The evaluation of history course electronic course contents prepared in the scope of distance education in the terms of history teachers and high school students: An example of education information technologies network (EBA)

In this research, it is aimed to evaluate the electronic course contents of history course prepared by Educational Informatics Network (EBA) in terms of teachers' and students' views. In this research, the research model was based on two basic structures. These were explained as a structural and data collection model. The structural model of the research was based on screening model, while the research model in terms of data type is based on the mixed method. In the study, "EBA Evaluation Scale for Teachers", "EBA Evaluation Scale for Students" and "semi-structured interview forms" developed by the researcher were used as data collection tools.In the research, quantitative data obtained from "EBA Evaluation Scale for Teachers" and "EBA Evaluation Scale for Students" which enable teachers and students to determine their level of evaluation about EBA were analyzed by means statistical program. The qualitative data collected in this research were analyzed by "descriptive analysis technique". As a result of the research, it was found that history teachers' evaluation levels about EBA did not show a significant difference according to gender, type of school, professional experience, education level and frequency of using EBA. Similarly, it was found that the students' evaluation levels about EBA did not show any significant differences with regard to gender, class level, frequency of using EBA and frequency of using tablet or computer. According to the teachers' opinions obtained in the context of the qualitative part of the research, EBA application in terms of the effects of EBA on the learning-teaching environment in the 9th grade history course was "consistent with the 9th grade history course acquisitions", "supported acquisitions" and "achieved them by addressing more than one sensory organ". Similarly, the participant teachers stated that the "EBA application was compatible with the content", "enriched the content", but "contained superficial information". In addition, the teachers stated that the "EBA application offered the students to have the opportunity to consolidate the issues", "participate effectively" as well as "supporting the activities in the course", "facilitating learning", and "making the learning permanent". Similarly, according to students' views, "the use of EBA in history course allowed students to learn more easily", "learn what they have learned in a permanent way", as well as "enabling students to have fun", "compensate for learning" and "be active in the course". On the other hand, participant teachers and students stated that "the content was not rich". In the same way, they pointed out that "improvement of technological infrastructure", "increasing the number of animations", "lack of standard lecturing", "improving the quality of shooting videos" and "eliminating the confusion of EBA design" should be realized. The suggestions of this research were that specific improvements and arrangements regarding the design of EBA should be realized as well as the improvement and enrichment of EBA content, adding animations and interactive games within the site.