DISTANCE LEARNING TECHNOLOGIES AND SUPPORT SERVICES PROVIDED BY TURKISH UNIVERSITIES TO SUSTAIN EDUCATION
Abstract
Turkish higher education institutions (HEIs) have faced significant challenges in recent years (e.g., the COVID-19 pandemic and the Kahramanmaras earthquake on February 6, 2023) and were forced to transition to online platforms. Even before these challenges, support services for students and academics in distance education was deemed insufficient, a need further highlighted. Thus, comprehensive support in access, infrastructure, pedagogy, and psychological aspects is crucial. This study examined these gaps regarding the adoption of distance learning technologies and support services to sustain education in Turkish HEIs, particularly during times of crisis. We collected data from various online sources on a broad scale from 200 Turkish HEIs (fstate = 123, ffoundation = 77) out of 208. Inductive content analysis revealed that HEIs consistently adopted Learning Management Systems (f = 197) and virtual classroom platforms (f = 191). However, significant disparities exist in the provision of hardware support and assistive software. Moreover, while core technical support is robust, pedagogical support still needs improvement, revealing a critical gap in enhancing the quality of teaching and learning. The findings underscore the necessity for comprehensive support systems to address diverse needs, including accessibility, secure assessment methods, and legal compliance, thereby enhancing the resilience and effectiveness of distance education in Turkish HEIs.
Keywords
Educational technology, support services, distance education, higher education, postpandemic, earthquake, crises
Supporting Institution
Ethical Statement
References
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