Geriye doğru tasarım modeli ve ters yüz edilmiş sınıflar yaklaşımı çerçevesinde bir öğretim tasarımı dersi tasarımı ve uygulaması

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Date

2021-08-01

Author

Sadık, Olgun
Ergüleç, Funda

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Studies in higher education report limited real-life applications in teacher education curriculum and coursework. In order to create meaningful experiences with real life applications for pre-service teachers, "understanding by design" model and "flipped learning" approach were used in a teacher education institution instructional design course. Canvas learning management system was used for the management. Case study was used as the research design. The researchers’ and preservice teachers’ experience in the process of redesign and implementation of the Instructional Design course were shared and practical and theoretical suggestions were made for student-centered course designs. Student-centered designs require serious planning and time. Practices related to pre-service teachers’ real life and future goals are valuable for teacher candidates. Pre-service teachers defined the course as a useful learning experience, even though it was a challenging and intense process in terms of workload. They expressed that they prefer a more disciplined practice in online discussions and more flexibility in team work.

Subject Keywords

instructional design, school-university partnership, student-centered design, backward design, flipped learning, understanding by design

URI

http://dx.doi.org/10.17679/inuefd.963284
https://hdl.handle.net/11511/96631

Journal

İnönü Üniversitesi Eğitim Fakültesi Dergisi

DOI

https://doi.org/10.17679/inuefd.963284

Collections

Department of Computer Education and Instructional Technology, Article

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Citation Formats

O. Sadık and F. Ergüleç, “Geriye doğru tasarım modeli ve ters yüz edilmiş sınıflar yaklaşımı çerçevesinde bir öğretim tasarımı dersi tasarımı ve uygulaması,” İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 22, no. 2, pp. 1544–1596, 2021, Accessed: 00, 2022. [Online]. Available: http://dx.doi.org/10.17679/inuefd.963284.