Abstract:

Education is among of the fields that have been most affected by the COVID-19 pandemic. With the transition to the remote teaching environment in an effort to ensure continuation of the teaching activities in emergency situations, the ‘emergency remote teaching process’ has been introduced to our lives, enabling different trends and developments in field of education to take place rapidly. In the light of the policy supporting continuation of distance education activities within the scope of blended learning in formal and non-formal education in the post-pandemic period, it is of importance that the emergency remote teaching process experienced is assessed from all aspects, lessons are learned from this process and efforts are made to ensure improvement for subsequent practices. This study aims to evaluate the emergency remote teaching process within the scope of teachers’ views according to Khan's eight-dimensional e-learning framework. Semi-structured interviews were conducted with the K12 teachers within the scope of the case study, and content analysis of the data was performed using MAXQDA 2020 software. In the results of the research, evaluations, opinions and suggestions regarding the pedagogy, technology, interface design, evaluation, management, resource support, ethical and institutional dimensions of the emergency remote teaching process were presented. The strengths and weaknesses in practice should be identified and improvements should be made for each of the mentioned dimensions on the basis of the research findings, so that it will be possible to better prepare for future needs that may arise during the distance remote and blended learning processes that will be designed.

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