Journal of Educational Technology and Online Learning, 2023
The purpose of this study is to examine the impact of artificial intelligence (AI) on online asse... more The purpose of this study is to examine the impact of artificial intelligence (AI) on online assessment in the context of opportunities and threats based on the literature. To this end, 19 articles related to the AI tool ChatCPT and online assessment were analysed through rapid literature review. In the content analysis, the themes of “AI's assistance role”, “automatic grading and feedback”, “improving assessment” and “time benefit” were obtained in the opportunities category, while the themes of “academic integrity concern”, “reliability issues” and “adaptability issues” were obtained in the threats category. The impact of AI on online assessment was explained within the scope of these themes. The results revealed that the most emphasis was placed on "improving assessment" themes in the opportunities category, and "academic integrity concern" themes in the threats category. At the end of this preliminary review, it was revealed that more studies investigating the integration of AI to online assessment are needed and all educational institutions, especially distance education institutions, should take measures to ensure the ethical use of AI.
Turkish Online Journal of Distance Education, 2023
In this study, it is aimed to evaluate Anadolu University Open Education Faculty Call Center Serv... more In this study, it is aimed to evaluate Anadolu University Open Education Faculty Call Center Services Associate Degree Program, which is carried out through open and distance education, according to learner views within the framework of Stufflebeam's Context, Input, Process, Product (CIPP) Evaluation Model and to make suggestions for the development of the program. In the study in which Exploratory Sequential design, one of the mixed method research designs, was used; "Anadolu University Call Center Services Associate Degree Program Evaluation Questionnaire" was prepared to collect quantitative data. The questionnaire was applied online to learners who graduated from Anadolu University Open Education Faculty Call Center Services Associate Degree Program. Semi-structured interview questions were used to collect qualitative data. In the interpretation of quantitative data, percentage and frequency tables, mean and standard deviation values were used to compare and interpret the average score that can be obtained in the four dimensions (Context, Input, Process and Product) in the measurement tool and the average scores of the participants in these dimensions. In addition, the mean score values obtained in the sub-dimensions were analyzed and interpreted in terms of gender, age, marital status and employment status variables. Descriptive analysis method was used to analyze the qualitative data. The results revealed that the program objectives were determined in accordance with the expectations of the learners, learning resources were designed in accordance with the objectives, learning activities were carried out in accordance with the expectations of the participants and learning outcomes were achieved in the program.
The Turkish Online Journal of Educational Technology, 2023
This study aims to examine graders' satisfaction with the open-ended question implementation in o... more This study aims to examine graders' satisfaction with the open-ended question implementation in one of the open education systems in Türkiye. The quantitative research method was adopted in this study in which the data were collected through a questionnaire developed by the researchers. The graders' satisfaction regarding open-ended question implementation was discussed in three dimensions. These are "the functioning of the open-ended question grading system", "the need for communication/help while using the system" and "the importance of open-ended questions in open and distance learning". Whether the sub-dimension scores of the measurement tool were different from the expected values was examined with the Wilcoxon test. The graders' satisfaction regarding open-ended question implementation was analysed according to gender, title, and course variables. It was observed that the graders' satisfaction levels regarding the "Satisfaction with the grading system " and the "importance of openended questions in open and distance learning" were high. It was observed that the satisfaction levels of the graders regarding the " Satisfaction with the grading system", "the need for communication/help arising during using the system" and "the importance of open-ended questions in open and distance learning" did not change according to gender, academic title and the type of course they scored. Open-Ended Question Grading (OEQG) System Within the scope of Open Education System (OES), open-ended questions are asked to students in midterm exams in six different departments at the undergraduate level. In this context, an infrastructure has been prepared by the Computer Research and Implementation Centre (CRIC) Web Group for the grading of open-ended questions. The open-ended question system consists of two different stages. The first stage is the implementation of the openended exam, and the second stage is the grading of the open-ended exam. During the implementation phase of the
Dunyadaki basarili orneklerinin ve koklu uygulamalarin aksine Turkiye’de uzaktan ogretim alaninda... more Dunyadaki basarili orneklerinin ve koklu uygulamalarin aksine Turkiye’de uzaktan ogretim alaninda siklikla tercih edilmeyen radyo yayinciligi bu makalenin cikis noktasini olusturmaktadir. Bu baglamda arastirmanin temel amaci; Turkiye’deki Acikogretim sistemi icin egitim ogretim materyali olarak radyo yayinlarina icerik uretmek ve program tasarlamaktir. Literatur taramasi, yurt disi orneklerin incelenmesi, anketlerle ihtiyac analizlerinin yapilmasi sonucu program tasarim ekipleriyle yayinlarin desenlendigi arastirmada pilot uygulama donemi gerceklestirilmistir. Nitel bir betimsel calisma olma ozelligindeki makalede, uzaktan ogretim sisteminde nasil radyo programlari gelistirilmeli, bu programlarin icerigi ve turleri neler olabilir sorularina da yanit aranmaktadir. Turkiye’de Acikogretim hizmeti veren diger kurumlar icin kilavuz niteliginde olmasi dusunulen arastirmanin, hem literature katki sunmasi, hem de bundan sonra hazirlanacak radyo egitim materyalleri icin alt yapi olusturmasi ...
Online assessment of student learning is becoming widespread owing to the opportunities that tech... more Online assessment of student learning is becoming widespread owing to the opportunities that technology offers. Many universities, especially open universities, have been using e-assessment tools in recent years. On the other hand, issues regarding security and identification of learners prevent implementing valid and reliable e-assessment practices. The purpose of this paper is to introduce TeSLA Project which is funded by the European Commission in the context of Horizon 2020, a pioneering project in e-assessment in Europe. Coordinated by Dr. Anna Elena Guerrero from the Open University of Catalonia, TeSLA Project involves designing, developing, implementing and evaluating an adaptive trust-based e-assessment system.
Teknolojinin sundugu olanaklar sayesinde ogrenen basarisinin cevrimici ortamlarda degerlendirilme... more Teknolojinin sundugu olanaklar sayesinde ogrenen basarisinin cevrimici ortamlarda degerlendirilmesi giderek yayginlasmaktadir. Son yillarda basta acik universiteler olmak uzere bircok universitenin e-degerlendirme araclarini kullandigi gozlenmektedir. Ote yandan, e-degerlendirme uygulamalarinda guvenlige ve ogrenen kimliginin dogru teshis edilmesine iliskin sorunlar sinavlarin gecerli ve guvenilir olarak gerceklestirilmesini engellemektedir. Bu yazinin amaci, Avrupa Komisyonu Horizon 2020 kapsaminda desteklenen ve e-degerlendirme konusunda Avrupa’nin oncu projelerinden biri olan TeSLA Projesi’ni tanitmaktir. Katalonya Acik Universitesi’nden Dr. Anna Elena Guerrero’nun koordinatorlugunde yurutulen TeSLA, ogrenme ortamlari icin uyarlanabilen ve guvenilir bir e-degerlendirme sisteminin tasarimi, gelistirilmesi, uygulanmasi ve degerlendirilmesini icermektedir.
Akran degerlendirmesi, ogrenen basarisinin degerlendirilmesinde kullanilan yontemlerden biri olup... more Akran degerlendirmesi, ogrenen basarisinin degerlendirilmesinde kullanilan yontemlerden biri olup, ogrenenlerin belli olcutler cercevesinde birbirlerini degerlendirme sureci olarak tanimlanabilir. Akran degerlendirmesi daha cok yuz yuze egitim ortamlarinda kullanilmaktadir. Acik ve uzaktan ogrenme kurumlarinda akran degerlendirmesinin kullanimi sinirli olup, ozellikle acik universitelerde gerceklestirilen degerlendirme uygulamalari icerisinde akran degerlendirmesinin payi dusuktur. Ote yandan, 2008 yilindan itibaren Kitlesel Acik Cevrimici Derslerin ortaya cikmasiyla akran degerlendirmesi populer olmus, bir degerlendirme araci olarak acik ve uzaktan ogrenme kurumlarinda ve acik universitelerde daha fazla dikkat cekmeye baslamistir. Bu kapsamda arastirmanin amaci, Turkiye’de bir acik ve uzaktan ogrenme kurumunda uzaktan ogrenenlerin akran degerlendirmesine yonelik goruslerini belirlemektir. Bu amacla 20 uzaktan ogrenen ile yari yapilandirilmis gorusmeler yapilmistir. Veriler betimsel...
This book consists of 8 chapters, appeals teachers who want to understand technology integration ... more This book consists of 8 chapters, appeals teachers who want to understand technology integration to education and how it looks like in action in classrooms. High Possibility Classrooms (HPC) models are examined by case studies in different educational settings.
Bu calismada, Anadolu Universitesi Acikogretim Sisteminde sinav sorularinin hazirlanmasinda gorev... more Bu calismada, Anadolu Universitesi Acikogretim Sisteminde sinav sorularinin hazirlanmasinda gorev alan soru yazarlarinin kendilerine yonelik olarak gerceklestirilen olcme ve degerlendirme seminerlerine iliskin gorusleri incelenmistir. Elde edilen sonuclar, seminerlerin soru yazarlarinin soru hazirlama teknikleri, madde analizi inceleme ve yorumlama konularindaki bilgi ve becerilerini artirdigini ortaya koymustur.
Acik ve uzaktan ogrenme sistemlerinde coktan secmeli sorularin cesitli turleri sinavlarda kullani... more Acik ve uzaktan ogrenme sistemlerinde coktan secmeli sorularin cesitli turleri sinavlarda kullanilmaktadir. Bunlar geleneksel coktan secmeli, oncullu, bosluk doldurma turu ve eslestirme turu sorulardir. Bu sorularin herhangi birisinin daha zor ya da kolay olup olmadigini belirlemek onemlidir. Ayrica bu soru tiplerinden birinin daha ayirt edici oldugunu belirlemek de sinav gecerliligi acisindan onemlidir. Bu calismada gucluk ve ayirt ediciliklerin soru turune gore anlamli farklilik gosterip gostermedigi belirlenmeye calisilmistir. Bu amacla Anadolu Universitesi Acikogretim sinavlarinin 2017-2018 guz doneminde donem sonu sinavinda kullanilmis olan 9296 soruda geleneksel coktan secmeli, oncullu, bosluk doldurma ve eslestirme turu sorularin gucluk ve ayirt edicilikleri birbirleriyle karsilastirilmistir. Bosluk doldurma sorularinin diger sorulara gore daha kolay ve daha ayirt edici oldugu bulunmustur.
Turkish Online Journal of Educational Technology, 2016
This is a descriptive study which intends to determine whether the difficulty and discrimination ... more This is a descriptive study which intends to determine whether the difficulty and discrimination indices of the multiple-choice questions show differences according to cognitive levels of the Bloom’s Taxonomy, which are used in the exams of the courses in a business administration bachelor’s degree program offered through open and distance learning in a public university in Turkey, and to obtain the opinions of the learners on the cognitive levels of the questions. The study population consisted of 905 multiple questions which were asked in the midterm, final, and make-up exams in the 11 major area courses. Quantitative data were gathered from item analysis reports. As well as that, qualitative data were obtained via semi-structured interviews with 20 learners. As a result, although some learners stated that they answered applying-level questions more easily, the learners were generally observed to answer the remembering and understanding-level questions more easily than the applyin...
There are three concepts explaining the relationship between learning and assessment. These are; ... more There are three concepts explaining the relationship between learning and assessment. These are; assessment of learning (AoL), assessment for learning (AfL), and assessment as learning (AaL). The purpose of AoL is usualy summative and mostly done at the end of a unit, course, semester etc. In AfL, formative assessment is in question and is carried out continuously throughout the learning process. In AaL, on the other hand, the learner’s self-assessment, self-direction and self-regulation are in question. Peer and self-assessment are the most important methods in this kind of assessment that learners actively participate in the learning and assessment process. In this regard, it can be said that there is a strong relevance among AaL and self-directed learning, which requires the learner to take the initiative in diagnosing learning needs and resources, choosing appropriate learning strategies, and implementing and evaluating learning outcomes.
Journal of Educational Technology and Online Learning, 2023
The purpose of this study is to examine the impact of artificial intelligence (AI) on online asse... more The purpose of this study is to examine the impact of artificial intelligence (AI) on online assessment in the context of opportunities and threats based on the literature. To this end, 19 articles related to the AI tool ChatCPT and online assessment were analysed through rapid literature review. In the content analysis, the themes of “AI's assistance role”, “automatic grading and feedback”, “improving assessment” and “time benefit” were obtained in the opportunities category, while the themes of “academic integrity concern”, “reliability issues” and “adaptability issues” were obtained in the threats category. The impact of AI on online assessment was explained within the scope of these themes. The results revealed that the most emphasis was placed on "improving assessment" themes in the opportunities category, and "academic integrity concern" themes in the threats category. At the end of this preliminary review, it was revealed that more studies investigating the integration of AI to online assessment are needed and all educational institutions, especially distance education institutions, should take measures to ensure the ethical use of AI.
Turkish Online Journal of Distance Education, 2023
In this study, it is aimed to evaluate Anadolu University Open Education Faculty Call Center Serv... more In this study, it is aimed to evaluate Anadolu University Open Education Faculty Call Center Services Associate Degree Program, which is carried out through open and distance education, according to learner views within the framework of Stufflebeam's Context, Input, Process, Product (CIPP) Evaluation Model and to make suggestions for the development of the program. In the study in which Exploratory Sequential design, one of the mixed method research designs, was used; "Anadolu University Call Center Services Associate Degree Program Evaluation Questionnaire" was prepared to collect quantitative data. The questionnaire was applied online to learners who graduated from Anadolu University Open Education Faculty Call Center Services Associate Degree Program. Semi-structured interview questions were used to collect qualitative data. In the interpretation of quantitative data, percentage and frequency tables, mean and standard deviation values were used to compare and interpret the average score that can be obtained in the four dimensions (Context, Input, Process and Product) in the measurement tool and the average scores of the participants in these dimensions. In addition, the mean score values obtained in the sub-dimensions were analyzed and interpreted in terms of gender, age, marital status and employment status variables. Descriptive analysis method was used to analyze the qualitative data. The results revealed that the program objectives were determined in accordance with the expectations of the learners, learning resources were designed in accordance with the objectives, learning activities were carried out in accordance with the expectations of the participants and learning outcomes were achieved in the program.
The Turkish Online Journal of Educational Technology, 2023
This study aims to examine graders' satisfaction with the open-ended question implementation in o... more This study aims to examine graders' satisfaction with the open-ended question implementation in one of the open education systems in Türkiye. The quantitative research method was adopted in this study in which the data were collected through a questionnaire developed by the researchers. The graders' satisfaction regarding open-ended question implementation was discussed in three dimensions. These are "the functioning of the open-ended question grading system", "the need for communication/help while using the system" and "the importance of open-ended questions in open and distance learning". Whether the sub-dimension scores of the measurement tool were different from the expected values was examined with the Wilcoxon test. The graders' satisfaction regarding open-ended question implementation was analysed according to gender, title, and course variables. It was observed that the graders' satisfaction levels regarding the "Satisfaction with the grading system " and the "importance of openended questions in open and distance learning" were high. It was observed that the satisfaction levels of the graders regarding the " Satisfaction with the grading system", "the need for communication/help arising during using the system" and "the importance of open-ended questions in open and distance learning" did not change according to gender, academic title and the type of course they scored. Open-Ended Question Grading (OEQG) System Within the scope of Open Education System (OES), open-ended questions are asked to students in midterm exams in six different departments at the undergraduate level. In this context, an infrastructure has been prepared by the Computer Research and Implementation Centre (CRIC) Web Group for the grading of open-ended questions. The open-ended question system consists of two different stages. The first stage is the implementation of the openended exam, and the second stage is the grading of the open-ended exam. During the implementation phase of the
Dunyadaki basarili orneklerinin ve koklu uygulamalarin aksine Turkiye’de uzaktan ogretim alaninda... more Dunyadaki basarili orneklerinin ve koklu uygulamalarin aksine Turkiye’de uzaktan ogretim alaninda siklikla tercih edilmeyen radyo yayinciligi bu makalenin cikis noktasini olusturmaktadir. Bu baglamda arastirmanin temel amaci; Turkiye’deki Acikogretim sistemi icin egitim ogretim materyali olarak radyo yayinlarina icerik uretmek ve program tasarlamaktir. Literatur taramasi, yurt disi orneklerin incelenmesi, anketlerle ihtiyac analizlerinin yapilmasi sonucu program tasarim ekipleriyle yayinlarin desenlendigi arastirmada pilot uygulama donemi gerceklestirilmistir. Nitel bir betimsel calisma olma ozelligindeki makalede, uzaktan ogretim sisteminde nasil radyo programlari gelistirilmeli, bu programlarin icerigi ve turleri neler olabilir sorularina da yanit aranmaktadir. Turkiye’de Acikogretim hizmeti veren diger kurumlar icin kilavuz niteliginde olmasi dusunulen arastirmanin, hem literature katki sunmasi, hem de bundan sonra hazirlanacak radyo egitim materyalleri icin alt yapi olusturmasi ...
Online assessment of student learning is becoming widespread owing to the opportunities that tech... more Online assessment of student learning is becoming widespread owing to the opportunities that technology offers. Many universities, especially open universities, have been using e-assessment tools in recent years. On the other hand, issues regarding security and identification of learners prevent implementing valid and reliable e-assessment practices. The purpose of this paper is to introduce TeSLA Project which is funded by the European Commission in the context of Horizon 2020, a pioneering project in e-assessment in Europe. Coordinated by Dr. Anna Elena Guerrero from the Open University of Catalonia, TeSLA Project involves designing, developing, implementing and evaluating an adaptive trust-based e-assessment system.
Teknolojinin sundugu olanaklar sayesinde ogrenen basarisinin cevrimici ortamlarda degerlendirilme... more Teknolojinin sundugu olanaklar sayesinde ogrenen basarisinin cevrimici ortamlarda degerlendirilmesi giderek yayginlasmaktadir. Son yillarda basta acik universiteler olmak uzere bircok universitenin e-degerlendirme araclarini kullandigi gozlenmektedir. Ote yandan, e-degerlendirme uygulamalarinda guvenlige ve ogrenen kimliginin dogru teshis edilmesine iliskin sorunlar sinavlarin gecerli ve guvenilir olarak gerceklestirilmesini engellemektedir. Bu yazinin amaci, Avrupa Komisyonu Horizon 2020 kapsaminda desteklenen ve e-degerlendirme konusunda Avrupa’nin oncu projelerinden biri olan TeSLA Projesi’ni tanitmaktir. Katalonya Acik Universitesi’nden Dr. Anna Elena Guerrero’nun koordinatorlugunde yurutulen TeSLA, ogrenme ortamlari icin uyarlanabilen ve guvenilir bir e-degerlendirme sisteminin tasarimi, gelistirilmesi, uygulanmasi ve degerlendirilmesini icermektedir.
Akran degerlendirmesi, ogrenen basarisinin degerlendirilmesinde kullanilan yontemlerden biri olup... more Akran degerlendirmesi, ogrenen basarisinin degerlendirilmesinde kullanilan yontemlerden biri olup, ogrenenlerin belli olcutler cercevesinde birbirlerini degerlendirme sureci olarak tanimlanabilir. Akran degerlendirmesi daha cok yuz yuze egitim ortamlarinda kullanilmaktadir. Acik ve uzaktan ogrenme kurumlarinda akran degerlendirmesinin kullanimi sinirli olup, ozellikle acik universitelerde gerceklestirilen degerlendirme uygulamalari icerisinde akran degerlendirmesinin payi dusuktur. Ote yandan, 2008 yilindan itibaren Kitlesel Acik Cevrimici Derslerin ortaya cikmasiyla akran degerlendirmesi populer olmus, bir degerlendirme araci olarak acik ve uzaktan ogrenme kurumlarinda ve acik universitelerde daha fazla dikkat cekmeye baslamistir. Bu kapsamda arastirmanin amaci, Turkiye’de bir acik ve uzaktan ogrenme kurumunda uzaktan ogrenenlerin akran degerlendirmesine yonelik goruslerini belirlemektir. Bu amacla 20 uzaktan ogrenen ile yari yapilandirilmis gorusmeler yapilmistir. Veriler betimsel...
This book consists of 8 chapters, appeals teachers who want to understand technology integration ... more This book consists of 8 chapters, appeals teachers who want to understand technology integration to education and how it looks like in action in classrooms. High Possibility Classrooms (HPC) models are examined by case studies in different educational settings.
Bu calismada, Anadolu Universitesi Acikogretim Sisteminde sinav sorularinin hazirlanmasinda gorev... more Bu calismada, Anadolu Universitesi Acikogretim Sisteminde sinav sorularinin hazirlanmasinda gorev alan soru yazarlarinin kendilerine yonelik olarak gerceklestirilen olcme ve degerlendirme seminerlerine iliskin gorusleri incelenmistir. Elde edilen sonuclar, seminerlerin soru yazarlarinin soru hazirlama teknikleri, madde analizi inceleme ve yorumlama konularindaki bilgi ve becerilerini artirdigini ortaya koymustur.
Acik ve uzaktan ogrenme sistemlerinde coktan secmeli sorularin cesitli turleri sinavlarda kullani... more Acik ve uzaktan ogrenme sistemlerinde coktan secmeli sorularin cesitli turleri sinavlarda kullanilmaktadir. Bunlar geleneksel coktan secmeli, oncullu, bosluk doldurma turu ve eslestirme turu sorulardir. Bu sorularin herhangi birisinin daha zor ya da kolay olup olmadigini belirlemek onemlidir. Ayrica bu soru tiplerinden birinin daha ayirt edici oldugunu belirlemek de sinav gecerliligi acisindan onemlidir. Bu calismada gucluk ve ayirt ediciliklerin soru turune gore anlamli farklilik gosterip gostermedigi belirlenmeye calisilmistir. Bu amacla Anadolu Universitesi Acikogretim sinavlarinin 2017-2018 guz doneminde donem sonu sinavinda kullanilmis olan 9296 soruda geleneksel coktan secmeli, oncullu, bosluk doldurma ve eslestirme turu sorularin gucluk ve ayirt edicilikleri birbirleriyle karsilastirilmistir. Bosluk doldurma sorularinin diger sorulara gore daha kolay ve daha ayirt edici oldugu bulunmustur.
Turkish Online Journal of Educational Technology, 2016
This is a descriptive study which intends to determine whether the difficulty and discrimination ... more This is a descriptive study which intends to determine whether the difficulty and discrimination indices of the multiple-choice questions show differences according to cognitive levels of the Bloom’s Taxonomy, which are used in the exams of the courses in a business administration bachelor’s degree program offered through open and distance learning in a public university in Turkey, and to obtain the opinions of the learners on the cognitive levels of the questions. The study population consisted of 905 multiple questions which were asked in the midterm, final, and make-up exams in the 11 major area courses. Quantitative data were gathered from item analysis reports. As well as that, qualitative data were obtained via semi-structured interviews with 20 learners. As a result, although some learners stated that they answered applying-level questions more easily, the learners were generally observed to answer the remembering and understanding-level questions more easily than the applyin...
There are three concepts explaining the relationship between learning and assessment. These are; ... more There are three concepts explaining the relationship between learning and assessment. These are; assessment of learning (AoL), assessment for learning (AfL), and assessment as learning (AaL). The purpose of AoL is usualy summative and mostly done at the end of a unit, course, semester etc. In AfL, formative assessment is in question and is carried out continuously throughout the learning process. In AaL, on the other hand, the learner’s self-assessment, self-direction and self-regulation are in question. Peer and self-assessment are the most important methods in this kind of assessment that learners actively participate in the learning and assessment process. In this regard, it can be said that there is a strong relevance among AaL and self-directed learning, which requires the learner to take the initiative in diagnosing learning needs and resources, choosing appropriate learning strategies, and implementing and evaluating learning outcomes.
Turkish Online Journal of Qualitative Inquiry (TOJQI), 2017
Uzaktan eğitimdeki temel zorluklardan birisi, öğrenenlerin zaman ve mekân bağlamında öğretenlerde... 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.
Technology Integration and High Possibility Classrooms Building From TPACK, 2016
This book consists of 8 chapters, appeals teachers who want to understand technology integration ... more This book consists of 8 chapters, appeals teachers who want to understand technology integration to education and how it looks like in action in classrooms. High Possibility Classrooms (HPC) models are examined by case studies in different educational settings. In Introduction, the author explains reason for writing this book, origins of HPC, difficulty of technology integration in education, and suggestions for future. In chapter 1, the author provides a broad overview of research in technology integration and sociopolitical education environment in Australia, USA, United Kingdom, Singapore and South Korea. In Australia education policy agendas are determined at the national level, but administered on a state or territory. In the USA, recent curriculum development, classroom practices and school education reform determine technology policy agendas. In the UK, as a government agency, British Educational Communications and Technology Agency (BECTA) supports technology integration in the country. Singapore has implemented technology in its education system by three-step Masterplan since 1997. In South Korea, technology integration movement was initiated in the 1980s, and was ultimately implemented in an initiative called the Plan for the Renovation of Education 5.31 which is proposed by the Education Renovation Committee in 1995. Chapter 2 examines the frameworks of Technological Pedagogical Content Knowledge (TPACK) which was developed by Mishra and Koehler in 2006 and Substitution, Augmentation, Modification, and Redefinition (SAMR) which was developed by Ruben Puentedura in 2006, and how they complement a new model of technology integration. High Possibility Classrooms are developed out of research in particular teachers' classrooms. The model with its five conceptions (theory, creativity, public learning, life preparation, and contextual accommodations), 22 themes of pedagogical strategies and student learning processes specifies a group of teachers Action Knowledge.
Learning Through Assessment: an Approach Towards Self-Directed Learning, 2022
There are three concepts explaining the relationship between
learning and assessment. These are;... more There are three concepts explaining the relationship between learning and assessment. These are; assessment of learning (AoL), assessment for learning (AfL), and assessment as learning (AaL). The purpose of AoL is usualy summative and mostly done at the end of a unit, course, semester etc. In AfL, formative assessment is in question and is carried out continuously throughout the learning process. In AaL, on the other hand, the learner’s self-assessment, self-direction and self-regulation are in question. Peer and self-assessment are the most important methods in this kind of assessment that learners actively participate in the learning and assessment process. In this regard, it can be said that there is a strong relevance among AaL and self-directed learning, which requires the learner to take the initiative in diagnosing learning needs and resources, choosing appropriate learning strategies, and implementing and evaluating learning outcomes.
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Papers by Nejdet KARADAĞ
learning and assessment. These are; assessment of learning
(AoL), assessment for learning (AfL), and assessment as
learning (AaL). The purpose of AoL is usualy summative
and mostly done at the end of a unit, course, semester etc.
In AfL, formative assessment is in question and is carried out
continuously throughout the learning process. In AaL, on the
other hand, the learner’s self-assessment, self-direction and
self-regulation are in question. Peer and self-assessment are
the most important methods in this kind of assessment that
learners actively participate in the learning and assessment
process. In this regard, it can be said that there is a strong
relevance among AaL and self-directed learning, which
requires the learner to take the initiative in diagnosing learning
needs and resources, choosing appropriate learning strategies,
and implementing and evaluating learning outcomes.