OĞUZHAN ZENGİN - MELEK AKIN

1736793-CEİT 1609380-CEİT

CET2026

COURSE INSTRUCTOR: Prof. Dr. Tufan ADIGUZEL

COURSE NAME: INSTRUCTIONAL DESIGN

OĞUZHAN ZENGİN

MELEK AKIN

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PROBLEM
The problem is that Bahcesehir University students who have
taken HST1001 , generally couldn’t pass the course with good grade ,
and inefficiency of these online history lessons.

GOAL
This instructional design goal is that Bahcesehir University
students who took online history courses will be able to comprehend
Atatürk's principles and revolutions.

DATA COLLECTION TOOLS - NEEDS ASSESSMENT TOOLS

The data of this study were collected in two stages.

First Stage:

Interview with Dr. Nuri Yazıcı.

During the interview, it was learned by Nuri Yazıcı that the students had
problems about History 1002 online course and their success was low.

As a result of interview, it was concluded that students were have problems

about History 1002 online course.

Nuri Yazıcı added that we could also talk to the students and ask them why and
what they failed. At the same time, Nuri Yazıcı shared with us the information
including the exam results and the average of the students.Than, we compared
the subjects which were more unsuccessful by the students. As a result we saw
that students were more unsuccesful on the subject ‘’Atatürk İnkılapları’’.

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At the end of the interview we decided to comprehend students' informations

about History 1002 online course. For asking to stundent’s comfirming the
subjects which students were had difficulties we prepared survey questions and
these questions were prenseted to students through google forms. Our test
consisted of two parts, first we asked the students why and what they failed,
then we asked the question whether the online course had an effect on their
failures and we chose the popular answers given according to the percentage.

Questions Asked in the Interview

1.What is the first thing that comes to your mind when tells online history
courses ?

2.Are there any topics in the History lesson that students are difficulties?

3.Does the online lesson's suitable?

4.What kind of equipments do you use in history class?

5.What are your suggestions about effectiveness of online history courses ?

Second Stage:

Pre-tests were applied to students via Google Form.

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As a result of our survey pre-test analysis, according to responses there were not
serious issue on students. The main problem was the problem in the teaching of
the course.

As a result of our pre-test analysis, we concluded that the great majority of the
students have lack of the ability to learning some of subjects, therefore we asked
them what was the reason of they failure, what they were thinking about the
solution etc...

Analysis

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Needs Assessment

Desired Performance:

In today’s Turkish educational system, Every Student has to take history

lesson . Even if they do not want to take it, History lesson becomes a part of
students life. In such a learning environment , How effective are the history
lessons taken by students ?. History lesson is less liked by students than other
courses. Because taking history is not the choice of students . On the other hand,
When they need to interaction from teacher, taking face to face courses will be
more effective because students can listen lessons more actively when hey see
the teacher. At the same time, in the face to face course students can ask
questions to instructor or instructor can provide active participation of students
to the course. At this point, they will listen face to face lesson more effectively
than the online course. End of the lesson, they will be able to understand
effectively and be more successful on exams.

Current Performance:

Many university students take the history courses and use it in online
platform. Students have general idea about history and they can use computer,
open courses, listen lessons, access to network. Additionally, they can use

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itslearning basically. Our students have ideas about kind of history

informations.

3. Audience Analysis

General Description

This training content is prepared for students who take online History
course, they will use computer and itslearning. In this process they will have
some abilities like listening lesson, reading sources and using itslearning. End
of the lesson they will comprehend the revolutions of Atatürk.

Online lessons have more difficulties for timing and students cannot ask
questions to instructor. Students should have benefit from technological
facilities. The target will be able to work more efficiently. Students who will be
subject to the training program have basic computer skills and the ability to use
online course tools like itslearning. They can follow lessons and work on its-
learning program . In this training, all our students are assumed to be at the
equivalent level. To sum up, if there are no disruptions during the training
period, all students will receive the same benefits and receive equivalent
education.

1) Readiness

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2) Learning Style

Strengths

● They are able to listening instructor’s audio narration.

● The students are able to read instructor notes.

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● They are able to using basically computer.

● They are able to using itslearning.
● They are able to save files from itslearning.
● They already think that instruction will help their lesson.
● They believe that objectives are real for this course.

Weaknesses

● The lesson is just include sound that’s why visual learners are having
some problems.
● They may not want to participate because they had no obligations.
● Their performance for online history course is not enough.
● They have to need doing more practice about general history. Because
when they want to learn new something about the history they have to
remember something from prior.
● They do not follow this course regularly.
● They think that the lesson is so boring.
● They don’t interested in history.
● They think that the lesson is so complex.
● They don’t know the using areas for itslearning completely .

Areas of Potential Difficulties

● Too long sounds which include lessons on online platform.

● The lesson includes just audio.
● Nobody may not be equal degree about degree of entry behaviors.
● They can’t get response from teacher during online course.
● They may get distracted and they may miss lesson.

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● There is nothing for visual learners in the lesson.

Design Strategies

1. According to fourth problem for our project, we will create a lesson

plan which is focused on interactive context and examples with instruction.

2. We will optimize the length of videos. We will explain the content of

the course in less time .

3. To overcome third potential difficulty, we will prepare pre-course

materials like reading documents.

4. In order to fix first and sixth problem we will make lesson shorter and
we will add visuals to lesson.

Instructional Task Analysis

Goal

Bahcesehir University students whose ages 18 and more will get training
through the itslearning online program which include history lesson. This
course’s aim is providing theoretical and interactive objectives.

Learning Domain

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The main aim of this instruction designs is psychomotor and cognitive

domain. Because, at the end of this instructional design, students are going to
take history course which is online in computer environment.

Entry Behaviors

There are three major entry behaviors. Learners must know these three
behaviors for their gain to be at a higher level. If they do not know these
behaviors, we will refer these basic knowledges. Entry behaviors which are
determined by trainer;

1. General history knowledge

2. Using computer tools like mouse and keyboard
3. Using İts-learning

Context Analysis of Learning Environment

We will choose the learning environment according to some factors.

These factors occurred from our project’s needs. These are;

● Computer
● Headphone
● Internet Access

Overall View of Lesson Content

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Steps Skills Objectives

1.0 Differentiate Differentiate the revolutions of Mustafa Kemal Atatürk
1.1 Establish Establishes a relationship between developments and innovations in
relationship all given fields.
1.2 Compare Compares the changes brought about by developments in law in

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Turkish society on the basis of previous and subsequent periods.

1.3 Explain Explain the developments in the political, economic , social and
educational and cultural fields.

Steps Skills Objectives

2.0 Distinguish Distinguish the processes from the Ottoman Empire to Turkish
Republic.
2.1 Explain Explain the elements of the state with examples
2.2 Compare Compare national, secular and the democratic structures
2.3 Comprehence Comprehence the first constitution and proclamation of Turkish
Republic.

GAINS

Students should be able to comprehend the revolutions of Atatürk and the processes
from the Empire to the Republic.

OBJECTİVE:

Student should be able to grasp beginning revolutions from Empire to the Republic in this
process.

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SKİLL OBJECTİVE ASSESMENT İTEMS

İf the student Establishes

a relationship between
developments and Questions are asked about the Atatürks revolutions
innovations in all given and principles , students are expected to answer the
fields, students will be questions and get grade from it.
Explain/Compare/ able to establish
relationship between
Establish relationship/
Atatürk’s revolutions in
transition to Republic of
Differentiate
Turkey from Ottoman
Empire.

If the student
Comprehence the first Answers the questions by Republic of Turkey from
constitution and Ottoman Empire in the course. and students get
proclamation of Turkish grade from it.
Comprehence/ Republic, Student will be
Compare able to comprehence the
process of Ottoman
/Explain/Distinguish Empire to the new
country.

LESSON PLAN

In the process to be carried out in the training plan, students will work individually.
The edpuzzle mentioned in the table is a material that contains instructions for students to be
able to receive training without an instructor.
In the lesson , this material will be given to students.
Edpuzzle application will be designed as interactive activity for the training given in the
course environment. It is planned as a small reinforce application to review information.

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Learning environment: It is basically planned as anywhere with computers and internet, but
the content and lesson plan that is organized offers students a free environment. In other
words, students can perform this training individually in any area with computer and internet.

1 Lesson 2 Lesson
1.0 2.0
1.1 2.1
1.2 2.2
1.3 2.3

LESSON ACTİVİTY MİNUTES TOOLS MATERİALS

ALLOCATİON PLANNED
BASED ON

Session 1 Instruction on 15 Computer, Presentation

objectives 1.1- mouse, from edpuzzle
1.3 keyboard which includes
questions.

Instruction on 15 Computer, Presentation

objectives 2.1- mouse, from edpuzzle
2.3 keyboard which includes
questions.

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MATERİAL

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NURİ YAZICI İNTERVİEW

1- Online tarih dersleri denince aklınıza ilk gelen şey nedir?

Dersi öğrenciye her yönüyle anlaşılabilir hale getirmek. Ben aynı
zamanda öğrencilere video dışında özet vermeye de özen gösteriyorum
bu nedenle online dersler hazırlık safhaları uzayan derslerdir. Öğrenciye
her bakımdan hitap etmek önemli çünkü online derslerde dikkat daha
hızlı dağılabiliyor ve zaten öğrenciler dersi dinlerken çok büyük bir
dikkatle dinlemiyorlar. Aynı zamanda dersin online olmasından kaynaklı
olarak hocaya soru soramıyorlar. Diyebilirsiniz ki bu bir eksik midir?
Bence çok büyük bir eksik değil ama öğrenciler için, en azından bazıları
için büyük bir önem arz ediyor.

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2-Öğrencilerin HST1001/1002 derslerinde zorlandıkları konular var

mı ?
Bu ders için aslında zorlanılan konu olmamalı ama maalesef
oluyor. Genelde öğrenciler çalışmadıkları ve online sınavları beraber
yaptıkları için bu ayrımı doğru bir şekilde yapmak çok zor.

3-Online dersler sizce yeterli mi?

Dünyanın en iyi okullarında online eğitimler veriliyor. Tabi ki
eksikler var ama burada sistemi bir bütün olarak almak lazım, online
dersler titizlikle hazırlanıyor ama çok az öğrenci A notu ile bu dersleri
verebiliyor. Nden? Burada ders anlatım ve ekipman eksikliklerinin
dışında öğrenciyi de sorgulamak, tüm bu online ders sistemini bir bütün
olarak almak lazım.

4-HST1001/1002 derslerinde ne tür ekipmanlar kullanıyorsunuz?

Öncelikle okulumuz bu konuda çok destekliyor. Hafta sonları bile
okula gelip video kaydı veya ders içeriği hazırlayabiliyoruz. Bunu
belirtiyorum çünkü her okul bunu yapmıyor. Mesela geçen haftalarda
kendi mezun olduğum Ankara Üniversitesi Dil Tarih ve Coğrafya
fakültesine gittim, kapıları bile kilitledikleri için kimse içeri giremiyor, bir
profesörün oraya hafta sonu gidip rahatça çalışma imkanı yoktu. Burası
çok büyük bir nimet o bakımdan. Ayrıca teknik olarak isteklerimi

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BUZEB’e ilettiğimde titizlikle isteklerimi raporlayıp hazırlıyorlar ve birçok

kez yaptığımız video çalışmalarının öncesinde çalışmalar yapıyoruz.
Bunlara kaba çalışma, ince çalışma gibi pek çok isim veriyorlar.

5-Online derslerin etkilerinin artmasıyla ilgili olarak önerileriniz

nedir ?
Önceki yıllarda benim verdiğim dersler yeni yeni online olurken, ki
o dönemde Tufan Bey İsviçre veya İsveç’e gitmişti ve bir süre tüm süreç
oradan yürümüştü. Tabi ki zorlandım çünkü onca yıl yüzyüze tarih dersi
verdim, geleneksel yöntemi bırakmak kolay olmadı. O süreçte
öğrencilere hafta sonları ek dersler koyarak ve ödevler vererek bir araya
geliyorduk. Bazen onları Deniz Müzesi veya Akaretlerdeki Zübeyde
Hanım Müzesine yönlendirip inceleme yapmalarını istiyordum. Bu
ödevler ve incelemelerden sonra onlara ek not olanağı sağlıyordum.
Ama başlarda bu 2500 kişilik bir ders için yer bulmak ve vakit gibi
zorluklar çıkardı, sonrasında ise katılımın azalması ile bu da yavaş
yavaş bitti. Her okulun imkanı dahilinde interaktiflikler olabilir. Bu konuda
kesin bir yargıyla şu olmalı bu olmalı diyemem.

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