Abstract
In this study, we determined how university students in Turkey, a developing country, were able to transition into emergency online learning during COVID-19, what challenges they faced, and the positive experiences that may have come out of this process. We also explored how their positive and negative emotional states may have changed as a result of COVID-19. The sample included 125 students studying in different universities across Turkey who answered an online questionnaire. Results indicated that students’ positive emotions decreased and negative emotions increased significantly. Results also showed that the students experienced the following challenges during emergency online learning: not benefiting from online classes, lack of motivation in following online classes, problems related to family life and finances, increased levels of homework, and problems related to Internet access. In terms of positive experiences, students indicated spending more quality time with family, time for hobbies and personal development, examining life and personal existence, increase in the level of academic development due to homework assignments, and increase in grade-point-average. Students’ answers also revealed that their instructors may have been going through some difficulties as well. Students highlighted complaints related to their instructors’ lack of interest in teaching, not holding lectures, or not uploading class notes or slides, and their difficulty in getting in touch with their instructors. Implications are discussed.
Highlights
The global COVID-19 pandemic, which started in the first quarter of 2020 and continues presently, has affected education globally (Dhawan, 2020)
This research study asked a group of Turkish university students to share how their emotional states changed during COVID-19 as they transitioned to emergency online learning
Besides the problems mentioned above and the decrease in their level of positive emotions, our results showed that some positive experiences came from the COVID-19 outbreak and emergency online learning
Summary
The global COVID-19 pandemic, which started in the first quarter of 2020 and continues presently, has affected education globally (Dhawan, 2020). Educational institutions around the world had to rearrange their academic calendars and education methods (Liguori & Winkler, 2020). This rearrangement has entailed a transition to online learning in higher educational institutions in terms of learning methods (Aguilera-Hermida, 2020). Academic institutions have started to consider factors in the adoption of online learning methods, as well as educational quality (Liguori & Winkler, 2020). Delivery of effective online education requires planning and a consideration of the needs of different entities (e.g., students, instructors, administrators, etc.) involved in the process (Aguilera-Hermida, 2020; Hodges et al, 2020; Muller, Goh, Lim, & Gao, 2021)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
