A practice of e-learning platform in fostering professional development

Zenal Sözgün (), Zehra Altinay (), Muhammet Berigel (), Hasal Karal () and Fahriye Altinay ()
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Zenal Sözgün: Near East University
Zehra Altinay: Near East University
Muhammet Berigel: Karadeniz Technical University
Hasal Karal: Karadeniz Technical University
Fahriye Altinay: Near East University

Quality & Quantity: International Journal of Methodology, 2018, vol. 52, issue 1, No 7, 79-92

Abstract: Abstract As a result of this study, provided considerable contributions to examine the e-learning practices from the point of views and experiences of academicians who enrolled academic writing course with the support of Adobe Connect Programme during 10 weeks and also research findings revealed that authentic learning environment enriches critical friendship, dialogue however they have faced with barriers during the process. The purpose of this investigation was to examine the impact of e-learning application by using adobe program on fostering academic writing skills of adult learners as regards to their evaluation. During 10 weeks academic writing course with the support of e-learning practice, participants were asked to indicate their experiences about each of the ten barriers (1) administrative structure, (2) organizational change, (3) technical expertise, (4) social interaction and quality, (5) faculty compensation and time, (6) threat of technology, (7) legal issues, (8) evaluation/effectiveness, (9) access, and (10) student support services. Qualitative research design was employed and action research approach was implemented in this inductive process. (developed by Muilenburg and Berge). In this research, one of the qualitative research approach, the “action research” carried out within the scope of the pattern, a five-phase collaborative coaching model (FCCM) was developed to awareness regarding teaching and learning processes during the course. The process employed authentic learning criteria as critical reflection, preparation, presentation, chat, video, dialogue and facilitation tools. Self-reflection report was used as data collection technique and analysed through thematic analysis.

Keywords: Academic writing; Adobe programme; Barriers; E-learning; Professional development (search for similar items in EconPapers)
Date: 2018
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DOI: 10.1007/s11135-017-0589-1

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