Hasan Ucar
Anadolu University, Distance Education, Faculty Member
- Hasan Ucar is an associate professor of distance education at Anadolu University, Open Education Faculty. Dr. Ucar re... moreHasan Ucar is an associate professor of distance education at Anadolu University, Open Education Faculty. Dr. Ucar received his Ph.D. and Master's Degree in Distance Education from Anadolu University, Turkey. Hasan’s current research agenda is the motivational design of instruction in online distance learning environments.edit
This study offers an explanatory case study research that reflects on how the motivational design based supplementary activities are used in a social network site, namely Facebook, affect online EFL learners' process of learning. The... more
This study offers an explanatory case study research that reflects on how the motivational design based supplementary activities are used in a social network site, namely Facebook, affect online EFL learners' process of learning. The participants consisted of 105 online EFL learners who contributed to the study on a voluntary basis. The data was gathered over a three-week period through a web-based open-ended questionnaire compiled by the researchers. The findings of the study indicate that using supplementary activities given on Facebook has a significant contribution to online distance EFL learners' course interest, motivation, volition, and academic performance. Besides, the supplementary activities sway the learners to persist in and make an effort to reach the learning goals. Based on the findings collected in this study, the authors posit that Facebook, as a powerful social network site, could be used as a supportive milieu for open and distance learning courses conducted for English Language Learning. In addition to the findings mentioned above, suggestions for future research directions and implications for practice are discussed.
Research Interests:
Volition explains the transition from desire, or motivation, to action especially when faced with competing goals. In learning environments, the concept refers to acting with the aim of achieving learning objectives. Despite the... more
Volition explains the transition from desire, or motivation, to action especially when faced with competing goals. In learning environments, the concept refers to acting with the aim of achieving learning objectives. Despite the importance of volition in learning environments, research has rarely addressed the volition construct. Thus, the purpose of this study was to explore and develop a valid and reliable scale to measure the volition construct in online and face to face learning environments. The data for this research were collected from 594 undergraduate online learners who also took some courses face to face at a state university in Turkey. After analyzing the validity and reliability of the scale, a two-factor, 13-item volition for learning scale was developed. The scale was comprised of two factors: action planning and action control. Confirmatory factor analysis results confirm the factor structure of the scale. Results indicated that the volition for learning scale is a valid and reliable instrument that can be utilized to measure learners' volition in learning environments.
Research Interests:
John M. Keller s a ddsttnguushed professor emerrtus at Florrda State Unnverssty, where he speccallzes n educattonal psychology and learnnng systems. Dr. Keller s the creator of the MVP theory and ARCS-V model. He s also the author of the... more
John M. Keller s a ddsttnguushed professor emerrtus at Florrda State Unnverssty, where he speccallzes n educattonal psychology and learnnng systems. Dr. Keller s the creator of the MVP theory and ARCS-V model. He s also the author of the book Mottvattonal Dessgn for Learnnng and Performance: The ARCS model approach, and many arttcles on mottvatton and volltton ssues. Who s John M. Keller? Can you brrefly ntroduce yourself, please? John Keller s an alumnus Professor of Instructtonal Systems and Educattonal Psychology at Florrda State Unnverssty n Tallahassee, Florrda, USA. Prror to goong to FSU n January 1985, he was a member of the faculty at Syracuse Unnverssty whhch he jooned n 1974 after earnnng hhs Ph.D. n nstructtonal systems dessgn and organnzattonal behavvor at Inddana Unnverssty, Durrng hhs career he has had extenssve experrence workkng wwth corporate, governmental, and educattonal organnzattons n the Unnted States and abroad on traannng dessgn and development and other areas of performance mprovement technology. He has made major contrrbuttons to the development of approaches to assesssng mottvatton and dessgnnng mottvattonal systems, and he has contrrbuted to the dessgn of performance mprovement and systemattc traannng dessgn processes for several major corporattons and government agencces. In adddtton, he has extenssve nternattonal experrence n Europe, Northeast and Southeast Assa, and Lattn Amerrca. Prror to embarkkng on hhs career n hhgher educatton, he taught secondary school n Southern Callfornna and served a four-year tour of duty n the aar wwng of the U.S. Marrne Corps where he speccallzed n electronnc fllght ssmulator maantenance and pplot traannng. He has dellvered addresses, parttccpated n conferences, and completed consultancces n more than 30 countrres. Also, he completed vvssttng scholar appoontment at the Unnvsrssty of Twente n Enschede, The Netherlands, and a vvssttng professor asssgnment at the Unnverssty of Salzburg, Austrra. He s best known for the mottvattonal dessgn process he created that s called "the ARCS model." Mottvatton s an enngmattc ssue, how do deffne mottvatton? To characterrze mottvatton as beeng enngmattc almost by deffnntton makes t ddfffcult to deffne! On the one hand mottvatton can be transstory and ddfffcult to preddct but on the other hand a person's mottvatton can be strong and stable over many, many years as when a chhld has a goal that he or she pursues throughout hhs school years and nto adult llfe. Thhs ddlemma results because mottvatton s a multt
Research Interests:
This exploratory experimental study investigates the impact of motivational strategies based on the Attention, Relevance, Confidence, Satisfaction, and Volition (ARCS-V) model on online learners' academic performance, motivation,... more
This exploratory experimental study investigates the impact of motivational strategies based on the Attention, Relevance, Confidence, Satisfaction, and Volition (ARCS-V) model on online learners' academic performance, motivation, volition, and course interest. The research was conducted over an 11-week semester with 122 undergraduate online learners within two groups. One group received a traditional e-course, while the other group was offered the course with extra motivational strategies derived from the ARCS-V model. The results revealed that the group who used motivational strategies showed significantly higher gains in motivation, academic per
Research Interests:
Purpose: The state of being viewed by the authority mostly without consent creates a virtual panopticon power. The presence of this panoptic surveillance and the possibility of misusing this power may force the instructors to act as they... more
Purpose: The state of being viewed by the authority mostly without consent creates a virtual panopticon power. The presence of this panoptic surveillance and the possibility of misusing this power may force the instructors to act as they are being watched and monitored. So, the authors were interested in exploring online instructors' perspectives on panoptic surveillance through the lens of panopticon concept. Method: In order to gain insight into this situation, this paper used a qualitative case study method to investigate the online instructors' views on panoptic surveillance in online learning environments. The participants of the study were eight instructors from three different state universities in Turkey. The instructors have been teaching online courses at least for a year. The data of the study were collected through an online survey. Findings: According to interviews data, the instructors reported that they felt like being monitored while teaching online and they felt anxious with the idea that they were being recorded/monitored, namely surveilled during online teaching. They also expressed that they limited themselves while teaching online compared to in-class teaching experience. So, they stated that they controlled their behaviors while teaching online thinking that an authority was watching or would watch them. Implications for Research and Practice: Monitoring gives power to the authorities in online learning platform. Even though it is difficult to determine the agreeable level of virtual surveillance, this can be designated according to aims and results of the surveillance.
Research Interests:
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
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:
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:
Research Interests:
Developments in information and communication technologies have reached an all-time high. These improvements have accelerated the transformation of higher education milieus on all sides. Accordingly, higher education institutions have... more
Developments in information and communication technologies have reached an all-time high. These improvements have accelerated the transformation of higher education milieus on all sides. Accordingly, higher education institutions have begun to be delineated by these technological developments, activities, and practices. This technoculture era has started a new interaction among communication technologies, teachers, and learners. Herein, transhumanism regards changes in societies through these technological interactions and transformations. The worldwide technological transformation is approximating all societies and cultures to Marshall McLuhan's notion of a global village day by day as a consequence of the technology paradigm. The heydays of the developments in technologies affect all human beings at all points from living, learning, communicating to eating and even thinking styles. Taking these points into account, this chapter will explore how these variables may influence th...
Research Interests:
Bu arastirmada, uzaktan ogrenenlerin akademik erteleme davranislarinin nedenleri ve bu davranisin ustesinden gelmek icin hangi yollari izledikleri incelenmistir. Calismada, nitel arastirma yontemi baglaminda fenomenoloji yaklasimi... more
Bu arastirmada, uzaktan ogrenenlerin akademik erteleme davranislarinin nedenleri ve bu davranisin ustesinden gelmek icin hangi yollari izledikleri incelenmistir. Calismada, nitel arastirma yontemi baglaminda fenomenoloji yaklasimi kullanilmistir. Arastirmaya amacli ornekleme yontemi ile uzaktan ogretim yoluyla ders alan alti ogrenci katilmistir. Arastirma verileri yari yapilandirilmis gorusme yoluyla toplanmis ve icerik analizi yontemi kullanilarak cozumlenmistir. Bulgular akademik erteleme davranisinin nedeni olarak; aliskanlik, amacli erteleme, arkadas cevresi, dersin yapisi, ogretim elemani ve basarisiz olma dusuncesi oldugunu ortaya koymaktadir. Ayrica, akademik erteleme davranisinin ustesinden gelmek icin ogrencilerinin; herhangi bir adim atmadigi, plan yapmaya calistigi, erteleme davranisinin sonucunu ya da diger ogrencilerin durumunu dusunerek hareket ettigi bulunmustur. Calismada ilgili konu baglaminda bulgular tartisilmis ve gelecek arastirmalara iliskin oneriler sunulmustur.
Research Interests:
Developing Online Language Teaching - Research-Based Pedagogies and Reflective Practices is one of the book series of New Language Learning and Teaching Environments. The book is edited by Regine Hampel, professor of open and distance... more
Developing Online Language Teaching - Research-Based Pedagogies and Reflective Practices is one of the book series of New Language Learning and Teaching Environments. The book is edited by Regine Hampel, professor of open and distance language learning at the Open University, UK, and Ursula Stickler, senior lecturer in the department of languages at the Open University, UK.
Research Interests:
Martin Weller’s 25 Years of Ed Tech aims to contribute to the history of the educational technology (ed tech) field which is seen as a nascent area throughout the years. While the author introduces the prevalent ed tech applications and... more
Martin Weller’s 25 Years of Ed Tech aims to contribute to the history of the educational technology (ed tech) field which is seen as a nascent area throughout the years. While the author introduces the prevalent ed tech applications and tools throughout the 25 years, he hopes these technologies, lessons learned and experienced gained, can put up to the future implementations of ed tech in higher education. The author examined 25 technologies over 25 years, starting from 1994 until 2018 (Figure 1). Using his personal experiences, reflections from the field and preferences in the selection of these technologies, the author prioritizes each year in which the related technology was effective, not the year it emerged. Even though the choice of “one technology per year” seems to have undervalued some other technologies or technological movements, it appears that there is a need for other publications that should accompany this book, which forms a basis for the ed tech history.
Research Interests:
Research Interests:
An effective and efficient teaching process in online distance learning requires more than just implementing a traditional course design and delivery process that typically focuses on organizing and sequencing content. These are necessary... more
An effective and efficient teaching process in online distance learning requires more than just implementing a traditional course design and delivery process that typically focuses on organizing and sequencing content. These are necessary components of a well-designed course and might sometimes be sufficient for success, but only if students want to learn the content and if the course is not implemented in a way that kills their motivation. This can be a serious problem in online instruction, especially with self-instructional courses where it might be assumed that students will be motivated to succeed simply because they have enrolled in the course. Within this context, the aim of this chapter is to provide a framework and foundation for theoretical and applied papers dealing with motivation and performance in online distance learning.
Research Interests:
Research Interests:
The profound effects of information and communication technologies(ICTs) have altered and contributed to many domains of our lives.Education, especially online distance education, is at the forefront ofthese domains. The number of... more
The profound effects of information and communication technologies(ICTs) have altered and contributed to many domains of our lives.Education, especially online distance education, is at the forefront ofthese domains. The number of learners in online distance educationstream has been growing steadily. The number of courses that are giventhrough online distance education is also increasing in the same way.Even though ICTs have made significant contributions to the facilitationof the educational routines, it is still vague if these efforts help onlinelearners to overcome all motivational problems such as academicprocrastination.
Research Interests:
Blokzinciri teknolojisi dağıtık, çevrimiçi teknolojilere dayalı bir kayıt defteri olarak tanımlanabilir. Buteknoloji sunduğu fırsatlarla; yeni nesil, küresel, merkezî olmayan bir altyapı sistemi veya mekanizmasıolarak da... more
Blokzinciri teknolojisi dağıtık, çevrimiçi teknolojilere dayalı bir kayıt defteri olarak tanımlanabilir. Buteknoloji sunduğu fırsatlarla; yeni nesil, küresel, merkezî olmayan bir altyapı sistemi veya mekanizmasıolarak da nitelendirilebilir. Bu çalışma bağlamında blokzinciri teknolojisinin yapılandırılmış (formal)ve yapılandırılmamış (informal) öğrenme süreçlerinde kullanımı ve blokzinciri teknolojisiyle ortaya çıkanfırsatlar ve sınırlılıklar ele alınmıştır. Bu amaç doğrultusunda alanyazın taraması yapılarak elde edilenbulguların sentezlenmiştir. Araştırma bulgularına göre blokzinciri; çevrimiçi, dağıtık, çoklu ve heterojenöğrenme ortamlarında meydana gelen yapılandırılmamış öğrenme deneyimlerinin güvenli bir şekilde kayıtaltına alınabilmesi için önemli potansiyeli olan bir altyapı teknolojisi olarak değerlendirilmektedir. Budurum sadece bu deneyimlerin kayıt altına alınabilmesi açısından değil, aynı zamanda yapılandırılmış veyapılandırılmamış öğrenme deneyimlerinin ilişkilendirilmes...
Research Interests:
This study offers an explanatory case study research that reflects on how the motivational design based supplementary activities are used in a social network site, namely Facebook, affect online EFL learners' process of learning. The... more
This study offers an explanatory case study research that reflects on how the motivational design based supplementary activities are used in a social network site, namely Facebook, affect online EFL learners' process of learning. The participants consisted of 105 online EFL learners who contributed to the study on a voluntary basis. The data was gathered over a three-week period through a web-based open-ended questionnaire compiled by the researchers. The findings of the study indicate that using supplementary activities given on Facebook has a significant contribution to online distance EFL learners' course interest, motivation, volition, and academic performance. Besides, the supplementary activities sway the learners to persist in and make an effort to reach the learning goals. Based on the findings collected in this study, the authors posit that Facebook, as a powerful social network site, could be used as a supportive milieu for open and distance learning courses conduc...
Research Interests:
Donusturulmus sinif modeli alisagelen ogrenme ve ogretme sureclerini tersine cevirerek egitimde yeni bir yontem olarak karsimiza cikmaktadir. Bu calismanin temel amaci, donusturulmus sinif modeline iliskin ogrencilerin goruslerini ve... more
Donusturulmus sinif modeli alisagelen ogrenme ve ogretme sureclerini tersine cevirerek egitimde yeni bir yontem olarak karsimiza cikmaktadir. Bu calismanin temel amaci, donusturulmus sinif modeline iliskin ogrencilerin goruslerini ve algilarini ortaya cikarmaktir. Arastirma, ogrencilerin hem yuz yuze hem de cevrimici ortamda takip ettikleri harmanlanmis ogrenme modeli ile tasarlanmis bir derste gerceklestirilmistir. Nitel bir arastirma olan calismada, durum calismasi deseni kullanilmistir. Arastirmanin calisma grubunu 2017-2018 egitim-ogretim yilinda donusturulmus sinif yontemi ile tasarlanan bir dersi alan 35 lisans ogrencisi olusturmustur. Ogrencilere cevrimici ortamda yari-yapilandirilmis acik uclu sorular yoneltilmistir. Toplanan veriler icerik analizi teknigi ile cozumlenmistir. Analiz sonucunda donusturulmus sinif modeline ilskin bes tema ortaya cikmistir. Bu temalar; aktif ogrenme, bilissel hazirbulunusluk, pekistirme, derse hazirlik, eglenceli ogrenme ve kalici ogrenmedir. G...
Research Interests:
Research Interests:
Blockchain is an online decentralized and distributed ledger technology that has the ability to keep and track records in a safe, verifiable, and transparent manner. More significantly, it has an infrastructure that is compatible with Web... more
Blockchain is an online decentralized and distributed ledger technology that has the ability to keep and track records in a safe, verifiable, and transparent manner. More significantly, it has an infrastructure that is compatible with Web 3.0, which offers great potential for lifelong learning. This chapter explains the different modalities of learning (formal, non-formal, informal), blockchain technology, and its current use in educational processes. Based on the findings, the authors suggest that blockchain technology can be used to connect and interlink different educational experiences that occur in different educational modalities, enabling us to evaluate educational processes holistically and thus promote lifelong learning through the use of cutting-edge technologies.
Research Interests:
Culture, globalization, and evolution in information and communication technologies are three of the many factors that sway open and distance education phenomenon throughout the world. Within this field, motivation issues are regarded as... more
Culture, globalization, and evolution in information and communication technologies are three of the many factors that sway open and distance education phenomenon throughout the world. Within this field, motivation issues are regarded as the prime movers behind cultural differences. This chapter examines culture and motivation in globalized online learning spaces and their effects on learners' motivation. After exploring and explaining culture, globalization, and motivation issues, implications for designing motivational strategies for culturally diverse online learners based on Keller's ARCS-V motivation design model are presented. Further, recommendations and future research directions are proposed. Lastly, this chapter focuses on the multicultural nature of open and distance learning spaces.
Research Interests:
Massive Open Online Courses, aka MOOCs, have become an indispensable part of the online education routine. Many universities and organizations put a lot of effort into designing, developing, and running such courses. However, it still... more
Massive Open Online Courses, aka MOOCs, have become an indispensable part of the online education routine. Many universities and organizations put a lot of effort into designing, developing, and running such courses. However, it still remains to be an under-researched area. One of the most important issues associated with success in MOOCs is the learner motivation. High dropout and low retention rates have been attributed to learners' low motivation. A recipe for these motivational challenges in MOOCs is provided by the ARCS-V motivational theory. This motivation design model provides a frame for analyzing the MOOCs learners, learning environment, and the resources. Based on this analysis, the model provides suggestions for assigning motivational tactics and strategies. Therefore, the purpose of this chapter is to introduce Keller's ARCS-V motivational design model and discuss it as a potential remedy to motivational issues in MOOCs by administering and delivering motivation...
Research Interests:
Research Interests:
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...
Research Interests:
Research Interests:
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 stud...
Research Interests: Psychology, Distance Education, Mixed Methods, Qualitative methodology, Educational Research, and 15 moreContent Analysis, Qualitative Research, Online Learning, Online and Distance Education, Mixed Methods Research, Distance Learning, Open and Distance Education, Educational, Descriptive Statistics, Education Systems, Open and Distance Learning, Açık ve Uzaktan Eğitim, Açık ve Uzaktan Öğrenme, Open Distance Learning, and E Learning
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 ya...
Research Interests: Psychology and Humanities
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
Research Interests:
Research indicates that academic procrastination is a common attitude among learners, and that it generally has a negative correlation with academic performance. The present quantitative causal-comparative study aims to determine the... more
Research indicates that academic procrastination is a common attitude among learners, and that it generally has a negative correlation with academic performance. The present quantitative causal-comparative study aims to determine the cause of differences, in terms of procrastination tendency, in academic performance among online learners. The study further investigates whether academic procrastination tendency significantly predicts the academic performance of online learners. The sample included a total of 333 online distance learners, from whom data were obtained through an online survey. Results showed that there was no statistically significant difference between male and female learners in terms of academic procrastination. Moreover, low procrastinators had better academic performance than that of high procrastinators, and learners' academic procrastination tendencies significantly predicted academic performance. These results demonstrate that academic procrastination tendency is an important indicator for predicting the academic achievements of online learners.
Research Interests:
Volition explains the transition from desire, or motivation, to action especially when faced with competing goals. In learning environments, the concept refers to acting with the aim of achieving learning objectives. Despite the... more
Volition explains the transition from desire, or motivation, to action especially when faced with competing goals. In learning environments, the concept refers to acting with the aim of achieving learning objectives. Despite the importance of volition in learning environments, research has rarely addressed the volition construct. Thus, the purpose of this study was to explore and develop a valid and reliable scale to measure the volition construct in online and face to face learning environments. The data for this research were collected from 594 undergraduate online learners who also took some courses face to face at a state university in Turkey. After analyzing the validity and reliability of the scale, a two-factor, 13-item volition for learning scale was developed. The scale was comprised of two factors: action planning and action control. Confirmatory factor analysis results confirm the factor structure of the scale. Results indicated that the volition for learning scale is a v...
Research Interests:
Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is... more
Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn's social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as "a life and death issue," approaching empowerment as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women's access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive curriculum design; and (3) Culturally relev...
Research Interests:
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.
Research Interests:
Blockchain is an online decentralized and distributed ledger technology that has the ability to keep and track records in a safe, verifiable, and transparent manner. More significantly, it has an infrastructure that is compatible with Web... more
Blockchain is an online decentralized and distributed ledger technology that has the ability to keep and track records in a safe, verifiable, and transparent manner. More significantly, it has an infrastructure that is compatible with Web 3.0, which offers great potential for lifelong learning. This chapter explains the different modalities of learning (formal, non-formal, informal), blockchain technology, and its current use in educational processes. Based on the findings, the authors suggest that blockchain technology can be used to connect and interlink different educational experiences that occur in different educational modalities, enabling us to evaluate educational processes holistically and thus promote lifelong learning through the use of cutting-edge technologies.
Research Interests:
Açık ve uzaktan öğrenme ortamlarında başarı için gerek şart olarak kabul edilen eylem yeterliği faktörü, öğrenme motivasyonunun önemli bir parçası ve öğrenen başarısının tamamlayıcısı olarak kabul edilmektedir. Bu bakış açısıyla açık ve... more
Açık ve uzaktan öğrenme ortamlarında başarı için gerek şart olarak kabul edilen eylem yeterliği faktörü, öğrenme motivasyonunun önemli bir parçası ve öğrenen başarısının tamamlayıcısı olarak kabul edilmektedir. Bu bakış açısıyla açık ve uzaktan öğrenenlerin eylem yeterliklerinin incelenmesi önem taşımaktadır. Bu bağlamda bu çalışmanın amacı, Anadolu Üniversitesi Açıköğretim Sistemine kayıtlı öğrencilerin eylem yeterlik düzeylerini incelemektir. Çalışma, nicel araştırma yöntemlerinden tarama modelinde gerçekleştirilmiş kesitsel bir araştırmadır. Araştırmada veri toplama aracı olarak Eylem Yeterliği Ölçeği ve kişisel bilgi formu kullanılmıştır. Veriler, çevrimiçi ortamda gönüllülük esasına göre uzaktan öğrenenlerden toplanmıştır. Veri toplama aracına cevap veren 1132 kadın ve 1002 erkek toplam 2115 öğrenen araştırmanın örneklemini oluşturmaktadır. Çalışmanın araştırma sorularına yanıt bulmak amacıyla elde edilen veriler çözümlenirken betimsel istatistikler, bağımsız örneklemler için t-testi ve bağımsız örneklemler için tek faktörlü varyans analizi (ANOVA) kullanılmıştır. Araştırma sonuçları, Açıköğretim sistemine kayıtlı öğrencilerin eylem yeterlik düzeylerinin ölçeğin ortalama puanlarına göre orta seviyenin üstünde olduğunu göstermektedir. Bu bulguya ek olarak, öğrencilerin eylem yeterlik düzeylerinin; cinsiyete, yaşa ve kayıt türüne göre farklılık gösterdiği ancak öğrencilerin Açıköğretim sistemine giriş yılına göre farklılık göstermediği bulunmuştur. Öğrenme motivasyonunun tamamlayıcısı olarak kabul edilen eylem yeterliği, öğrencilerin motivasyon seviyelerinin, derslerde başarılı olma ve okulu tamamlama eğilimlerinin bir göstergesi olarak kabul edilebilir. Ayrıca, eylem yeterliği uzaktan eğitimde öğrencilerin başarılı olup olmama durumlarını yordaması açısından da önemlidir.
Anahtar kelimeler: Uzaktan öğretim, açık ve uzaktan öğrenme, eylem, eylem yeterliği, motivasyon
Anahtar kelimeler: Uzaktan öğretim, açık ve uzaktan öğrenme, eylem, eylem yeterliği, motivasyon
Research Interests:
Distance education has a vital role in creating and providing access to education for all. However, the role of distance education can be paradoxical in girls’ education. On one hand, socio-economic conditions, health issues, and... more
Distance education has a vital role in creating and providing access to education for all. However, the role of distance
education can be paradoxical in girls’ education. On one hand, socio-economic conditions, health issues, and geographical
distance are noted as some major barriers to girls’ educational attainment. One of the most disadvantaged groups is out-ofschool
children who cannot continue their formal education for different reasons including armed conflict and war, poverty,
and social discrimination. In that sense, distance education plays a significant role in creating access to education as a
human right. On the other hand, from the perspective of feminism and social reproduction theory, distance education may
reproduce and perpetuate existing inequalities. For example, if education is confined to homes with distance education, this
may reinforce or even legitimize the idea of females living in isolation, away from public spheres. Taking these issues into
account, we highlight some ethical issues in the provision of distance education for girls’ education through a qualitative
analysis of reports and peer-reviewed articles.
Keywords: Ethics, feminism, gender inequality, K-12, open and distance learning, social reproduction
education can be paradoxical in girls’ education. On one hand, socio-economic conditions, health issues, and geographical
distance are noted as some major barriers to girls’ educational attainment. One of the most disadvantaged groups is out-ofschool
children who cannot continue their formal education for different reasons including armed conflict and war, poverty,
and social discrimination. In that sense, distance education plays a significant role in creating access to education as a
human right. On the other hand, from the perspective of feminism and social reproduction theory, distance education may
reproduce and perpetuate existing inequalities. For example, if education is confined to homes with distance education, this
may reinforce or even legitimize the idea of females living in isolation, away from public spheres. Taking these issues into
account, we highlight some ethical issues in the provision of distance education for girls’ education through a qualitative
analysis of reports and peer-reviewed articles.
Keywords: Ethics, feminism, gender inequality, K-12, open and distance learning, social reproduction
Research Interests:
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.
Research Interests:
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:
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:
Massive Open Online Courses, aka MOOCs, have become an indispensable part of the online education routine. Many universities and organizations put a lot of effort into designing, developing, and running such courses. However, it still... more
Massive Open Online Courses, aka MOOCs, have become an indispensable part of the online education routine. Many universities and organizations put a lot of effort into designing, developing, and running such courses. However, it still remains to be an under-researched area. One of the most important issues associated with success in MOOCs is the learner motivation. High dropout and low retention rates have been attributed to learners' low motivation. A recipe for these motivational challenges in MOOCs is provided by the ARCS-V motivational theory. This motivation design model provides a frame for analyzing the MOOCs learners, learning environment, and the resources. Based on this analysis, the model provides suggestions for assigning motivational tactics and strategies. Therefore, the purpose of this chapter is to introduce 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.
Research Interests:
Culture, globalization, and evolution in information and communication technologies are three of the many factors that sway open and distance education phenomenon throughout the world. Within this field, motivation issues are regarded as... more
Culture, globalization, and evolution in information and communication technologies are three of the many factors that sway open and distance education phenomenon throughout the world. Within this field, motivation issues are regarded as the prime movers behind cultural differences. This chapter examines culture and motivation in globalized online learning spaces and their effects on learners' motivation. After exploring and explaining culture, globalization, and motivation issues, implications for designing motivational strategies for culturally diverse online learners based on Keller's ARCS-V motivation design model are presented. Further, recommendations and future research directions are proposed. Lastly, this chapter focuses on the multicultural nature of open and distance learning spaces.