The aim of this study is to describe the negative experiences encountered by in-service K12 teachers in Turkey with respect to distance education practices applied urgently and compulsorily during the COVID-19 pandemic period. Analyses have been carried out on responses of teachers in order to determine the factors affecting them, so as to illustrate an example and to try to understand the impacts of decisions taken by the Turkish Ministry of National Education during the initial stages of the pandemic. The study follows a descriptive survey model and employs quota sampling based on the first level Nomenclature of Territorial Units for Statistics of Turkey. 1071 teachers participated in the study on a voluntary basis during the 30 March-1 June 2020 period by filling out a questionnaire form developed by the researchers. Quantitative and qualitative analyses of data were carried out via SPSS 24 and NVIVO 10 software, respectively. Findings indicate the most prominent problems reported by teachers are the lack of internet/device access by students as well as lack of experience of teachers with distance education. Analyses of problem frequency based on demographics have revealed that female teachers were more likely to suffer from the lack of IT skills. Teachers in the age group of 41+, who belong to generation X, also tend to experience more problems due to the lack of IT skills in comparison with their younger peers. Moreover, issues such as internet and infrastructure inadequacies experienced in rural regions, low participation rate of students in the online courses, indifference of parents, and failure of teachers to be sufficiently active in the system, were considered as problems by the teachers; and solution suggestions have been presented accordingly.
The aim of this study is to examine the experiences and opinions of parents in Turkey regarding distance education practices during the pandemic period. Quota sampling has been made by considering Turkey Statistical Regional Units Classification. 2371 parents participated in the research. The data collection tool consists of a scaled questionnaire, open-ended questions, preferential questions, demographic and personal information form. The descriptive survey model has been used for data analysis. The findings of the study are as follows: The majority of the parents evaluated distance education as being insufficient, difficult to learn, restrictive in terms of the time allocated to the lessons, and a system that does not replace face-to-face education, but will support the students when they return to normal process. Teacher guidance was emphasized in overcoming technical problems. They drew attention to the guidance of teachers in overcoming technical problems, the difficulty of adapting students and providing working discipline, the inadequacy of educational content, and the inequality of opportunity caused by financial deprivations.
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