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Serpil Kocdar
  • Anadolu University Yunus Emre Campus, Faculty  of Open Education, 26470 Eskisehir/Turkey

Serpil Kocdar

Kişilerin ses kayıtlarını dinlediği önemli mecralardan biri, açık ve uzaktan öğrenme alanıdır. Bu çalışmanın amacı, Anadolu Üniversitesi Açıköğretim Sisteminde öğrenim gören bireylerin sesli malzeme kullanımlarını çeşitli açılardan... more
Kişilerin ses kayıtlarını dinlediği önemli mecralardan biri, açık ve uzaktan öğrenme alanıdır. Bu çalışmanın amacı, Anadolu Üniversitesi Açıköğretim Sisteminde öğrenim gören bireylerin sesli malzeme kullanımlarını çeşitli açılardan incelemektir. Kişilerin sesli malzemeler hakkındaki fikirleri, malzemeleri kullanım tercihleri, malzemeleri kullanmayan kişilerin kullanmayış sebepleri, sesli malzeme kullanımının başarıya etkisi gibi temalar araştırılmıştır. Araştırmada önce nitel, sonra nicel verilerin derlendiği “Keşfedici Ardışık Karma Yöntem” tercih edilmiştir. Nitel bölümde veriler 20 kişiden yarı-yapılandırılmış görüşmelerle, nicel bölümde 4.232 kişiden anketle ve Açıköğretim Sistemine kayıtlı olan tüm öğrenenleri içine alan öğrenme analitikleriyle toplanmıştır. Nitel veriler betimsel analiz yöntemiyle, nicel veriler IBM SPSS V.25 programı aracılığıyla çözümlenmiştir. Araştırma sonuçlarına göre bireyler sesli malzemeleri genel olarak beğenmekte; en çok evlerinde, cep telefonu aracı...
Bu çalışmanın amacı, çevrim içi ölçme-değerlendirme etkinliklerinde kimlik tanıma ve doğrulaması yapılmasını sağlayacak bir sistemin kullanımının, öğrencilerin görüşlerini ne yönde etkilediğini ve öğrencilerin kullanım deneyimlerini... more
Bu çalışmanın amacı, çevrim içi ölçme-değerlendirme etkinliklerinde kimlik tanıma ve doğrulaması yapılmasını sağlayacak bir sistemin kullanımının, öğrencilerin görüşlerini ne yönde etkilediğini ve öğrencilerin kullanım deneyimlerini belirlemektir. Çalışma, Avrupa Komisyonu tarafından finanse edilen H2020 Programı çerçevesinde TeSLA Projesi (Öğrenme için Güvene dayalı Uyarlanabilir bir e-Değerlendirme Sistemi) kapsamında gerçekleştirilmiştir. Çevrim içi değerlendirmede kimlik tanıma ve doğrulama için yüz tanıma, ses tanıma, klavye dinamikleri, yazma stili ve intihal araçlarını içeren TeSLA Sistemi, Türkiye’de bir devlet üniversitesinin farklı fakültelerinde 12 lisans ve lisansüstü dersinde bir öğretim dönemi boyunca test edilmiştir. Çalışmanın katılımcılarını üçüncü pilot çalışmanın ilk aşamasında TeSLA sistemini kullanan 231 üniversite öğrencisi oluşturmaktadır. Nicel bir tarama çalışması olarak tasarlanan araştırmada veriler uygulama öncesi ve sonrasında olmak üzere bir ön anket ve...
Open and distance learning has evolved on the basis of openness philosophy in education and benefited from various approaches to this philosophy. Different MOOC platforms have emerged in Turkey as a reflection of these developments. The... more
Open and distance learning has evolved on the basis of openness philosophy in education and benefited from various approaches to this philosophy. Different MOOC platforms have emerged in Turkey as a reflection of these developments. The main purpose of this study is to examine MOOCs in the context of Turkish higher education. For this purpose, by adopting the qualitative embedded single case design, the Akadema, AtademiX and Bilgeİş MOOC platforms were examined. The findings indicate that MOOCs successfully serve the universal ideals such as offering equal opportunities in education, democratization of education, and liberation of knowledge in Turkey. Besides, MOOCs were found to contribute to adapting to the changes paralleling the transformations in the globalizing world and in the digital knowledge age; strengthening communication and cooperation channels between the society, industry and university; and finally, fostering social justice with an inclusive approach by increasing o...
Trust-based e-assessment systems are increasingly important in the digital age for both academic institutions and students, including students with special educational needs and disabilities (SEND). Recent literature indicates a growing... more
Trust-based e-assessment systems are increasingly important in the digital age for both academic institutions and students, including students with special educational needs and disabilities (SEND). Recent literature indicates a growing number of studies about e-authentication and authorship verification for quality assurance with more flexible modes of assessment. Yet understanding the acceptability of e-authentication systems among SEND students is underexplored. This study examines SEND students’ views about the use of e-authentication systems, including perceived advantages and disadvantages of new technology-enhanced assessment. This study aims to shed light on this area by examining the attitudes of 267 SEND students who used, or were aware of, an authentication system known as adaptive trust-based e-assessment system for learning (TeSLA). The results suggest a broadly positive acceptability of these e-authentication technologies by SEND students. In the view of these students...
This study aims to identify needs and priorities of learners with special needs for support services in an open and distance teaching university in Turkey based on disability type. Exploratory sequential design was adopted. In the... more
This study aims to identify needs and priorities of learners with special needs for support services in an open and distance teaching university in Turkey based on disability type. Exploratory sequential design was adopted. In the qualitative phase, semi-structured interviews were performed with six individuals from each group, including hearing impairment, visual impairment, and physical disability to determine the needs of the learners. Data were coded based on a thematic framework involving managerial, pedagogical, social, and technical support. To determine the priorities of the learners with special needs for support services in the quantitative phase, surveys were developed separately for three groups with disabilities based on the qualitative findings. A total of 703 learners took part in the surveys. The quantitative data were analyzed using descriptive statistics. Findings of the study revealed that learners with special needs require a wide variety of services regarding ma...
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... 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 degerlendirilmesi giderek yayginlasmaktadir. Son yillarda basta acik universiteler olmak uzere bircok universitenin e-degerlendirme araclarini kullandigi... 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.
Transnational higher education has been an increasingly important phenomenon since the 1980’s, due to globalization and the consequent international expansion of higher education institutions. Especially developing countries are mainly... more
Transnational higher education has been an increasingly important phenomenon since the 1980’s, due to globalization and the consequent international expansion of higher education institutions. Especially developing countries are mainly importers and these countries express their concerns about the liberalization of trade and cross-border movement of educational services due to not having adequate legal regulations. Despite some initiatives, the evaluation and quality control of overseas higher education providers is still very much at the formative stage. Moreover, the majority of the existing regulations encompass face-to-face education rather than ODL. In this context, the purpose of this study is to develop a recognition framework for transnational ODL practices appropriate for Turkey as an importer country by seeking the opinions of experts in the field of ODL and/or quality assurance/accreditation. The data were collected via a three-round Delphi study and a focus group intervi...
The purpose of this study is to develop a framework for the accreditation of higher open and distance learning (ODL) programs in Turkey. The study was designed as a sequential monomethod multistrand mixed model including two strands which... more
The purpose of this study is to develop a framework for the accreditation of higher open and distance learning (ODL) programs in Turkey. The study was designed as a sequential monomethod multistrand mixed model including two strands which were both qualitative (QUAL→QUAL). In the first strand, both quantitative and qualitative data were collected through a three-round Delphi study with an expert panel consisting of 28 experts. In the second strand, qualitative data were collected via focus group interview. Based on a comprehensive literature review and the findings from the study, a framework was proposed including an initial accreditation process for new ODL programs and a re-accreditation process for ongoing programs. In addition, 35 criteria for new programs and 42 criteria for ongoing programs were developed to be used in the accreditation process.
The purpose of this study was to investigate whether a sense of community could be enhanced via learning activities delivered through a Facebook group within a self-paced distance-learning course. A closed Facebook group was created for a... more
The purpose of this study was to investigate whether a sense of community could be enhanced via learning activities delivered through a Facebook group within a self-paced distance-learning course. A closed Facebook group was created for a voluntary English as a foreign language course. Four types of learning activities were delivered via the Facebook group including both syn-chronous and asynchronous structured activities, and synchronous and asyn-chronous unstructured activities. The study was designed as convergent mixed-method study. Quantitative data were gathered from a total of 179 students by using the Classroom Community Scale; quantitative data were concurrently gathered from 17 students via semi-structured interviews. The results revealed that the sense of community among learners was found to be high, however, the type of learning activities had no effect on building a sense of community. The study was intended to guide teachers, instructors, administrators and practition...
This chapter reveals the results of a preliminary analysis of degree-granting distance education expertise programs by identifying the programs offered by higher education institutions all around the world and examining the general... more
This chapter reveals the results of a preliminary analysis of degree-granting distance education expertise programs by identifying the programs offered by higher education institutions all around the world and examining the general features of these programs from various aspects. As a result of this study, 27 degree-granting programs in 18 universities were identified in 12 different countries for distance education expertise. These programs were examined in terms of the aims and target population, educational models, delivery methods, admission and graduation requirements of the programs, and proposed career opportunities by these programs. The results of this analysis are intended to help develop a basis for the clarification of the profession; guide educational institutions, decision-makers, and program designers for developing distance education expertise programs; help individuals who intend to gain academic expertise in distance education to choose the most suitable program th...
Page 86. The Nature of Learning Theories and their Effects on Distance Education Practices in Turkey Serpil Koçdar and Nilgün Özdamar Abstract: Paradigm changes in science and society affected the emergence and development of learning... more
Page 86. The Nature of Learning Theories and their Effects on Distance Education Practices in Turkey Serpil Koçdar and Nilgün Özdamar Abstract: Paradigm changes in science and society affected the emergence and development of learning theories. ...
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 ...
e-Assessment is playing an increasingly important role in the transformation of higher education (Romeu-Fontanillas, RomeroCarbonell, & Guitert-Catasus, 2016; Whitelock, 2009). It has the potential to offer new ways of assessment with... more
e-Assessment is playing an increasingly important role in the transformation of higher education (Romeu-Fontanillas, RomeroCarbonell, & Guitert-Catasus, 2016; Whitelock, 2009). It has the potential to offer new ways of assessment with immediate feedback to students (Whitelock, 2009). However, e-assessment also creates many challenges for higher education (Al-Smadi & Gütl, 2008; Olt, 2002; Romeu-Fontanillas, Romero-Carbonell & Guitert-Catasus, 2016; Rowe, 2004; Whitelock, 2009). Most confronted issues in e-assessment are cheating, authenticity of users, security, and privacy (Al-Smadi & Gütl, 2008; Olt, 2002; Rowe, 2004). In order to overcome the disadvantages of eassessment, innovative practices are needed.
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 u...
In this current era of the fourth industrial revolution, the fifth generation of distance education has held out hopes of unique opportunities for engineering. With the aim of investigating the field of engineering through distance... more
In this current era of the fourth industrial revolution, the fifth generation of distance education has held out hopes of unique opportunities for engineering. With the aim of investigating the field of engineering through distance education, this study conducted a systematic review involving text‐mining and social network analysis to examine 120 publications on this topic. The time trend analysis found that there has been a steadily increasing interest in engineering through distance education. Analysis of subject areas revealed that a considerable amount of the publications on engineering through distance education falls under the social sciences subject area, suggesting that there is a need for more interdisciplinary studies. In examining the geographical distribution of the publications, it was observed that most contributions come from the United States, a developed country that has invested heavily in educating students through distance education. The research patterns identif...
The purpose of this study is to reveal the results of the analysis of the studies in which Delphi technique is used in open and distance learning. In order to guide the researchers in this field, at first, Delphi technique was presented... more
The purpose of this study is to reveal the results of the analysis of the studies in which Delphi technique is used in open and distance learning. In order to guide the researchers in this field, at first, Delphi technique was presented in detail, then the articles in which Delphi technique was used were analyzed. This analysis was carried out by searching ERIC database. These articles were examined in terms of their scope, number of rounds, size of the expert panel and parameters that were used for data analysis. As a result, limited number of articles was found using Delphi as a data collecting technique. These articles were predominantly related with management and organization, research in open and distance learning, and instructional design. In the articles, it was observed that mostly 3 rounds occurred in parallel with the literature, the size of the expert panel varied from 11 to 106, and means scores were used more often for data analysis contrary to the literature.
Tony Bates, one of the most well-known educational technologists with more than 50 years of experience in the field of education, delivers his wisdom to readers in Teaching in a Digital Age. The target audience of the author is teachers... more
Tony Bates, one of the most well-known educational technologists with more than 50 years of experience in the field of education, delivers his wisdom to readers in Teaching in a Digital Age. The target audience of the author is teachers and instructors who have concerns about how to use technology effectively for teaching. The book provides the principles and methods for effective teaching and learning in a digital age. Bates aims to guide teachers and instructors to take the helm in helping their students to develop adequate levels of knowledge and digital skills to be successful in the digital age. The author uses the terms “teacher” and “instructor” interchangeably to distinguish between K-12 classrooms and postsecondary education; however, he suggests using the term teacher instead of instructor as the latter implies “a transmission model of education,” while the former refers to “the facilitation of learning” (p. 2).
Akran degerlendirmesi, ogrenen basarisinin degerlendirilmesinde kullanilan yontemlerden biri olup, ogrenenlerin belli olcutler cercevesinde birbirlerini degerlendirme sureci olarak tanimlanabilir. Akran degerlendirmesi daha cok yuz yuze... 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 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... 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...
The purpose of this study was to investigate whether a sense of community could be enhanced via learning activities delivered through a Face-book group within a self-paced distance-learning course. A closed Facebook group was created for... more
The purpose of this study was to investigate whether a sense of community could be enhanced via learning activities delivered through a Face-book group within a self-paced distance-learning course. A closed Facebook group was created for a voluntary English as a foreign language course. Four types of learning activities were delivered via the Facebook group including both synchronous and asynchronous structured activities, and synchronous and asynchronous unstructured activities. The study was designed as convergent mixed-method study. Quantitative data were gathered from a total of 179 students by using the Classroom Community Scale; quantitative data were concurrently gathered from 17 students via semi-structured interviews. The results revealed that the sense of community among learners was found to be high, however , the type of learning activities had no effect on building a sense of community. The study was intended to guide teachers, instructors, administrators and practition...
Open and distance learning (ODL) systems provide learners with a flexible learning environment independent of time and place. However, the advantage of this flexibility may turn out a disadvantage if the learners do not find a solution to... more
Open and distance learning (ODL) systems provide learners with a flexible learning environment independent of time and place. However, the advantage of this flexibility may turn out a disadvantage if the learners do not find a solution to problems they may face before, during, and after the learning process. In eliminating this disadvantage, learner support services play an important role. The quality of support services has a direct impact on learner retention and academic success. Especially, for the learners with special needs, the quality of support services has a particular importance. Within this context, in this chapter, the authors address accommodations for learners with special needs in ODL. First, this chapter focuses on support services in ODL, then learners with special needs in ODL and what accommodations learners with special needs require according to their disability type. Finally, the authors exemplify the accommodations for learners with special needs in ODL insti...
Açık ve uzaktan öğrenme günümüze kadar eğitimde açıklık felsefesi ekseninde evrilmiş ve bu düşünce ekseninde farklı yaklaşımlardan faydalanmıştır. Türkiye'de de bu gelişmelerin bir yansıması olarak farklı Kitlesel Açık Çevrimiçi Ders... more
Açık ve uzaktan öğrenme günümüze kadar eğitimde açıklık felsefesi ekseninde evrilmiş ve bu düşünce ekseninde farklı yaklaşımlardan faydalanmıştır. Türkiye'de de bu gelişmelerin bir yansıması olarak farklı Kitlesel Açık Çevrimiçi Ders (KAÇD) platformları ortaya çıkmıştır. Bu düşünceler bağlamında bu çalışmanın genel amacı Türkiye'de sunulan KAÇD'leri Türk yükseköğretimi bağlamında incelemektir. Bu amaç doğrultusunda nitel tekli durum deseni benimsenmiş; Akadema, AtademiX ve Bilgeİş platformları incelenmiştir. Araştırma bulguları KAÇD'lerin eğitimde fırsat eşitliği, eğitimin demokratikleşmesi ve bilginin özgürleşmesi gibi evrensel kavramlara ülkemiz bağlamında hizmet ettiğini göstermektedir. Bunun yanında küreselleşen dünyada ve dijital bilgi çağında yaşanan dönüşümlere paralel olarak değişime uyum sağlamak; toplum, sektör ve üniversite arasında iletişim ve iş birliği kanallarını güçlendirmek; yükseköğretim kurumlarının operasyonel kabiliyetini farklı öğrenme alanlarında da attırarak kapsayıcı bir yaklaşımla sosyal adaleti sağlamak gibi rollerin güçlenmesine katkı sağladığı görülmektedir.
The aim of this study was to identify students’ perceptions on cheating and plagiarism and trust in e-assessment according to their assessment experience and mode of learning as well as exploring their concerns in e-assessment.... more
The aim of this study was to identify students’ perceptions on cheating and plagiarism and trust in e-assessment according to their assessment experience and mode of learning as well as exploring their concerns in e-assessment. Participants were 952 students from two public universities in Turkey and Bulgaria. The study was designed as a cross-sectional survey. A questionnaire consisting of closed and open-ended questions was applied to collect data. Descriptive statistics, t-test, ANOVA and thematic analyses were performed. According to the results, no significant difference was found on students’ perceptions towards cheating and plagiarism and their feelings of trust in e-assessment regarding students’ prior e-assessment experience. However, there was a significant difference on students’ perceptions towards cheating and plagiarism and their feelings of trust in e-assessment regarding the mode of learning they are involved in. In addition, students’ concerns about e-assessment wer...
Bu araştırmanın amacı Kitlesel Açık Çevrimiçi Derslere (KAÇD) katılan öğrenenlerin öz-yönetimli öğrenme becerilerini incelemektir. Araştırma sorularına yanıt alabilmek için nicel tarama modeli kullanılmıştır. Araştırma Anadolu... more
Bu araştırmanın amacı Kitlesel Açık Çevrimiçi Derslere (KAÇD) katılan öğrenenlerin öz-yönetimli öğrenme becerilerini incelemektir. Araştırma sorularına yanıt alabilmek için nicel tarama modeli kullanılmıştır. Araştırma Anadolu Üniversitesi Kitlesel Açık Çevrimiçi Ders Platformu olan AKADEMA katılımcılarından toplanan veriler ile gerçekleştirilmiştir. Veri toplama sürecinde Kendi Hızında Öğrenmeye Dayalı Derslerde Öz-Yönetimli Öğrenme Becerileri Ölçeği kullanılmıştır. Uygulanan ölçeğe 2136 katılımcı yanıt vermiştir. Araştırmada cinsiyet, ders tamamlama durumu, eğitim düzeyi ve yaş aralığı değişkenleri fark analizleriyle incelenmiştir. Araştırmada elde edilen sonuçlara göre, öğrenenlerin öz-yönetimli öğrenme becerileri cinsiyete göre farklılık göstermektedir. Araştırma sonuçlarına göre; kadınların öz-yönetimli öğrenme becerileri erkeklerin öz-yönetimli öğrenme becerilerinden daha yüksektir. Ayrıca öğrenenlerin öz-yönetimli öğrenme becerileri ile KAÇD tamamlama durumları arasında istatistiksel olarak anlamlı bir farklılık ortaya çıkmıştır. Buna göre; KAÇD’ı tamamlayan öğrenenlerin öz-yönetimli öğrenme becerileri KAÇD tamamlayamayan öğrenenlerin öz- yönetimli öğrenme becerilerinden daha yüksektir. Bu duruma ek olarak, öğrenenlerin öz- yönetimli öğrenme becerileri ile eğitim durumları arasında istatistiksel olarak anlamlı bir fark bulunmuştur. Son olarak, öğrenenlerin öz-yönetimli öğrenme becerileri yaşa göre farklılık göstermiştir. Araştırma bulguları bağlamında öğretim tasarımcıları, eğitimciler, uygulayıcılar, araştırmacılar ve karar vericilere yönelik öneriler sunulmuştur.
Anahtar kelimeler: Kitlesel Açık Çevrimiçi Ders (KAÇD), Öz-yönetimli öğrenme, ders tamamlama, uzaktan eğitim, açık ve uzaktan öğrenme
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.
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
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.
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.
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