Thesis Type: Doctorate
Institution Of The Thesis: Ataturk University, Kâzım Karabekir Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi, Turkey
Approval Date: 2020
Thesis Language: Turkish
Student: Ayşin Gaye Üstün
Supervisor: Engin KurşunAbstract:
Purpose: The objective of this study is to examine the process of functioning in the dimensions of Campus-Based Online Teaching (COT) education (teaching-learning, course improvement, assessment-evaluation) and support (student support, faculty support) carried out by universities in Turkey, and the changes in their practices and the factors that affect decision-making of different models. Method: This study has been conducted by using the study of embedded multiple case design as one of the qualitative research methods. The study group of the research consists of four Distance Education Centers (DEC), which were selected by snowball sampling and maximum variation sampling method. The research data consists of semi-structured interviews with 24 people in total, who served as practitioners in the COT process in DECs, and qualitative data obtained from the examination of system logs, exams and support service documents and websites. Findings: As a result of the findings, it has been found that DECs have preferred a synchronous, asynchronous or full asynchronous model in teaching and learning dimension, and a central, simultaneous and independent exam model in measuring-assessment dimension. System promotion support and academic, technical and administrative support have been provided to students; technical, pedagogical, financial and social support services have been provided to the faculty. Many factors such as cost, human resources and physical conditions have been effective in the choice of models of DECs Conclusion: Individual experiences of distance education practitioners have shaped the first stage of teaching-learning models and they have made take specific decisions. While the cost and quality came to the fore from time to time, the faculty and student have taken part in the centre of these decision-making processes. It has been determined that system promotion and technical support services have been given to the students, academic support and administrative support have been provided less, and the instructors have mainly acquired technical support, on the other hand, pedagogical, social and financial support has been neglected. Subsequent to the study, recommendations for policy makers, practitioners and researchers have been included.