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In this article, the concepts of interaction and digital divide in emergency remote education practices implemented due to the COVID-19 global pandemic are discussed, and the increasing importance of radio as a traditional mass communication tool in bridging the digital divide and structuring an interactive learning process is emphasized. In this article, the concepts of interaction and digital divide in emergency remote education practices implemented due to the COVID-19 global pandemic are discussed, and the increasing importance of radio as a traditional mass communication tool in bridging the digital divide and structuring an interactive learning process is emphasized. In this exploratory study, the main aim is to see the usefulness of university radio for education during the pandemic process by looking at the experiences gained during the COVID-19 pandemic period. The study examines the program preferences of the participants and reveals better program schedules and program types/themes that will be useful during the emergency education period. When the radio listening habits of Eskisehir Technical University students and academics are evaluated within the scope of emergency distance education applications, it is seen that radio broadcasts can be used as a powerful tool against the digital divide. Research findings show that there is a significant relationship between academic and students' radio listening time. The factor analysis showed also revealed different factor groups for academics and students. Within the framework of radio program types, six basic factors were determined for both groups. When the learner-instructor interaction is evaluated within the framework of both broadcast times and broadcast types, it is understood that the two-way interaction process can be structured within this framework. The abstract should be about 150-200 words. The abstracts of the research papers should include the purpose, methodology, and results while the abstracts of theoretical papers should provide the general framework, special contributions to the literature, and major conclusions. The abstract should not contain any undefined abbreviations or unspecified references.

Since the mandatory switch to online education due to the COVID-19 outbreak in 2020, technology has gained more importance for online teaching and learning environments. The Community of Inquiry (CoI) is one of the validated frameworks widely used to examine online learning. In this paper, we offer an extension to the CoI framework and survey, arguing that meaningful and appropriate use of technologies has become a requirement in today's pandemic and post-pandemic educational contexts. With this goal, we propose adding three technology-related sub-dimensions that would fall under each main presence of the CoI framework: (a) technology for teaching, (b) technology for interaction, and (c) technology for learning. Based on exploratory and confirmatory factor analyses, we added 5 items for technology for teaching subdimension, 4 items for technology for interaction sub-dimension, and 5 items for technology for learning sub-dimension in the original CoI survey. Further research and practice implications are also discussed in this paper.

Higher education informatization (HEI) is an interdisciplinary field that examines the use and integration of information and communication technologies (ICTs) in higher education. This paper provides a bibliometric and visual analysis of the research trends, patterns, and topics in this field. Using the Web of Science database, the authors selected and analyzed 199 SCI and SSCI papers on HEI published from 2000 to 2023 by VOSviewer and CiteSpace software. The results indicate that the publication volume of HEI research has grown significantly in recent years. The author network shows the collaboration and contribution of different researchers and institutions, while the journal network reveals the multidisciplinary nature and scope of the field. The keyword network and the burst keyword analysis identify the main research themes and the emerging hot topics in HEI. The co-citation network of sources illustrates the theoretical and methodological foundations and influences of the field. The paper concludes with some implications and suggestions for future HEI research.

The COVID-19 pandemic, which started to be seen around the world at the beginning of 2020 and affected all the countries of the world in a short time, has severely affected all social systems, health being in the first place, and forced change. In this period, transformations that can be called reforms took place in education. The effect of distance education in formal education necessitated changes in teacher training processes, as well. This study aimed to evaluate the action plan designed to minimize the adverse effects of teaching practices, an essential pillar of the teacher training system. The participants of the study intended as action research, are mentor teachers and student teachers taking part in teaching practices in the 2020-2021 Academic Year. At the end of the research, three themes were reached from the views of the participants: the effects of the action on professional life, the obstacles encountered and suggestions for improvement. In light of the data obtained, it is suggested that teaching practices should be supported with tasks suitable for distance education, innovative technological material development should be given importance among these tasks, and student teachers should go through the teaching processes in which they can prepare these materials. [Paper presented at the International Congress on Curriculum and Instruction (8th, Burdur, Turkey, March 25-27, 2021).]

Increased use of recreational areas after the lifting of COVID-19 pandemic restrictions has led to increased noise levels. This study aims to determine the level of noise pollution experienced in recreational areas with the increasing domestic and international tourism activities after the lifting of pandemic lockdowns, to produce spatial distribution maps of noise pollution, and to develop strategic planning suggestions for reducing noise pollution in line with the results obtained. Antalya-Konyaaltı Beach Recreation Area, the most important international tourism destination of Turkey, is determined as the study area. To determine the existing noise pollution, 31 measurement points were marked at 100 m intervals within the study area. Noise measurements were taken during the daytime (07:00-19:00), evening (19:00-23:00), and nighttime (23:00-07:00) on weekdays (Monday, Wednesday, Friday) and weekends (Sunday) over 2 months in the summer when the lockdown was lifted. In addition, the sound level at each measurement point was recorded for 15 min, while the number of vehicles passing through the area during the same period was determined. The database created as a result of measurements and observations was analyzed using statistical and geostatistical methods. After the analysis of the data, it was found that the co-kriging-stable model showed superior performance in noise mapping. Additionally, it was revealed that there is a high correlation between traffic density and noise intensity, with the highest equivalent noise level (Leq) on weekdays and weekend evenings due to traffic and user density. In conclusion, regions exposed to intense noise pollution were identified and strategic planning recommendations were developed to prevent/reduce noise sources in these identified regions., (© 2024. The Author(s).)

The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.

This compilation study aims to review e-learning in the context of gifted students during the period in which distance education started to be conducted in Turkey during the pandemic. The study discusses and offers recommendations on the definitions, positive and negative aspects, and limitations of e-learning by using a deductive method. Families and teachers are responsible for positively channeling the desire and curiosity, which require continuity of the gifted students through technology and the internet. For this reason, the recommendations presented in the study were aimed at this target group. "Document review," one of the qualitative research techniques, is used as a data collection tool in line with the purpose of the research. The information obtained from the document review is analyzed, interpreted and compiled to cover the research's purpose. E-learning, which is an alternative solution for the gifted students to reach knowledge to satisfy their high sense of curiosity and lifelong learning needs, can be defined as the interaction of students with the teacher and other students according to their individual differences and learning pace, and the realization of learning by using the opportunities offered by the internet and technology. Based on this definition, utilizing e-learning to support the lifelong learning needed by gifted students can be an important solution during the pandemic process. The students are now able to receive distance education that was made possible by legislative regulations as part of the measures taken due to the Covid-19 pandemic, which has increased its impact throughout the world since the early days of 2019. In this context, mentoring must be provided to all students, including the gifted students, and it should be ensured that they use technology together with the internet and learn on their own. Therefore the study investigates how gifted students can effectively use the e-learning method and access information through distance education, technological resources, and the internet. In addition, the study refers to the advantages and disadvantages of e-learning for gifted students. The study makes recommendations to teachers who will conduct the education process and families in order for them to manage the process positively. [This paper was presented orally at the ICGYSE 2020 1st International Congress on Gifted Young Scientists Education (ICGYSE) held in Istanbul between November 20 and 22, 2020.]

Aims: To determine the relationship between perception of COVID-19, fear of COVID-19 and self-care management in individuals with chronic diseases during the pandemic process., Background: Individuals with chronic diseases are a sensitive group during the COVID-19 pandemic process; it is thought that self-care management may be adversely affected as a result of their more intense exposure to the psychological, physiological and economic effects of the pandemic. In the literature, there is no study examining the effect of perception of COVID-19 and fear of COVID-19 on self-care management in individuals with chronic diseases., Design: Descriptive study., Methods: The study was conducted with 322 individuals who applied to the internal medicine outpatient clinics of a university's Health Practice and Research Center, met the inclusion criteria, agreed to participate in the study and had a chronic disease. Questionnaire form, Perception of COVID-19 Scale (P-COVID-19), The Fear of COVID-19 Scale (FCV-19S) and Self-Care Management Process in Chronic Illness Scale (SCMP-G) were used to collect data. STROBE checklist was used to report the present study., Results: In the study, it can be stated that individuals with chronic diseases had a moderate to the high perception of contagiousness and dangerousness of COVID-19, they had a moderate-high level of fear of COVID-19 and their self-care care management was above moderate level. There was a significant positive correlation between P-COVID-19, FCV-19S and SCMP-G in the study., Conclusions: It was found that the perception of COVID-19 contagiousness and the fear of COVID-19 had a positive effect on the self-care management of individuals with chronic diseases., Relevance to Clinical Practice: Determining the level of COVID-19 perception and fear of COVID-19 and their effects on the life of the individual, and evaluating self-care management during the difficult pandemic process will increase the success in the holistic nursing care and management of chronic diseases., (© 2023 The Authors. Journal of Clinical Nursing published by John Wiley & Sons Ltd.)

Distance or online learning is more than simply uploading and delivering learning resources to learners but in fact, it is a process that provides learners with autonomy, responsibility, flexibility and choice. This can be a challenge for many academic teachers. In 2020, as universities globally shifted to online learning, in response to the impact of the COVID-19 pandemic, a variety of staff have supported colleagues to develop e-learning techniques 'just-in-time' for effective delivery to students in fully online platforms. This has required a transformation of educational development and faculty support globally. This paper will reflect on mechanisms of support demonstrating tailored staff support to transform education in three case scenario contexts, during the impact of the COVID-19 pandemic in three different countries. Our case studies illustrate that support lies beyond technological capability building to also incorporate the essentials of holistic well-being and resilience reinforcement. This paper demonstrates temporary solutions to a global crisis in online education and reflects on lessons learnt and how e-teaching and e-learning support may transform beyond the pandemic.

Many studies are still ongoing on the possible effects of the Covid-19 Pandemic process on educational environments. With the decision to switch to distance education during the pandemic process, an important opportunity has emerged for rapid digital transformation in higher education. In this process, the relationships between the digital literacy levels of university students, their views on distance education and their pre-university school memories are curious. Therefore, the main purpose of this study is to examine the relationship between education faculty students' digital literacy levels and their views on distance education and their pre-university school memories. The research was carried out in the faculty of education at a state university in the 2020-21 academic year. The sample group consists of n = 234 (89 males; 145 females, mean age 21.7) pre-service teachers. Research data were collected online via Classroom. During the data collection process, one personal information form and three scale forms were used together. The return rate of the data collection tool is ~ 51%. Descriptive and relational analysis were used to analyze the collected data (p <.05). The findings, there are some significant and positive relationships between pre-service teachers' digital literacy levels, their views on distance education and their pre-university school memories. It has been revealed that students' digital literacy levels, their pre-university school memories and their views on distance education have significant effects in varying degrees. Some suggestions were made within the framework of the relevant literature for the results reached. [This paper was presented as an online presentation at the FSM Educational Research Congress, Mar. 27-28, 2021, Istanbul, Turkey.]

This study aimed to determine the learning patterns and experiences of incarcerated adults within correctional settings and how their prison learning transforms their lives after they are released. In this qualitative research, semi-structured interviews were conducted to obtain the opinions of eight formerly incarcerated people who experienced educational practices during their serving time in prison. The snowball sampling technique was used to reach the target group of the study. Thematic analysis method was used during the data analysis process. The results of the paper, which are limited to the opinions of the participants in the study, showed that the change in the educational level of the prison population had led to a transformation in group dynamics among inmates in Turkey. Although former inmates experienced a permanent transformation in their lives after attending literacy courses, they could not carry on their religious practices after being released due to the struggle to make a living. Inmates who were not interested in educational programmes within prison managed their own learning processes as self-directed learners. Moreover, although inmates are certified through vocational training programmes, they have challenges in finding jobs when they re-enter society. Educational disruptions due to COVID-19 demonstrate that it is urgent to transform the prison education system into a technologically enriched learning environment in Turkey.

Microteaching, one of the teacher training techniques in-use to help pre-service teachers gain knowledge and experience with teaching, is conventionally provided on-campus. However, the COVID-19 pandemic necessitated a switch to remote education, thereby moving teacher training practices to online platforms. This novel situation indicated a need to understand pre-service English language teachers' experiences of their microteaching practices conducted on online platforms. To this end, this study adopted a qualitative research design. Over a semester, 62 pre-service English language teachers provided written reflective papers after they delivered their microteaching online. Thematic analysis of the data revealed that the participants attributed positive qualities to their online microteaching; however, the challenges they met outnumbered these qualities. The most frequently stated qualities involved valuable experience with online teaching, improved technology use and knowledge, and reduced anxiety. On the other hand, the main drawbacks were poor internet connection, low engagement in classes, and limited interaction. The significance of these findings lies in the fact that several courses of action are available to improve the effectiveness of the praxis and highlight its strong sides. Therefore, the findings were discussed in line with the relevant literature, and recommendations were offered for both pre-service teachers and teacher educators.

Objective: This review summarizes evidence pertaining to the impact of the COVID-19 pandemic on the psychological health of children and adolescents with autism spectrum disorder (ASD). Materials and Methods: An electronic search was conducted using four major databases--PubMed, ScienceDirect, Web of Science, and Google Scholar. Using an umbrella methodology, the reference lists of relevant papers were reviewed, and citation searches were conducted. The study included articles written in English between January 2020 and March 2021 that focused on the psychological health of autistic children and adolescents. Results: All eight studies included in the final review were cross-sectional. Three of the eight studies were conducted in Italy, two in Turkey, and one study each in Portugal, Spain, and the United Kingdom, with a total of 1,407 participants. All studies used a mixture of standardized and non-standardized questionnaires to collect data. The total number of patients were 1407 at a mean age of 9.53 (SD = 2.96) years. Seven studies report gender; male 74.7% (657/880) and female 25.3% (223/880). The finding showed that behavioral issues in children and adolescents with ASD have significantly increased; 521 (51.9 percent) of the 1004 individuals with ASD presented with behavioral changes, including conduct problems, emotional problems, aggression, and hyperactivity. Some studies also found increased anxiety and difficulties managing emotions. Only one study reported clinical stabilization in children with ASD during COVID-19. Finally, 82.7% of families and caregivers of children with ASD (544 out of 658) faced challenges during COVID-19. Conclusion: Although the studies in this review suggest a general worsening of ASD children's clinical status, it remains difficult to draw definitive conclusions at this moment, with newer COVID-19 variants on the rise worldwide. During this difficult pandemic period, caregivers, families, and healthcare professionals are recommended to pay more attention to the ASD patients' health and care needs.

This paper investigates the phenomenon of technostress in medical students and its predictors during pandemic-prompted distance education. From a sample of 259 students in a school of medicine at a public university in Turkey, the data were collected using convenience sampling through an online questionnaire based on person-environment misfit theory and were analyzed by means of descriptive and inferential statistics. Descriptively, the participant students reported experiencing relatively mild level of technostress. As a result of the multiple regression analysis, regular attendance and participation, adequate learning environment, perceived negativity of distance education, perceived need for psychological support, and year at medical school were all found to be significant predictors of technostress in medical students. This is the first study evaluating technostress on medical students. Students who do not attend classes regularly, do not have an adequate learning environment, have higher degree of perceived negativity of distance education, have need for psychological support and are at higher grade levels experience more technostress. Finally, according to the person-environment misfit theory the major component of technostress in medical students originated from the tool-related component. Although the level of technostress was relatively low, technological tools generate pressure even on the digital native generation.

An education crisis has emerged during the pandemic, and the purpose and existence of schooling has begun being questioned again. For this reason, this paper discusses school principals' opinions regarding the changes in schooling during the COVID-19 pandemic. The research uses the phenomenological design, and the participants of the research consist of school principals. The data were collected using the semi-structured interview technique, with content analysis being used to analyze the data. According to the study's findings, school principals were determined to have difficulties in the fields of strategic leadership, instructional leadership, and social leadership during the pandemic. Regarding school-related difficulties during the pandemic, important benefits were emphasized for school processes under the themes of achievements focused on capacity building, socially oriented achievements, and goal-oriented achievements. The themes of administrative priorities, social priorities, and developmental priorities emerged regarding how to reduce adjustment problems to schooling during and after the pandemic.

This study investigated the changes in teacher-parent communication and cooperation during the COVID-19 pandemic and to determine how parent participation in distance education can be achieved. A qualitative descriptive design was adopted in the study. The study group consisted of 12 secondary school teachers working in Adana, Turkey, and 16 parents whose children are students of these teachers. The data were obtained through semi-structured interviews and analyzed through content analysis. The study concluded that teachers are required to be more directive and sensitive to students' specific requirements while parents need to be more involved in communication and cooperation in distance education. Ensuring the motivation of teachers and parents in distance education is the most effective factor that strengthens the cooperation processes. [This study was orally presented at the 8th International Eurasian Educational Research Congress held in Turkey.]

With the emergence of the COVID-19 pandemic, nearly all theoretical and practical classes and methods of assessment had to be delivered on digital platforms. This paper reports the use of task-based assessment of the communicative competence of first-year pre-service English language teachers. The aim was to explore the role of the platform where the tasks were held on the students' self-assessment of their spoken performances. The participants (n=50) evaluated their linguistic, discourse, strategic and sociolinguistics competence on two public speaking tasks. The face-to-face speaking task required elaborating on two famous quotes, whereas the online speaking task had to do with the semiotic analysis of a TV commercial which was decided upon by the teacher candidate. Student evaluations of their communicative competence ranged on a scale from one to five, where one meant very poor and five meant very good. The results indicated that the only component of communicative competence that was viewed to be good was discourse competence in the face-to-face task; however, all the elements of communicative competence were considered to be good except for the sociolinguistic competence in the face-to-screen task. The main findings were (i) that the students had a more positive evaluation of their communicative competence when making online presentations and (ii) that they mostly attributed the differences in their self-evaluations either to the platform or to a combination of the platform and the nature of the task. Yet, face-to-face interaction seems to act as a requirement to improve the sociolinguistic competence of foreign language teacher candidates.

This study focused on teacher responses during COVID-19 in the 2020-2021 academic year about homework assignments, their preparedness, internet use, resources used, measurement and evaluation methods. The study is qualitative using content analysis and the N-Vivo program. Ten teachers in different types of high schools in different socio-economic regions in Adana/Turkey participated in this research. The results showed that the opinions of the teachers did not vary according to school type and socio-economic environment. They made creative efforts for effective instruction by integrating different types of evaluation, homework, and methodology. Based on the results, it is suggested that distance educational planning should be made preparing teachers for such unexpected events; it includes the development of software, alternative teaching platforms, providing government support for internet and access to equipment and technology. Additionally, it is noted that teachers may experience a lack of motivation during the pandemic and should be supported psychologically during such unexpected events. [This study was presented at the International Professional Education Conference (IPEC) held on 23-29 August 2021 at Nevsehir Haci Bektas Veli University/Turkey.]

The general purpose of this study is to determine the mediating role of resilience in the effect of fear of COVID-19 on the mental health continuum. 443 volunteer individuals who experienced the COVID-19 pandemic process in Turkey participated in this study. In data collection, The Fear of COVID-19 Scale, The Brief Resilience Scale and Mental Health Continuum Short Form were used. Data were analyzed with the two-stage Structural Equation Modeling (SEM) technique. The full mediating role of resilience has been proven in the impact of fear of COVID-19 on the mental health continuum. [This study was presented as an oral presentation at the 4th International Conference on COVID-19 Studies.]

In this article, we examined the impact of the COVID-19 pandemic on education. We combined collaborative inquiry and photo-eliciting methods to examine education with a reflective lens and understand changes that occurred during the pandemic. A principal and a vice principal working in different public schools adopted the dual roles of being researchers and participants. The main data source was the conversation that emerged as we reviewed classroom and school photos taken by the participant researchers. The central theme that emerged from the analysis was that the COVID-19 pandemic made the invisible visible, along with two sub-themes: a) The teacher's source of motivation is the student, while the student's source of motivation is the teacher and b) Students care and grow when they can be a part of the history, culture, and story of their school. The pandemic made the importance of human connection in education evident. The findings of the study offer solutions and recommendations informing future education. [This study was presented at the International Conference on Studies in Education and Social Sciences (ICSES) on November 14, 2021.]

The teaching model in which students and teachers come together in a physically surrounded school environment face to face was the only teaching model until the 1990s. Technological developments first showed their effects in higher education in the 1990s and online teaching method started to become widespread. Today, it is not possible to ignore the benefits of face-to-face education in schools, but almost all educational institutions, from primary schools to universities, have switched to online distance education very quickly with the COVID-19 epidemic. Hybrid teaching is a teaching model that combines face-to-face and online teaching into a single whole. About half of the classroom sessions are held in classrooms at school, while the other half has students working online. While this sounds good, hybrid teaching requires a lot of planning to work properly. In this paper, the problems and opportunities of hybrid education for school management are studied under the light of literature. Although hybrid education has many benefit on the part of students and teachers as well as administrators, It also brings some problems that administrators have to tackle with. The literature about hybrid education forces education administrators to plan about technical needs, human sources, students and parents.

This study aims to evaluate the responses of primary school children to the pandemic, based on the statements of their parents. In the study, the descriptive survey model was used. The study group consists of parents whose children attend a private primary school in the province of Manisa, Turkey. The 'General Information Form' and the 'Children's Response to the Pandemic Scale' were used for data collection in the study. In the data analysis, the t-test was used. As a result of the study, it was found that responses of the children whose parents aged 36 and over, who had an undergraduate degree and above, and whose families had three or more children were perceived as riskier according to their fathers. It was found that the presence of a COVID-19 history in the family and the presence of individuals who have died due to COVID-19 negatively affect the behavior of children during the pandemic. The male children were found to be more affected by the pandemic than female children. In this context, in order to support the healthy development of children, training programs can be planned and implemented to inform families about the disease and bereavement process in order to be able to support the healthy development of children. [This article was presented as an oral presentation at the International Cappadocia Scientific Research Congress held in Nevsehir on December 15-17, 2021.]

Background: This study aimed to assess the mortality of PsA before and during the COVID-19 pandemic., Methods: From the prospective, multicenter PsART-ID (Psoriatic Arthritis Registry-International Database), patients from Turkey were analyzed by linking the registry to the Turkish Cause of Death Registry. The outcome of interest was death from any cause, pre-pandemic (since the onset of registry-March 2014-March 2020), and during the pandemic (March 2020-May 2021). The crude mortality rate and standardized mortality ratio (SMR) were determined., Results: There were 1216 PsA patients with a follow-up of 7500 patient-years. Overall, 46 deaths (26 males) were observed. In the pre-pandemic period, SMR for PsA vs the general population was 0.95 (0.61-1.49), being higher in males [1.56 (0.92-2.63)] than females [0.62 (0.33-1.17)]. The crude mortality rate in PsA doubled during the pandemic (pre-pandemic crude mortality rate: 5.07 vs 10.76 during the pandemic) with a higher increase in females (2.9 vs 8.72) than males (9.07 vs 14.73)., Conclusion: The mortality in PsA was found similar to the general population in the pre-pandemic era. The mortality rates in PsA doubled during the pandemic. Whether PsA patients have more risk of mortality than the general population due to COVID-19 needs further studies. Key Points • Decrease in mortality in PsA might be expected with the more effective treatment options and better disease control. • A crude mortality rate is comparable to the general population and not increased until the pandemic. • Currently, there is a 2-fold increase in crude mortality rate possibly due to the COVID-19., (© 2023. The Author(s), under exclusive licence to International League of Associations for Rheumatology (ILAR).)

With Corona Virus Disease 2019 (COVID-19), a major change to the remote education arrangements has arisen. As it is clear, the pandemic has got side effects, especially in the scope of education and English as foreign language (EFL) teaching. Students at all levels were encouraged to continue learning despite the difficulties they had throughout the crisis. This study aims to investigate the impacts of the COVID-19 pandemic on the field of EFL, particularly by revealing the viewpoints of secondary school students on pandemic remote education and its impact on their English language learning process. Thus, it was designed as qualitative research; interviews were held to probe in-depth into their perceptions on EFL teaching throughout pandemic remote education. Interviews were conducted with thirty secondary school students chosen voluntarily. The participants were chosen from different schools. The data obtained from the interviews were analysed through qualitative content analysis by NVivo 8 software program. The results revealed that participants declared that most of the teachers used course books and gave pencil-paper assignments. It was also highlighted that teachers emphasised reading and listening skills in their lessons rather than writing and speaking. Another significant finding of the study is that the participants preferred face-to-face foreign language teaching to remote teaching. Nevertheless, they admitted that online language teaching has several advantages comparing to traditional face-to-face education besides its challenges such as technical, economic, contextual, and individual problems. Lastly, several noteworthy suggestions were made regarding teachers, policymakers, families, and students themselves.

Aim: To describe the experiences of intensive care nurses who provided care to Covid-19 patients and their perceptions towards the disease and their work conditions during the pandemic., Introduction: Identification of experiences and perceptions of intensive care nurses towards disease, care and their workplace conditions when providing care to Covid-19 patients will inform decision-makers about improvements that can be implemented., Background: The Covid-19 pandemic has led to increased strain and workplace-related health risks to intensive care nurses, but it has also provided a unique experience and opportunities for learning and development., Methods: A descriptive qualitative study was conducted with 10 intensive care unit nurses working in seven hospitals in Istanbul, Turkey. Snowball sampling method was used, and the data were collected by semistructured online interviews. A thematic analysis was performed. The Consolidated Criteria for Reporting Qualitative Research were followed., Findings: Five major themes were identified: 'death and fear of death', 'impact on family and social lives', 'nursing care of Covid-19 patients', 'changing perceptions of their own profession: empowerment and dissatisfaction', and 'experiences and perceptions of personal protective equipment and other control measures'., Discussion: Intensive care nurses experience an increased risk of infection and psychological burden, and they lack a sense of professional satisfaction. Improvements to working conditions are needed to support nurses caring for patients during the pandemic., Conclusion: The pandemic increased the workload and responsibilities of intensive care nurses and led to increases in their work-related health risks and challenges with care. However, it also increased nurses' awareness about the importance of their professional roles., Implications for Nursing Practice and Policies: There is a need to improve working conditions and develop nursing standards for the care of Covid-19 patients in intensive care units., (© 2021 International Council of Nurses.)