Exploring views and experiences of faculty members’ participation in an asynchronous online program: Using a micro-learning format and CoP framework

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dc.authoridhttps://orcid.org/0000-0002-7506-8750
dc.authoridhttps://orcid.org/0000-0001-6232-1246
dc.authoridhttps://orcid.org/0000-0002-0276-4886
dc.contributor.authorBulut, Mehmet Akın
dc.contributor.authorAdıgüzel, Tufan
dc.contributor.authorKaya, Mehmet Haldun
dc.date.accessioned2025-08-22T12:52:06Z
dc.date.available2025-08-22T12:52:06Z
dc.date.issued2025
dc.departmentMühendislik ve Mimarlık Fakültesi
dc.description.abstractTraditional teaching methods in higher education often fall short of meeting the diverse needs of learners, particularly in remote or asynchronous settings. Addressing this gap, this qualitative case study investigates how a six-module asynchronous online professional learning program can support the integration of active learning strategies using micro-learning and a Community of Practice (CoP) framework. Conducted at a higher education institution, the study involved six faculty members from diverse academic backgrounds. Data were gathered through semi-structured interviews, lesson observations, discussion board content, and participant reflections. Content analysis revealed that the flexibility and accessibility of asynchronous learning coupled with micro-learning segments. This study addresses a critical need for practical insights into professional learning programs that effectively implement active learning in non-traditional educational environments. The findings suggest that such programs should incorporate structured support mechanisms, clear guidelines, and diverse content formats to enhance motivation and mitigate cognitive overload, particularly in remote learning contexts.
dc.identifier.citationMehmet Akın Bulut, Tufan Adıgüzel & Mehmet Haldun Kaya (10 Jul 2025): Exploring views and experiences of faculty members’ participation in an asynchronous online program: Using a micro-learning format and CoP framework, Innovations in Education and Teaching International, DOI: 10.1080/14703297.2025.2532056
dc.identifier.doi10.1080/14703297.2025.2532056
dc.identifier.issn1470-3297
dc.identifier.issn1470-3300
dc.identifier.urihttps://hdl.handle.net/11363/10299
dc.identifier.wos001526086400001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.institutionauthorAdıgüzel, Tufan
dc.institutionauthoridhttps://orcid.org/0000-0001-6232-1246
dc.language.isoen
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
dc.relation.ispartofINNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectAsynchronous learning
dc.subjectlearning technologies
dc.subjectactive learning strategies
dc.subjectmicrolearning
dc.subjectprofessional learning
dc.subjectcommunity of practice
dc.titleExploring views and experiences of faculty members’ participation in an asynchronous online program: Using a micro-learning format and CoP framework
dc.typeArticle

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