{"id":110,"date":"2020-09-03T15:35:29","date_gmt":"2020-09-03T12:35:29","guid":{"rendered":"http:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-30\/"},"modified":"2020-09-03T15:35:29","modified_gmt":"2020-09-03T12:35:29","slug":"__unknown__-30","status":"publish","type":"chapter","link":"https:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-30\/","title":{"raw":"4.4 \u00c7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme","rendered":"4.4 \u00c7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme"},"content":{"raw":"\n<p class=\"para2\"><img class=\"size-full wp-image-518 alignnone\" src=\"http:\/\/ttkb.eba.gov.tr\/dijitalcag\/wp-content\/uploads\/sites\/12\/2020\/08\/\u015eekil-4.4.1.png#fixme\" alt=\"\" width=\"933\" height=\"872\"><\/p>\n<span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><span style=\"color: #008000;\"><span lang=\"zxx\">\u015eekil 4.4.1. Ortak grup \u00e7al\u0131\u015fmas\u0131. Bu \u00f6rnekte \u00f6\u011fretmen, 19 ki\u015filik bir s\u0131n\u0131f\u0131 alt\u0131 gruba ay\u0131rm\u0131\u015ft\u0131r. \u00d6\u011fretmen \u00f6\u011frencilerle bireysel olarak veya grubun t\u00fcm\u00fcyle etkile\u015fime ge\u00e7ebilir. \u00c7evrim i\u00e7i i\u015fbirlikli \u00f6\u011frenmede, her grubun \u201ckapal\u0131\u201d (\u00f6\u011fretmen hari\u00e7) veya di\u011fer \u00f6\u011frencilere a\u00e7\u0131k olan kendi tart\u0131\u015fma alan\u0131 olabilir. Bu modelde t\u00fcm ileti\u015fim, internet \u00fczerinden, \u00e7evrim i\u00e7i tart\u0131\u015fma forumu yaz\u0131l\u0131m\u0131 kullan\u0131larak ger\u00e7ekle\u015ftirilir. Bununla birlikte model s\u0131n\u0131f \u00f6\u011fretimine veya video konferansa uygulanabilir ancak bu genellikle bant geni\u015fli\u011fi k\u0131s\u0131tlamalar\u0131 nedeniyle daha az say\u0131da \u00f6\u011frenciyle m\u00fcmk\u00fcn olur. Her teslimat \u015fekli, iyi \u00e7al\u0131\u015fmas\u0131 i\u00e7in tasar\u0131mda kendi varyasyonlar\u0131na ihtiya\u00e7 duyacakt\u0131r. G\u00f6rsel: Tony Bates, 2019<\/span><\/span><\/i><\/span><\/span>\n<h3 class=\"western\"><span lang=\"zxx\">4.4.1 \u00c7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme nedir?<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Yap\u0131land\u0131rmac\u0131 \u00f6\u011frenme yakla\u015f\u0131mlar\u0131n\u0131n ve internetin geli\u015fiminin ayn\u0131 zamana rastlamas\u0131, ba\u015flang\u0131\u00e7ta bilgisayar arac\u0131l\u0131 ileti\u015fim (BA\u0130) veya a\u011f ba\u011flant\u0131l\u0131 \u00f6\u011frenme (networked learning) olarak adland\u0131r\u0131lan, sonralar\u0131 ise Harasim\u2019in (2017) \u015fimdilerde \u00c7evrim i\u00e7i \u0130\u015f birli\u011fine Dayal\u0131 \u00d6\u011frenme (\u00c7\u0130D\u00d6) kuram\u0131 olarak adland\u0131rd\u0131\u011f\u0131 bi\u00e7ime evrilen \u00f6zel bir yap\u0131land\u0131rmac\u0131 \u00f6\u011fretim bi\u00e7iminin ortaya \u00e7\u0131kmas\u0131na yol a\u00e7m\u0131\u015ft\u0131r. Harasim, \u00c7\u0130DO'y\u00fc \u015f\u00f6yle tan\u0131mlamaktad\u0131r (s. 90):<\/span><\/span><\/p>\n\n<blockquote><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><em class=\"western\"><span lang=\"zxx\">\u00c7evrim i\u00e7i i\u015fbirlikli \u00f6\u011frenme teorisi, \u00f6\u011frencilerin bilgi olu\u015fturmak i\u00e7in birlikte \u00e7al\u0131\u015fmaya te\u015fvik edildikleri ve desteklendikleri bir \u00f6\u011frenme modeli sa\u011flar ki bu model \u00f6\u011frencilerin do\u011fru zannettiklerini tekrar etmektense icat etmek, yenilik yapma yollar\u0131n\u0131 ke\u015ffetmek ve bunu yaparak problemleri \u00e7\u00f6zmek i\u00e7in ihtiya\u00e7 duyduklar\u0131 kavramsal bilgiyi ara\u015ft\u0131rmalar\u0131n\u0131n \u00f6n\u00fcn\u00fc a\u00e7ar. \u00c7evrim i\u00e7i i\u015fbirlikli \u00f6\u011frenme teorisi \u00f6\u011frenciyi aktif ve kat\u0131l\u0131ml\u0131 olmaya te\u015fvik etse de bunun \u00f6\u011frenme veya bilgi in\u015fas\u0131 i\u00e7in yeterli oldu\u011fu d\u00fc\u015f\u00fcn\u00fclmemektedir\u2026 \u00c7evrim i\u00e7i i\u015fbirlikli \u00f6\u011frenme teorisinde, \u00f6\u011fretmen bir \u00f6\u011frenen olarak de\u011fil bilgi toplulu\u011fu ya da bu disiplindeki en son teknoloji aras\u0131ndaki ba\u011flant\u0131 olarak anahtar rol oynar. Kavramsal de\u011fi\u015fim olarak tan\u0131mlanan \u00f6\u011frenme, bilgi olu\u015fumunun anahtar\u0131d\u0131r. \u00d6\u011frenme etkinli\u011fi, ilgili disiplinin normlar\u0131 ve kavramsal \u00f6\u011frenmeyi vurgulayan ve bilgiyi olu\u015fturan bir s\u00f6ylem s\u00fcreci taraf\u0131ndan y\u00f6nlendirilir.<\/span><\/em><\/i><\/span><\/span><\/blockquote>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00c7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme kuram\u0131, etkile\u015fimli \u00f6\u011frenme (Pask, 1975), derin \u00f6\u011frenme ko\u015fullar\u0131 (Marton &amp; Salj\u00f8, 1997; Entwistle, 2000), akademik bilginin geli\u015fimi (Laurillard, 2001) ve bilginin olu\u015fturulmas\u0131na (Scardamalia &amp; Bereiter, 2006) odaklanan bili\u015fsel geli\u015fim kuramlar\u0131 \u00fczerine yap\u0131lanm\u0131\u015ft\u0131r.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00c7evrim i\u00e7i \u00f6\u011frenmenin ilk y\u0131llar\u0131ndan itibaren, baz\u0131 e\u011fitmenler internetin ileti\u015fim avantaj\u0131 \u00fczerine yo\u011funla\u015fm\u0131\u015f (\u00f6rne\u011fin bk. Hiltz and Turoff, 1978). Onlar, \u00f6\u011fretimi a\u011f\u0131rl\u0131kl\u0131 olarak \u00f6\u011frencilerin birbiri ve e\u011fitmen ile aras\u0131ndaki farkl\u0131 zamanl\u0131 (asenkron) \u00e7evrim i\u00e7i tart\u0131\u015fmalar arac\u0131l\u0131\u011f\u0131yla bilginin a\u015famal\u0131 olarak olu\u015fturulmas\u0131na dayand\u0131rm\u0131\u015flard\u0131r.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00c7evrim i\u00e7i tart\u0131\u015fma forumlar\u0131n\u0131n tarihi 1970\u2019lere dayan\u0131r; ancak 1990\u2019larda d\u00fcnya \u00e7ap\u0131nda a\u011f\u0131n (WWW) icad\u0131, y\u00fcksek h\u0131zl\u0131 internet ve bug\u00fcn bir\u00e7o\u011fu \u00e7evrim i\u00e7i tart\u0131\u015fma alan\u0131na sahip olan \u00f6\u011frenme y\u00f6netim sistemlerinin geli\u015fmesiyle patlama yapm\u0131\u015ft\u0131r. \u00c7evrim i\u00e7i tart\u0131\u015fma forumlar\u0131n\u0131n s\u0131n\u0131f i\u00e7i seminerlerden birtak\u0131m farkl\u0131l\u0131klar bulunmaktad\u0131r:<\/span><\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ilk olarak s\u00f6zl\u00fc de\u011fil metin tabanl\u0131d\u0131r;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ikinci olarak asenkron yani farkl\u0131 zamanl\u0131d\u0131r: kat\u0131l\u0131mc\u0131lar, internet ba\u011flant\u0131s\u0131yla tart\u0131\u015fmaya istedikleri zaman, istedikleri yerden kat\u0131labilirler;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00fc\u00e7\u00fcnc\u00fcs\u00fc, \u00e7o\u011fu tart\u0131\u015fma forumu \u2018zincir\u2019 ba\u011flant\u0131lara izin verir. Zincir ba\u011flant\u0131larda yorumlar yaln\u0131zca kronolojik olarak g\u00f6r\u00fcnt\u00fclenmez, yorumlara verilen cevaplar da yorumlara eklenmi\u015f olarak g\u00f6r\u00fcnt\u00fclenir. B\u00f6ylece dinamik alt-konular ortaya \u00e7\u0131kar. Tek bir tart\u0131\u015fma zinciri i\u00e7inde ondan fazla cevaba rastlamak m\u00fcmk\u00fcnd\u00fcr. B\u00f6ylece kat\u0131l\u0131mc\u0131lar, belli bir zaman dilimi i\u00e7inde \u00e7oklu tart\u0131\u015fma konular\u0131n\u0131 rahat\u00e7a takip edebilirler.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<h3 class=\"western\"><span lang=\"zxx\">4.4.2 \u00c7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmenin ana tasar\u0131m ilkeleri<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Harasim, s\u00f6ylem yoluyla bilgi olu\u015fumunun \u00fc\u00e7 temel a\u015famas\u0131n\u0131n \u00f6nemini vurgular:<\/span><\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">fikir olu\u015fturma<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">: Bir grup i\u00e7indeki farkl\u0131 d\u00fc\u015f\u00fcncelerin bir araya getirildi\u011fi beyin f\u0131rt\u0131nas\u0131 a\u015famas\u0131d\u0131r;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">fikirlerin d\u00fczenlenmesi<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">: \u00d6\u011frencilerin, tart\u0131\u015fma ve arg\u00fcman yoluyla daha \u00f6nceden olu\u015fturulan farkl\u0131 fikirleri kar\u015f\u0131la\u015ft\u0131rd\u0131\u011f\u0131, \u00e7\u00f6z\u00fcmledi\u011fi ve s\u0131n\u0131fland\u0131rd\u0131\u011f\u0131 a\u015famad\u0131r.<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">fikirsel yak\u0131nsama<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">: Buradaki ama\u00e7, d\u00fc\u015f\u00fcnsel bir sentez, anlay\u0131\u015f ve uzla\u015fma (ayn\u0131 fikirde olmamaya raz\u0131 olma da d\u00e2hil) d\u00fczeyine ula\u015fmakt\u0131r. Bu d\u00fczeye ula\u015fmak i\u00e7in genellikle, bir deneme veya \u00f6dev gibi bir i\u015f ya da eser ortakla\u015fa \u00fcretilir.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Asl\u0131nda ger\u00e7ekte hi\u00e7bir zaman nihai sondan bahsetmek m\u00fcmk\u00fcn de\u011fildir \u00e7\u00fcnk\u00fc bir \u00f6\u011frenen i\u00e7in fikirlerin olu\u015fturulmas\u0131, d\u00fczenlenmesi ve d\u00fc\u015f\u00fcnsel yak\u0131nsamaya var\u0131lmas\u0131 s\u00fcre\u00e7leri bir kez ba\u015flad\u0131 m\u0131 s\u00fcrekli bir sonraki a\u015famaya ilerler. Bu s\u00fcre\u00e7te \u00f6\u011fretmenin veya e\u011fitmenin rol\u00fc kritik \u00f6neme sahiptir. Bu \u00f6nem yaln\u0131zca s\u00fcrecin kolayla\u015ft\u0131r\u0131lmas\u0131 ve bu t\u00fcr bir \u00f6\u011frenmeyi te\u015fvik edecek uygun kaynaklar\u0131n ve \u00f6\u011frenme etkinliklerinin sa\u011flanmas\u0131na de\u011fil e\u011fitmenin ayn\u0131 zamanda konu alan\u0131n\u0131n temel kavramlar\u0131n\u0131n, uygulamalar\u0131n\u0131n, standartlar\u0131n\u0131n ve ilkelerinin \u00f6\u011frenme d\u00f6ng\u00fcs\u00fcne tamamen b\u00fct\u00fcnle\u015ftirilmesinin temini a\u00e7\u0131s\u0131ndan da konu alan\u0131n\u0131n veya bilgi toplulu\u011funun bir temsilcisi olmas\u0131na i\u015faret eder.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Harasim, bu s\u00fcreci a\u015fa\u011f\u0131daki \u015fekille ifade etmi\u015ftir:<\/span><\/span><\/p>\n<p class=\"para2\"><img class=\"frame0\" src=\"http:\/\/acikkitap.com.tr\/dijital\/wp-content\/uploads\/sites\/3\/2020\/09\/image0047.png\" alt=\"OEBPS\/images\/image0047.png\"><\/p>\n<span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><span lang=\"zxx\">\u015eekil 4.4.2: Grup tart\u0131\u015fmalar\u0131n\u0131n pedagojisi (Harasim, 2017, p. 95, izin al\u0131narak kullan\u0131lm\u0131\u015ft\u0131r)<\/span><\/i><\/span><\/span>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Di\u011fer bir fakt\u00f6r de \u00e7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme modelinde tart\u0131\u015fma forumlar\u0131n\u0131n ders kitab\u0131, ders kayd\u0131 veya metin gibi ilave bir ara\u00e7 de\u011fil \u00f6\u011fretimin temel bir bile\u015feni olmas\u0131d\u0131r. Ders kitaplar\u0131, okumalar ve di\u011fer kaynaklar tart\u0131\u015fmay\u0131 desteklemek i\u00e7in kullan\u0131l\u0131r, aksi de\u011fil...<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bu \u00f6nemli bir tasar\u0131m ilkesidir ve e\u011fitmenlerin ve ak\u0131ll\u0131 \u00f6\u011freticilerin neden daha 'geleneksel' \u00e7evrim i\u00e7i derslerde \u00f6\u011frencilerin tart\u0131\u015fmalara kat\u0131lmad\u0131\u011f\u0131ndan \u015fikayet ettiklerini a\u00e7\u0131klar. Bunun nedeni, \u00e7evrim i\u00e7i tart\u0131\u015fmalar\u0131n daha didaktik bir \u00f6\u011fretim modeline ikincil olarak tasarlanmas\u0131 veya bilgi olu\u015fumuna y\u00f6nelik d\u00fc\u015f\u00fcn\u00fclmemesidir. h\u00e2l b\u00f6yleyken, not veya de\u011ferlendirmede herhangi bir etkisi de olmay\u0131nca \u00f6\u011frenciler tart\u0131\u015fmalar\u0131 iste\u011fe ba\u011fl\u0131 veya ekstra i\u015f olarak g\u00f6rmektedir.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bu ayr\u0131ca tart\u0131\u015fma forumlar\u0131nda kat\u0131l\u0131ma not vermenin ka\u00e7\u0131rd\u0131\u011f\u0131 noktan\u0131n bir nedenidir. \u00d6nemli olan d\u0131\u015fsal faaliyet de\u011fil tart\u0131\u015fman\u0131n as\u0131l de\u011feridir (\u00f6rne\u011fin Brindley, Walti ve Blashke, 2009). Dolay\u0131s\u0131yla \u00e7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme yakla\u015f\u0131m\u0131n\u0131 kullanan e\u011fitmenler kolayl\u0131k olsun diye \u00f6\u011frenme y\u00f6netim sistemlerini kullansalar da bu kullan\u0131m\u0131 \u00e7evrim i\u00e7i ortama ta\u015f\u0131nan geleneksel derslerdeki kullan\u0131mdan farkl\u0131 olmas\u0131 gerekir.<\/span><\/span><\/p>\n\n<h3 class=\"western\"><span lang=\"zxx\">4.4.3 Sorgulama toplulu\u011fu<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Sorgulama Toplulu\u011fu (ST) modeli, \u00e7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme modeline k\u0131smen benzer. Anderson ve Archer (2000) taraf\u0131ndan \u015f\u00f6yle tan\u0131mlanm\u0131\u015ft\u0131r:<\/span><\/span><\/p>\n\n<blockquote><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><em class=\"western\"><span lang=\"zxx\">E\u011fitsel bir sorgulama toplulu\u011fu, ki\u015fisel anlam olu\u015fturmak ve ortak bir anlay\u0131\u015fa varmak amac\u0131yla, i\u015fbirlik\u00e7i bir \u015fekilde ama\u00e7l\u0131 bir ele\u015ftirel diskur i\u00e7erisine giren bireyler grubudur.<\/span><\/em><\/i><\/span><\/span><\/blockquote>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Garrison, Anderson ve Archer, bir sorgulama toplulu\u011funun \u00fc\u00e7 ana \u00f6gesi oldu\u011funu \u00f6ne s\u00fcrer:<\/span><\/span><\/p>\n\n<blockquote>\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">sosyal buradal\u0131k<\/span><\/span><\/b><em class=\"western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"><i> \u201ckat\u0131l\u0131mc\u0131lar\u0131n toplulukla (\u00f6rne\u011fin \u00f6\u011fretim program\u0131) \u00f6zde\u015fle\u015fme, g\u00fcvenilir bir ortamda ama\u00e7l\u0131 ileti\u015fim kurma ve kendi bireysel kimliklerini korumak suretiyle ki\u015filer aras\u0131 ili\u015fkiler geli\u015ftirme becerisidir.\u201d<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"><b>\u00f6\u011fretimsel buradal\u0131k<\/b><\/span><\/span> <em class=\"western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"><i>\u201cbireysel olarak anlaml\u0131, e\u011fitsel olarak faydal\u0131 \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131 ger\u00e7ekle\u015ftirmek amac\u0131yla bili\u015fsel ve sosyal s\u00fcre\u00e7lerin tasar\u0131m\u0131, kolayla\u015ft\u0131r\u0131lmas\u0131 ve y\u00f6nlendirilmesidir.<\/i><\/span><\/span><\/em><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u201d<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"><b>bili\u015fsel buradal\u0131k<\/b><\/span><\/span> <em class=\"western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"><i>\u201c\u00f6\u011frenenlerin s\u00fcrekli yans\u0131tma ve diskur yoluyla anlam olu\u015fturabilme ve do\u011frulayabilme \u00f6l\u00e7\u00fcs\u00fcd\u00fcr\u201d<\/i><\/span><\/span><\/em><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<\/blockquote>\n<p class=\"para8\"><img class=\"frame1\" style=\"text-align: initial; font-size: 1em;\" src=\"http:\/\/acikkitap.com.tr\/dijital\/wp-content\/uploads\/sites\/3\/2020\/09\/image0048.png\" alt=\"OEBPS\/images\/image0048.png\" width=\"536\" height=\"598\"><\/p>\n<p class=\"western\"><em><span lang=\"zxx\">\u015eekil 4.4.3: Sorgulama Toplulu\u011fu G\u00f6rsel: \u00a9 Terry Anderson\/Marguerite Koole, 2013<\/span><\/em><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Sorgulama Topluluklar\u0131 (ST), bir modelden ziyade bir kuramd\u0131r; \u00e7\u00fcnk\u00fc bu \u00fc\u00e7 \u2018buradal\u0131\u011f\u0131\u2019 olu\u015fturmak i\u00e7in hangi faaliyetlere veya ko\u015fullara gereksinim duyuldu\u011funa i\u015faret etmez. \u0130ki model (\u00c7\u0130D\u00d6 ve ST) birbirine rakip de\u011fil birbirini tamamlay\u0131c\u0131 \u00f6zelliktedir.<\/span><\/span><\/p>\n\n<h3 class=\"western\"><span lang=\"zxx\">4.4.<\/span><span style=\"color: #008000;\"><span lang=\"zxx\">4<\/span><\/span><span lang=\"zxx\"> Anlaml\u0131 \u00e7evrim i\u00e7i tart\u0131\u015fma geli\u015ftirme<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u0130lk sorgulama toplulu\u011fu makalesinin yay\u0131mland\u0131\u011f\u0131 2000 y\u0131l\u0131ndan bug\u00fcne kadar bu \u2018buradal\u0131k\u2019lar\u0131n \u00f6zellikle de \u00e7evrim i\u00e7i \u00f6\u011frenme ba\u011flam\u0131nda \u00f6nemini anlatan bir\u00e7ok \u00e7al\u0131\u015fma yap\u0131ld\u0131 ve yay\u0131nland\u0131 (\u00e7al\u0131\u015fmalardan geni\u015f bir se\u00e7ki i\u00e7in buraya t\u0131klay\u0131n). \u00c7evrim i\u00e7i i\u015fbirlik\u00e7i \u00f6\u011frenme ve sorgulama topluluklar\u0131 alan\u0131nda \u00e7al\u0131\u015fan \u00e7ok say\u0131da ara\u015ft\u0131rmac\u0131 ve e\u011fitimci olsa da ba\u015far\u0131l\u0131 stratejiler ve tasar\u0131m ilkelerine dair y\u00fcksek d\u00fczeyde bir uzla\u015fma ve yak\u0131nsakl\u0131k vard\u0131r. Akademik ve kavramsal geli\u015fim a\u00e7\u0131s\u0131ndan, tart\u0131\u015fmalar\u0131n \u00f6\u011fretmen taraf\u0131ndan iyi \u015fekilde d\u00fczenlenmesi ve \u00f6\u011frencilerin yeni bilgiyi in\u015fa edebilmesi ve fikir geli\u015ftirebilmesini sa\u011flamak i\u00e7in \u00f6\u011fretmenin gerekli deste\u011fi vermesi gerekir.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">K\u0131smen bu ara\u015ft\u0131rman\u0131n k\u0131smen de ne \u00c7\u0130D\u00d6 ne de ST alan yaz\u0131n\u0131ndan haberdar olan deneyimli \u00e7evrim i\u00e7i e\u011fitmenlerin bir sonucu olarak ba\u015far\u0131l\u0131 (\u00e7evrim i\u00e7i) tart\u0131\u015fma ortamlar\u0131yla ilgili ba\u015fka tasar\u0131m ilkeleri de ortaya konmu\u015ftur:<\/span><\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">uygun teknolojilerin kullan\u0131lmas\u0131<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"> (\u00f6rne\u011fin zincir cevapl\u0131 tart\u0131\u015fmalara izin veren yaz\u0131l\u0131m);<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011frencilerin <\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00e7evrim i\u00e7i davran\u0131\u015flar\u0131na dair tart\u0131\u015fmalara kat\u0131lmaya ili\u015fkin yaz\u0131l\u0131 davran\u0131\u015f ilkeleri ve uygulanmas\u0131n\u0131n temini gibi a\u00e7\u0131k k\u0131lavuz ilkelerin olmas\u0131;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011frencilerin oryantasyonu ve haz\u0131rl\u0131\u011f\u0131<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">teknoloji oryantasyonu ve tart\u0131\u015fman\u0131n amac\u0131n\u0131n a\u00e7\u0131klanmas\u0131 d\u00e2hil;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">a\u00e7\u0131k ve net ama\u00e7lar\u0131n olmas\u0131<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"> (\u00f6\u011frencilerin anlayaca\u011f\u0131 \u015fekilde yaz\u0131lm\u0131\u015f: \u2018se\u00e7ilen romanlarda toplumsal cinsiyet ve s\u0131n\u0131f farklar\u0131n\u0131n incelenmesi\u2019 veya \u2018alternatif kodlama y\u00f6ntemlerinin kar\u015f\u0131la\u015ft\u0131r\u0131lmas\u0131 ve de\u011ferlendirilmesi\u2019 gibi);<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">uygun konular\u0131n se\u00e7imi<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"> (\u00e7al\u0131\u015fma materyallerindeki konular\u0131 tamamlay\u0131c\u0131 ve de\u011ferlendirme sorular\u0131n\u0131n cevaplanmas\u0131n\u0131 kolayla\u015ft\u0131racak);<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">tart\u0131\u015fmalarda<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"> kullan\u0131lacak \u2018ton\u2019un ve kurallar\u0131n ortaya konmas\u0131 (\u00f6rne\u011fin fikir ayr\u0131l\u0131klar\u0131na sayg\u0131, delile dayal\u0131 tart\u0131\u015fmalar gibi);<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011frenen rollerinin ve beklentilerin net tan\u0131mlanmas\u0131<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"> (\u2018her tart\u0131\u015fma konusu i\u00e7in haftada en az bir kere sisteme giri\u015f yapmal\u0131 ve her hafta her konu ba\u015fl\u0131\u011f\u0131 alt\u0131nda en az bir anlaml\u0131 g\u00f6r\u00fc\u015f bildirmelisiniz\u2019 gibi);<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011frenen kat\u0131l\u0131m\u0131n\u0131n bireysel d\u00fczeyde izlenmesi<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"> (ve buna ba\u011fl\u0131 olarak \u00f6\u011frencilerin konular \u00fczerine nas\u0131l d\u00fc\u015f\u00fcneceklerine yard\u0131mc\u0131 olacak yorumlar yapmak, gerekti\u011finde \u00f6\u011frencileri ders materyallerine y\u00f6nlendirecek veya kafalar\u0131 kar\u0131\u015ft\u0131\u011f\u0131 zaman gerekli a\u00e7\u0131klamalar\u0131 yapmak suretiyle \u00f6\u011frencilere uygun deste\u011fin sa\u011flanmas\u0131);<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">d\u00fczenli ve s\u00fcrekli e\u011fitmen \u2018buradal\u0131\u011f\u0131\u2019<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"> (tart\u0131\u015fman\u0131n izlenerek \u00f6\u011frencilerin konu d\u0131\u015f\u0131na sapmalar\u0131n\u0131 veya konuyu fazla ki\u015fiselle\u015ftirmelerini \u00f6nlemek, tart\u0131\u015fmaya ger\u00e7ekten katk\u0131 sa\u011flayanlar\u0131 te\u015fvik etmek, tart\u0131\u015fmay\u0131 i\u015fgal etmek veya eline ge\u00e7irmek isteyenleri \u00f6nlemek ve tart\u0131\u015fmaya kat\u0131lmayanlar\u0131 izleyerek kat\u0131lmalar\u0131na yard\u0131m etmek gibi);<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">tart\u0131\u015fma konular\u0131 ve de\u011ferlendirme aras\u0131nda g\u00fc\u00e7l\u00fc bir ba\u011f kurulmas\u0131<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bu konular, Salmon (2000), Bates ve Poole (2003) ve Paloff ve Pratt (2005; 2007) taraf\u0131ndan ayr\u0131nt\u0131l\u0131 olarak incelenmi\u015f ve tart\u0131\u015f\u0131lm\u0131\u015ft\u0131r.<\/span><\/span><\/p>\n\n<h3 class=\"western\"><span lang=\"zxx\">4.4.<\/span><span style=\"color: #008000;\"><span lang=\"zxx\">5<\/span><\/span><span lang=\"zxx\"> K\u00fclt\u00fcrel ve epistemolojik boyutlar<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00d6\u011frenciler, e\u011fitim deneyimlerine farkl\u0131 arka planlardan, farkl\u0131 beklentilerle gelirler. Sonu\u00e7 olarak tart\u0131\u015fmaya dayal\u0131 i\u015fbirlikli \u00f6\u011frenmeye ili\u015fkin olarak \u00f6\u011frencilerde ciddi k\u00fclt\u00fcrel farkl\u0131l\u0131klar s\u00f6z konusudur. Bu farkl\u0131l\u0131klar, \u00f6\u011frenme ve \u00f6\u011fretme gelenekleri ile ilgili derin farkl\u0131l\u0131klar\u0131n da yans\u0131mas\u0131d\u0131r. Dolay\u0131s\u0131yla \u00f6\u011fretmenler, s\u0131n\u0131flar\u0131nda dil, k\u00fclt\u00fcr veya epistemoloji a\u00e7\u0131s\u0131ndan zorluk ya\u015fayan \u00f6\u011frenciler olabilece\u011finin fark\u0131nda olmal\u0131d\u0131r; ancak \u00f6\u011frencilerin `herhangi bir yerden\u2019 gelebildi\u011fi \u00e7evrim i\u00e7i s\u0131n\u0131flarda bu \u00f6zellikle dikkat edilmesi gereken \u00f6nemli bir konudur.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00c7o\u011fu \u00fclkede, \u00f6\u011fretmenin otoriter rol\u00fcne ili\u015fkin ve enformasyonun \u00f6\u011fretmenden \u00f6\u011frenciye aktar\u0131lan bir \u015fey oldu\u011fu y\u00f6n\u00fcnde g\u00fc\u00e7l\u00fc bir inan\u0131\u015f ve gelenek vard\u0131r. Baz\u0131 k\u00fclt\u00fcrlerde, \u00f6\u011fretmenlerin ve hatta di\u011fer \u00f6\u011frencilerin g\u00f6r\u00fc\u015flerini ele\u015ftirmek veya kar\u015f\u0131 \u00e7\u0131kmak `ay\u0131p\u2019 ve sayg\u0131s\u0131zca bir davran\u0131\u015f olarak nitelendirilir. Otoriter \u00f6\u011fretmen rol\u00fcn\u00fcn bask\u0131n oldu\u011fu k\u00fclt\u00fcrlerde, di\u011fer \u00f6\u011frencilerin g\u00f6r\u00fc\u015fleri ilgisiz veya \u00f6nemsiz olarak nitelendirilebilir. Di\u011fer baz\u0131 k\u00fclt\u00fcrlerde ise do\u011frudan \u00f6\u011fretim yerine g\u00fc\u00e7l\u00fc bir s\u00f6zl\u00fc anlat\u0131m gelene\u011fi kabul edilir.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00c7evrim i\u00e7i \u00f6\u011frenme etkinliklerinin tasar\u0131m\u0131nda yap\u0131land\u0131rmac\u0131 bir yakla\u015f\u0131m izlendi\u011finde, \u00e7evrim i\u00e7i ortamlar \u00f6\u011frenciler i\u00e7in bir m\u00fccadele alan\u0131 h\u00e2line d\u00f6n\u00fc\u015febilir. Dolay\u0131s\u0131yla yap\u0131land\u0131rmac\u0131 \u00f6\u011frenme yakla\u015f\u0131m\u0131na a\u015fina olmayan \u00f6\u011frencilere yard\u0131m etmek i\u00e7in genel olarak \u2018s\u0131n\u0131f\u2019 tart\u0131\u015fmas\u0131na eklenecek bir g\u00f6r\u00fc\u015f i\u00e7in yaz\u0131lan tasla\u011f\u0131n \u00f6nce e\u011fitmene e-mail yoluyla sorulmas\u0131 gibi somut ad\u0131mlar at\u0131lmas\u0131 gerekebilir. \u00c7evrim i\u00e7i \u00f6\u011frenmenin k\u00fclt\u00fcrler aras\u0131 boyutlar\u0131yla ilgili ayr\u0131nt\u0131l\u0131 bilgi i\u00e7in Jung ve Gunawardena\u2019n\u0131n (2014) \u00e7al\u0131\u015fmas\u0131 ve Journal of Distance Education cilt 22 no.1 (2001) say\u0131s\u0131na bak\u0131labilir.<\/span><\/span><\/p>\n\n<h3 class=\"western\"><span lang=\"zxx\">4.4. <\/span><span style=\"color: #008000;\"><span lang=\"zxx\">6<\/span><\/span><span lang=\"zxx\"> \u00c7evrim i\u00e7i i\u015fbirlikli \u00f6\u011frenmenin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Teknolojinin \u00f6\u011fretimde kullan\u0131m\u0131na ili\u015fkin bu yakla\u015f\u0131m, geleneksel olarak \u00f6\u011fretmenler taraf\u0131ndan yap\u0131lan baz\u0131 etkinliklerin bilgisayarlar taraf\u0131ndan yap\u0131lmas\u0131n\u0131 hedefleyen bilgisayar destekli \u00f6\u011frenme, \u00f6\u011fretim makineleri ve yapay zek\u00e2 uygulamalar\u0131nda g\u00f6r\u00fclen nesnelci yakla\u015f\u0131mlardan olduk\u00e7a farkl\u0131d\u0131r. \u00c7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmede ama\u00e7 \u00f6\u011fretmenin yerini almak de\u011fil \u00f6\u011fretmen ve \u00f6\u011frenci aras\u0131ndaki ileti\u015fimi art\u0131rmak ve g\u00fc\u00e7lendirmek i\u00e7in teknolojiyi kullanmakt\u0131r. Bu sosyal s\u00f6ylem, art\u0131k geli\u015fig\u00fczel olmaktan \u00e7\u0131kar bili\u015fsel destek \u015feklinde y\u00f6netilir:<\/span><\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011fretmen rehberli\u011finde bilgi olu\u015fumuna destek vermek;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">s\u00f6z konusu disiplinin norm ve de\u011ferlerini yans\u0131tmak, ve<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">disiplin i\u00e7indeki \u00f6n bilgiyi de dikkate almak suretiyle \u00f6\u011frenmeyi destekleyecek \u015fekilde yap\u0131land\u0131r\u0131l\u0131r.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Dolay\u0131s\u0131yla bu modelin iki temel g\u00fc\u00e7l\u00fc y\u00f6n\u00fcnden bahsedebiliriz:<\/span><\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00e7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme, do\u011fru bi\u00e7imde uyguland\u0131\u011f\u0131nda, derin akademik \u00f6\u011frenmeye veya d\u00f6n\u00fc\u015ft\u00fcr\u00fcc\u00fc \u00f6\u011frenmeye y\u00f6n verebilir. Bu etkisi, s\u0131n\u0131flardaki y\u00fcz y\u00fcze tart\u0131\u015fma ortamlar\u0131n\u0131n etkisine e\u015fde\u011ferdir. \u00c7evrim i\u00e7i \u00f6\u011frenmenin farkl\u0131 zamanl\u0131 olma (asenkron) ve \u2018kay\u0131t\u2019 avantajlar\u0131, fiziksel y\u00fcz ifadelerinin ve y\u00fcz y\u00fcze tart\u0131\u015fma ortamlar\u0131n\u0131n di\u011fer boyutlar\u0131n\u0131n eksikli\u011fini dengeleyecektir;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00e7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme, sonu\u00e7 olarak dijital \u00e7a\u011f\u0131n \u00f6\u011frencilerinin sahip olmas\u0131 gereken ele\u015ftirel d\u00fc\u015f\u00fcnme, analitik d\u00fc\u015f\u00fcnme, sentez ve de\u011ferlendirme gibi temel gereklilikler olarak kabul edilen \u00fcst d\u00fczey zihin becerilerinin geli\u015fimini de do\u011frudan destekleyebilir.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00c7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme modelinin baz\u0131 s\u0131n\u0131rl\u0131l\u0131klar\u0131 da bulunmaktad\u0131r:<\/span><\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">kolayl\u0131kla \u00f6l\u00e7eklendirilemez, bilgi ve beceri d\u00fczeyi y\u00fcksek \u00f6\u011fretmenler ve s\u0131n\u0131rl\u0131 say\u0131da \u00f6\u011frencilerle uygulanabilir.<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">be\u015feri bilimler, sosyal bilimler ve e\u011fitim alanlar\u0131 ile i\u015fletme ve sa\u011fl\u0131k alanlar\u0131n\u0131n bir k\u0131sm\u0131nda hem e\u011fitmenlerin hem de \u00f6\u011frencilerin epistemolojik duru\u015flar\u0131n\u0131 yans\u0131tsa da fen bilimleri, bilgisayar bilimleri ve m\u00fchendislik alanlar\u0131ndaki e\u011fitmenlerin epistemolojik duru\u015flar\u0131n\u0131 daha az yans\u0131t\u0131r. Ancak problem temelli veya sorgulama temelli yakla\u015f\u0131mla birlikte uyguland\u0131\u011f\u0131nda, bu konu alanlar\u0131n\u0131n baz\u0131lar\u0131nda kabul g\u00f6rmesi olas\u0131d\u0131r.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<h3 class=\"western\"><span lang=\"zxx\">4.4. <\/span><span style=\"color: #008000;\"><span lang=\"zxx\">7<\/span><\/span><span lang=\"zxx\"> \u00d6zet<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u0130\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmenin g\u00fc\u00e7l\u00fc y\u00f6nlerinin ve m\u00fccadele alanlar\u0131n\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011fu, hem y\u00fcz y\u00fcze hem de \u00e7evrim i\u00e7i \u00f6\u011frenme ba\u011flam\u0131nda ge\u00e7erlidir. \u00c7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme ile geleneksel bir s\u0131n\u0131fta do\u011fru \u015fekilde uygulanan tart\u0131\u015fma temelli \u00f6\u011fretim aras\u0131nda \u00e7ok az fark oldu\u011fu veya hi\u00e7 fark olmad\u0131\u011f\u0131 s\u00f6ylenebilir, tart\u0131\u015f\u0131labilir. <\/span><span style=\"color: #008000;\"><span lang=\"zxx\">Teslimat \u015fekline ba\u011fl\u0131 olarak gerekli uyarlamalar olmas\u0131na ra\u011fmen ba\u015far\u0131l\u0131 i\u015f birlik\u00e7i \u00f6\u011frenmenin temel ilkelerinin \u00e7o\u011fu (bk. Barkley, Major ve Cross, <\/span><\/span><span lang=\"zxx\"> 2014 ) hem \u00e7evrim i\u00e7i hem de y\u00fcz y\u00fcze \u00f6\u011fretimde ge\u00e7erli olacakt\u0131r.Bir kez daha tasar\u0131m modelinin e\u011fitimin verili\u015f y\u00f6nteminden daha \u00f6nemli oldu\u011funu g\u00f6r\u00fcyoruz. Asl\u0131na bak\u0131l\u0131rsa, her iki modeli de e\u015f zamanl\u0131 veya farkl\u0131 zamanl\u0131 olarak uzaktan ya da y\u00fcz y\u00fcze uygulamak m\u00fcmk\u00fcn...<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Ancak, dijital bir \u00e7a\u011fdaki daha \u00e7e\u015fitli bir \u00f6\u011frenci kitlesinin ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131lamaya y\u00f6nelik daha esnek ders verme bi\u00e7imlerine duyulan ihtiya\u00e7 g\u00f6z \u00f6n\u00fcnde al\u0131nd\u0131\u011f\u0131nda, i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmenin \u00e7evrim i\u00e7i olarak da yap\u0131labilece\u011fine dair pek \u00e7ok kan\u0131t vard\u0131r ve bu olduk\u00e7a \u00f6nemlidir. Ayn\u0131 \u015fekilde, her zaman evrensel d\u00fczeyde uygulanmasa da bu yolla \u00f6\u011fretim yaparken nas\u0131l ba\u015far\u0131l\u0131 olunaca\u011f\u0131na dair ko\u015fullar art\u0131k iyi bilinmektedir.<\/span><\/span><\/p>\n\n<h3 class=\"western\"><span lang=\"zxx\">Kaynak\u00e7a<\/span><\/h3>\nBarkley, E., Major, C.H., and Cross, K.P. (2017)&nbsp;<em><a href=\"https:\/\/www.wiley.com\/en-us\/Collaborative+Learning+Techniques%3A+A+Handbook+for+College+Faculty%2C+2nd+Edition-p-9781118761557\">Collaborative Learning Techniques<\/a><\/em>&nbsp;San Francisco: Jossey-Bass\/Wiley\n\nBates, A. and Poole, G. (2003)&nbsp;<a href=\"https:\/\/www.wiley.com\/en-us\/Collaborative+Learning+Techniques%3A+A+Handbook+for+College+Faculty%2C+2nd+Edition-p-9781118761557\"><em>Effective Teaching with Technology in Higher Education: Foundations for Success<\/em>&nbsp;<\/a>San Francisco: Jossey-Bass\n\nBrindley, J., Walti, C. and Blashke, L. (2009) Creating Effective Collaborative Learning Groups in an Online Environment&nbsp;<a href=\"http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/675\/1271\">International Review of Research in Open and Distance Learning<\/a>, Vol. 10, No. 3\n\nEntwistle, N. (2000)&nbsp;<em><a href=\"http:\/\/www.leeds.ac.uk\/educol\/documents\/00003220.htm\">Promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts<\/a>&nbsp;<\/em>Leicester UK: TLRP Conference\n\nGarrison, R., Anderson, A. and Archer, W. (2000) Critical Inquiry in a Text-based Environment: Computer Conferencing in Higher Education&nbsp;<a href=\"http:\/\/www.sciencedirect.com\/science\/article\/pii\/S1096751600000166\">The Internet and Higher Education<\/a>, Vol. 2, No. 3\n\nHarasim, L. (2017)&nbsp;<a href=\"https:\/\/www.routledge.com\/Learning-Theory-and-Online-Technologies-2nd-Edition\/Harasim\/p\/book\/9781138860001\"><em>Learning Theory and Online Technologies 2nd edition<\/em><\/a>&nbsp;New York\/London: Taylor and Francis\n\nHiltz, R. and Turoff, M. (1978)&nbsp;<a href=\"https:\/\/www.amazon.com\/Network-Nation-Revised-Communication-Computer\/dp\/0262581205\"><em>The Network Nation: Human Communication via Computer<\/em><\/a>&nbsp;Reading MA: Addison-Wesley\n\nJung, I. and Gunawardena, C. (eds.) (2014)&nbsp;<a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/08923647.2016.1164507\"><em>Culture and Online Learning: Global Perspectives and Research<\/em><\/a>&nbsp;Sterling VA: Stylus\n\nLaurillard, D. (2001)&nbsp;<em><a href=\"http:\/\/www.amazon.co.uk\/Rethinking-University-Teaching-Routledge-2001\/dp\/B00DHO14WY\/ref=sr_1_fkmr0_2?s=books&amp;ie=UTF8&amp;qid=1402428736&amp;sr=1-2-fkmr0&amp;keywords=Laurillard%2C+D.+%282001%29+Rethinking+University+Teaching%3A+A+Conversational+Framework+for+the+Effective+Use+of+Learning+Technologies\">Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies<\/a><\/em>&nbsp;New York\/London: Routledge\n\nMarton, F. and Salj\u00f6, R. (1997) Approaches to learning, in&nbsp;<em><a href=\"https:\/\/www.ed.ac.uk\/institute-academic-development\/learning-teaching\/research\/experience-of-learning\">Marton, F.,&nbsp;Hounsell, D. and Entwistle, N. (eds.) The experience of learning:<\/a>&nbsp;Edinburgh: Scottish Academic Press&nbsp;<\/em><a href=\"http:\/\/www.ed.ac.uk\/schools-departments\/institute-academic-development\/learning-teaching\/staff\/advice\/researching\/publications\/experience-of-learning\"><em>(<\/em><\/a>out of press, but available online)\n\nPaloff, R. and Pratt, K. (2005)&nbsp;<a href=\"https:\/\/www.amazon.com\/Collaborating-Online-Learning-Together-Community\/dp\/0787976148\"><em>Collaborating Online: Learning Together in Community<\/em><\/a>&nbsp;San Francisco: Jossey-Bass\n\nPaloff, R. and Pratt, K. (2007)&nbsp;<em><a href=\"https:\/\/www.amazon.ca\/Building-Online-Learning-Communities-Strategies\/dp\/0787988251\">Building Online Learning Communities: Effective Strategies for the Virtual Classroom<\/a><\/em>&nbsp;San Francisco: Jossey-Bass\n\nPask, G. (1975)&nbsp;<em>Conversation, Cognition and Learning<\/em>&nbsp;Amsterdam\/London: Elsevier (out of press, but available online&nbsp;<a href=\"https:\/\/www.pangaro.com\/pask\/pask%20developments%20in%20conversation%20theory%20actual%20and%20potential%20applications.pdf\">here<\/a>)\n\nSalmon, G. (2000)&nbsp;<a href=\"http:\/\/oro.open.ac.uk\/1559\/\"><em>e-Moderating: The Key to Teaching and Learning Online<\/em><\/a>&nbsp;London: Taylor and Francis\n\nScardamalia, M. and Bereiter, C. (2006)&nbsp;<a href=\"http:\/\/ikit.org\/fulltext\/2006_KBTheory.pdf\">Knowledge Building: Theory, pedagogy and technology<\/a>&nbsp;in Sawyer, K. (ed.)&nbsp;<em>Cambridge Handbook of the Learning Sciences<\/em>&nbsp;New York: Cambridge University Press\n","rendered":"<p class=\"para2\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-518 alignnone\" src=\"http:\/\/ttkb.eba.gov.tr\/dijitalcag\/wp-content\/uploads\/sites\/12\/2020\/08\/\u015eekil-4.4.1.png#fixme\" alt=\"\" width=\"933\" height=\"872\" \/><\/p>\n<p><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><span style=\"color: #008000;\"><span lang=\"zxx\">\u015eekil 4.4.1. Ortak grup \u00e7al\u0131\u015fmas\u0131. Bu \u00f6rnekte \u00f6\u011fretmen, 19 ki\u015filik bir s\u0131n\u0131f\u0131 alt\u0131 gruba ay\u0131rm\u0131\u015ft\u0131r. \u00d6\u011fretmen \u00f6\u011frencilerle bireysel olarak veya grubun t\u00fcm\u00fcyle etkile\u015fime ge\u00e7ebilir. \u00c7evrim i\u00e7i i\u015fbirlikli \u00f6\u011frenmede, her grubun \u201ckapal\u0131\u201d (\u00f6\u011fretmen hari\u00e7) veya di\u011fer \u00f6\u011frencilere a\u00e7\u0131k olan kendi tart\u0131\u015fma alan\u0131 olabilir. Bu modelde t\u00fcm ileti\u015fim, internet \u00fczerinden, \u00e7evrim i\u00e7i tart\u0131\u015fma forumu yaz\u0131l\u0131m\u0131 kullan\u0131larak ger\u00e7ekle\u015ftirilir. Bununla birlikte model s\u0131n\u0131f \u00f6\u011fretimine veya video konferansa uygulanabilir ancak bu genellikle bant geni\u015fli\u011fi k\u0131s\u0131tlamalar\u0131 nedeniyle daha az say\u0131da \u00f6\u011frenciyle m\u00fcmk\u00fcn olur. Her teslimat \u015fekli, iyi \u00e7al\u0131\u015fmas\u0131 i\u00e7in tasar\u0131mda kendi varyasyonlar\u0131na ihtiya\u00e7 duyacakt\u0131r. G\u00f6rsel: Tony Bates, 2019<\/span><\/span><\/i><\/span><\/span><\/p>\n<h3 class=\"western\"><span lang=\"zxx\">4.4.1 \u00c7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme nedir?<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Yap\u0131land\u0131rmac\u0131 \u00f6\u011frenme yakla\u015f\u0131mlar\u0131n\u0131n ve internetin geli\u015fiminin ayn\u0131 zamana rastlamas\u0131, ba\u015flang\u0131\u00e7ta bilgisayar arac\u0131l\u0131 ileti\u015fim (BA\u0130) veya a\u011f ba\u011flant\u0131l\u0131 \u00f6\u011frenme (networked learning) olarak adland\u0131r\u0131lan, sonralar\u0131 ise Harasim\u2019in (2017) \u015fimdilerde \u00c7evrim i\u00e7i \u0130\u015f birli\u011fine Dayal\u0131 \u00d6\u011frenme (\u00c7\u0130D\u00d6) kuram\u0131 olarak adland\u0131rd\u0131\u011f\u0131 bi\u00e7ime evrilen \u00f6zel bir yap\u0131land\u0131rmac\u0131 \u00f6\u011fretim bi\u00e7iminin ortaya \u00e7\u0131kmas\u0131na yol a\u00e7m\u0131\u015ft\u0131r. Harasim, \u00c7\u0130DO&#8217;y\u00fc \u015f\u00f6yle tan\u0131mlamaktad\u0131r (s. 90):<\/span><\/span><\/p>\n<blockquote><p><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><em class=\"western\"><span lang=\"zxx\">\u00c7evrim i\u00e7i i\u015fbirlikli \u00f6\u011frenme teorisi, \u00f6\u011frencilerin bilgi olu\u015fturmak i\u00e7in birlikte \u00e7al\u0131\u015fmaya te\u015fvik edildikleri ve desteklendikleri bir \u00f6\u011frenme modeli sa\u011flar ki bu model \u00f6\u011frencilerin do\u011fru zannettiklerini tekrar etmektense icat etmek, yenilik yapma yollar\u0131n\u0131 ke\u015ffetmek ve bunu yaparak problemleri \u00e7\u00f6zmek i\u00e7in ihtiya\u00e7 duyduklar\u0131 kavramsal bilgiyi ara\u015ft\u0131rmalar\u0131n\u0131n \u00f6n\u00fcn\u00fc a\u00e7ar. \u00c7evrim i\u00e7i i\u015fbirlikli \u00f6\u011frenme teorisi \u00f6\u011frenciyi aktif ve kat\u0131l\u0131ml\u0131 olmaya te\u015fvik etse de bunun \u00f6\u011frenme veya bilgi in\u015fas\u0131 i\u00e7in yeterli oldu\u011fu d\u00fc\u015f\u00fcn\u00fclmemektedir\u2026 \u00c7evrim i\u00e7i i\u015fbirlikli \u00f6\u011frenme teorisinde, \u00f6\u011fretmen bir \u00f6\u011frenen olarak de\u011fil bilgi toplulu\u011fu ya da bu disiplindeki en son teknoloji aras\u0131ndaki ba\u011flant\u0131 olarak anahtar rol oynar. Kavramsal de\u011fi\u015fim olarak tan\u0131mlanan \u00f6\u011frenme, bilgi olu\u015fumunun anahtar\u0131d\u0131r. \u00d6\u011frenme etkinli\u011fi, ilgili disiplinin normlar\u0131 ve kavramsal \u00f6\u011frenmeyi vurgulayan ve bilgiyi olu\u015fturan bir s\u00f6ylem s\u00fcreci taraf\u0131ndan y\u00f6nlendirilir.<\/span><\/em><\/i><\/span><\/span><\/p><\/blockquote>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00c7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme kuram\u0131, etkile\u015fimli \u00f6\u011frenme (Pask, 1975), derin \u00f6\u011frenme ko\u015fullar\u0131 (Marton &amp; Salj\u00f8, 1997; Entwistle, 2000), akademik bilginin geli\u015fimi (Laurillard, 2001) ve bilginin olu\u015fturulmas\u0131na (Scardamalia &amp; Bereiter, 2006) odaklanan bili\u015fsel geli\u015fim kuramlar\u0131 \u00fczerine yap\u0131lanm\u0131\u015ft\u0131r.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00c7evrim i\u00e7i \u00f6\u011frenmenin ilk y\u0131llar\u0131ndan itibaren, baz\u0131 e\u011fitmenler internetin ileti\u015fim avantaj\u0131 \u00fczerine yo\u011funla\u015fm\u0131\u015f (\u00f6rne\u011fin bk. Hiltz and Turoff, 1978). Onlar, \u00f6\u011fretimi a\u011f\u0131rl\u0131kl\u0131 olarak \u00f6\u011frencilerin birbiri ve e\u011fitmen ile aras\u0131ndaki farkl\u0131 zamanl\u0131 (asenkron) \u00e7evrim i\u00e7i tart\u0131\u015fmalar arac\u0131l\u0131\u011f\u0131yla bilginin a\u015famal\u0131 olarak olu\u015fturulmas\u0131na dayand\u0131rm\u0131\u015flard\u0131r.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00c7evrim i\u00e7i tart\u0131\u015fma forumlar\u0131n\u0131n tarihi 1970\u2019lere dayan\u0131r; ancak 1990\u2019larda d\u00fcnya \u00e7ap\u0131nda a\u011f\u0131n (WWW) icad\u0131, y\u00fcksek h\u0131zl\u0131 internet ve bug\u00fcn bir\u00e7o\u011fu \u00e7evrim i\u00e7i tart\u0131\u015fma alan\u0131na sahip olan \u00f6\u011frenme y\u00f6netim sistemlerinin geli\u015fmesiyle patlama yapm\u0131\u015ft\u0131r. \u00c7evrim i\u00e7i tart\u0131\u015fma forumlar\u0131n\u0131n s\u0131n\u0131f i\u00e7i seminerlerden birtak\u0131m farkl\u0131l\u0131klar bulunmaktad\u0131r:<\/span><\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ilk olarak s\u00f6zl\u00fc de\u011fil metin tabanl\u0131d\u0131r;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ikinci olarak asenkron yani farkl\u0131 zamanl\u0131d\u0131r: kat\u0131l\u0131mc\u0131lar, internet ba\u011flant\u0131s\u0131yla tart\u0131\u015fmaya istedikleri zaman, istedikleri yerden kat\u0131labilirler;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00fc\u00e7\u00fcnc\u00fcs\u00fc, \u00e7o\u011fu tart\u0131\u015fma forumu \u2018zincir\u2019 ba\u011flant\u0131lara izin verir. Zincir ba\u011flant\u0131larda yorumlar yaln\u0131zca kronolojik olarak g\u00f6r\u00fcnt\u00fclenmez, yorumlara verilen cevaplar da yorumlara eklenmi\u015f olarak g\u00f6r\u00fcnt\u00fclenir. B\u00f6ylece dinamik alt-konular ortaya \u00e7\u0131kar. Tek bir tart\u0131\u015fma zinciri i\u00e7inde ondan fazla cevaba rastlamak m\u00fcmk\u00fcnd\u00fcr. B\u00f6ylece kat\u0131l\u0131mc\u0131lar, belli bir zaman dilimi i\u00e7inde \u00e7oklu tart\u0131\u015fma konular\u0131n\u0131 rahat\u00e7a takip edebilirler.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<h3 class=\"western\"><span lang=\"zxx\">4.4.2 \u00c7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmenin ana tasar\u0131m ilkeleri<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Harasim, s\u00f6ylem yoluyla bilgi olu\u015fumunun \u00fc\u00e7 temel a\u015famas\u0131n\u0131n \u00f6nemini vurgular:<\/span><\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">fikir olu\u015fturma<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">: Bir grup i\u00e7indeki farkl\u0131 d\u00fc\u015f\u00fcncelerin bir araya getirildi\u011fi beyin f\u0131rt\u0131nas\u0131 a\u015famas\u0131d\u0131r;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">fikirlerin d\u00fczenlenmesi<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">: \u00d6\u011frencilerin, tart\u0131\u015fma ve arg\u00fcman yoluyla daha \u00f6nceden olu\u015fturulan farkl\u0131 fikirleri kar\u015f\u0131la\u015ft\u0131rd\u0131\u011f\u0131, \u00e7\u00f6z\u00fcmledi\u011fi ve s\u0131n\u0131fland\u0131rd\u0131\u011f\u0131 a\u015famad\u0131r.<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">fikirsel yak\u0131nsama<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">: Buradaki ama\u00e7, d\u00fc\u015f\u00fcnsel bir sentez, anlay\u0131\u015f ve uzla\u015fma (ayn\u0131 fikirde olmamaya raz\u0131 olma da d\u00e2hil) d\u00fczeyine ula\u015fmakt\u0131r. Bu d\u00fczeye ula\u015fmak i\u00e7in genellikle, bir deneme veya \u00f6dev gibi bir i\u015f ya da eser ortakla\u015fa \u00fcretilir.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Asl\u0131nda ger\u00e7ekte hi\u00e7bir zaman nihai sondan bahsetmek m\u00fcmk\u00fcn de\u011fildir \u00e7\u00fcnk\u00fc bir \u00f6\u011frenen i\u00e7in fikirlerin olu\u015fturulmas\u0131, d\u00fczenlenmesi ve d\u00fc\u015f\u00fcnsel yak\u0131nsamaya var\u0131lmas\u0131 s\u00fcre\u00e7leri bir kez ba\u015flad\u0131 m\u0131 s\u00fcrekli bir sonraki a\u015famaya ilerler. Bu s\u00fcre\u00e7te \u00f6\u011fretmenin veya e\u011fitmenin rol\u00fc kritik \u00f6neme sahiptir. Bu \u00f6nem yaln\u0131zca s\u00fcrecin kolayla\u015ft\u0131r\u0131lmas\u0131 ve bu t\u00fcr bir \u00f6\u011frenmeyi te\u015fvik edecek uygun kaynaklar\u0131n ve \u00f6\u011frenme etkinliklerinin sa\u011flanmas\u0131na de\u011fil e\u011fitmenin ayn\u0131 zamanda konu alan\u0131n\u0131n temel kavramlar\u0131n\u0131n, uygulamalar\u0131n\u0131n, standartlar\u0131n\u0131n ve ilkelerinin \u00f6\u011frenme d\u00f6ng\u00fcs\u00fcne tamamen b\u00fct\u00fcnle\u015ftirilmesinin temini a\u00e7\u0131s\u0131ndan da konu alan\u0131n\u0131n veya bilgi toplulu\u011funun bir temsilcisi olmas\u0131na i\u015faret eder.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Harasim, bu s\u00fcreci a\u015fa\u011f\u0131daki \u015fekille ifade etmi\u015ftir:<\/span><\/span><\/p>\n<p class=\"para2\"><img decoding=\"async\" class=\"frame0\" src=\"http:\/\/acikkitap.com.tr\/dijital\/wp-content\/uploads\/sites\/3\/2020\/09\/image0047.png\" alt=\"OEBPS\/images\/image0047.png\" \/><\/p>\n<p><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><span lang=\"zxx\">\u015eekil 4.4.2: Grup tart\u0131\u015fmalar\u0131n\u0131n pedagojisi (Harasim, 2017, p. 95, izin al\u0131narak kullan\u0131lm\u0131\u015ft\u0131r)<\/span><\/i><\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Di\u011fer bir fakt\u00f6r de \u00e7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme modelinde tart\u0131\u015fma forumlar\u0131n\u0131n ders kitab\u0131, ders kayd\u0131 veya metin gibi ilave bir ara\u00e7 de\u011fil \u00f6\u011fretimin temel bir bile\u015feni olmas\u0131d\u0131r. Ders kitaplar\u0131, okumalar ve di\u011fer kaynaklar tart\u0131\u015fmay\u0131 desteklemek i\u00e7in kullan\u0131l\u0131r, aksi de\u011fil&#8230;<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bu \u00f6nemli bir tasar\u0131m ilkesidir ve e\u011fitmenlerin ve ak\u0131ll\u0131 \u00f6\u011freticilerin neden daha &#8216;geleneksel&#8217; \u00e7evrim i\u00e7i derslerde \u00f6\u011frencilerin tart\u0131\u015fmalara kat\u0131lmad\u0131\u011f\u0131ndan \u015fikayet ettiklerini a\u00e7\u0131klar. Bunun nedeni, \u00e7evrim i\u00e7i tart\u0131\u015fmalar\u0131n daha didaktik bir \u00f6\u011fretim modeline ikincil olarak tasarlanmas\u0131 veya bilgi olu\u015fumuna y\u00f6nelik d\u00fc\u015f\u00fcn\u00fclmemesidir. h\u00e2l b\u00f6yleyken, not veya de\u011ferlendirmede herhangi bir etkisi de olmay\u0131nca \u00f6\u011frenciler tart\u0131\u015fmalar\u0131 iste\u011fe ba\u011fl\u0131 veya ekstra i\u015f olarak g\u00f6rmektedir.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bu ayr\u0131ca tart\u0131\u015fma forumlar\u0131nda kat\u0131l\u0131ma not vermenin ka\u00e7\u0131rd\u0131\u011f\u0131 noktan\u0131n bir nedenidir. \u00d6nemli olan d\u0131\u015fsal faaliyet de\u011fil tart\u0131\u015fman\u0131n as\u0131l de\u011feridir (\u00f6rne\u011fin Brindley, Walti ve Blashke, 2009). Dolay\u0131s\u0131yla \u00e7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme yakla\u015f\u0131m\u0131n\u0131 kullanan e\u011fitmenler kolayl\u0131k olsun diye \u00f6\u011frenme y\u00f6netim sistemlerini kullansalar da bu kullan\u0131m\u0131 \u00e7evrim i\u00e7i ortama ta\u015f\u0131nan geleneksel derslerdeki kullan\u0131mdan farkl\u0131 olmas\u0131 gerekir.<\/span><\/span><\/p>\n<h3 class=\"western\"><span lang=\"zxx\">4.4.3 Sorgulama toplulu\u011fu<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Sorgulama Toplulu\u011fu (ST) modeli, \u00e7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme modeline k\u0131smen benzer. Anderson ve Archer (2000) taraf\u0131ndan \u015f\u00f6yle tan\u0131mlanm\u0131\u015ft\u0131r:<\/span><\/span><\/p>\n<blockquote><p><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><em class=\"western\"><span lang=\"zxx\">E\u011fitsel bir sorgulama toplulu\u011fu, ki\u015fisel anlam olu\u015fturmak ve ortak bir anlay\u0131\u015fa varmak amac\u0131yla, i\u015fbirlik\u00e7i bir \u015fekilde ama\u00e7l\u0131 bir ele\u015ftirel diskur i\u00e7erisine giren bireyler grubudur.<\/span><\/em><\/i><\/span><\/span><\/p><\/blockquote>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Garrison, Anderson ve Archer, bir sorgulama toplulu\u011funun \u00fc\u00e7 ana \u00f6gesi oldu\u011funu \u00f6ne s\u00fcrer:<\/span><\/span><\/p>\n<blockquote>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">sosyal buradal\u0131k<\/span><\/span><\/b><em class=\"western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"><i> \u201ckat\u0131l\u0131mc\u0131lar\u0131n toplulukla (\u00f6rne\u011fin \u00f6\u011fretim program\u0131) \u00f6zde\u015fle\u015fme, g\u00fcvenilir bir ortamda ama\u00e7l\u0131 ileti\u015fim kurma ve kendi bireysel kimliklerini korumak suretiyle ki\u015filer aras\u0131 ili\u015fkiler geli\u015ftirme becerisidir.\u201d<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"><b>\u00f6\u011fretimsel buradal\u0131k<\/b><\/span><\/span> <em class=\"western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"><i>\u201cbireysel olarak anlaml\u0131, e\u011fitsel olarak faydal\u0131 \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131 ger\u00e7ekle\u015ftirmek amac\u0131yla bili\u015fsel ve sosyal s\u00fcre\u00e7lerin tasar\u0131m\u0131, kolayla\u015ft\u0131r\u0131lmas\u0131 ve y\u00f6nlendirilmesidir.<\/i><\/span><\/span><\/em><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u201d<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"><b>bili\u015fsel buradal\u0131k<\/b><\/span><\/span> <em class=\"western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"><i>\u201c\u00f6\u011frenenlerin s\u00fcrekli yans\u0131tma ve diskur yoluyla anlam olu\u015fturabilme ve do\u011frulayabilme \u00f6l\u00e7\u00fcs\u00fcd\u00fcr\u201d<\/i><\/span><\/span><\/em><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<\/blockquote>\n<p class=\"para8\"><img loading=\"lazy\" decoding=\"async\" class=\"frame1\" style=\"text-align: initial; font-size: 1em;\" src=\"http:\/\/acikkitap.com.tr\/dijital\/wp-content\/uploads\/sites\/3\/2020\/09\/image0048.png\" alt=\"OEBPS\/images\/image0048.png\" width=\"536\" height=\"598\" \/><\/p>\n<p class=\"western\"><em><span lang=\"zxx\">\u015eekil 4.4.3: Sorgulama Toplulu\u011fu G\u00f6rsel: \u00a9 Terry Anderson\/Marguerite Koole, 2013<\/span><\/em><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Sorgulama Topluluklar\u0131 (ST), bir modelden ziyade bir kuramd\u0131r; \u00e7\u00fcnk\u00fc bu \u00fc\u00e7 \u2018buradal\u0131\u011f\u0131\u2019 olu\u015fturmak i\u00e7in hangi faaliyetlere veya ko\u015fullara gereksinim duyuldu\u011funa i\u015faret etmez. \u0130ki model (\u00c7\u0130D\u00d6 ve ST) birbirine rakip de\u011fil birbirini tamamlay\u0131c\u0131 \u00f6zelliktedir.<\/span><\/span><\/p>\n<h3 class=\"western\"><span lang=\"zxx\">4.4.<\/span><span style=\"color: #008000;\"><span lang=\"zxx\">4<\/span><\/span><span lang=\"zxx\"> Anlaml\u0131 \u00e7evrim i\u00e7i tart\u0131\u015fma geli\u015ftirme<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u0130lk sorgulama toplulu\u011fu makalesinin yay\u0131mland\u0131\u011f\u0131 2000 y\u0131l\u0131ndan bug\u00fcne kadar bu \u2018buradal\u0131k\u2019lar\u0131n \u00f6zellikle de \u00e7evrim i\u00e7i \u00f6\u011frenme ba\u011flam\u0131nda \u00f6nemini anlatan bir\u00e7ok \u00e7al\u0131\u015fma yap\u0131ld\u0131 ve yay\u0131nland\u0131 (\u00e7al\u0131\u015fmalardan geni\u015f bir se\u00e7ki i\u00e7in buraya t\u0131klay\u0131n). \u00c7evrim i\u00e7i i\u015fbirlik\u00e7i \u00f6\u011frenme ve sorgulama topluluklar\u0131 alan\u0131nda \u00e7al\u0131\u015fan \u00e7ok say\u0131da ara\u015ft\u0131rmac\u0131 ve e\u011fitimci olsa da ba\u015far\u0131l\u0131 stratejiler ve tasar\u0131m ilkelerine dair y\u00fcksek d\u00fczeyde bir uzla\u015fma ve yak\u0131nsakl\u0131k vard\u0131r. Akademik ve kavramsal geli\u015fim a\u00e7\u0131s\u0131ndan, tart\u0131\u015fmalar\u0131n \u00f6\u011fretmen taraf\u0131ndan iyi \u015fekilde d\u00fczenlenmesi ve \u00f6\u011frencilerin yeni bilgiyi in\u015fa edebilmesi ve fikir geli\u015ftirebilmesini sa\u011flamak i\u00e7in \u00f6\u011fretmenin gerekli deste\u011fi vermesi gerekir.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">K\u0131smen bu ara\u015ft\u0131rman\u0131n k\u0131smen de ne \u00c7\u0130D\u00d6 ne de ST alan yaz\u0131n\u0131ndan haberdar olan deneyimli \u00e7evrim i\u00e7i e\u011fitmenlerin bir sonucu olarak ba\u015far\u0131l\u0131 (\u00e7evrim i\u00e7i) tart\u0131\u015fma ortamlar\u0131yla ilgili ba\u015fka tasar\u0131m ilkeleri de ortaya konmu\u015ftur:<\/span><\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">uygun teknolojilerin kullan\u0131lmas\u0131<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"> (\u00f6rne\u011fin zincir cevapl\u0131 tart\u0131\u015fmalara izin veren yaz\u0131l\u0131m);<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011frencilerin <\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00e7evrim i\u00e7i davran\u0131\u015flar\u0131na dair tart\u0131\u015fmalara kat\u0131lmaya ili\u015fkin yaz\u0131l\u0131 davran\u0131\u015f ilkeleri ve uygulanmas\u0131n\u0131n temini gibi a\u00e7\u0131k k\u0131lavuz ilkelerin olmas\u0131;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011frencilerin oryantasyonu ve haz\u0131rl\u0131\u011f\u0131<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">teknoloji oryantasyonu ve tart\u0131\u015fman\u0131n amac\u0131n\u0131n a\u00e7\u0131klanmas\u0131 d\u00e2hil;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">a\u00e7\u0131k ve net ama\u00e7lar\u0131n olmas\u0131<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"> (\u00f6\u011frencilerin anlayaca\u011f\u0131 \u015fekilde yaz\u0131lm\u0131\u015f: \u2018se\u00e7ilen romanlarda toplumsal cinsiyet ve s\u0131n\u0131f farklar\u0131n\u0131n incelenmesi\u2019 veya \u2018alternatif kodlama y\u00f6ntemlerinin kar\u015f\u0131la\u015ft\u0131r\u0131lmas\u0131 ve de\u011ferlendirilmesi\u2019 gibi);<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">uygun konular\u0131n se\u00e7imi<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"> (\u00e7al\u0131\u015fma materyallerindeki konular\u0131 tamamlay\u0131c\u0131 ve de\u011ferlendirme sorular\u0131n\u0131n cevaplanmas\u0131n\u0131 kolayla\u015ft\u0131racak);<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">tart\u0131\u015fmalarda<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"> kullan\u0131lacak \u2018ton\u2019un ve kurallar\u0131n ortaya konmas\u0131 (\u00f6rne\u011fin fikir ayr\u0131l\u0131klar\u0131na sayg\u0131, delile dayal\u0131 tart\u0131\u015fmalar gibi);<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011frenen rollerinin ve beklentilerin net tan\u0131mlanmas\u0131<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"> (\u2018her tart\u0131\u015fma konusu i\u00e7in haftada en az bir kere sisteme giri\u015f yapmal\u0131 ve her hafta her konu ba\u015fl\u0131\u011f\u0131 alt\u0131nda en az bir anlaml\u0131 g\u00f6r\u00fc\u015f bildirmelisiniz\u2019 gibi);<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011frenen kat\u0131l\u0131m\u0131n\u0131n bireysel d\u00fczeyde izlenmesi<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"> (ve buna ba\u011fl\u0131 olarak \u00f6\u011frencilerin konular \u00fczerine nas\u0131l d\u00fc\u015f\u00fcneceklerine yard\u0131mc\u0131 olacak yorumlar yapmak, gerekti\u011finde \u00f6\u011frencileri ders materyallerine y\u00f6nlendirecek veya kafalar\u0131 kar\u0131\u015ft\u0131\u011f\u0131 zaman gerekli a\u00e7\u0131klamalar\u0131 yapmak suretiyle \u00f6\u011frencilere uygun deste\u011fin sa\u011flanmas\u0131);<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">d\u00fczenli ve s\u00fcrekli e\u011fitmen \u2018buradal\u0131\u011f\u0131\u2019<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"> (tart\u0131\u015fman\u0131n izlenerek \u00f6\u011frencilerin konu d\u0131\u015f\u0131na sapmalar\u0131n\u0131 veya konuyu fazla ki\u015fiselle\u015ftirmelerini \u00f6nlemek, tart\u0131\u015fmaya ger\u00e7ekten katk\u0131 sa\u011flayanlar\u0131 te\u015fvik etmek, tart\u0131\u015fmay\u0131 i\u015fgal etmek veya eline ge\u00e7irmek isteyenleri \u00f6nlemek ve tart\u0131\u015fmaya kat\u0131lmayanlar\u0131 izleyerek kat\u0131lmalar\u0131na yard\u0131m etmek gibi);<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">tart\u0131\u015fma konular\u0131 ve de\u011ferlendirme aras\u0131nda g\u00fc\u00e7l\u00fc bir ba\u011f kurulmas\u0131<\/span><\/span><\/b><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bu konular, Salmon (2000), Bates ve Poole (2003) ve Paloff ve Pratt (2005; 2007) taraf\u0131ndan ayr\u0131nt\u0131l\u0131 olarak incelenmi\u015f ve tart\u0131\u015f\u0131lm\u0131\u015ft\u0131r.<\/span><\/span><\/p>\n<h3 class=\"western\"><span lang=\"zxx\">4.4.<\/span><span style=\"color: #008000;\"><span lang=\"zxx\">5<\/span><\/span><span lang=\"zxx\"> K\u00fclt\u00fcrel ve epistemolojik boyutlar<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00d6\u011frenciler, e\u011fitim deneyimlerine farkl\u0131 arka planlardan, farkl\u0131 beklentilerle gelirler. Sonu\u00e7 olarak tart\u0131\u015fmaya dayal\u0131 i\u015fbirlikli \u00f6\u011frenmeye ili\u015fkin olarak \u00f6\u011frencilerde ciddi k\u00fclt\u00fcrel farkl\u0131l\u0131klar s\u00f6z konusudur. Bu farkl\u0131l\u0131klar, \u00f6\u011frenme ve \u00f6\u011fretme gelenekleri ile ilgili derin farkl\u0131l\u0131klar\u0131n da yans\u0131mas\u0131d\u0131r. Dolay\u0131s\u0131yla \u00f6\u011fretmenler, s\u0131n\u0131flar\u0131nda dil, k\u00fclt\u00fcr veya epistemoloji a\u00e7\u0131s\u0131ndan zorluk ya\u015fayan \u00f6\u011frenciler olabilece\u011finin fark\u0131nda olmal\u0131d\u0131r; ancak \u00f6\u011frencilerin `herhangi bir yerden\u2019 gelebildi\u011fi \u00e7evrim i\u00e7i s\u0131n\u0131flarda bu \u00f6zellikle dikkat edilmesi gereken \u00f6nemli bir konudur.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00c7o\u011fu \u00fclkede, \u00f6\u011fretmenin otoriter rol\u00fcne ili\u015fkin ve enformasyonun \u00f6\u011fretmenden \u00f6\u011frenciye aktar\u0131lan bir \u015fey oldu\u011fu y\u00f6n\u00fcnde g\u00fc\u00e7l\u00fc bir inan\u0131\u015f ve gelenek vard\u0131r. Baz\u0131 k\u00fclt\u00fcrlerde, \u00f6\u011fretmenlerin ve hatta di\u011fer \u00f6\u011frencilerin g\u00f6r\u00fc\u015flerini ele\u015ftirmek veya kar\u015f\u0131 \u00e7\u0131kmak `ay\u0131p\u2019 ve sayg\u0131s\u0131zca bir davran\u0131\u015f olarak nitelendirilir. Otoriter \u00f6\u011fretmen rol\u00fcn\u00fcn bask\u0131n oldu\u011fu k\u00fclt\u00fcrlerde, di\u011fer \u00f6\u011frencilerin g\u00f6r\u00fc\u015fleri ilgisiz veya \u00f6nemsiz olarak nitelendirilebilir. Di\u011fer baz\u0131 k\u00fclt\u00fcrlerde ise do\u011frudan \u00f6\u011fretim yerine g\u00fc\u00e7l\u00fc bir s\u00f6zl\u00fc anlat\u0131m gelene\u011fi kabul edilir.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00c7evrim i\u00e7i \u00f6\u011frenme etkinliklerinin tasar\u0131m\u0131nda yap\u0131land\u0131rmac\u0131 bir yakla\u015f\u0131m izlendi\u011finde, \u00e7evrim i\u00e7i ortamlar \u00f6\u011frenciler i\u00e7in bir m\u00fccadele alan\u0131 h\u00e2line d\u00f6n\u00fc\u015febilir. Dolay\u0131s\u0131yla yap\u0131land\u0131rmac\u0131 \u00f6\u011frenme yakla\u015f\u0131m\u0131na a\u015fina olmayan \u00f6\u011frencilere yard\u0131m etmek i\u00e7in genel olarak \u2018s\u0131n\u0131f\u2019 tart\u0131\u015fmas\u0131na eklenecek bir g\u00f6r\u00fc\u015f i\u00e7in yaz\u0131lan tasla\u011f\u0131n \u00f6nce e\u011fitmene e-mail yoluyla sorulmas\u0131 gibi somut ad\u0131mlar at\u0131lmas\u0131 gerekebilir. \u00c7evrim i\u00e7i \u00f6\u011frenmenin k\u00fclt\u00fcrler aras\u0131 boyutlar\u0131yla ilgili ayr\u0131nt\u0131l\u0131 bilgi i\u00e7in Jung ve Gunawardena\u2019n\u0131n (2014) \u00e7al\u0131\u015fmas\u0131 ve Journal of Distance Education cilt 22 no.1 (2001) say\u0131s\u0131na bak\u0131labilir.<\/span><\/span><\/p>\n<h3 class=\"western\"><span lang=\"zxx\">4.4. <\/span><span style=\"color: #008000;\"><span lang=\"zxx\">6<\/span><\/span><span lang=\"zxx\"> \u00c7evrim i\u00e7i i\u015fbirlikli \u00f6\u011frenmenin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Teknolojinin \u00f6\u011fretimde kullan\u0131m\u0131na ili\u015fkin bu yakla\u015f\u0131m, geleneksel olarak \u00f6\u011fretmenler taraf\u0131ndan yap\u0131lan baz\u0131 etkinliklerin bilgisayarlar taraf\u0131ndan yap\u0131lmas\u0131n\u0131 hedefleyen bilgisayar destekli \u00f6\u011frenme, \u00f6\u011fretim makineleri ve yapay zek\u00e2 uygulamalar\u0131nda g\u00f6r\u00fclen nesnelci yakla\u015f\u0131mlardan olduk\u00e7a farkl\u0131d\u0131r. \u00c7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmede ama\u00e7 \u00f6\u011fretmenin yerini almak de\u011fil \u00f6\u011fretmen ve \u00f6\u011frenci aras\u0131ndaki ileti\u015fimi art\u0131rmak ve g\u00fc\u00e7lendirmek i\u00e7in teknolojiyi kullanmakt\u0131r. Bu sosyal s\u00f6ylem, art\u0131k geli\u015fig\u00fczel olmaktan \u00e7\u0131kar bili\u015fsel destek \u015feklinde y\u00f6netilir:<\/span><\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011fretmen rehberli\u011finde bilgi olu\u015fumuna destek vermek;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">s\u00f6z konusu disiplinin norm ve de\u011ferlerini yans\u0131tmak, ve<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">disiplin i\u00e7indeki \u00f6n bilgiyi de dikkate almak suretiyle \u00f6\u011frenmeyi destekleyecek \u015fekilde yap\u0131land\u0131r\u0131l\u0131r.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Dolay\u0131s\u0131yla bu modelin iki temel g\u00fc\u00e7l\u00fc y\u00f6n\u00fcnden bahsedebiliriz:<\/span><\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00e7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme, do\u011fru bi\u00e7imde uyguland\u0131\u011f\u0131nda, derin akademik \u00f6\u011frenmeye veya d\u00f6n\u00fc\u015ft\u00fcr\u00fcc\u00fc \u00f6\u011frenmeye y\u00f6n verebilir. Bu etkisi, s\u0131n\u0131flardaki y\u00fcz y\u00fcze tart\u0131\u015fma ortamlar\u0131n\u0131n etkisine e\u015fde\u011ferdir. \u00c7evrim i\u00e7i \u00f6\u011frenmenin farkl\u0131 zamanl\u0131 olma (asenkron) ve \u2018kay\u0131t\u2019 avantajlar\u0131, fiziksel y\u00fcz ifadelerinin ve y\u00fcz y\u00fcze tart\u0131\u015fma ortamlar\u0131n\u0131n di\u011fer boyutlar\u0131n\u0131n eksikli\u011fini dengeleyecektir;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00e7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme, sonu\u00e7 olarak dijital \u00e7a\u011f\u0131n \u00f6\u011frencilerinin sahip olmas\u0131 gereken ele\u015ftirel d\u00fc\u015f\u00fcnme, analitik d\u00fc\u015f\u00fcnme, sentez ve de\u011ferlendirme gibi temel gereklilikler olarak kabul edilen \u00fcst d\u00fczey zihin becerilerinin geli\u015fimini de do\u011frudan destekleyebilir.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00c7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme modelinin baz\u0131 s\u0131n\u0131rl\u0131l\u0131klar\u0131 da bulunmaktad\u0131r:<\/span><\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">kolayl\u0131kla \u00f6l\u00e7eklendirilemez, bilgi ve beceri d\u00fczeyi y\u00fcksek \u00f6\u011fretmenler ve s\u0131n\u0131rl\u0131 say\u0131da \u00f6\u011frencilerle uygulanabilir.<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">be\u015feri bilimler, sosyal bilimler ve e\u011fitim alanlar\u0131 ile i\u015fletme ve sa\u011fl\u0131k alanlar\u0131n\u0131n bir k\u0131sm\u0131nda hem e\u011fitmenlerin hem de \u00f6\u011frencilerin epistemolojik duru\u015flar\u0131n\u0131 yans\u0131tsa da fen bilimleri, bilgisayar bilimleri ve m\u00fchendislik alanlar\u0131ndaki e\u011fitmenlerin epistemolojik duru\u015flar\u0131n\u0131 daha az yans\u0131t\u0131r. Ancak problem temelli veya sorgulama temelli yakla\u015f\u0131mla birlikte uyguland\u0131\u011f\u0131nda, bu konu alanlar\u0131n\u0131n baz\u0131lar\u0131nda kabul g\u00f6rmesi olas\u0131d\u0131r.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<h3 class=\"western\"><span lang=\"zxx\">4.4. <\/span><span style=\"color: #008000;\"><span lang=\"zxx\">7<\/span><\/span><span lang=\"zxx\"> \u00d6zet<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u0130\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmenin g\u00fc\u00e7l\u00fc y\u00f6nlerinin ve m\u00fccadele alanlar\u0131n\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011fu, hem y\u00fcz y\u00fcze hem de \u00e7evrim i\u00e7i \u00f6\u011frenme ba\u011flam\u0131nda ge\u00e7erlidir. \u00c7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme ile geleneksel bir s\u0131n\u0131fta do\u011fru \u015fekilde uygulanan tart\u0131\u015fma temelli \u00f6\u011fretim aras\u0131nda \u00e7ok az fark oldu\u011fu veya hi\u00e7 fark olmad\u0131\u011f\u0131 s\u00f6ylenebilir, tart\u0131\u015f\u0131labilir. <\/span><span style=\"color: #008000;\"><span lang=\"zxx\">Teslimat \u015fekline ba\u011fl\u0131 olarak gerekli uyarlamalar olmas\u0131na ra\u011fmen ba\u015far\u0131l\u0131 i\u015f birlik\u00e7i \u00f6\u011frenmenin temel ilkelerinin \u00e7o\u011fu (bk. Barkley, Major ve Cross, <\/span><\/span><span lang=\"zxx\"> 2014 ) hem \u00e7evrim i\u00e7i hem de y\u00fcz y\u00fcze \u00f6\u011fretimde ge\u00e7erli olacakt\u0131r.Bir kez daha tasar\u0131m modelinin e\u011fitimin verili\u015f y\u00f6nteminden daha \u00f6nemli oldu\u011funu g\u00f6r\u00fcyoruz. Asl\u0131na bak\u0131l\u0131rsa, her iki modeli de e\u015f zamanl\u0131 veya farkl\u0131 zamanl\u0131 olarak uzaktan ya da y\u00fcz y\u00fcze uygulamak m\u00fcmk\u00fcn&#8230;<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Ancak, dijital bir \u00e7a\u011fdaki daha \u00e7e\u015fitli bir \u00f6\u011frenci kitlesinin ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131lamaya y\u00f6nelik daha esnek ders verme bi\u00e7imlerine duyulan ihtiya\u00e7 g\u00f6z \u00f6n\u00fcnde al\u0131nd\u0131\u011f\u0131nda, i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmenin \u00e7evrim i\u00e7i olarak da yap\u0131labilece\u011fine dair pek \u00e7ok kan\u0131t vard\u0131r ve bu olduk\u00e7a \u00f6nemlidir. Ayn\u0131 \u015fekilde, her zaman evrensel d\u00fczeyde uygulanmasa da bu yolla \u00f6\u011fretim yaparken nas\u0131l ba\u015far\u0131l\u0131 olunaca\u011f\u0131na dair ko\u015fullar art\u0131k iyi bilinmektedir.<\/span><\/span><\/p>\n<h3 class=\"western\"><span lang=\"zxx\">Kaynak\u00e7a<\/span><\/h3>\n<p>Barkley, E., Major, C.H., and Cross, K.P. (2017)&nbsp;<em><a href=\"https:\/\/www.wiley.com\/en-us\/Collaborative+Learning+Techniques%3A+A+Handbook+for+College+Faculty%2C+2nd+Edition-p-9781118761557\">Collaborative Learning Techniques<\/a><\/em>&nbsp;San Francisco: Jossey-Bass\/Wiley<\/p>\n<p>Bates, A. and Poole, G. (2003)&nbsp;<a href=\"https:\/\/www.wiley.com\/en-us\/Collaborative+Learning+Techniques%3A+A+Handbook+for+College+Faculty%2C+2nd+Edition-p-9781118761557\"><em>Effective Teaching with Technology in Higher Education: Foundations for Success<\/em>&nbsp;<\/a>San Francisco: Jossey-Bass<\/p>\n<p>Brindley, J., Walti, C. and Blashke, L. (2009) Creating Effective Collaborative Learning Groups in an Online Environment&nbsp;<a href=\"http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/675\/1271\">International Review of Research in Open and Distance Learning<\/a>, Vol. 10, No. 3<\/p>\n<p>Entwistle, N. (2000)&nbsp;<em><a href=\"http:\/\/www.leeds.ac.uk\/educol\/documents\/00003220.htm\">Promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts<\/a>&nbsp;<\/em>Leicester UK: TLRP Conference<\/p>\n<p>Garrison, R., Anderson, A. and Archer, W. (2000) Critical Inquiry in a Text-based Environment: Computer Conferencing in Higher Education&nbsp;<a href=\"http:\/\/www.sciencedirect.com\/science\/article\/pii\/S1096751600000166\">The Internet and Higher Education<\/a>, Vol. 2, No. 3<\/p>\n<p>Harasim, L. (2017)&nbsp;<a href=\"https:\/\/www.routledge.com\/Learning-Theory-and-Online-Technologies-2nd-Edition\/Harasim\/p\/book\/9781138860001\"><em>Learning Theory and Online Technologies 2nd edition<\/em><\/a>&nbsp;New York\/London: Taylor and Francis<\/p>\n<p>Hiltz, R. and Turoff, M. (1978)&nbsp;<a href=\"https:\/\/www.amazon.com\/Network-Nation-Revised-Communication-Computer\/dp\/0262581205\"><em>The Network Nation: Human Communication via Computer<\/em><\/a>&nbsp;Reading MA: Addison-Wesley<\/p>\n<p>Jung, I. and Gunawardena, C. (eds.) (2014)&nbsp;<a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/08923647.2016.1164507\"><em>Culture and Online Learning: Global Perspectives and Research<\/em><\/a>&nbsp;Sterling VA: Stylus<\/p>\n<p>Laurillard, D. (2001)&nbsp;<em><a href=\"http:\/\/www.amazon.co.uk\/Rethinking-University-Teaching-Routledge-2001\/dp\/B00DHO14WY\/ref=sr_1_fkmr0_2?s=books&amp;ie=UTF8&amp;qid=1402428736&amp;sr=1-2-fkmr0&amp;keywords=Laurillard%2C+D.+%282001%29+Rethinking+University+Teaching%3A+A+Conversational+Framework+for+the+Effective+Use+of+Learning+Technologies\">Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies<\/a><\/em>&nbsp;New York\/London: Routledge<\/p>\n<p>Marton, F. and Salj\u00f6, R. (1997) Approaches to learning, in&nbsp;<em><a href=\"https:\/\/www.ed.ac.uk\/institute-academic-development\/learning-teaching\/research\/experience-of-learning\">Marton, F.,&nbsp;Hounsell, D. and Entwistle, N. (eds.) The experience of learning:<\/a>&nbsp;Edinburgh: Scottish Academic Press&nbsp;<\/em><a href=\"http:\/\/www.ed.ac.uk\/schools-departments\/institute-academic-development\/learning-teaching\/staff\/advice\/researching\/publications\/experience-of-learning\"><em>(<\/em><\/a>out of press, but available online)<\/p>\n<p>Paloff, R. and Pratt, K. (2005)&nbsp;<a href=\"https:\/\/www.amazon.com\/Collaborating-Online-Learning-Together-Community\/dp\/0787976148\"><em>Collaborating Online: Learning Together in Community<\/em><\/a>&nbsp;San Francisco: Jossey-Bass<\/p>\n<p>Paloff, R. and Pratt, K. (2007)&nbsp;<em><a href=\"https:\/\/www.amazon.ca\/Building-Online-Learning-Communities-Strategies\/dp\/0787988251\">Building Online Learning Communities: Effective Strategies for the Virtual Classroom<\/a><\/em>&nbsp;San Francisco: Jossey-Bass<\/p>\n<p>Pask, G. (1975)&nbsp;<em>Conversation, Cognition and Learning<\/em>&nbsp;Amsterdam\/London: Elsevier (out of press, but available online&nbsp;<a href=\"https:\/\/www.pangaro.com\/pask\/pask%20developments%20in%20conversation%20theory%20actual%20and%20potential%20applications.pdf\">here<\/a>)<\/p>\n<p>Salmon, G. (2000)&nbsp;<a href=\"http:\/\/oro.open.ac.uk\/1559\/\"><em>e-Moderating: The Key to Teaching and Learning Online<\/em><\/a>&nbsp;London: Taylor and Francis<\/p>\n<p>Scardamalia, M. and Bereiter, C. (2006)&nbsp;<a href=\"http:\/\/ikit.org\/fulltext\/2006_KBTheory.pdf\">Knowledge Building: Theory, pedagogy and technology<\/a>&nbsp;in Sawyer, K. (ed.)&nbsp;<em>Cambridge Handbook of the Learning Sciences<\/em>&nbsp;New York: Cambridge University Press<\/p>\n","protected":false},"author":1,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-110","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":98,"_links":{"self":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/110","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/users\/1"}],"version-history":[{"count":0,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/110\/revisions"}],"part":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/parts\/98"}],"metadata":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/110\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/media?parent=110"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapter-type?post=110"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/contributor?post=110"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/license?post=110"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}