Online Education Policy

The Department of Economics adopts distance learning as a strategic tool that complements and enriches in-person instruction, with the aim of ensuring the sustainability of high-quality education and teaching activities in accordance with national and international standards. In line with the requirements of the digital age, this policy commits to providing an accessible, equity-based, and student-centered learning ecosystem; it is grounded in the principle of quality education, just as in traditional settings. The Department of Economics, which prioritizes academic excellence and student success, considers it a fundamental duty to conduct all educational processes through innovative teaching methods and educational technologies, guided by the principles of continuous improvement and social benefit.

Our department’s distance education policy has been shaped in accordance with the following principles within this framework:

-It is planned to prepare synchronous (live classes) and asynchronous (video content, e-readers) materials with content specific to the field of economics, ensuring the measurability of learning outcomes on digital platforms.

-The necessary arrangements will be made to ensure that all students have remote access to digital resources and economics software.

-Courses where the content is suitable will be conducted in accordance with MEF University’s “Flipped Learning” model.

-In virtual classroom environments, economic analyses are conducted in real-time using digital whiteboards and graphics tablets to draw graphs, perform mathematical derivations, and utilize modeling programs.

-In remote exams and assignments, plagiarism detection tools are used, and evaluation methods—such as assigning students different datasets to prevent data manipulation or basing assessments on project presentations—are implemented.

-Through Learning Management Systems, students’ interaction times with materials, participation rates, and success rates in course grades are tracked.

-For topics showing low success in analyses, support mechanisms such as additional asynchronous videos or virtual office hours are established.

-Academic staff enhance their competencies in digital pedagogy and the use of economic software for remote teaching through workshops.