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 27, 1337–1355 (2022).

#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, 1.1 MB)
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Language: English
Published: Springer Nature, 2022
Publish Date: 2022-09-08


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: 27
Pages: 1337 - 1355
DOI: 10.1007/s10758-022-09621-x
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
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