Papers by Ismail Gurler
Discourse and Communication for Sustainable Education
This study aims to determine the needs of prospective English teachers in ELT departments through... more This study aims to determine the needs of prospective English teachers in ELT departments throughout Turkey within three dimensions as lacks, necessities and wants from the perspectives of both insiders and outsiders. In the light of Target Situation Analysis (TSA), qualitative research design was administered to reach more detailed and in-depth conclusions with the help of open-ended interview questions. In order to generalize the results of the study, and do a comprehensive needs analysis, all teacher trainers and seniors in ELT departments were contacted via internet or face to face. Totally, 14 state and foundation universities throughout Turkey, 41 teacher trainers whose rankings varies from lecturer to professor, and 85 prospective English teachers attending the last year of their education took part in this study. The collected qualitative data by online, printed forms and interview recordings were analyzed by coding and categorizing. It can be concluded according to the find...
Self-confidence has a key characteristics to start any action especially for speaking in L2. Amon... more Self-confidence has a key characteristics to start any action especially for speaking in L2. Among all other language skills, speaking is of an exclusive place to have effective communication, and self-confidence is one of the facilitators to start conversation. In this regard, this study aims to find out whether there is a relationship between self-confidence and speaking skill achievement in speaking courses of the preparatory students attending both English Language Teaching (ELT) Department and English Language and Literature (ELL) Department and it also aims to determine if there is a difference between the departments and gender. Participants were 77 male and female preparatory students from both departments and all the students got English speaking courses throughout the fall semester in 2014-2015 academic year. Within a correlational research model, self-confidence questionnaire (SCQ) was applied to the participants. The collected quantitative data were analyzed by Statistic...
Discourse and Cammunication far Sustainable Education, 2023
This study aims to determine the needs of prospective English teachers in ELT departments throug... more This study aims to determine the needs of prospective English teachers in ELT departments throughout Turkey within three dimensions as lacks, necessities and wants from the perspectives of both insiders and outsiders. in the light of Target Situation Analysis (TSA), qualitative research design was administered to reach more detailed and indepth conclusions with the help of open-ended interview questions. in order to generalize the results of the study, and do a comprehensive needs analysis, all teacher trainers and seniors in ELT departments were contacted via İnternet or face to face. Totally, 14 state and foundation universities throughout Turkey, 41 teacher trainers whose rankings varies from lecturer to professor, and 85 prospective English teachers attending the last year of their education took part in this study. The collected qualitative data by online, printed forms and interview recordings were analyzed by coding and categorizing. it can be concluded according to the findings that from the outsiders' perspective, lacks are mainly clustered around four titles as more practice, prospective teachers' qualifications, extrinsic and intrinsic needs. There are four main necessities put forwarded by insiders as the exterior, interior, practical and occupational necessities. The results also reveal that only 23 percent of the prospective teachers feel themselves ready to teach: however, the rest thought vice versa. To feel ready to teach, they need some supports under the title of "wants" as individual, pedagogical, linguistic and structural support.
Keywords: needs analysis, ELT, lacks, necessities, wants, sustainability
Values are a socially unifying phenomenon; on the other hand, they play an important role in guid... more Values are a socially unifying phenomenon; on the other hand, they play an important role in guiding our individual behavior in a positive way. The aim of this study is to compare Risale-i Ahlak (Handbook of Ethics), one of the values education books published to be taught in primary school in the Ottoman Empire, with the "core values" that are intended to be acquired by students with the change made in the curriculum by the Ministry of National Education in 2017, and to determine the similarities and differences between them. In the study, M. Sadık Rıfat Pasha's book, Risale-i Ahlak, which was prepared to be taught in primary schools, and ten core values based on the curriculum asserted by the Board of Education and Discipline were compared and evaluated. The research was conducted within the scope of document analysis, one of the qualitative research methods. The document part of the research consists of the Risale-i Ahlak written in the Ottoman period and ten core values determined by the change made in the curriculum in 2017. As a result of the study, it was found that most of the values given in the past were grouped into ten core values, and some values were not within these ten core values. It is also seen that these values are not mentioned in the attitudes and behaviors regarding these values.
Istanbul University - DergiPark, Jul 1, 2017
In this study, the observation reports prepared in 14 weeks" time in 2014-2015 education years by... more In this study, the observation reports prepared in 14 weeks" time in 2014-2015 education years by prospective English teachers were examined to find out the voice quality preference of English teachers in eight different high schools in Erzurum. With a case study design, observation reports were categorically aggregated suitable to the pre-existing codes constructed by Pittam (1987). English teachers" aptitude and preference to use voice quality under the pre-figured codes as breathy, whispery, creaky, nasal and tense voices were tried to be identified within the evaluations of pre-service English teachers. The research findings showed that English teachers tend to use breathy voice 5.3 percent; whispery voice 34 percent; creaky voice 0 percent; nasal voice 0 percent; tense voice 60.7 percent. The findings of this study also pointed out that tense, whispery and breathy voices were more preferable among the English teachers in general because of whether their genetic familiarity or personal choice. These findings were significant to determine the types of voice quality of teachers in English as a Foreign Language (EFL) teaching context.
ICT-Based Assessment, Methods, and Programs in Tertiary Education, 2020
The digital world abolishing all the limitations to reach knowledge and removing the borders of t... more The digital world abolishing all the limitations to reach knowledge and removing the borders of the countries and even continents serves as a facilitator for everyone who wants to learn and reach knowledge. The growing demand for knowledge throughout the world also increases the need for a variety of courses from highly appreciated institutions and instructors in the most effective educational methods and techniques. Therefore, deciding which substructure or platform to be chosen by both enterprises to make a profit and learners to acquire knowledge in the most suitable way is becoming a more challenging issue for both counterparts of teaching and learning. In order to make this selection process easy, based on the document analysis method, this chapter presents an evaluative report on globally popular e-learning platforms including Canvas, Blackboard, Moodle, and Open edX in terms of their market share, user interface, feature strengths and weaknesses, and it reaches a conclusion b...
When looking at from the aspect of communication, of all the four basic language skills speaking ... more When looking at from the aspect of communication, of all the four basic language skills speaking and in speaking, pronunciation is a vital component of proficiency in spoken English; but, it doesn’t always receive the attention it deserves either in teaching or in teacher training. Thus, drama with its exclusive and distinctive features and by providing reasons to use language helps learners to acquire high self-confidence level which is one of the key factors to overcome the communication barriers. In order to have a good communication ability and pronunciation, self-confidence -with its two subtitles intrinsic/extrinsic self-confidence- is one of the key elements and what constructs this key element is the dramatic text that enables learners to participate in a performance and use the language effectively.
This study aims to find out the effects of using dramatic texts on self-confidence development of... more This study aims to find out the effects of using dramatic texts on self-confidence development of the 9th grade students attending speaking courses in English as a Foreign Language (EFL) context. In order to fulfill this aim, two groups-one experimental group and one control group-were randomly chosen from Ağrı Anatolian High School. In quantitative research procedure the both groups (total: 56 participants) were asked to complete self-confidence questionnaires as pre-test at the beginning of three-week period research process. Within this period, two plays were acted out by the experimental group meanwhile the other group continued their traditional speaking courses using the same dramatic texts as reading materials. After two weeks, totally 4 class hours, the same questionnaire was applied to both groups as post-test. The findings reveal that the self-confidence level of experimental group shows significant changes in comparison to control group. Acting drama helps students to raise their self-confidence level.
In this study, the observation reports prepared in 14 weeks " time in 2014-2015 education years b... more In this study, the observation reports prepared in 14 weeks " time in 2014-2015 education years by prospective English teachers were examined to find out the voice quality preference of English teachers in eight different high schools in Erzurum. With a case study design, observation reports were categorically aggregated suitable to the pre-existing codes constructed by Pittam (1987). English teachers " aptitude and preference to use voice quality under the pre-figured codes as breathy, whispery, creaky, nasal and tense voices were tried to be identified within the evaluations of pre-service English teachers. The research findings showed that English teachers tend to use breathy voice 5.3 percent; whispery voice 34 percent; creaky voice 0 percent; nasal voice 0 percent; tense voice 60.7 percent. The findings of this study also pointed out that tense, whispery and breathy voices were more preferable among the English teachers in general because of whether their genetic familiarity or personal choice. These findings were significant to determine the types of voice quality of teachers in English as a Foreign Language (EFL) teaching context., English as a Foreign Language İNGİLİZCE ÖĞRETMENLERİNİN SES KALİTESİ TERCİHLERİNİN ADAY İNGİLİZCE ÖĞRETMENLERİNİN GÖZLEM RAPORLARINA GÖRE BELİRLENMESİ Öz Bu çalışmada, Erzurum ilinde sekiz farklı liseden İngilizce öğretmenlerinin ses kalitesi tercihlerini belirlemek için 2014-2015 eğitim yıllarında, aday İngilizce öğretmenlerinin hazırlamış olduğu 14 haftalık gözlem raporları incelenmiştir. Bu gözlem raporları, durum çalışması deseninde, Pittam (1987) tarafından hazırlanmış mevcut kodlara uygun olarak kategorik olarak ayrılmıştır. Aday İngilizce öğretmenlerinin değerlendirmeleri ekseninde, okullarda görev yapan İngilizce öğretmenlerinin ses tonlamasındaki meyilleri ve tercihleri önceden belirlenmiş hırıltılı/soluklu, fısıltılı, çatallı, burun/geniz ve yüksek/gergin ses başlıkları altında sınıflandırarak tanımlanmaya çalışılmıştır. Araştırma sonuçları İngilizce öğretmenlerinin % 5,3 " ünün hırıltılı/soluklu sesi; %34 " ünün fısıltılı sesi; %0 " ının çatallı sesi, % 0 " ının burun/geniz sesi ve %60,7 " sinin de yüksek/gergin sesi kullanmaya meyilli olduklarını göstermiştir. Bulgular hırıltılı/soluklu, fısıltılı ve yüksek/gergin sesin genetik yatkınlık veya kişisel tercih olarak İngilizce öğretmenleri tarafından daha çok tercih edilen sesler olduğunu ortaya koymuştur. Bulgular İngilizcenin yabancı dil olarak öğretildiği çevrede hangi ses kalitesi türünün tercih edildiğini göstermesi açısından ayrıca önem taşımaktadır.
Abstract
Self-confidence has a key characteristics to start any action especially for speaking in... more Abstract
Self-confidence has a key characteristics to start any action especially for speaking in L2. Among all other
language skills, speaking is of an exclusive place to have effective communication, and self-confidence is
one of the facilitators to start conversation. In this regard, this study aims to find out whether there is a
relationship between self-confidence and speaking skill achievement in speaking courses of the preparatory
students attending both English Language Teaching (ELT) Department and English Language and Literature
(ELL) Department and it also aims to determine if there is a difference between the departments and gender.
Participants were 77 male and female preparatory students from both departments and all the students got
English speaking courses throughout the fall semester in 2014-2015 academic year. Within a correlational
research model, self-confidence questionnaire (SCQ) was applied to the participants. The collected
quantitative data were analyzed by Statistical Package for the Social Sciences (SPSS) 20.0 program. The
Pearson product-moment correlation coefficient and independent sample t-test were used to analyze the data.
Results indicate that there is significant correlation between self-confidence and speaking skill within the
level of .01. Moreover, speaking achievements reveal significant differences according to department but not
gender. Self-confidence levels have significant differences regarding to the gender but not department.
Conference Presentations by Ismail Gurler
Holmes (Toury, 1995), who made a general taxonomy of translation studies, included translator tra... more Holmes (Toury, 1995), who made a general taxonomy of translation studies, included translator training in the applied part of translation studies. Unlike other applied fields such as translation aids, translation criticism and translation policy, translator education can be seen in a different position as it is for the prospective translators. It is very important to determine the difficulties experienced by the novice translators, who will have important duties in translation studies and translations in the future, and to get an idea about the translation policies and the design of supplementary equipment for the solution. In this direction, this study aims to determine what kind of problems do the prospective translators face while translating. In this study, in which 27 senior English Translation and Interpreting students participated in total, exploratory case study design was applied and data were collected by brainstorming method. In order for the ideas to affect each other in any way, the students were first asked in writing what the problems they encountered were. Afterwards, the problems that everyone put forward were brought together by reflecting them one by one in the classroom environment and some additions were made at this stage. The collected translation problems were then examined by the researcher and analyzed and classified by coding and categorization, one of the qualitative data analysis methods. In order to provide joint-probability of agreement in terms of reliability between the evaluators, the classification of the identified problems was reviewed by the participants again and finalized. According to the data of the research, it was seen that the problems were grouped under four main headings. These have been identified as (1) the problems stemming from the target language/culture, (2) the problems stemming from the source language/culture, (3) the problems stemming from the translator, and (4) the problems stemming from the translation text.
Keywords: Translation studies, translator training, translation problems, target language, source language
The prospective teachers in ELT (English Language Teaching) departments are supposed to be Englis... more The prospective teachers in ELT (English Language Teaching) departments are supposed to be English teachers at primary schools, elementary schools, high schools, and even at universities. This situation bears a massage to the minds: Would it be beneficial to design, group or divide ELT departments according to differences of language learners? When looking at some departments in education faculties in Turkey, there are some classifications according to the age of the learners and consider the differences between them. However, all prospective teachers in ELT departments take the same education for all level and type of English learners. In this study, it is aimed to explore the thoughts of the teacher trainers working in the ELT departments whether it would be beneficial to diversify English teaching as primary, elementary, high school, and universities. Explorative case study design, which allows researchers to make in depth understanding about a single case, was employed to fulfil this aim. This type of research design provides an advantage to researchers that they put all their time and resources into a single case and they can therefore develop in-depth understanding about a single topic. Explorative case study design also provides further information about a case or a situation, which is unclear or unfamiliar, and it tries to connect them with real life situations. The data were gathered through semi-structured interview, which is one of the qualitative data collection instruments. The sampling of this study is consisted of totally 20 teacher trainers, whose academic ranks varies as Professor, Associate Professor, Assistant Professor, lecturer and research assistant, from different state or foundation universities in Turkey. The collected data via e-mail and recordings of face to face interviews were transcript, coded and categorized according to their similarities or discrepancies. The findings reveal that 55% of the total 20 participants think that designing ELT departments as ELT for primary schools, ELT for secondary schools etc. would be beneficial; on the contrary, the rest (45%) think the opposite that there is no need to make such division. The positive answers are clustered around some specific details that the skills to be taught can be adjusted according to the level, age and learning contexts. Making comprehensible clarification about the lessons and departmental support would be helpful for prospective teachers to be ready for different level of language teaching. There is a necessity of dividing ELT program and grouping teacher training from nursery to university gradually. This grouping should also consider the teaching English to disabled learners. When looking at the negative aspects of the separation of ELT departments, it can be concluded that thinking language as a would be more beneficial, and limiting prospective teachers affect them negatively. Seeing foreign language teaching process as a whole would help prospective teachers to gain a holistic perspective for all types of language learners and teaching methodologies; moreover, every language teacher has to be well equipped without excluding any topics in language teaching process. In the negative responses given about dividing ELT program, the importance of seeing language in a holistic perspective was also emphasized.
There are so many scientific studies accomplished in various disciplines and published in numerou... more There are so many scientific studies accomplished in various disciplines and published in numerous journals both at home and abroad. However, it is always wondered to what extent do these studies have contributions to practice. In this respect, this current study aims to explore the thoughts of the teacher trainers working in the ELT (English Language Teaching) departments about the academic studies whether they have contributions to the courses given throughout the undergraduate period. In order to fulfil this aim, an explorative case study design, in which the researcher attempts to learn about a little known phenomenon by studying a single case in depth was employed. The advantage is the explorative case study is that the researchers put all their time and resources into the study of a single case and can therefore develop in-depth understanding. This type of research design is also used to give information about a case or a situation, to clarify the unfamiliar situations, and explain their connections with the real life. Semi-structured interview, which is one of the qualitative data collection instruments, was administrated to 20 teacher trainers whose academic ranks varies as Professor, Associate Professor, Assistant Professor, lecturer and research assistant in the ELT departments from different universities in Turkey. Through mail and face to face interviews, the collected data consisting of 95 min. recordings and written responses were transcript, coded and categorized. According to the findings, 25% of the participants think that the academic studies have contributions to the given courses; however, 30% of them are thinking completely the opposite. Moreover, 35% of the total participants think that, the studies have contributions but to some extent, and the rest of them (10%) state that they do not have enough knowledge about the academic studies conducted about the courses given in undergraduate education in Turkey. According to the positive responses, it can be concluded that the academic studies will support the courses only when the academicians follow the latest journals and symposiums. Providing collaboration between teaching staffs, engaging the teaching staffs from different research areas which the departments are in need of, asking “What can we do more effectively?” and caring for the metacognitive skills of the prospective teachers will also be helpful to adapt theory into practice in real classroom atmosphere. On the other hand, according to the negative responses, there are some further important detections and some recommendations as follows. First, the studies should be integrated in teaching a foreign language. Second, the academic studies should have an aim to solve either student teachers or teacher trainers’ problems or recommend an application for the betterment of the courses. Third, a very comprehensive summit can be held to determine the deficiencies and construct an action plan. Next, the School Experience and Teaching Practice courses should be effectively given and the prospective teachers should be informed and taught about the real classroom conditions. Fifth, the prospective teachers should also be involved in every teaching process in the ELT program for the betterment of teaching programme. Last, the philosophy should be thought again and a new and comprehensive philosophy that can be embraced by all stakeholders of the ELT program should be stated.
Books by Ismail Gurler
Book Chapter, 2021
Abstract
There are three categories of translation according to Roman Jakobson as interlingual tr... more Abstract
There are three categories of translation according to Roman Jakobson as interlingual translation, intralingual translation and intersemiotic translation. Among these categories, in intralingual translation, the meaning is conveyed by using different words, word phrases or sentences in the same language. Using intralingual translation strategy, this study has a single-group posttest-only design, which is one of the experimental research designs. Without having any control group, only an experimental group consisting of 115 participants were administered three-week course design and after this period posttest was applied. Totally 10 questions consisting of multiple choice, open ended and short answer questions were asked to determine the effects of intralingual translation on reading comprehension skills upon three different levels as literal, inferential and critical. The results of this study, aiming at the effectiveness of intralingual translation on all of the three level of reading comprehension, revealed that the B2 level EFL (English as Foreign Language) students attending 1st Grade of Translation and Interpretation Department at Agri Ibrahim Cecen University are of important tendency on learning and understanding via intralingual translation which is sometimes called as interpreting, reviewing, adapting or summarizing.
Keywords: intralingual translation, reading comprehension, EFL, translation, interpretation
ICT-Based Assessment, Methods, and Programs in Tertiary Education, 2020
Chapter 18
Evaluation of Moodle, Canvas, Blackboard, and Open EdX
The digital world abolishing a... more Chapter 18
Evaluation of Moodle, Canvas, Blackboard, and Open EdX
The digital world abolishing all the limitations to reach knowledge and removing the borders of the countries and even continents serves as a facilitator for everyone who wants to learn and reach knowledge. The growing demands for knowledge throughout the world also increase the need for a variety of courses from highly appreciated institutions and instructors in the most effective educational methods and techniques. Therefore, deciding which substructure or platform to to be chosen by both enterprises to make a profit and learners to acquire knowledge in the most suitable way is becoming a more challenging issue for both counterparts of teaching and learning. In order to make this selection process easy, based on the document analysis method, this chapter presents an evaluative report on globally popular e-learning platforms including Canvas, Blackboard, Moodle and Open edX in terms of their market share, user interface, features strengths and weaknesses, and reaches a conclusion by comparing and contrasting their differences and similarities.
Uploads
Papers by Ismail Gurler
Keywords: needs analysis, ELT, lacks, necessities, wants, sustainability
Self-confidence has a key characteristics to start any action especially for speaking in L2. Among all other
language skills, speaking is of an exclusive place to have effective communication, and self-confidence is
one of the facilitators to start conversation. In this regard, this study aims to find out whether there is a
relationship between self-confidence and speaking skill achievement in speaking courses of the preparatory
students attending both English Language Teaching (ELT) Department and English Language and Literature
(ELL) Department and it also aims to determine if there is a difference between the departments and gender.
Participants were 77 male and female preparatory students from both departments and all the students got
English speaking courses throughout the fall semester in 2014-2015 academic year. Within a correlational
research model, self-confidence questionnaire (SCQ) was applied to the participants. The collected
quantitative data were analyzed by Statistical Package for the Social Sciences (SPSS) 20.0 program. The
Pearson product-moment correlation coefficient and independent sample t-test were used to analyze the data.
Results indicate that there is significant correlation between self-confidence and speaking skill within the
level of .01. Moreover, speaking achievements reveal significant differences according to department but not
gender. Self-confidence levels have significant differences regarding to the gender but not department.
Conference Presentations by Ismail Gurler
Keywords: Translation studies, translator training, translation problems, target language, source language
Books by Ismail Gurler
There are three categories of translation according to Roman Jakobson as interlingual translation, intralingual translation and intersemiotic translation. Among these categories, in intralingual translation, the meaning is conveyed by using different words, word phrases or sentences in the same language. Using intralingual translation strategy, this study has a single-group posttest-only design, which is one of the experimental research designs. Without having any control group, only an experimental group consisting of 115 participants were administered three-week course design and after this period posttest was applied. Totally 10 questions consisting of multiple choice, open ended and short answer questions were asked to determine the effects of intralingual translation on reading comprehension skills upon three different levels as literal, inferential and critical. The results of this study, aiming at the effectiveness of intralingual translation on all of the three level of reading comprehension, revealed that the B2 level EFL (English as Foreign Language) students attending 1st Grade of Translation and Interpretation Department at Agri Ibrahim Cecen University are of important tendency on learning and understanding via intralingual translation which is sometimes called as interpreting, reviewing, adapting or summarizing.
Keywords: intralingual translation, reading comprehension, EFL, translation, interpretation
Evaluation of Moodle, Canvas, Blackboard, and Open EdX
The digital world abolishing all the limitations to reach knowledge and removing the borders of the countries and even continents serves as a facilitator for everyone who wants to learn and reach knowledge. The growing demands for knowledge throughout the world also increase the need for a variety of courses from highly appreciated institutions and instructors in the most effective educational methods and techniques. Therefore, deciding which substructure or platform to to be chosen by both enterprises to make a profit and learners to acquire knowledge in the most suitable way is becoming a more challenging issue for both counterparts of teaching and learning. In order to make this selection process easy, based on the document analysis method, this chapter presents an evaluative report on globally popular e-learning platforms including Canvas, Blackboard, Moodle and Open edX in terms of their market share, user interface, features strengths and weaknesses, and reaches a conclusion by comparing and contrasting their differences and similarities.
Keywords: needs analysis, ELT, lacks, necessities, wants, sustainability
Self-confidence has a key characteristics to start any action especially for speaking in L2. Among all other
language skills, speaking is of an exclusive place to have effective communication, and self-confidence is
one of the facilitators to start conversation. In this regard, this study aims to find out whether there is a
relationship between self-confidence and speaking skill achievement in speaking courses of the preparatory
students attending both English Language Teaching (ELT) Department and English Language and Literature
(ELL) Department and it also aims to determine if there is a difference between the departments and gender.
Participants were 77 male and female preparatory students from both departments and all the students got
English speaking courses throughout the fall semester in 2014-2015 academic year. Within a correlational
research model, self-confidence questionnaire (SCQ) was applied to the participants. The collected
quantitative data were analyzed by Statistical Package for the Social Sciences (SPSS) 20.0 program. The
Pearson product-moment correlation coefficient and independent sample t-test were used to analyze the data.
Results indicate that there is significant correlation between self-confidence and speaking skill within the
level of .01. Moreover, speaking achievements reveal significant differences according to department but not
gender. Self-confidence levels have significant differences regarding to the gender but not department.
Keywords: Translation studies, translator training, translation problems, target language, source language
There are three categories of translation according to Roman Jakobson as interlingual translation, intralingual translation and intersemiotic translation. Among these categories, in intralingual translation, the meaning is conveyed by using different words, word phrases or sentences in the same language. Using intralingual translation strategy, this study has a single-group posttest-only design, which is one of the experimental research designs. Without having any control group, only an experimental group consisting of 115 participants were administered three-week course design and after this period posttest was applied. Totally 10 questions consisting of multiple choice, open ended and short answer questions were asked to determine the effects of intralingual translation on reading comprehension skills upon three different levels as literal, inferential and critical. The results of this study, aiming at the effectiveness of intralingual translation on all of the three level of reading comprehension, revealed that the B2 level EFL (English as Foreign Language) students attending 1st Grade of Translation and Interpretation Department at Agri Ibrahim Cecen University are of important tendency on learning and understanding via intralingual translation which is sometimes called as interpreting, reviewing, adapting or summarizing.
Keywords: intralingual translation, reading comprehension, EFL, translation, interpretation
Evaluation of Moodle, Canvas, Blackboard, and Open EdX
The digital world abolishing all the limitations to reach knowledge and removing the borders of the countries and even continents serves as a facilitator for everyone who wants to learn and reach knowledge. The growing demands for knowledge throughout the world also increase the need for a variety of courses from highly appreciated institutions and instructors in the most effective educational methods and techniques. Therefore, deciding which substructure or platform to to be chosen by both enterprises to make a profit and learners to acquire knowledge in the most suitable way is becoming a more challenging issue for both counterparts of teaching and learning. In order to make this selection process easy, based on the document analysis method, this chapter presents an evaluative report on globally popular e-learning platforms including Canvas, Blackboard, Moodle and Open edX in terms of their market share, user interface, features strengths and weaknesses, and reaches a conclusion by comparing and contrasting their differences and similarities.