INVESTIGATION OF CONTEXTUAL FACTORS AFFECTING LEARNING DESIGNS OF FACULTY MEMBERS BEFORE AND DURING COVID-19 PERIOD TO INFORM THEIR PEDAGOGICAL DECISIONS

Date

2023-11

Author

Çelik, Sercan

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The purpose of this study was to investigate the factors affecting the face-to-face and online course designs of faculty members at a private university in Ankara, Türkiye. Additionally, faculty members' perception towards utilizing learning analytics in teaching in higher education was examined within this study. This qualitative study utilized an exploratory-descriptive design. Using the criterion sampling strategy, 12 faculty members from five faculties were selected. Data sources included two semi- structured interviews. LMS data were also used to develop the interview questions for the second time. The interview results revealed that several factors at institution- wide and beyond-institution level, course and department level, and teacher and student level affect the course designs. These contextual factors can be grouped under administrative, pedagogic, infrastructure, and professional identity-related factors. As for the factors affecting the design of face-to-face courses and online courses during emergency remote teaching, a number of data-driven factors were found to be in relation to the categories as goals, tasks, social planes, places and set, and time according to the “design layer” of “Analytics Layers for Learning Design” framework. Lastly, the results demonstrated that learning analytics literacy among faculty members is low, and more support is needed to equip them with the necessary skills.

Subject Keywords

Learning design, data-driven decision-making, emergency remote teaching, higher education, qualitative research

URI

https://hdl.handle.net/11511/106002

Collections

Graduate School of Social Sciences, Thesis