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Türkiye'de Hemşirelik Öğrencilerinin Covid-19 Pandemisindeki Uzaktan Eğitime İlişkin Algı ve Deneyimleri: Fenomenolojik Bir Çalışma

Yıl 2024, Cilt: 9 Sayı: 1, 157 - 172, 29.04.2024

Selin Demirbağ , Dilek Ergin , Nesrin Şen Celasin , Duygu Karaarslan

https://doi.org/10.47115/jshs.1193811

Öz

Amaç: Dünya çapında bir sağlık ve sosyal krize neden olan COVID-19 pandemisi, eğitim sistemini de doğrudan etkilemiştir. Bu çalışmanın amacı, hemşirelik öğrencilerinin pandemi sırasındaki uzaktan eğitime ilişkin algılarını ve deneyimlerini anlamak ve belirlemektir.
Yöntem: Türkiye Manisa’da bulunan bir devlet üniversitesinden hemşirelik lisans öğrencileri ile fenomenolojik nitel bir araştırma yapılmıştır. Bu araştırmada amaçlı örnekleme yöntemi kullanılmış ve veriler yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Hemşirelik öğrencileriyle (n=16) Nisan 2021'de çevrimiçi görüşmeler yapılmıştır. Veriler tematik yorumlayıcı yaklaşım kullanılarak analiz edilmiştir.
Bulgular: Katılımcıların yaşları 21-26 arasındadır. Üç ana tema altında toplanan 74 kod ortaya çıkmıştır: avantajlar ve kazanımlar “olumlu yönler” olarak sınıflandırılmış; dezavantajlar, ihtiyaçlar ve kayıplar "olumsuz yönler" olarak sınıflandırılmış; meslekle ilgili, öğrenmeyle ilgili ve kişisel yönler “duygular” olarak sınıflandırılmıştır.
Sonuç ve Öneriler: Öğrenciler uzaktan hemşirelik eğitiminin hem olumlu hem de olumsuz özellikleri olduğunu belirtmişlerdir. En çok dile getirilen konu, hemşirelikte teorik bilgiye daha fazla erişilebilir olmasına rağmen uygulama eğitiminin uzaktan eğitim sistemine uygun olmadığı ve yetersiz olduğudur. Hemşirelik uygulamaları uzaktan yürütülemediği için uzaktan hemşirelik eğitiminin istenilen veya yeterli çıktıyı sağlayamadığı bir gerçektir.

Anahtar Kelimeler

Hemşirelik eğitimi Uzaktan eğitim Nitel çalışma

Proje Numarası

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Kaynakça

  • Afşar, B., & Büyükdoğan, B. (2020). Assessments of FBAS and FSHS students about distance education during the Covid-19 pandemic period. Karatay Journal of Social Studies, 5, 158-179.
  • Agu, C.F., Stewart, J., McFarlane‐Stewart, N., & Rae, T. (2021). COVID‐19 pandemic effects on nursing education: looking through the lens of a developing country. International Nursing Review, 68(2), 153-158. https://doi.org/10.1111/inr.12663
  • Akdemir, O. (2011). Teaching math online: current practices in turkey. Journal of Educational, Technology Systems, 39(1), 47-64. https://doi.org/10.2190/ET.39.1.e
  • Balcı, E., Durmuş, H., & Sezer, L. (2021). Does distance education create a risk in the development of addiction in corona days?. Journal of Dependence, 22 (1), 100-102.
  • Bichsel, J., 2013. The state of e-learning in higher education: An eye toward growth and increased access. EDUCASE Center for Analysis and Research, Louisville, CO.
  • Corlett, J. (2000). The perceptions of nurse teachers, student nurses and preceptors of the theory-practice gap in nurse education. Nurse Education Today, 20(6), 499-505. https://doi.org/10.1054/nedt.1999.0414
  • Creswell, J.W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. SAGE Publications.
  • Dangal, M. (2021). Health problems experienced in online learning during Covid-19 in Nepali Universities. International Journal of Online Graduate Education, 4(1). https://doi.org/10.5281/zenodo.4509020
  • Dhawan, S. (2020). Online learning: a panacea in the time of Covid-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/004723952093401
  • Diaz, K., Staffileno, B. A., & Hamilton, R. (2021). Nursing student experiences in turmoil: A year of the pandemic and social strife during final clinical rotations. Journal of Professional Nursing, 37(5), 978-984. https://doi.org/10.1016/j.profnurs.2021.07.019
  • Diekelmann, D., Allen, C., & Tanner, C.A. (1989). The NLN Criteria for Appraisal of Baccalaureate Programs: A Critical Hermeneutic Analysis. National League for Nursing Press:New York.
  • Eren, D.Ç., Korkmaz, M., Yıldırım, Ö.Ö., & Avcı, İ.A. (2021). Investigation of attitude and satisfaction levels of nursing students to distance education during the Covid-19 pandemic process. Journal of Anatolia Nursing and Health Sciences, 24(2), 246-254. https://doi.org/10.17049/ataunihem.862820
  • Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59-82. https://doi.org/10.1177/1525822X05279903
  • Haslam, M.B. (2020). What might COVID-19 have taught us about the delivery of nurse education, in a post-covid-19 world?. Nurse Education Today, 5(97), 1-3. https://doi.org/10.1016/j.nedt.2020.104707
  • Huang, L., Lei, W., Xu, F., Liu, H., & Yu, L. (2000). Emotional responses and coping strategies in nurses and nursing students during Covid-19 outbreak: A comparative study. PloS One, 15(8), 1-12. https://doi.org/10.1371/journal.pone.0237303
  • Kumar, H.S., Joshi, A., Malepati, R.N., Najeeb, S., Balakrisha, P., Pannerselvam, N.K, & et al. (2021). A survey of e-learning methods in nursing and medical education during covıd-19 pandemic in India. Nurse Education Today, 99, 1-8. https://doi.org/10.1016/j.nedt.2021.104796
  • Kürtüncü, M., & Kurt, A. (2020). Problems of nursing students in distance education in the Covid-19 pandemic period. Eurasian Journal of Social and Economic Research, 7(5), 66-77.
  • Lau, J., Yang, B., & Dasgupta, R. (2020). Will the coronavirus make online education go viral? Times Higher Education 12. Retrieved December 19, 2021 from https://www.timeshighereducation.com/features/will-coronavirus-make-online-education-go-viral
  • Lazarus, R.S., & Folkman, S. (1984). Stress, Appraisal, and Coping. Springer Publishing Company: New York.
  • Leung, L. (2015). Validity, reliability, and generalizability in qualitative research. Journal of Family Medicine and Primary Care, 4(3), 324–327. doi: 10.4103/2249-4863.161306
  • Lincoln, Y.S., & Guba, E.G. (2000). Paradigmatic controversies, contradictions, and emerging confluences. In: Denzin, N.K., Lincoln, Y.S. (Eds.), The Handbook of Qualitative Research, 2nd edn. Sage, Thousand Oaks: CA, s.1065–1122.
  • Lovric, R., Farcic, N., Miksic, S., & Vcev, A. (2020). Studying during the COVID-19 pandemic: a qualitative inductive content analysis of nursing students’ perceptions and experiences. Education Sciences, 10(7), 188-206. https://doi.org/10.3390/educsci10070188
  • Mancuso, J. M.(2009). Perceptions of distance education among nursing faculty members in North America. Nursing & Health Sciences, 11(2), 194-205. https://doi.org/10.1111/j.1442-2018.2009.00456.x
  • Miles, M.B., & Huberman, A.M. (1994). Qualitative Data Analysis (2nd ed.). Thousand Oaks, CA: Sage
  • Morin, K.H. (2020). Nursing education after COVID-19: Same or different?. Journal of Clinical Nursing, 29, 3117-3119. https://doi.org/10.1111/jocn.15322
  • National Health Ministry, COVID-19. Retrieved December 19, 2021 from https://covid19.saglik.gov.tr/TR-66113/covid-19.html
  • Özses, M., D'alessandro, H.D., Batuk, M., & Sennaroğlu, G. (2021). Audiology students’ opinions on distance learning during the Covid-19 pandemic: experience from Hacettepe University. Turkish Journal of Audiology and Hearing Research, 4(1), https://doi.org/10.34034/tjahr.23262
  • Rowe, N.C. (2004). Cheating in online student assessment: beyond plagiarism. On-Line Journal of Distance Learning Administration 7.
  • Seidman, I. (2006). Interviewing as Qualitative Research: A Guide For Researchers in Education and The Social Sciences, Teachers College Press: New York.
  • Suarez-Garcia, J.M., Maestro-Gonzalez, A., Zuazua-Rico, D., S´anchez-Zaballos, M., & Mosteiro-Diaz, M.P. (2018). Stressors for Spanish nursing students in clinical practice. Nurse Education Today, 64, 16–20. https://doi.org/10.1016/j.nedt.2018.02.001
  • Terkeş, N., & Yamaç, S.U. (2021). Views and suggestions of nursing and midwifery students for distance education in the Covid-19 pandemic process. Ordu University Journal of Nursing Studies, 4(2), 240-247. https://doi.org/10.38108/ouhcd.858820
  • Thapa, P., Bhandari, S.L., & Pathak, S. (2021). Nursing students’ attitude on the practice of e-learning: A cross-sectional survey amid COVID-19 in Nepal. PloS One,16(6), 1-17. https://doi.org/10.1371/journal.pone.0253651
  • Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): a 32- item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349-357. https://doi.org/10.1093/intqhc/mzm042
  • World Health Organization. (2020a). Coronavirus Disease 2019 (COVID-19) Situation Report-52. Retrieved December 19, 2021 from https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200312-sitrep52-covid-19.pdf?sfvrsn=e2bfc9c0_4
  • World Health Organization. (2020b). Coronavirus disease 2019 (COVID-19) Situation Report–66. Retrieved December 19, 2021 from https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200326-sitrep-66-covid-19.pdf?sfvrsn=81b94e61_2
  • Yazıcı, H. G., & Ökten, Ç. (2022). Nursing students’ clinical practices during the COVID‐19 pandemic: Fear of COVID‐19 and anxiety levels. Nursing Forum, 57(2), 298-304. https://doi.org/10.1111/nuf.12680

PERCEPTIONS AND EXPERIENCES OF NURSING STUDENTS ABOUT DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC IN TURKEY: A PHENOMENOLOGICAL STUDY

Yıl 2024, Cilt: 9 Sayı: 1, 157 - 172, 29.04.2024

Selin Demirbağ , Dilek Ergin , Nesrin Şen Celasin , Duygu Karaarslan

https://doi.org/10.47115/jshs.1193811

Öz

Objective: The COVID-19 pandemic, which caused a worldwide health and social crisis, has also directly affected the education system. The aim of this study was to explore and understand the perceptions and experiences of nursing students’ about distance education during the pandemic.
Method: A phenomenological qualitative study was conducted with undergraduate nursing students from a state university in Manisa, Turkey. This study used a purposive sampling method and collected data through semi-structured interviews. Online interviews were conducted with nursing students (n=16) in April 2021. Data was analyzed using the hermeneutic interpretative approach.
Results: The ages of the participants were between 21-26. 74 codes gathered under three main themes emerged: advantages and gains were classified as "positive aspects"; disadvantages, needs, and losses were classified as "negative aspects"; occupation-related, learning-related, and personal aspects were classified as "emotions.
Conclusion and Suggestions: The students mentioned that distance nursing education has both positive and negative aspects. The most mentioned issue is that although everything is more accessible on theoretical knowledge of nursing, the practice training is not suitable for the distance education system and is insufficient. It is a fact that distance nursing education cannot provide the desired or sufficient output because nursing practices cannot be carried out remotely.

Anahtar Kelimeler

Nursing education Distance education Qualitative study

Destekleyen Kurum

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Proje Numarası

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Teşekkür

-

Kaynakça

  • Afşar, B., & Büyükdoğan, B. (2020). Assessments of FBAS and FSHS students about distance education during the Covid-19 pandemic period. Karatay Journal of Social Studies, 5, 158-179.
  • Agu, C.F., Stewart, J., McFarlane‐Stewart, N., & Rae, T. (2021). COVID‐19 pandemic effects on nursing education: looking through the lens of a developing country. International Nursing Review, 68(2), 153-158. https://doi.org/10.1111/inr.12663
  • Akdemir, O. (2011). Teaching math online: current practices in turkey. Journal of Educational, Technology Systems, 39(1), 47-64. https://doi.org/10.2190/ET.39.1.e
  • Balcı, E., Durmuş, H., & Sezer, L. (2021). Does distance education create a risk in the development of addiction in corona days?. Journal of Dependence, 22 (1), 100-102.
  • Bichsel, J., 2013. The state of e-learning in higher education: An eye toward growth and increased access. EDUCASE Center for Analysis and Research, Louisville, CO.
  • Corlett, J. (2000). The perceptions of nurse teachers, student nurses and preceptors of the theory-practice gap in nurse education. Nurse Education Today, 20(6), 499-505. https://doi.org/10.1054/nedt.1999.0414
  • Creswell, J.W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. SAGE Publications.
  • Dangal, M. (2021). Health problems experienced in online learning during Covid-19 in Nepali Universities. International Journal of Online Graduate Education, 4(1). https://doi.org/10.5281/zenodo.4509020
  • Dhawan, S. (2020). Online learning: a panacea in the time of Covid-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/004723952093401
  • Diaz, K., Staffileno, B. A., & Hamilton, R. (2021). Nursing student experiences in turmoil: A year of the pandemic and social strife during final clinical rotations. Journal of Professional Nursing, 37(5), 978-984. https://doi.org/10.1016/j.profnurs.2021.07.019
  • Diekelmann, D., Allen, C., & Tanner, C.A. (1989). The NLN Criteria for Appraisal of Baccalaureate Programs: A Critical Hermeneutic Analysis. National League for Nursing Press:New York.
  • Eren, D.Ç., Korkmaz, M., Yıldırım, Ö.Ö., & Avcı, İ.A. (2021). Investigation of attitude and satisfaction levels of nursing students to distance education during the Covid-19 pandemic process. Journal of Anatolia Nursing and Health Sciences, 24(2), 246-254. https://doi.org/10.17049/ataunihem.862820
  • Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59-82. https://doi.org/10.1177/1525822X05279903
  • Haslam, M.B. (2020). What might COVID-19 have taught us about the delivery of nurse education, in a post-covid-19 world?. Nurse Education Today, 5(97), 1-3. https://doi.org/10.1016/j.nedt.2020.104707
  • Huang, L., Lei, W., Xu, F., Liu, H., & Yu, L. (2000). Emotional responses and coping strategies in nurses and nursing students during Covid-19 outbreak: A comparative study. PloS One, 15(8), 1-12. https://doi.org/10.1371/journal.pone.0237303
  • Kumar, H.S., Joshi, A., Malepati, R.N., Najeeb, S., Balakrisha, P., Pannerselvam, N.K, & et al. (2021). A survey of e-learning methods in nursing and medical education during covıd-19 pandemic in India. Nurse Education Today, 99, 1-8. https://doi.org/10.1016/j.nedt.2021.104796
  • Kürtüncü, M., & Kurt, A. (2020). Problems of nursing students in distance education in the Covid-19 pandemic period. Eurasian Journal of Social and Economic Research, 7(5), 66-77.
  • Lau, J., Yang, B., & Dasgupta, R. (2020). Will the coronavirus make online education go viral? Times Higher Education 12. Retrieved December 19, 2021 from https://www.timeshighereducation.com/features/will-coronavirus-make-online-education-go-viral
  • Lazarus, R.S., & Folkman, S. (1984). Stress, Appraisal, and Coping. Springer Publishing Company: New York.
  • Leung, L. (2015). Validity, reliability, and generalizability in qualitative research. Journal of Family Medicine and Primary Care, 4(3), 324–327. doi: 10.4103/2249-4863.161306
  • Lincoln, Y.S., & Guba, E.G. (2000). Paradigmatic controversies, contradictions, and emerging confluences. In: Denzin, N.K., Lincoln, Y.S. (Eds.), The Handbook of Qualitative Research, 2nd edn. Sage, Thousand Oaks: CA, s.1065–1122.
  • Lovric, R., Farcic, N., Miksic, S., & Vcev, A. (2020). Studying during the COVID-19 pandemic: a qualitative inductive content analysis of nursing students’ perceptions and experiences. Education Sciences, 10(7), 188-206. https://doi.org/10.3390/educsci10070188
  • Mancuso, J. M.(2009). Perceptions of distance education among nursing faculty members in North America. Nursing & Health Sciences, 11(2), 194-205. https://doi.org/10.1111/j.1442-2018.2009.00456.x
  • Miles, M.B., & Huberman, A.M. (1994). Qualitative Data Analysis (2nd ed.). Thousand Oaks, CA: Sage
  • Morin, K.H. (2020). Nursing education after COVID-19: Same or different?. Journal of Clinical Nursing, 29, 3117-3119. https://doi.org/10.1111/jocn.15322
  • National Health Ministry, COVID-19. Retrieved December 19, 2021 from https://covid19.saglik.gov.tr/TR-66113/covid-19.html
  • Özses, M., D'alessandro, H.D., Batuk, M., & Sennaroğlu, G. (2021). Audiology students’ opinions on distance learning during the Covid-19 pandemic: experience from Hacettepe University. Turkish Journal of Audiology and Hearing Research, 4(1), https://doi.org/10.34034/tjahr.23262
  • Rowe, N.C. (2004). Cheating in online student assessment: beyond plagiarism. On-Line Journal of Distance Learning Administration 7.
  • Seidman, I. (2006). Interviewing as Qualitative Research: A Guide For Researchers in Education and The Social Sciences, Teachers College Press: New York.
  • Suarez-Garcia, J.M., Maestro-Gonzalez, A., Zuazua-Rico, D., S´anchez-Zaballos, M., & Mosteiro-Diaz, M.P. (2018). Stressors for Spanish nursing students in clinical practice. Nurse Education Today, 64, 16–20. https://doi.org/10.1016/j.nedt.2018.02.001
  • Terkeş, N., & Yamaç, S.U. (2021). Views and suggestions of nursing and midwifery students for distance education in the Covid-19 pandemic process. Ordu University Journal of Nursing Studies, 4(2), 240-247. https://doi.org/10.38108/ouhcd.858820
  • Thapa, P., Bhandari, S.L., & Pathak, S. (2021). Nursing students’ attitude on the practice of e-learning: A cross-sectional survey amid COVID-19 in Nepal. PloS One,16(6), 1-17. https://doi.org/10.1371/journal.pone.0253651
  • Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): a 32- item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349-357. https://doi.org/10.1093/intqhc/mzm042
  • World Health Organization. (2020a). Coronavirus Disease 2019 (COVID-19) Situation Report-52. Retrieved December 19, 2021 from https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200312-sitrep52-covid-19.pdf?sfvrsn=e2bfc9c0_4
  • World Health Organization. (2020b). Coronavirus disease 2019 (COVID-19) Situation Report–66. Retrieved December 19, 2021 from https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200326-sitrep-66-covid-19.pdf?sfvrsn=81b94e61_2
  • Yazıcı, H. G., & Ökten, Ç. (2022). Nursing students’ clinical practices during the COVID‐19 pandemic: Fear of COVID‐19 and anxiety levels. Nursing Forum, 57(2), 298-304. https://doi.org/10.1111/nuf.12680
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Çocuk Sağlığı ve Hastalıkları Hemşireliği
Bölüm Orjinal Makaleler
Yazarlar

Selin Demirbağ 0000-0002-4606-5171

Dilek Ergin 0000-0001-6451-0278

Nesrin Şen Celasin 0000-0001-5130-0335

Duygu Karaarslan 0000-0001-5583-2638

Proje Numarası -
Erken Görünüm Tarihi 26 Nisan 2024
Yayımlanma Tarihi 29 Nisan 2024
Gönderilme Tarihi 24 Ekim 2022
Yayımlandığı Sayı Yıl 2024 Cilt: 9 Sayı: 1

Kaynak Göster

APA Demirbağ, S., Ergin, D., Şen Celasin, N., Karaarslan, D. (2024). PERCEPTIONS AND EXPERIENCES OF NURSING STUDENTS ABOUT DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC IN TURKEY: A PHENOMENOLOGICAL STUDY. Samsun Sağlık Bilimleri Dergisi, 9(1), 157-172. https://doi.org/10.47115/jshs.1193811
AMA Demirbağ S, Ergin D, Şen Celasin N, Karaarslan D. PERCEPTIONS AND EXPERIENCES OF NURSING STUDENTS ABOUT DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC IN TURKEY: A PHENOMENOLOGICAL STUDY. JSHS. Nisan 2024;9(1):157-172. doi:10.47115/jshs.1193811
Chicago Demirbağ, Selin, Dilek Ergin, Nesrin Şen Celasin, ve Duygu Karaarslan. “PERCEPTIONS AND EXPERIENCES OF NURSING STUDENTS ABOUT DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC IN TURKEY: A PHENOMENOLOGICAL STUDY”. Samsun Sağlık Bilimleri Dergisi 9, sy. 1 (Nisan 2024): 157-72. https://doi.org/10.47115/jshs.1193811.
EndNote Demirbağ S, Ergin D, Şen Celasin N, Karaarslan D (01 Nisan 2024) PERCEPTIONS AND EXPERIENCES OF NURSING STUDENTS ABOUT DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC IN TURKEY: A PHENOMENOLOGICAL STUDY. Samsun Sağlık Bilimleri Dergisi 9 1 157–172.
IEEE S. Demirbağ, D. Ergin, N. Şen Celasin, ve D. Karaarslan, “PERCEPTIONS AND EXPERIENCES OF NURSING STUDENTS ABOUT DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC IN TURKEY: A PHENOMENOLOGICAL STUDY”, JSHS, c. 9, sy. 1, ss. 157–172, 2024, doi: 10.47115/jshs.1193811.
ISNAD Demirbağ, Selin vd. “PERCEPTIONS AND EXPERIENCES OF NURSING STUDENTS ABOUT DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC IN TURKEY: A PHENOMENOLOGICAL STUDY”. Samsun Sağlık Bilimleri Dergisi 9/1 (Nisan 2024), 157-172. https://doi.org/10.47115/jshs.1193811.
JAMA Demirbağ S, Ergin D, Şen Celasin N, Karaarslan D. PERCEPTIONS AND EXPERIENCES OF NURSING STUDENTS ABOUT DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC IN TURKEY: A PHENOMENOLOGICAL STUDY. JSHS. 2024;9:157–172.
MLA Demirbağ, Selin vd. “PERCEPTIONS AND EXPERIENCES OF NURSING STUDENTS ABOUT DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC IN TURKEY: A PHENOMENOLOGICAL STUDY”. Samsun Sağlık Bilimleri Dergisi, c. 9, sy. 1, 2024, ss. 157-72, doi:10.47115/jshs.1193811.
Vancouver Demirbağ S, Ergin D, Şen Celasin N, Karaarslan D. PERCEPTIONS AND EXPERIENCES OF NURSING STUDENTS ABOUT DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC IN TURKEY: A PHENOMENOLOGICAL STUDY. JSHS. 2024;9(1):157-72.
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