Abstract:

Many educational institutions have begun to conduct mandatory educational activities through distance learning during the COVID-19 pandemic period. This has led to the ignorance of the preparation processes for remote learning, and the remote learning environments that need to have rich content and material are carried out only by online courses. The aim of this study is to evaluate the distance learning environments considered as an emergency solution from an institution, teacher, student and pedagogical point of view and to identify a road map for the components involved in the process. The teaching, learning and technology components, defined as a distance learning component, have been attempted to provide information about the roles of all these components, including the institution component in this process. It is also recommended that many teachers and students take the steps they need to follow in order to be able to practically adapt to the distance learning they experience for the first time throughout their educational life. According to the information contained in the field, the concepts of institutions, teachers, students, technology and education are an integral part of remote education and have a distinct impact on the achievement of remote education. In this direction, we have been trying to indicate that our pedagogical knowledge we carry out traditional educational activities can also be used in distance education.

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