Opinions of Teachers and Students on Distance Education

This study examines middle school teachers' and students' perceptions of distance education during the 2022-2023 academic year in Malatya, Turkey. The sample of the study, which is based on a mixed model and includes both qualitative and quantitative methods, consists of 385 students and 65 teachers from public and private schools. Data were collected using the "Middle School Students' Distance Education Perception Scale" and the "Teachers' Opinions on Distance Education Scale," alongside semi-structured interviews. The findings indicate no significant differences in perceptions based on students' gender, grade, school type, or whether they studied in urban or rural schools. However, technological infrastructure deficiencies significantly hindered rural students' experiences. While many students appreciated the flexibility of distance education, the majority favored face-to-face learning due to better social interaction and motivation. Teachers expressed similar concerns, with women generally exhibiting more positive attitudes than men. According to the research findings, English teachers have a more positive approach to distance education due to their easier access to digital content. However, in general, it has been observed that problems such as limited interaction, lack of motivation and inadequate infrastructure negatively affect the effectiveness of distance education. This situation reveals the necessity of targeted and sustainable improvements in distance education practices.