Abstract:

The aim of the study is to examine the experiences of administrators in the emergency distance education process during the Pandemic Period. In the quantitative part of this research, which was conducted using the exploratory sequential design from mixed research designs, the survey method was utilized and the case study was utilized in the qualitative part. Within the scope of the study, data were collected from university administrators in order to examine their experiences, and from faculty members and students in order to obtain their views on the decisions taken by university administrators and their general approaches. In the quantitative dimension of the study, data were collected through questionnaires, while in the qualitative dimension, data were collected through focus group interviews as well as examining university official web pages, announcements and social media accounts. The quantitative data obtained from the study were analyzed descriptively and qualitative data were analyzed by content analysis method. Within the scope of the study, it is seen that in the decisionmaking process of Pandemic Period administrators, the distance education experience before Pandemic Period, the decisions determined by Council of Higher Education, the monitoring and evaluation reports during the process, and the demands of the instructors, students and related units are taken into consideration. Considering these factors, it is seen that Pandemic Period administrators make decisions regarding infrastructure preparation, human resource supply, human resource supply for necessary applications, and institutional support activities in the emergency distance education process. However, they stated that they had difficulties in providing human resources and directing the instructors and ensuring the safety of measurement and evaluation tools during the process. These difficulties experienced during the process made it necessary to intervene in various situations. These cases were in the form of exam arrangements, live lesson arrangements, changes in expectations for preparing course materials, and changes in the types of support for instructors and students. Considering the general approach of the administrators and the decisions they take in the Pandemic Period emergency distance education process, it is possible to say that the views of the lecturers on the process are more positive than the students. It is seen that the necessity of meeting the technical and academic needs of the students affects these views.

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