The analysis of experimental and descriptive studies on the effectiveness of distance learning in Turkey

Abstract

Distance learning applications have increased in Turkey in recent years. From primary school level to graduate level, distance learning applications with varying methods and time spans are observed. Studies that compare the effectiveness of distance learning with traditional schools can be found in the literature. The purpose of the current study is to systematically examine studies that evaluated distance learning in regard to certain variables. Hence, master’s and doctoral theses as well as studies published in refereed journals have been documented and analyzed. The first study was reached on September 29, 2016; and the last study was reached on December 1, 2016. Among the 200 studies on distance learning that were conducted between 2000 and 2016, 35 were selected based on the criteria developed by researchers. A descriptive, document analysis method was used in breaking down the studies.Based on the findings of the experimental studies, it was concluded that there was no significant difference between the effectieness of traditional schools and distance learning. Based on the findings of the descriptive studies, teachers and students reported both positive and negative views on various issues regarding distance learning. Among the positive views, the most frequently reported one was that distance learning improves academic achievement, motivation and attitudes. The most frequently reported negative view was the weakness of teacher-student dialogues and academic guidance due to the lack of face to face conversations. The findings were discussed in detail. These findings could shed light on lifelong learning applications in formal, informal and adult education in Turkey.

Keywords: Lifelong learning, distance learning, mixed-gender education, adult learning.