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Findings indicate the rapid university shift was not fully satisfactory: 74.1% preferred face-to-face learning, while many felt safer due to remote access. Reported drawbacks included inadequate technology infrastructure, limited teacher-student and peer interaction, low attention and concentration, tedious online lessons, weak engagement, and lack of comprehensive assessment procedures.",{"@graph":14,"@context":77},[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 & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/higher-education-learners-attitudes-towards-emergency-online-instruction-during-covid-19-pandemic-the-context-of-turkey/589103/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/higher-education-learners-attitudes-towards-emergency-online-instruction-during-covid-19-pandemic-the-context-of-turkey/589103.png","ImageObject",300,407,{"name":42,"@type":43},"Nguyễn Văn Học","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What was the study’s main purpose?","Question",{"text":63,"@type":64},"To investigate Turkish higher education learners’ attitudes toward Emergency Online Teaching (EOT) during the Covid-19 pandemic and identify its benefits and drawbacks.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were data collected and analyzed in the study?",{"text":68,"@type":64},"The study used a questionnaire in August 2020 with both quantitative Likert-scale closed-ended questions and qualitative open-ended questions from 251 learners.",{"name":70,"@type":61,"acceptedAnswer":71},"What did most learners prefer, and what safety perception did they report?",{"text":72,"@type":64},"Most respondents (74.1%) preferred face-to-face learning; 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The participants were 251 higher education learners who received the EOT during the Covid-19 crisis in Turkey. Both qualitative and quantitative data were gathered by means of a questionnaire in August 2020. Quantitative data were obtained via closed-ended questions with the response on a Likert-scale format. Qualitative data were acquired through open-ended questions. The results showed that the hurried shift to an online instruction by universities in Turkey was not fully satisfactory and the majority of the respondents (74.1%) preferred face-toface learning to the online format, however, the participants also stated that they felt safer during this pandemic disease thanks to the availability of distant online education. The drawbacks they mentioned included inadequate technological infrastructure or facilities, lack of sufficient teacher-student and peer interaction, lack of learners’ attention and concentration, tediousness of online lessons, learners’ inadequate engagement in class activities, as well as the absence of comprehensive assessment procedure.  \nKeywords: Emergency online teaching (EOT); Covid-19 pandemic; higher education learners’ attitudes; context of Turkey.  \nIntroduction  \nOnline instruction has been defined as the delivery of teaching programmes utilizing the Internet (Chadha and Kumail, 2002), via which the learners can participate in an educational opportunity without being physically at the same location as their teacher (Kamal and Radhakrishnan, 2019, p. 408) . The effective use of technology in the teaching and learning process has been of great concern to many educational systems (Njiku, Maniraho, and Mutarutinya, 2019) and several universities worldwide have accepted online or electronic learning (e-learning) to encourage and improve learning (Kamal and Radhakrishnan, 2019; Salloum et al., 2019) .  \nThe careful design of the online programme, responsive curriculum, choices of qualified and wellprepared instructors, availability of sufficient technology devices, and supportive stakeholders are all vital for the successful delivery of the lessons in an online mode (Barr and Miller, 2013) . Besides the availability of appropriate infrastructures, such as internet quality and speed and ease of access to online resources, the readiness of both teachers and learners to adapt to this technology is also essential for the success of the distance online learning process (Cantrell et al., 2008; Kohan et al., 2017) . Several of the mentioned factors can certainly be absent in emergency online teaching (EOT) during a pandemic which has caught the world in shock and has had adverse effects on various sectors worldwide. Higher education worldwide is among the sectors which have been affected due to the Covid-19 pandemic because millions of educational institutions experienced lockdown in a very limited span of time to enforce social distancing measures and educational institutions worldwide have been presented with daunting challenges in their systems of planning, implementation, and assessment (Toquero, 2020) . Consequently, EOT is a temporary shift of instructional model to an alternate format due to crisis circumstances. In contrast to well-planned and carefully designed online instruction, EOT involves the use of fully remote online teaching in lieu of instruction that would otherwise be provided f","cbCaikjZhAQYEcNQ","https://ap.wps.com/l/cbCaikjZhAQYEcNQ","pdf",466451,"English","# Introduction\n## Online instruction and technology readiness\n## Emergency Online Teaching (EOT) and pandemic context\n## Prior online learning research in Turkey","[{\"question\":\"What was the study’s main purpose?\",\"answer\":\"To investigate Turkish higher education learners’ attitudes toward Emergency Online Teaching (EOT) during the Covid-19 pandemic and identify its benefits and drawbacks.\"},{\"question\":\"How were data collected and analyzed in the study?\",\"answer\":\"The study used a questionnaire in August 2020 with both quantitative Likert-scale closed-ended questions and qualitative open-ended questions from 251 learners.\"},{\"question\":\"What did most learners prefer, and what safety perception did they report?\",\"answer\":\"Most respondents (74.1%) preferred face-to-face learning; at the same time, participants stated they felt safer during the pandemic because distant online education was available.\"},{\"question\":\"What key disadvantages of EOT did participants mention?\",\"answer\":\"They highlighted inadequate technological infrastructure, insufficient teacher-student and peer interaction, reduced attention and concentration, tediousness of online lessons, inadequate engagement in class activities, and the absence of comprehensive assessment procedures.\"}]","HIGHER EDUCATION LEARNERS’ ATTITUDES TOWARDS EMERGENCY ONLINE INSTRUCTION DURING COVID-19 PANDEMIC: THE CONTEXT OF TURKEY | PDF",1792066557,25]