Özet:

The COVID-19 pandemic necessitated the adoption of distance education at all levels by the Ministry of National Education, thus ensuring the continuation of the instructional process. To support this transition, the Education and Technology Network (EBA) provided access to various resources and EBA TV channels, thereby creating an online learning environment for both teachers and students. However, in this extraordinary context, educators also availed themselves of other instructional technologies outside of the EBA system in order to support the instructional process. Consequently, questions have emerged regarding the nature of instructional materials and technologies employed outside of the EBA system, the utilization of internet technologies to enhance student learning, the measures implemented to enhance student learning, and the reasons behind the preference for such alternative instructional technologies and materials. Therefore, the aim of this research is to examine the instructional activities and experiences of educators who implement online instruction at the K-12 level during the pandemic. The study employs a qualitative case study research design as its methodology. Data collection was achieved through an online questionnaire instrument, specifically developed by the researchers. It was titled "Survey on Distance Education Experiences during the Pandemic." The sample population consisted of 411 educators working in K-12 level educational institutions. The research findings highlight a number of activities to enrich online learning, which are: an effective and interactive class with digital activities, peer-to-peer teaching and interaction, alternative teaching methods, parent events, assessment tools, electronic portfolio, interactive activities, online competitions and implicit instruction processes. The educational activities that stand out in online learning are instructional videos, audio recording (podcast), presentation content, websites, mobile learning applications and communication networks. Teachers used technological devices such as desktop computers, laptops, smartphones, drawing tablets, etc. to enrich the online learning process. The technical problems and deficiencies addressed under the topics of “technological tools”, “Internet connection” and “distance education platforms” in the online environment of teachers are seen to be the major constraints to the enrichment of students’ online learning.

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