Abstract
Education conducted during the COVID-19 pandemic process was limited to emergency remote teaching. The situation brings along the need for the planned and systematic implementation of good practice examples especially in higher education institutions which have started to plan distance education and learning activities in line with their own capabilities. In this study, the educational activity and its reports for the design of online learning environments carried out within the Eskisehir Technical University, Learning and Teaching Development Unit, which focuses on increasing the effectiveness learning and teaching activities in the campus, is presented as an example of best practice. In the current chapter, all implementation steps performed within the scope of the study are introduced and discussed.
TopIntroduction
Education conducted during the Covid 19 pandemic process could not go beyond Emergency Remote Teaching due to forced, compulsory and rapid displacement (Erkut, 2020; Hodges, Moore, Lockee, Trust & Bond, 2020; Williamson, Eynon, & Potter, 2020). Institutions have tried to adapt very quickly in line with their own capabilities. Unfortunately, this adaptation process could not go beyond being a remote access activity, because there was no time for systematic planning. In particular, asynchronous applications, which are at least as important as synchronous applications in distance education, had not been sufficiently dignified (if not at all), with the transfer of learning activities carried out in traditional face-to-face learning environments to the online learning environment. However, distance education applications offer a very flexible model that progresses in a systematic, planned and applied manner on the basis of asynchronous activities as well as synchronous activities. These applications offer independent study areas for participants as well as collaborative group activities. The chapter here worries on the question of “Is it possible to design and manage asynchronous activities within the framework of interaction types (i.g, learner-learner, learner-content learner-teacher) in an online learning environment similar to synchronous activities?”
This situation brings along the need for the planned and systematic implementation of good practice examples especially in higher education institutions. Institutions have started to plan distance education and learning activities in line with their own possibilities and capabilities. In this study, the educational activity for the design of online learning environments carried out within the Eskisehir Technical University, Learning and Teaching Development Unit, which operates as an important part of the Universities in our country as well as in the world and focuses on increasing the effectiveness and competence in learning and teaching activities presented. Based on the trainees' feedback at the end of the training, and the approach which could be a road map for other institutions to carry out their online education activities in line with their strategic plan, it is possible to say this study is an example of best practice. In the current chapter, all implementation steps performed within the scope of the study are included.
Key Terms in this Chapter
Summative Assessment: Summative assessment, summative assessment or assessment of learning is the assessment of participants where the focus is on the outcome of a program.
Rubric: A set of criteria for grading/scoring assignments.
ADDIE: Analyze, Design, Development, Implementation, Evaluation is an instructional systems design framework that many instructional designers and instructional developers use to develop courses.
Formative Assessment: Assessment for learning, including formative assessment, formative feedback, or diagnostic testing, is a set of formal and informal assessment procedures carried out by teachers in the learning process to modify teaching and learning activities to increase student achievement.
Need Analysis: It is the formal process that accompanies the needs analysis and focuses on the human aspects of needs.
Instructional Design: Instructional systems design (ISD) is the practice of systematically designing, developing, and delivering both digital and physical instructional products and experiences in a consistent and reliable manner for efficient, effective, engaging, engaging and inspiring knowledge acquisition.
Strategic Plan: The process of defining an organization's strategy or direction and making decisions to allocate its resources to sustain that strategy. It may also include control mechanisms to guide the implementation of the strategy. This book chapter is presented as a sample study of the activity practices included in the performance indicators that the Learning and Teaching Development Unit is responsible for within the scope of Eskisehir Technical University 2021-2025 Strategic Plan.
Interaction in Online Learning Environment: It is a type of action that occurs when two or more objects have an effect on each other, especially with the desire of all students to interact in face-to-face or online environments, and research shows that interaction can increase. reducing the psychological distance involved in learning and online learning. The idea of a two-way effect, as opposed to a one-way causal effect, is fundamental to the concept of interaction.