The Perception on Fundamentals of Online Courses: A Case on Prospective Instructional Designers

Basit Öğe Kaydı
dc.contributor.authorGenc, Zulfu
dc.contributor.authorTinmaz, Hasan
dc.date.accessioned2024-09-11T19:52:32Z
dc.date.available2024-09-11T19:52:32Z
dc.date.issued2016
dc.departmentİstanbul Gelişim Üniversitesien_US
dc.description.abstractThis study focuses on prospective instructional designers' perception toward creating online courses including which elements are essential for developing such platforms. The study is significant for revealing what the prospective instructional designers focus on while they design certain learning opportunities. The participants of the study were the Computer Education and Instructional Technology (CEIT) students from a university in Turkey (n=133) ranging from freshman to senior grades. Since the study aimed to obtain data to determine specific characteristics of a group, a non-experimental survey research design was employed. The participants were asked to assess the importance of fifteen online course elements (such as texts and videos). Afterwards, the participants were provided with seventeen sentences to reveal their thorough perceptions toward designing online courses. The study identified that the participants value feedback mechanism (M=4.69) at the most. The participants believed that the type of web browsers (M=4.50), the course login system (M=4.48), emailing tools (M=4.42), texts (M=4.32) and pictures (M=4.22) are fundamental elements of any online course. The study revealed that prospective instructional designers for online platforms were furnished themselves with the essence of offering online instructional activities. In this study as an example of gender related study, the significant differences on study items were found between males and females participants in terms of their perceptions on online courses. The results showed that voice mechanism was more important for female participants than male and female participants were logically-oriented and visual learners' during the entire online session.en_US
dc.identifier.doi10.13187/ejced.2016.15.163
dc.identifier.endpage172en_US
dc.identifier.issn2304-9650
dc.identifier.issn2305-6746
dc.identifier.issue1en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage163en_US
dc.identifier.urihttps://doi.org/10.13187/ejced.2016.15.163
dc.identifier.urihttps://hdl.handle.net/11363/7970
dc.identifier.volume15en_US
dc.identifier.wosWOS:000376570800015en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherAcad Publisher House Researcheren_US
dc.relation.ispartofEuropean Journal of Contemporary Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmz20240903_Gen_US
dc.subjectDistance educationen_US
dc.subjectOnline courseen_US
dc.subjectInstructional designen_US
dc.subjectOnline toolsen_US
dc.subjectStudent perceptionen_US
dc.titleThe Perception on Fundamentals of Online Courses: A Case on Prospective Instructional Designersen_US
dc.typeArticleen_US

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim
İsim:
Makale / Article
Boyut:
642.73 KB
Biçim:
Adobe Portable Document Format
İndir

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu