Determining new instructional strategies for web design course in vocational education with respect to instructional technology perspective

Uzun E., Ozden M. Y.

Cyprus International Conference on Educational Research (CY-ICER), CYPRUS, 8 - 11 February 2012, vol.47, pp.426-432 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 47
  • Doi Number: 10.1016/j.sbspro.2012.06.675
  • Country: CYPRUS
  • Page Numbers: pp.426-432
  • Middle East Technical University Affiliated: Yes


Vocational education has its unique structure and need. That is reason why determining new instructional strategies to their different needs is vital to recommend solutions to the problems of these educational institutions. Although Turkish vocational education has staff and resource problems, an instructional technology perspective to those problems may illuminate future studies. Within the scope of this project our aim is to determine some instructional strategies for the needs of a distant web design course with the collective work of students and the instructor. In this process students wishes gives us the path to instructional strategies that can be used in that course. Qualitative case study used as a research methodology to determine those strategies. Researcher observed a web technologies course and interviewed with the students who took that course in Mersin University, Faculty of Vocational Education. With respect to those observations and interviews some instructional design related problems were determined in this existing course. During the design of a new distant web design course, some problems were identified. In order to eliminate them, instructors should follow strategies like: Peer-to-Peer Collaboration, Instructor Feedback, Grader Feedback, Student-Centered Learning, Authentic Learning, Critical Thinking, Project Based Learning. Those strategies could be supported with new content, material and web support with using computer mediated communications tools to create better learning environment and opportunities for a new course. (C) 2012 Published by Elsevier Ltd.