Abstract:

Higher education institutions have urgently passed distance education due to the Covid-19 pandemic and have been forced to carry out all their activities from a distance. In this process, the institutions, teachers, students and equipment have quickly implemented the teaching design processes, including analysis, design and development, to produce the best working model in order to suit their understruct, or have taken important decisions by having to pass through this process. This study aims to compare the views of teachers and students, which are two key elements that are expected to affect the success of education in the distance learning analysis process. The factors that are taken into account when studying the differences between teachers and students in the study are the following: preferred educational model (intermediate, face-to-face, hybrid), preferences for participation in the course (the way of continuing the course) and the evaluation of the distance learning process (weak, medium, good). In the study planned as scan research, quantum data analysis methods and techniques were used. 5504 university students and 453 faculty members participated voluntarily in the research. The differences in view between the teacher and the student were visually studied with cross tables using Pearson's ki-core analysis. The findings have revealed that students and teachers have significantly different views in the context of determined fundamental factors. It has been revealed that in the event of both teachers and students' pandemic continuation, educational model preferences are in the direction of online education. However, it has been found that teachers prefer online and hybrid education more than students, while students prefer face-to-face education more than teachers. During the online course, while teachers think that the participation in distance courses should be noted, students have significantly preferred not to be noted courses. Another important conclusion from the research is that the overall evaluation levels of the faculty members for the distance learning process are significantly higher than students.

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