Contributing to the establishment of Istanbul University's AUZEF Disaster Management Associate Degree Program was more than just a professional commitment; it was a journey filled with new learning experiences and challenges. From drafting textbooks to supporting the program's approval process, I dedicated myself to every aspect required to make this program a reality. This effort ultimately led to the creation of a pathway for graduates to continue into a four-year Geography degree—an achievement that brought excitement and a new depth of experience. 🌟
Remote Education Journey
As part of this initiative, I began teaching under the Faculty of Open and Distance Education. Courses were scheduled for the evenings to allow everyone—particularly working students—the flexibility to attend. Because of this, attendance wasn’t mandatory, a strategic decision that aligned with the project’s inclusive vision for distance education.
Though live attendance was relatively low, the recorded lectures saw a significant increase in viewership afterward, indicating that the educational goals were being met. 📈 This was further confirmed by tracking students' attendance by name in my classes. However, at that time, the technological infrastructure allowed only the instructor to have audio-visual privileges; students couldn’t turn on cameras or participate vocally. Despite this, I found teaching the same lecture to different groups stimulating and rewarding. The additional compensation for these remote classes—three times the rate of in-person instruction—also recognized the extended preparation time required, as there was no opportunity to extend a session once the set time had ended.
One experience that particularly stands out was observing the fee reduction for instructors who ended sessions early; it served as a strong motivation to use the full class time effectively. A similar model could significantly enhance quality in today’s in-person classes.
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| Memory of Waiting for a Remote Class on October 31, 2014 |
New Experiences with Blended Learning
After a few years, my involvement in distance education came to a close due to changes in administrative decisions. Despite my foundational work, others assumed the responsibility, and I found myself stepping back from the very program I helped build. Although it was disappointing, this transition provided an opportunity to bring my experiences into the physical classroom. Using my resources, I acquired a Logitech camera and started recording my lectures for later upload to my YouTube channel, thus making learning accessible to all students, regardless of their entry scores. 📹
The diverse academic backgrounds of my students, from those scoring in the top 50,000 to those in the top 150,000, highlighted the need for a more balanced educational approach. Thus, I applied the Blended Learning model, which combines in-person and online learning. This experience improved my communication and instructional style, as I committed to delivering high-quality, accessible education. In a manner similar to how customer service calls are “recorded for quality assurance,” my recorded lectures helped maintain a high standard in my teaching. This “Wall-less Education,” as I often call it, has been a passion project, and my objective remains to elevate the standard of education. 📚
Conclusion
This journey through educational transformation has not only contributed to my own professional growth but has provided an avenue to support equal opportunities for all learners. I remain committed to fostering a learning environment where everyone has access to quality education! 🎓🌍
References
- American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
- Purdue OWL. (n.d.). DOIs and URLs - APA Style. Retrieved from
- Scribbr. (n.d.). How do I format a DOI in APA Style? Retrieved from
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