Coronavirus pandemic (COVID-19) has brought a great challenge to our society worldwide, which has resulted in the need for mandatory change in almost every aspect of our lives. Undoubtedly, educational practice is one of the most affected issues by this pandemic. At all levels of education, educators have forced themselves to adapt to online learning systems and platforms in a very short time. The main purpose of this study is to analyze the problems educators experienced in online learning practices during COVID-19 pandemic, the changes they expect in educational practices in the post-COVID-19 world and the measures to be taken in education against a potential outbreak in the future. The study was conducted with 1016 educators who teach at different levels. Data were collected through an online questionnaire developed by the researchers and analyzed using descriptive statistics. As a result of this study, it was found that most of the educators experienced some problems during their online learning practices, they expect certain changes in the educational practices in the post-COVID-19 world and they think essential measures must be taken in education against a potential outbreak in the future. At the end of the study, some recommendations were given for educational policy makers, practitioners and researchers about the post-COVID world in education.

The rapid spread of Covid-19 pandemic has profoundly affected the educational practices all over the world and educational institutions sought ways to adapt to this unprecedented situation. The problem was that most of these institutions, educators and students were not ready for online learning environments and the stakeholders were not yet sure about how to share the knowledge in a better way. This study aims to examine the medical students' readiness for e-learning and knowledge sharing behaviors in online learning environments during Covid-19, and to analyze the relationship between these variables. The study has been designed according to correlational research methodology. The data were collected using "Knowledge Sharing Behavior in Online Learning Environments Scale" and "E-Learning Readiness Self-Assessment Instrument". 725 medical students participated in the study. Students' readiness for e-learning and knowledge sharing behaviors were analyzed using descriptive statistics, and the relationship between the variables was modeled using multivariate regression equation. The results revealed that the students with high ability to use computer, mobile phone and tablet PC have higher readiness level for e-learning in terms of technology access, technical skills, online relationships, motivation, online skills, importance of success. Similarly, they have a higher level of knowledge sharing behaviors in online learning environments.

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Background/purpose -The aim of this research is to examine the meanings through metaphors that academics derive from their experiences regarding the measurement and evaluation practices when emergency remote teaching was conducted due to the COVID-19 pandemic, to identify the problems they experienced with the measurement and evaluation practices, and to present their solution recommendations. Materials/methods -The study was structured as a qualitative research. The problems experienced by academics in measurement and evaluation practices, together with their solution suggestions were examined according to the "basic qualitative research" pattern. On the other hand, the "phenomenological qualitative research" design was used since the meanings attributed to the measurement and evaluation practice experiences were examined through metaphors. The participants of the study were 2,321 academics teaching at state and private universities in Turkey.Results -The findings reveal that most of the problems experienced were related to "cheating, test security, fair exam environment, plagiarism, inability to measure whether learning objectives had been achieved, inappropriate online measurement and evaluation methods, lack of quality in assessment practices, and technical issues regarding learning management systems." Conclusion -The solutions proposed by the participant academics were the use of alternative assessment methods, conducting face-to-face rather than online exams, asking different questions for each student by mixing up the questions in the exam, and using webcams for online exam invigilation. Metaphors attributed to the measurement and evaluation practices were grouped under three categories; as positive metaphors (e.g., lighthouse, life buoy), negative metaphors (e.g., hallucination, digging a well with a needle), and metaphors implying that such practices played a key role (e.g., water in desert, surgery) in emergency.

The ongoing debate about if students’ lives are either positively or negatively affected by parental involvement in terms of support or pressure for their children academic success is still important. This study aims to determine the relationships between secondary school students’ gender, parents’ income, grade, parental pressure or support for students’ academic success, educational stress they experience, and their level of school happiness, and to examine the effect of parental pressure or support for academic success on the level of school happiness. The study was carried out with 1051 secondary school students in Düzce, Turkey. To collect data, three separate scales were used, and the data were analyzed using path analysis. The results revealed that happiness at school decreases as hopelessness versus expectation, workload, work pressure increase. On the other hand, happiness at school increases when the parental support for academic success increases. Female students are happier at school than male students. Educational stress leads the parents to put more pressure on their children for their academic success, which makes the school happiness lower. Although the parents support their children for their academic success, the level of happiness at school may decrease if they are under stress. Work pressure sustains the positive effect of parental support for academic success and has a positive impact on school happiness.