摘要：Distance education, which to become more widespread in the near future, has become a more commonly used educational term with the pandemic process. When face-to-face education is not possible, distance education has been used as an important method for the sustainability of education. Due to the sharp transition to distance education in the pandemic period, the process of distant education in this period was also an important curiosity. An important question is how quickly faculty members and students can adapt to this system, with a sudden transition from face-to-face to distance education. In this study, the students who are important stakeholders of this process are examined critically. Therefore, the case study design was chosen for the study. The participants of the study were 40 students from the primary school teacher education program at a public university. Typical case sampling method was used for selecting the participants of the study. The data collected for this study involved open-ended questionnaire forms and semi-structured interviews. The participant students were first asked to fill out the questionnaires consisting of open-ended questions. In the second stage, based on the answers in the open-ended questionnaire form, four students who participated the second stage of the data collection voluntarily were interviewed. In the analysis of the data, both content analysis and descriptive analysis were used respectively. As a result of the analyzes, the themes of teaching process, encountered barriers, learning environments and suggestions emerged. Based on the findings, it was concluded that synchronous lessons were found more efficient. Also, some students stated the difficulties they face during the online learning process, as well as the technological incompetency of the instructors. Based to these results, suggestions were provided for the academic staff and students.
