Aras Bozkurt
Anadolu University, Distance Education, Faculty Member
- Interactive e-books, Web 2.0, Social Networking, Uzaktan eğitim, Açık ve Uzaktan Öğrenme, e-Kitap, and 26 moreE-yayıncılık, Açık ve Uzaktan Eğitim, Açık öğretim, Mega üniversiteler, Bağlaşımcılık, Sosyal Ağlar, Uzaktan öğretim, Öğrenci Destek Hizmetleri, Elektronik kitap, Dijital kitap, Etkileşimli e-kitap, Dijital yayıncılık, Education, Educational Technology, E-learning, Human Computer Interaction, Instructional Design, Distance Education, Online Learning, Instructional Technology, Distance Learning, Globalization, Connectivism, Augmented Reality, Multimedia Design, and Mobile Learningedit
- Dr. Aras Bozkurt is a researcher in the Department of Distance Education at Anadolu University, Turkey. He holds M.A.... moreDr. Aras Bozkurt is a researcher in the Department of Distance Education at Anadolu University, Turkey. He holds M.A. and Ph.D. degrees in distance education. He conducts empirical studies on online learning through resorting to critical theories including connectivism, rhizomatic learning, and heutagogy. He is also interested in emerging research paradigms including social network analysis, sentiment analysis, and data mining.edit
In the 21st century, when the knowledge-based economy is steering improvement and development, STEM education has gained increasing momentum and importance. This study aims to identify the current trends in STEM education, and also... more
In the 21st century, when the knowledge-based economy is steering improvement and development, STEM education has gained increasing momentum and importance. This study aims to identify the current trends in STEM education, and also explores and identifies research trends and patterns in articles published between 2014 and 2016 on STEM education through a systematic review study. The research findings indicate that interest in STEM education in scholarly venues has witnessed a marked increase since 2014, with researchers preferring mostly quantitative, conceptual/descriptive, qualitative, mixed and practice-based research methods. In contrast, no interest is currently being shown in data mining and analytical methodologies. The patterns being in STEM education are identified as follows: (1) the scope of the STEM education, (2) the need for a new curriculum for the STEM in higher education, (3) gender studies in STEM education and (4) the need for student-centred future studies on the effectiveness of STEM education.
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Dropout is a major concern in networked learning practices, however, little is known about the issue within the perspective of cultural contexts. On this basis, cultural context and dropout patterns were examined through a mixed-methods... more
Dropout is a major concern in networked learning practices, however, little is known about the issue within the perspective of cultural contexts. On this basis, cultural context and dropout patterns were examined through a mixed-methods approach in which social network analysis and two-way between-group comparisons (culture vs. dropout) were conducted. The sample comprised 179 MOOC learners who were active in a networked extension of the Introduction to Open Education MOOC (#openEDMOOC). The dependent variables of interest were centrality metrics, whereas the independent variables were dropout (i.e., yes-no) and cultural contexts (i.e., high-low). The findings of the social network analysis suggested that non-dropout learners hold central positions in the network. Furthermore, learners from high cultural contexts tend to drop out, whereas those from low contexts tend not to drop out.
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Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords-open... more
Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords-open education, open learning, open educational resources (OERs), and open educational practices (OEPs)-this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.
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This paper presents a review of peer-reviewed publications (2007– 2017) on digital open educational practices (OEPs). It explores 10 trends and patterns in this emerging area of study by examining paper abstracts and bibliographic data... more
This paper presents a review of peer-reviewed publications (2007– 2017) on digital open educational practices (OEPs). It explores 10 trends and patterns in this emerging area of study by examining paper abstracts and bibliographic data indexed in the Scopus database using a combination of descriptive statistics, text mining, social network analysis, and content analysis. Findings demonstrated two major strands of OEP research: those who discuss 15 OEP in the context of open educational resources, mostly in terms of open educational resource creation, adoption and use, and those who discuss OEP in relation to other areas, including open scholarship, open learning, open teaching or pedagogy, open systems and architectures, and open source software. 20 Based on the findings of this study and in the light of the broader literature on OEPs, we echo the calls for a need to conceptualize OEPs as a multidimensional and unifying construct.
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Networked technologies have created many learning opportunities and led to new learning models such as massive open online courses (MOOCs). However, MOOCs are an evolving learning model that are even today changing according to learners’... more
Networked technologies have created many learning opportunities and led to new learning models such as massive open online courses (MOOCs). However, MOOCs are an evolving learning model that are even today changing according to learners’ needs. First generation cMOOCs and second generation xMOOCs are now being followed by third generation hybrid MOOCs. In these evolution cycles, there are many experimental practices such as the use of bot-teachers. This study examines and explains hybrid MOOCs and then focuses on the use of bot-teachers within a post-humanist perspective, using teaching presence from the community of inquiry (CoI) and actor-network theory (ANT) as theoretical lenses. The research findings reveal that, while the use of bot-teachers is promising and beneficial in terms of facilitating and increasing discourse, it is ineffective in providing other components of teaching presence such as direct instruction, and/or design and organisation. However, analysis found that the use of bot-teachers is very helpful in increasing interaction within a learning community and can be used as an assistant during the teaching/learning process. Additionally, learners’ positive behaviours indicate that bot-teachers seem to be working in some respects, indicating that they still hold promise as an educational tool.
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Gamification is an innovative approach that aims to increase users' engagement and motivation and provide sustainable experiences. It has recently become widely known and is an approach that is being used in many fields. This article... more
Gamification is an innovative approach that aims to increase users' engagement and motivation and provide sustainable experiences. It has recently become widely known and is an approach that is being used in many fields. This article intends to identify and map trends and patterns in gamification research. For this purpose, this article employs a systematic review in which document and content analysis were used. Research findings have revealed that conceptual/descriptive papers outweigh other type of papers; however, quantitative and qualitative papers are showing an increasing trend. Lexical analysis demonstrated that education, teaching, and learning; engagement, motivation, and behavior change, and gamified designs, are emerging concepts. Keyword analysis revealed that gamification, engagement, and motivation are most frequently used keywords. Gamification articles are mostly related to the education field. Self-Determination Theory, Flow Theory, and MDA (Mechanics, Dynamics, and Aesthetic) Framework appeared to be the most beneficial lenses in gamification studies.
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This article contributes to the literature on connectivism, connectivist MOOCs (cMOOCs) and rhizomatic learning by examining participant interactions, community formation and nomadic learner behavior in a particular cMOOC, #rhizo15,... more
This article contributes to the literature on connectivism, connectivist MOOCs (cMOOCs) and rhizomatic learning by examining participant interactions, community formation and nomadic learner behavior in a particular cMOOC, #rhizo15, facilitated for 6 weeks by Dave Cormier. It further focuses on what we can learn by observing Twitter interactions particularly. As an explanatory mixed research design, Social Network Analysis and content analysis were employed for the purposes of the research. SNA is used at the macro, meso and micro levels, and content analysis of one week of the MOOC was conducted using the Community of Inquiry framework. The macro level analysis demonstrates that communities in a rhizomatic connectivist networks have chaotic relationships with other communities in different dimensions (clarified by use of hashtags of concurrent, past and future events). A key finding at the meso level was that as #rhizo15 progressed and number of active participants decreased, interaction increased in overall network. The micro level analysis further reveals that, though completely online, the nature of open online ecosystems are very convenient to facilitate the formation of community. The content analysis of week 3 tweets demonstrated that cognitive presence was the most frequently observed, while teaching presence (teaching behaviors of both facilitator and participants) was the lowest. This research recognizes the limitations of looking only at Twitter when #rhizo15 conversations occurred over multiple platforms frequented by overlapping but not identical groups of people. However, it provides a valuable partial perspective at the macro meso and micro levels that contribute to our understanding of community-building in cMOOCs.
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Massive Open Online Courses (MOOCs) have attracted a great deal of attention by higher education and private enterprises. MOOCs have evolved considerably since their emergence in 2008, all the while given rise to academic discussions on... more
Massive Open Online Courses (MOOCs) have attracted a great deal of attention by higher education and private enterprises. MOOCs have evolved considerably since their emergence in 2008, all the while given rise to academic discussions on MOOC impact, design and reach. In an effort to understand MOOCs more comprehensively, this study analyzes theses and dissertations (N = 51) related to MOOCs and published between 2008 and 2015, identifying research trends from these academic documents. Theses and dissertations within this research scope were gathered through a comprehensive search in multiple academic databases. For the purposes of the study, the research employed a systematic review approach. In order to reveal trends in research themes, emphasize theoretical/conceptual backgrounds, research designs and models, first a document analysis was used to collect data and this was followed by a content analysis. Our research findings indicate that MOOC research is generally derived from education, engineering and computer science, as well as information and communication technology related disciplines. Qualitative methodology linked to a case study research model is most common, and the theoretical/conceptual backgrounds are usually distance education related. Remarkably, nearly half of the studies didn't benefit from any theoretical or conceptual perspectives. In sum, this study presents an evaluation regarding research trends derived from MOOC theses and dissertations, and provides directions for future MOOC research.
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Previous studies have described many scales for measuring self-regulation; however, no scale has been developed specifically for self-paced open and distance learning environments. Therefore, the aim of this study is to develop a scale... more
Previous studies have described many scales for measuring self-regulation; however, no scale has been developed specifically for self-paced open and distance learning environments. Therefore, the aim of this study is to develop a scale for determining the self-regulated learning skills of distance learners in self-paced open and distance learning courses. Participants of this study were 1279 distance learners who were part of self-paced distance learning courses in a public open and distance teaching university in Turkey. The items of the scale were prepared based on the literature review, expert opinions, and learner questionnaires. The items of the scale were reduced from 62 to 30 after expert opinions and validity and reliability analyses. For the validity of the scale, the exploratory and confirmatory factor analyses were conducted. The total variance was found to be 58.204%. The Cronbach's alpha coefficient calculated for the reliability of the scale was found to be .937. Five factors composed of goal setting, help seeking, self-study strategies, managing physical environment, and effort regulation emerged in the 30-item scale. Thus, it was concluded that the scale has a high validity and reliability. This scale is intended to help teachers and instructional designers in developing strategies that will enable learners to either enhance their existing self-regulated learning skills or help them to acquire new skills in self-paced open and distance learning environments.
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Online learners’ learning skills and behaviors are challenging for educators to foresee, particularly what skills may be related to certain social interaction behaviors. Self-regulated learning (SRL) skills are critical to online... more
Online learners’ learning skills and behaviors are challenging for educators to foresee, particularly what skills may be related to certain social interaction behaviors. Self-regulated learning (SRL) skills are critical to online learning. It is unclear how SRL skills may predict social network interaction. This study empirically investigated: How will SRL skills predict students’ network roles (i.e., in-degree, out-degree, betweenness centrality, closeness centrality, eigenvector centrality, reciprocated vertex pair ratio, & PageRank) in the social network discussions of discussion board within online courses? The predictive utility of SRL skills for betweenness and closeness centralities was supported. Learners with greater SRL skills play more influential roles in online discussion network. Learners with higher SRL skills tend to connect to others based on flow and distance of the connections, rather than how prominent (eigenvector) and prestigious (PageRank) of their connections.
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This study intends to explore the current trends in the field of distance education research during the period of 2009-2013. The trends were identified by an extensive review of seven peer reviewed scholarly journals: The American Journal... more
This study intends to explore the current trends in the field of distance education research during the period of 2009-2013. The trends were identified by an extensive review of seven peer reviewed scholarly journals: The American Journal of Distance Education (AJDE), Distance Education (DE), The European Journal of Open, Distance and e-Learning (EURODL), The Journal of Distance Education (JDE), The Journal of Online Learning and Technology (JOLT), Open Learning: The Journal of Open, Distance and e-Learning (OL) and The International Review of Research in Open and Distributed Learning (IRRODL). A total of 861 research articles was reviewed. Mainly content analysis was employed to be able to analyze the current research. Also, a social network analysis (SNA) was used to interpret the interrelationship between keywords indicated in these articles. Themes were developed and the content of the articles in the selected journals were coded according to categories derived from earlier studies. The results were interpreted using descriptive analysis (frequencies) and social network analysis. The reporting of the results were organized into the following categories: research areas, theoretical and conceptual frameworks, variables, methods, models, strategies, data collection and analysis methods, and the participants. The study also identified the most commonly used keywords, and the most frequently cited authors and studies in distance education. The findings obtained in this study may be useful in the exploration of potential research areas and identification of neglected areas in the field of distance education.
Research Interests: E-learning, Distance Education, Mixed Methods, Qualitative methodology, Educational Research, and 20 moreK-12 Distance Learning, Content Analysis, Quantitative Research, Qualitative Research, Quantitative Methods, Quantitative methodology, Qualitative Research (Education), Online and Distance Education, Content Analysis (Research Methodology), Qualitative Research Methods, Mixed Methods Research, Distance Learning, Open and Distance Education, Reserach Methodology, Educational, Uzaktan eğitim, Açık ve Uzaktan Eğitim, Açık ve Uzaktan Öğrenme, Open Distance Learning (ODL), and Open Distance Learning
Since the first offering of a Massive Open Online Course (MOOC) in 2008, the body of literature on this new phenomenon of open learning has grown tremendously. In this regard, this article intends to identify and map patterns in research... more
Since the first offering of a Massive Open Online Course (MOOC) in 2008, the body of literature on this new phenomenon of open learning has grown tremendously. In this regard, this article intends to identify and map patterns in research on MOOCs by reviewing 362 empirical articles published in peer-reviewed journals from 2008 to 2015. For the purposes of this study, a text-mining tool was used to analyse the content of the published research journal articles and to reveal the major themes and concepts covered in the publications. The findings reveal that the MOOC literature generally focuses on four lines of research: (a) the potential and challenges of MOOCs for universities; (b) MOOC platforms; (c) learners and content in MOOCs; and (d) the quality of MOOCs and instructional design issues. Prospective researchers may use these results to gain an overview of this emerging field, as well as to explore potential research directions.
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To fully understand the phenomenon of massive open online courses (MOOCs), it is important to identify and map trends and patterns in research on MOOCs. This study does so by reviewing 362 empirical articles published in peer-reviewed... more
To fully understand the phenomenon of massive open online courses (MOOCs), it is important to identify and map trends and patterns in research on MOOCs. This study does so by reviewing 362 empirical articles published in peer-reviewed journals from 2008 to 2015. For the purpose of this study, content analysis and discourse analysis were employed to analyze the articles. Accordingly, the trend line showing the number of articles per year indicates that the extent of research on MOOCs is likely to increase in the coming years. In terms of research areas, the findings reveal an imbalance and three research areas out of fifteen constitute more than half of all research on MOOCs. With regard to types of MOOCs, related literature is dominated by research on xMOOCs. The discourse in MOOC articles takes a mostly neutral standpoint, articles with a positive outlook outweigh those that are negative, and there is an increase in a more critical discourse. Theoretical or conceptual studies are preferred by researchers, although MOOC research generally does not benefit from being viewed through theoretical or conceptual lenses.
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Our lives have become more fast-paced and hectic than ever before! We communicate, interact and learn online. Intelligent Personal Assistants (IPAs) play a pivotal role in creating a frame with its convenience service that offers a... more
Our lives have become more fast-paced and hectic than ever before! We communicate, interact and learn online. Intelligent Personal Assistants (IPAs) play a pivotal role in creating a frame with its convenience service that offers a simple, fast and hassle-free connection on which users can communicate through Natural Language Processing (NLP). In other words, IPAs may facilitate human-machine interaction in which users can become active participants during online interaction. In this regard, this study explores IPAs and identifies key concepts by examining existing literature. For this purpose, the research benefited from social network analysis (SNA) and covered 34 years of research (From 1983 to 2017). In this connection, the research sampled keywords of the 274 publications according to their co-occurrences and visualized overall IPA network within the scope of the sampled publications. With a special focus on educational context, the research findings revealed six major themes: (1) Intelligent assistants exist in diverse forms, (2) artificial intelligence as the soul of the intelligent systems, (3) spoken conversation between human and nonhuman entities, (4) rising concerns, (5) human-machine interaction, and (6) machine to machine interaction. The research discusses these themes and further reveals the potential of IPAs for educational use. By providing suggestions on how to use IPAs in online learning processes (e.g.: e-learning, m-learning, and u-learning), the research concludes that IPAs emerge as a promising emerging research area and considering the technologies employed, the evolution of IPAs can go beyond our imaginations.
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The advent of Web 2.0 transformed online networks into interactive spaces, and as a result of developments in online spaces, Social Network Sites (SNSs) emerged as platforms where individuals could represent themselves through digital... more
The advent of Web 2.0 transformed online networks into interactive spaces, and as a result of developments in online spaces, Social Network Sites (SNSs) emerged as platforms where individuals could represent themselves through digital identity formation and use them for social communication and interaction. In this context, the purpose of this study is to explore and examine the opportunities provided by social network sites in a blended learning course. The study focuses on the communication and learning aspects of SNSs and uses social presence as a conceptual framework. For the purpose of the study, the research is designed as a qualitative case study. The data is collected from a course that was carried out in the fall of 2017 in the Anadolu University, Faculty of Communication. The course employs blended learning approach and is designed as a flipped classroom. In addition to F2F classroom discussions, two popular social network sites, Facebook and Twitter, were used for communication and learning purposes. The data was collected through online asynchronous interviews, and a total of 35 students out of 39 participated the research. The social network analysis was used to triangulate the research findings, and these findings revealed some interesting results. First, it was seen that Twitter – a popular microblogging platform – is very effective for 24/7 discussions and an effective way of carrying out discussions beyond the classroom. It was also found that using such platforms opens up the learning environments to public spaces. Second, in addition to communication purposes, Facebook can be used as a social learning management system, and strongly facilitates immediacy, and the intimacy dimensions of a social presence. Keywords: Social network sites, communication, learning, blended course, flipped classroom.
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The purpose of this research is to better understand community formation in MOOCs through employing combined lenses of connectivism, rhizomatic learning, actor-network theory, community of practice, and community of inquiry. In a... more
The purpose of this research is to better understand community formation in MOOCs through employing combined lenses of connectivism, rhizomatic learning, actor-network theory, community of practice, and community of inquiry. In a sequential explanatory mixed methodology design, social network analysis and nethnography were used to analyze and interpret data from a five-week, open and freely available MOOC, #humanMOOC, conducted in late 2015 and early 2016. The findings revealed that both intrinsic and extrinsic drives have unique roles in community formation process and support. These include respect and transparency in mutual communication, being socially visible and building a digital identity, seeing the relationships and patterns among the ideas, and being emotionally present and creating a welcoming, safe place are some effective internal drives, while opportunities to connect to personally meaningful sources or nodes, being able to wander among open ecologies, using nonhuman elements to facilitate learning, creating a safe base ground for initial activities, and creating community goods and well-designed learning spaces that meet diverse needs of the learners are some external drives.
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This mixed methods study addresses a knowledge gap in the nature and effects of networked scholarship. We analyze #DigPed, a Twitter hashtag on critical pedagogy, through the lens of Tufekci's capacities and signals framework in order to... more
This mixed methods study addresses a knowledge gap in the nature and effects of networked scholarship. We analyze #DigPed, a Twitter hashtag on critical pedagogy, through the lens of Tufekci's capacities and signals framework in order to understand how educational narratives develop and spread on #DigPed. Using social network analysis and thematic analysis of content, we identify three prominent narratives in the network and discuss the network structures from a critical perspective. Based on the findings, we propose pedagogic capacity— the power to initiate a productive and potentially transformative educational discourse, within oneself and within communities—as an additional lens to explore the spread and impact of critical narratives in education. Findings confirm the view that networked spaces are organized by hidden hierarchies marked by influence.
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This study intends to examine the xMOOCs offered by one of the mainstream MOOC platforms in Conole’s 12 dimensions. For this purpose, the research employed an embedded single case study using heuristic inquiry to collect data. The... more
This study intends to examine the xMOOCs offered by one of the mainstream MOOC platforms in Conole’s 12 dimensions. For this purpose, the research employed an embedded single case study using heuristic inquiry to collect data. The researchers participated in three xMOOCs and took into consideration the characteristics of these MOOCs by rating them as low, medium or high in terms of Conole’s 12 dimensions. Inter-rater reliability was 92 percent. The study showed that the openness, massiveness, diversity, use of multimedia, communication among learners, learning pathway and amount of reflection dimensions were high. The communication with instructors, degree of collaboration and autonomy dimensions were medium, and the quality assurance, certification, and formal learning dimensions were low. After explaining characteristics of xMOOCs from the perspective of open learning, the study highlighted that xMOOCs dramatically differ with regard to the implementation of the freemium business model to education and course delivery methods. It was concluded that MOOCs are not a new form of learning, but a new form of organizing learning similar to the open university movement, but which promises more flexibility and access than open universities.
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Lurkers, who are also known as silent learners, observers, browsers, read-only participants, vicarious learners, free-riders, witness learners, or legitimate peripheral participants (our preferred term), tend to be hard to track in a... more
Lurkers, who are also known as silent learners, observers, browsers, read-only participants, vicarious learners, free-riders, witness learners, or legitimate peripheral participants (our preferred term), tend to be hard to track in a course because of their near invisibility. We decided to address this issue and to examine the perceptions that lurkers have of their behaviour by looking at one specific online learning course: CLMOOC. In order to do this, we used a mixed methods approach and collected our data via social network analysis, online questionnaires, and observations, including definitions from the lurkers of what they thought lurking was. We then analysed the data by using social network and content analyses and interpreted the research findings using the concept Community of Practice, with the Pareto Principle used to delimit types of learner. Our research findings revealed that lurking is a complex behaviour, or set of behaviours, and there isn’t one sole reason why lurkers act the ways that they do in their respective communities. We concluded that for a more participatory community the more active, experienced or visible community members could develop strategies to encourage lurkers to become more active and to make the journey from the periphery to the core of the community.
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The advent of Web 2.0 technologies transformed online networks into interactive spaces in which user-generated content has become the core material. With the possibilities that emerged from Web 2.0, social networking sites became very... more
The advent of Web 2.0 technologies transformed online networks into interactive spaces in which user-generated content has become the core material. With the possibilities that emerged from Web 2.0, social networking sites became very popular. The capability of social networking sites promises opportunities for communication and interaction, especially for distance education students who are separated from their teachers, learning resources and other students in terms of time and/or space. Within this perspective, the aim of the study is to investigate distance education students’ perceptions and preferences regarding use of social networking sites for communication and interaction purposes. In this context, the study employed a quantitative cross-sectional methodology. Research findings were derived from a sample of 2065 distance education students and the data were gathered through an online questionnaire. The research findings indicate that social networking sites (SNSs) can be used to support social learning processes.
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The rise of the networked society has not only changed our perceptions but also the definitions, roles, processes and dynamics of online learning networks. From offline to online worlds, networks are everywhere and gatekeepers are an... more
The rise of the networked society has not only changed our perceptions but also the definitions, roles, processes and dynamics of online learning networks. From offline to online worlds, networks are everywhere and gatekeepers are an important entity in these networks. In this context, the purpose of this paper is to explore gatekeeping and gatekeepers in online learning networks. In this regard, it will examine the indicators of gatekeeping and gatekeepers, and gatekeepers’ roles and functions in learning network formation processes. For the purposes of the research, the paper uses multiple-case design and examines three connectivist Massive Open Online Courses through social network analysis. The findings of the research indicate that betweenness centrality is an important indicator of gatekeeping and gatekeepers. Moreover, gatekeepers have an important role in learning network formation processes and their actions are one of the determiners of the network structure.
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Social networks have become popular communication and interaction environments recently. As digital environments, so as ecosystems, they have potential in terms of networked learning as they fulfill some roles such as mediating an... more
Social networks have become popular communication and interaction environments recently. As digital environments, so as ecosystems, they have potential in terms of networked learning as they fulfill some roles such as mediating an environment for digital identity formation and providing social and emotional presence. Based on this phenomenon, the importance of identity formation as a sociological and psychological process was explained throughout this study. Following that, social networks as digital social ecosystems and learning environments in which self-actualization, self-presentation, and self-disclosure of the individuals were discussed and their necessity as well as their potential for social and emotional presence was explained to better understand social networks. Besides, social networks and “Facebook” as a case were examined. Within this perspective, the purpose of this study was to explore online social networks with an emphasis on learning; to put forward its educational premises; and to analyze digital identity formation, social presence, and emotional presence in social networks.
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Technology is being more transparent and penetrating into the lives of the human being. We have seen that technology transformed in a form that can be wearable. To refer this transformation, new terms such as “wearable technology,... more
Technology is being more transparent and penetrating into the lives of the human being. We have seen that technology transformed in a form that can be wearable. To refer this transformation, new terms such as “wearable technology, wearable computing, or wearables” have emerged. In this regard, this research examines a total of 1997 studies to identify research patterns and present current state of art on wearable technology studies. For this purpose, the research employs Social Network Analysis (SNA) and quantitative content analysis. The time trend analysis demonstrates that research on wearable technology boomed by 2014. The network visualization findings revealed that wearables are considered as assistive technology. Wearable technology influenced health sector substantially. Usability, user-centered design, privacy and security issues are the challenges that wearable technology should overcome. According to keyword analysis, wearable technology can be examined through the lenses of ubiquitous computing, mobile computing, pervasive computing, or in a broader sense, through the lens of human-computer interaction. Keyword analysis reveals that recognition, monitoring, sensing, and diagnosing are the action words that can be used to define wearable technology.
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The globe has witnessed a drastic transformation by the advent of the online, networked technologies. The creation, dissemination, and consumption of the knowledge are thought to be in the center of the 21st century paradigm. Knowledge is... more
The globe has witnessed a drastic transformation by the advent of the online, networked technologies. The creation, dissemination, and consumption of the knowledge are thought to be in the center of the 21st century paradigm. Knowledge is accepted as capital and thus knowledge management emerged as one of the important issues in the knowledge age. In this regard, this research examines a total of 625 studies in Knowledge Management from the perspective of education, teaching, and learning; and intends to identify patterns in knowledge management research. For this purpose, the research uses Social Network Analysis (SNA) and quantitative content analysis. The network visualization findings revealed that knowledge management, e-learning, and learning are the central clusters in knowledge management research. Density visualization suggested that there is a paradigm shift from teaching to learning. Additionally, tacit knowledge is appeared to be more central than explicit knowledge. The keyword analysis listed the most used keywords, which indicates the value of e-learning practices. Finally, territory analysis suggests that countries with economic growth are those who invest and possess the knowledge research, and thus use the knowledge as a currency.
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The aim of this mixed method study is to identify evaluation criteria for interactive e-books. To find answers for the research questions of the study, both quantitative and qualitative data were collected through a four-round Delphi... more
The aim of this mixed method study is to identify evaluation criteria for interactive e-books. To find answers for the research questions of the study, both quantitative and qualitative data were collected through a four-round Delphi study with a panel consisting of 30 experts. After that, a total of 20 interactive e-books were examined with heuristic inquiry methodology. In the final phase, the results of the Delphi technique and the heuristic inquiry results were integrated. As a result, four themes, 15 dimensions, and 37 criteria were developed for interactive e-books. Lastly, the results and their implications are discussed in this paper and suggestions for further research are presented.
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The MOOC phenomenon, which was an idea a short time ago, turned into practice and drew much attention as a disruptive innovation. On this ground, the purpose of this study is to explore and explain MOOCers’ attitudes and preferences as... more
The MOOC phenomenon, which was an idea a short time ago, turned into practice and drew much attention as a disruptive innovation. On this ground, the purpose of this study is to explore and explain MOOCers’ attitudes and preferences as well as the problems they face during a MOOC. In order to gather data, an online questionnaire was conducted in a Facebook group of a five week long hybrid MOOC, initiated in January 2013. The questionnaire was provided to Facebook group members (nearly 5000) and only of 161 out of all members voluntarily completed the questionnaire. This study revealed that MOOCers perceive these mega classes as a lifelong learning opportunity. Additionally, most of the MOOCers were satisfied with their MOOC experience and have had positive impressions about MOOCs. A great majority of MOOCers plan to join another MOOC in future and it proves that MOOC hype will go on for some time.
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This paper presents a content analytic approach on doctoral dissertations in the field of distance education in Turkish Higher Education context from the years of 1986 through 2014. A total of 61 dissertations were examined to explore... more
This paper presents a content analytic approach on doctoral dissertations in the field of distance education in Turkish Higher Education context from the years of 1986 through 2014. A total of 61 dissertations were examined to explore keywords, academic discipline, research areas, theoretical/conceptual frameworks, research designs, research models, tests and analyses, data collection tools, participants, variables/research interests, and leading contributor institutions. It is believed that this study can be beneficial to the field of distance education in Turkish context to identify research trends and set a research agenda by exploring dissertations that were published between 1986 and 2014.
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Social network sites were defined as web-based services that allow individuals to construct a public or semi-public profile within a bounded system; articulate a list of other users with whom they share a connection, and view and traverse... more
Social network sites were defined as web-based services that allow individuals to construct a public or semi-public profile within a bounded system; articulate a list of other users with whom they share a connection, and view and traverse their list of connections and those made by others within the system In another definition, they are defined as a range of applications that augment group interactions and shared spaces for collaboration, social connections, and aggregates information exchanges in a web-based environment. In a latter definition, social network sites were defined as personal and personalizable spaces for online conversations and sharing of content based typically on the maintenance and sharing of ‘profiles’ where individual users can represent themselves to other users through the display of personal information, interests, photographs, social networks and so on. All these definitions indicate that individuals construct their social networks in order to communicate and interact with their networks which are basic requirements for social learning.
Within this perspective, social networks as a learning environment of post-graduate students were examined in this paper. The data was gathered through an online questionnaire. Post-graduate students’ attitudes and preferences were examined in terms of communication and educational needs. Additionally, the potential of social networks were discussed and implications for future directions were presented. On this basis, the purpose of this paper is to explore online social networks from learning dimension and to put forward its educational premises.
Within this perspective, social networks as a learning environment of post-graduate students were examined in this paper. The data was gathered through an online questionnaire. Post-graduate students’ attitudes and preferences were examined in terms of communication and educational needs. Additionally, the potential of social networks were discussed and implications for future directions were presented. On this basis, the purpose of this paper is to explore online social networks from learning dimension and to put forward its educational premises.
Research Interests:
Online network technologies have begun to be used more in education domain due to opportunities they provide. Social Network Sites (SNSs) have become very popular and used as an educational medium. Within this perspective, the purpose of... more
Online network technologies have begun to be used more in education domain due to opportunities they provide. Social Network Sites (SNSs) have become very popular and used as an educational medium. Within this perspective, the purpose of this paper is to investigate Social Network Sites in general and microblogging platforms in particular in terms of improving creative writing skills of EFL learners. For the purposes of the research, an explanatory sequential mixed methods design was employed. Quantitative data was examined through Social Network Analysis (SNA) and qualitative data was analyzed through content analysis. Research findings revealed that microblogging services, namely Twitter in this context, support creative writing activities can be used as a learning platform for EFL learners.
Research Interests: Creative Writing, Teaching English as a Second Language, Second Language Acquisition, Social Networks, Social Networking, and 16 moreEnglish, Second Language Writing, Social Network Analysis (SNA), Twitter, Teaching English As A Foreign Language, Social Networking Sites (SNS), Social Network Analysis (Social Sciences), Teaching EFL, ELT, English as a Foreign Language (EFL), English Language Teaching (ELT), Teaching and Twitter, New Media, Social Network Analysis, e-research, Link analysis, Social Network Sites, Twitter, Facebook, Political Communication, Effect of Social Networking Towards Students Academic Performance, Microblogging, and Networked and Social Learning
The purpose of this doctoral dissertation is to identify interaction patterns and teacher-learner roles in connectivist massive open online courses (MOOCs). To accomplish this purpose, mixed method and the explanatory sequential design... more
The purpose of this doctoral dissertation is to identify interaction patterns and teacher-learner roles in connectivist massive open online courses (MOOCs). To accomplish this purpose, mixed method and the explanatory sequential design was used. For data collection and analysis, social network analysis, interview, observation and document analysis was used. Research findings were interpreted with the perspectives of connectivism, rhizomatic learning and social network theory.
According to the demographic findings of the research, learners in connectivist massive open online networks are distributed globally in time and place, many participate from English spoken countries, and 89% of the learners comes from low-context cultures while 11% comes from high context cultures. Participants are individuals that are somehow connected to education field; or students or instructors in higher education. Demographic findings reveal that diversity in MOOCs exist in multiple dimensions and these findings further confirm that MOOCs are “global mega classes”.
When examined in terms of interaction patterns, unified-tight crowd community pattern was observed in connectivist massive open online course networks. The nodes in this kind of networks have strong connections to one another and significant connections that bridge sub-groups. Learners of this type of networks tend to communicate with each other frequently and share a common interest. These networks are composed of a few dense and/or densely interconnected groups where conversations usually swirl around and increase its density towards the center, involving different people at different times.
Research findings additionally demonstrated that connectivist learning environments require relatively few hops to communicate and interact with the learning community, and confirmed the theses proposed in the Small World Phenomenon and the Global Village. Inversely proportional to decreasing learning number, it is observed that the network density is increased and a dense interaction occurred in the learning network. When the degree centrality distribution is examined, it is seen that emerged distribution fits in the Long tail and Power Law distributions which further means that connectivist learning networks are scale-free. In terms of production and consumption of the knowledge, there is a similarity as explained in 80/20 rule, 90-9-1 rule and Pareto Law.
Throughout the analysis and decoding of the findings to identify teacher and learners’ roles, a total of 25 roles are identified and among the roles emerged, 12 roles are defined for teachers, 11 roles are defined for learners and 2 roles are defined as intersecting roles for teacher and learners. Upon examining the emerging roles, it is seen that the borders between teachers and learners’ roles are blurred and responsibility in the learning process is shared both by teachers and learners. Teacher roles have a focus on facilitating the learning process while learner roles have a focus on using self-skills.
According to the demographic findings of the research, learners in connectivist massive open online networks are distributed globally in time and place, many participate from English spoken countries, and 89% of the learners comes from low-context cultures while 11% comes from high context cultures. Participants are individuals that are somehow connected to education field; or students or instructors in higher education. Demographic findings reveal that diversity in MOOCs exist in multiple dimensions and these findings further confirm that MOOCs are “global mega classes”.
When examined in terms of interaction patterns, unified-tight crowd community pattern was observed in connectivist massive open online course networks. The nodes in this kind of networks have strong connections to one another and significant connections that bridge sub-groups. Learners of this type of networks tend to communicate with each other frequently and share a common interest. These networks are composed of a few dense and/or densely interconnected groups where conversations usually swirl around and increase its density towards the center, involving different people at different times.
Research findings additionally demonstrated that connectivist learning environments require relatively few hops to communicate and interact with the learning community, and confirmed the theses proposed in the Small World Phenomenon and the Global Village. Inversely proportional to decreasing learning number, it is observed that the network density is increased and a dense interaction occurred in the learning network. When the degree centrality distribution is examined, it is seen that emerged distribution fits in the Long tail and Power Law distributions which further means that connectivist learning networks are scale-free. In terms of production and consumption of the knowledge, there is a similarity as explained in 80/20 rule, 90-9-1 rule and Pareto Law.
Throughout the analysis and decoding of the findings to identify teacher and learners’ roles, a total of 25 roles are identified and among the roles emerged, 12 roles are defined for teachers, 11 roles are defined for learners and 2 roles are defined as intersecting roles for teacher and learners. Upon examining the emerging roles, it is seen that the borders between teachers and learners’ roles are blurred and responsibility in the learning process is shared both by teachers and learners. Teacher roles have a focus on facilitating the learning process while learner roles have a focus on using self-skills.
Research Interests:
Creative and innovative developments in information and communication technologies (ICT) have paved the way for assistive technologies in special education in addition to other fields in education. Assistive technologies have been begun... more
Creative and innovative developments in information and communication technologies (ICT) have paved the way for assistive technologies in special education in addition to other fields in education. Assistive technologies have been begun to be used as effective, efficient, and attractive teaching tools because learners with autism spectrum disorder (ASD) have difficulties to develop cognitive abilities and acquire new knowledge. They need to improve their behavior, communication and relationships with their environment through special education. New digital devices appear as promising teaching/learning tools as hardware. However, hardware take on a new significance as long as it is used with well-designed software; in our scope, software is interactive e-books and interactive content based teaching applications. Within this perspective, the purpose of this study is to identify design criteria of interactive e-books and interactive content based teaching applications for learners with autism spectrum disorder through a three rounds Delphi study. In this study, a total of 47 criteria under 5 themes were identified and research findings were further discussed within scope of emerged five themes. Additionally, directions for future research were presented
Research Interests:
Though first appeared in 1971, digital book technology has evolved especially since 2000s and it is relatively a new research area. Therefore, to better understand this phenomenon, a quantitative survey research was conducted in 2015... more
Though first appeared in 1971, digital book technology has evolved especially since 2000s and it is relatively a new research area. Therefore, to better understand this phenomenon, a quantitative survey research was conducted in 2015 spring term in a state university in Turkey. The objective of the study is to explain current state of digital books within post-graduate students’ perspectives and to identify post-graduate student’s perceptions, attitudes and preferences related to digital books. In this regard, this research presents results of the survey. A total of 135 post-graduate students responded the questionnaire. The data regarding use of digital books in addition to demographics was collected through an online questionnaire and the findings were analyzed through descriptive statistics. In this sense, post-graduate students’ use of digital books, purposes to use, preferred devices, and most used features of digital books were examined. In addition to these questions, reasons not to use digital books and post-graduate students’ future attitude whether to use digital books or not were further investigated. Additionally, research directions for future implications were provided.
Research Interests:
The concept of equality of opportunity proposes that all people should be treated similarly, unhampered by artificial barriers, prejudices or preferences. Equality can be assured within multiple dimensions. There have been many... more
The concept of equality of opportunity proposes that all people should be treated similarly, unhampered by artificial barriers, prejudices or preferences. Equality can be assured within multiple dimensions. There have been many initiatives to eliminate the barriers and provide equality of opportunity. As an instance, Universal Instructional Design (UID) intends to provide guidelines to increase accessibility for learners with special needs. In digital knowledge age, accessing information is crucial and digital books have been one of the significant source of information. In this sense, this research aims to contribute to “equality of opportunity” notion by providing design criteria for digital books for individuals with special needs. Within this perspective, the purpose of this study is to identify design criteria for digital books for individuals with special needs. Employing a qualitative exploratory methodology to reveal the needs of hearing-impaired, visually impaired and orthopedically handicapped individuals and identify sound and effective design criteria for digital books. The study also explores the needs of each group within seven themes: Written content, spoken content, static graphic content, dynamic graphic content, technology, layout and interaction. Additionally, research findings are discussed and suggestions for future implications are provided.
Research Interests:
Our work builds on the project My Story (Bozkurt & Büyük, 2018), which explored the experiences of students enrolled in Anadolu University Open Education Faculty programs. In the project, students were asked to share their stories leading... more
Our work builds on the project My Story (Bozkurt & Büyük, 2018), which explored the experiences of students enrolled in Anadolu University Open Education Faculty programs. In the project, students were asked to share their stories leading to open and distance learning (ODL) via an online survey. 2700 stories were collected from students studying in higher education programs from a distance. Out of these stories, 70 stories that could inspire other students were curated in an edited book (2018). These narratives demonstrate that, given the right conditions, ODL can be an agent for social justice, as it has the power to break down barriers to education and, consequently, democratize societies.
In this work, we highlight the voices of 16 women in the edited book using found poetry (Patrick, 2016; Prendergast, 2006) as a methodological and pedagogical tool. The approach is useful to show common threads in the narratives, in particular, the oppression of women in traditional and patriarchal communities. The women in the selected stories have had remarkably similar experiences in their struggle for education, characterized by a never-ending fight for education, strong desire for equal opportunity, and dedication to study amongst childcare, housekeeping and other domestic duties. As the audience hear the struggles and aspirations of the women in their journey to education, what lessons can be drawn for ODL in general, what connections can be made with women in other contexts, and what actions can be taken globally in open education to help women in their shared struggles?
Session content
Alternative short format – digital storytelling
The session will begin with a brief introduction to the project. We will then play a found poem online. Participants will view direct quotes on screen with a voice over. We will also provide a handout for participants with the poem and more information on the project and methodology. A Twitter hashtag will elicit participant reactions to the constructed poem together with questions and comments.
References
Bozkurt, A., & Büyük, K. (2018). Benim hikayem. Eskişehir: Anadolu Üniversitesi. Available at http://ekitap.anadolu.edu.tr/#bookdetail162516
Patrick, L. D. (2016). Found poetry: Creating space for imaginative arts-based literacy research writing. Literacy Research: Theory, Method, and Practice, 65, 384-403.
Prendergast, M. (2006). Found poetry as literature review research. Poems on audience and performance. Qualitative Inquiry, 12(2), 369-388.
In this work, we highlight the voices of 16 women in the edited book using found poetry (Patrick, 2016; Prendergast, 2006) as a methodological and pedagogical tool. The approach is useful to show common threads in the narratives, in particular, the oppression of women in traditional and patriarchal communities. The women in the selected stories have had remarkably similar experiences in their struggle for education, characterized by a never-ending fight for education, strong desire for equal opportunity, and dedication to study amongst childcare, housekeeping and other domestic duties. As the audience hear the struggles and aspirations of the women in their journey to education, what lessons can be drawn for ODL in general, what connections can be made with women in other contexts, and what actions can be taken globally in open education to help women in their shared struggles?
Session content
Alternative short format – digital storytelling
The session will begin with a brief introduction to the project. We will then play a found poem online. Participants will view direct quotes on screen with a voice over. We will also provide a handout for participants with the poem and more information on the project and methodology. A Twitter hashtag will elicit participant reactions to the constructed poem together with questions and comments.
References
Bozkurt, A., & Büyük, K. (2018). Benim hikayem. Eskişehir: Anadolu Üniversitesi. Available at http://ekitap.anadolu.edu.tr/#bookdetail162516
Patrick, L. D. (2016). Found poetry: Creating space for imaginative arts-based literacy research writing. Literacy Research: Theory, Method, and Practice, 65, 384-403.
Prendergast, M. (2006). Found poetry as literature review research. Poems on audience and performance. Qualitative Inquiry, 12(2), 369-388.
Research Interests:
The digital knowledge age has changed our world in inexplicable ways, and education is not immune to these changes. In a time when online technologies, networked learning spaces, mobile devices, cloud computing, and many other innovative... more
The digital knowledge age has changed our world in inexplicable ways, and education is not immune to these changes. In a time when online technologies, networked learning spaces, mobile devices, cloud computing, and many other innovative tools have resulted in a paradigm shift, we need to revisit what is known about the current state of the art in higher education and e-learning. This special issue aims to reflect the changes in global higher education with a special focus on e-learning.
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" What stories, what names, what struggles, do you wish to add to enable a more democratic education to be built? " asks Apple in his seminal book Official Knowledge [1]. It is this question that drives this research into collective... more
" What stories, what names, what struggles, do you wish to add to enable a more democratic education to be built? " asks Apple in his seminal book Official Knowledge [1]. It is this question that drives this research into collective educational narratives and acts of resistance on Twitter. By resistance we mean an attitude that rejects colonial, strictly behaviourist, androcentric, consumerist and industrialist views in education. Using Tufekci's [2] Capacities and Signals framework, we conceptualise Twitter as a politically charged public space, where educators from all around the world occasionally act against mainstream models and common practices in education through a complex interplay of individual performance, spontaneous interactions with others, and organised structured and semi-structured events. The context of this mixed methods research is #DigPed activities during three Digital Pedagogy Lab events: Digital Pedagogy Lab Cairo (March 20-22, 2016), Digital Pedagogy Lab PEI (July 13-15, 2016), and Digital Pedagogy Lab 2017 Summer Institute (August 7-11, 2017). We analyse #DigPed through the lens of the Capacities and Signals framework to understand (1) how educational narratives develop and spread on #DigPed, and (2) the nature of their capacities.
Research Interests:
How do you act when you’re online? Does your behaviour change depending on who you are talking to and which platform you are using? Have you carefully constructed a personality especially for social media? Do you keep personal and... more
How do you act when you’re online? Does your behaviour change depending on who you are talking to and which platform you are using? Have you carefully constructed a personality especially for social media? Do you keep personal and professional identities separate? Or are you just happy to be yourself, whoever that might be? When we started thinking about all of this, inspired by a blog post Sarah wrote, we realised it was actually a complex issue with lots of strands to tease out – and we couldn’t resist attempting to do this. Our aim is to build a taxonomy of personas for social media. This session will introduce our preliminary list and ask the audience to help us refine the ones that we have and to help us fill in the gaps. We’ll also share our findings on social media before, during and after the event, and provide an online method of joining in.
Research Interests:
In an open online learning community there are different types of learners. Hill (2013) identified four: Lurkers: Enrol, just observe/sample a few items at most. Drop-Ins: Become partially/fully active participants for a select topic... more
In an open online learning community there are different types of learners. Hill (2013) identified four:
Lurkers: Enrol, just observe/sample a few items at most.
Drop-Ins: Become partially/fully active participants for a select topic within the course, do not attempt to complete the entire course.
Passive Participants: View course as content to consume, expect to be taught.
Active Participants: Fully participate.
Though other learner types are known, lurkers are more of a mystery in the literature since they are generally invisible in contrast to other learner types. We propose the following research questions:
Why do people lurk in online communities? Is it a lack of confidence, competence or something else? Is there one main reason for lurking, or a variety of different reasons? What shifts a lurker into becoming an active member? Our participation in open online courses over recent years has prompted each of us to think about these issues. Until recently there had not been much research into looking at the different motivations of these silent participants – who can often form the majority of members of such communities (Sun 2014) and our research aims to address that gap by adding to the positive literature about lurkers.
This presentation summarises the results of our ongoing research about lurker motivations in one open online course, where Twitter was one of the main platforms for learner participation (#CLMooc). Much of the literature about lurkers focuses on what they do not do. In our research we focus instead on what they actually do and argue that, contrary to popular belief, lurking can be a positive action that empowers independent learners. We begin by sharing our social network analysis (SNA) of #CLMooc tweets and explain how we used this to identify and contact potential lurkers. We then discuss the findings from our interviews with our lurkers explaining how we use these to refine models in the current literature.
Some lurkers believe that they benefit as much from lurking as they would do by actively participating (Sun, 2014). Although this might conflict with social constructivist principles, there is evidence from research into peer review (e.g. David Nicol’s REAP and PEER projects) that suggests learners can learn more from seeing how their peers would approach questions than from answering questions themselves, and we will ask whether online lurking has the same positive effect and is actually vicarious learning.
We conclude our presentation by suggesting that online lurking be understood not as freeloading, but as a cognitive apprenticeship (Lave & Wenger 1991), and asking how lurkers can make the transition to become active members of a community. We consider possible strategies for motivating participation from quieter members and invite an audience discussion about strategies for encouraging active learning.
Lurkers: Enrol, just observe/sample a few items at most.
Drop-Ins: Become partially/fully active participants for a select topic within the course, do not attempt to complete the entire course.
Passive Participants: View course as content to consume, expect to be taught.
Active Participants: Fully participate.
Though other learner types are known, lurkers are more of a mystery in the literature since they are generally invisible in contrast to other learner types. We propose the following research questions:
Why do people lurk in online communities? Is it a lack of confidence, competence or something else? Is there one main reason for lurking, or a variety of different reasons? What shifts a lurker into becoming an active member? Our participation in open online courses over recent years has prompted each of us to think about these issues. Until recently there had not been much research into looking at the different motivations of these silent participants – who can often form the majority of members of such communities (Sun 2014) and our research aims to address that gap by adding to the positive literature about lurkers.
This presentation summarises the results of our ongoing research about lurker motivations in one open online course, where Twitter was one of the main platforms for learner participation (#CLMooc). Much of the literature about lurkers focuses on what they do not do. In our research we focus instead on what they actually do and argue that, contrary to popular belief, lurking can be a positive action that empowers independent learners. We begin by sharing our social network analysis (SNA) of #CLMooc tweets and explain how we used this to identify and contact potential lurkers. We then discuss the findings from our interviews with our lurkers explaining how we use these to refine models in the current literature.
Some lurkers believe that they benefit as much from lurking as they would do by actively participating (Sun, 2014). Although this might conflict with social constructivist principles, there is evidence from research into peer review (e.g. David Nicol’s REAP and PEER projects) that suggests learners can learn more from seeing how their peers would approach questions than from answering questions themselves, and we will ask whether online lurking has the same positive effect and is actually vicarious learning.
We conclude our presentation by suggesting that online lurking be understood not as freeloading, but as a cognitive apprenticeship (Lave & Wenger 1991), and asking how lurkers can make the transition to become active members of a community. We consider possible strategies for motivating participation from quieter members and invite an audience discussion about strategies for encouraging active learning.
Research Interests:
English is one of the most spoken languages in the world and widely accepted as a foreign language in many parts of the world. However, though there has been a high demand for English as a foreign language in the 21st century, it has... more
English is one of the most spoken languages in the world and widely accepted as a foreign language in many parts of the world. However, though there has been a high demand for English as a foreign language in the 21st century, it has still been taught or learned through traditional methods and conventional pedagogical approaches. In the digital age, learner characteristics, learning environments, and learner needs have significantly changed and new pedagogical approaches or learning systems have emerged as a natural result of the paradigm shift. In this article, these changes were explained and suggestions were made for foreign language learning and acquisition based on the networked learning and the connectivist approach to learning.
Research Interests: Teaching English as a Second Language, English language, English, World Englishes, Teaching English As A Foreign Language, and 6 moreEnglish language teaching, English Education, English as a Foreign Language (EFL), Connectivism, ICT in teaching and learning English language, and English As a Second Language (ESL)
The purpose of this paper is to investigate the effect of Twitter, a social networking site, on forming online communities by students who learn English as a foreign language (EFL). The Twitter competition with different themes from... more
The purpose of this paper is to investigate the effect of Twitter, a social networking site, on forming online communities by students who learn English as a foreign language (EFL). The Twitter competition with different themes from curriculum for creative writing was conducted at Anadolu University, School of Foreign Languages for four weeks. For the purposes of the research, an explanatory sequential mixed methods design was employed. Quantitative data was examined through Social Network Analysis (SNA) and qualitative data was analyzed through content analysis of the tweets. Findings of this study showed that language learning is activated through Twitter, and this platform is convenient for interacting socially and forming community
among the learners. Assuming that learning in general and language learning in particular is a social process, the Twitter activity in this study proved to serve as a promoting platform enhancing writing activities outside the classroom. This study was conducted in the scope of Anadolu University scientific research project with the number 1505E436 and title " Investigating Interaction Levels of EFL Learners through Use of Twitter as a Microblogging Platform in Creative Writing Activities"
among the learners. Assuming that learning in general and language learning in particular is a social process, the Twitter activity in this study proved to serve as a promoting platform enhancing writing activities outside the classroom. This study was conducted in the scope of Anadolu University scientific research project with the number 1505E436 and title " Investigating Interaction Levels of EFL Learners through Use of Twitter as a Microblogging Platform in Creative Writing Activities"
Research Interests:
There have been increasingly more discussions on Open Educational Practices (OEPs) in recent years. We conducted a literature review in order to understand (1) the scope and nature of OEPs as documented in the literature, and (2) its... more
There have been increasingly more discussions on Open Educational Practices (OEPs) in recent years. We conducted a literature review in order to understand (1) the scope and nature of OEPs as documented in the literature, and (2) its relationship with OERs. All peer-reviewed articles indexed in the ERIC database, which have open educational practice(s) in their title, abstract, or keywords were sampled through manual data collection and text-mining (Hearst, 2003). In the screening process, researchers reached 37 papers published between 1979 and 2017, and after examining their content, included 36 of them to the research corpus. Of these 36 papers, 35 were journal articles and 1 was a research report.
Preliminary analysis of resources demonstrated two major strands of OEP research in the educational literature: those who explore OEPs in relation to OERs only and, to a lesser extent, those who discuss OEPs in a broader context including networked and open scholarship. The first paper on digital open educational practices was published in 2008 (n = 1) and peak publication points were reached in 2014 (n = 6), 2015 (n= 6) and 2016 (n = 8), which suggests a slow but steady increase in papers related to OEPs. Of all the 91 different keywords that were used in the papers, open educational resource[s] (n = 32), open educational practice[s] (n = 27), higher education (n = 5), professional development (n = 4), open education (n = 3) and public open scholar (n = 3) were the most frequently used ones. During the session, common trends and patterns based on geographical location, source and education level will also be discussed.
Based on the findings, and building on the works of Ehlers (2011) and Mays (2017), we call for a need to conceptualise open education as a pluralistic model that embrace open educational practices as a pedagogical approach. The result of this relationship can be artefacts such as OERs and MOOCs; however, using Cronin’s (2017) four dimensions of open shared by open educators, we can possibly see implications in “closed” settings as well. We also argue that although many practices such as teaching a MOOC or becoming an active member of an educational hashtag community are examples of OEPs, as a descriptor, the term itself is under-recognized in the broader educational literature.
Preliminary analysis of resources demonstrated two major strands of OEP research in the educational literature: those who explore OEPs in relation to OERs only and, to a lesser extent, those who discuss OEPs in a broader context including networked and open scholarship. The first paper on digital open educational practices was published in 2008 (n = 1) and peak publication points were reached in 2014 (n = 6), 2015 (n= 6) and 2016 (n = 8), which suggests a slow but steady increase in papers related to OEPs. Of all the 91 different keywords that were used in the papers, open educational resource[s] (n = 32), open educational practice[s] (n = 27), higher education (n = 5), professional development (n = 4), open education (n = 3) and public open scholar (n = 3) were the most frequently used ones. During the session, common trends and patterns based on geographical location, source and education level will also be discussed.
Based on the findings, and building on the works of Ehlers (2011) and Mays (2017), we call for a need to conceptualise open education as a pluralistic model that embrace open educational practices as a pedagogical approach. The result of this relationship can be artefacts such as OERs and MOOCs; however, using Cronin’s (2017) four dimensions of open shared by open educators, we can possibly see implications in “closed” settings as well. We also argue that although many practices such as teaching a MOOC or becoming an active member of an educational hashtag community are examples of OEPs, as a descriptor, the term itself is under-recognized in the broader educational literature.
Research Interests:
Rise of ICT and especially Web technologies have changed the nature of learners and learning and as a result, a need to revisit existing educational approaches to deal with technology enhanced learning was appeared. As a natural... more
Rise of ICT and especially Web technologies have changed the nature of learners and learning and as a result, a need to revisit existing educational approaches to deal with technology enhanced learning was appeared. As a natural consequence of this need, this paper analyzes new learning paradigms and portraits the 21st century learning
dynamics. Throughout this paper, based on a systematic review, relationships among Web 2.0, digital natives, and connectivism were explained and presented with a holistic portrait. On these bases, the purpose of this paper is to explain what’s happening in educational domain after technological landscape in terms of learners, learning environments and pedagogy.
dynamics. Throughout this paper, based on a systematic review, relationships among Web 2.0, digital natives, and connectivism were explained and presented with a holistic portrait. On these bases, the purpose of this paper is to explain what’s happening in educational domain after technological landscape in terms of learners, learning environments and pedagogy.
Research Interests:
Self-regulated learning (SRL) skills are critical to online learning. Self-regulated learning (SRL) skills are critical to online learning. However, it is However, it is unclear how SRL skills may predict social network interaction.... more
Self-regulated learning (SRL) skills are critical to online learning. Self-regulated learning (SRL) skills are critical to online learning. However, it is However, it is unclear how SRL skills may predict social network interaction. unclear how SRL skills may predict social network interaction. This study empirically This study empirically investigated the predictive relationships between the SRL skills and learners' investigated the predictive relationships between the SRL skills and learners' prominence (i.e., in-degree, out-degree, betweenness centrality, closeness centrality, prominence (i.e., in-degree, out-degree, betweenness centrality, closeness centrality, eigenvector centrality, reciprocated vertex pair ratio, & page rank) in the social eigenvector centrality, reciprocated vertex pair ratio, & page rank) in the social network of the discussion board within online courses. network of the discussion board within online courses. The predictive utility of SRL The predictive utility of SRL skills for betweenness and closeness centralities was supported. skills for betweenness and closeness centralities was supported. Therefore, the Therefore, the learners with greater SRL were more likely to play more prominent roles as the learners with greater SRL were more likely to play more prominent roles as the community learners. community learners.
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In essence, every network is the sum of nodes and ties among them. In physical networks, it is difficult to track nodes and identify ties among them, especially when the scale is greater. While it is possible to track, identify and map... more
In essence, every network is the sum of nodes and ties among them. In physical networks, it is difficult to track nodes and identify ties among them, especially when the scale is greater. While it is possible to track, identify and map physical networks, this possibility is limited in time, space and human capability. However, the ability to track and identify nodes and ties among them on digital networks is possible because every single click leaves a digital trace and we can track, identify, collect, and analyze these digital traces. In this context, social network analysis provides techniques, tools and approaches to practice social networking, while social network theory provides the conceptual background to interpret the network data. This is where this book steps in and provides a systematic walkthrough for those interested in social network analysis. With a special focus on social networking in digital networked spaces, “Analyzing Social Media Networks with NodeXL: Insights from a Connected World” explains how to practice social network analysis by using NodeXL software.
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This interview, which is about online teaching, was conducted with Angel Pazurek by Suzan Koseoglu and Aras Bozkurt. Pazurek is a senior lecturer and graduate faculty member in learning technologies at the University of Minnesota. She... more
This interview, which is about online teaching, was conducted with Angel Pazurek by Suzan Koseoglu and Aras Bozkurt. Pazurek is a senior lecturer and graduate faculty member in learning technologies at the University of Minnesota. She teaches and works on digital literacy, social media, online teaching and learning design, and research methodologies for learning technologies. In this interview, she discusses her experiences with online teaching by drawing attention to issues such as teaching philosophy and designing for the learner experience.
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Bonnie Stewart, a researcher at University of Prince Edward Island, Canada, sat down with eLearn Magazine to discuss openness in education, scholarship, and Antigonish 2.0.
Research Interests:
In this interview from Aras Bozkurt, one of the leading gamification experts, Andrzej Marczewski, discusses the definition of gamification, its impact on and its application in e-learning, and some insights about the future of the... more
In this interview from Aras Bozkurt, one of the leading gamification experts, Andrzej Marczewski, discusses the definition of gamification, its impact on and its application in e-learning, and some insights about the future of the gamification.
Research Interests:
This interview about openness in education was conducted with Martin Weller by Suzan Koseoglu and Aras Bozkurt. Weller is a Professor of Educational Technology at the Open University (UK) and the president of The Association for Learning... more
This interview about openness in education was conducted with Martin Weller by Suzan Koseoglu and Aras Bozkurt. Weller is a Professor of Educational Technology at the Open University (UK) and the president of The Association for Learning Technology. A prominent figure in the move toward opening up education, Weller has published many articles and four books on topics related to open and online education, including The Digital Scholar and The Battle for Open.
Research Interests:
The purpose of this chapter is to present the similarities and differences of three learning communities: communities of practice (CoPs), professional learning communities (PLCs), and professional learning networks (PLNs). For this... more
The purpose of this chapter is to present the similarities and differences of three learning communities: communities of practice (CoPs), professional learning communities (PLCs), and professional learning networks (PLNs). For this purpose, researchers adopted a qualitative phenomenological approach and interviews with three connected educators and content area experts were conducted regarding their views, perceptions, and experiences of the various learning communities and how technology (specifically Twitter) is used as part of their learning in an open community. Additionally, the interviews helped explain the current practices in community development and support, the evolution from a lurker to a contributor to a community leader, and the evolution from a community to a network.
Research Interests:
Seamless learning is a form of learning whereby, regardless of location, the learning process, as it relates to learning needs and readiness, can continue through the aid of technology. Seamless learning environments are spaces that can... more
Seamless learning is a form of learning whereby, regardless of location, the learning process, as it relates to learning needs and readiness, can continue through the aid of technology. Seamless learning environments are spaces that can be accessed independent of time and place through mobile or stationary devices, and that are equipped with technologies capable of meeting learning needs. With the advancements in technology, seamless learning environments are becoming increasingly popular. In this regard, the design of environments that are suitable for seamless learning in open and distance learning (ODL) fields is of critical importance. This study aimed to determine the criteria for the design of seamless learning environments in the context of ODL. In line with this aim, the Delphi technique, a qualitative research approach, was used. A total of 47 criteria under 10 different themes were identified in the study.
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Though only a dream a while ago, artificial intelligence (AI) has become a reality, being now part of our routines and penetrating every aspect of our lives, including education. It is still a field in its infancy, but as time progresses,... more
Though only a dream a while ago, artificial intelligence (AI) has become a reality, being now part of our routines and penetrating every aspect of our lives, including education. It is still a field in its infancy, but as time progresses, we will witness how AI evolves and explore its untapped potential. Against this background, this chapter examines current insights and future perspectives of AI in various contexts, such as natural language processing (NLP), machine learning, and deep learning. For this purpose, social network analysis (SNA) is used as a guide for the interpretation of the key concepts in AI research from an educational perspective. The research identified three broad themes: (1) adaptive learning, personalization and learning styles, (2) expert systems and intelligent tutoring systems, and (3) AI as a future component of educational processes.
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As pragmatist, interdisciplinary fields, distance education (DE) and open and distance learning (ODL) transform and adapt themselves according to changing paradigms. In this regard, the purpose of this study is to examine DE and ODL from... more
As pragmatist, interdisciplinary fields, distance education (DE) and open and distance learning (ODL) transform and adapt themselves according to changing paradigms. In this regard, the purpose of this study is to examine DE and ODL from different perspectives to discern their future directions. The study concludes that DE and ODL are constantly developing interdisciplinary fields where technology has become a significant catalyst and these fields become part of the mainstream education. However, mainstreaming should be evaluated with caution, and there is a need to revisit core values and fundamentals where critical pedagogy would have a pivotal role. Besides, there is no single theory that best explains these interdisciplinary fields, and therefore, there is a need to benefit from different theoretical approaches. Finally, as a result of constant changes, we should keep the definition of both DE and ODL up-to-date to better explain the needs of the global teaching and learning ecosystem.
Research Interests:
Research Interests:
Anadolu Üniversitesi, Açıköğretim Fakültesi sizlere hayat boyu öğrenme deneyimini sağlamak için yeni kapılar açmaktadır. Siz değerli öğrencilerimize ilham verebilmek ve diğer öğrencilerin yaşanmışlıklarını aktarabilmek amacıyla “Benim... more
Anadolu Üniversitesi, Açıköğretim Fakültesi sizlere hayat boyu öğrenme deneyimini sağlamak için yeni kapılar açmaktadır. Siz değerli öğrencilerimize ilham verebilmek ve diğer öğrencilerin yaşanmışlıklarını aktarabilmek amacıyla “Benim Hikâyem” başlığı altında sizlerin dilinden kâğıda dökülen deneyimleri paylaşıyoruz.
Research Interests:
Bu çalışmanın temel amacı dijital bilgi çağında dijital bölünme olgusunu açıklamak, dünyada ve Türkiye’de dijital ayrımı kapatmaya yönelik çalışmaları incelemektir. Çalışma kapsamında dijital bölünme bireysel farklılıklar bağlamında ele... more
Bu çalışmanın temel amacı dijital bilgi çağında dijital bölünme olgusunu açıklamak, dünyada ve Türkiye’de dijital ayrımı kapatmaya yönelik çalışmaları incelemektir. Çalışma kapsamında dijital bölünme bireysel farklılıklar bağlamında ele alınmış, açık ve uzaktan öğrenme sistemi ve dijital bölünme ilişkisi küresel ve yerel bağlamda açıklanmıştır. Çalışmanın son kısmında araştırma bulguları sentezlenmiş ve ileri çalışmalar için araştırmacılara, eğitim kurumlarına ve politika üreticilere önerilerde bulunulmuştur.
Anahtar Kelimeler: Dijital bölünme, bireysel farklılıklar, uzaktan eğitim, açık ve uzaktan öğrenme, bilgi toplumu, dijital bilgi çağı.
Anahtar Kelimeler: Dijital bölünme, bireysel farklılıklar, uzaktan eğitim, açık ve uzaktan öğrenme, bilgi toplumu, dijital bilgi çağı.
Research Interests:
The open nature of online networked spaces enables diverse participation from all around the globe, raising cultural diversity as a paramount issue within the learning perspective. In this context, the purpose of this research is to... more
The open nature of online networked spaces enables diverse participation from all around the globe, raising cultural diversity as a paramount issue within the learning perspective. In this context, the purpose of this research is to examine participation and engagement patterns in online networked learning spaces in terms of cultural dimensions. The findings of this research have demonstrated that there is
diversity in both time and space. The geographical distribution demonstrates that most of the participation originates from developed, Western, Anglo-Saxon cultures. Diversity in time creates its own loop, in which interactions were fed continuously and terms, such as day and night, sync and async have blurred borders. The English language is dominant over other languages and learners predominantly participate from those countries where English is spoken as a native or official language. In terms of cultural perspectives, the findings indicate that there is cultural dominancy as well as cultural diversity in online networked learning spaces.
diversity in both time and space. The geographical distribution demonstrates that most of the participation originates from developed, Western, Anglo-Saxon cultures. Diversity in time creates its own loop, in which interactions were fed continuously and terms, such as day and night, sync and async have blurred borders. The English language is dominant over other languages and learners predominantly participate from those countries where English is spoken as a native or official language. In terms of cultural perspectives, the findings indicate that there is cultural dominancy as well as cultural diversity in online networked learning spaces.
Research Interests:
Since the emergence of ODL to date, paradigm shifts were observed which radically impacted the way distance educators design and deliver learning. ODL has always adopted a pragmatist approach to provide effective and efficient learning... more
Since the emergence of ODL to date, paradigm shifts were observed which radically
impacted the way distance educators design and deliver learning. ODL has always
adopted a pragmatist approach to provide effective and efficient learning opportunities
by benefiting from developments in the field of education and technology. As a
response of these efforts, ODL was widely adopted by learners and then became part
of the mainstream education. In such a time when transformation become inevitable,
management, administration and leadership issues also adopted themselves according to the changes happening in ODL sphere.
A perfect strategy to adopt the changes happening is to map and identify changes
and act accordingly. In this regard, this book intends to fill in this gap by addressing
management, administration, and leadership issues in open and distance learning.
The chapters in this book addresses the topics as followings.
The book includes 12 chapters covering various aspects of administrative
leadership in open and distance learning programs.
Chapter 1, “Leadership: In a Time When Learners Take Ownership of their
Learning,” explores the topics of open online learning, learning spaces, personal
learning and learners’ orchestration of their own learning, leadership and the digital
transformation and quality related concerns raised by the global digital transformation.
Chapter 2, “Leadership in Open and Distance Learning Institutions Within the
Scope of 21st Century Skills,” discusses leadership in open and distance learning
institutions within the scope of 21st century skills. In this study, the importance of
having 21st century skills in order to maintain the functioning of open and distance
learning institutions in a healthy manner and the necessity of possessing leadership
are emphasized.
Chapter 3, “The Virtual CSU: A Leadership Model for Universities Transitioning
to Online, Open, and Distance Delivery,” focuses on the virtual CSU is a model
of distributed leadership and team-based consultancy and support which has been
implemented at Victoria University of Wellington over the last four years as part of
an overall plan transitioning to greater use of online, open and distance provision
of higher education.
Chapter 4, “Open and Distance Learning Administration: The Organizational
Models, Cultures, and Structure and the Barriers and Trends in ODL Administration,”
aims at providing a perspective regarding the concept of open and distance learning
administration. In this respect, it includes basic terms and definitions regarding
the topic, open and distance learning administration units and roles, management
functions in open and distance learning institutions, and barriers and trends related
to management in open and distance education.
Chapter 5, “Administrative Factors in Design and Delivery of Open and Distance
Learning Course Materials: Within the Scope of Universal Design for Instruction,”
argues that principles of the Universal Design for Instruction can be applied to open
and distance education systems as an approach. In the chapter, universal design
concepts and use of universal design in management processes of open and distance
education systems are discussed.
Chapter 6, “Quality Assurance and Accreditation in Open and Distance Learning,”
focuses on the necessity of quality assurance and accreditation processes in open
and distance learning institutions.
Chapter 7, “A Critical İnvestigation of Quality Assurance in Open Distance
E-Learning,” examines quality assurance in open and distance learning form a
critical point of view and proposes a reengineering of quality assurance within
alternative frameworks.
Chapter 8, “National Strategies for OER and MOOCs From 2010 to 2020:
Canada, Japan, South Korea, Turkey, UK, and USA,” investigates national strategies
on OER and MOOCs in Canada, Japan, South Korea, Turkey, UK, and the USA. In
the chapter, concerns and priorities of these countries are also addressed.
Chapter 9, “Integrating Motivational Strategies Into Massive Open Online
Courses (MOOCs): The Application and Administration of the Motivation Design
Model,” introduces Keller’s ARCS-V motivational design model and discuss it as a
potential remedy to motivational issues in MOOCs by administering and delivering
motivational strategies based on the model in MOOCs environments.
Chapter 10, “Reflections on Distance Higher Education in Africa: Challenges
and Opportunities,” discusses challenges and opportunities in the provision of
distance higher education in Africa and makes suggestions for providing quality
distance education.
Chapter 11, “Administrative-Related Evaluation for Distance Education
Institutions in Turkey,” evaluates distance education institutions in Turkey in terms
of administrative aspects, which aims to determine the existing distance learning
programs and compulsory joint courses being provided in distance mode, to identify
varying titles given to the institutions or units which provide compulsory joint courses
or programs in higher education, to determine the LMSs used to provide distance
education, to determine e-learning activities in distance education institutions and
to identify the roles of administrative staff in distance education institutions.
Chapter 12, “Using Gamification in Open and Distance Learning: Management of
Learning and Human Resources,” aims to investigate the potential use of gamification
in management processes of open and distance learning.
impacted the way distance educators design and deliver learning. ODL has always
adopted a pragmatist approach to provide effective and efficient learning opportunities
by benefiting from developments in the field of education and technology. As a
response of these efforts, ODL was widely adopted by learners and then became part
of the mainstream education. In such a time when transformation become inevitable,
management, administration and leadership issues also adopted themselves according to the changes happening in ODL sphere.
A perfect strategy to adopt the changes happening is to map and identify changes
and act accordingly. In this regard, this book intends to fill in this gap by addressing
management, administration, and leadership issues in open and distance learning.
The chapters in this book addresses the topics as followings.
The book includes 12 chapters covering various aspects of administrative
leadership in open and distance learning programs.
Chapter 1, “Leadership: In a Time When Learners Take Ownership of their
Learning,” explores the topics of open online learning, learning spaces, personal
learning and learners’ orchestration of their own learning, leadership and the digital
transformation and quality related concerns raised by the global digital transformation.
Chapter 2, “Leadership in Open and Distance Learning Institutions Within the
Scope of 21st Century Skills,” discusses leadership in open and distance learning
institutions within the scope of 21st century skills. In this study, the importance of
having 21st century skills in order to maintain the functioning of open and distance
learning institutions in a healthy manner and the necessity of possessing leadership
are emphasized.
Chapter 3, “The Virtual CSU: A Leadership Model for Universities Transitioning
to Online, Open, and Distance Delivery,” focuses on the virtual CSU is a model
of distributed leadership and team-based consultancy and support which has been
implemented at Victoria University of Wellington over the last four years as part of
an overall plan transitioning to greater use of online, open and distance provision
of higher education.
Chapter 4, “Open and Distance Learning Administration: The Organizational
Models, Cultures, and Structure and the Barriers and Trends in ODL Administration,”
aims at providing a perspective regarding the concept of open and distance learning
administration. In this respect, it includes basic terms and definitions regarding
the topic, open and distance learning administration units and roles, management
functions in open and distance learning institutions, and barriers and trends related
to management in open and distance education.
Chapter 5, “Administrative Factors in Design and Delivery of Open and Distance
Learning Course Materials: Within the Scope of Universal Design for Instruction,”
argues that principles of the Universal Design for Instruction can be applied to open
and distance education systems as an approach. In the chapter, universal design
concepts and use of universal design in management processes of open and distance
education systems are discussed.
Chapter 6, “Quality Assurance and Accreditation in Open and Distance Learning,”
focuses on the necessity of quality assurance and accreditation processes in open
and distance learning institutions.
Chapter 7, “A Critical İnvestigation of Quality Assurance in Open Distance
E-Learning,” examines quality assurance in open and distance learning form a
critical point of view and proposes a reengineering of quality assurance within
alternative frameworks.
Chapter 8, “National Strategies for OER and MOOCs From 2010 to 2020:
Canada, Japan, South Korea, Turkey, UK, and USA,” investigates national strategies
on OER and MOOCs in Canada, Japan, South Korea, Turkey, UK, and the USA. In
the chapter, concerns and priorities of these countries are also addressed.
Chapter 9, “Integrating Motivational Strategies Into Massive Open Online
Courses (MOOCs): The Application and Administration of the Motivation Design
Model,” introduces Keller’s ARCS-V motivational design model and discuss it as a
potential remedy to motivational issues in MOOCs by administering and delivering
motivational strategies based on the model in MOOCs environments.
Chapter 10, “Reflections on Distance Higher Education in Africa: Challenges
and Opportunities,” discusses challenges and opportunities in the provision of
distance higher education in Africa and makes suggestions for providing quality
distance education.
Chapter 11, “Administrative-Related Evaluation for Distance Education
Institutions in Turkey,” evaluates distance education institutions in Turkey in terms
of administrative aspects, which aims to determine the existing distance learning
programs and compulsory joint courses being provided in distance mode, to identify
varying titles given to the institutions or units which provide compulsory joint courses
or programs in higher education, to determine the LMSs used to provide distance
education, to determine e-learning activities in distance education institutions and
to identify the roles of administrative staff in distance education institutions.
Chapter 12, “Using Gamification in Open and Distance Learning: Management of
Learning and Human Resources,” aims to investigate the potential use of gamification
in management processes of open and distance learning.
Research Interests:
Augmented Reality is generally used with mobile and ubiquitous technologies and they become widespread and are being used in education increasingly. Mobile and wearable devices as hard technologies, augmented and virtual reality as soft... more
Augmented Reality is generally used with mobile and ubiquitous technologies and they become widespread and are being used in education increasingly. Mobile and wearable devices as hard technologies, augmented and virtual reality as soft technologies has improved in a fast pace that we cannot predict what will the future introduce to us tomorrow. These hard and soft technologies provide immersive, enriched, situated and seamless learning experiences through mobile and ubiquitous learning. Considering the technology centric learning models, this chapter examines the mobile learning and augmented reality in terms of the opportunities they offer for learning. Following that, this study explains ubiquitous learning as a future learning model and use of augmented reality within this perspective.
Research Interests:
Research Interests:
Research Interests:
Eğitimde açıklık; birçok evrensel değeri niteleyen, felsefi dayanakları olan, kapsamlı ve çok boyutlu bir kavramdır. Bu özelliği, eğitimde açıklık kavramını kendi ekolojisinde değerlendirmeyi önemli ve gerekli kılmaktadır. Bu bakış... more
Eğitimde açıklık; birçok evrensel değeri niteleyen, felsefi dayanakları olan, kapsamlı ve çok boyutlu bir kavramdır. Bu özelliği,
eğitimde açıklık kavramını kendi ekolojisinde değerlendirmeyi önemli ve gerekli kılmaktadır. Bu bakış açısıyla eğitimde açıklık;
öğrenenler, açık eğitsel kaynaklar ve açık eğitsel uygulamalar kapsamında incelenmiş ekolojik bir bakış açısıyla nitel durum
çalışması kullanılarak Türkiye ve Türk yükseköğretimi bağlamında değerlendirilmiştir. Araştırma bulgularına göre açık eğitsel
kaynaklar ve açık eğitsel uygulamalara yönelik öğrenenlerin talep potansiyeli yüksektir. Bununla beraber niceliksel olarak
öğrenen sayısı yüksek olmasına karşın bu tür açık eğitsel kaynak ve uygulamalara yönelik farkındalık azdır. Açık eğitsel
kaynaklara yönelik farklı girişimlerde bulunulmuş ancak zihinsel ve kurumsal dönüşüm sağlanamadığı için sürdürülebilir bir
başarı elde edilememiştir. Açık eğitsel uygulamalar bağlamında değişimin nano düzeyden mikro, mezo ve makro düzeye doğru
ilerlemesi gerektiği düşünülmektedir. Araştırma bulguları eğitimde açıklığa yönelik çalışmaların birbirinden bağımsız olduğunu,
süreklilik arz etmediğini, başka bir ifadeyle bir ekoloji içerisinde birbiriyle ilişkilendirerek kapsayıcı bir yaklaşımla dönüşümün
hedeflenmediğini, dolayısıyla sürdürülebilir bir başarı elde edilemediğini göstermektedir. Araştırma bulguları doğrultusunda
özünde açıklık kavramı olan stratejilerin belirlenmesi, eylem planlarının oluşturulması, politikaların geliştirilmesi önerilmektedir.
Anahtar Sözcükler: Açık ve uzaktan öğrenme, uzaktan eğitim, eğitimde açıklık, açık eğitsel uygulamalar, açık eğitsel
kaynaklar
eğitimde açıklık kavramını kendi ekolojisinde değerlendirmeyi önemli ve gerekli kılmaktadır. Bu bakış açısıyla eğitimde açıklık;
öğrenenler, açık eğitsel kaynaklar ve açık eğitsel uygulamalar kapsamında incelenmiş ekolojik bir bakış açısıyla nitel durum
çalışması kullanılarak Türkiye ve Türk yükseköğretimi bağlamında değerlendirilmiştir. Araştırma bulgularına göre açık eğitsel
kaynaklar ve açık eğitsel uygulamalara yönelik öğrenenlerin talep potansiyeli yüksektir. Bununla beraber niceliksel olarak
öğrenen sayısı yüksek olmasına karşın bu tür açık eğitsel kaynak ve uygulamalara yönelik farkındalık azdır. Açık eğitsel
kaynaklara yönelik farklı girişimlerde bulunulmuş ancak zihinsel ve kurumsal dönüşüm sağlanamadığı için sürdürülebilir bir
başarı elde edilememiştir. Açık eğitsel uygulamalar bağlamında değişimin nano düzeyden mikro, mezo ve makro düzeye doğru
ilerlemesi gerektiği düşünülmektedir. Araştırma bulguları eğitimde açıklığa yönelik çalışmaların birbirinden bağımsız olduğunu,
süreklilik arz etmediğini, başka bir ifadeyle bir ekoloji içerisinde birbiriyle ilişkilendirerek kapsayıcı bir yaklaşımla dönüşümün
hedeflenmediğini, dolayısıyla sürdürülebilir bir başarı elde edilemediğini göstermektedir. Araştırma bulguları doğrultusunda
özünde açıklık kavramı olan stratejilerin belirlenmesi, eylem planlarının oluşturulması, politikaların geliştirilmesi önerilmektedir.
Anahtar Sözcükler: Açık ve uzaktan öğrenme, uzaktan eğitim, eğitimde açıklık, açık eğitsel uygulamalar, açık eğitsel
kaynaklar
Research Interests:
Blokzinciri teknolojisi dağıtık, çevrimiçi teknolojilere dayalı bir kayıt defteri olarak tanımlanabilir. Bu teknoloji sunduğu fırsatlarla; yeni nesil, küresel, merkezî olmayan bir altyapı sistemi veya mekanizması olarak da... more
Blokzinciri teknolojisi dağıtık, çevrimiçi teknolojilere dayalı bir kayıt defteri olarak tanımlanabilir. Bu teknoloji sunduğu fırsatlarla; yeni nesil, küresel, merkezî olmayan bir altyapı sistemi veya mekanizması
olarak da nitelendirilebilir. Bu çalışma bağlamında blokzinciri teknolojisinin yapılandırılmış (formal) ve yapılandırılmamış (informal) öğrenme süreçlerinde kullanımı ve blokzinciri teknolojisiyle ortaya çıkan
fırsatlar ve sınırlılıklar ele alınmıştır. Bu amaç doğrultusunda alanyazın taraması yapılarak elde edilen bulguların sentezlenmiştir. Araştırma bulgularına göre blokzinciri; çevrimiçi, dağıtık, çoklu ve heterojen
öğrenme ortamlarında meydana gelen yapılandırılmamış öğrenme deneyimlerinin güvenli bir şekilde kayıt altına alınabilmesi için önemli potansiyeli olan bir altyapı teknolojisi olarak değerlendirilmektedir. Bu
durum sadece bu deneyimlerin kayıt altına alınabilmesi açısından değil, aynı zamanda yapılandırılmış ve yapılandırılmamış öğrenme deneyimlerinin ilişkilendirilmesinde kalite güvencesi ve akredite edilebilmesine olanak sağlayan olası bir senaryo ortaya çıkarmaktadır. Başka bir ifadeyle blokzincirinin yapılandırılmış
ve yapılandırılmamış öğrenme deneyimleri arasındaki sınırları ortadan kaldırabilecek, ilgili öğrenme deneyimleri arasında köprü görevini üstlenebilecek bir teknoloji olduğu düşünülmektedir. Bu düşünce bağlamında değerlendirildiğinde, yapılandırılmış öğrenmeden yapılandırılmamış öğrenmeye, blokzinciri ile yaşam boyu öğrenme deneyimlerinin kapsayıcı ve bütünsel bir bakış açısıyla kayıt altına alınıp belgelendirilmesi mümkün görünmektedir.
olarak da nitelendirilebilir. Bu çalışma bağlamında blokzinciri teknolojisinin yapılandırılmış (formal) ve yapılandırılmamış (informal) öğrenme süreçlerinde kullanımı ve blokzinciri teknolojisiyle ortaya çıkan
fırsatlar ve sınırlılıklar ele alınmıştır. Bu amaç doğrultusunda alanyazın taraması yapılarak elde edilen bulguların sentezlenmiştir. Araştırma bulgularına göre blokzinciri; çevrimiçi, dağıtık, çoklu ve heterojen
öğrenme ortamlarında meydana gelen yapılandırılmamış öğrenme deneyimlerinin güvenli bir şekilde kayıt altına alınabilmesi için önemli potansiyeli olan bir altyapı teknolojisi olarak değerlendirilmektedir. Bu
durum sadece bu deneyimlerin kayıt altına alınabilmesi açısından değil, aynı zamanda yapılandırılmış ve yapılandırılmamış öğrenme deneyimlerinin ilişkilendirilmesinde kalite güvencesi ve akredite edilebilmesine olanak sağlayan olası bir senaryo ortaya çıkarmaktadır. Başka bir ifadeyle blokzincirinin yapılandırılmış
ve yapılandırılmamış öğrenme deneyimleri arasındaki sınırları ortadan kaldırabilecek, ilgili öğrenme deneyimleri arasında köprü görevini üstlenebilecek bir teknoloji olduğu düşünülmektedir. Bu düşünce bağlamında değerlendirildiğinde, yapılandırılmış öğrenmeden yapılandırılmamış öğrenmeye, blokzinciri ile yaşam boyu öğrenme deneyimlerinin kapsayıcı ve bütünsel bir bakış açısıyla kayıt altına alınıp belgelendirilmesi mümkün görünmektedir.
Research Interests:
Dönüştürülmüş sınıf modeli alışagelen öğrenme ve öğretme süreçlerini tersine çevirerek eğitimde yeni bir yöntem olarak karşımıza çıkmaktadır. Bu çalışmanın temel amacı, dönüştürülmüş sınıf modeline ilişkin öğrencilerin görüşlerini ve... more
Dönüştürülmüş sınıf modeli alışagelen öğrenme ve öğretme süreçlerini tersine çevirerek eğitimde yeni bir yöntem olarak karşımıza çıkmaktadır. Bu çalışmanın temel amacı, dönüştürülmüş sınıf modeline ilişkin öğrencilerin görüşlerini ve algılarını ortaya çıkarmaktır. Araştırma, öğrencilerin hem yüz yüze hem de çevrimiçi ortamda takip ettikleri harmanlanmış öğrenme modeli ile tasarlanmış bir derste gerçekleştirilmiştir. Nitel bir araştırma olan çalışmada, durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunu 2017-2018 eğitim-öğretim yılında dönüştürülmüş sınıf yöntemi ile tasarlanan bir dersi alan 35 lisans öğrencisi oluşturmuştur. Öğrencilere çevrimiçi ortamda yarı-yapılandırılmış açık uçlu sorular yöneltilmiştir. Toplanan veriler içerik analizi tekniği ile çözümlenmiştir. Analiz sonucunda dönüştürülmüş sınıf modeline ilşkin beş tema ortaya çıkmıştır. Bu temalar; aktif öğrenme, bilişsel hazırbulunuşluk, pekiştirme, derse hazırlık, eğlenceli öğrenme ve kalıcı öğrenmedir. Gelecek vadeden bu öğrenme yöntemine ilişkin bulgular alanyazındaki araştırma bulguları ile benzerlik göstermektedir. Bu bağlamda öğretim süreçlerinde dönüştürülmüş sınıf 2.0 modelinin kullanılması önerilmektedir.
Anahtar Kelimeler: Dönüştürülmüş sınıf, ters yüz öğrenme, harmanlanmış öğrenme, çevrimiçi öğrenme
Anahtar Kelimeler: Dönüştürülmüş sınıf, ters yüz öğrenme, harmanlanmış öğrenme, çevrimiçi öğrenme
Research Interests:
Çevrimiçi ağlar ve sürekli gelişen bilgi ve iletişim teknolojileriyle yaşanan kapasite artışının sonucu olarak öğrenme süreçlerinde bir paradigma değişimi yaşanmaktadır. Yaşanan bu değişim bağlantıcılık (connectivism) ve rizomatik öğrenme... more
Çevrimiçi ağlar ve sürekli gelişen bilgi ve iletişim teknolojileriyle yaşanan kapasite artışının sonucu olarak öğrenme süreçlerinde bir paradigma değişimi yaşanmaktadır. Yaşanan bu değişim bağlantıcılık (connectivism) ve rizomatik öğrenme (rhizomatic learning) gibi yeni öğrenme kuram ve yaklaşımlarıyla açıklanmaya çalışılmış, bununla beraber dağıtık öğrenme süreçlerinde öğrenmenin tanınması ve kayıt alınmasına yönelik yeterince gelişme yaşanmamıştır. Bu noktada blokzinciri teknolojisi ve bu teknolojiyle ortaya çıkan olası senaryolar çevrimiçi ağlarda dağıtık öğrenme süreçlerinde yaşanan bazı sınırlılıklara çözüm önerileri getirmektedir. Blokzinciri, en basit tanımıyla, ağlar üzerinde dağıtık olarak yer alan bir veri tabanıdır. Birbirinden bağımsız olan veriler, bloklar, algoritmalar aracılığıyla birbirlerine bağlanmakta ve bu şekilde zincirler oluşturulmaktadır. Blokzincirinin merkezi bir yapıda olmaması, tek bir kaynak tarafından kontrol edilememesi onu güvenilir kılmakta ve dışarıdan müdahalelere olanak tanımamaktadır. Bu düşünceler ekseninde bu çalışma sosyal ağ analizi ile blokzinciri teknolojisini dağıtık öğrenme bağlamında incelemekte ve blokzinciri altyapısının dağıtık öğrenme süreçlerinde kullanımına yönelik olası senaryoları ele almaktadır. Araştırma bulguları, göre blokzinciri teknolojisinin dağıtık öğrenme ortamlarında gerçekleşen öğrenme deneyimlerinin kayıt alınmasına ve belgelendirilmesine yönelik güvenilir çözüm önerileri sağlayabileceğini göstermektedir.
Anahtar Kelimeler: Blokzinciri, çevrimiçi ağlar, dağıtık öğrenme, informal öğrenme, yapılandırılmamış öğrenme.
Anahtar Kelimeler: Blokzinciri, çevrimiçi ağlar, dağıtık öğrenme, informal öğrenme, yapılandırılmamış öğrenme.
Research Interests:
Giyilebilir teknolojiler günlük hayatımızda daha çok yer almakta ve insanlar için önemli teknolojilerden birisi haline gelmektedir. Giyilebilir teknolojiler birçok alanda olduğu gibi eğitim alanında da kullanılan teknolojilerdir. Bu... more
Giyilebilir teknolojiler günlük hayatımızda daha çok yer almakta ve insanlar için önemli teknolojilerden birisi haline gelmektedir. Giyilebilir teknolojiler birçok alanda olduğu gibi eğitim alanında da kullanılan teknolojilerdir. Bu düşünceden hareketle bu çalışmada giyilebilir teknoloji ve eğitim konusu incelenmiştir. Çalışmada veri madenciliği ve analizi yönteminde kullanılan sosyal ağ analizi tekniğinden faydalanılmıştır. Araştırma bulgularına göre giyilebilir teknolojiler eğitim alanında ulaşılabilir öğrenme ve mobil öğrenme modelleriyle doğrudan ilgilidir. Artırılmış gerçeklik, sanal gerçeklik ve nesnelerin interneti ise bu bağlamda kullanılabilecek teknolojiler olarak belirlenmiştir. İnsan-makine etkileşimi ve nicel/ölçülebilen insan kavramları, eğitim bağlamında incelenebilecek diğer önemli kavramlar olarak bulunmuştur. Kişisel bilgilerin gizliliği ve veri güvenliği ise dikkat edilmesi gereken önemli noktalar olarak ortaya çıkmıştır.
Research Interests:
Uzaktan eğitimde çevrimiçi öğrenme ortamlarıyla beraber bu ortamlarda yapılan sınavlar da yaygınlaşmaktadır. Kimlik doğrulama yöntemleri çevrimiçi sınav güvenliğini arttırmasına rağmen, öğrenenlerin biyometrik/kişisel bilgilerinin ve... more
Uzaktan eğitimde çevrimiçi öğrenme ortamlarıyla beraber bu ortamlarda yapılan sınavlar da yaygınlaşmaktadır. Kimlik doğrulama yöntemleri çevrimiçi sınav güvenliğini arttırmasına rağmen, öğrenenlerin biyometrik/kişisel bilgilerinin ve kişisel nesnelerin kullanılmasından dolayı hassas süreçleri içermektedir. Bundan dolayı çevrimiçi sınavlarda kullanılan kimlik doğrulama yöntemlerinin daha fazla incelenmesine yönelik bir ihtiyaç vardır. Bu bağlamda bu çalışmada uzaktan öğrenenlerin bakış açısıyla çevrimiçi sınavlarda kullanılabilecek kimlik doğrulama yöntemlerine ilişkin öğrenen görüşleri incelenmiştir. Kesitsel tarama modelinde 186 uzaktan öğrenenle gerçekleştirilen bu çalışmada çevrimiçi sınavlarda hangi kimlik doğrulama yöntemlerinin daha güvenilir bulunduğuna ilişkin soruya yanıt aranmıştır. Araştırma bulgularına göre katılımcıların biyometrik ve bilgi tabanlı kimlik doğrulama yöntemlerini daha güvenilir bulduğu yönünde görüş bildirdikleri belirlenmiş; ancak çevrimiçi sınavlarda yapılan bu tür kimlik doğrulama yöntemlerine karşı güven konusunda kararsızların yüzdesinin de çok olduğu görülmüştür.
Research Interests:
Bu çalışmanın temel amacı açık ve uzaktan öğrenme süreçlerinde kullanılan basılı kitaplarda yer alan karekodları incelemektir. Bu amaç doğrultusunda on maddelik bir anket geliştirilmiş ve tarama çalışması yapılmıştır. Araştırma... more
Bu çalışmanın temel amacı açık ve uzaktan öğrenme süreçlerinde kullanılan basılı kitaplarda yer alan karekodları incelemektir. Bu amaç doğrultusunda on maddelik bir anket geliştirilmiş ve tarama çalışması yapılmıştır. Araştırma sonuçlarına göre erken benimseyenler olarak tanımlanabilecek bir öğrenci kitlesi karekod teknolojini kullanmaktadır. Araştırma bulgularına göre açık ve uzaktan öğrenme sisteminde yer alan öğrenenlerin karekod teknolojisini öğrenme hedeflerini hızlı bir şekilde gerçekleştirmek, etkileşimi artırmak, öğrenme performansını artırmak, öğrenme sürecinde verimliliği artırmak ve öğrenmeyi kolaylaştırmak bağlamında olumlu düşüncelere sahip oldukları karekod teknolojini kullanmanın kolay olduğu ve öğrenenlerin bu teknolojiyi başkalarına tavsiye edebilecekleri ortaya çıkmıştır. Çalışmanın devamında karekod teknolojini basılı kitaplarda kullanmanın üstünlükleri ve sınırlıkları açıklanmış ve ileri çalışmalar için önerilerde bulunulmuştur.
Research Interests:
Bu çalışma, Kalite Elçileri Projesi bağlamında kitlesel kaynak olarak Açıköğretim Fakültesi Kalite Elçileri örneğini incelemektedir. Çalışma bağlamında nitel durum araştırma yöntemi benimsenmiş; görüşme ve gözlem yoluyla veri... more
Bu çalışma, Kalite Elçileri Projesi bağlamında kitlesel kaynak olarak Açıköğretim Fakültesi Kalite Elçileri örneğini incelemektedir. Çalışma bağlamında nitel durum araştırma yöntemi benimsenmiş; görüşme ve gözlem yoluyla veri toplanmıştır. Görüşme yoluyla elde edilen araştırma bulgularına göre Kalite Elçisi olmak başarı, aidiyet ve katkı temalarıyla ilişkilendirilmiştir. Kalite Elçisi olmayı tetikleyen temel nedenlerin başında öğrencilerin kendi deneyimlerini Açıköğretim Sistemi ve diğer öğrencilerle paylaşmak ve öğrenme süreçlerini bu şeklide zenginleştirmektir. Kalite Elçisi olan öğrenciler üstlendikleri sorumluluk ve yaptıkları etkinliklerden dolayı genel anlamda akademik olarak daha başarılı olmuşlar ve araştırmacı yaklaşım, eleştirel bakış açısı gibi beceriler geliştirmişlerdir. Kalite Elçisi olarak yapılan etkinliklerin mevcut içerikleri iyileştirdiği ve Açıköğretim Sistemi Kalitesini artırdığı yönünde düşünceler ortaya çıkmıştır. Gözlem notlarıyla elde edilen bulgular Kalite Elçilerinin sisteme daha çok dâhil olduklarını, bir öğrenci olarak kurumsal aidiyetlerinin arttığı şeklindedir.
Research Interests:
Öğrenme süreçlerinde daha etkili, verimli ve çekici deneyimler sağlayabilmenin yollarından birisi de öğrenen motivasyonlarını arttırmak, öğrenenlerin bu süreçlere adanmışlıklarını sağlamak ve süreçlerin sürdürülebilirliklerine yönelik... more
Öğrenme süreçlerinde daha etkili, verimli ve çekici deneyimler sağlayabilmenin yollarından birisi de öğrenen motivasyonlarını arttırmak, öğrenenlerin bu süreçlere adanmışlıklarını sağlamak ve süreçlerin sürdürülebilirliklerine yönelik tasarımlar yapabilmekten geçmektedir. Bu doğrultuda oyunlaştırma, oyun tasarım ilkelerini oyun dışı bağlamlara uygulayabilmeye yönelik öneriler sunan yenilikçi bir yaklaşım olarak ortaya çıkmaktadır. Bu kapsamda bu çalışma oyunlaştırma yaklaşımını eğitim çerçevesinde ele almakta, oyunlaştırmanın tanımı, uygulama alanları, karakteristik özellikleri, oyuncu tipleri ve oyunlaştırma modellerine yönelik açıklamalarda bulunmaktadır. Çalışma, ilgili alanyazında yer alan mevcut bulguları sentezlenmekte ve oyunlaştırmayı eğitim süreçlerinde kullanmak isteyen araştırmacı ve uygulamacılara öneriler sunmaktadır. Bu çalışma sonucuna göre oyunlaştırma, öğrenenlerin motivasyonlarını artırmaya yönelik stratejileri kullanarak öğrenenlerin daha anlamlı öğrenme deneyimleri yaşayabilmelerine olanak sağlamakta, e-öğrenme süreçlerinde öğrenenlerin adanmışlığını ve öğrenme deneyimlerinin sürdürülebilirliğini sağlamak için kullanılabilecek bir yaklaşım olarak değerlendirilmektedir.
Research Interests:
Bu çalışmanın amacı, uzaktan öğrenenlere yönelik geliştirilen sorularla zenginleştirilmiş etkileşimli videoların kullanımına ilişkin öğrenenlerin görüşlerinin alınması ve bu görüşlere bağlı olarak kullanılabilirlik, öğrenen memnuniyeti ve... more
Bu çalışmanın amacı, uzaktan öğrenenlere yönelik geliştirilen sorularla zenginleştirilmiş etkileşimli videoların kullanımına ilişkin öğrenenlerin görüşlerinin alınması ve bu görüşlere bağlı olarak kullanılabilirlik, öğrenen memnuniyeti ve gereklilik düzeylerinin araştırılmasıdır. Araştırma kesitsel tarama çalışması olarak
desenlenmiştir. Araştırmada 2393 öğrenenden anketle nicel
veriler toplanmıştır. Bunun yanı sıra, öğrenme analitikleri, video
altlarına eklenen puanlamalar ve hata bildirim verileri kullanılmıştır.
Araştırmada elde edilen bulgulara göre öğrenenler
sorularla zenginleştirilmiş etkileşimli videoları kolay kullanılabilir
ve faydalı bulduklarını belirterek bu videoların etkili, verimli ve
çekici öğrenme deneyimi yaşamalarına katkıda bulunduğunu
söylemişlerdir. Ayrıca, araştırmada öğrenenlerin sorularla
zenginleştirilmiş etkileşimli videoları kullanma konusunda
memnuniyet düzeyleri yüksek bulunmuş olup, öğrenenler bu
tür videoların yaygınlaştırılmasını istemektedirler
desenlenmiştir. Araştırmada 2393 öğrenenden anketle nicel
veriler toplanmıştır. Bunun yanı sıra, öğrenme analitikleri, video
altlarına eklenen puanlamalar ve hata bildirim verileri kullanılmıştır.
Araştırmada elde edilen bulgulara göre öğrenenler
sorularla zenginleştirilmiş etkileşimli videoları kolay kullanılabilir
ve faydalı bulduklarını belirterek bu videoların etkili, verimli ve
çekici öğrenme deneyimi yaşamalarına katkıda bulunduğunu
söylemişlerdir. Ayrıca, araştırmada öğrenenlerin sorularla
zenginleştirilmiş etkileşimli videoları kullanma konusunda
memnuniyet düzeyleri yüksek bulunmuş olup, öğrenenler bu
tür videoların yaygınlaştırılmasını istemektedirler
Research Interests:
Uzaktan eğitimdeki temel zorluklardan birisi, öğrenenlerin zaman ve mekân bağlamında öğretenlerden, diğer öğrenenlerden ve öğrenme kaynaklarından ayrılması gibi faktörlerden dolayı karşılaşılan motivasyonel durumlardır. Öğrenenlerin... more
Uzaktan eğitimdeki temel zorluklardan birisi, öğrenenlerin zaman ve mekân bağlamında öğretenlerden, diğer öğrenenlerden ve öğrenme kaynaklarından ayrılması gibi faktörlerden dolayı karşılaşılan motivasyonel durumlardır. Öğrenenlerin motivasyonunu artırarak bu engeli en aza indirmek ve öğrenenlerin öğrenme süreçlerine katılımını artırmak çabasıyla, oyunlaştırma gibi yeni yaklaşımlar uzaktan eğitime entegre edilmiştir. Oyunlaştırma bu ihtiyacı karşılamak için kullanılan motivasyon yaklaşımlarından birisidir. Oyunlaştırma oyun unsurlarının ve dijital oyun tasarım tekniklerinin insanları motive etmek ve sürece dahil etmek için oyun dışı durumlara uygulanması olarak tanımlanmaktadır. Bu bakış açısıyla ele alındığında, bu çalışma uzaktan öğrenenlerin kullanımı için tasarlanmış web tabanlı bir eğitsel uygulama olan SoruKüp'ü inceleyerek oyunlaştırmanın kullanımını açıklamaktır. Bu bağlamda çalışma nitel araştırma modellerinden bütüncül çoklu durum çalışması kullanılarak desenlenmiştir. Araştırma verileri SoruKüp uygulamasını deneyimlemiş kullanıcılarla görüşme yapılarak toplanmış ve veriler içerik analizi yöntemi ile çözümlenmiştir. Araştırma bağlamda uzaktan eğitim süreçlerinde oyunlaştırmanın öğrenen motivasyonunu arttırdığı, öğrenme sürecinin sürdürülebilir olmasına katkı sağladığı ve öğrenme sürecini daha eğlenceli hale getirdiği görüşü ortaya çıkmıştır.
Research Interests:
Research Interests:
Dünyada yaklaşık üç asır önce başlayan uzaktan eğitim çalışmaları, Türkiye’de yaklaşık iki asır sonra gündeme gelmiş ve çok kısa süre içerisinde eğitimde ana akımın bir parçası olmuştur. Uzaktan eğitimin bugününü değerlendirmek ve... more
Dünyada yaklaşık üç asır önce başlayan uzaktan eğitim çalışmaları, Türkiye’de yaklaşık iki asır sonra gündeme gelmiş ve çok kısa süre içerisinde eğitimde ana akımın bir parçası olmuştur. Uzaktan eğitimin bugününü değerlendirmek ve geleceğini görebilmek için geçmişteki gelişim sürecini anlamak önemlidir. Bu bağlamda bu çalışmanın amacı ülkemizde uzaktan eğitimin gelişim sürecinde rol alan önemli olayları belirlemek ve uzaktan eğitimin gelişimini geçmişten günümüze haritalandırmaktır. Bu çalışma bağlamında uzaktan eğitim toplam dört temel dönem içerisinde incelenmiştir. Bunlar; tartışma ve önerilerin yaşandığı birinci dönem, yazışarak uzaktan eğitimin yapıldığı ikinci dönem, görsel-işitsel araçlarla uzaktan eğitimin yapıldığı üçüncü dönem ve son olarak bilişim tabanlı uygulamaların kullanıldığı dördüncü dönem şeklindedir. Bu çalışmada uzaktan eğitimin gelişim sürecinin incelenmesinin yanı sıra eleştirel bir bakış açısıyla da bu dönemler ele alınmıştır. Son olarak uzaktan eğitimde araştırma eğilimlerine yönelik çalışmalar üzerinde durulmuş ve uzaktan eğitimin Türkiye’nin geleceğine yönelik öngörü ve önerilerde bulunulmuştur.
Research Interests:
Çevrimiçi teknolojiler hayatımızın her alanına sızmış, yaşanan gelişmelerden öğrenme süreçlerine yönelik uygulamalar da etkilenmiştir. Günümüzde çevrimiçi ortamlarda gerçekleşen tüm etkileşimler kendi dijital izine sahiptir ve bilgi ve... more
Çevrimiçi teknolojiler hayatımızın her alanına sızmış, yaşanan gelişmelerden öğrenme süreçlerine yönelik uygulamalar da etkilenmiştir. Günümüzde çevrimiçi ortamlarda gerçekleşen tüm etkileşimler kendi dijital izine sahiptir ve bilgi ve iletişim teknolojilerinde yaşanan gelişmeler sonucu takip edilebilir durumdadır. Çevrimiçi ortamlarda ortaya çıkan dijital izler büyük verinin ortaya çıkmasıyla sonuçlanmış ve ortaya çıkan bu verinin işlenerek öğrenenler için öğrenme süreçlerinde kullanılması fikri ve devamında öğrenme analitiği bir alan olarak ortaya çıkmıştır. Öğrenme analitiği, öğrenmeyi ve öğrenmenin gerçekleştiği çevreleri anlayıp daha iyi hale getirebilmek için öğrenenler ve bağlamları hakkındaki bilginin toplanması, ölçülmesi, analizi ve raporlanması şeklinde tanımlanmaktadır. Bu çalışmada öğrenme analitiği kavramı incelenmiş, öğrenme analitiği türleri, öğrenme analitiğinde kullanılan araçlar, öğrenme analitiğinin avantaj ve dezavantajları, son olarak da açık ve uzaktan öğrenme bağlamında kullanımına yönelik açıklamalarda bulunulmuştur.
Research Interests:
Bu doktora tez çalışmasının amacı bağlantıcı kitlesel açık çevrimiçi derslerde (KAÇD) etkileşim örüntülerini ve öğreten-öğrenen rollerini belirlemeye çalışmaktır. Bu amaç doğrultusunda araştırmada karma araştırma yöntemi ve sıralı... more
Bu doktora tez çalışmasının amacı bağlantıcı kitlesel açık çevrimiçi derslerde (KAÇD) etkileşim örüntülerini ve öğreten-öğrenen rollerini belirlemeye çalışmaktır. Bu amaç doğrultusunda araştırmada karma araştırma yöntemi ve sıralı açıklayıcı desen kullanılmıştır. Ayrıca veri toplama ve analiz amacıyla sosyal ağ analizi, görüşme, gözlem ve doküman incelemesi kullanılmıştır. Araştırma bulguları bağlantıcılık, rizomatik öğrenme ve sosyal ağ kuramı bağlamlarında yorumlanmıştır.
Araştırmanın demografik bulgularına göre, bağlantıcı öğrenme ortamlarında öğrenenlerin zaman ve mekan bağlamında küresel çapta dağıtık oldukları, çoğunun İngilizce konuşulan ülkelerden katılım gösterdiği, öğrenenlerin %89’unun düşük bağlamlı kültürlerden %11’inin ise yüksek bağlamlı kültürlerden olduğu gözlenmiştir. Katılımcıların çoğunun bir nedenle eğitim alanıyla ilgili veya yükseköğretimde öğrenci veya öğretmen olan bireyler olduğu saptanmıştır. Demografik bulgular KAÇD’larda çeşitliliğin birçok boyutta mevcut olduğunu göstermektedir ve bu bulgular KAÇD’ler için “küresel mega sınıf” ifadesini doğrular niteliktedir.
Bağlantıcı kitlesel açık çevrimiçi dersler etkileşim örüntüleri bağlamında incelendiğinde birleşik-sıkı bağları olan bir ağ örüntüsü yapısı gözlenmiştir. Bu türdeki ağ yapısında yer alan düğümler kendi aralarında ve alt-gruplar arasında köprü görevi gören önemli bağlar oluştururlar. Bu ağ yapısındaki öğrenenler sıklıkla iletişime geçme eğilimindedirler ve ortak ilgi alanına sahiptirler. Bu ağ türleri genellikle iletişim ve etkileşimin bir girdap gibi merkeze doğru yoğunlaştığı ve farklı öğrenenleri farklı zaman dilimlerinde içerisine çeken birkaç tane yoğun ve/veya yoğun bir biçimde birbirlerine bağlı alt-gruplardan oluşurlar.
Araştırma bulguları ayrıca bağlantıcı öğrenme ortamlarının iletişim ve etkileşim kurmak için az sayıda adım gerektirdiğini, öğrenme ağının Küçük Dünya Fenomeni ve Küresel Köy kavramlarını doğrulayan bir yapısı olduğunu göstermiştir. Azalan öğrenen sayısına ters orantılı bir şekilde ağ yoğunluğu değerinin arttığı gözlenmiş ve öğrenme ağında yoğun etkileşimin olduğu görülmüştür. Düğümlerin derece merkeziliği dağılımı incelendiğinde uzun kuyruk ve güç yasasına uygun bir dağılım gözlenmiş ve bağlantıcı ağların ölçekten bağımsız ağlar olduğu bulunmuştur. Bilginin üretimi ve tüketimi bağlamında öğrenenlerin 80/20 kuralı, 90-9-1 kuralı ve Pareto Yasasındakine benzer bir şekilde hareket ettikleri görülmektedir.
Öğreten ve öğrenen rollerinin belirlenmesine yönelik yapılan analiz ve çözümlemelerde toplam 25 rol belirlenmiş, ortaya çıkan rollerden 12 tanesi öğreten, 11 tanesi öğrenen ve 2 tanesi öğreten-öğrenen ortak rolü olarak tanımlanmıştır. Ortaya çıkan roller incelendiğinde öğreten ve öğrenen arasındaki sınırların bulanıklaştığı, öğrenme sürecindeki sorumluluğun hem öğreten hem de öğrenen tarafından paylaşıldığı görülmektedir. Öğreten rolleri öğrenme sürecini kolaylaştırmaya yönelik roller iken, öğrenenlerin öz becerilerini kullanmaya yönelik rolleri üstlendikleri görülmüştür.
Anahtar kelimeler: Kitlesel açık çevrimiçi ders, KAÇD, öğreten rolleri, öğrenen rolleri, etkileşim örüntüleri, bağlantıcılık, rizomatik öğrenme, sosyal ağ kuramı, sosyal ağ analizi, karma araştırma yöntemi, karma sıralı açıklayıcı desen, açık ve uzaktan öğrenme, uzaktan eğitim, açıköğretim.
Araştırmanın demografik bulgularına göre, bağlantıcı öğrenme ortamlarında öğrenenlerin zaman ve mekan bağlamında küresel çapta dağıtık oldukları, çoğunun İngilizce konuşulan ülkelerden katılım gösterdiği, öğrenenlerin %89’unun düşük bağlamlı kültürlerden %11’inin ise yüksek bağlamlı kültürlerden olduğu gözlenmiştir. Katılımcıların çoğunun bir nedenle eğitim alanıyla ilgili veya yükseköğretimde öğrenci veya öğretmen olan bireyler olduğu saptanmıştır. Demografik bulgular KAÇD’larda çeşitliliğin birçok boyutta mevcut olduğunu göstermektedir ve bu bulgular KAÇD’ler için “küresel mega sınıf” ifadesini doğrular niteliktedir.
Bağlantıcı kitlesel açık çevrimiçi dersler etkileşim örüntüleri bağlamında incelendiğinde birleşik-sıkı bağları olan bir ağ örüntüsü yapısı gözlenmiştir. Bu türdeki ağ yapısında yer alan düğümler kendi aralarında ve alt-gruplar arasında köprü görevi gören önemli bağlar oluştururlar. Bu ağ yapısındaki öğrenenler sıklıkla iletişime geçme eğilimindedirler ve ortak ilgi alanına sahiptirler. Bu ağ türleri genellikle iletişim ve etkileşimin bir girdap gibi merkeze doğru yoğunlaştığı ve farklı öğrenenleri farklı zaman dilimlerinde içerisine çeken birkaç tane yoğun ve/veya yoğun bir biçimde birbirlerine bağlı alt-gruplardan oluşurlar.
Araştırma bulguları ayrıca bağlantıcı öğrenme ortamlarının iletişim ve etkileşim kurmak için az sayıda adım gerektirdiğini, öğrenme ağının Küçük Dünya Fenomeni ve Küresel Köy kavramlarını doğrulayan bir yapısı olduğunu göstermiştir. Azalan öğrenen sayısına ters orantılı bir şekilde ağ yoğunluğu değerinin arttığı gözlenmiş ve öğrenme ağında yoğun etkileşimin olduğu görülmüştür. Düğümlerin derece merkeziliği dağılımı incelendiğinde uzun kuyruk ve güç yasasına uygun bir dağılım gözlenmiş ve bağlantıcı ağların ölçekten bağımsız ağlar olduğu bulunmuştur. Bilginin üretimi ve tüketimi bağlamında öğrenenlerin 80/20 kuralı, 90-9-1 kuralı ve Pareto Yasasındakine benzer bir şekilde hareket ettikleri görülmektedir.
Öğreten ve öğrenen rollerinin belirlenmesine yönelik yapılan analiz ve çözümlemelerde toplam 25 rol belirlenmiş, ortaya çıkan rollerden 12 tanesi öğreten, 11 tanesi öğrenen ve 2 tanesi öğreten-öğrenen ortak rolü olarak tanımlanmıştır. Ortaya çıkan roller incelendiğinde öğreten ve öğrenen arasındaki sınırların bulanıklaştığı, öğrenme sürecindeki sorumluluğun hem öğreten hem de öğrenen tarafından paylaşıldığı görülmektedir. Öğreten rolleri öğrenme sürecini kolaylaştırmaya yönelik roller iken, öğrenenlerin öz becerilerini kullanmaya yönelik rolleri üstlendikleri görülmüştür.
Anahtar kelimeler: Kitlesel açık çevrimiçi ders, KAÇD, öğreten rolleri, öğrenen rolleri, etkileşim örüntüleri, bağlantıcılık, rizomatik öğrenme, sosyal ağ kuramı, sosyal ağ analizi, karma araştırma yöntemi, karma sıralı açıklayıcı desen, açık ve uzaktan öğrenme, uzaktan eğitim, açıköğretim.
Research Interests:
Bu araştırmanın amacı açık ve uzaktan öğrenme sistemleri için etkileşimli e-kitap değerlendirme kriterlerinin belirlenmesidir. Araştırma, Delphi tekniği ve heuristic yaklaşımın veri toplamak ve analiz etmek için kullanıldığı karma model... more
Bu araştırmanın amacı açık ve uzaktan öğrenme sistemleri için etkileşimli e-kitap değerlendirme kriterlerinin belirlenmesidir. Araştırma, Delphi tekniği ve heuristic yaklaşımın veri toplamak ve analiz etmek için kullanıldığı karma model olarak desenlenmiştir. Araştırmanın ilk aşamasında, toplam dört turda 30 panelistten oluşan bir Delphi uzman grubu aracılığıyla nicel ve nitel veriler toplanmıştır. Araştırmanın ikinci aşamasında, toplam 20 etkileşimli e-kitap heuristic araştırma yaklaşımıyla incelenmiştir. Araştırmanın son aşamasında, Delphi tekniği ve heuristic yaklaşım bulguları bir araya getirilmiştir.
Bu araştırmada ayrıca alanyazın taramasına dayanarak etkileşimli e-kitapların tanımı, özellikleri, avantajlı ve dezavantajlı durumları ortaya konulmuştur. Araştırma bulguları değerlendirildiğinde, açık ve uzaktan öğrenme sistemlerinde kullanılabilecek etkileşimli e-kitaplar için 4 tema altında, 14 boyut ve 37 kriter geliştirilmiştir. Son olarak, araştırmaya ilişkin bulgular tartışılmış ve ileri araştırmalar için öneriler sunulmuştur.
Anahtar Kelimeler: Etkileşimli e-Kitap, e-Kitap, Dijital Kitap, Açık ve Uzaktan Öğrenme, Açık ve Uzaktan Öğretim, Uzaktan Eğitim, e-Öğrenme, e-Yayıncılık, Delphi Tekniği, Heuristic Yaklaşım
Bu araştırmada ayrıca alanyazın taramasına dayanarak etkileşimli e-kitapların tanımı, özellikleri, avantajlı ve dezavantajlı durumları ortaya konulmuştur. Araştırma bulguları değerlendirildiğinde, açık ve uzaktan öğrenme sistemlerinde kullanılabilecek etkileşimli e-kitaplar için 4 tema altında, 14 boyut ve 37 kriter geliştirilmiştir. Son olarak, araştırmaya ilişkin bulgular tartışılmış ve ileri araştırmalar için öneriler sunulmuştur.
Anahtar Kelimeler: Etkileşimli e-Kitap, e-Kitap, Dijital Kitap, Açık ve Uzaktan Öğrenme, Açık ve Uzaktan Öğretim, Uzaktan Eğitim, e-Öğrenme, e-Yayıncılık, Delphi Tekniği, Heuristic Yaklaşım
Research Interests:
Bu çalışmanın amacı sosyal ağların bir yaşam boyu öğrenme platformu olarak potansiyelini incelemektir. Bu bağlamda sosyal ağlar; bir eko sistem olarak psikolojik ve sosyolojik açıdan tartışılmıştır. Ayrıca Web 2.0 ve sosyal ağlarda... more
Bu çalışmanın amacı sosyal ağların bir yaşam boyu öğrenme platformu olarak potansiyelini incelemektir. Bu bağlamda sosyal ağlar; bir eko sistem olarak psikolojik ve sosyolojik açıdan tartışılmıştır. Ayrıca Web 2.0 ve sosyal ağlarda öğrenmeyi açıklayan hetagoji ve bağlantıcılık kavramları incelenmiştir. Son olarak, sosyal ağların yaşam boyu öğrenme kapsamında önemi açıklanmıştır.
Research Interests:
Dijital çağda küreselleşmenin ve değişimin önemli bir dinamiği bilgidir. Bu çalışma kapsamında alanyazında yer alan dağıtık bulgular özetleme ve sentezleme yapılarak araştırma konusu ile ilişkilendirilmiş; bilginin tanımı, epistemolojisi,... more
Dijital çağda küreselleşmenin ve değişimin önemli bir dinamiği bilgidir. Bu çalışma kapsamında alanyazında yer alan dağıtık bulgular özetleme ve sentezleme yapılarak araştırma konusu ile ilişkilendirilmiş; bilginin tanımı, epistemolojisi, işlevsel farklılıkları, bilginin yapısı ve türleri açımlanmıştır. Ayrıca, geçmişten günümüze bilginin evrimi ve ağlar üzerinde nasıl yorumlandığına dair açıklamalarda bulunulmuştur. Son olarak öz-biliş ve meta-biliş kavramları bu bağlamda tartışılmıştır.
Research Interests:
Yirmi birinci yüzyılda teknoloji sadece gelişmekle kalmamış, günlük hayatımızın bir parçası olmuştur. Yaşanan bu gelişmeler doğrultusunda yalnızca bireyler ve toplumda değil; eğitimde de bir değerler dizisi (paradigma) değişimi... more
Yirmi birinci yüzyılda teknoloji sadece gelişmekle kalmamış, günlük hayatımızın bir parçası olmuştur. Yaşanan bu gelişmeler doğrultusunda yalnızca bireyler ve toplumda değil; eğitimde de bir değerler dizisi (paradigma) değişimi yaşanmıştır. Bilgi toplumunda bu değişimlerin bir yansıması olarak yeni öğrenme ortamları ve yaklaşımları ortaya çıkmıştır. Bu değişimin sonuçlarından biri de bireylerin yaşamboyu öğrenme gereksinimini karşılayan Kitlesel Açık Çevrimiçi Derslerdir (KAÇD). Kitlesel Açık Çevrimiçi Dersler öğrenenlere geleneksel x-Kitlesel Açık Çevrimiçi Dersler, bağlantıcı (c-Kitlesel Açık Çevrimiçi Dersler) veya Melez Kitlesel Açık Çevrimiçi Dersler yaklaşımlarıyla sunulabilmektedir. Bu bağlamda bu çalışmanın amacı öyküleyici alanyazın taraması yöntemini kullanarak alanyazında yer alan dağıtık bulguların özetlenmesi ve sentezlenmesi; bu doğrultuda kitlesel açık çevrimiçi derslere yönelik görüş ve önerilerde bulunmaktır.
Research Interests:
Günümüzde, tek yönlü iletişimin olduğu Web 1.0 yerine, içeriğindeğiştirilebildiği Web 2.0 kullanılmaya başlanmıştır. Bu değişim günlük hayatımızı etkilediği kadar açık ve uzaktan öğrenme (AUÖ) sistemlerini de etkilemiştir. Bu değişim... more
Günümüzde, tek yönlü iletişimin olduğu Web 1.0 yerine, içeriğindeğiştirilebildiği Web 2.0 kullanılmaya başlanmıştır. Bu değişim günlük hayatımızı etkilediği kadar açık ve uzaktan öğrenme (AUÖ) sistemlerini de etkilemiştir. Bu değişim sürecinde, akıllı sistemlerin ve yapay zekanın olacağı Web 3.0 ise bir sonraki durak olacaktır. Web 2.0 formal öğrenme sürecinde kullanılmaktadır, peki informal ve nonformal öğretim sistemlerinde mevcut durum nedir? Web 2.0 ve sosyal ağlar AUÖ’de ne gibi etkiler yaratmıştır?
Research Interests:
Bir deyişe göre “Hayat bir oyun gibidir, tüm yapmanız gereken nasıl oynanacağını bilmektir”. Oyunlar günlük hayatımızın bir parçasıdır. İyi tasarımlanmış oyunlar ve oyun benzeri uygulamalar iyi bir motivasyon kaynağıdır. Farklı alanlarda... more
Bir deyişe göre “Hayat bir oyun gibidir, tüm yapmanız gereken nasıl oynanacağını bilmektir”. Oyunlar günlük hayatımızın bir parçasıdır. İyi tasarımlanmış oyunlar ve oyun benzeri uygulamalar iyi bir motivasyon kaynağıdır. Farklı alanlarda birçok kullanımı olan ve oyunlaştırma olarak tanımlanan bu uygulama son zamanlarda eğitimcilerin ve araştırmacıların ilgisini çekmiş ve bu çalışma alanına olan ilgi artmıştır. Bu çalışmada, oyunlaştırma kavramı çerçevesinde oyunlaştırma unsurları, oyuncu tipleri, kuramsal altyapı, tasarım süreci adımları ve diğer ilgili anahtar kavramlar açıklanmıştır. Bunu takiben ticari ve eğitsel uygulamalardan örnekler verilmiştir. Bu çalışmanın amacı okuyucuları oyunlaştırma hakkında bilgilendirmek ve oyunlaştırma yaklaşımının betimsel bir analizini yapmaktır.
Research Interests:
Günümüz dünyasında dijital oyunlar büyük bir popülerlik kazanmıştır. Dijital oyunların eğitim sürecindeki potansiyelini fark eden eğitimciler ve araştırmacı dijital oyunları bir öğrenme-öğretmearacı olarak kullanma fikrini ortaya... more
Günümüz dünyasında dijital oyunlar büyük bir popülerlik kazanmıştır. Dijital oyunların eğitim sürecindeki potansiyelini fark eden eğitimciler ve araştırmacı dijital oyunları bir öğrenme-öğretmearacı olarak kullanma fikrini ortaya atmışlardır. Bu araştırmada dijital oyun-eğitim ilişkisi, dijital oyunların faydaları açıklanmış; dijital oyunların eğitim alanında nasıl kullanılacağına yönelik açıklama ve önerilerde bulunulmuştur.
Research Interests:
Yakın bir geçmişte ortaya çıkan etkileşimli e-kitaplar nedir? Etkileşimli e-kitaplar nasıl tanımlanabilir? Avantajları, dezavantajları ve etkileşimi sağlayan unsurlar nelerdir? Etkileşimli e-kitap devriminin bir sonraki aşaması nedir?... more
Yakın bir geçmişte ortaya çıkan etkileşimli e-kitaplar nedir? Etkileşimli e-kitaplar nasıl tanımlanabilir? Avantajları, dezavantajları ve etkileşimi sağlayan unsurlar nelerdir? Etkileşimli e-kitap devriminin bir sonraki aşaması nedir? Şimdiye kadar neler yapılmıştır ve bundan sonra yapılması gerekenler nelerdir? Bu çalışma boyunca bu sorulara yanıt aranmıştır
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Artırılmış gerçeklik sanal unsurların gerçek zamanlı olarak gerçek dünya unsurlarıyla birleştirilmesiyle oluşturulan, öğrenme sürecini zenginleştiren teknolojidir. Yabancı dil öğretiminde farklı beceri ve alanların öğrenen tarafından... more
Artırılmış gerçeklik sanal unsurların gerçek zamanlı olarak gerçek dünya unsurlarıyla birleştirilmesiyle oluşturulan, öğrenme sürecini zenginleştiren teknolojidir. Yabancı dil öğretiminde farklı beceri ve alanların öğrenen tarafından edinilmesi beklenmekte, bu bağlamda öğrenenlerin farklı duyularına hitap eden artırılmış gerçeklik uygulaması kullanılabilmektedir. Bu çalışmanın amacı artırılmış gerçeklik teknolojisinin yabancı dil olarak İngilizce öğretim-öğrenme sürecinde ders etkinliklerine entegre edilmesi sonucu öğrenenlerin artırılmış gerçeklik uygulamasına yönelik görüşlerini incelemektir.
Bir devlet üniversitesi yabancı dil hazırlık programında iki hafta süren uygulama sonrası çevrimiçi anket uygulanarak veriler toplanmıştır. Elde edilen veriler betimsel analiz teknikleri kullanılarak incelenmiştir.
Bir devlet üniversitesi yabancı dil hazırlık programında iki hafta süren uygulama sonrası çevrimiçi anket uygulanarak veriler toplanmıştır. Elde edilen veriler betimsel analiz teknikleri kullanılarak incelenmiştir.
Research Interests:
Uzaktan eğitim yoluyla ders alan öğrenenlerin ve bu yolla verilen derslerin sayısı her geçen gün artmaktadır. Bu yöntemle verilen derslerin ve ders alan öğrenenlerin sayısı göz önüne alındığında, bu ortamlardaki öğrenenlerin öğrenme... more
Uzaktan eğitim yoluyla ders alan öğrenenlerin ve bu yolla verilen derslerin sayısı her geçen gün artmaktadır. Bu yöntemle verilen derslerin ve ders alan öğrenenlerin sayısı göz önüne alındığında, bu ortamlardaki öğrenenlerin öğrenme süreçlerinin ve deneyimlerinin bilinmesi başarının sağlanması için önemlidir. Uzaktan eğitimde öğrenenler, yüz yüze öğrenenlere göre daha esnek bir çalışma programına sahiptir ve kendi öğrenme süreçlerinden daha fazla sorumludur. Bu durumdan dolayı uzaktan öğrenenlerin akademik erteleme davranışında daha fazla bulundukları çeşitli araştırmalarda bildirilmiştir. Akademik erteleme davranışı, öngörülebilir olumsuz sonuçlara rağmen öğrenenlerin bilinçli bir şekilde gerçekleştirdiği geciktirme olarak tanımlanabilir. Bu bağlamda uzaktan öğretimde akademik erteleme davranışının üstesinden gelmek için öğretim tasarımı sürecinde motivasyon, eylem ve başarı (MVP) modeli kullanılabilir. Çeşitli kuram ve uygulamaları birleştiren bu model sayesinde eğitimciler, ARCS-V motivasyonel tasarım süreci ile beş adımda (dikkat, ilişki, güven, doyum ve eylem) ve sistemli bir şekilde çeşitli stratejilerle uzaktan öğrenenleri motive edip onların akademik erteleme davranışlarının üstesinden gelmelerine yardımcı olabilirler. Bu çalışma, uzaktan öğrenenlerin akademik erteleme davranışlarının olası nedenlerine ve motivasyon, eylem ve başarı modeli bağlamında öğrenenlerin akademik erteleme davranışları ile başa çıkmada ARCS-V motivasyonel tasarım sürecinin kullanıma ilişkin sürece yer vermektedir.
Anahtar Kelimeler: Akademik erteleme, Motivasyon, MVP modeli, Uzaktan eğitim, Çevrimiçi Eğitim
Anahtar Kelimeler: Akademik erteleme, Motivasyon, MVP modeli, Uzaktan eğitim, Çevrimiçi Eğitim
Research Interests:
Ülkemizde ve dünyada açık ve uzaktan öğretim (AUÖ) sistemlerinde milyonlarca öğrenci vardır. Örgün eğitimde “öğrenci+ders materyali=başarı” şeklinde bir sınıflama var iken; AUÖ’de “öğrenci+ders materyali+destek hizmetleri=başarı”... more
Ülkemizde ve dünyada açık ve uzaktan öğretim (AUÖ) sistemlerinde milyonlarca öğrenci vardır. Örgün eğitimde “öğrenci+ders materyali=başarı” şeklinde bir sınıflama var iken; AUÖ’de “öğrenci+ders materyali+destek hizmetleri=başarı” şeklindedir. AUÖ’de kalite yönetimi ve kalite güvencesi öğrenenler tarafından talep edilen bir durum haline gelmiştir. Eğitimin bireyselleştiği ve öğrenenler için daha fazla seçeneğin sunulduğu günümüzde kalite anlayışını, öğrenenlerin beklentilerini ve memnuniyeti sağlamanın yolu ise destek hizmetlerinin öğrenenlerin özelliklerine ve isteklerine uygun bir şekilde sunulmasıdır. Bunun içinde destek hizmetlerinin tanım ve kapsam alanlarının net bir şekilde ifade edilmesi gerekmektedir.
Research Interests:
Günümüzde paralel yayıncılık, masaüstü yayıncılık, kendi kendine yayıncılık gibi yeni terimler ortaya çıkmıştır. Sıklıkla kullanılan bir diğer terim ise dijital içeriğin çeşitli elektronik ortamlar aracılığıyla yaratılması, dağıtılması ve... more
Günümüzde paralel yayıncılık, masaüstü yayıncılık, kendi kendine yayıncılık gibi yeni terimler ortaya çıkmıştır. Sıklıkla kullanılan bir diğer terim ise dijital içeriğin çeşitli elektronik ortamlar aracılığıyla yaratılması, dağıtılması ve paylaşılmasını nitelemek için kullanılan dijital yayıncılık ve elektronik yayıncılık terimleridir. Elektronik yayıncılık ve mobil teknolojilerin gelişmesinin bir sonucu olarak, elektronik kitaplara olan ilgi ve talep
artmış ve etkileşimli e-kitapların ortaya çıkmasına neden olmuştur. Bu çalışmada etkileşimli e-kitap hazırlama ve yayınlama sürecinde takip edilmesi gereken adımlar açıklanmış ve önerilere yer verilmiştir.
artmış ve etkileşimli e-kitapların ortaya çıkmasına neden olmuştur. Bu çalışmada etkileşimli e-kitap hazırlama ve yayınlama sürecinde takip edilmesi gereken adımlar açıklanmış ve önerilere yer verilmiştir.
Research Interests:
Bu çalışmanın amacı sosyal ağların bir yaşam boyu öğrenme platformu olarak potansiyelini incelemektir. Bu bağlamda sosyal ağlar; bir eko sistem olarak psikolojik ve sosyolojik açıdan tartışılmıştır. Ayrıca Web 2.0 ve sosyal ağlarda... more
Bu çalışmanın amacı sosyal ağların bir yaşam boyu öğrenme platformu olarak potansiyelini incelemektir. Bu bağlamda sosyal ağlar; bir eko sistem olarak psikolojik ve sosyolojik açıdan tartışılmıştır. Ayrıca Web 2.0 ve sosyal ağlarda öğrenmeyi açıklayan hetagoji ve bağlantıcılık kavramları incelenmiştir. Son olarak, sosyal ağların yaşam boyu öğrenme kapsamında önemi açıklanmıştır.
Research Interests:
Mobil teknolojiler yaşam biçimlerimizi değiştirdiği kadar öğrenme biçimlerimizi de değiştirmektedir. Bu bakış açısıyla tanımlandığında mobil öğrenme her zaman her yerde öğrenmeyi mümkün kılabilmek için mobil teknolojilerin tek başına veya... more
Mobil teknolojiler yaşam biçimlerimizi değiştirdiği kadar öğrenme biçimlerimizi de değiştirmektedir. Bu bakış açısıyla tanımlandığında mobil öğrenme her zaman her yerde öğrenmeyi mümkün kılabilmek için mobil teknolojilerin tek başına veya diğer bilgi ve iletişim teknolojileriyle bir arada kullanılmasıdır. Günümüzde, mobil öğrenme sunduğu esnek öğrenme fırsatları ve ortaya çıkan yeni mobil teknolojilerle etkili bir öğrenme modeli olarak ortaya çıkmıştır. Bu bağlamda çalışmanın amacı geleneksel alanyazın taraması yaparak var olan çalışma bulgularını özetleme ve sentezlemektir. Çalışma için belirlenen alanyazın tarama ölçütü güncelliktir. Bu yüzden özellikle 2000 yılından sonra yapılan çalışmalara yer verilmiştir. Çalışmada mobil öğrenmenin tanımı, mobil araçlar, mobil öğrenmenin gerekçesi, mobil öğrenme projeleri, mobil öğrenme ve eğitim konuları ele alınmıştır.
Research Interests:
Description Session Description The group presenting this session was formed through a serendipitous participation in a ‘slow chat’ (#HEdigID) on the topic of OEP. The chat went on long beyond its official end, and we realized that the... more
Description
Session Description
The group presenting this session was formed through a serendipitous participation in a ‘slow chat’ (#HEdigID) on the topic of OEP. The chat went on long beyond its official end, and we realized that the #HEdigID network was larger than we had observed. It included ‘invisible’ participants who were simply listening, or tuning in once in a while. We began to discuss the practice of ‘lurking’ and the idea of ‘the lurker’. The group conversation which followed revealed some of the complexities of lurking behaviours.
What (or who) is a “lurker”? Do we need to rethink what participation means? Why some learners are visible, and others less visible or maybe invisible, remaining on the margins of online and networked learning? Do we need to recenter participation in open spaces – to bring in those who appear to choose to stay on the periphery? It seems there is a need to turn a critical lens onto our assumptions, and think about how ‘privileging the visible’ may constrain and exclude more invisible learners equally interested in learning (Honeychurch et al., 2017; Popovac, M., & Fullwood, C., 2018).
Against a prior emphasis on transmission of knowledge, designing for learning in today’s open environments is often ‘designing for participation’. Has the pendulum now swung too far in this direction, such that those who are said to ‘lurk’ are dismissed, derided, or at best, understood through a deficit model?
Our proposed lenses on lurking as troublesome, political and ordinary, suggest alternative ways of understanding lurking behaviours, but do not provide an obvious answer to the question of how to engage the lurking learner – or whether the lurker must be engaged. What does learner agency look like in this context? Can we truly design for all? Or should we design for participation – and let lurkers lurk?
We are seeking input from participants in online learning spaces – current students or teachers or people who have other roles or with an interest in learning in open environments. Through the discussion/activity, further insights into both the ‘lurker experience’ and inclusive learning design will emerge
Session content
Drawing on previous experiences in exploring questions of digital identity and engagement (Author, 2017; Author, 2018), we are proposing a WORKSHOP COMBINED WITH AN OPEN SPACE in order to engage the audience early on so we can gather a different range of answers to our questions.
Two interactive walls will be designed, one analogue and another digital. The analogue to be placed in an open space (from day 1) to foster discussion amongst people prior to the workshop, and the digital wall on Padlet to allow remote participation.
Pre-workshop feedback from the walls will be combined with further input from participants, followed by the discussion of our proposed lenses, in order to see whether our three lenses are sufficient or whether further lenses emerge from the activity.
References
–> Bali, M. & Sharma, S. (2014). Bonds of Difference: Participation as Inclusion. Hybrid Pedagogy. Available at: http://hybridpedagogy.org/bonds-difference-participation-inclusion [Accessed 20-11-2018]
–> Honeychurch, S., Bozkurt, A., Singh, L., & Koutropoulos, A. (2017). Learners on the Periphery: Lurkers as Invisible Learners. European Journal of Open, 20(1), 191–1027.
–> Popovac, M., & Fullwood, C. The Psychology of Online Lurking. The Oxford Handbook of Cyberpsychology. Oxford UP.
–> Author. (2018). Conference presentation
–> Author. (2017). Conference presentation
Citation:
Kuhn, C., Havemann, L., Koseoglu, S., Bozkurt, A., & Watling, S. (2019). Recentering open for those at the margins: three lenses on lurking [Workshop]. 11.04.2019, National University of Ireland, Galway, Ireland.
https://oer19.oerconf.org/sessions/recentering-open-for-those-at-the-margins-three-lenses-on-lurking-o-146/
Session Description
The group presenting this session was formed through a serendipitous participation in a ‘slow chat’ (#HEdigID) on the topic of OEP. The chat went on long beyond its official end, and we realized that the #HEdigID network was larger than we had observed. It included ‘invisible’ participants who were simply listening, or tuning in once in a while. We began to discuss the practice of ‘lurking’ and the idea of ‘the lurker’. The group conversation which followed revealed some of the complexities of lurking behaviours.
What (or who) is a “lurker”? Do we need to rethink what participation means? Why some learners are visible, and others less visible or maybe invisible, remaining on the margins of online and networked learning? Do we need to recenter participation in open spaces – to bring in those who appear to choose to stay on the periphery? It seems there is a need to turn a critical lens onto our assumptions, and think about how ‘privileging the visible’ may constrain and exclude more invisible learners equally interested in learning (Honeychurch et al., 2017; Popovac, M., & Fullwood, C., 2018).
Against a prior emphasis on transmission of knowledge, designing for learning in today’s open environments is often ‘designing for participation’. Has the pendulum now swung too far in this direction, such that those who are said to ‘lurk’ are dismissed, derided, or at best, understood through a deficit model?
Our proposed lenses on lurking as troublesome, political and ordinary, suggest alternative ways of understanding lurking behaviours, but do not provide an obvious answer to the question of how to engage the lurking learner – or whether the lurker must be engaged. What does learner agency look like in this context? Can we truly design for all? Or should we design for participation – and let lurkers lurk?
We are seeking input from participants in online learning spaces – current students or teachers or people who have other roles or with an interest in learning in open environments. Through the discussion/activity, further insights into both the ‘lurker experience’ and inclusive learning design will emerge
Session content
Drawing on previous experiences in exploring questions of digital identity and engagement (Author, 2017; Author, 2018), we are proposing a WORKSHOP COMBINED WITH AN OPEN SPACE in order to engage the audience early on so we can gather a different range of answers to our questions.
Two interactive walls will be designed, one analogue and another digital. The analogue to be placed in an open space (from day 1) to foster discussion amongst people prior to the workshop, and the digital wall on Padlet to allow remote participation.
Pre-workshop feedback from the walls will be combined with further input from participants, followed by the discussion of our proposed lenses, in order to see whether our three lenses are sufficient or whether further lenses emerge from the activity.
References
–> Bali, M. & Sharma, S. (2014). Bonds of Difference: Participation as Inclusion. Hybrid Pedagogy. Available at: http://hybridpedagogy.org/bonds-difference-participation-inclusion [Accessed 20-11-2018]
–> Honeychurch, S., Bozkurt, A., Singh, L., & Koutropoulos, A. (2017). Learners on the Periphery: Lurkers as Invisible Learners. European Journal of Open, 20(1), 191–1027.
–> Popovac, M., & Fullwood, C. The Psychology of Online Lurking. The Oxford Handbook of Cyberpsychology. Oxford UP.
–> Author. (2018). Conference presentation
–> Author. (2017). Conference presentation
Citation:
Kuhn, C., Havemann, L., Koseoglu, S., Bozkurt, A., & Watling, S. (2019). Recentering open for those at the margins: three lenses on lurking [Workshop]. 11.04.2019, National University of Ireland, Galway, Ireland.
https://oer19.oerconf.org/sessions/recentering-open-for-those-at-the-margins-three-lenses-on-lurking-o-146/