Evaluation of the Emergency Remote Teaching from Different Perspectives: Student, Faculty Member and Educational Managers’ Opinions

Abstract

In this study, it was aimed to examine the perception of emergency remote teaching in the emergency remote teaching process carried out in higher education institutions during the pandemic process in the context of the perception of emergency remote teaching, roles in the emergency remote teaching process, the advantages and disadvantages aspects in this process and the measurement and evaluation process according to the opinions of students, faculty members and educational managers. For this purpose, survey forms were conducted with five students, faculty members and educational managers. Phenomenology method, one of the qualitative research methods, was used in the study. The data obtained were analyzed using content analysis technique. As a result of the analysis, it was seen that students evaluated emergency remote teaching spatially by associating it with the concepts of difference, freedom and distance, while faculty members and managers mostly looked at emergency remote teaching under the dimension of access to information. All three stakeholders in the study group stated that the most positive aspect of emergency remote teaching is that it provides access to resources such as the ability to watch the courses afterwards and access to documents at all times.