THE PROBLEMS OF CAMPUS STUDENTS IN SIMULTANEOUS ONLINE DISTANCE EDUCATION

The purpose of this study is to identify the problems faced by campus students in the context of factors that affect the success of simultaneous distance education (depending on infrastructure, individual attitude, time, location, systemic interaction). Campus students who are studying online distance learning are faced with the problems they encountered and the mistakes that have been made in the application-oriented dimension have been tried to be revealed. In this context, the study aims to examine the participants of the design study as holistic one-state study; In K？rklareli University, 2016-2017 academic year students in distance education and employees of distance learning center (UZEM) are constituted in spring semester. Within the scope of the study, the data were obtained by the prepared questionnaire (n = 970) and the notes kept by the researcher in the process. Data obtained from UZEM employees (n = 2) were obtained from 9-page researchers' diaries, including interviews and observations with the investigator during the research process. In this study, descriptive analysis methods were applied. Within the scope of the research, the problems that students have experienced in simultaneous learning environments have been examined in five different themes: Infrastructure Situations, Individual Attitudes, Time-Based Situations, Location-Based Situations, and Interaction-based Problems. Although the internet infrastructure is developed, 54% of the students stated that they can not access online courses because of internet access. A significant number of students found virtual classes unnecessary (19%) and boring (20%). It has been observed that the vast majority of the students are close to the virtual classroom session hours are not suitable times. Problems due to space are usually caused by the negativity of the dormitory conditions. The problems in the aspect of the interaction with the students' learning management system are divided into three sub-themes communicative, educational and systematically