| dc.description.abstract | This research attempted to assess the status of distance education implemented in Turkiye during the
COVID-19 pandemic based on stakeholders’ (students, parents, pre-service teachers, teachers, and academics)
opinions and was completed in the phenomenological study framework. With this aim, stakeholders’ views
within the study’s purview were collected during April 2021 with an online semi-structured interview form
with pandemic precautions. The data were examined with content analysis using the MAXQDA 2020
qualitative data analysis program. The interview questions principally focused on four themes, namely
readiness for distance learning, benefits, adequacy, and continuation. It can be deduced from stakeholder’s
opinions that though Turkiye was unprepared for distance education, the adaptation eventuated in a short
time. There were differences in educational organizations’ readiness levels, and the views on infrastructure’s
inadequacy explained this situation. They found distance education to be positive from psychological,
situational, educational, and economic aspects. They deemed it indispensable for education to continue
and for the use of technology in education. However, the lack of interaction in distance education, digital
impossibilities, and other factors were the negative aspects. The stakeholders participating in this research
emphasized that rather than being adequate, distance education was inadequate due to interaction- and
infrastructure-related issues. Though there were negative opinions about the continuation of distance
education in the transition to formal education after the COVID-19 pandemic precautions ended, findings
revealed that it may continue simultaneously with formal education and may provide compensatory or
supportive education. Additionally, further research is needed regarding the generalizability and educational
outcomes of distance education implemented during the COVID-19 pandemic. | en_US |
