When the answers given by the students were categorized, it was determined that a code in which the codes differed according to the students could be seen in 4 different themes. Digital literacy, which was gathered under the category of personal characteristics, was among the most frequently encountered answers under the themes of strength and threat. Digital literacy (finding, understanding, analyzing, producing and sharing information with digital devices) is a necessary competence for the correct use of technological devices (computer, tablet, smartphone, etc.) and technological software (Office software, Zoom, Microsoft Teams, etc.). While students with weak digital literacy saw this situation as a threat, students who were competent in this subject took a step forward by declaring this situation among their strengths. Students who were inadequate in this regard made an extra effort to learn how to use technology in the learning environment and had difficulties (Ozdamar-Keskin et al., 2015; Griffiths, 2016; Posey & Pintz, 2017; Human Rights Watch, 2020; Jowsey et al., 2020). In order to overcome this situation, many studies have reported that students and instructors should be supported on this issue. It is recommended to organize training programs on the diversification and effective use of teaching materials (Kahyaoğlu Süt and Küçükkaya, 2017; Şanli, 2021; Vatan et al., 2020). (World Health Organization, 2016; Fitzgerald et al., 2020; Berland et al., 2020).
The category of economy is among the most frequently given answers under three different themes. The economic situation has taken its place among the factors affecting distance education with codes such as working environment, technological tools and having internet connection. Students with high economic status did not have difficulties in adapting to distance education. There are studies showing that socioeconomic status positively affects academic achievement. (Ciftci & Caglar, 2014; Liu et al., 2020; Van Hoek et al., 2019). Considering that only 7.8% of the students participating in our study have a high income level, it becomes difficult for other students to support an extra budget for the equipment required for distance education.
Due to the increasing demand during the pandemic period, the price increases in the devices also caused difficulties for students and their families (Nabolsi et al., 2021). Only 30.4% of the students participating in the study reported that they have the necessary devices for distance education. Some of these students, on the other hand, did not have a computer, so they conducted their lessons via mobile phones. 73.5% of the students participating in the study continue their lives with more than 5 people at home. In this case, some students had to share their computers with their siblings, which caused the disruption of their lessons and homework.
Another element that should be in distance education is internet access. Students had some difficulties in accessing the internet according to their regions. Since 26.7% of the students participating in the study live in rural areas, they had difficulty in accessing the courses because their internet access was either limited or not available. This can lead to educational inequality and lifelong problems for students living in these regions (Nature Editorial, 2020). In a study conducted in China, where the Covid-19 pandemic broke out, it is stated that university students experience anxiety due to being in a rural area and uncertainty in family income level in this process (Cao et al., 2020). Students living in rural areas without internet access should be supported by universities so that they can receive education on an equal basis with others (Wang et al., 2020). This issue needs to be put on the agenda and resolved by government policies. It is important that non-governmental organizations raise awareness about these issues and support them in solving the problem (Karaaslan et al., 2022).
Another issue that the students focused on was the inadequate distance education infrastructure conditions of the university. Students emphasized that many students had problems with internet access, they could not follow their lessons and they could not get efficiency from the lessons (Kürtüncü & Kurt, 2020). According to Sahu et al. (2020) also reported in their study that all students accessing the internet at the same time forces the infrastructure conditions and the distance education system has become problematic (Sahu, 2020).
It was determined that only 39.2% of the students participating in the study had a suitable environment for participation in their classes. This situation adversely affects the students' concentration on the lessons. Noise and mobility in the home environment create focus problems for students, which affects their success. ( Erdoğdu & Erdoğdu, 2015 ). Similar to our study, Karaaslan et al. (2022), in their study, it was mentioned that only 25.9% of the students had a room of their own, and this had a negative effect on academic achievement. Libraries, etc., which were closed during the pandemic period, forced students to study at home, in this case it has become important for students to have their own private areas.
Another economic dimension in which students turn the distance education process into an opportunity has emerged as the opportunity to work in other jobs in this process. Thus, the students, who had the chance to earn additional income, supported their families as well as meeting their own budgets. The distance education process also reduces the costs incurred when they study in another city, by providing students with the opportunity to continue their education in their own home environment (Karaaslan et al., 2022).
Students can spare more time for themselves and their families thanks to online asynchronous lessons, they study more efficiently during this time, extra courses, congresses, conferences, etc. stated that they were comfortable participating in the activities. Supporting our study, Gürkan et al. (2020) found that distance education creates opportunities to support learning. The lack of course continuity allowed the students to have the opportunity to develop themselves, and the students reported this among their strengths and opportunities. Ozkose et al. (2013) reported that distance education provides access to students from all walks of life. While some students stated that they could communicate more easily with the instructors in online courses, the majority of students complained that the courses were not effective because they did not have the opportunity to ask questions, discuss, brainstorm and receive feedback in online courses, and they reported that they saw this as a threat. They reported that their communication with the instructor or their communication with their friends was negatively affected by online courses. It has been stated that distance education poses a problem in nursing education, which is frequently used for group assignments. (Mackavey and Cron, 2019).
The uncertainty of the process and self-preservation anxiety make it difficult for students to focus on their lessons and students are psychologically affected negatively (Cao et al., 2020; Lee, 2020; Wang et al., 2020). This is the most important concern brought by the pandemic. Although the focus code was the strength for a group of students, a large number of students reported that they had problems focusing. The students pointed out that the lack of interaction with the instructor, the inconvenience of the home environment, ergonomic problems caused by sitting in front of the computer all the time, and vision and sleep problems caused their inability to focus.
The uncertainty of the process and self-preservation anxiety make it difficult for students to focus on their lessons and students are psychologically affected negatively (Cao et al., 2020; Lee, 2020; Wang et al., 2020). This is the most important concern brought by the pandemic. Although the focus code was the strength for a group of students, a large number of students reported that they had problems focusing. The students pointed out that the lack of interaction with the instructor, the inconvenience of the home environment, ergonomic problems caused by sitting in front of the computer all the time, and vision and sleep problems caused their inability to focus.
One of the most important issues that students see as a threat is that distance education causes sedentary life and nutritional disorders. The students intensely reported that they distanced themselves from their social environments and that they were uncomfortable with this situation. During this period, students stated that the pandemic process had a negative impact on their psychology. Between classes, “I thoght to suspend the studies because I have difficulties in dealing with distance education and the pandemic process.” It was observed that the idea of Similarly, in the study of Cao et al. (2020), it is reported that the reason why students experience stress and postpone their academic studies is the possibility of their relatives being infected and being infected themselves. (Cao et al., 2020; Lee, 2020; Wang et al., 2020).
Nursing education is an active process that combines theory and practice (laboratories, hospital internships, etc.). The most frequently mentioned obstacle of distance education was about how the applied lessons would be. Professional career anxieties, inexperience, insufficient education, shyness and fear of making mistakes appear as the most frequently mentioned problems by students. The students stated that being away from the practice area prevents them from learning in the field, and therefore they think that the distance education system is not the right choice for the nursing department. Especially, 4th grade students (intern students) who take only practical lessons all year stated that they think that it is not enough to give practical lessons remotely (Kürtüncü and Kurt; 2020). It has taken its place in the literature in many studies in which the inability to practice, technological deficiencies and lack of interaction are perceived as weakness and threat. (Barış and Çankaya, 2016; Gürkan, 2020; Özköse et al., 2013)
Limitations
Since the study was conducted in a single university, it cannot be generalized to the whole country.