Comparison of Instructors' Experiences in Distance Education and Face-to-Face Education Processes

Abstract

The aim of the study is to reveal the experiences of lecturers regarding this phenomenon in the process of transition to distance education due to the Covid-19 pandemic and to compare these experiences with face-to-face education. For this purpose, a phenomenological design, which is a method of qualitative research, was used in the study, and semi-structured interviews were conducted with 18 lecturers. The interviews were subjected to content analysis and as a result of the analysis, the lecturers' views on distance education were revealed. The lecturers evaluated distance education negatively because of limited interaction, lack of communication, insufficient technological tools and equipment, technical infrastructure problems, measurement and evaluation not reflecting the reality, and this education model is not suitable for applied courses. In the distance education process, there were differences compared to face-to-face education in the general teaching of the course, the methods and techniques used, the activity of the stakeholders, the time used for a course and the completion of the content of the course planned until the end of the semester. The advantages of face-to-face education were listed as the ease of involving students in the course process, the fact that validity and reliability reflect the reality, and the ease of interaction and communication.