Stating that the first condition of a strong instructional design for distance education is to determine learning outcomes, Asst. Prof. Dr. Derya Kavgaoğlu from Istanbul Gelisim University said: “Unlike a common misconception, distance education does not mean that information will be given only by rote. In this sense, cognitive teaching designs that focus only on the processing of information should not be preferred when designing distance education. Psychomotor and affective acquisitions should also be kept among the target gains. In addition to intellectual capacity, motor skills and value sets should be supported with the projects and performance tasks to be given.”
“IT DESCREASES THE LEARNING PERFORMANCE IF IT IS NOT DESIGNED CORRECTLY”
Stating that considering the scope of the course as an indivisible body of knowledge is a subject-oriented traditional teaching style, Kavgaoğlu said: “Especially when distance education is not designed correctly, it increases the cognitive load and decreases the learning performance. Designing the curriculum as theme-based research questions, assigning students interesting research problems that they have to answer or solve during the semester will enable distance education to integrate active learning from the first level.”
