Özgenur Aktan graduated from the Department of Political Science and International Relations at Istanbul University in 2017. She successfully completed a Master’s degree in the Department of Political Studies at Istanbul Technical University in 2020. Her master thesis, which is entitled as “Understanding Planetary Security: A Post-humanist Paradigm in Approaching Energy Security and Climate Crisis” is available at the YÖK National Thesis Center. She is currently a Ph.D. Candidate in the Department of International Relations at Galatasaray University and Research Assistant at the Turkish National Defence University in Istanbul, Türkiye. Her scientific interests include political science, international relations theories, energy and climate security and conflict resolution.
Question 1. Were there any particularly challenging aspects of the e-Instructor Certification Programme, and how did you overcome them?
One of the challenges for me was to adapt to online learning methodologies and tools in the beginning of the programme, which was coincided with my first year in the International Relations Ph.D. Programme. In this process, I have also been working as a Research Assistant. Therefore, it was challenging for me to complete all the courses and assignments while working on a full-time basis job and pursuing a Ph.D. Programme. As a result of this, I tried to be more self-disciplined, efficient and flexible in managing my time while improving my digital literacy with online platforms.
Question 2. What advice would you give to someone considering pursuing an e-Instructor Certification Programme now?
I kindly wish to remind them the importance of self-planning, self-discipline and effective time management while familiarizing themselves with the technology and online learning tools. In this process, it is also important to benefit from feedbacks and reflect them in the assignments of the programme.
Question 3. According to you, what are the finest approaches or practices for enhancing online activities and live discussions?
Incorporation of both traditional and digital models of learning might be important to provide balanced and integrative educational experience. Therefore, I would prefer blended learning approaches and practices, which allow for the utilization of both asynchronous and synchronous activities. Synchronous learning through live interactions and discussions can be supported with the benefits of asynchronous learning in terms of its self-regulated and flexible framework. In this process, it might also be important to provide a balance between individualized and collective assignments. Encouraging group activities and providing socially interactive environment can be beneficial for learners and instructors to overcome the impacts of self-isolation.
Question 4. What do you find to be the biggest benefits of online education?
With its learners-centered framework, this programme helped me to increase my awareness and knowledge about virtual learning options and pedagogical techniques. Further to this, this programme prepared me for learning and lecturing processes, curriculum and instructional design, effective assessment and feedback methods. In a broader framework, the flexibility of time and location has been the biggest benefits of online education. This flexibility has been important for me in balancing work and academic pursuits more effectively. However, the barriers and restrictions of online education can not and should not be pass unnoticed since not everyone has access to the necessary technology and internet. The costs associated to the necessary technology and reliable internet can obstruct participation and affect digitally literacy adversely. For this reason, traditional learning methodologies can not be avoided regardless of the development of new online learning methodologies.
The interview was conducted by the NATO DEEP eAcademy team