Abstract
The learning environment, learning process and the opinions and suggestions for the problems concerning the process of students participating in distance education is thought to contribute to better planning and conducting distance education lessons. With this respect, the purpose of this study is to detect the reflections of the COVID-19 pandemic period on undergraduate education through opinions of teacher candidates. The qualitative internet research, which is one of the qualitative research models, was preferred for the study. The participant group was identified through the maximum sampling method. The participant group consisted of 27 teacher candidates studying in year 3. and year 4. The semi-structured interview form developed by the instructors was used as the data collection instrument. Content analysis was conducted through the Nvivo 11 software when analyzing the data. Positive-negative opinions of teacher candidates concerning distance education and the announcements made throughout the distance education process were collected for the study. In addition, the negative outcomes it caused on the participants, its reflections on the educational process, opinions-suggestions concerning assessment and evaluation and solution advices for the process were also identified.
 
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Highlights
Today, with the effect of increasing knowledge and rapidly changing technology, social, cultural, economic and political institutions are undergoing transformations
This study aims at underlining opinions of Faculty of Education students who received 2019-2020 academic year spring term courses through distance education due to the global COVID-19 pandemic
The purpose of this study was to examine the effects of the global COVID-19 pandemic on the education system with respect to the Faculty of Education
Summary
With the effect of increasing knowledge and rapidly changing technology, social, cultural, economic and political institutions are undergoing transformations. Changes in these fields have brought to the social agenda the need for educational institutions to change and develop in an appropriate way. Various definitions concerning distance education are stated in the related literature. First definitions on distance education emerged with the use of printed resources and were reviewed so as to reflect the advances in technology. Keegan’s (1980), who names it as a generic term, definition of the concept of distance education consists of the following components: According to the early definitions, distance education is education which is carried out through special written material and which doesn’t require the teacher and student to be spatially together (Kaya, 2002). Keegan’s (1980), who names it as a generic term, definition of the concept of distance education consists of the following components:
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