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This qualitative study examined the views of 18 lecturers from a state university using an online open-ended questionnaire and content analysis. Results showed widespread dissatisfaction with institutional distance education policies and the 2019–2020 Spring Term system. In the 2020–2021 Fall semester, the university revised policy and selected Microsoft Teams, improving academicians’ satisfaction. While generally satisfied with Teams, lecturers also reported concerns including limited exam features, connection problems, design shortcomings, and difficulties following students; participants wanted integrated distance education tools post-pandemic.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/emergency-distance-education-process-from-the-perspectives-of-academicians-perspectives-study-during-covid-19/592884/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/emergency-distance-education-process-from-the-perspectives-of-academicians-perspectives-study-during-covid-19/592884.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study during the Covid-19 pandemic?","Question",{"text":112,"@type":113},"To examine faculty members’ views on emergency distance education implemented during the Covid-19 period.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and what data were used?",{"text":117,"@type":113},"The study used a qualitative design, collecting data from 18 lecturers via an online questionnaire with open-ended questions, then applying content analysis to form themes.",{"name":119,"@type":110,"acceptedAnswer":120},"What changes did the university make from the Spring Term to the Fall semester?",{"text":121,"@type":113},"After criticisms, the university revised its distance education policy and chose Microsoft Teams as a more integrated system to regain academicians’ satisfaction.",{"name":123,"@type":110,"acceptedAnswer":124},"What criticisms did academicians report even after using Microsoft Teams?",{"text":125,"@type":113},"They generally valued Teams’ features but raised issues such as deficiencies in the exam feature, connection problems, design shortcomings, and difficulties in following students.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},592884,1792161446,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":36,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Emergency Distance Education Process from the Perspectives of  \nAcademicians  \nGürhan Durak, Serkan Çankaya  \nAbstract: The Covid-19 pandemic, which was effective all over the world in early 2020, has deeply affected educational institutions. As a result, universities in Turkey quickly began their emergency distance education applications. Faculty members are the most important executors of this process. In this respect, the purpose of this study was to examine the views of faculty members about emergency distance education during the Covid-19 pandemic. In this qualitatively designed study, the views of 18 lecturers from a state university were determined. As the data collection tool, an online questionnaire form made up of open-ended questions was used. The data were analyzed using the content analysis method, and the themes were formed. According to the results, the academicians generally expressed their high level of dissatisfaction with the distance education policies of their university and with the distance education system used in the 2019-2020 Spring Term. In the 2020-2021 Fall semester, the university took these criticisms into account, changed their distance education policy, and succeeded in gaining the satisfaction of the academicians again by choosing Microsoft Teams, a more integrated system. Although the academicians were generally satisfied with the features of Microsoft Teams, they also reported some criticisms regarding the software such as the deficiency in its exam feature, connection problems, design deficiencies and difficulties in following the students. To conclude, all the academicians participating in the study stated that they wanted to continue to use distance education tools in an integrated manner in their lessons after the pandemic.  \nKeywords: covid-19, distance education, emergency distance education, learning management systems , importance of live lectures  \nIntroduction  \nDue to the Covid-19 pandemic, which was effective all over the world in early 2020, restaurants, cafes, educational institutions, and all other places where people gather were closed, and quarantine practices at various levels began (Mohmmed et al. , 2020) . In the summer, the measurements were eased, and normalization steps such as reopening restaurants, cafes and educational institutions were taken within the framework of certain rules. However, especially with the arrival of the winter months, the increase in the number of cases has accelerated. The number of daily cases, which was around 70,000 throughout the world in the summer, has now been over 500,000 per day as of November. This situation caused countries to revert to their quarantine practices.  \nEspecially the education community was deeply affected by this situation (Bozkurt et al. , 2020) . In this process, educational institutions unable to provide face-to-face education tried to continue their activities via distance education (Durak et al. , 2020) . In Turkey, primary schools, secondary schools and high schools, which all belong to the Ministry of National Education, completed the Spring Term via distance education. With the Fall Term, face-to-face education started with a limited number of students at some school levels, yet with the increase in the number of cases, the Ministry of National Education announced on November 18, 2020 that education would continue entirely via distance education (Selçuk, 2020) . Universities in Turkey belong to the Higher Education Council (YOK) . In the press release of Yekta Saraç, the chairman of YOK, on March 18, 2020, he stated that universities would  \ncontinue their activities completely via distance education (Saraç, 2020) . Universities, which completed the Spring Term via distance education, continued their distance education practices in the Fall Term, except for some departments requiring applied education. It could be stated that in this process, almost none of the universities gave face-to-face education to their ","cbCaif7Fi4tAOW7R","https://ap.wps.com/l/cbCaif7Fi4tAOW7R","pdf",361400,16,"English","# Introduction\n## Covid-19 impact and closure measures\n## Distance education adoption in Turkey\n## Preparation gaps and infrastructure issues\n## Instructional design and pedagogy requirements\n## Teacher training and the concept of emergency distance education","[{\"question\":\"What was the purpose of the study during the Covid-19 pandemic?\",\"answer\":\"To examine faculty members’ views on emergency distance education implemented during the Covid-19 period.\"},{\"question\":\"How was the study conducted and what data were used?\",\"answer\":\"The study used a qualitative design, collecting data from 18 lecturers via an online questionnaire with open-ended questions, then applying content analysis to form themes.\"},{\"question\":\"What changes did the university make from the Spring Term to the Fall semester?\",\"answer\":\"After criticisms, the university revised its distance education policy and chose Microsoft Teams as a more integrated system to regain academicians’ satisfaction.\"},{\"question\":\"What criticisms did academicians report even after using Microsoft Teams?\",\"answer\":\"They generally valued Teams’ features but raised issues such as deficiencies in the exam feature, connection problems, design shortcomings, and difficulties in following students.\"}]","Emergency Distance Education Process from the Perspectives of Academicians - Perspectives Study during Covid-19 | PDF",1792076077]