Teachers 'perception of distance education and students' attitudes towards distance education

In this study, the distance education perceptions of the teachers working in 5 different secondary schools in Erzurum city center and the attitudes of the students studying in these schools towards distance education were examined. The research groups consist of 201 teachers and 624 students. The "Distance Education Perception Scale" developed by Gök (2001) was used to determine teachers' perceptions of distance education, and the reliability coefficient of the scale was ,90. The "Distance Education Attitude Scale" developed by Arslan and Bircan (2019) was used to determine students' attitudes towards distance education, and the reliability coefficient of the scale was ,89. According to the results of the research, it was concluded that the perception levels of the teachers, one of the sub-factors of the distance education perception scale, were low depending on the factor of their perceptions of the basic view of distance education, and their perceptions of the other factor and the whole scale were moderate. It has been observed that there is no significant difference in the perceptions of the teachers towards distance education in terms of gender, branch, age, duration of professional experience and technology use levels. In the attitudes of the students towards distance education, the advantages of distance education for the participant, the technical dimension of distance education and the desire for distance education, which are the sub-factors of the scale, the high level of students' attitudes towards distance education, the effectiveness of distance education on teaching, the problems experienced in distance education and their attitudes towards the whole scale. It was concluded that they were moderate. It was concluded that while there was no significant difference in the attitudes of students towards distance education in terms of their gender and their classes, there was a significant difference in terms of the frequency of access to distance education and this difference was in favor of students who access distance education every day and 3-4 days a week. 2021, 89 Pages Keywords:Distance learning, Pandemic process, Perception and attitude towards distance education, Technology.