The purpose of this research is to investigate the universities' distance education activities in the Covid-19 pandemic in Turkey. Survey model was used. All universities in Turkey were the population of this research.In each university a person who was a stuff or a director of distance education process was tried to be reached. 33 people were participated the research. Data was collected with an online questionnaire form. According to the results, Moodle and ALMS were the mostly used learning management systems. Big blue button and Perculus were found to be the mostly used as a virtual classroom software in universities. It was found that in only six universities all of courses was given synchronously with a virtual classroom software, in spite of the recommendations of Council of Higher Education. Most of the universities stuck with their existing learning management systems (f=29) and virtual classroom software (f=24) in order to manage new situation. Half of the universities tracked their students absence rate. Participants expressed that the education of lecturers about distance education systems was the most difficult job that they did during this process.

The purpose of this study was to determine the factors motivating pre-service teachers for online learning within the context of ARCS motivation model. The study, in which the phenomenology model was used, was carried out with 52 pre-service teachers attending the department of Computer Education and Instructional Technologies at the Education Faculty of Çanakkale Onsekiz Mart University in Turkey. The participants were experienced in online learning. In the study, the data were collected with an open-ended questionnaire within the framework of the ARCS motivation model. The research data were analyzed with descriptive analysis and examined fewer than four themes (attention, relevance, confidence and satisfaction). Also, for each theme, sub-themes were obtained. The most frequent factor motivating for online learning was "relevance to individual differences" found under the theme of "confidence". As for the least frequent motivating one, it was "flexibility" found under the theme of "relevance".

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The purpose of the study was to examine the effects of instruction given with different multimedia modalities (written text + animation or narration + animation) on the academic achievement, cognitive load, and positive affect in different paces (learner-paced or system-paced); 97 freshmen university students divided into four groups taught in different modalities and paces. These groups are written text + animation and learner-paced (WA + L), written text + animation and systempaced (WA + S), narration + animation and learner-paced (NA + L), and narration + animation and system-paced (NA + S). The findings did not reveal any significant difference between the achievements of the groups. Within the context of cognitive load, modality principle in learner-paced groups was confirmed. Instruction conducted with different multimedia modalities in different paces did not cause any difference between the positive affects of the groups. However, in contrast with the other three groups, the positive affects of the students studying with the NA + L software increased in the posttest when compared with those in the pretest.