This study tries to map educational processes that have to transform into the extraordinary history of the COVID19 pandemic and adapt to the 'new normal', with a relational and metaphoric approach. In the study, the existing physical and mental conditions of the students who are "scattered / dispersed" geographically due to the mandatory "return home" in the pandemic process are conceptualized with the metaphor of the "diaspora". The study aims to draw attention to student-centered social problems by questioning the functionality of tele-education processes which are designed to compensate for interrupted educational relationships and make them sustainable again. It is aimed to measure the effects of online consciousness that was deterritorialized by human-computer interaction and computer-mediated communication, on student performances and to understand student motivations during the tele-education process. For this aim, it is conducted a survey in which 10 universities in Turkey and is reached to 150 student through snowball sampling technique. The results of the study show that the student self-perception of the tele-education process coincides with the diasporic identity and this unusual technology integration that cannot fully compensate, triggers mental diaspora feelings.