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Conducted with 455 students at a state university in Turkey’s Black Sea region using a phenomenology qualitative design, data were collected through an online interview form and analyzed with semantic content analysis. 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For this purpose, this study was conducted with the phenomenology design, one of the qualitative research designs. The research was conducted with 455 students studying at the Faculty of Education of a state university in the Black Sea region of Turkey. Ethics Committee approval (Number E-45428382-050.99-109541) was first obtained from a State University to collect the study data. The data were collected using the online interview form developed by the researcher. Qualitative data were analyzed by subjecting them to semantic content analysis with content analysis. While the researchers analyzed the data, it was analyzed according to member control, credibility, transferability, and verifiability/confirmability criteria for validity and reliability. In addition, students' opinions were analyzed by Hofstede's descriptive analysis according to their cultural dimensions according to countries. The data obtained from the findings were analyzed in the themes of positive, negative, and solution suggestions in emergency remote teaching. The positive features of distance education are divided into categories under the headings of the courses' teaching, the instructor's attitude, and resource access. The negative features of emergency remote teaching are categorized under the education and\u003Cbr>training process, communication, technological deficiencies, and personal situation. Keywords: Emergency remote teaching, faculty of education, student opinion. |\n| --- |\n| E-mail: [belgin.bal@omu.edu.tr](belgin.bal@omu.edu.tr). |\n\nINTRODUCTION  \nAs a result of the rapid spread of the coronavirus disease all over the world, emergency remote teaching has become the center of educational activities. Miks and McIlwaine (2020) announced that schools were closed in many countries due to the epidemic, and they reported that 1.6 billion students were affected by this process. From preschool education institutions to the graduate level, compulsory distance education has suddenly been introduced. One of the countries affected by this process is Turkey. In this process, Turkey has started to conduct the courses online through EBA (Education Information Network) system and TV channels from preschool to highschool. Universities, on the other hand, have switched to distance education with remote infrastructure systems.  \nWhile universities with a strong and ready distance education infrastructure are glorious, universities have experienced problems. According to Mulenga and Marbán (2020), web tools such as digital competencies and devices, online resources, and e-learning environments have gained significant importance. Agnoletto and Queiroz (2020) stated that beyond the definition of distance education for COVID-19, it represents a structure that contains many problems and difficulties. It is thought to contribute to education during the epidemic period when it is not clear whether the problems or advantages experienced by students will continue to be determined during this epidemic period, especially since it is passed suddenly and compulsory.  \nAfr Educ Res J 228  \nEducation and Covid-19  \nThe main goal of education is to prepare students for future challenges. Therefore, these conditions also affect educational environments, as they show constant change and development in the flow of life. With the increase in technology, concepts such as distance education and online learning h","cbCaig1kcBG8J9Uu","https://ap.wps.com/l/cbCaig1kcBG8J9Uu","pdf",308758,15,"English","# Abstract\n# Introduction\n## Education and Covid-19\n## Distance education and culture","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"It aims to understand, in depth, what Faculty of Education students experienced during the 2020–2021 emergency remote teaching period and how they view distance education.\"},{\"question\":\"How were participants and data collected?\",\"answer\":\"The study involved 455 students from the Faculty of Education at a state university in Turkey’s Black Sea region. Data were collected using an online interview form and supported by ethics committee approval.\"},{\"question\":\"How were the results organized?\",\"answer\":\"Student opinions were analyzed using subject-based semantic content analysis, with findings grouped into themes of positive features, negative features, and solution suggestions for emergency remote teaching.\"}]","African Educational Research Journal - Vol. 10(3) - Views of education faculty students on emergency remote teaching | PDF",1792071269,38]