Reflections from EBA Support Points in Emergency Distance Education

Abstract

The purpose of this research is to identify the problems experienced by teachers working at EBA Support Points, which were established to ensure the participation of students who could not participate in the distance education process due to the lack of technology infrastructure during the Covid-19 emergency distance education period, and to offer solution suggestions in order to make the emergency distance education processes more effective. For this purpose, the study was carried out in accordance with the case study method in a holistic single case design. The sample in the study consists of 15 teachers working at 15 different EBA Support Points. A semi-structured interview form was used during the data collection phase. The data collected from the recorded interviews were analyzed using the content analysis method. As a result of the research, the problems encountered by teachers working at EBA Support Points in the working environment during the emergency distance education period and the solution suggestions for the problems were collected under the headings of students, teachers and school administrators. When the themes were examined, it was determined that the problems experienced with teachers were about technical support requests, the problems experienced with students were about non-compliance with pandemic rules, and the problems experienced with school administrators were long working hours, inappropriate course schedules and deficiencies in planning. Various suggestions are also given in the study to solve the problems experienced at EBA Support Points.