Browsing by Subject "Distance education"
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Item Open Access Challenges and barriers in implementing lifelong learning in developing countries(International Journal on New Trends in Education and Their Implications, 2015-07) Yazıcı, A.; Ayas, A.Knowledge took 1,750 years to double for the first time, counting from the start of the Christian era; and it is projected that by 2020 knowledge will double every 73 days. Humanity faces a new challenge in coping with this rapid change in knowledge and consequently, adopting himself/herself to this directly affected society. Lifelong Learning (LLL) seems to be the only tool to satisfactorily reply to this challenge. This article aims at discussing the main issues in LLL including Recognition of Prior Learning (RPL), using the approach in the European Union countries. In addition, challenges in Turkey’s recently completed European Union (EU) project “Promoting LLL in Turkey” are discussed. Based on these cases a roadmap and a set of recommendations for LLL in developing countries are given.Item Open Access Distance laboratory applications ERRL: A study on radio communication in electronic field(IEEE, 2008-05) Aydın, C. Ç.; Türkmen, G.; Özyurt, E.; Aydın, E. U.; Çaǧıltay, N. E.; Özbek, M. E.; Alparslan, N. Ceren; Kara, A.In the last decade, the effect of internet usage in education is gradually increased. When we look from academic perspective, the new technologies provided alternatives for students learning. As distance education becomes important everyday, the indispensable elements of teaching and education, laboratories must be reachable via remote connection. Consequently, the education that is going to be given to the students will be more flexible with respect to place and time constraints and students can reach laboratory facilities at any time and anywhere not only in lectures and practical hours. In this study, European Remote Radio Laboratory (ERRL) which is a distance remote Radio Frequency (RF) laboratory designed for electrical-electronics students, is described generally. The software architecture, infrastructure and experiment that can be done with a remote connection have been described.Item Open Access Emergency remote teaching in Turkey: a systematic literature review(Bilkent University, 2022-12) İnal, SelinThe aim of this study is to systematically review the literature on Emergency Remote Teaching (ERT) during COVID-19 period in Turkey which started on March 23, 2020 and continued until the end of the spring term 2019-2020 in K12 and higher education context. The study sample consisted of 52 articles which were located from Scopus, ERIC and DergiPark databases through search criteria and examined under systematic literature review procedures. Articles are categorized according to their demographic data; methodology, data collection tools, size of the sample, sample type, level of the sample, curricular area, and digital platforms. Results indicated that qualitative research methods were the most preferred amongst the studies, conducted mostly in the higher education level. Sample sizes of the studies differed between 0-400 and small-scale research was the most popular. Amongst the articles, video conferencing tool Zoom was the most encountered digital tool. The research articles were reviewed to locate the changes happened within the teaching-learning cycle during ERT period regarding students and teachers of K12 and higher education contexts. Findings included following patterns; concepts of context as accessibility, flexibility of time and space, characteristics of home environments, internet and infrastructure problems, inequalities in possession of required technology; concepts of classroom processes as participation, use of materials and communication between students and instructors; concepts of input as content, students’ levels of interest and motivation, students’ study habits and students’ learning style. Implications for practice and implications for further research were given.Item Open Access Issues in the design and implementation of Web-based language courses(Bilkent University, 2003) Bingöl, Azra NihalThis study explored the factors that course designers have taken into account in the design and implementation of web-based courses, how the design and implementation of the web-based courses were effected, and course designers’ views of possible future directions for developing and implementing web-based courses. From the results of this study, some recommendations are made for Bilkent University School of English Language (BUSEL), which is thinking of designing and implementing web-based courses in an English for Foreign Language (EFL) setting. Nine English Language Teaching (ELT) professionals, from different institutions inside and outside of Turkey, participated in this study. A questionnaire was sent to eight participants through email in four different sections. One participant was interviewed as she lives in Ankara, Turkey. The interview consisted of the same questions as the questionnaire. The questionnaire and the interview results were analyzed qualitatively. The data analysis was based on the interpretation of the interview data and the interpretations of patterns emerging from participants’ responses. The data results reveal that it is important to take student concerns, technical concerns, and pedagogical concerns into consideration before designing and implementing web-based courses. The results especially suggest a need for teams of teachers to work together to reduce potential problems in their areas and maximize efficiency in the process. They also call for both teachers and students to receive orientations into the process of web-based instruction before commencing it.Item Open Access A phenomenological analysis of primary school teachers’ lived distance education experience during the COVID-19 pandemic in Turkey(Routledge, 2022-09-19) Ugur-Erdogmus, F.; Albayrak, DuyguThe purpose of this phenomenological study was to investigate lived distance education (DE) experiences of primary school teachers and their perceptions about DE during the COVID-19 pandemic in Turkey. Twenty primary school teachers who actively taught online participated in online interviews. Phenomenological analysis of the interviews sought to reveal (1) the primary school teachers’ lived DE experience, and (2) their perceptions about DE during the pandemic. The current status of DE, effects of DE, and teachers’ perceptions of DE were the themes revealed. Results showed that teaching practice, interactivity, difficulties, needs, and inequality were the main issues revealed from the primary school teachers’ lived experience. The results also identified the perceived effects of DE on both teachers and students. According to their online experiences, the teachers’ perceptions about DE and their future plans with respect to online teaching were reported.Item Open Access The salient components of massive open online courses (moocs) as revealed in scholarly publications(Bilkent University, 2016-04) İkinci, Arzu SibelThe aim of this thesis is to determine the salient components of Massive Open Online Courses (MOOCs) as revealed in scholarly publications. Drawing the attention of leading universities around the world, MOOCs are new distance education (DE) phenomena. It is expected that the number of students applying for higher education will be increasing 62.7% by the year 2025, however, the number of institutions is not accelerating at a fast enough pace to meet the demand. Due to their constantly expanding young population, developing countries like Turkey consider DE as a potential solution to this growing demand. Some educationists and governments have confirmed that education could become more flexible if a technological infrastructure were applied to life-long learning programs and short term certificate programs. This thesis utilizes the content analysis research method and a thematic network analytic tool to identify the salient components of MOOCs as revealed in scholarly publications for the benefit of university stakeholders. According to the research questions, all the themes related to MOOCs were explored and were examined with a wide perspective. Only peer reviewed journal articles were selected through stratified sampling and coded to collect qualitative data in Nvivo 10. Well-known procedures were followed to provide rigor in this research. Truth-value, applicability, consistency and neutrality were the four major measures utilized for the validity and reliability of this thesis. The findings of the thesis were summarized in terms of eight global themes, 22 organizing themes, and 71 basic themes. These themes constitute a unique framework for the literature and for the stakeholders of MOOCs. The themes and their descriptions can guide individuals and institutions (like universities and organizations) thinking about participating in and/or developing a MOOC course. Individuals or institutional leaders can be made aware of all the aspects of MOOCs as discussed in scholarly publications to gain a holistic view prior to embarking on their own decision process. Thus, some of the pitfalls of early MOOCs can be avoided.Item Restricted Türkiye'de eğitim teknolojileri ve alanın öncü ismi: Prof. Dr.Cevat Alkan(Bilkent University, 2020) Çağlayan, İpek; Özer, Berfin; Göksu, Şevval Gülçe; Ezici, Sıla; Alkan, AlperenEğitim teknolojileri, öğrenme aşamalarını eğitmen ve öğrenci için daha verimli hale getirmeyi amaçlayan bir disiplindir. Gerek dünya gerekse Türkiye tarihinde uzun bir geçmişe sahip olan eğitim teknolojileri birçok ulusun eğitim sisteminde önemli değişikliklere yol açmıştır. Eğitim teknolojisi disiplinin Türk eğitim sistemine kazandırılmasına öncülük eden ve bu alanda yol gösterici çalışmalara imza atan isimlerden biri Cevat Alkan'dır. Bu araştırmada eğitim teknolojisi teriminin kapsamından ve tarihinden bahsedilmiş, daha sonrasında Cevat Alkan'ın kişisel ve akademik hayatıyla birlikte bu alandaki önemi ve eğitim teknolojilerinin Türk eğitim sistemine etkilerinden bahsedilmiş anlatılmıştır. Araştırma süreci boyunca Cevat Alkan'ın kaleme aldığı makaleler ve öğrencileriyle yapılan röportajlar, geçmiş dönemlerdeki eğitim teknolojilerinin durumunu ve tarihsel süreç boyunca gösterdiği değişimleri anlamak için büyük önem arz etmektedir.Item Open Access Uzaktan ve örgün eğitimin öğrenci başarısı üzerine etkisinin araştırılması(Gaziantep University, 2012-10) Çataloğlu, Erdat; Kör, H.; Erbay, H.Bu çalışmada meslek yüksekokulu bilgisayar programcılığı bölümü öğrencilerinden uzaktan eğitim ve örgün eğitim alan iki farklı grup arasında öğretim metotlarının, öğrenci başarı düzeylerine etkisi incelenmiştir. Araştırmada veri toplama aracı olarak anket kullanılmış ve katılımcılara web tabanlı olarak uygulanmıştır. Araştırmanın çalışma gruplarını, 2011- 2012 eğitim-öğretim yılı güz döneminde, Kırıkkale Üniversitesi Uzaktan Eğitim ve örgün eğitim öğrencileri ile Hitit Üniversitesi örgün eğitim öğrencileri oluşturmaktadır. İlk etapta İnternet Programcılığı-I dersini alan uzaktan eğitim ve örgün eğitim öğrenci gruplarına CSS ile Javascript konularını kapsayan ön test uygulanıp elde edilen veriler kaydedilmiştir. Ardından uzaktan eğitim ve örgun eğitim gruplarında CSS ile Javascript konuları 4 hafta süreyle işlenilerek son test uygulanmıştır. Test sonucunda kaydedilen veriler analiz edilerek, hangi öğretim metodunun öğrenci başarısı üzerinde daha etkili olduğu tespit edilmiştir. Elde edilen bulgulara göre, araştırmaya katılan tüm gurupların öntest ve sontest puanları karşılaştırılarak çizelgeler halinde verilmiştir. Çizelge yorumlarında, başarı farklılıklarının hangi gurup lehine olduğu belirtilerek gerekli açıklamalara yer verilmiştir. Araştırmanın son kısmında ise sonuçların nedenleri üzerine yorum ve öneriler yapılmıştır. In this study, the effects of teaching methods to the student achievement levels were investigated in two different student groups chosen from the computer programming department in vocational school in Kırıkkale University and Hitit University. One of them is distance education students, and the other one is formal education students. For the investigation, as a data collection tool, survey was used and it is applied to participants as a web-based. In the first stage, pretest covering CSS and JavaScript were applied on students taking Internet Programming-I course of formal education groups and distance education groups and the resulting data was recorded. Then the issues of CSS and JavaScript were told in both distance education groups and formal education groups and then last test was applied to them . The obtained data was analyzed and which teaching method more effective in the success of the student was found. The demographic structure of distance and traditional education students was examined and their impact on the teaching was identified and assessed. According to results, it has been observed that the rate of increase students' achievement of students studying by distance education method is higher than the rate of students in formal education. Statistically In this context, when the comparison is made according to the type of education, it has been concluded that distance education is a more effective method.