Fell Kurban, Caroline
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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
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ORCID ID
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Research Topics
Domains
Social SciencesPhysical SciencesHealth Sciences
Fields
Social SciencesComputer ScienceMedicine
Subfields
EducationComputer Science ApplicationsHealth Informatics
Specific Research Areas
Innovative Teaching Methods
Online Learning and Analytics
Online and Blended Learning
Artificial Intelligence in Healthcare and Education
E-Learning and Knowledge Management
Sustainable Development Goals
1NO POVERTY
0
Research Products
2ZERO HUNGER
0
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3GOOD HEALTH AND WELL-BEING
0
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4QUALITY EDUCATION
2
Research Products
5GENDER EQUALITY
0
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6CLEAN WATER AND SANITATION
0
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7AFFORDABLE AND CLEAN ENERGY
0
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8DECENT WORK AND ECONOMIC GROWTH
0
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9INDUSTRY, INNOVATION AND INFRASTRUCTURE
3
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10REDUCED INEQUALITIES
0
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11SUSTAINABLE CITIES AND COMMUNITIES
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12RESPONSIBLE CONSUMPTION AND PRODUCTION
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13CLIMATE ACTION
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14LIFE BELOW WATER
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15LIFE ON LAND
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16PEACE, JUSTICE AND STRONG INSTITUTIONS
0
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17PARTNERSHIPS FOR THE GOALS
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This researcher does not have a Scopus ID.
This researcher does not have a WoS ID.
Publication Collaboration
| Affiliation Name | Count |
|---|---|
| MEF University | 14 |
| University of Glasgow | 1 |
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Data obtained from OpenAlex
Scholarly Output
29
Articles
3
Views / Downloads
1834/334
Supervised MSc Theses
0
Supervised PhD Theses
0
WoS Citation Count
8
Scopus Citation Count
28
Patents
0
Projects
0
WoS Citations per Publication
0.28
Scopus Citations per Publication
0.97
Open Access Source
6
Supervised Theses
0
| Journal | Count |
|---|---|
| The flipped approach to higher education : designing universities for today's knowledge economies and societies | 14 |
| Innovation Technology and Education for Growth | 1 |
| Interactive Learning Environments | 1 |
| Journal of Qualitative Research in Education-Egitimde Nitel Arastirmalar Dergisi | 1 |
| Open Praxis | 1 |
Current Page: 1 / 3
Scopus Quartile Distribution
Competency Cloud
29 results
Scholarly Output Search Results
Now showing 1 - 10 of 29
Book Part How the Cephei E-Course Syllabus Design Was Developed and Implemented(Springer International Publishing, 2022) Kurban, Fell Caroline; Kurban, Caroline FellWhile 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.Book Part The Role English Plays in the Construction of Professional Identities in Nest-Nnes Bilingual Marriages in İstanbul(Palgrave, 2015) Kurban, Caroline Fell…Book Part Milestones for Success(Emerald Group Publishing Ltd., 2016) Kurban, Caroline Fell; Şahin, Muhammed…Book Part Flipped Leadership: Transparency, Vision, Accountability, and Resources(Emerald Group Publishing Ltd., 2016-11-18) Kurban, Caroline Fell; Şahin, MuhammedAs 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.Book Part How It Emerged That the Approach To Arts, Design, and Architecture Already Contains a Flip(Emerald Group Publishing, 2016) İnceoğlu, Arda; Sahin, Muhammed; Kurban, Caroline Fell; Kurban, Caroline Fell; Şahin, MuhammedArchitectural education is open to Flipping by its very nature. Since 19th century, design studios have been at the core of very different models of architectural education. Design studios have always been always active learning environments where students learn by doing. Typically, students are presented with design problems to which they need to develop personal solutions. Thus, from the very beginning of their studies, students simulate how an actual architect would approach design problems. With each new design studio, they develop new skills or hone the ones they have already acquired. Such an approach immediately creates a learning culture which is based on active learning where students are challenged to take responsibility, to solve complex problems and develop their individual character as designers while being able to work in group environments. A design studio is not a course where information is given an it is expected the students learn and use that information. It is a collaborative learning environment. Thus, following the lead of design studios, flipping theoretical courses within the architectural curriculum and making them active learning environments should be almost natural. However, this is not necessarily the case. There is a wide gap in pedagogical approaches used between design studios and theory courses within architectural education (Allen, 1997; Chiuini, 2006; Smith, 2004; Oakley, B, Felder, R M, Brent, R; Elhajj, I, 2004). Courses on architectural technology (structures, construction methods, detailing) and to a lesser extent courses on history and theory of architecture are taught in more conventional ways with little emphasis on the application of the information discussed (Vassigh, 2005, 2009). Within this context, it is important to find ways to develop non-studio courses as active learning environments.Book Part Cultural Aspects Inherent in Flipped Learning(Emerald Group Publishing Ltd., 2016) Kurban, Caroline Fell; Şahin, Muhammed…Article Citation - WoS: 6Citation - Scopus: 11Designing Effective, Contemporary Assessment on a Flipped Educational Sciences Course(Routledge, 2018-10-05) Caroline Fell Kurban; Fell Kurban, Caroline; Kurban, Caroline FellEvidence 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.Book Part Citation - WoS: 1Organizational Design and Transformation(Emerald Group Publishing Ltd., 2016) Kurban, Caroline Fell; Şahin, Muhammed…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, Muhammedİçindekiler: 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.Other A Flipped Approach To Higher Education Oeb Pre Session Video(MEF University, 2017) Shannon-Chastain, Joshua; Kurban, Fell Caroline...
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