Hazırlık okulları öğretim elemanlarının Covid-19 salgını sürecinde uygulanan acil uzaktan eğitim ile ilgili görüşleri

The physical separation of learner and the instructor principle within the educational landscape is not a new phenomenon. Distance education heritage has already had its own methods, theory and history (Moore & Kearsley, 2012). The establishment of the first railway lines and correspondence schools were around the same time (Peters, 2020). Since then, distance education has constantly been evolved like a living organism. The progress has varied the possibilities, reached larger groups and spread to make education accessible for all. However, the outbreak of Coronavirus makes the separation even more popular nowadays. With the pandemic, emergency remote education terminology has come to the fore, while many current versions of instructional delivery from a distance have caused conceptual confusion. Here, distinguishing these concepts is crucial to properly evaluate emergency remote education. The purpose of the study is to present the roots of the instructor and learner separation principle by reviewing distance education history to expand upon it. It reintroduces these distinct concepts to perceive the currently encountered situation better. The significance of the present study is that emergency remote education is significant to be researched, because of its novelty in the field of education; to adopt new normal and examine today so that we can direct the future in a better way. The study's ultimate purpose was to explore the experienced emergency remote education process and compare the differently structured institutions from the perspectives of English language instructors. To take a photograph of the novel emergency remote education, In this study, the opinions of one hundred and thirty-four instructors who have been working for preparatory programs of universities' schools of foreign languages are asked. The results have clearly shown that three dimensions concerning the views on emergency remote education are; emergency remote education in terms of its interaction with students, universities and finally, the overall process evaluation. The study reveals that both foundation and state universities experienced the process in a very similar way. Both foundation and state university instructors are not satisfied with their students' learning processes. Nevertheless, the study happily reports that the universities were able to manage the process successfully, and emergency remote education experience has helped the improvement of instructors' technological skills.