Global Covid-19 pandemic We, as the whole world, are going through a process we have never experienced before. This process not only threatened our health, but also caused necessary change and transformation in every aspect of our lives. In this traumatic period when we are faced with sudden changes in order, disruption of plans, suspension of goals and uncertainty, it is normal for healthy individuals to experience depressive and negative emotions such as stress, internal unrest, anxiety, anxiety, fear, panic, anger, tension, helplessness and hopelessness. . However, when age groups are considered, it is possible to say that students are one of the groups most affected by this process. Being away from face-to-face education, routines and social life with their peers for a long time added to these possible negative emotions, making it difficult for students to psychologically adapt to distance education and maintain their motivation.
The part of the compulsory transformations that needed to be put into a new systematic order most quickly was undoubtedly the one in the field of education. Although it took theoretically two weeks to adapt the system to the digitalization of education in our country; Training in a new system and the fact that both the provider and the recipient of the training had not experienced the process before brought about various difficulties. This new situation did not only lead to change for teachers and students; It required parents to take over some of the roles of teachers and to participate more in and supervise their children's education process. (It is useful to remind again that it would be beneficial for parents to be more observant and supervisory in this regard, against the risks that may arise from the increase in communication and socialization in the online environment, in order to avoid negative situations.)
Main Factors Affecting the Success of Distance Education
distance education The main factors affecting its success can be listed as opportunities, perception, motivation and interaction. Digitalization in education has most obviously created the possibility of not being able to access and benefit from educational services equally due to socio-economic differences. If we accept the prerequisites of equal access to education and that the home environment provides a suitable space for a healthy education; Research shows that the most important factor that increases efficiency in distance education is the student's positive perception. In other words, if a student's expectation level from distance education is lower than his expectation from face-to-face education, it negatively affects his performance and success level. At the same time, in addition to the perspective on distance education, the student's willingness and motivation to receive the message personally is another psychological factor in the success of distance education. For this reason, it is important for students to keep their internal motivation high in order to increase the efficiency of distance education.
Interaction is another determining factor in success in distance education. Interaction has a primary role in eliminating the psychological gap and misunderstandings that may arise between teacher and student. Formal education is important in terms of interaction in classes, conveying the message correctly, fewer basic misconceptions, depth of education, instant feedback and correction, and it is also advantageous in terms of the opportunities offered by the school outside of class and especially peer socialization. Since distance education has the possibility of causing relatively disruptions in interaction, overcoming these possible disadvantages is only possible with a healthy and high level of communication.
Student's Distance Education Perception and Motivation
Regarding the student's perception and motivation of distance education, it is necessary to consider separately "the situation of voluntarily receiving distance education under normal conditions" and "the situation of receiving distance education compulsorily due to the epidemic". We can say that uncertainty and the expectation of compensation with face-to-face education during the pandemic period negatively affect students' expectations, attention and motivation levels from compulsory online education. And unfortunately, since each student experiences distance education with different conditions, perspectives and motivation, each student will need a compensatory education process at different levels. In this regard, accurate determination of the student's level and target-oriented compensation process will be important in the continuity of the student's academic success.
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