Attitudes and interaction practices towards distance education during the pandemic

Abstract

The COVID-19 pandemic has affected educational institutions deeply and globally. In the course of the pandemic, countries around the world have tried to fill the gap that has arisen in traditional face-to-face education with emergency web-based distance education systems. This study aims to evaluate the possibilities and limitations of emergency distance education conducted during the pandemic period, based on university students' approach-avoidance attitudes towards distance education and their distance education experiences. This study, using a mixed method, was designed with explanatory sequential design. The research was conducted at a state university in Turkey. Quantitative data were collected through an online questionnaire (n = 684), and qualitative data were collected from 14 student participants through semi-structured online interviews. In the quantitative dimension, it was determined that students' avoidance attitudes towards distance education were stronger than their approach attitudes, and there were significant differences between student attitudes and various variables. In the qualitative dimension, it has been revealed that the interactions between both student-student and student-lecturer weakened with distance education during the pandemic period, but these interactions gained some new qualities. It was concluded that the interest towards the lessons conducted only through lecture notes weakened, the contents became functional at the point of clarifying the boundaries of the lessons, and increased the education load at the point of concentration. It was revealed that distance education in home conditions includes both opportunities and limitations in terms of interactions.

The Implementation Path and Problems Encountered During Emergency Remote Teaching in Vocational Colleges: A Qualitative Study in China

“…These questions urgently require further empirical research to guide vocational education teachers in designing online interactions that are adaptable to different contexts. This conclusion is similar to that of Yazgan (2022) regarding the weakened interaction in ERT and the emergence of new effects.…”

“…For example, the satisfaction levels of students from institutions Y, W, X, S, H, and N were 80.0%, 87.4%, 86.0%, 73.9%, 70.0%, and 23.6%, respectively. This conclusion is consistent with that of Yazgan (2022). In this regard, to better promote and implement blended learning or online teaching on a larger scale in vocational colleges, it is important to explore the reasons behind the low levels of student satisfaction and acceptance.…”

Toward an Effective Model for Evaluating Distance Education

“…To assess the pedagogical relevance of distance education, in-depth scientific studies and expert opinions were mobilized. Various instruments and constructions have been suggested [7]- [16]. Although each of the instruments remains relevant and aims to address the different dimensions of distance education, but they are too focused on the learner and the infrastructure; the teaching is a bit neglected in the process of distance learning assessment.…”

Educational reflections on the coronavirus pandemic in three different countries

“…Most teachers believed that students' psychology was negatively affected during the COVID-19 pandemic process, but there were also students who could adapt to this process. Yazgan (2022) recently investigated the possibilities and limitations of emergency distance education conducted during the pandemic period based on university students' attitudes toward distance education and their experiences. The results showed that during distance learning, students' avoidance attitude toward distance learning was more robust than their approach attitude.…”