Teachers views regarding live lessons owing to EBA

The aim of this study is to examine the opinions of teachers about the access, functionality and interaction levels of the live lesson feature integrated into the Education Information Network according to gender, professional experience, school level, education level, device connected to the lesson, daily usage time of the system, and branch variables. The data were collected with the "EBA Live Lesson" scale developed by the researcher. The scale was applied to 770 teachers working in Kars province in the 2021-2022 academic year. In the statistical analysis of the data, independent sample t test, one-way ANOVA, Games-Howell, Hocberg GT2 tests were used and analyzes were carried out through SPSS program. As a result of the research, a significant difference was found in the access sub-dimension related to gender variable. It was determined that male teachers saw access to the live lesson more problematic than female teachers. According to the professional experience variable, a significant difference was found in the functionality and interaction sub-dimensions. In the multiple comparison test, in the functionality sub-dimension, teachers with 6-10 years of experience found the live lesson feature more useful than teachers with 21 years of experience and above, while in the interaction sub-dimension, teachers with 0-5 years of experience found the live lesson more interactive than teachers in other experience groups. According to the school level variable, a significant difference was found in the access and interaction sub-dimensions. It was found that teachers working in primary schools saw access to the live lesson more problematic than teachers working in pre-school education institutions, while teachers working in secondary schools found the live lesson more interactive than teachers working in high schools. A significant difference was found in the interaction sub-dimension according to the branch variable. It was determined that informatics teachers found the live lesson more interactive than biology and chemistry teachers. A significant difference was found in the access sub-dimension according to the education level variable. It was found that teachers with postgraduate education encountered fewer problems in accessing live lessons than teachers with undergraduate education. When analyzed according to the daily usage time of the system, a significant difference was found in the access and interaction sub-dimension. It was determined that the teachers who used the live lesson between 0-1 hours and 2-3 hours per day saw the availability of access to the live lesson as problematic compared to the teachers who used it for 6 hours or more, while the teachers who used EBA Live Lesson between 0-1 hours and 2-3 hours per day found EBA Live Lesson more interactive than the teachers who used it between 4-5 hours per day. As a result, it was seen that teachers' opinions about EBA Live Lesson differed significantly in the variables of gender, school level, educational status and daily use of the system in the access dimension, in the variables of professional experience in the functionality dimension, in the variables of professional experience, school level, daily use of the system, branch in the interaction dimension, and in the variables of professional experience and daily use of the system in the whole scale. The findings were discussed by comparing them with the literature and suggestions for future studies on this subject were presented. Keywords: