Browsing by Author "Bulut, Mehmet Akin"

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Citation - WoS: 2
Citation - Scopus: 1
Exploring Views and Experiences of Faculty Members' Participation in an Asynchronous Online Program: Using a Micro-Learning Format and CoP Framework
(Routledge Journals, Taylor & Francis Ltd, 2025) Bulut, Mehmet Akin; Adiguzel, Tufan; Kaya, Mehmet Haldun
Traditional 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.
Citation - WoS: 6
Citation - Scopus: 7
Teaching Self-Regulation Through Role Modeling in K-12
(Frontiers Media Sa, 2023) Adiguzel, Tufan; Asik, Gursu; Bulut, Mehmet Akin; Kaya, Haldun; Ozel, Serkan
For K-12 teachers to develop effective teaching skills, integration of role modeling strategies into teaching and learning process as a dimension of selfregulated learning is of the foremost value. Role modeling strategy training through a hybrid professional development model bears the potential to serve as a facilitating component in promoting K-12 teachers' instructional competence. Conducted within the self-regulated learning framework, this study suggested findings of a teacher professional development training aimed at role modeling strategy implementation at K-12 level. Pursuing a mixed-method model, the current research was performed with 16 teachers who were trained and supervised to integrate role-modeling strategies into their teaching context. In this study, the data sources were role-modeling- integrated lesson plans, trainers' feedback on these lesson plans, and online student products. The data collection methods included lesson plan evaluation through a role-modeling rubric in a quantitative fashion, whereas content analysis of trainer feedback on lesson plans, latterly revised lesson plans and online student products composed the qualitative aspect. Results revealed that this professional development training achieved significantly positive changes in teachers' role modeling strategy implementation skills, particularly in terms of teachers' role as agents in students' self-regulated learning skills, promotion of student-centered learning and overall improvement in students' self-regulated learning skills. Further, the integration of education technology tools into lessons was observed to have a positive impact on enhancing students' self-regulated learning skills. This study could offer major contributions to designing teacher professional development training for researchers, practitioners, and teacher trainers, particularly in role modeling dimension of self-regulated learning.