Distance Higher Education in the Time of COVID-19: Quantitative and Qualitative Analysis

With the project, it is aimed to make quantitative and qualitative analysis of the distance education activities that started to be carried out urgently during the COVID-19 period. Within the scope of the project, student and instructor experiences during the distance education period were investigated, the student outcomes observed in this period were compared empirically with face-to-face education, and the impact analysis of experimental economics design and synchronous and asynchronous methods. has been made. In the project findings, it was demonstrated by qualitative and quantitative tools that the determinants of success differed between the two periods when compared to face-to-face education. It has been understood that family responsibilities increase in distance education, responsibilities such as housework apart from educational activities are emerging, and families are reluctant to provide a study environment for students. In addition, it was concluded that the workload per course increased, the first-year students who did not have university experience were not advantageous compared to other students, and there was a decrease in student success in applied courses. At the same time, it is understood that students with high levels of anxiety experience a loss of success in this process. Another finding that should be considered carefully is that the income and education level of the parents and the city structure where the student accesses distance education cause significant differences in student outcomes. Equal access opportunities to education and training opportunities secured by universities are lost to some extent with distance education. Finally, it has been observed that the asynchronous method is more effective than the synchronous method, while providing a 0.14% increase in the final grade for each minute spent in the synchronous lesson. Curriculum, syllabus and syllabus need to be re-prepared in accordance with distance education and taking into account the increasing workload. Based on the findings that highlight the importance of university experience, necessary conditions should be provided for preparatory and first-year students to be able to conduct a part of their courses face-to-face. Studies should be carried out to increase the awareness of families about the importance of distance education, and especially information should be given to help students understand the course load. Considering the COVID-19 pandemic and the stress brought on by distance education, it is beneficial to provide guidance support to students. The integration of trainers into the distance education format should be ensured, and training studies should be carried out in this direction. Finally, it is beneficial to use synchronous and asynchronous education forms together.