Elçiçek, MithatKaral, Hasan2024-12-242024-12-2420201305-3515https://doi.org/10.17051/ilkonline.2020.735175https://search.trdizin.gov.tr/tr/yayin/detay/365789https://hdl.handle.net/20.500.12604/4237It is observed that in the wake of developments in digital technologies, the role of shareholdersin the learning-teaching process changed and a transition from the classical face-to-face communicationinto online learning communication occurred. This transition also led to a change the knowledge andbehaviours expected from indivudals. In this context, they are expected to acquire several skillsconsidered as the skills of the 21st century, among which are critical and analytical thinking. Recentstudies suggest that programming teaching is influential on these skills. However, programming teachingrefers to a process which is structuraly difficult and complex. Thus, we need novel methods andtechniques regarding programming teaching. Considering that particulalrly online learning environmentshave begun to be a crucial part of the learning-teaching process recently, it is believed that assisting onlnelearning environments with learning videos in which audiovisual symbol systems are used together mayplay a crucial role in developing the programming skill that is abstract and unclear intuitively. From thispoint of view, this study aims to propose a framework related to desgning video-assisted online learningenvironments for programming teaching. To achieve this goal, the design-based research has beenconducted. The research has been conducted through the participation of 48 (F: 27, M: 21) registeredundergraduate students and of 4 instructors (F: 1, M: 3) of the Department of Computer Education andInstructional Technology based in the Faculty of Education at a state university located in the east ofTurkey. Observation forms, reflective student diaries, the focus group interview, interview, and gradedscoring key were used as data collection tools. As a result of the research, a framework has been proposedin the context of \"content\", \"visual design\", \"interaction\" and \"practicability\" related to the design of videoassisted online learning environments for \"cognitive\", \"affective\", \"methodological\" and \"environmental\"problems. Suggestions were presented within the framework of the results obtained from the study andthe experiences of the researcher.eninfo:eu-repo/semantics/openAccessBilgisayar BilimleriYazılım Mühendisliği,EğitimEğitim AraştırmalarıArticle1931820183736578910.17051/ilkonline.2020.735175