Noticeable Behavioral Differences Observed in Turkish Students Following Online Education

Abstract

The COVID-19 pandemic, which posed a global threat, led many countries, including Turkey, to implement changes in their educational practices. In response to the stay at home directive aimed at preventing the spread of the virus, face-to-face education was suspended, and online education was adopted. As a result, children were unable to attend school for nearly two years. This sudden shift posed significant challenges for children, who were in the process of socialization and learning, as adapting to this new educational norm was not in alignment with their natural developmental needs. This study examines how staying at home affected the behaviors of children who were supposed to attend school, interact with their teachers and peers, socialize, and engage in learning. The research follows a qualitative phenomenological design, with the study group selected through criterion sampling. The collected data were analyzed using content analysis, leading to the identification of themes, categories, and codes. Particular attention was paid to participant and data saturation during the analysis process. The findings indicate that noticeable behavioral patterns were categorized under discipline, cognitive skills, social skills, motor skills, emotional skills, digital addiction, and personality traits across different educational levels. It is suggested that the type and frequency of these prominent behaviors observed in students may be associated with the shift to online education following the suspension of face-to-face learning due to COVID-19. Factors such as reduced peer interaction, diminished social engagement, and a lack of communication and interaction are considered to have played a role in these behavioral changes.