Abstract
The general aim of this study is to determine the knowledge levels of university students on distance education and the Google Meet application programme. The descriptive method was used in the research. The research was carried out in the spring term of 2020–2021, and consisted of 462 volunteer university students studying in the field of computer engineering at various universities in the Marmara region of Turkey. In order to determine the information of the participants, a measurement tool called ‘distance education platforms’ was used, which was developed by the researchers; the measurement tool was collect-ed from the students with the help of an online questionnaire. The raw data obtained from the measurement tool were analysed with the SPSS programme and categorised to reveal their understanding levels. Based on the findings, it has been determined that although digital natives have good views on today’s distance education and Google Meet topics, the level of understanding of the related concepts is quite high.
Highlights
Our education life is always at the forefront and it is known to consist of a knowledge community that has left its mark on human life
The highest value of students using asynchronous videos processed with Google Meet during the day was 44.16% (204 people) who used it for 7 or more hours, followed by 28.14% (130 people) who used it for 4–6 hours and 27.70% (128 people) who used it for 1–3 hours
When the results of the studies are considered, it can be seen that the number of participants comes first; the number of participants in a study varies according to the model of the research; it can be seen that getting opinions from more people always contributes to and benefits the field
Summary
Our education life is always at the forefront and it is known to consist of a knowledge community that has left its mark on human life. Due to the pandemic, it is seen that face-to-face education is used as a distance education model [7]. It is seen that the distance education models that have come from the 1700s to today have changed iJEP ‒ Vol 12, No 2, 2022. Their shape with the developing technology and communication opportunities [2]. It can be said that these developments and changes have significantly changed the educational understanding of the institutions involved in the open and distance learning process, the technologies used, the roles and characteristics of the teacher and the learner [10]. It is known that the use of distance education in universities supports formal education, and it is seen that education training is supported [13]
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