Şahin, Alper

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Profile URL
https://hdl.handle.net/20.500.14411/6688
Name Variants
Şahin, Alper
S., Alper
Şahin A.
Sahin,Alper
Ş., Alper
Alper, Sahin
A., Sahin
Ş.,Alper
Şahin,A.
A.,Sahin
S.,Alper
Sahin, Alper
Sahin,A.
Alper Şahin
Alper, Şahin
A., Şahin
A.,Şahin
Sahın, Alper
Job Title
Yardımcı Doçent
Email Address
alper.sahin@atilim.edu.tr
Main Affiliation
Department of Basic English (Prep School)
Status
Website
http://www.alpersahin.com/
ORCID ID
0000-0001-7750-4408
Scopus Author ID
57040560400
Turkish CoHE Profile ID
48771
Google Scholar ID
uT4y_-UAAAAJ
WoS Researcher ID
T-2425-2019

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128

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4

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3

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0

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0

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1

Scopus Citation Count

7

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1

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1

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0

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0

WoS Citations per Publication

0.25

Scopus Citations per Publication

1.75

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3

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0

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Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi1
International Journal of Assessment Tools in Education1
Journal of Pedagogical Research1
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    Book Part
    Applying Asymmetric Theory to Optimise Instructional, Assessment, and Administrative Designs of Intensive English Programmes
    (Springer Science+Business Media, 2025) Sahin, A.
    Asymmetric Theory emphasizes optimisation, efficiency, and economy by harnessing the transformative power of asymmetry. It offers practical and functional solutions to some complex daily and scientific problems through the application of multilayered asymmetric thinking. The process begins with the careful identification of the most dominant factors influencing the success of the solutions to the problems, ultimately leading to the creation of a main key to successand sub keys to success attached to it. The key tosuccess serves as a guide for its creator as it highlights which factors should be controlled and which should be prioritised over the others. As a result, Asymmetric Theory introduces a structured strategy-oriented approach to problem-solving. This chapter begins by highlighting the importance of Intensive English Programmes (IEPs) for English-medium universities. Then, it introduces the core principles of Asymmetric Theory. Building on these principles, a main key to success is created for the programme development challenge of IEPs followed by the creation of sub keys for optimising their instructional, assessment, and administrative designs. These steps are demonstrated using a think-aloud protocol. Ultimately, this chapter presents how the instructional, assessment, and administrative designs of an educational programme can be effectively optimised through the lens of Asymmetric Theory using IEPs as a comprehensive example. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.