Determination of distance education perceptions of teachers giving interactive distance education in non-formal education institutions and distance education attitudes of students

The aim of this research is to reveal the distance education perceptions of the teachers who provide interactive distance education in non-formal education institutions and the views of the students towards distance education. The research was designed according to the descriptive survey model. The research was carried out with the participation of 73 teachers and 270 students who received training in Konya Metropolitan Municipality Vocational Training Courses Distance Education in the 2021-2022 academic year. In order to obtain the personal information of the participants, the "Demographic Information Form" was used. Data were collected using the "Distance Education Perception Scale" developed by Gök (2011) to determine teachers' perceptions of distance education, and the "Distance Education Perception Scale" developed by Yıldırım et al. (2014) to determine students' views on distance education, and Google Form technology. Descriptive statistics and independent t-test, one-way analysis of variance (ANOVA), KruskalWallis H test, Mann-Whitney U tests were used for data analysis. According to the research findings, it was seen that teachers' perceptions of distance education were high in the education planning factor of the scale, and normal in other factors and in the whole scale. . While teachers' perceptions of distance education do not show a significant difference in terms of age, city where they teach, branch (area), personal computer ownership, daily internet usage frequency, and the device they connect to the internet; It has been determined that there is a significant difference according to gender, occupation and graduation levels. It was observed that students' views on distance education were high in the personal suitability and effectiveness factors of the scale, low in the aptitude factor, and normal in the instruction factor and the whole scale. While students' views on distance education do not show a significant difference in terms of gender, age, the city where they attend the education, profession, graduation level, personal computer ownership, daily internet usage frequency, and the device they connect to the internet; It was determined that there was a significant difference according to the branch they participated in the training. As a result, it can be said that the significant difference in teachers' perceptions of distance education according to the variables of gender, profession and graduation level is due to the fact that they are ready for distance education, having sufficient knowledge about distance education and individual development. It can be said that students' views on distance education differ significantly in terms of the branch they participate in education, the students do not have the necessary technological infrastructure for distance education, they have difficulty in continuing the lessons and the differences in individual expectations about the efficiency they receive from education.