Improving undergraduate students’ learning through Online Educational Guidance Meetings (OEGMs)

  • Begüm Ceylan Fatih Sultan Mehmet Vakıf University, Turkey
  • Bünyamin Bavlı Yıldız Technical University, Turkey
Keywords: higher education, educational guidance, online education, university student


This study aimed at obtaining reflections on Online Educational Guidance Meetings (OEGMs), executed in the English preparatory program during COVID-19 Pandemic in a university in Istanbul. The OEGMs were voluntary meetings between a student and the instructor. Students were able to ask for suggestions to study more effectively via an online meeting platform. The qualitative collaborative action research design was operated in the study. One-on-one interviews with 8 instructors and focus group interviews with 12 students were conducted to obtain the data. Content analysis method was employed to analyze obtained data. The findings revealed that this new method, which brought the students together with their instructors in personal one-to-one meetings, provided numerous advantages psychologically and academically in the learning process.

Received: 28 February 2022
Accepted: 24 July 2023


Download data is not yet available.

Author Biographies

Begüm Ceylan, Fatih Sultan Mehmet Vakıf University, Turkey

Graduated from Middle East Technical University, English Language Teaching program in 2012. She completed her master’s degree in Teaching Turkish as a Foreign Language at İstanbul University in 2018. Right after this, she started her Ph.D. degree in Curriculum and Instruction department at Yıldız Technical University in 2019. Currently, she is a candidate of Ph.D. and is working as an English lecturer at İstanbul University Cerrahpaşa, School of Foreign Languages. She has been working as an instructor at higher education for 10 years and interested in curriculum development, curriculum evaluation, foreign language teaching and culture teaching.

Bünyamin Bavlı, Yıldız Technical University, Turkey

Graduated from Anadolu University, English Language Teaching program. Then, he completed his master’s degree in Curriculum and Instruction department at Fırat University in 2011. Right after that, he started his Ph.D degree in Curriculum and Instruction program at Yildiz Technical University in 2012. He completed his Ph.D. degree in 2017. He started working firstly as a research assistant and then as an assistant professor at the same program at Yildiz Technical University. He is currently working at the same university in the educational sciences department as an associate professor. He is interested in educational sciences, curriculum development and evaluation.


Ağır, Meral Sert. 2017. “Eğitsel rehberlik çalışmalarının önemi.” HAYEF Journal of Education 14, no. 2: 183-202.

Amor Almedina, María Isabel, and Rocío Serrano Rodríguez. 2016. “The academic advisor: a new profile for guidance and tutorial at university.” Orientación y sociedad 16: 25-31.

Alrabai, Fakieh. 2016. “Factors underlying low achievement of Saudi EFL learners.” International Journal of English Linguistics 6. no. 3: 21-37.

Al-Zoubi, Samer M., and Mohammad A. Bani Younes. 2015. “Low academic achievement: Causes and results.” Theory and Practice in Language Studies 5. no. 11: 2262.

Balduf, Megan. 2009. “Underachievement among college students.” Journal of advanced academics 20, no. 2: 274-294.

Bozkurt, Aras. 2020. “Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması.” Açıköğretim Uygulamaları ve Araştırmaları Dergisi 6. no. 3: 112-142.

Chen, Clement C., Keith T. Jones, and Keith Moreland. 2014. “Differences in learning styles.” The CPA Journal 84. no. 8: 46.

Creswell, John W., and Daniel L. Miller. 2000. “Getting good qualitative data to improve educational practice.” Theory Into Practice 39. no. 3:124-130.

Creswell, John W., and Vicki L. Plano Clark. 2017. Designing and conducting mixed methods research. Sage publications.

Dey, Bipasha. 2020. “Humanizing Academic Advising: Perceptions of Student Success Through the Experiences of Professional Community College Academic Advisors–An Instrumental Case Study.” Drexel University.

Donnelly, Robin, and Harry Anthony Patrinos. 2021. “Learning loss during COVID-19: An early systematic review.” Prospects: 1-9.

Erarslan, Ali. 2021. “English language teaching and learning during Covid-19: A global perspective on the first year.” Journal of Educational Technology and Online Learning 4, no. 2: 349-367.

Fejes, Andreas. 2008. “To be one’s own confessor: Educational guidance and governmentality.” British Journal of Sociology of Education 29, no. 6: 653-664.

Genç, Olcay, and Fuat Köker. 2021. “Covid-19 Pandemisinin Yükseköğretim Öğrencileri Üzerindeki Algısı ve Salgın Sürecinde Uzaktan Eğitimin Etkinliği.” Yüzüncü Yıl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 51: 185-210.

Gömleksiz, Mehmet Nuri, and Ayşe Ülkü Kan. 2012. “Eğitimde Duyuşsal Boyut Ve Duyuşsal Öğrenme.” Electronic Turkish Studies 7, no. 1: 1159-1177.

Greere, Anca. 2021 “Shaping proactive higher education: Pandemic research and its value for future-proofing.” Tuning Journal for Higher Education 9. no. 1: 201-206.

Guion, Lisa A., David C. Diehl, and Debra McDonald. 2011. “Triangulation: Establishing the validity of qualitative studies.” Edis, 8: 3-3.

Jan, Hafsah, and Mohammad Iqbal Mattoo. 2018. Educational Guidance and Counseling. New Delhi: Educreation Publishing.

Kyngäs, Helvi. 2020. Inductive content analysis. In The application of content analysis in nursing science research. Cham: Springer.

McCoach, D. Betsy, and Del Siegle. 2001. “A comparison of high achievers’ and low achievers’ attitudes, perceptions, and motivations.” Academic Exchange 2: 71-76.

McNiff, Jean. 2002. Principles and practice action research. London: Routledge Falmer.

Messiou, Kyriaki. 2019. “Collaborative action research: facilitating inclusion in schools.” Educational Action Research 27.2: 197-209.

Moscoviz, Laura, and David K. Evans. 2022. “Learning loss and student dropouts during the covid-19 pandemic: A review of the evidence two years after schools shut down.” Center for Global Development, Working Paper 609.

Moser, Kelly M., Tianlan Wei, and Devon Brenner. 2021. “Remote teaching during COVID-19: Implications from a national survey of language educators.” System 97: 102431.

Olowookere, Elizabeth I., et al. 2015. “Time Management Practices, Character Development and Academic Performance among University Undergraduates: Covenant University Experience.” Creative Education 6: 79-86.

Owens, Madeline R. 2015. “Student perceptions of academic advisor effectiveness and student success: Factors that matter.” Eastern Illinois University.

Özkanal, Ümit, and Nadire Arikan. 2011. “The relation between success and absenteeism at Esogu English Preparatory School.” Journal of Language Teaching and Research 2, no. 1: 68.

Patton, Michael Quinn. 2002. Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.

Rahal, Michelle Layer. 2010. “Identifying and Motivating Underachievers Focus On.” Educational Research Service.

Rimm, Sylvia B. 2008. Why bright kids get poor grades and what you can do about it: A six-step program for parents and teachers. Tucson: Great Potential Press, Inc.

Shorna, Sadia Afrin, and Iffat Jahan Suchona. 2021. “Effectiveness of Online Mode of Teaching of English Language Courses in Tertiary Level Educational Sectors in Bangladesh.” International Journal of English 9, no. 4: 51-56.

Siegle, Del. 2018. “Understanding underachievement.” Handbook of giftedness in children. Cham: Springer. 285-297.

Subasinghe, Wasantha. 2016. “An Introduction on Educational Guidance and school Counseling.” International Journal of Scientific Research and Innovative Technology, 3, no. 10: 11-18.

Tüzün, Furkan, and Nilay Yörük Toraman. 2021. “Pandemi döneminde uzaktan eğitim memnuniyetini etkileyen faktörler.” Ömer Halisdemir Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi 14. no.3: 822-845.

Yolsal, Handan, and Özlem Yorulmaz. 2022. “COVID-19 pandemisinin yükseköğretim öğrencilerinin performansı üzerine etkileri.” Kafkas Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi 13. no. 25: 441-472.

How to Cite
Ceylan, Begüm, and Bünyamin Bavlı. 2023. “Improving Undergraduate students’ Learning through Online Educational Guidance Meetings (OEGMs)”. Tuning Journal for Higher Education 11 (1), 125-50.