Turkey—commentary

Abstract

New possibilities offered through the Internet and other technologies have become a challenge for higher education institutions, yet providing brand new opportunities for learners. In the mid-2000s, many traditional universities in Turkey made initial efforts to integrate online education modules in response to the needs of geographically dispersed students with a different profile from traditional students, offering them multi-dimensional interaction opportunities between and among others learners and instructors, as well as a variety of media, flexibility, individualisation, and cost-effectiveness. Online distance education is now prevalent in Turkey among state and private universities. Successful integration of Internet-based distance learning programmes depends on thorough planning, a sound technological infrastructure, high-quality content, and most importantly, acceptance, readiness, and active involvement of administrators, instructors, and learners. If Turkey wishes to reach the greater masses, providing them with effective learning opportunities and not merely ticking the boxes for the required numbers, the next step in Turkey’s Internet-based distance education journey needs to focus carefully on quality assurance, considering all factors that impact on both educational settings and products at all stages of e-learning.