Table 1
The Instructors’ Characteristics.
| FIELD | GENDER | AGE | FACE-TO-FACE TEACHING EXPERIENCE | ONLINE TEACHING EXPERIENCE |
|---|---|---|---|---|
| English Language | M | 32 | 3 | 1 |
| English Language | M | 44 | 20 | 1 |
| English Language | M | 47 | 22 | 1 |
| Turkish Philology | M | 39 | 6 | 1 |
| Turkish Philology | M | 46 | 24 | 1 |
| The history of the revolution of the Turkish Republic | M | 39 | 6 | 1 |
| The history of the revolution of the Turkish Republic | F | 39 | 12 | 1 |
| The history of the revolution of the Turkish Republic | M | 57 | 33 | 1 |
[i] Note: The age and teaching experience are represented in years. M = male, F = female.
Table 2
The Instructors’ Self-Reported Competence of Using Technology.
| COMPETENCE | N | % |
|---|---|---|
| Creating PowerPoint presentations | 7 | 87,5 |
| Creating PDF files | 7 | 87,5 |
| Creating Word documents | 7 | 87,5 |
| Attending Webinars | 6 | 75 |
| Assigning online homework | 4 | 50 |
| Creating video material | 3 | 37,5 |
| Creating a quiz or poll | 3 | 37,5 |
| Creating a concept map or infographic | 2 | 25 |
| Attending online forums | 2 | 25 |
| Creating audio files | 1 | 12,5 |
[i] Note: n = Number of instructors.
Table 3
The Findings of Individuals Interviews for Needs Analysis.
| MAIN THEMES | SUB-THEMES | n | f | |
|---|---|---|---|---|
| Face to Face Education | Implemented Technologies | Presentation Tools | 5 | 7 |
| Miscellaneous learning materials | 1 | 1 | ||
| Applied Instructional Methods and Techniques | Direct Instruction enhanced by question-answer or discussion | 7 | 11 | |
| Activity-based learning | 1 | 2 | ||
| Distance Education | The most concerned situation for instructors | Student Participation | 5 | 8 |
| Interaction problem with students | 4 | 4 | ||
| Technical Competency | 2 | 2 | ||
| Applied Instructional Methods and Techniques | Online Direct Instruction | 6 | 7 |
[i] Note: n = number of instructors, f = frequency of data excerpts.
Table 4
The Components of the Training.
| DAY | TOPICS | APPLIED INSTRUCTIONAL METHOD |
|---|---|---|
| 1 | Effective Technology Integration in Education | Presentation and Discussion |
| 2 | Technological Pedagogical Content Knowledge (TPACK) | Presentation and Discussion |
| Instructional Methods and Techniques | ||
| 3 | Web Tools | Hands-on Practices |
| 4 | Learning Management System (LMS) | Hands-on Practices |
| 5 | Lesson Plan Design | Design-based Learning |
Table 5
Instructors’ opinions about DBL Activities.
| INSTRUCTORS’ OPINIONS | n | f | |
|---|---|---|---|
| Benefits | Learning the student-centered approaches | 7 | 13 |
| Learning web tools to be used for courses | 6 | 12 | |
| Gaining the TPACK perspective | 5 | 8 | |
| Increasing self-efficacy to integrate technology | 3 | 3 | |
| Recommendations | Requesting continuous training | 5 | 7 |
| Accessibility of the learning materials for future usage | 2 | 2 | |
[i] Note: n = number of instructors, f = frequency of data excerpts.
Table 6
Instructors’ opinions about Mentoring Sessions.
| INSTRUCTORS’ OPINIONS | n | f |
|---|---|---|
| Receiving support to use web tools | 4 | 5 |
| Receiving feedback on the actual implementations of the design activities | 3 | 4 |
| Receiving mentoring upon request | 3 | 4 |
| Implementing the mentoring program continuously | 2 | 2 |
[i] Note: n = number of instructors, f = frequency of data excerpts.