Guidelines for Transferring Residential Courses into Web

Abstract

This study shared unique design experiences by examining the process of transferring residential courses to the Web, and proposed a design model for individuals who want to transfer their courses into this environment. The formative research method was used in the study, and two project teams' processes of putting courses, which were being taught in classrooms at the time, on the Web were examined in depth to reveal and confirm the components of the design model. The participants were 13 instructional designers. In addition to the logbooks kept by the designers, individual and focus group interview techniques were employed in the data-gathering process. Two researchers analyzed the data concurrently using content analysis. The logbooks and the focus-group interviews were used for model formation, and the individual interviews to confirm the components of the model. Based on the findings from the two design cases, the experience-based e-course design model consisting of seven basic stages including forming design team, preliminary search, analysis, instructional and technical design, integration, tests, and improvements was proposed. It is considered that sustaining Web-based course design efforts within this model will enable both implementing the design process more effectively, and the Web-based course obtained at the end of the process to have higher quality.

A quantitative content analysis of Turkish state universities’ official websites in terms of their preparedness and actions during emergency distance education in the early phase of the COVID-19 pandemic period

“…Instructional design is not a concept unique to face-to-face teaching. Although the instructional design for DE contains components that are common with face-to-face education, it also contains several different components that result from using communication technologies (Tüzün & Çınar, 2016). Moore and Kearsley (1996) pointed out the importance of the systemic approach by stating that DE should not be misunderstood as merely integrating technology into courses or moving courses to the web.…”

“…In traditional instructional processes, the needs are predetermined, and a suitable pedagogical framework is created. On the other hand, in DE, the pairing between pedagogical structures and technological/technical infrastructure elements and competencies can lead to tensions and differences in determining pedagogical route maps (Tüzün & Çınar, 2016). The use of instructional strategies in DE is strictly dependent on appropriate software tools.…”

“…However, many academic staff, who have to teach their courses through the web, cannot find appropriate guidelines. This resulted in the emergence of electronic course pages equipped with digital content (Tüzün & Çınar, 2016). The delivery of courses with DE might become a rather chaotic effort, especially for academic staff who are used to teaching in the classroom and do not have distance or blended education experience.…”

Diseño de un curso autogestivo modular en línea de metodología de la investigación para universitarios - Design of a modular self-managed online course research methodology for university students

“…El modelo de diseño del curso autogestivo modular en línea de metodología de la investigación que se adoptó fue The Experience-based e-course design model (Tüzün & Çınar, 2016) o modelo de diseño de e-curso basado en la experiencia, que consistió en seis etapas: formar el equipo de diseño y búsqueda preliminar de contenido e insumos, el análisis por matrices de competencias y aprendizajes esperados, análisis de la instrucción, el diseño técnico, la integración del desarrollo, pruebas y mejoras. Este modelo de diseño es una metodología completa que permite el mantenimiento de los esfuerzos de construcción de los cursos para Web pensados en ciclos integrados que permiten la implementación del proceso de diseño de manera más eficaz y, consecuentemente, obtener mayor calidad en el producto final.…”

Medication or Band-Aid? Revisiting University Students’ Readiness for Online Education

“…Online education includes a number of components that are also included in face-to-face instruction, but not limited to this. It also brings a range of new challenges, as well as opportunities, inherent in the online environment (Boling, Hough, Krinsky, Saleem, & Stevens, 2012;Tuzun & Cinar, 2016).…”