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Distance education was mainly viewed as supportive rather than a replacement for face-to-face learning, with benefits for maintaining student participation, alongside concerns about administrative barriers, limited computer knowledge, and internet-related issues.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Elitok Kesici± & SaitAkbaşlı °  \nThis research aimed to determine the opinions of teacher parents about distance education process during COVID-19. The study was designed as a case study which is one of the methods in qualitative research. The sample of the study composed of 83 teacher parents from different branches in Turkey. Maximum variation and criterion sampling methods were used to select the participants.  \nThe data of the study were gathered though open ended questions developed by the researchers and were analyzed through descriptive and content analyses.  \nAccording to the participants, distance education is perceived and accepted as a means of support rather than an alternative to face-to-face education. Participants mentioned the distance education carried out during the pandemic process as a beneficial practice in order to prevent students from breaking off from education but also they stated administrative issues, lack of computer science knowledge and internet-related problems. The inability to disseminate distance education to all students, especially disadvantaged students due to the lack of infrastructure, indifferent parents and the fact that distance education is insufficient in the education of young children/special education students show that distance education has not yet met the expectations to provide equal opportunities for everyone involved.  \nKeywords: COVID-19, distance education, pandemic, teacher, parent  \nIntroduction  \nThe COVID-19 pandemic, which has affected the whole world, has also affected educational organizations, causing face-to-face education to be suspended and transition to distance education. According to Tedmem (2020), the number of countries that closed all schools from pre-school education to higher education atthe beginning of April was 193. In a few other countries, the majority of schools were closed by local-level decisions in terms of administrative structure. In total, the number of students affected by the closure of schools exceeded 1 billion 724 million. Countries that shut down schools decided to continue education with distance learning tools. Distance learning is carried out by using tools such as printed teaching materials, radio broadcasts, television broadcasts, online teaching contents or online interactive lessons according to the technological infrastructure and opportunities of the countries (Tedmem, 2020). Although there are studies showing that the closure of schools provides benefits in controlling the epidemic (Tian et al., 2020; Kwok et al., 2020), data obtained from the SARS outbreak in  \n*  \nEnglish Teacher, National Ministry of Education, Turkey.  \n±Associate Professor, Department of Curriculum and Instruction, Faculty of Education, Aydın Adnan Menderes University, Turkey.  \n°  \nProfessor, Department of Educational Administration, Hacettepe University, Turkey.  \nChina, Hong Kong and Singapore show that there is no significant contribution at all. Recent studies on COVID-19 have predicted that school closure will prevent deaths by 2-4%, which is much less than other social distance interventions (Vineret al., 2020).  \nToday, online learning has shown a great development (Borup & Kennedy, 2017) and distance education studies have increased in countries such as United States, Canada, Mexico, Australia, New Zealand, Singapore, South Korea and Turkey, especially at the primary and secondary school level (Barbour, 2017; Harris, Dargusch, Ames, & Bloomfield, 2020) . Distance education is considered as an inclusive and equality-enhancing factor for K-12 students who have difficulties in accessing education (Buckingham, 2017; O'Donoghue, Lopes, & O'Neill, 2011; Harris, Dargusch, Ames, & Bloomfield, 2020). On the other hand it is claimed that it may cause more educational exclusion for special education students (Slee, Corcoran, & Best, 2019; Slee, 2011). During q","cbCaivJ0KuwSoF9U","https://ap.wps.com/l/cbCaivJ0KuwSoF9U","pdf",513738,21,"English","# Introduction\n## Purpose of the Study","[{\"question\":\"What research method was used to study teacher-parents’ views on distance education?\",\"answer\":\"The study used a qualitative case study design with descriptive and content analyses of responses to open-ended questions.\"},{\"question\":\"How many teacher-parents participated, and how were they selected?\",\"answer\":\"The sample included 83 teacher-parents from different branches in Turkey, selected using maximum variation and criterion sampling methods.\"},{\"question\":\"What benefits and problems did participants report about distance education during COVID-19?\",\"answer\":\"Participants considered it beneficial for keeping students from disengaging, but they also reported administrative issues, insufficient computer knowledge, and internet-related problems, especially affecting disadvantaged students.\"}]","Distance Education Experiences of Teacher-Parents during the COVID-19 | PDF",1792076645,53]