University of Oulu

Dindar, M., Çelik, I. & Muukkonen, H. #WedontWantDistanceEducation: a thematic analysis of higher education students’ social media posts about online education during Covid-19 pandemic. Tech Know Learn (2022). https://doi.org/10.1007/s10758-022-09621-x

#WedontWantDistanceEducation : a thematic analysis of higher education students’ social media posts about online education during Covid-19 pandemic

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Author: Dindar, Muhterem1,2; Çelik, Ismail2; Muukkonen, Hanni2
Organizations: 1Faculty of Education and Culture, Tampere University, FI-33014 Tampere, Finland
2Faculty of Education, University of Oulu, Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 1 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2022051836415
Language: English
Published: Springer Nature, 2022
Publish Date: 2022-09-08
Description:

Abstract

The current study is based on thematic analysis of 21,722 tweets posted under the #wedontwantdistanceeducation hashtag within a month after the start of online distance education in Turkish universities due to Covid-19 pandemic. Our findings have revealed that Turkish higher education students have faced multiple challenges in accessing and benefiting from online education due to the swift transformation from face-to-face to online format. These challenges included universities’ poor technical infrastructure, pedagogical and assessment issues, digital inequality in accessing online education, and general negative attitude towards online education. Further, students have expressed issues about financial, health, and social consequences of online education during Covid-19 pandemic. With regards to such challenges and issues, higher education students have criticized government authorities for ignoring their views when making decisions about how online learning is organized during Covid-19 pandemic. Further, students have offered some alternative solutions (e.g. summer courses) to online education.

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Series: Technology, knowledge and learning
ISSN: 2211-1662
ISSN-E: 2211-1670
ISSN-L: 2211-1662
Volume: In press
DOI: 10.1007/s10758-022-09621-x
OADOI: https://oadoi.org/10.1007/s10758-022-09621-x
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Funding: This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
Copyright information: © The Author(s) 2022. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
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