Fell Kurban, Caroline

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Profile URL
https://hdl.handle.net/20.500.11779/2773
Name Variants
Caroline Fell Kurban
Kurban, Fell Caroline
Kurban, C.F.
Kurban, Caroline Fell
Job Title
Email Address
kurbanc@mef.edu.tr
Main Affiliation
04.02. Department of Psychology
Status
Current Staff
Website
ORCID ID
0000-0002-2213-9711
Scopus Author ID
Turkish CoHE Profile ID
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WoS Researcher ID

Sustainable Development Goals

2

ZERO HUNGER
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16

PEACE, JUSTICE AND STRONG INSTITUTIONS
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1

NO POVERTY
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11

SUSTAINABLE CITIES AND COMMUNITIES
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7

AFFORDABLE AND CLEAN ENERGY
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10

REDUCED INEQUALITIES
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3

GOOD HEALTH AND WELL-BEING
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6

CLEAN WATER AND SANITATION
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9

INDUSTRY, INNOVATION AND INFRASTRUCTURE
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3

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12

RESPONSIBLE CONSUMPTION AND PRODUCTION
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5

GENDER EQUALITY
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14

LIFE BELOW WATER
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13

CLIMATE ACTION
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15

LIFE ON LAND
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8

DECENT WORK AND ECONOMIC GROWTH
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17

PARTNERSHIPS FOR THE GOALS
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4

QUALITY EDUCATION
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This researcher does not have a Scopus ID.
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Scholarly Output

26

Articles

3

Views / Downloads

5544/28686

Supervised MSc Theses

0

Supervised PhD Theses

0

WoS Citation Count

7

Scopus Citation Count

25

WoS h-index

1

Scopus h-index

2

Patents

0

Projects

0

WoS Citations per Publication

0.27

Scopus Citations per Publication

0.96

Open Access Source

4

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0

JournalCount
The flipped approach to higher education : designing universities for today's knowledge economies and societies13
Interactive Learning Environments1
Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi1
Palgrave Advances in Language and Linguistics1
The Impact of ChatGPT on Higher Education: Exploring the AI Revolution1
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Now showing 1 - 10 of 26
  • Thumbnail Image
    Book Part
    How the Cephei E-Course Syllabus Design Was Developed and Implemented
    (Springer International Publishing, 2022) Kurban, Fell Caroline
    While the digitalization of education has been around since the 1990s, it is only since the Covid-19 pandemic that it has really taken hold in education, when universities were forced to rapidly move online and traditional patterns of teaching were no longer viable. This pushed universities to provide a blended learning environment drawing on technologies that our students, as digital natives, had already been using on a daily basis for some time. However, blended learning is only effective if underpinned by tried and tested learning frameworks—something that many universities were not prepared for when the shift to online learning took place. The Cooperative e-learning Platform for Industrial Innovation (CEPHEI) however, was already prepared and ready for this shift, as from 2017 it had been working on the development of an e-learning platform with the aim of digitizing education while also integrating the reality of professional innovation activities into the context of education according to the demands of industry. To achieve this aim, one of the first phases of the project was to identify key learning frameworks for e-course syllabus design, based on existing research, that could be used to provide recommendations for instructors in the development of their CEPHEI courses. This chapter presents the culmination of this process and provides a framework that can be used by instructors or institutions wishing to design e-learning courses. To make these frameworks tangible for the reader, examples are given throughout the chapter from an undergraduate environmental engineering course in a civil engineering department. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
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    Book Part
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    Book Part
    Milestones for Success
    (Emerald Group Publishing Ltd., 2016) Kurban, Caroline Fell; Şahin, Muhammed
    …
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    Book Part
    Flipped Leadership: Transparency, Vision, Accountability, and Resources
    (Emerald Group Publishing Ltd., 2016) Kurban, Caroline Fell; Şahin, Muhammed
    As a founding rector of a new institution establishing itself as a fully Flipped university, both the university and I found ourselves in a unique position. Instead of a challenging, change-management process whereby buy in was needed from each stakeholder, all the staff, instructors, and students that started at MEF had come knowing that the education would be Flipped and had agreed to be a part of this approach. From a leadership point of view, this was indeed a privileged position to be in. However, it does not mean that there were not some teething problems along the way. Three main issues arose during the first year including; instructors’ expectations and the clarity of the MEF vision; issues related to the physical infrastructure; as well as questions about assessment.
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    Book Part
    Cultural Aspects Inherent in Flipped Learning
    (Emerald Group Publishing Ltd., 2016) Kurban, Caroline Fell; Şahin, Muhammed
    …
  • Thumbnail Image
    Article
    Citation - WoS: 5
    Citation - Scopus: 10
    Designing Effective, Contemporary Assessment on a Flipped Educational Sciences Course
    (Routledge, 2019) Caroline Fell Kurban
    Evidence shows flipped learning increases academic performance and student satisfaction. Yet, often practitioners flip instruction but keep traditional curricula and assessment. Assessment in higher education is often via written exams. But these provide limited feedback and do not ask students to put knowledge into practice. This does not support the tenets of flipped learning. For two years, the author flipped instruction but retained traditional curricula and assessment. However, on the author’s current course, all three aspects were redesigned to better support flipped learning. The aim of this research is to test the effectiveness of this redesign regarding student engagement and satisfaction. Thus, it is asked: How, on this course, can meaningful, continuous assessment be provided as well as effective, personalized feedback, while staying in line with the philosophy of flipped learning? Action research took place from September 2016 to June 2017. Quantitative data from a student survey, and qualitative data from a research diary and student focus group were gathered. What emerged is: a little-and-often assessment approach is effective for learning and engagement; tasks must be authentic and test demonstration of knowledge, not memory; quality, not quantity, is key for student learning; and students desire individualized feedback. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
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    Book Part
    Citation - WoS: 1
    Organizational Design and Transformation
    (Emerald Group Publishing Ltd., 2016) Kurban, Caroline Fell; Şahin, Muhammed
    …
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    Book Part
    The Flipped Approach To Higher Education : Designing Universities for Today's Knowledge Economies and Societies
    (Emerald, 2016) Kurban, Caroline Fell; Şahin, Muhammed; Şahin, Muhammed
    İçindekiler: List of Figures.--List of Tables.--Foreword.--Preface; About the Authors.--Chapter 1 The Socio-Economic and Socio-Technical Nature of Today's World and How This Impacts the Education Sector.--1.1. Employment.--1.2. Education.--1.3. Knowledge, Connectivity, and Cognitive Overload.--1.4. What is Needed from Education Today.--Chapter 2 Flipped Learning: A Transformative Approach Designed to Meet the Needs of Today's Knowledge Economies and Societies.--2.1. What is Flipped Learning?.--2.2. How Did Flipped Learning Develop?.--2.3. How Flipped Learning Meets the Needs of Today's Knowledge Economies and Societies.--Chapter 3 From Current Practice to Future Practice: Making the Decision to Flip.--3.1. Introduction.--3.2. Moving from Current Practice to Future Practice: How the Need for Change Emerged; 3.3. Searching for Future Practice; 3.4. The Big Reveal; Chapter 4 Organizational Design and Transformation; 4.1. Physical and Geographical Infrastructure; 4.2. Human, Social, and Intellectual Capital.--4.3. Technological Infrastructure.--Chapter 5 Flipped Learning Theory, Policies, and Practices.--5.1. Introduction.--5.2. Flipped Learning Theories.--5.3. Flipped Learning Performance Gaps, Causes, and Interventions.--5.4. From Theory to Practice.--5.4.1. A Recommended Course Design Process.--5.4.2. An Instructional Design Handbook.--5.4.3. A Flipped Learning Instructional Design Online Course.--5.4.4. A Flipped Learning Instructional Design Best Practice Checklist.--5.4.5. Support for Students.--5.5. Summary.--Chapter 6 Flipped Leadership: Transparency, Vision, Accountability, and Resources.--6.1. MEF University Rector, Muhammed Şahin. 6.2. Instructors' Expectations6.3. Physical Infrastructure; 6.4. Real-Life Assessment; 6.5. Conclusion; Chapter 7 Supporting Flipped Learning: Digital Pedagogy, Training, and Resources.--7.1. CELT, Caroline Fell Kurban.--7.1.1. Challenges through the Instructors' Eyes.--7.1.2. Challenges through the Students' Eyes.--7.1.3. Challenges through the Institution's Eyes: The Need for an Audit.--7.1.4. Lessons Learnt from the Audit: How the Process Could be Made More Supportive while Still Holding Instructors Accountable.--7.1.5. Lessons Learnt from Implementing Technological Mandates.-- 7.1.6. Where Next? Strategic Plan for the Rest of the Academic Year.--7.2. ITC, Brian Ramey.--7.2.1. The Technological Infrastructure Needed for a Flipped Environment.--7.2.2. Integrating Digital Resources.--7.2.3. Using Data to Effect Change.--7.2.4. The Need for a Secure Video Server.--7.2.5. Conclusion.--7.3. Library Director, Ertuğrul Çiman.--7.3.1. The Architecture of a Library in a Digital World.--7.3.2. The Successes of Using Digital Materials.--7.3.3. The Challenges of Using Digital Materials.--7.3.4. Academic Integrity in a Digital World.
  • Thumbnail Image
    Other
    A Flipped Approach To Higher Education Oeb Pre Session Video
    (MEF University, 2017) Shannon-Chastain, Joshua; Kurban, Fell Caroline
    ...
  • Thumbnail Image
    Book Part
    Engaging Students in a Flipped Language Learning Environment: Stories From the English Language Preparatory Program
    (Emerald Group Publishing Ltd., 2016) Kurban, Caroline Fell; Şahin, Muhammed
    …