Migration from face-to-face to online instruction: Redesigning an ESAP course in the face of a biosocial crisis

Faced with the greatest disruption in modern times, educational systems around the world are trying to do their best to respond to the educational implications of the COVID-19 pandemic in the most effective way possible. This case study aims to find out how an ESAP course for law students at a foundation university in central Turkey copes with the challenges of the obligatory migration from face-to-face instruction to online instruction, and whether there is a need for curriculum renewal. In the investigation of the needs of the curriculum renewal for online instruction, we focused on data collected through document review, questionnaires, and interviews as part of needs analysis and environment analysis for the identification of the revisions needed in each domain of the curriculum design process. Our findings point to major revisions in format and presentation, monitoring and assessment, and evaluation with minor revisions in content. The study also found that teachers are in urgent need of pedagogical and technological support and training to better cope with the consequences of the migration. Keywords: Online instruction, course renewal, language curriculum design, COVID-19
Flipped Impact


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Citation Formats
T. Elmas and A. Daloğlu, “Migration from face-to-face to online instruction: Redesigning an ESAP course in the face of a biosocial crisis,” presented at the Flipped Impact, Ankara, Türkiye, 2021, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/94816.