Abstract:

This study aims to make a SWOT analysis of the teaching given in the emergency remote teaching process and determine its strengths, weaknesses, opportunities, and threats. It also aimed to extract the opinions of faculty members to determine how the SWOT factors can be evaluated or the measures that need to be taken in this regard. For this purpose, the case analysis method was used in this study. 84 Teaching staff who taught in the emergency distance learning process at a public university participated in the study. Within the scope of the literature, data were collected through an interview form and semi-structured interview questions prepared by taking into account SWOT factors (strengths, weaknesses, opportunities, and threats). Content analysis was used in the analysis of the obtained data. As a result of the collected data, opinions were expressed that the strengths of the emergency distance learning process include the most flexibility of access and the use of audio-visual materials, and among the weaknesses are lack of interaction, technological deficiencies, technical problems, and security problems in exams. Distance education opportunities in the context of unconstrained by time and space realizations gained remote emergency with training the process of teaching the various directions, with views on the issue of having different threats irregularities, non-interaction, and opinions were expressed as intensive as a security problem to have revealed. In addition, this study also includes recommendations of teachers on how to evaluate the strengths and opportunities of the distance learning process and what can be done about its weaknesses and threats.

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