Research article | Open Access
International Journal of Excellent Leadership 2025, Vol. 5(2) 27-40
Metaphors Reflecting Veterinary Students' Distance Education Experiences
pp. 27 - 40
Publish Date: December 31, 2025 | Single/Total View: 2/2 | Single/Total Download: 6/4
Abstract
The study examined veterinary students' metaphorical perceptions of the distance education process they experienced during the pandemic. In this context, students' cognitive, affective, and practice-based perspectives on the process were revealed. The research was grounded in a phenomenological design. The research participants were a total of 254 veterinary students from 17 different universities. Data collected via an online open-ended form were analyzed using content analysis. The study identified 188 metaphors, which were grouped into three main categories: ‘educational process’, ‘educational gains’, and ‘student status’. Some students described the process as supportive, comforting, or inclusive. However, the majority of students mentioned a lack of practice, inefficiency, and wasted effort, and stated that they felt helpless, trapped, anxious, and alone. All these results highlight the need to strengthen the pedagogical context in online education planning, especially for applied disciplines, to increase virtual clinical simulations, and to develop psycho-social support processes for students.
Keywords: Metaphor, distance education, veterinary students, applied science
APA 7th edition
TORUN, F. (2025). Metaphors Reflecting Veterinary Students' Distance Education Experiences. International Journal of Excellent Leadership, 5(2), 27-40.
Harvard
TORUN, F. (2025). Metaphors Reflecting Veterinary Students' Distance Education Experiences. International Journal of Excellent Leadership, 5(2), pp. 27-40.
Chicago 16th edition
TORUN, Fulya (2025). "Metaphors Reflecting Veterinary Students' Distance Education Experiences". International Journal of Excellent Leadership 5 (2):27-40.
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