Views of Vocational School students and instructors about distance education applications during the Covid-19 Pandemic

The aim of the study is to determine the views of Vocational School students and instructors about positive and negative impacts of distance education applications applied during the COVİD-19 pandemic. Qualitative research method and phenomenology design were used in the study. Maximum variation sampling was preferred in sample selection. The sample group consisted of 39 second-year students studying at Bingöl University Technical Sciences Vocational School in the city center of Bingöl in the 2021-2022 academic year and 23 instructors working in this school. The researcher collected data by using a student interview form with 13 questions and an instructor interview form with 15 questions in order to receive the views of the participants in detail. The data were analyzed by using the descriptive analysis method. The data of the study indicated that the instructors and students had positive and negative feelings and thoughts about the distance education decision when they first heard about it. Depending on the analysis of the data obtained on distance education applications, the instructors and students expressed their views about the effect of the application on the lessons, its effect on interpersonal communication, the problems encountered, the suggestions for distance education applications, the positive and negative aspects of face-to-face education and distance education, the beneficial aspects of assessment-evaluation applications and the problems encountered, and the continuity of distance education. Apart from these common main themes, another main theme was determined regarding the students' views on the materials used in distance education applications. The findings of the study revealed that both students and instructors felt uneasiness when they first heard about the distance education decision. In the process, both sample groups expressed that sufficient efficiency was not obtained in the applied and theoretical courses taught by distance education. In the main theme assessing distance education in terms of communication, it was concluded that both students and instructors faced various problems while communicating and therefore could not communicate effectively. While the students stated that they had problems with the application system in distance education applications, the instructors stated that they had problems with the live lessons. Against these problems, students generally made suggestions for the problems related to the lessons, while the instructors made suggestions about increasing the efficiency of the system. In the main theme comparing distance education and face-to-face education, both sample groups indicated the positive aspects of distance education such as independence from time and place, being able to spare more time for oneself, being able to watch the lesson recordings repeatedly; whereas, they stated that in face-to-face education, more effective communication was established and they got more efficiency from the lessons. Moreover, it was observed that the students expressed mostly positive views about distance education lesson materials. In another main theme assessing distance education in terms of exams, it was observed that the most common problems experienced by the instructors were the student-related problems due to the fact that the students completed the exams by helping each other; whereas, the students encountered mostly the technical problems. In the main theme in which views on the continuity of the distance education system were stated, the participants expressed that verbal lessons can be continued with distance education and they emphasized that the distance education system should be continued partially.