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A quantitative survey design collected data from 3,540 university students using an 8-section questionnaire with 53 close-ended items. Results show 72.5% rated distance learning as moderately satisfactory or higher, with highest satisfaction for LMS and videoconferencing systems and lowest for assessment and measurement methods. Key learning supports include synchronous attendance, timely feedback, and interaction, while face-to-face interaction and technical/motivational issues were key obstacles.",{"@graph":69,"@context":122},[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/evaluation-of-the-emergency-remote-teaching-process-during-the-covid-19-pandemic-implications-based-on-students-views/593059/",{"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/evaluation-of-the-emergency-remote-teaching-process-during-the-covid-19-pandemic-implications-based-on-students-views/593059.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main objective?","Question",{"text":112,"@type":113},"The study aims to examine students’ satisfaction and opinions about emergency remote teaching during the COVID-19 pandemic at Ondokuz Mayis University.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and who participated?",{"text":117,"@type":113},"Data were collected using an 8-section quantitative questionnaire with 53 close-ended questions from 3,540 university students, including graduate and undergraduate participants.",{"name":119,"@type":110,"acceptedAnswer":120},"Which aspects received the highest and lowest satisfaction scores?",{"text":121,"@type":113},"The highest satisfaction was associated with the system including LMS and videoconferencing tools, while the lowest satisfaction was for assessment and measurement methods.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593059,1792161373,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Evaluation of the Emergency Remote Teaching Process During the COVID-19 Pandemic: Implications Based on Students’ Views  \nHatice Gökçe Bilgiç  \nAbstract: This study aims to examine the level of students’ satisfaction and opinions about the emergency remote teaching process during the COVID-19 pandemic in the Ondokuz Mayis University in Turkey. Based on the results a guide was constructed for universities to be prepared for emergency remote teaching situations. The study was designed as a survey method which is a quantitative research. Data was collected using an 8-section quantitative questionnaire with 53 close-ended questions. Participants were 3540 university students consisting of 150 graduate students and 3390 undergraduate students. The results indicated that 72 .5% of participants (n= 2567) graded their distance learning experiences during the pandemic as moderately satisfactory or higher during the pandemic atthe university. Based on the results, the highest satisfaction score is for the system including LMS and videoconferencing tools, and the lowest satisfaction score is for assessment and measurement methods. Moreover, attendance of synchronous lessons, regular instantaneous feedback provided by instructors , asynchronous activities and instantaneous interaction with instructors contributed to students’ learning during the emergency remote teaching process in the pandemic. On the other hand, deficiency of face-to-face interaction, homework, technical problems during synchronous lessons, and motivational deficiencies were scored as obstacles. In addition, universities should be prepared for an alternative way of teaching for similar crises like the COVID-19 pandemic, and distance education technologies must have a supportive role in face-to-face learning in universities. Universities who were using emerging technologies before COVID-19 crisis had a comparative advantage over those who did not integrate new technologies into their education system.  \nKeywords: Distance education, distance teaching, higher education, Covid-19 pandemic , emergency remote teaching.  \nHighlights  \nWhat is already known about this topic:  \n• During the pandemic, universities adapted their traditional face-to-face teaching to distance teaching in a very short time.  \n• Universities that were using emerging technologies before the COVID-19 had a comparative advantage during the pandemic.  \nWhat this paper contributes:  \n• The study evaluates the emergency remote teaching in a state university based on 3540 students’ views.  \n• System, synchronous lessons, and digital course content were the most satisfied components. Deficiency of face-to-face interaction, homework, technical problems, and motivational deficiencies were mentioned as obstacles.  \nImplications for theory, practice and/or policy:  \n• Alternative ways of teaching should be supported in universities.  \n• Technology should be integrated into face-to-face education.  \n• Instructors should be capable of using new technologies with new teaching pedagogies.  \nIntroduction  \nWhen the COVID-19 pandemic worsened all over the World, countries began to transfer their face-toface education to distance as an attempt to limit the disruption caused by the COVID-19 disease (IAU, 2020; ILO, 2020; OECD, 2020 ; Radic et al. , 2021; Traxler et al. , 2020) . The International Association of Universities (IAU) prepared a report to examine the impact of the COVID-19 pandemic on higher education around the world (IAU, 2020) . The results reported that 85% of Europe, 60% of Asia & Pacific, 72% of America and 29% of Africa replaced classroom teaching with distance teaching and learning. Moreover, 12% of Europe, 36% of Asia & Pacific, 22% of America and 43% of Africa suspended teaching but the institutions in the region began to develop solutions. Finally, only 3% of Europe, 3% of Asia & Pacific, 3% of America and 24% of Africa cancelled teaching. On the other hand, it is reported that 90% of learners wer","cbCaia3GM4cjLgrm","https://ap.wps.com/l/cbCaia3GM4cjLgrm","pdf",489462,17,"English","# Abstract\n# Highlights\n## What this paper contributes\n## Implications for theory, practice and/or policy\n# Introduction\n# Distance Education and Covid-19 Pandemic","[{\"question\":\"What is the study’s main objective?\",\"answer\":\"The study aims to examine students’ satisfaction and opinions about emergency remote teaching during the COVID-19 pandemic at Ondokuz Mayis University.\"},{\"question\":\"How was the data collected and who participated?\",\"answer\":\"Data were collected using an 8-section quantitative questionnaire with 53 close-ended questions from 3,540 university students, including graduate and undergraduate participants.\"},{\"question\":\"Which aspects received the highest and lowest satisfaction scores?\",\"answer\":\"The highest satisfaction was associated with the system including LMS and videoconferencing tools, while the lowest satisfaction was for assessment and measurement methods.\"}]","Evaluation of the Emergency Remote Teaching Process During the COVID-19 Pandemic: Implications Based on Students’ Views | PDF",1792076516,43]