Comparison of Face-to-Face and Distance Education: An Example of a Vocational High School

Abstract

The primary objective of the research is to determine the opinions of vocational high school teachers related to the effectiveness of face-to-face and distance education. The case study method was used in the research. Typical case sampling was preferred from purposive sampling methods in selecting the study group. Besides, 43 teachers who work in different branch types and have various seniority levels in a vocational high school constituted the research study group. The semi-structured interview form developed by the researchers was used as a data collection tool. The data were analyzed descriptively through NVIVO 12 Plus program. As a result of the research, teachers working in a vocational high school stated that positive aspects of face-to-face education include communication, classroom control, efficiency, learning by doing and living, the transmission of emotion, motivation, attracting, socialization, classroom climate, application of methods-techniques, equal opportunity for each student, the use of the whiteboard, participation, and empathy. The positive aspects of distance education were specified as providing discipline, material diversity, accessibility, voluntary participation in class, the applicability of the curriculum, self-expression (or the ability express on self), technological opportunities, saving time, and a healthy environment. There are, however, both positive and negative student attitudes toward distance education. While most teachers prefer face-to-face education in the future, hybrid education was also included among the preferences.