Abstract
The aim of the study is to find out the experiences of pre-service teachers in … (deleted for blind review) University during the emergency remote teaching process. The study was designed as a case study. Data was collected using an “Evaluation Form” which was developed by the researcher. This form is a survey which was consisted of both open-ended and closed-ended questions. Additionally, observation notes and course records were used to clarify the survey data. Quantitative data was analyzed with descriptive statistics including frequency and percentage. Qualitative data was analyzed with content analysis. Participants were 60 pre-service teachers attending Computer and Instructional Technology Teacher Education Program offered by the Faculty of Education. Based on the results, organization, methods, competency level of the instructor, regular announcements/information, qualified asynchronous content, asynchronous course activities, continuous communication and effective live courses were the issues that support the emergency remote teaching process. On the other hand, deficiency of face-to-face interaction, technical problems, deficiency of motivation, homework and courseload were the issues that obstruct the emergency remote teaching process. Finally, although the students learned during the emergency remote teaching process, they preferred to continue with face-to-face education. However, they preferred to continue with distance education only for some of the courses. This implies that in the future blended education should be planned in higher education institutes.
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