The main purpose of this study is to conduct a qualitative analysis to describe the views of teacher educators and students in the context of effectiveness in the online learning environment. Teacher education has always been the focus of attention of researchers as a comprehensive field, in which many and varied studies have been conducted. In this context, effectiveness in learning and teaching processes draws attention as an important theme. Many studies (e.g.Grösser, 2007) have included research results on effective learning and teaching. Ongoing changes in the learning and teaching processes offer researchers new ideas for monitoring and analyzing these changes. It can be considered that evaluating the online learning environment in teacher education in recent years would provide some important clues in this area.

The main purpose of this study is to conduct a qualitative analysis to describe the views of teacher educators and students in the context of effectiveness in the online learning environment. As is known, there are various studies on learning and teaching in the online environment (e.g. Rapanta et al., 2020). This study aims to differ especially in terms of methodological dimension. Participants' views on the subject were collected through open-ended questions and concept maps.The main research questions in the study were as follows: (1) How do teacher educators explain the concept of effectiveness in the online learning and teaching environment? (2) How stuents explain the concept of effectiveness in the online learning and teaching environment? What are the common and different aspects that draw attention in the explanations of teacher educators and students?

This research was designed as qualitative study on the grounds that aims a very clear, sound and deep picture of the process as stated by Mankad and Jadeja (2013). The study group consisted of university teachers (n=8) and students from different subject areas including Mathematics, Social Sciences, Educational Sciences from a faculty of education of a state university in Turkey. Since the researcher served as teacher educator, this contributed in reaching out the participants and enabling the interview process in the study. Purposeful sampling was used in the study since this technique was widely used in qualitative research for the identification and selection of information-rich cases related to the phenomenon of interest (Palinkas, et al.,2015). As Suri (2011) also suggested that purposeful sampling required access to key informants in the field, who could help in identifying information-rich cases. In the research, the data were collected through open-ended questions and concept maps. Open-ended questions allowed participants to give detailed answers and were used to explore topics in depth and to understand processes (Weller, Vickers, Bernard, Blackburn, Borgatti, Gravlee, et al.; 2018; Desai & Reimers, 2019). Students were asked to indicate their perceptions about the issue by using concept maps. A concept map is an example of a visual organiser used in teaching, research, and practice in diverse settings (Butler-Kisber & Poldma, 2010; cited in Conceição et al, 2017).

In the study, it was observed that teacher educators and students have similar and quite interesting discourses about effectiveness in the online learning setting. Particularly, students made significant emphasis on the dimensions of communication and interaction, while teacher educators expressed opinions in various aspects, with priority on student interest and motivation. Although the analysis process continues, it can be said that the results of the study reached some remarkable inferences in terms of teacher education. The findings of the study are also expected to be effective for teacher educators to brainstorm on the subject. As Zeichner (2008) pointed out the process of understanding and improving one's own teaching must start from reflection upon one's own experience.

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