An evaluation of distance education applications during the pandemic for the example of Adana province

In this study, it was aimed to evaluate the distance education applications carried out at the basic education level during the pandemic period, according to the opinions of teachers. The research was designed according to the qualitative research method. The study group of the research consists of 51 teachers who have carried out the distance education applications implemented in our country in the 2020-2021 academic year. Data were collected from the teachers with the developed semi-structured interview form. The collected data were analyzed according to content analysis, one of the qualitative data analysis methods. According to the research findings, teachers defined distance education as digital education, alternative education, education that is not dependent on time and place, poor quality education and non-interactive education, respectively. It has been observed that Web 2.0 tools are frequently used by teachers while presenting the course content in the distance education process. On the other hand, teachers also used tools such as videos and pictures, Microsoft Office applications, Educational Information Network (EBA), Google search engine, PDF viewer, printed materials, and Youtube. Teachers stated that they mostly used the explanation, question-answer, and demonstration methods in the learning-teaching process. According to the teachers, during the distance education process, students realized their out-of-school learning through learning by research, learning by doing, learning by using digital platforms, learning by taking adult help, learning by observation and examination. On the other hand, few teachers stated that their students had no any learning experience outside of school. When the online learning experiences observed by the teachers in the distance education process are examined, according to many teachers, the students experienced problems such as reluctance to participate in the lesson, not being motivated, inability to make collaborative applications, communication and interaction problems. Some teachers also stated that the targeted learning took place, their communication skills were improved, they were willing to participate in the lesson, and they could easily express their ideas. When the difficulties experienced by teachers while using digital platforms in the distance education process are examined, teachers stated that they experience difficulties due to lack of digital literacy, lack of equipment, physical inactivity and applications in a foreign language, as well as technical and software problems.When the opinions of the teachers on the in-service training needs related to distance education were examined, many teachers stated that they needed in-service training on digital education applications, basic computer use, and foreign language terms used in digital platforms. Teachers also made some suggestions for the development of distance education applications. These recommendations are as follows.The capabilities of existing applications should be increased, infrastructure and hardware support should be provided, teachers and students should be trained, measurement and evaluation practices should be developed, and security measures should be increased.