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In technology-supported learning environments, teacher and student roles may feel disconnected, shaping how distance education is mentally conceptualized. This qualitative study determines teachers’ perceptions of distance education concepts via mental imageries, using gender-based comparison.",{"@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/mental-imageries-of-teachers-on-distance-education-in-turkey-full-length-research-paper/590996/",{"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/mental-imageries-of-teachers-on-distance-education-in-turkey-full-length-research-paper/590996.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study mainly trying to determine?","Question",{"text":112,"@type":113},"The study primarily determines teachers’ perceptions of distance education concepts using mental imageries, considering their genders.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the teachers’ data collected and analyzed?",{"text":117,"@type":113},"Data were obtained through a survey where teachers completed the sentence “Distance education is similar to ... because ...”. 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This type of education has synchronous and asynchronous dimensions of realization. It can be said that computerbased internet technologies gain significance in a process where any of these dimensions are used. In these technology-supported learning environments, it is remarkable that the teacher and the student are indifferent perimeters. In this context, it can be stated that the concept of distance education requires a particular perspective, and the existing mentality of people diverts this perspective. Therefore, this study primarily aims to determine the teachers' perceptions of distance education concepts according to their genders by using mental imageries. The working group of this research, which was prepared according to the qualitative methods, consisted of 100 teachers (38 males and 62 females) who served in various academic majors in public and private educational institutions in many provinces of Turkey during the 2020-2021 school year. The study data were obtained through a survey in which the participant teachers filled in the blank spaces in the sentence of “ Distance education is similar to ... because ... ”. Study data were interpreted using the content analysis technique. Regarding the distance education concept, teachers produced mental imageries under twelve different themes. When these various themes were evaluated, it was observed that the teachers mostly formed their mental imagery by considering the \"Image of Nature\"theme.\u003Cbr>Keywords: Mental imagery, metaphor, teacher, distance education. |\n| --- |\n| *Corresponding author. E-mail: [latif.gokalp@yobu.edu.tr. Tel:](latif.gokalp@yobu.edu.tr. Tel:) 0507 274 41 52. ORCID:0000-0002-0585-991X. |\n\nINTRODUCTION  \nWhile a picture only has a mission to show unchanging imagery, a metaphor can be said to demonstrate mental imagery for reasoning about a phenomenon. Thus, just as a picture corresponds to 1000 words, a metaphor can be said to meet 1000 pictures (Shuell, 1990; Saban, 2008; Koçoğlu and Kaya, 2016; Koçoğlu, 2018) . Mental imagery can be defined as the representation of the external world in one's mind (Eysenck, 2012) . On the other hand, imagery is an objectivation of things by transforming to a nonmaterial state in mind or gaining anew appearance. In other words, the imagery can now be expressed as a new name, meaning, or symbol of the object (Orhanoğlu, 2010). According to Alakuş and Özsoy  \n(2017), the word \"imagery\" can be used for terms such as\"dream,\" \"imagination,\" and \"impression.\"  \nImage consists of some concepts and values that are sometimes used together with imagery, and sometimes instead. Although, among these concepts, \"metaphor\" is the most used, additionally, \"allegory,\" \"symbol,\"\"archetype,\" and \"theme\" are expressed in the concepts.“Metaphor” can be expressed as a way of transferring a concept or situation with a different concept or situation (Abrams, 1999 ; Aydın and Pehlivan, 2010) . Metaphor is a Greek word derived from the word \"metapherein\" and is obtained by combining the word \"meta\" meaning to \"to change\" and “pherein\" meaning to \"to carry\" (Koçoğlu,  \n2018) . Although metaphor was used as the word\"metaphere\", which was born as a result of the combination of the words \"change\" and \"carry\" in Greek, the word's modern utilization today is different. Today the concept identifies a relations","cbCaiv7QtlSNYuky","https://ap.wps.com/l/cbCaiv7QtlSNYuky","pdf",519467,17,"English","# Abstract\n# Introduction\n## Concepts of mental imagery and metaphor\n## Metaphor as a mechanism for understanding and expression","[{\"question\":\"What is the study mainly trying to determine?\",\"answer\":\"The study primarily determines teachers’ perceptions of distance education concepts using mental imageries, considering their genders.\"},{\"question\":\"How were the teachers’ data collected and analyzed?\",\"answer\":\"Data were obtained through a survey where teachers completed the sentence “Distance education is similar to ... because ...”. The content analysis technique was used to interpret the responses.\"},{\"question\":\"What mental imagery themes did teachers generate for distance education?\",\"answer\":\"Teachers produced mental imageries under twelve different themes. The “Image of Nature” theme was reported as the one most frequently used.\"}]","Mental imageries of teachers on distance education in Turkey - Full Length Research Paper | PDF",1792070896,43]