Evaluation of Changing Education System at Universities in The Pandemic Process Based on The Opinions of Faculty Members and Students

Abstract

Covid-19, which emerged in the Wuhan city of People’s Republic of China and affected the whole world, was first seen in Turkish Republic of Northern Cyprus and Turkey in March 2020. Due to the negative impact created by the mentioned disease, face-to-face education which was traditionally applied in Turkey and Northern Cyprus was ceded and total distance education was adopted rapidly so that education would not be hindered. Although distance education has a long history in the world, the total transformation of the system required a certain ef-fort for both students and teachers to have a command in the process. In the arti-cle, based on the opinions of faculty members and students, the education system that has completely changed in universities with the pandemic process is evaluat-ed. The distance education system, which is thought to have an important place in education after today, has been evaluated especially by pointing out the deficien-cies and making some recommendations to eliminate them. In the research, meas-urement and evaluation came to the fore as one of the most important problems in the distance education system. At this point, it is predicted that a more process-oriented measurement and evaluation process will produce healthier results.

Evaluation of Learners’ Academic Performance in Teaching and Learning Civil Engineering During the COVID-19 Pandemic

“…Kormaz et al [9] listed the advantages of distance education to educators and students, which include saving time, flexible teaching and learning pedagogies with educational tools available online, and flexible teaching and learning time. Despite the advantages of open and distance learning, educators and students are also facing difficulties in adapting and adopting teaching and learning changes, such as stability of internet connection, digital literacy, and familiarity with tools or technical aspects of teleconferencing or online teaching application [3], [14].…”

“…Thus, the challenges and impacts of teaching and learning during the COVID-19 pandemic focus on the implementation of open and distance learning as a flexible learning pathway where content must be made available in a way that students can access it anytime and anywhere, as reported by Müller et al [8], Kormaz et al [9], Yaseen et al [10]. Müller et al [8], Kormaz et al [9], and Yaseen et al [10] stated that with flexible learning through open and distance learning, students have access to at least one of the following dimensions: time, place, pace, learning style, content, assessment, or learning pathway, which can be assessed online and offline (recorded lectures). In addition to these factors, it is also important to consider educator/learner facilities and equipment, digital literacy, and technical aspects [11].…”

An Overview of Attendance and Participation in Online Class During the COVID Pandemic: A Case Study

“…The nearer the value is to zero, the weaker the relationship. Many obstacles exist during the online transferring process, such as the limitation of social interaction and the lack of commitment, with a great deal of distraction [12]. Students in rural areas face technological accessibility, poor internet connectivity, and challenging study environments [2].…”

Correlation Between Student Internet Access and Teachers’ Self-Efficacy in Teaching Online Classes

“…Problems in internet access might hamper an effective online classroom experience [22]- [24]. A survey was conducted involving 322 Indonesian school students who participated in online learning during the Covid-19 pandemic and found that 55 percent of students were unsatisfied with the online learning mode [25].…”