Evaluation of requests at the hotline established by Trnc Higher Education and foreign relations Office in Covid 19 pandemic process

Abstract

In accordance with the new social order required by the new type corona virus, several areas such as education, health, culture and transportation continue to transform with the social policies followed by states. The states, where the virus has spread and affected the whole world, make new regulations in the context of social policy and develop new models. In this case, it is seen that a link is established between politics and biological life. Depending on biological processes, governments focus on the needs of the era and social life. Thus, it is observed that a "bio-political" transformation is under construction. After the Covid 19 pandemic, all governments have imposed new social regulations so that they can implement education policies as an effective social government policy. In this regard, the statements that it would be the right decision to interrupt face-to-face education for a while in educational institutions came to the fore. In addition, the necessity of taking social measures in order not to keep students away from education and to ensure the continuity of education was also among the issues emphasized. From this point of view, the aim of the study is to evaluate and interpret the requests submitted by university students studying in our country during the Covid 19 pandemic to the hotline established by the TRNC Higher Education and Foreign Relations Office (YÖDİD). The study was carried out with a qualitative method and uses a case study design. Hotline reports were used as data collection tools. Findings obtained were interpreted by descriptive analysis. Requests between 07 April - 17 May 2020 have been included in the research. Support requests focused on issues such as return to the country, food, online education problems, payment problems and scholarship.

Faculty members' perceptions toward the Learning Opportunities During the Coronavirus (COVID-19) via Learning Management System (LMS)

“…After entering the data for the interviews, which amounted to (10) interviews for the participants in the (NVivo) program, they were organized in the form of (85) codes, which were read more than once and reviewed in order to reach the main topics (themes) where they were confined to (4) main topics, under each main topic falls a group of sub-topics that can be put forward as follows: -E-Learning Structure: It includes the sub-topics (e-learning content, virtual classroom management, Internet and communication, readiness to use the system, system environment, assessment). -Social interactions: They include the sub-topics (communication among students and members, attracting and motivating students, motivation, and interaction of students).…”

Analysing the teaching-learning process in the university virtual classroom at the beginning of the COVID-19 pandemic / Analizando el proceso de enseñanza-aprendizaje en el aula virtual universitaria al inicio de la pandemia de COVID-19

“…Younger people, whose only obligation is to study, do not need to resort, with few exceptions, to online training. On the contrary, older people, active at work and/or with family responsibilities, consider online training the only way to combine their personal and professional obligations with training (Ayhan et al, 2021).…”

“…Los más jóvenes, cuya única obligación es estudiar, no necesitan recurrir, salvo excepciones, a la formación en línea. Por el contrario, las personas mayores, activas en el trabajo y/o con responsabilidades familiares, consideran la formación en línea como la única forma de compaginar sus obligaciones personales y profesionales con la formación (Ayhan et al, 2021).…”