19.html?cat=uzaktan-egitim
  • Meunier, M., Coulon, A. D., Gutierrez, O. M. & Vignolez, A. (2013). A longitudinal analysis of UK second-generation disadvantaged immigrants. Education Economics, 21(2), 105–134. http://dx.doi.org/10.1080/09645292.2011.568605
  • Naslund-Hadley, E., Elias, A., Café, E., & Alonzo, H. (2020). Schools at a Crossroad: Integration of Migrant Students in Belize
  • Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 352-369.
  • Noble, H. & Smith, J. (2015). Issues of validity and reliability in qualitative research. Evidence Based Nursing, 18(2), 34-35. Orozco, C.C, Pimentel, A. & Martin, M. (2009). The significance of relationships: Academic engagement and achievement among newcomer immigrant youth. Teachers College Record, 111(3), 712–749.
  • Ozaydin-Ozkara, B., & Cakir, H. (2018). Participation in online courses from the students’ perspective. Interactive Learning Environments, 26(7), 924-942.
  • Patton, M. Q. (2014). Nitel arastirma ve degerlendirme yöntemleri. M. Bütün ve S. B. Demir (Cev. Ed.). Pegem Akademi
  • Peterson, S. S., & Ladky, M. (2007). A survey of teachers' and principals' practices and challenges in fostering new immigrant parent involvement. Canadian Journal of Education, 30(2), 881-910.
  • Popyk, A. (2021). The impact of distance learning on the social practices of schoolchildren during the COVID-19 pandemic: Reconstructing values of migrant children in Poland. European Societies, 23(1), 530-S544.
  • Primdahl, N. L., Borsch, A. S., Verelst, A., Jervelund, S. S., Derluyn, I., & Skovdal, M. (2021). ‘It’s difficult to help when I am not sitting next to them’: How COVID-19 school closures interrupted teachers’ care for newly arrived migrant and refugee learners in Denmark. Vulnerable Children and Youth Studies, 16(1), 75-85.
  • Saavedra, J. (2020). Educational challenges and opportunities of the Coronavirus (COVID19) pandemic. https://blogs.worldbank.org/education/educational-challenges-and opportunities-covid-19-pandemic
  • Suarez-Orozco, C. & Gaytan, F. X. (2010). Schooling pathways of newcomer immigrant youth. G. Sonnert and G. Holton. (Eds). Helping young refugees and immigrants succeed public policy, aid and education in. (pp.151-167). Palgrave Macmillan.
  • Simsir, Z. & Dilmac, B. (2018). Yabanci uyruklu ögrencilerin egitim gördügü okullarda ögretmenlerin karsilastigi sorunlar ve cözüm önerileri. İlkögretim Online, 17(2), 1116- 1134. http://doi.org. 10.17051/ilkonline.2018.419647
  • Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education?. International Journal of Inclusive Education, 16(1), 39-56.
  • Tiene, D. (2002). Addressing the global digital divide and its impact on educational opportunity. Educational Media International, 39(3-4), 212-222.
  • Tobin, G.A. & Begley, C.M. (2004). Methodological rigour within a qualitative framework. Journal of Advanced Nursing 48(4), 388– 396
  • UNHCR (2021). Syria emergency. https://www.unhcr.org/viewpoint-refugee-migrant-right
  • UNICEF (2020). COVID-19: More than 95 per cent of children are out of school in Latin America and the Caribbean. https://www.unicef.org/press-releases/covid-19-more-95- cent-children-are-out-school-latin-america-and-caribbean.
  • UNICEF (2019). Türkiye’de Gecici Koruma Altindaki Cocuklarin Egitimine iliskin İstatistik Raporu
  • Uyan-Semerci, P., & Erdogan, E. (2018). Who cannot access education? Difficulties of being a student for children from Syria in Turkey. Vulnerable Children and Youth Studies, 13(1), 30-45.
  • Van-Lancker, W., & Parolin, Z. (2020). COVID-19, school closures, and child poverty: a social crisis in the making. The Lancet Public Health, 5(5), 243-244. https://doi.org/10.1016/S2468-2667(20)30084-0
  • Wal-Pastoor, L. (2016). Rethinking refugee education: Principles, policies and practice from a European perspective. Annual review of comparative and international education.
  • You, D., Lindt, N., Allen, R., Hansen, C., Beise, J., & Blume, S. (2020). Migrant and displaced children in the age of COVID-19: How the pandemic is impacting them and what can we do to help. Migration, 10(2).

REFUGEE STUDENTS IN OPEN AND DISTANCE LEARNING DURING THE COVID-19 PANDEMIC THROUGH THE EYES OF TURKISH TEACHERS

Yıl 2023, Cilt: 24 Sayı: 3, 209 - 223, 01.07.2023
https://doi.org/10.17718/tojde.1143811

Öz

This study was conducted to identify the problems faced by refugee students during Covid-19 pandemic in open and distance learning and the best examples of practices put into effect to cope with these problems cope and solutions recommended to eliminate these problems, in Turkiye. In the study, the phenomenological research design, which is one of a qualitative research method, was used. By using the criterion sampling technique, a total of 14 teachers who had refugee students were selected as the research participants. Interviews were held with the volunteer participants. The research data were collected by using a semistructured interview form. The descriptive analysis method was used in the analysis of the research data. According to the study findings, the refugee students who did not have the necessary educational technology facilities in open and distance learning process and could not get sufficient family support felt more deeply the language problems which is experienced also by them in face-to-face education. In order to help refugee students with these problems, some school administrations provided the refugee students with tablet and computer support within the bounds of their means. In order to alleviate the effects of the problems faced by refugee students, it is recommended to provide refugee students with educational technology support, making up education and psychological support.

Kaynakça

  • Adam, T. (2020). The privilege of pivotonline: A South African perspective. Open Development & Education. https://opendeved.net/2020/04/22/the-privilege-of-pivotonline/
  • Adams, M. (2018). Using technology to improve migrant adult education instruction. 41. Annual Proceedings, 1-2, 241-248.
  • Anderson, J. (2020a). Brave New World The coronavirus pandemic is reshaping education. https://qz.com/1826369/how-coronavirus-is-changing-education/
  • Anderson, J. (2020b). The coronavirus pandemic is reshaping education. Quartz. https://qz.com/1826369/how-coronavirus-is-changing-education/
  • Armitage, R., & Nellums, L. B. (2020). Considering inequalities in the school closure response to COVID-19. The Lancet Global Health, 8(5), 644
  • Arslan, U. & Uslu, F. (2020). Türkiye’de ortaögretim düzeyinde egitim-ögretim gören göcmen ögrencilerin ögrenim sürecinde yasadiklari zorluklar. Necmettin Erbakan Universitesi Eregli Egitim Fakültesi Dergisi, 2 (2), 203-216. http://51119/ereegf.2020.6
  • Arzubiaga, A. E., Nogueron, S.C & Sullivan, A.L. (2009). The education of children in im/migrant families. Review of Research in Education. 33, 246-271. http://doi.org. 10.3102/0091732X08328243
  • Aswathi, P., & Haneefa, K. M. (2015). Bridging the digital divide among students. Journal of Knowledge & Communication Management, 5(1), 42-52.ks for migrant workers and students. Journal of Development Policy Review, 1(1), 159-166.
  • Basar, M., Akan, D. & Ciftci, M. (2018). Mülteci ögrencilerin bulundugu siniflarda ögrenme sürecinde karsilasilan sorunlar. Kastamonu Education Journal, 26(5), 1571-1578. http://doi.org.10.24106/kefdergi.427432
  • Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrasi dünyada egitime yönelik degerlendirmeler: Yeni normal ve yeni egitim paradigmasi. Acikögretim Uygulamalari ve Arastirmalari Dergisi, 6(3), 112-142.
  • 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), 1-4. https://doi.org/10.5281/zenodo.3778083
  • Bruckauf, Z. (2016). Falling behind: Socio-demographic profiles of educationally disadvantaged youth. Evidence from PISA 2000-2012.
  • Bruckauf, Z., Chzhen, Y., & Toczydlowska, E. (2016). Bottom-end inequality: Are children with an immigrant background at a disadvantage?. https://www.unicef-irc.org/publications/pdf/IRB_2016_07.pdf
  • Celik, S, Kardas-Isler, N . (2020). Göc magduru cocuklarin Covid-19 salgini sürecindeki ögrenme deneyimleri . Milli Egitim Dergisi, Salgin Surecinde Türkiye'de ve Dünyada Egitim, 783-800. http://.doi.org. 10.37669/milliegitim.783048
  • Chang, G.C. & Satako, Y.(2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures. https://gemreportunesco.wordpress.com/2020/03/24/how-are-countries-addressing-thecovid-19-challenges-in-education-a-snapshot-of-policy-measures/
  • Creswell, J. W. (2016). Nitel arastirma yöntemleri (M. Bütün & S. B. Demir, Cev. Ed.). Siyasal Yayin Dagitim.
  • Creswell, J. W. & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124-130. http://doi.org.10.1207/s15430421tip39032.
  • Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 1-6. https://doi.org/10.1007/s11125-020-09464-3
  • Darmody, M., Byrne, D., & McGinnity, F. (2014). Cumulative disadvantage? Educational careers of migrant students in Irish secondary schools. Race Ethnicity and Education, 17(1), 129-151.
  • Day-Vines, N. L. & Day-Hairston, B. O. (2005). Culturally congruent strategies for addressing the behavioral needs of urban, African American male adolescents. Professional School Counseling, 8(3), 236–243.
  • Denzin. N. K. (2009). The elephant in the living room or extending the conversation about the politics of evidence. Qualitative Research. 9(2), 139-160. Sage Publication, http://doi.org.10.1177/1468794108098034.
  • Edmonds, J., & Flahault, A. (2021). Refugees in Canada during the First Wave of the COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 18(3), 947.
  • Engzell, P., Frey, A., & Verhagen, M. D. (2020). Learning inequality during the COVID-19 pandemic.
  • Entorf, H. (2015). Migrants and educational achievement gaps. IZA World of Labor. http://doi.org.10.15185/izawol.146
  • Erisman, W. & Looney, S. (2007). Opening the door to the American dream: Increasing higher education access and success for immigrants. Institute for Higher Education Policy.
  • Fagerholm, K., & Verheul, R. (2016). Safety and fundamental rights at stake for children on the move. European Network of Ombudspersons for Children.
  • Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). Parents’ experiences with remote education during COVID-19 school closures. American Journal of Qualitative Research, 4(3), 45-65.
  • García, E., & Weiss, E. (2020). COVID-19 and student performance, equity, and US education policy: Lessons from pre-pandemic research to inform relief, recovery, and rebuilding. Economic Policy Institute.
  • Giannini, S. & Albrectsen, A.B.(2020). Covid-19 school closures around the world will hit girls hardest. https://en.unesco.org/news/covid-19-school-closures-around-world-willhit-girls-hardest
  • Giannini, S. & Lewis, G.S.(2020). Three ways to plan for equity during the coronavirus school closures. https://gemreportunesco.wordpress.com/2020/03/25/three-ways-to-plan-forequity-during-the-coronavirus-school-closures/
  • Gupta, A., & Goplani, M. (2020). Impact of COVID-19 on educational institution in India. Purakala Journal U (CARE Listed), 31(21).
  • Hogue, J. P. (2018). School leaders and refugee students. In Refugee Education: Integration and Acceptance of Refugees in Mainstream Society. Emerald Publishing Limited.
  • Koehler, C., & Schneider, J. (2019). Young refugees in education: the particular challenges of school systems in Europe. Comparative Migration Studies, 7(1), 1-20.
  • Kollender, E., & Nimer, M. (2020). Long-term exclusionary effects of covid-19 for refugee children in the German and Turkish education systems: A comparative perspective. https://ipc.sabanciuniv.edu/Content/Images/CKeditorImages/20200708-02075629.pdf
  • Liu, S., Liu, F., & Yu, Y. (2017). Educational equality in China: Analysing educational policies for migrant children in Beijing. Educational Studies, 43(2), 210-230.
  • MEB (2020). http://covid19.meb.gov.tr/covid19.html?cat=uzaktan-egitim
  • Meunier, M., Coulon, A. D., Gutierrez, O. M. & Vignolez, A. (2013). A longitudinal analysis of UK second-generation disadvantaged immigrants. Education Economics, 21(2), 105–134. http://dx.doi.org/10.1080/09645292.2011.568605
  • Naslund-Hadley, E., Elias, A., Café, E., & Alonzo, H. (2020). Schools at a Crossroad: Integration of Migrant Students in Belize
  • Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 352-369.
  • Noble, H. & Smith, J. (2015). Issues of validity and reliability in qualitative research. Evidence Based Nursing, 18(2), 34-35. Orozco, C.C, Pimentel, A. & Martin, M. (2009). The significance of relationships: Academic engagement and achievement among newcomer immigrant youth. Teachers College Record, 111(3), 712–749.
  • Ozaydin-Ozkara, B., & Cakir, H. (2018). Participation in online courses from the students’ perspective. Interactive Learning Environments, 26(7), 924-942.
  • Patton, M. Q. (2014). Nitel arastirma ve degerlendirme yöntemleri. M. Bütün ve S. B. Demir (Cev. Ed.). Pegem Akademi
  • Peterson, S. S., & Ladky, M. (2007). A survey of teachers' and principals' practices and challenges in fostering new immigrant parent involvement. Canadian Journal of Education, 30(2), 881-910.
  • Popyk, A. (2021). The impact of distance learning on the social practices of schoolchildren during the COVID-19 pandemic: Reconstructing values of migrant children in Poland. European Societies, 23(1), 530-S544.
  • Primdahl, N. L., Borsch, A. S., Verelst, A., Jervelund, S. S., Derluyn, I., & Skovdal, M. (2021). ‘It’s difficult to help when I am not sitting next to them’: How COVID-19 school closures interrupted teachers’ care for newly arrived migrant and refugee learners in Denmark. Vulnerable Children and Youth Studies, 16(1), 75-85.
  • Saavedra, J. (2020). Educational challenges and opportunities of the Coronavirus (COVID19) pandemic. https://blogs.worldbank.org/education/educational-challenges-and opportunities-covid-19-pandemic
  • Suarez-Orozco, C. & Gaytan, F. X. (2010). Schooling pathways of newcomer immigrant youth. G. Sonnert and G. Holton. (Eds). Helping young refugees and immigrants succeed public policy, aid and education in. (pp.151-167). Palgrave Macmillan.
  • Simsir, Z. & Dilmac, B. (2018). Yabanci uyruklu ögrencilerin egitim gördügü okullarda ögretmenlerin karsilastigi sorunlar ve cözüm önerileri. İlkögretim Online, 17(2), 1116- 1134. http://doi.org. 10.17051/ilkonline.2018.419647
  • Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education?. International Journal of Inclusive Education, 16(1), 39-56.
  • Tiene, D. (2002). Addressing the global digital divide and its impact on educational opportunity. Educational Media International, 39(3-4), 212-222.
  • Tobin, G.A. & Begley, C.M. (2004). Methodological rigour within a qualitative framework. Journal of Advanced Nursing 48(4), 388– 396
  • UNHCR (2021). Syria emergency. https://www.unhcr.org/viewpoint-refugee-migrant-right
  • UNICEF (2020). COVID-19: More than 95 per cent of children are out of school in Latin America and the Caribbean. https://www.unicef.org/press-releases/covid-19-more-95- cent-children-are-out-school-latin-america-and-caribbean.
  • UNICEF (2019). Türkiye’de Gecici Koruma Altindaki Cocuklarin Egitimine iliskin İstatistik Raporu
  • Uyan-Semerci, P., & Erdogan, E. (2018). Who cannot access education? Difficulties of being a student for children from Syria in Turkey. Vulnerable Children and Youth Studies, 13(1), 30-45.
  • Van-Lancker, W., & Parolin, Z. (2020). COVID-19, school closures, and child poverty: a social crisis in the making. The Lancet Public Health, 5(5), 243-244. https://doi.org/10.1016/S2468-2667(20)30084-0
  • Wal-Pastoor, L. (2016). Rethinking refugee education: Principles, policies and practice from a European perspective. Annual review of comparative and international education.
  • You, D., Lindt, N., Allen, R., Hansen, C., Beise, J., & Blume, S. (2020). Migrant and displaced children in the age of COVID-19: How the pandemic is impacting them and what can we do to help. Migration, 10(2).
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Kemal Nazlı 0000-0003-4865-4495

Ali Culha 0000-0002-5215-0823

Yayımlanma Tarihi 1 Temmuz 2023
Gönderilme Tarihi 14 Temmuz 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 24 Sayı: 3

Kaynak Göster

APA Nazlı, K., & Culha, A. (2023). REFUGEE STUDENTS IN OPEN AND DISTANCE LEARNING DURING THE COVID-19 PANDEMIC THROUGH THE EYES OF TURKISH TEACHERS. Turkish Online Journal of Distance Education, 24(3), 209-223. https://doi.org/10.17718/tojde.1143811