Abstract:

This study aims to evaluate the emergency remote education activities conducted during the pandemic and develop a vocational education framework for similar crisis periods. The study employs a convergent parallel design, a mixed research method. A survey method is used in the quantitative part of the research, while a case study method is preferred for the qualitative aspect. The research group comprises 33 academicians and 106 students from various Vocational Schools within a state university. The study's quantitative data were collected through surveys developed by the researcher, while the qualitative data were gathered through semi-structured interview forms. Descriptive analysis tools such as frequency tables, percentage tables, and means were used to analyze the quantitative data. The qualitative data of the study were analyzed using the content analysis method. According to the study's findings, it is generally stated that there were disruptions related to internet sources, and improvements in the existing infrastructure of distance education, especially internet infrastructure, are necessary for similar crisis periods. The preference for a straightforward lecture method in live classes is emphasized, and the integration of technologies such as virtual and augmented reality into lessons for similar crisis periods is highlighted. Furthermore, the findings suggest the need for alternative measurement and evaluation methods and tools that ensure fair academic progression. Flexible and beneficial solutions, such as compensation, hybrid, or project-based implementations, are mentioned for internships that cannot be conducted face-to-face. In conclusion, it is recommended to prefer mixed methods for lessons and internship applications in similar crisis periods, improve the existing infrastructure of distance education, minimize the digital divide among students, and enhance the quality of live classes and assessment processes.