The purpose of the study is to investigate the concern developments of first-time distance education instructors using the concerns-based adoption model (CBAM). This study used stages of concern (SoC), a component of CBAM, as its theoretical framework. A descriptive case study was implemented, which focused on the adaptation processes of nine instructors lecturing for the first time via distance education. The instructors attended a two-day training, which was designed based on their initial concerns. Then instructors implemented their courses for four weeks via distance education. While the informational and personal stages (self-concerns) decreased compared to the initial findings, the consequence stage increased in intensity. However, self-concerns remained predominant in the process despite the reduction in self-concerns and increase in the consequence stage. Based on the findings, the implications for distance education and recommendations for addressing the instructors' concerns are discussed. Recommendations for alleviating the concerns of first-time distance education instructors include: the provision of ongoing concern-based interventions that incorporate technological, pedagogical, and content knowledge; providing working examples related to distance education from which instructors can learn vicariously; and encouraging collaboration among instructors.The purpose of the present study is to investigate the initial concerns of the instructors switching from face-to-face to distance education and assess how their concerns evolve throughout the process of implementation. The following research questions guided the study:

The purpose of the study is to explore student-content, student-interface, student-instructor, and student-student interactions in a flipped classroom (FC)-based undergraduate engineering course using the transactional distance (TD) theory. Understanding student interactions that occur in and out of the classroom to reduce the TD can help one design and develop high-quality FCbased courses and, thus, produce better learning outcomes and teaching experiences. A mixed-methods case study was implemented in a Probability and Statistics course, and 37 undergraduate students from a developing university's faculty of engineering participated in the study. Data were collected via an anonymous online survey and focus group interviews. The initial findings indicated that the FC approach facilitated the students' learning process and increased their interest in the course. Furthermore, the students found favorable student-content, student-instructor, student-interface, and student-student interactions. Based on the findings, all interaction types and their relationship with each other in the scope of the FC approach were discussed. Recommendations for reducing the TD include preparing videos that are understandable and comprehensive enough to be studied by students, provision of sufficient support, and positive attitude to students by instructors, encouraging collaboration among students, and utilizing easy-to-use digital platforms.

The main purpose of this study is to investigate the factors for success and course completion through the lens of participants in a Massive Open Online Courses (MOOCs) system implemented in Turkey. Thirty-two participants were selected on the basis of purposive sampling among 5000 enrolled users from 10 MOOCs, who were then classified into 3 types –lurking, moderately active, memorably active– based on their participation rate in the course activities. The data were collected via the use of two semi-structured interviews. According to the findings, the factors for success in MOOCs to the participants were divided into three categories: instructor effectiveness, course design, and personal factors. As to the factors for course completion, the categories identified were the instructor, course design, personal factors, technical issues, and affordability/clarity. The findings regarding success and course completion were discussed in detail and recommendations were provided to enhance participation in MOOCs.

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