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academic Pandemi süreci, eğitimdeki fırsat eşitsizliğini arttırıyor.,…

- - - - As it can be understood from these findings, more than half of the teachers found the infrastructure sufficient, some teachers found the infrastructure insufficient, and some experienced difficulties in accessing distance education, especially due to the shortcomings of students' available opportunities.
- - - - Vulnerable groups: Those living in poor or rural areas, girls, refugees, persons with disabilities and forcibly displaced persons
- - - - Provides many oportunities to participate in a class
    - - A material that has made is shared with other students around the world
  - - - Its really hard get cheating away from system
      - Learning should be the main focus
    - - 800 million has any of these equipment
        
        6 million stundent in Turkey has no equipment
  - - - Doing homeworks
    - - Participating
    - - Just watching
  - - - More than 1.5 million people have watched more than 300 million videos
        
        "to everyone, everywhere, the world
        by your standards, free education!”
    - - Stanford
    - - Harvard and MIT
- - - - In turkey this nnumber is 6 million based on TUIK
  - - - Students can cheat on exams
      - Students can get information from online devices
      - The Observation prosses is based by cameras
  - - - Some income levels connot reach to any of this mediums
      - The income status of countries determines the distance education solutions they offer and the nature of the services offered to students during the epidemic period.
- - - - As for the most common problem faced by students in the distance education process; Half of the participants emphasized that the students do not have the internet connection and the necessary equipment or that they cannot reach them all the time.
    - - It has been stated that the systemic problems caused by the intensity experienced due to the fact that many students want to enter the system at the same time, interrupt the effective and efficient use of EBA in the distance education process.
    - - In this process, they emphasized that the additional EBA quotas given by GSM operators should also include live course connections and the additional quota defined for use in EBA should be unlimited.
- - - - Inefficient communication between teachers, students, teachers, families and national department of education creates a huge obstacle.
- - - - Internet and television were used as tools in Turkey during the COVID-19 outbreak, which is among the upper middle income countries.
- - - - When this service is not provided in an inclusive way with the principle of equality, it may lead to an increase in the differences in success among students