British Journal of Guidance & Counselling
ISSN: (Print) (Online) Journal homepage: www.tandfonline.com/journals/cbjg20
Perception of online education during COVID-19:
Online Photovoice (OPV) and ecological systems
theory
Ahmet Tanhan, Besra Taş, Zuhal Agilkaya-Sahin, Seth C. W. Hayden, Ozan
Korkmaz & Orhan Gürsu
To cite this article: Ahmet Tanhan, Besra Taş, Zuhal Agilkaya-Sahin, Seth C. W. Hayden, Ozan
Korkmaz & Orhan Gürsu (23 Aug 2023): Perception of online education during COVID-19:
Online Photovoice (OPV) and ecological systems theory, British Journal of Guidance &
Counselling, DOI: 10.1080/03069885.2023.2247544
To link to this article:  https://doi.org/10.1080/03069885.2023.2247544
Published online: 23 Aug 2023.
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BRITISH JOURNAL OF GUIDANCE & COUNSELLING
https://doi.org/10.1080/03069885.2023.2247544
RESEARCH ARTICLE
Perception of online education during COVID-19: Online
Photovoice (OPV) and ecological systems theory
Ahmet Tanhan a,b,c,d,e, Besra Taş f, Zuhal Agilkaya-Sahin g, Seth C. W. Haydenh,i,
Ozan Korkmaz j and Orhan Gürsu k
aEconomic and Social Research Center – ESAM, Ankara, Turkey; bDepartment of Counselling, The University of
North Carolina, Greensboro, NC, USA; cDepartment of Counselling, Adiyaman University, Adiyaman, Turkey;
dInstitute for Muslim Mental Health, Belleville, MI, USA; eAssociation for Contextual Behavioral Sciences, Turkey
Chapter, Istanbul, Turkey; fDepartment of Counseling, İstanbul Sabahattin Zaim University, İstanbul, Turkey;
gDepartment of Counseling, İstanbul Medeniyet University, İstanbul, Turkey; hDepartment of Counselling, Wake
Forest University, Winston-Salem, NC, USA; iDepartment of Counseling, President of National Career Development
Association, Broken Arrow, OK, USA; jDepartment of Counseling, Karamanoglu Mehmetbey Üniversitesi, Karaman,
Turkey; kDepartment of Philosophy and Religious Sciences, Burdur Mehmet Akif Ersoy Üniversity, Burdur, Turkey
ABSTRACT ARTICLE HISTORY
In this research, we used Community-Based Participatory Research, Received 6 July 2022
Ecological Systems Theory and active interdisciplinary social advocacy Revised 20 March 2023
perspectives as part of our theoretical framework. Our sample consisted Accepted 8 August 2023
of 530 counselling undergraduate students with 481 consenting to
participate by sharing the most important main facilitators and barriers KEYWORDSCounselling education;
for their online or distance education during COVID-19 pandemic. We Community-Based
used Online Photovoice methodology to get the students lived Participatory Research
experiences focusing on their counselling major and Online Interpretative (CBPR); pandemic; online
Phenomenological Analysis to analyse shared experiences. Thirteen main and distance education;
facilitators emerged (e.g. The contribution of technology in distance Online Photovoice (OPV)
education, 22%; computer, PC: Technological tools, 18%; internet, 14%)
and 22 main barrier themes emerged (e.g. lack of technological tools and
related knowledge, 16%; transition to distance education, 13%; emotions
that are difficult to cope with, 12%). We also examined how participants
attribute these facilitator and barrier themes to Ecological Systems
Theory levels.
Educational institutions were at the forefront of the areas deeply affected by the Covid-19 pandemic
worldwide (Tanhan, 2020; Tanhan et al., 2021). Many countries including Turkey have adopted the
use of digital technologies to maintain the educational process (Angoletto & Queiroz, 2020;
Doyumğaç et al., 2021 ). Since 16 March 2020, Turkey has been carrying out this process with
distance education using digital technologies to provide effective education and training.
In Turkey at the beginning of the pandemic, it was moderately accepted that educational activi-
ties were carried out in the form of distance education but distance education has been difficult for
some people who were living in rural areas without technology and internet reacted to this (Doyum-
ğaç et al., 2021; Tanhan, 2020). It has been so difficult to accept that the understanding of education,
which has been going on for centuries, suddenly moved to an individual dimension and could be
provided over the internet (Köse, 2021). In a sense, the requirements of this broad new normal in
society and more specifically in the education system have taken place in our lives despite resistance
by some (Kurt & Odabaşı, 2020).
CONTACT Ahmet Tanhan tanhanahmet3@gmail.com Department of Counselling, School of Education, Adiyaman
University, 02040, Adiyaman, Turkey
© 2023 Informa UK Limited, trading as Taylor & Francis Group
2 A. TANHAN ET AL.
Online learning environments, which are the new paradigm of today’s modern education (Sun
et al., 2008), are becoming more common (Arbaugh, 2000; Doyumğaç et al., 2021; Tanhan, 2020).
Online learning, which is created with content delivered remotely and brings students and instruc-
tors together through tools such as video conferencing, computer conferencing, internet, electronic
chat, live lecture applications, provides significant advantages in terms of education by providing
access to large audiences regardless of time and place (Dziuban et al., 2013). Online education
allows different interaction and multimedia and gets easier day by day (Doyumğaç et al., 2021;
Dziuban et al., 2013).
Although this form of teaching can be more flexible, low-cost and practical (Doyumğaç et al.,
2021), it also poses a risk due to reasons such as insufficient technological infrastructure, lack of
skills to use technology, users not having sufficient time for training to learn the system and not
establishing well-grounded course structure that will provide immediate feedback and support
(Balaban, 2012; Tanhan, 2020; Tanhan et al., 2020).
The transition to distance education in the Covid-19 period has led to various negative conse-
quences for many people in terms of biopsychosocial, spiritual and economic terms, and also
caused serious problems especially for students (Çiçek et al., 2020; Tanhan, 2020; Tanhan et al.,
2021). The COVID-19 outbreak has caused serious problems in many areas in general (Gürsu & Bayın-
dır, 2016 ) and seriously affected university students (Akyol et al., 2020; Gençalp, 2020; Kürtüncü &
Kurt, 2020; Laher et al., 2021; Sarıtaş & Barutçu, 2020). It has revealed that higher education students
staying in their homes cannot fully fulfil their physiological and psychological needs (Tanhan, 2020;
Tanhan et al., 2021; Tiryaki et al., 2020). Inability to maintain social and romantic relationships, iso-
lation, loneliness, anxiety for the future, economic problems, alienation from the school environment
and anxiety are indicated among the problems affecting mental health and subjective well-being
(Doyumğaç et al., 2021; Genc et al., 2021; Subasi et al., 2023; Tanhan, 2020; Tanhan et al., 2021;
Tümkaya et al., 2021). In relation to university students’ experience with online education during
the pandemic, positive developments were indicated such as flexibility in place and time while
the sudden implementation of eLearning had discouraging implications for user’s mental health
and socialisation (Mushtaha et al., 2022).
COVID-19’s effect on students in mental health areas
Covid-19 affects university students in general, as well as students in the field of mental health. In a
study conducted on students of the psychology department, it was found that psychology students’
mental health problems worsen relatively during transition times such as Covid-19 (Laher et al., 2021;
Tanhan et al., 2021). Accordingly, during the Covid-19 pandemic, some of the undergraduate psy-
chology students mentioned factors preventing them from attending distance online education
such as not being able to understand the lessons, lack of resources, lack of interaction with lecturers
and other students, being easily distracted and difficulty being motivated. Being confined to home
due to the pandemic creates a trapped or claustrophobic mood in students, and this situation brings
along symptoms of stress, anxiety, fear, loneliness, excessive thinking, emotional exhaustion, hope-
lessness and depressive symptoms (Tanhan, 2020; Tanhan et al., 2021). There are indications of
increase in levels of depression for university students over the course of the pandemic (Stamatis
et al., 2022). In addition, a study of Filipino counselling students found that fear of COVID-19 infec-
tion predicted indicators of anxiety, depression and stress (Galanza et al., 2023). It is observed that
immediate environment, friends and families are effective as support mechanisms (Laher et al., 2021;
Tanhan, 2020).
Researchers in Turkey used OPV to understand the mental health of students during the pan-
demic and found that students faced many mental health problems (Doyumğaç et al., 2021; Genc
et al., 2021; Tanhan, 2020; Tanhan et al., 2021). These researchers determined that students experi-
ence contextual problems such as biopsychosocial, moral and economic factors in the online
BRITISH JOURNAL OF GUIDANCE & COUNSELLING 3
education process, and that lack of healthy social interaction can lead to some serious biological,
psychological, social, spiritual and economic problems from micro to macro levels.
Gaps in the literature
When we look at the literature on the studies on the Covid-19 pandemic, we see that both in Turkey
and in the world, quantitative studies that generally guide participants with questions at a certain
level are more common. This research has also generally focused on psychopathology limiting
the consideration of positive aspects of functioning. OPV, designed to consider both negative and
positive dimensions of functioning has been utilised on various topics such as distance education
(Doyumğaç et al., 2021; Subasi et al., 2023; Tanhan et al., 2021; Tümkaya et al., 2021), special edu-
cation (Öğülmüş et al., 2021), close relations (Genç & Arslan, 2021) and mental health (Tanhan,
2020; Tanhan et al., 2021). However, no study that focuses on the educational life of students study-
ing in the department of psychological counselling and guidance in relation to the pandemic has
been found.
As mental health professionals and those who train them, it is important to understand the
manner in which counselling students go through this process. However, while conducting research
with people who have gone through difficult processes such as pandemics, OPV was found to be
useful as it elicits positive aspects of life apart from difficulties (Tanhan, 2020; Tanhan & Strack, 2020).
Purpose of the research
We had three main objectives including (1) understanding the most important biopsychosocial spiri-
tual and economic facilitators and complicators for the online education of the students studying in
the department of psychological counselling and guidance within the context of Covid-19 from the
unique perspective of the participants through the OPV methodology; (2) actively advocating with
the volunteer participants to increase the factors that make life easier to a desired level by delivering
the results to relevant and competent persons online and to resolve the issues by effectively addres-
sing the factors that make it difficult and (3) investigating to which levels of Ecological Systems
Theory (EST) counselling students attribute facilitating and challenging factors.
Value of the study
The deficiencies mentioned in the gaps in the literature were partially eliminated by the researchers,
and a well-grounded theoretical framework was used as suggested in previous studies (Tanhan,
2020; Tanhan & Young, 2021). Thus, three main goals targeted by the researchers have been
achieved. Researchers, acting with volunteer participants, continue to develop meaningful and criti-
cal dialogues by conveying the results of the research, the second main objective, to the relevant
persons, institutions and organisations through active advocacy.
Theoretical framework
In the theoretical framework of the research, active interdisciplinary social advocacy is created
through ecological systems theory (EST) and community-based participatory research (CBPR) (for
more information see: Tanhan, 2020; Tanhan & Strack, 2020). In accordance with this theoretical
framework, we used OPV to collect data and Online Interpretive Phenomenological Analysis
(OIPA) to analyse the data. Active advocacy is a very important concept that complements all of
these and makes the data obtained in the research even more meaningful, and especially that con-
stitutes the infrastructure of the OPV, CBPR and the study as a whole.
Ecological Systems Theory (EST). EST was developed by Bronfenbrenner (1977) to provide a com-
prehensive developmental framework of multiple factors that provide layers of influence on
4 A. TANHAN ET AL.
individuals throughout their lives. According to this system, the individual is at the centre of the
model and other systems are gathered around the individual (Tanhan, 2019). Researchers from
various disciplines have benefited from EST (Demıṙ Öztürk et al., 2020; Genc et al., 2021; Tanhan &
Francisco, 2019; Tanhan & Young, 2021).
Community-Based Participatory Research (CBPR). CBPR refers to the goal of collaborating with the
community to improve the quality of life more effectively. CBPR is an alternative research paradigm
based on the collaboration of researchers with individuals, groups, communities and institutions to
solve the problems of communities and contribute to their well-being (Tanhan & Strack, 2020; Wal-
lerstein & Duran, 2006).
Active Interdisciplinary Social Advocacy. The concept of social advocacy is to address the issues and
increase the general well-being by informing the relevant and authorised persons, institutions and
organisations about the research (Goodhart et al., 2006; Tanhan, 2019, 2020; Tanhan & Francisco,
2019).
Online Photovoice (OPV). Tanhan and Strack (2020) developed Online Photovoice (OPV) as an
extension of Wang and Burris (1997) traditional photovoice. Compared with traditional photovoice,
OPV enables more effective elicitation of participation of diverse participants. OPV offers advantages
in terms of contextual factors such as time and cost. Developed for use in situations where meeting
face-to-face is impossible or very difficult due to pandemics, security problems, conflict or natural
disasters, OPV is one of the qualitative research methods/techniques used to increase the general
well-being at the individual and society level and to address existing issues in the most effective
way. OPV has been reported to be therapeutic in terms of facilitating the person to create space
for their own biopsychosocial spiritual and economic issues and processes (e.g. Armiya’u et al.,
2022; Tanhan, 2020; Tanhan & Strack, 2020).
Online Interpretative Phenomenological Analysis (OIPA). Tanhan and Strack (2020) developed OIPA
based on traditional Interpretative Phenomenological Analysis (IPA). Tanhan (2020) used it with OPV
for the first time to understand mental health during COVID-19 context. OIPA allows participants and
researchers to protect lived and shared experiences. Previous researchers provided in-depth infor-
mation on OIPA (Tanhan, 2020; Tanhan et al., 2021; Tanhan & Strack, 2020). We have provided
detailed information on OIPA in the analyses section.
Method
The present study, which aimed to explore the facilitators and barriers of online/distance learning,
was conducted on a sample of psychological counselling and guidance students from different
Turkish universities during the Covid-19 pandemic started in 2020. The data were collected within
the explained framework by means of an innovative tool, the online photo-voice method (OPV).
Participants
In Turkey, counselling programmes are available as graduate and mostly as undergraduate pro-
grammes. We recruited our participants among students at counselling undergraduate departments
of four different universities from different parts of Turkey, at which four authors of this paper are
located. The geographical location is meaningful for Turkey. While western parts of Turkey are
more developed and provide more opportunities for students, the eastern parts are less. Accord-
ingly, the different regions (west, middle/Anatolian, east Turkey) and their varieties were covered
and represented in the sample. Four of authors who are lecturers at psychological counselling
departments conducted the research at their own universities’ psychological counselling depart-
ments. The study was announced to their own classes but also to the rest of the department.
There were no bonus points given to the participants. In terms of participation, 530 students com-
pleted the study; 49 did not consent and reported that they were curious about the study or com-
pleted the study to get some bonus credits for their courses. 481 consented for their data to be used
BRITISH JOURNAL OF GUIDANCE & COUNSELLING 5
in the study: 116 participated from a private university (name of the university blanked and we pro-
vided the names in the manuscript sample for the editors) in European part of Istanbul (western
Turkey); 139 participated from a state university (name of the university is blanked) located in Ana-
tolian/middle part of Istanbul; 52 participated from (name of the university blanked) another state
university located also in the middle of the country and the rest (174) participated from (name of
the university blanked), a state university from east of Turkey. In terms of education level 25 students
(5.2%) were in their first year, 148 (30.8%) in the second, 194 (40.3%) in the third, 98 (20.4%) in the
fourth year and 16 (3.3.%) students either did not report or were in their extended years. Their age
ranged from 18 to 45 (SD = 3.36). 75.8% of the sample consisted of female participants, 23.8% of
male, 0.4% did not want to mention sex. The majority of the sample was single (93.68%). The econ-
omic status of the sample was mainly middle (85.68%).
Measures
The online study was conducted on the basis of OPV method which is explained in detail below.
Additionally, questionnaires consisting of the following were also applied to the sample:
Informed Consent Form. The consent form informed participants about the study and guaran-
teed voluntary participation. The consent statement was given at the beginning and at the end
of the study. This application on two occasions allowed the participant to review his/her first
decision and agree on participation after completing the whole survey. Only surveys giving
the last consent were assessed in the data analysing process. The first author obtained ethical
approval of the study from [removed for anonymity] university he has been working, a state uni-
versity in the east of Turkey (IRB approval number: [all details are removed for anonymity]). We
provided institutional review board information and documents to the participants. Previous OPV
researchers found asking consent two times to be very meaningful (e.g. Tanhan, 2020; Tanhan
et al., 2021). The participants and other researchers also reported having consent question
two times to be very meaningful, effective and protecting the participants’ rights. When a
study is very long, it makes sense to ask consent question two times. Therefore, we asked
consent at the beginning of the study that was a temporary question to just let know the par-
ticipants that we are asking for the consent. This final consent question was obligatory to
respond and was valid consent question to decide whether we include their data or not. In
this study, we had 39 students who did not consent at the first, temporarily and voluntarily
consent question. And we had 49 students who did not consent at the last consent question
that was obligatory consent question. All these mean we had 481 who consented out of 530
total participants.
Demographic Information Form. This form consisted of questions on demographic information of
the participants, such as age, gender, country and city of residence, marital status, socioeconomic
status, education level, major and job type. Moreover, the survey comprised COVID-19-specific ques-
tions, such as the level of economic problems experienced during COVID-19, history of COVID-19
diagnosis, the level of practicing social distance.
Questions on online education conditions. The online education conditions of the sample were
examined via eight closed-ended questions; seven were to be answered on a percentage scale indi-
cating 0% not at all to 100% always/very much. The last question was a multiple-choice question. We
have provided the questions and response percentages in Table 1.
Questions on religiosity and spirituality. Previous studies via OPV (e.g. Tanhan et al., 2021) on
the effects of online or distance education revealed that even when participants score high in
religiosity and/or spirituality these do not always necessarily emerged as facilitators for online or
distance education when asked through OPV. Thus, to collect data to compare we also asked
four close-ended questions regarding religiosity and spirituality, again with a scale from 0%
not at all to 100% always/very much. We have provided the questions and response percen-
tages in Table 1.
6 A. TANHAN ET AL.
Table 1. Counseling students’ responses to COVID-19 contextual questions
During the pandemic to what level you… … (0 not at all and 100 completely) M SD
Faced economic difficulties 40.74 27.98
Followed social distance 79.07 21.28
Prefer online/distance education to face-to-face education 43.5 33.46
Have access to internet 80.80 21.76
Have a personal computer or tablet 77.77 33.72
Use computer for online/distance education 76.87 31.97
Have a personal smartphone 95.58 14.46
Use your smartphone for online/distance education 79.88 27.04
Are satisfied with online/distance education 46.67 28.29
Identify yourself as a spiritual person 68.65 22.04
Identify yourself as a religious person 60.71 25.37
Find religiosity/spirituality plays a crucial role in your life 75.10 23.92
Note: We made all these questions voluntarily to respond considering sensitive contextual pandemic process and very meaning-
ful yet sensitive questions (e.g. religiosity).
Procedure
Previous OPV studies suggested to implement different versions to increase participation (Tanhan,
2020; Tanhan & Strack, 2020). Thus, the participants in the current study were given three
different options (video, audio, written) to learn about OPV and the procedure of the survey. In
these introductory materials, which were developed by the first author (see Tanhan, 2020) the
meaning of OPV and the ways for effective and meaningful participation in OPV were explained.
OPV procedures
In this study the five procedures, implemented in the first OPV study during COVID-19 (Tanhan,
2020), were used to facilitate effective, enjoyable and easy engagement. The five procedures indi-
cated below (shown on the facilitator example) were valid for both of the variables; the most impor-
tant facilitator and the most important barrier. The participants followed the same steps for the most
important barrier (concern, issue). There were no time limits for the steps, the participants could
proceed at their own pace.
Step 1: Facilitators (support, strength): “List, at least one and at most ten, important facilitators for
distance/online education during COVID-19”. The participants enter these facilitators in a box on the
survey form.
Step 2: Photos for the most important facilitator(s): “Take one or more photo(s) representing the
most important facilitator”. The participants are asked to take their own pictures and not to use any
pictures from the internet.
Step 3: Uploading photos and stories: “Upload only one photo by choosing the most representa-
tive one for you”. Here, participants are asked to write a story that would accompany their photo best
by means of the “SHOWED” acronym. In the current study, the Turkish adaptation (GÖZSAN) by
Tanhan (2020) of SHOWED was implemented.
S: What do you see in the picture representing a facilitator for you or your community for online/distance
education during COVID-19 pandemic?
H: What is happening in your photograph/picture? (Briefly describe).
O: How does it relate to (y)our life or your community?
W: What is it that creates or contributes to this most important facilitator?
E: What do you experience (feelings, thoughts, behaviors) while taking the picture, writing your message
and submitting them?
D: What can we (as mental health professionals, educators, researchers, peers, etc.) do about this?
Step 4: Theme(s) or Metaphor(s): “Provide at least one and at most three themes or metaphors to
summarise your photo and story”. Participants are wanted to determine a metaphor or theme that
would reflect their photo and story.
BRITISH JOURNAL OF GUIDANCE & COUNSELLING 7
Step 5: Attribution of the facilitators to Ecological System Theory (EST): “Specify the levels of
systems (individual/intrapsychic, microsystem, exosystem, macrosystem or all) that contribute to
the development of these facilitators from their unique perspectives”. Participants shall identify
the systemic levels that improve the facilitator.
Analysis
Online Interpretative Phenomenological Analysis (OIPA). The present study was analysed by means of
the OIPA. Two different teams each consisting of two researchers analysed the data in five stages:
controlling photos, captions, themes and research form for missing data; filtering the data for confi-
dentiality; forming main clusters for the facilitator themes; forming main clusters for the barrier
themes; comparing main themes according to commonalities and differences and examining attri-
bution of themes to levels of EST by the students.
Results
Descriptive for some contextual factors related to online education conditions of participants during
the pandemic. Total participants N responded to the following questions changed from 443 to 474.
Responding to these questions was voluntarily.
When we asked through an open-ended and voluntarily question whether they feel committed to
a religious or spiritual tradition, 265 indicated Islam, six indicated spiritual movement, seven indi-
cated none and the rest of the participants left the question empty.
Main facilitator themes
In this study, 13 main facilitator themes emerged. Main themes and 478 participants are shown in
Table 2. All themes are discussed and analysed in the discussion section with existing literature.
The researchers included some direct photos, stories and themes from the participants, especially
who collaborated with us in our CBPR group throughout the study. We chose the most
Table 2. Main themes related to the factors that facilitate distance education for psychological counselling and guidance
programme students during the COVID 19 process.
N =
Main Facilitator Themes % 478
1. The contribution of technology in distance education: Providing time flexibility, being accessible from 22 105
anywhere, repeating, offering richer content.
2. Computer, PC: Technological tools. 18 86
3. Internet: Continuous network connection, globalisation, access to information. 14 69
4. Comfortable study environment: personal study desk, room and course materials (computer, book, etc.). 14 69
5. Reading books, textbooks, bibliotherapy (Online Read-Reflect-Share) 10 50
6. Spending time in nature 10 46
7. Family: Being together, spending time together, knowing that you are with the family. 9 44
8. Spending time efficiently: Saving time, having own time. 9 43
9. General biopsychosocial spiritual well-being: Peace, relaxation, being healthy, spirituality, religious belief, 9 41
patience.
10. Positive perspective: Perseverance, motivation, goodness, meaning of life, hope, love, well-being, hope, 8 36
freedom.
11. Sense of trust, economic security: Financial income, getting what you do, patience. 5 24
12. Hobbies and arts: Gardening, mandala, painting, playing musical instruments, raising animals, doing sports, 4 20
hiking, trekking.
13. Daily routines: TV series, movies, drinking coffee, drinking tea, cooking, listening to music, travelling, 3 14
workload.
Note: *478 valid respondents. We combined the themes represented under 3% of total number (478) following the completing all
the analyses as Tanhan (2020) suggested.
8 A. TANHAN ET AL.
representative ones and the ones followed SHOWED. We discussed the themes more in detail in the
discussion section.
We provided two representative photos, stories and themes submitted by the participants.
Facilitator Photographs, Captions and Summary Words/Themes
Photograph 1: The participant submitted the photo to share the most important facilitator (support,
strength) for online/distance education during COVID-19
The participant submitted the following story/caption for the facilitator:
I am a final year student in the psychological counselling department. I was alarmed when I heard
that we will continue education at home due to the Covid Pandemic. However, after the distance
education infrastructure was established in the first months – after I adapted to distance education
– I realised that there was not much change in my learning. I benefited a lot from efficient training
platforms such as zoom meeting, google meet, MERGEN etc.
As our counselling clinic at [… .] university, we carried the bibliotherapy practices that we used to
do in groups face-to-face to the virtual platforms. We shared our thoughts about our [… .] bibliother-
apy book and we were able to reach the shared ideas instantly via Whatsapp/Telegram. My econ-
omic situation was good, but unfortunately, I observed that other friends/people had difficulties.
With regard to my talent development, I engaged in drawing. After a while, I started to draw por-
traits and sell them online. Selling online taught me a lot about marketing strategies and creating a
billboard.
During the pandemic time, I actually wanted to spend time in nature, but I was content with
flowers and some mini vegetables that I planted in pots.
My suggestion to psychological counselling students is to follow student societies, associations
and clubs related to their fields on social media and establish networks as much as possible.
From my current point of view, I think that psychological counselling students should develop
their skills and take steps towards self-fulfillment. The Covid pandemic has taught me that time
passes very quickly and that we should be in the moment.
The participant submitted the following summary words for the photo and caption:
“Innovation, adaptation, professional development, use of technology, art activities”
BRITISH JOURNAL OF GUIDANCE & COUNSELLING 9
Photograph 2: The participant submitted the photo to share the most important facilitator (support,
strength) for online/distance education during COVID-19
The participant submitted the following story/caption for the facilitator:
I am a senior in the Turkish Language Teaching department, and I started to double major in the
Psychological Guidance and Counseling department last year. Even though the remote learning
during the pandemic was compelling, it introduced me to the department I double major in.
Since the professors recorded every lesson, I was able to complete all classes of both departments
by watching some of them later. This wouldn’t be an option for me to choose under normal
circumstances.
I discovered my talents that I did not know I had before by taking up new hobbies during the
pandemic. The first ones are learning how to play kalimba and read sheet music. I learned how to
play kalimba by watching videos on the internet without going to a course. I couldn’t attend a
course before the pandemic even though I wanted it so badly because I couldn’t afford the fees.
Even though I wanted it so badly, I couldn’t afford to go to a course before the pandemic
because I couldn’t afford the fees. Seeing that I can learn how to play an instrument all by myself
motivated me a lot and comforted me financially.
Even though family factors and close connections challengedme during this process, I was able to
get to know my family better and maintain warmer relationships.
Since I just met the Psychological Guidance and Counseling field, I attended eight online certifi-
cated, education and therapy-themed training programmes in Ilseven Academia to improve myself.
During the programmes, I contacted different people in the field and joined online meet-ups. Thanks
to these training programmes and meet-ups, I had the opportunity to get to know the field better.
I also joined Telakki Social Sciences Platform to gain competence in related fields of Psychological
Guidance and Counseling such as psychology, pedagogy, education, etc. which I am interested in.
We organised events in many different fields where we interview experts with the participation of
people of different ages and professions. I did not only participate actively in these events but
took part in the organisation stage. It was very productive.
The participant submitted the following summary words for the photo and caption: “Personal
development, education, hobbies, talents”.
10 A. TANHAN ET AL.
Main barrier themes
Based on using OIPA, 22 main barrier themes emerged. We have provided some direct photos,
stories and themes from our CBPR members who were also counselling students. We provided
and discussed more direct quotes in the discussion section (Tables 3 and 4).
Barrier Photographs, Captions and Summary Words/Themes
Photograph 3: The participant submitted the photo to share the most important barrier (concern,
issue) for online/distance education during COVID-19
The participant submitted the following story/caption for the barrier:
I am a senior in the Psychological Guidance and Counseling Department at Medeniyet University. My
academic life continues as difficult as it was in the beginning, and I am really tired. This tiredness may
be caused by stillness. Because I studied in a small room all year. I started to introduce myself like “Hi,
I am […] and I am tired”. The first reason for this was the need for human interactions. Not being able
to communicate with people tired me off. The second reason was not having a computer. This was
causing problems in online lectures. But even though I got one later, I was still struggling to under-
stand them. That’s when I figured out the importance of changing places. Because it was very chal-
lenging to understand and therefore synthesise a piece of information in a close environment. My
desk and my room were messy. I think they represented the messiness of my mind. I do not think
people can communicate and bond virtually. I think this is the reason why I failed lectures.
Besides, staying with family brought mental exhaustion. All of a sudden you find yourself in a big
pile of responsibilities. Arguments go on and on. Many frustrating reasons come up. The reason why
this tiredness caused by staying home all the time became constant was not having a regular sleep
schedule. I couldn’t sleep at night, so I was sleepy during lectures. I couldn’t improve myself acade-
mically. I am a musician. I play Lute and many other instruments. Since I was home all the time, I had
the opportunity to spend unlimited time with my instruments which prevented me from fulfilling my
responsibilities.
Nowadays, I feel peaceful. I try to help people. And this helps me fill the gap inside. I try to regain
my social circle, my economic independence and I try to be a more spiritual person. First of all, “Hi, I
am […], in search”.
BRITISH JOURNAL OF GUIDANCE & COUNSELLING 11
Table 3. Main barrier themes related to online or distance education for counselling students during the COVID 19 process.
N =
Main Barrier Themes % 474
14. Lack of technological tools and related knowledge: low quality of online education, dysfunctional 16 76
technology, technical problems, issues with services, coldness of technological devices, issues with access
to resources, internet issues, not being able to attend courses, too much negative news through
technology and related psychological disturbance
15. Transition to distance education: extra homework, Turkey’s education system, inflexibility, too many 13 61
courses, the density, the education system not addressing life issues and too far away from life, keep
forcing students to learn with same methods, too much and extra homework
16. Emotions that are difficult to cope with: sadness, boredom, inadequacy, helplessness, anxiety, regret, 12 58
unhappiness, loss, death anxiety, failure, anger, suffocation, pain, heartbreak
17. Lack of psychological support: psychological problems, depression, stress, anxiety, fatigue, addiction, 12 57
emotional instability, perfectionism, inability to work in groups, lack of therapeutic conditions
18. Too much exposure to electronic devices’ screens and then related somatic ailments: eyestrain, sedentary 11 54
life-desktop, backache, headache, pain at arm and elbow
19. Disadvantages or difficulties directly related to distance education: incomprehensible course materials, 11 53
compulsory education, conflict of course hours, lack of feedback, inability to get efficiency from online
courses, exams, inability to control online exams, noise of construction machinery during exams,
instructors making the process difficult-incomprehension, lack of empathy, dysfunctional applications-
zoom, lack of orientation, the lack of development of the online education system, system slowness, high
student responsibility, frequency of online courses
20. Disruption of life flow: unfinished lives, postponed works, disruption of routine, monotonous life, restriction 11 51
of freedom, social distancing, curfew for ones under age of 20, uncertainty, confusion
21. Unmet need for basic human communication: being away from friends, blurry online world 9 43
22. Being trapped within four walls: absence of supervised excursion places, isolated from nature, apartments 8 40
without gardens, lack of sea-water
23. Family problems: conflicts within the family, having more than one student in the same house, different 8 40
lives in the same house, violence, crowded family, difficult situations of family members, family noise,
taking responsibility of the family, having children, unconsciousness of the family, unhappy family
24. Social isolation 8 38
25. Pandemic and its adverse effects: constantly wearing a mask, expensive masks, loss of relatives, illness of 7 33
relatives, difficulty in travelling, decrease in job opportunities, inadequacy of precautions and penalties,
physical ailments, drug side effects, library restriction, bans, smoking effect inside
26. Negative outlook on life: pessimism, unhappiness, intimidation, negative thoughts, lethargy 6 30
27. Lack of spirituality and spiritual values: emptiness, not doing conscientious responsibilities, negative affect, 6 28
haste; unrest, imbalance, apathy, heartbreak; difficult to follow spiritual life; lack of motivation, lack of love
28. Loneliness: introversion, incomprehension, crying 6 27
29. lack of self-regulation: not using time effectively, not using technology correctly, time pressure, laziness, 5 25
social media, not liking to study
30. Economic impossibility: lack of money, increase in inflation, low self-esteem of not being able to do 5 24
anything for income financially
31. Professional lack of practice: not being able to attend and help others as a counselling student, lack of 5 24
internship
32. Injustice: inequality of opportunity, selfishness, earnings-oriented lifestyle 5 22
33. Inability to focus due to street noise and social responsibilities: street noise, social roles and duties 5 22
34. Infrastructure problems: difficult living conditions in the village, difficulty in accessing facilities, power cut 3 16
35. No difficulties at all: These participants reported that they did not have any barriers for their online or 2 8
distance education during the pandemic.
Note 1: We had shared with the participants they can submit in any languages they would prefer. And one participant (#42)
submitted in Kurdish and one (#66) in English. We translated them in Turkish first and then included in the analyse.
Note 2: We rounded percentages to the closest whole number.
Note 3: We constructed a main theme when at least 3% of the participants (N = 474) addressed it based on Tanhan (2020) sug-
gestion. At the end of the analyses, when a main theme was not represented at least by 3%, we combined it with the most
possible close main theme. However, we included the last 22nd main theme as a main theme, without combining it with
another one, because we did not have any close main themes for this. And we preferred to protect their voice as well as
highly stressed in OPV.
Table 4. Attribution of the facilitator and barrier themes to EST levels.
EST Levels
Themes Individual/Intrapsychic Microsystem Exosystem Macrosystem All together
Facilitator 57% (n = 276) 56% (n = 268) 30% (n = 146) x% (n = 97) 20% (n = 162)
Barrier 49% (n = 236) 54% (n = 261) 37% (n = 178) 31% (n = 147) 42% (n = 204)
Note: We allowed the participants to attribute the factors to more than one level; N = 481.
12 A. TANHAN ET AL.
The participant submitted the following summary words for the photo and caption: “Miscom-
munication, social consistency, spatial activities, biological imbalance”.
Photograph 4: The participant submitted the photo to share the most important barrier (concern,
issue) for online/distance education during COVID-19
The participant submitted the following story/caption for the barrier:
I graduated from [… .] University, Department of Guidance and Psychological Counseling. I was
affected by the negative aspects of distance education. I have experienced infrastructure, power
cuts and access problems because I have been living in the village. Due to the lack of suitable con-
ditions to study such as social areas and libraries, I was stuck at home. Although this situation dis-
tressed me at first, I continued this process with a sense of helplessness caused by despair. I had
conflicts with my family. I had arguments with my brother as he was a student too. Relatives of
my friend died from the coronavirus. This situation made me feel sad and driven to despair. In
the distance education programme, I had a lot of difficulties resulting from the system in the sections
reserved for written questions. Since I don’t have a computer, it was very difficult to attend the exams
over the phone. I had participated in the psychodrama activity during the face-to-face training
process, but it was left half finished. Later, I learned that I could continue psychodrama with distance
education, but the internet was not good enough. This was reflected in my activities and caused me
to be unhappy and anxious. Besides, I had to study because the test, that was called Kpss, was
approaching. However, I didn’t have a suitable study environment and the conflicts within the
family continued. In fact, it was the negative attitudes of my family that upset me. Over time, the
depression caused by the uncertainty and the anxiety for the future affected my life more negatively.
BRITISH JOURNAL OF GUIDANCE & COUNSELLING 13
My sleeping and eating habits were disrupted. Sometimes I had problems such as headaches and
muscle aches. The picture above speaks volumes for me. Because I chose technology over work.
For the most part, my books would sit quietly in a corner. Wall corners also tell about my stuckness.
Because I use excessive technology, I have been isolated from social life and friendship relations. My
productivity in my spiritual life and motivation have plummeted. I was distracted from time to time
during the semester. Now that the stressors are gone, I’m better.
The participant submitted the following summary words for the photo and caption: “Family,
Miscommuniation, Technology”.
Discussion
Discussion of the main facilitator themes
We have discussed our main facilitators in light of other related studies, especially some recent
COVID-19-related OPV research (Doyumğaç et al., 2021; Tanhan, 2020; Tanhan et al., 2021;
Tümkaya et al., 2021).
As researchers, we reported a theme as a main theme when at least three percent of total partici-
pants reported the theme to preserve the voice and perspective of the participants as much as poss-
ible, which align with the spirit of OPV (Tanhan, 2020; Tanhan & Strack, 2020). Our first three main
facilitators (in total 54%) have been related to the internet and technology, which supports the sig-
nificant role of internet and technology for education of counsellors-in-training. Therefore, we have
discussed the first three themes together in the following paragraph.
In total, 54% of the participants mentioned different dimensions of internet and technology
which aligns with results of recent research indicating the advantages of internet and technology
in relation to distance education during COVID-19 (Armiya’u et al., 2022). This result makes sense
because having internet and technological devices are essential for distance education. The students
stated that the distance (online) education is the most powerful facilitator. However, they empha-
sised that having a functioning internet infrastructure and technological devices such as computers
and smart phones are among other powerful facilitators. According to some researchers (; Tanhan,
2020), distance education may be particularly effective for some participants than face-to-face train-
ing. Distance education offers students opportunities to use time efficiently and repeat lessons. In
the study conducted by Doyumğaç et al. (2021), 67% of the participants stated that internet and
technology are the most important facilitators in distance education. Similarly, in the study con-
ducted by Tanhan (2020), 10% of the individuals participating in the study in the pandemic
stated that the most important factors that facilitate their lives are online education and technology.
In another recent study by Tümkaya and others (2021), 30% of 153 college students reported tech-
nology and related aspects (e.g. internet, computer) as the most important facilitators for their
online/distance education. In addition, in our current study and some other studies (e.g. Tümkaya
et al., 2021), some of the participants reported online education as a part of socialising during the
pandemic process. Given recent research via an OPV methodology which found that social
support as a facilitator of mental health for people living in Nigeria, the indication of this theme
within the results of this study makes sense within online education (Armiya’u et al., 2022). Therefore,
online education is one of the important factors that not only contribute to the quality of education
during the pandemic process but also make life easier for the students. During the pandemic
process, students carry out their education through online education platforms and they cope
with the process because these platforms provide flexibility in both time and space. Having internet
infrastructure and technological tools to access online education platforms are some other impor-
tant facilitators for students. All these make sense in the context of Turkey because Turkey is one
of the developing countries and most people have access to internet and technological devices.
Our results align with some other studies provided above.
14 A. TANHAN ET AL.
Being physical and psychologically comfortable is an important factor for effective studying
(Tanhan, 2020); therefore, our fourth main theme makes sense. The students (14%, n = 69) stated
the importance of having a space or room of their own as a factor that facilitates the education
process during the pandemic period. Learning and studying environments are effective on students’
learning qualities and achievements (Biggs, 1999; Gibbs, 1994; Savaş et al., 2010; Ulular, 1997). It is
one of the prerequisites that students should have a suitable studying environment (Yiğit &
Kaçire, 2015). Lack of a suitable environment for university students to study reveals the habit of
studying in a superficial way (Arslan et al., 2015). It is more important for the student to have his/
her own study space rather than whether the place to study is large or small (Memiş, 2007). In
the context of Turkey, having one’s own studying or even a quiet study space is very crucial
because many students do not have such privileges (Doyumğaç et al., 2021; Tanhan et al., 2021).
Therefore, the presence of a student’s study environment positively affects the student’s adaptation
to studying. For this reason, having a environment where students “feel comfortable” and “feel their
own” is an important facilitator for students in the distance education process.
The fifth facilitating main theme is reading a book. Fifty participants (10%) stated that reading
books relaxed them in this process and helped them overcome the negativities of the pandemic.
However, students who had difficulty in allocating time to read books before the pandemic
stated that they spent time reading books and exploring the world of books with the pandemic.
In the literature, it is emphasised that reading books is important for maintaining the mental
health of individuals (Király et al., 2020). In addition, it is known that reading books is an important
support for university students during the pandemic period, as well as benefits to mental health
(Tanhan, 2020).
Spending time in nature was the sixth main facilitating theme. Some other researchers found
similar results (Tümkaya et al., 2021). Tanhan (2020) also found that nature is very important for
human psychology and education. In the world and Turkey in recent years in the forest and
nature education schools also becoming increasingly important (Tanhan, 2020; Tanhan et al., 2020).
Similarly, each of the main themes given in Table 1 overlaps with the COVID-19 education and
mental health literature at different rates. Generally, all researches conducted about the COVID-19
both in the world and Turkey focused on what’s not going well (Tanhan, 2020). For this reason, it
is especially noteworthy to reveal the factors that facilitate individuals during the COVID-19 pan-
demic process. School closures were beneficial in reducing infection or deaths during the pandemic
(Viner et al., 2020). However, it is also known that students experience some academic problems
during the COVID-19 process (Cao et al., 2020). The results of this study have revealed important
results in terms of being aware of the resources that counselling students will use to cope with
the possible negative effects of the pandemic in the educational process. Evidence indicates that
facilitating factors revealed in the research have an important place in the education process of
each student. Results from this study are consistent with other similar studies (Király et al., 2020;
Tanhan, 2020).
Discussion of barriers
In this section, considering other COVID-19 research, we discussed the first six main barrier themes.
The results make much more sense when one considers them in Turkey’s context. The first main
barrier theme is the students’ (16%) lack of technological tools and their knowledge about the
tools. Turkey is a developing country, and therefore, some students cannot afford having necessary
technological devices. At many colleges in Turkey, there are no available technological labs or
resources where the students can borrow, which means it is sometimes impossible to get a compu-
ter. All these mean they cannot get a good amount of knowledge about and experience with tech-
nology and related tools. This theme is similar to the first of the main facilitating themes, which was
the contribution of technology in distance education (22%). In this situation, technology facilitates
the education during the pandemic and yet it is also a serious issue for many others. The students
BRITISH JOURNAL OF GUIDANCE & COUNSELLING 15
who do not have a good financial income or support are more likely to suffer during the pandemic.
The students also reported how they could not borrow a computer from their friend due to the pan-
demic fear and restrictions.
Balaban (2012) stressed that online or distance teaching method is more flexible, low-cost and
practical, but due to reasons such as insufficient technological infrastructure, not providing informa-
tive guides for education, not allocating enough time for education to learn the system and not
creating or incomplete units to provide feedback and support cause some critical issues for the stu-
dents. In the facilitating theme, although the students drew attention to the contribution of technol-
ogy in distance education, a lack of technology, tools and knowledge in this field was also indicated
as a barrier.
College education can be difficult by itself and COVID-19 adds to the challenges within this
experience. Furthermore, it is more likely that most of the students in the world had not experienced
distance education prior to the pandemic. Therefore, our participant reported process of transition-
ing to distance education as the second most important barrier. When we look at the literature, there
are other similar studies (Çiçek et al., 2021; Doyumğaç et al., 2021; Subasi et al., 2023; Tanhan, 2020;
Tümkaya et al., 2021) in this field that negatively affect students. These researchers stressed that
many people in Turkey struggled with this transitioning. The researchers highlighted students
experiencing biopsychosocial spiritual and economic issues related to this new online/distance edu-
cation transitioning. Some other researchers also found COVID-19’s effect on many areas (Gürsu &
Bayındır, 2016) including college students’ facing serious issues (Akyol et al., 2020; Gençalp, 2020;
Kürtüncü & Kurt, 2020; Laher et al., 2021; Sarıtaş & Barutçu, 2020). Tiryaki and others (2020) stated
that higher education students staying at their homes could not fully fulfil their physiological and
psychological needs. Our results in this study overlap with the results of the larger related literature.
The student emphasises that with distance education, equality in education is damaged for those
who do not have these technologies.
COVID-19 process has been difficult in terms of experiencing undesired feelings (e.g. Tanhan,
2020; Tümkaya et al., 2021). As a result of our study, there are difficult emotions (12%) which are
the third main barrier theme. When we look at the larger related literature, some other researchers
also found similar themes that students reported as unwanted or difficult to emotions or feelings
that affect mental health and subjective well-being (Tanhan, 2020; Tanhan et al., 2021). Some of
these difficult emotions include having a feeling down, not being able to maintain social and roman-
tic relationships, isolation, loneliness, worrying about the future, economic problems, being away
from the school environment and anxiety. All these show the emotional and psychological states
of the students.
Emotions that are difficult to cope with show the fact that they become even stronger when indi-
viduals are alone. The fact that he is hopeless, dejected and unhappy shows the fact that psychologi-
cal support is needed in this area.
In Turkey, we do not have well-grounded and granted mental health services and the available
services became even more scarce during the pandemic (Tanhan, 2020). Based on this, it is not a sur-
prise that the participants reporting lack of psychological support (12%, n = 57) as the fourth main
barrier theme. In a study conducted on college students in mental health-related areas, it was found
that mental health problems of the students relatively worsened during transition times such as
COVID-19 (Laher et al., 2021; Tanhan et al., 2021). Accordingly, during the Covid-19 pandemic,
some of the undergraduate psychology students mentioned barriers such as not being able to
understand the lessons, lack of resources, lack of interaction with lecturers and classmates,
getting easily distracted and difficulty in being motivated. Being confined to home due to the pan-
demic elicits a trapped or claustrophobic mood in students leading to stress, anxiety, fear, loneliness,
overthinking, emotional exhaustion, hopelessness and depressive symptoms. Many other recent
researchers who used OPV in Turkey found similar results with students from different majors strug-
gling with psychological issues (Subasi et al., 2023; Tanhan, 2020; Tanhan et al., 2021; Tümkaya et al.,
2021). These researchers stated that college students experiencing biopsychosocial spiritual and
16 A. TANHAN ET AL.
economic difficulties that were related to contextual pandemic factors from micro level to macrosys-
tem level. And the authors also stressed how the factors seem to gradually cause more serious biop-
sychosocial spiritual and economic problems when they are not addressed well. Some researchers
called for social, family, peer and professional support systems (Laher et al., 2021).
Not only students but almost all people across the globe have been exposed to electronic devices
and especially screens more than any other times due to the pandemic restrictions and all many
things being moved to online platforms. Therefore, it makes sense that the students expressing
too much exposure to screen-electronic devices and related bodily ailments (11%, n = 54), as the
fifth main barrier. Tanhan (2020) also reported similar results. This also shows how contextual and
chronological events like the pandemic affect students from a biological perspective. Tiryaki et al.
(2020) found that higher education students staying at their homes could not fully meet their phys-
iological and psychological needs.
In the context of Turkey, some students do not have enough psychosocial, spiritual and economic
support which put them in more risk compared to their peers (Tanhan, 2020). In this current study,
some students shared disadvantages-difficulties of distance education (11%, n = 53) as the sixth
main barrier. Some other researchers also found some students faced serious disadvantageous
during the online or distance education process (Akyol et al., 2020; Çiçek et al., 2020; Gençalp,
2020; Gürsu & Bayındır, 2016; Kürtüncü & Kurt, 2020; Laher et al., 2021; Sarıtaş & Barutçu, 2020;
Tanhan, 2020).
We have limited space for this manuscript and therefore we did not discuss the rest of the main
barrier themes as we have provided in the table. In sum, our results align with other researchers’
findings on main barriers for online and distance education. The results make sense from a contex-
tual and EST perspective.
Limitations
Though our findings provide insight into the educational experience of counselling students in the
context of the pandemic, there are limitations to this study. Given the diversity in educational
systems and technological infrastructure within various nations, the focus on Turkey limits the trans-
ferability of the results to other localities. In addition, the focus on counselling students does not
necessarily translate to other disciplines or experiences of those in the professional world as partici-
pants in this study were sharing experiences within an educational context. Finally, the use of an
innovative methodology, OPV, required development and refinement of new protocols due to the
lack of conventions around this research framework. Though these limitations are worthy of con-
sideration, the findings of the study have applications across disciplines and localities with accom-
modations when appropriate for implementation of the results.
Implications
We have provided specific key implications for different areas separately so that professionals in
different areas are able to easily access this information.
Research
There are several implications for research associated with the results of this study. The use of OPV
for collecting perspectives offers a rich description of the experience of counselling students
engaged in educational training in the context of COVID-19. This also directly involves the commu-
nity being studied enabling the results to be used to the benefit those impacted by the experience in
question. While objective methods allow for generalisability of results, a deeper understanding is
lost. Utilising research to advocated on behalf of communities is important for real-time implemen-
tation of findings to inform practice.
BRITISH JOURNAL OF GUIDANCE & COUNSELLING 17
Education
This study specifically focused on the educational experience of counselling students. Findings high-
light the need for holistic support of students as they engage in distance education. Ensuring stu-
dents have access to the necessary technology to access necessary materials while also
structuring lessons in a way that allows for multiple means of engagement is important both
during the pandemic and beyond. Given the indication of study space and emotions being
difficult to cope with, checking in on students ability to create suitable spaces for study as well as
their emotional experience of learning is essential.
Mental health services
As the subjects of this study were counselling students, there are implications for mental health practice
indicated by the results. The transition to distance learning parallels shift to online mental health service
delivery. Positioning the use of technology in learning as a transferable skill for providing mental health
services expands the importance of effectively engaging in online methods of instruction. In addition,
examining the specific emotional experience of counselling students and related it to the experience of
those receiving counselling can be a means of creating empathy. Discomfort and a sense of feeling dis-
connected occurs both in learning environments and in the distance mental health services.
Social advocacy
At the core of OPV is a focus on advocacy on behalf of the community involved in the study. While
the move to distance education was necessary, there is significant potential for marginalisation of
those who do not have full access to necessary technology. Given the uncertain trajectory of the pan-
demic and the likelihood of permanent use of online learning, ensuring equitable access to resource
needed to participate in online learning is needed. In addition, accounting for the holistic experience
of learning is necessary as relationships with instructors and fellow students as well as emotional and
mental well-being are impacted by distance education. Advocating on behalf of students to ensure
they are provided every opportunity to be successful is essential.
Acknowledgements
We do deeply appreciate the support and voices of our participants and our following students who facilitated the
study and reaching out to our participants. We owe a heartfelt thanks, first and foremost, to our participants and
especially to Fatma YILMAZ, Bahar KARAKUŞ, Emine KAPLAN, İsmail Bedirhan DOĞANPINAR and Şüheda Halenur
KURŞUN who constantly support our effort to reach out to more diverse participants.
Data availability statement (DAS)
The first author has all related data and institutional review board (ethical decision) papers related to the research.
Based on reasonable demand, the first author will provide the data and documents. All the data is available on his per-
sonal computer and his Qualtrics account. He can provide all the raw and cleaned data based on reasonable requests
because we have the consent under these conditions.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes on contributors
Ahmet Tanhan is an Associate Professor, Department of Psychological Counseling and Guidance at Adiyaman Univer-
sity (2017-) Visiting Researcher, Department of Counseling at University of North Carolina at Greensboro (2020-). I
18 A. TANHAN ET AL.
receivedmy PhD in counselling and counsellor education at the University of North Carolina at Greensboro (UNC Green-
sboro) in Greensboro, NC, USA. I gained myMS in clinical (community) mental health counselling at University of Roche-
ster (UR), Rochester, NY, USA. And I received my BS in psychological counselling and guidance at Ege University in İzmir,
Turkey. I have worked at colleges, hospitals, correctional facilities (jails), schools and community centres as a mental
health provider, researcher and academician. I have been collaborating with different researchers and mental health
providers from different countries and institutions focusing on both positive and psychopathology at individual,
group and/or community levels. For the last a few years, I have been interested in Acceptance and Commitment
Therapy (ACT), Online Photovoice (OPV) methodology, conducting experimental studies to understand effect of
mental health interventions and Muslim mental health. I have been working with the following institutions as an assist-
ant professor for mental health services and research: The University of North Carolina at Greensboro, Department of
Counseling (UNC Greensboro, North Carolina, USA), Economic and Social Research Center – ESAM (Ankara, Turkey),
Department of Counseling at Adiyaman University (Adiyaman, Turkey); Institute for Muslim Mental Health (Michigan,
USA); Association for Contextual Behavioral Sciences, Turkey Chapter (Istanbul, Turkey). You can see Ahmet Tanhan’s
academic work through https://scholar.google.com/citations?user=N3zDgFQAAAAJ&hl=en
Besra Taşworks as an Assistant Professor at İstanbul Sabahattin Zaim University, Department of Counseling, Turkey; she
is interested in family and couple therapy, internet and game effect on youth. She has published books and manuscripts
on these topics. She has recently started to focus on the use of Online Photovoice (OPV) in counselling and adapting
OPV to German. She has worked in Germany and knows German well in addition to English and Turkish. You can see her
academic work through https://scholar.google.com/citations?hl=en&user=hljjBLEAAAAJ
Zuhal Agilkaya-Sahinworks an associate professor at İstanbul Medeniyet University, Department of Counseling, Turkey.
She is interested in spirituality and religiosity in counselling. She has published books andmanuscripts on this topic. She
has been one of the leading person improving spirituality and religiosity in counselling in Turkey. She has been colla-
borating with researchers from Germany and knows German well in addition to English and Turkish. She has recently
started to focus on the use of Online Photovoice (OPV). You can see her academic work through
Seth C. W. Haydenworks as an associate professor at Wake Forest University, North Carolina, USA; Department of Coun-
seling. He is interested in career counselling, mental health needs of military service members, veterans and their
families; connection between career and mental health issues; integrated models of clinical supervision focusing on
positive growth in counsellors’ ability to formulate interventions. He has recently started to focus on the use of
Online Photovoice (OPV). He has been serving as the President of National Career Development Association, USA.
You can see his academic work through https://scholar.google.com/citations?hl=en&user=hHU_SWQAAAAJ
Ozan Korkmaz has recently finished his PhD in counselling and started to work as a visiting professor at Karamanoglu
Mehmet bey Üniversitesi, Department of counseling, Turkey; https://orcid.org/0000-0002-0541-200X, pd.ozankork-
maz@gmail.com He is interested in positive psychology, acceptance and commitment therapy, mental health of
college and high school students. He has recently started to focus on the use of Online Photovoice (OPV). You can
see his academic work through https://scholar.google.com/citations?user=iUJDTOUAAAAJ&hl=tr
Orhan Gürsu works as an associate professor at the Department of Philosophy and Religious Sciences, Turkey. He has a
background in counselling. He is interested in spirituality and religiosity in counselling. He has published books and
manuscripts on these topic. He has recently started to focus on the use of Online Photovoice (OPV). You can see his
academic work through https://scholar.google.com/citations?hl=tr&user=KmQYyQIAAAAJ
ORCID
Ahmet Tanhan http://orcid.org/0000-0002-4972-8591
Besra Taş http://orcid.org/0000-0001-5568-724X
Zuhal Agilkaya-Sahin http://orcid.org/0000-0003-3111-0336
Ozan Korkmaz http://orcid.org/0000-0002-0541-200X
Orhan Gürsu http://orcid.org/0000-0002-7478-371X
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