{"id":135,"date":"2020-09-03T15:35:45","date_gmt":"2020-09-03T12:35:45","guid":{"rendered":"http:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-38\/"},"modified":"2020-09-03T15:35:45","modified_gmt":"2020-09-03T12:35:45","slug":"__unknown__-38","status":"publish","type":"chapter","link":"https:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-38\/","title":{"raw":"5.4 KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri","rendered":"5.4 KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri"},"content":{"raw":"\n
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\"OEBPS\/images\/image0060.png\"<\/p>\n<\/blockquote>\n

\u015eekil 5.4.1 KA\u00c7D kullan\u0131c\u0131lar\u0131 erkek, iyi e\u011fitimli ve di\u011fer \u00fclkelerden% 40-60 civar\u0131nda. G\u00f6rsel: Depositphotos, 2019<\/i><\/span><\/span><\/p>\n\n

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Standart akademik kriterlere g\u00f6re yap\u0131lan derinlemesine analizler, s\u0131n\u0131f-i\u00e7i \u00f6\u011fretimle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, KA\u00c7D\u2019lerin akademik titizlik ve etkin \u00f6\u011fretim y\u00f6ntemi a\u00e7\u0131s\u0131ndan daha ileride oldu\u011funu g\u00f6stermektedir<\/i><\/span><\/em><\/span><\/p>\n<\/blockquote>\n

Benton R. Groves, Doktora \u00f6\u011frencisi<\/span><\/p>\n\n

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gKA\u00c7D\u2019lerle ilgili en b\u00fcy\u00fck kayg\u0131m, bug\u00fcnk\u00fc tasar\u0131m \u015fekliyle, dijital d\u00fcnyan\u0131n ihtiya\u00e7 duydu\u011fu \u00fcst d\u00fczey entelekt\u00fcel becerileri geli\u015ftirmedeki s\u0131n\u0131rl\u0131l\u0131\u011f\u0131d\u0131r.<\/i><\/span><\/em><\/span><\/p>\n<\/blockquote>\n

Tony Bates<\/span><\/p>\n\n

5.4.1 KA\u00c7D\u2019ler \u00fczerine yap\u0131lan ara\u015ft\u0131rmalar<\/h3>\n

G\u00fcn\u00fcm\u00fczde (2019), KA\u00c7D'ler h\u00e2la on ya\u015f\u0131n alt\u0131ndayken, \u00e7evrim i\u00e7i kredi kurslar\u0131 20 y\u0131ldan fazlad\u0131r. \u0130kincisi, daha \u00f6nceki KA\u00c7D'lerin tasar\u0131m\u0131nda b\u00fcy\u00fck \u00f6l\u00e7\u00fcde g\u00f6z ard\u0131 edilmi\u015f olmas\u0131na ra\u011fmen daha ba\u011f\u0131ms\u0131z bir ara\u015ft\u0131rmaya maruz kalm\u0131\u015ft\u0131r.<\/span><\/span> Bug\u00fcne kadar KA\u00c7D\u2019lerle ilgili yap\u0131lan ara\u015ft\u0131rmalar\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011fu, KA\u00c7D sahibi olan kurumlar taraf\u0131ndan yap\u0131lm\u0131\u015ft\u0131r veya yapt\u0131r\u0131lm\u0131\u015ft\u0131r. Coursera veya Udacity gibi ticari servis sa\u011flay\u0131c\u0131lar ara\u015ft\u0131rma \u00e7al\u0131\u015fmalar\u0131na olduk\u00e7a k\u0131s\u0131tl\u0131 veri sa\u011flam\u0131\u015ft\u0131r; ki sahip olduklar\u0131 veri setlerinin b\u00fcy\u00fckl\u00fc\u011f\u00fc d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde ara\u015ft\u0131rma potansiyeli a\u00e7\u0131s\u0131ndan bu olduk\u00e7a \u00fcz\u00fcc\u00fc bir durumdur. Bununla birlikte edX kurucu ortaklar\u0131ndan MIT ve Harvard, \u00e7o\u011funlukla kendi derslerine ili\u015fkin olmak \u00fczere birtak\u0131m ara\u015ft\u0131rmalar y\u00fcr\u00fctmektedir.<\/span><\/span><\/p>\n

Bu b\u00f6l\u00fcmde, KA\u00c7D'lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri hakk\u0131nda fikir sahibi olan mevcut kan\u0131ta dayal\u0131 ara\u015ft\u0131rmalardan yararland\u0131m. Ayn\u0131 zamanda, kan\u0131ta dayal\u0131 ara\u015ft\u0131rmaya dayanan bir \u015fey yerine bug\u00fcne kadar b\u00fcy\u00fck \u00f6l\u00e7\u00fcde politik, duygusal ve \u00e7o\u011fu zaman mant\u0131ks\u0131z s\u00f6ylemle i\u015faretlenmi\u015f bir olguyu tart\u0131\u015ft\u0131\u011f\u0131m\u0131zdan emin olmal\u0131y\u0131z.<\/span><\/span><\/p>\n

Son olarak bu de\u011ferlendirmede KA\u00c7D\u2019lerin dijital \u00e7a\u011fda ihtiya\u00e7 duyulan \u00f6\u011frenme t\u00fcrlerine do\u011fru y\u00f6nelip y\u00f6nelmeyece\u011fi kriterini dikkate ald\u0131\u011f\u0131m\u0131 ifade etmek isterim. Ba\u015fka bir deyi\u015fle KA\u00c7D\u2019ler, <\/span>Tema 1\u2019de tan\u0131mlad\u0131\u011f\u0131m\u0131z bilgi ve becerilerin geli\u015ftirilmesine destek oluyorlar m\u0131?<\/span><\/span><\/span><\/p>\n\n

5.4.2 A\u00e7\u0131k ve \u00f6zg\u00fcr e\u011fitim<\/h3>\n

5.4.2.1 KA\u00c7D'lerin 'a\u00e7\u0131kl\u0131\u011f\u0131'<\/span><\/h4>\n

KA\u00c7D\u2019ler, \u00f6zellikle de gKA\u00c7D\u2019ler, d\u00fcnyadaki en iyi \u00fcniversitelerin baz\u0131lar\u0131nda okutulmakta olan nitelikli ders i\u00e7eriklerini, bir bilgisayar\u0131 ve internet ba\u011flant\u0131s\u0131 olan herkesin eri\u015fimine \u00fccretsiz olarak sunmaktad\u0131r. \u0130nan\u0131lmaz de\u011ferli bir hizmetten bahsediyoruz. Bu anlamda, KA\u00c7D'ler e\u011fitime inan\u0131lmaz derecede de\u011ferli bir ek kaynakt\u0131r. Bu yoruma kim itiraz edebilir ki?<\/span><\/p>\n

Ancak, KA\u00c7D'ler a\u00e7\u0131k ve \u00fccretsiz e\u011fitimin tek \u015fekli de\u011fildir. K\u00fct\u00fcphaneler, a\u00e7\u0131k ders malzemeleri, ders kitaplar\u0131 ve e\u011fitsel yay\u0131nlar, bir s\u00fcredir a\u00e7\u0131k \u00f6zg\u00fcr ve \u00fccretsiz eri\u015fim olana\u011f\u0131 sunmaktad\u0131r. Ayr\u0131ca KA\u00c7D'ler i\u00e7in de ge\u00e7erli olan bu eski a\u00e7\u0131k ve \u00fccretsiz e\u011fitim bi\u00e7imlerinden \u00f6\u011frenebilece\u011fimiz dersler de var.<\/span><\/p>\n

Di\u011fer bir konu, KA\u00c7D\u2019lerin her zaman a\u00e7\u0131k e\u011fitim kaynaklar\u0131nda oldu\u011fu gibi a\u00e7\u0131k olmayabilece\u011fidir. \u00d6rne\u011fin Coursera ve Udacity, izinsiz yeniden kullan\u0131m i\u00e7in materyallerine s\u0131n\u0131rl\u0131 eri\u015fim sunar. EdX gibi di\u011fer a\u00e7\u0131k platformlarda, \u00f6\u011fretim \u00fcyeleri veya kurumlar malzemelerin yeniden kullan\u0131m\u0131n\u0131 k\u0131s\u0131tlayabilir. Ayr\u0131ca, \u00e7o\u011fu KA\u00c7D'nin bir veya iki y\u0131l s\u00fcreyle etkin kald\u0131ktan sonra ortadan kaybolmas\u0131 onlar\u0131n a\u00e7\u0131k e\u011fitim kaynaklar\u0131 olarak di\u011fer derslerde veya programlarda yeniden kullan\u0131m\u0131n\u0131 k\u0131s\u0131tlamaktad\u0131r.<\/span><\/p>\n\n

5.4.2.2 Geleneksel e\u011fitime bir alternatif mi?<\/span><\/h4>\n

Daha \u00f6nceki a\u00e7\u0131k ve \u00fccretsiz e\u011fitim bi\u00e7imlerinin \u00f6rg\u00fcn, kredi temelli e\u011fitim ihtiyac\u0131n\u0131n yerine ge\u00e7medi\u011fini, onu desteklemek veya g\u00fc\u00e7lendirmek i\u00e7in kullan\u0131ld\u0131\u011f\u0131n\u0131 belirtmek \u00f6nemlidir. Di\u011fer bir deyi\u015fle KA\u00c7D\u2019ler, kendi i\u00e7inde \u00f6nemli bir de\u011fere sahip olan s\u00fcrekli yayg\u0131n e\u011fitimi destekleyen bir ara\u00e7t\u0131r. G\u00f6rece\u011fimiz gibi KA\u00c7D'ler insanlar\u0131n zaten yeterince iyi e\u011fitimli olduklar\u0131 durumlarda en iyi \u015fekilde \u00e7al\u0131\u015f\u0131rlar. O zaman KA\u00c7D'lerin son kullan\u0131c\u0131lara a\u00e7\u0131k ve \u00f6zg\u00fcr olmalar\u0131n\u0131n sonucu olarak ne geleneksel y\u00fcksek\u00f6\u011frenimin maliyetini ka\u00e7\u0131n\u0131lmaz olarak azaltacaklar\u0131na ne de maliyet gereksinimini t\u00fcmden ortadan kald\u0131racaklar\u0131na inanmak i\u00e7in hi\u00e7bir neden yoktur.<\/span><\/p>\n\n

5.4.2.3 Geli\u015fmekte olan \u00fclkelerde e\u011fitim i\u00e7in bir cevap m\u0131?<\/span><\/h4>\n

Geli\u015fmekte olan \u00fclkelerde kitlelere e\u011fitim vermek amac\u0131yla geleneksel e\u011fitim yay\u0131nc\u0131l\u0131\u011f\u0131n\u0131 (broadcast) ve uydu yay\u0131nc\u0131l\u0131\u011f\u0131n\u0131 kullanmak i\u00e7in bir\u00e7ok giri\u015fimde bulunulmu\u015ftur (bk. Bates, 1984) ve \u00e7e\u015fitli nedenlerle de bunlar\u0131n t\u00fcm\u00fc, eri\u015fimi artt\u0131rmak veya maliyeti d\u00fc\u015f\u00fcrmek konusunda b\u00fcy\u00fck \u00f6l\u00e7\u00fcde ba\u015far\u0131s\u0131z olmu\u015ftur; bunlar\u0131n ba\u015fl\u0131calar\u0131:<\/span><\/p>\n\n

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    sahada kullan\u0131lan ekipmanlar\u0131n maliyetinin y\u00fcksekli\u011fi (h\u0131rs\u0131zl\u0131k ve hasara kar\u015f\u0131 g\u00fcvenlik d\u00e2hil);<\/span><\/p>\n<\/li>\n \t

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    y\u00fcksek e\u011fitim seviyesine sahip olmayan \u00f6\u011frenciler i\u00e7in yerel y\u00fcz y\u00fcze destek ihtiyac\u0131;<\/span><\/p>\n<\/li>\n \t

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    i\u00e7eri\u011fi al\u0131c\u0131 \u00fclkelerin k\u00fclt\u00fcr ve ihtiya\u00e7lar\u0131na uyarlama ihtiyac\u0131;<\/span><\/p>\n<\/li>\n \t

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    \u00f6zellikle de de\u011ferlendirme, yeterlilikler ve yerel akreditasyon a\u00e7\u0131s\u0131ndan cari y\u00f6netim maliyetlerinin kar\u015f\u0131lanamamas\u0131.<\/span><\/p>\n<\/li>\n<\/ul>\n

    Ayr\u0131ca geli\u015fmekte olan \u00fclkelerin \u00e7o\u011funda \u00f6ncelik, <\/span>y\u00fcksek seviye Stanford Universitesi profes\u00f6rlerinden al\u0131nan \u00fcniversite kurslar\u0131 i\u00e7in de\u011fil d\u00fc\u015f\u00fck maliyetli, kaliteli lise e\u011fitimi<\/span><\/span> i\u00e7in.<\/span><\/span><\/p>\n

    Her ne kadar cep telefonlar\u0131 ve tabletler Afrika'da yayg\u0131n olsa da kullan\u0131mlar\u0131 nispeten pahal\u0131d\u0131r. \u00d6rne\u011fin, normal bir Youtube videosunu indirmenin maliyeti yakla\u015f\u0131k 2 Amerikan dolar\u0131d\u0131r ve bu miktar bir\u00e7ok Afrikal\u0131n\u0131n g\u00fcnl\u00fck \u00fccretine e\u015fde\u011fer bir miktard\u0131r. Ak\u0131\u015fl\u0131 50 dakikal\u0131k video dersleri s\u0131n\u0131rl\u0131 uygulanabilirli\u011fe sahiptir.<\/span><\/p>\n

    Son olarak geli\u015fmekte olan \u00fclkelerdeki insanlar\u0131n, KA\u00c7D'lerin ba\u015far\u0131l\u0131 bir \u015fekilde tamamlanmas\u0131n\u0131n, en az\u0131ndan mevcut \u015fartlar alt\u0131nda, ABD'de veya di\u011fer herhangi bir ekonomik olarak geli\u015fmi\u015f \u00fclkede kabul g\u00f6rm\u00fc\u015f bir dereceye veya \u00fcniversiteye girmesine yol a\u00e7aca\u011f\u0131na inanmalar\u0131na izin vermek olduk\u00e7a ahlakidir.<\/span><\/span><\/p>\n

    Ancak bu, KA\u00c7D\u2019lerin geli\u015fmekte olan \u00fclkelerde verimsiz ya da de\u011fersiz oldu\u011fu anlam\u0131na gelmez. Bunun anlam\u0131:<\/span><\/p>\n\n

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      KA\u00c7D\u2019lerin ger\u00e7ekte sa\u011flayabilece\u011fi faydalara ili\u015fkin ger\u00e7ek\u00e7i olmakt\u0131r;<\/span><\/p>\n<\/li>\n \t

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      geli\u015fmekte olan \u00fclkelerde e\u011fitim kurumlar\u0131n\u0131n, e\u011fitim sistemlerinin ve di\u011fer ortaklar\u0131n i\u015f birli\u011fi i\u00e7inde ve birlikte \u00e7al\u0131\u015fmas\u0131 gerekti\u011fidir;<\/span><\/p>\n<\/li>\n \t

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      maliyeti olduk\u00e7a y\u00fcksek olan yerel deste\u011fin sa\u011flanmas\u0131n\u0131 temin etmek gerekti\u011fidir;<\/span><\/p>\n<\/li>\n \t

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      KA\u00c7D\u2019lerin tasar\u0131m, i\u00e7erik ve eri\u015fiminin ilgili \u00fclkenin k\u00fclt\u00fcrel ve ekonomik gereksinimlerine uyarlanmas\u0131 ihtiyac\u0131n\u0131n alt\u0131n\u0131n \u00e7izilmesidir.<\/span><\/p>\n<\/li>\n<\/ul>\n

      Sonu\u00e7 olarak KA\u00c7D\u2019ler temelde kat\u0131l\u0131mc\u0131lar i\u00e7in \u00fccretsiz olsa da hizmet veren kurumlar i\u00e7in \u00f6nemli bir maliyet kayna\u011f\u0131d\u0131r ve bu konu daha detayl\u0131 bir \u015fekilde B\u00f6l\u00fcm 5.4.8. de tart\u0131\u015f\u0131lacakt\u0131r.<\/span><\/p>\n\n

      5.4.3 KA\u00c7D'nin ba\u015fl\u0131ca hitap etti\u011fi kitle<\/h3>\n

      Ho ve ark. (2014) sundu\u011fu bir ara\u015ft\u0131rma raporunda, Harvard \u00dcniversitesi ve MIT ara\u015ft\u0131rmac\u0131lar\u0131, edX arac\u0131l\u0131\u011f\u0131yla sunulan ilk 17 KA\u00c7D'de;<\/span><\/p>\n\n

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        t\u00fcm kat\u0131l\u0131mc\u0131lar\u0131n y\u00fczde 66\u2019s\u0131n\u0131n, KA\u00c7D sonunda alan kat\u0131l\u0131mc\u0131lar\u0131n ise y\u00fczde 74\u2019\u00fcn\u00fcn en az lisans derecesine sahip oldu\u011funu,<\/span><\/p>\n<\/li>\n \t

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        kat\u0131l\u0131mc\u0131lar\u0131n y\u00fczde 71\u2019nin erkek ve ya\u015f ortalamas\u0131n\u0131n 26 oldu\u011funu g\u00f6stermi\u015ftir.<\/span><\/p>\n<\/li>\n<\/ul>\n

        Bu ve buna benzer \u00e7al\u0131\u015fmalar, kat\u0131l\u0131mc\u0131lar\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011funun (%40-60 aral\u0131\u011f\u0131nda) ABD harici \u00fclkelerden geldi\u011fini ve dolay\u0131s\u0131yla uluslararas\u0131 platformda nitelikli y\u00fcksek\u00f6\u011fretime a\u00e7\u0131k eri\u015fime g\u00fc\u00e7l\u00fc bir ilgi oldu\u011funu ortaya koymu\u015flard\u0131r.<\/span><\/p>\n

        Bu \u00e7al\u0131\u015fmada KA\u00c7D\u2019lerde aktif olarak yer alan 62 kurumda ger\u00e7ekle\u015ftirilen 80\u2019in \u00fczerinde g\u00f6r\u00fc\u015fmeden elde edilen verilere dayanan \u00e7al\u0131\u015fmalar\u0131nda, Columbia \u00dcniversitesi E\u011fitim Fak\u00fcltesi \u00f6\u011fretim \u00fcyelerinden Hollands ve Tirthali (2014) a\u015fa\u011f\u0131daki sonuca ula\u015fm\u0131\u015flard\u0131r:<\/span><\/p>\n\n

        KA\u00c7D platformlar\u0131ndan elde edilen veriler KA\u00c7D'lerin d\u00fcnya \u00e7ap\u0131nda milyonlarca ki\u015fiye e\u011fitim f\u0131rsatlar\u0131 sundu\u011funu g\u00f6stermektedir. Bununla birlikte KA\u00c7D kat\u0131l\u0131mc\u0131lar\u0131n\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011fu h\u00e2lihaz\u0131rda iyi e\u011fitim alm\u0131\u015f olan i\u015f sahibi bireylerdir ve yaln\u0131zca \u00e7ok k\u00fc\u00e7\u00fck bir k\u0131sm\u0131 derslere aktif olarak kat\u0131lmaktad\u0131r. Genel olarak bak\u0131ld\u0131\u011f\u0131nda g\u00f6r\u00fclmektedir ki g\u00fcn\u00fcm\u00fczde KA\u00c7D\u2019ler e\u011fitimin demokratikle\u015ftirilmesi hedefinin uza\u011f\u0131nda kalmakta ve hatta e\u011fitime eri\u015fim anlam\u0131ndaki u\u00e7urumlar\u0131 kapatmaktan ziyade bu u\u00e7urumu derinle\u015ftirebilmektedir.<\/span><\/em><\/i><\/span><\/span><\/blockquote>\n

        Dolay\u0131s\u0131yla y\u00fcksek\u00f6\u011fretim d\u00fczeyindeki di\u011fer s\u00fcrekli e\u011fitim formlar\u0131n\u0131n bir\u00e7o\u011funda oldu\u011fu gibi KA\u00c7D\u2019ler de toplumun daha iyi e\u011fitimli, daha ya\u015fl\u0131 ve i\u015f sahibi kesimlerinin ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131lamaktad\u0131r.<\/span><\/p>\n\n

        5.4.4 Kal\u0131c\u0131l\u0131k ve ba\u011fl\u0131l\u0131k: so\u011fan hipotezi<\/h3>\n

        edX ara\u015ft\u0131rmac\u0131lar\u0131 (Ho vd., 2014), edX platformunda yer alan 17 KA\u00c7D \u00fczerinde yapt\u0131klar\u0131 \u00e7al\u0131\u015fmada farkl\u0131 devam ve ba\u015far\u0131 d\u00fczeylerinden bahsetmektedir:<\/span><\/p>\n\n

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          sadece kaydolanlar<\/span><\/span><\/b>: Ders i\u00e7eri\u011fini ve materyalleri hi\u00e7 kullanmayan kay\u0131tl\u0131 kat\u0131l\u0131mc\u0131lar (%35);<\/span><\/span><\/p>\n<\/li>\n \t

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          sadece g\u00f6r\u00fcnt\u00fcleyenler<\/span><\/span><\/b>: Ders i\u00e7eri\u011fine ve materyallere eri\u015fen ancak i\u00e7eri\u011fin yar\u0131s\u0131ndan az\u0131n\u0131 g\u00f6r\u00fcnt\u00fcleyen ve sertifika almaya hak kazanmayan kay\u0131tl\u0131 kat\u0131l\u0131mc\u0131lar (%56);<\/span><\/span><\/p>\n<\/li>\n \t

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          sadece ke\u015ffedenler<\/span><\/span><\/b>: Ders i\u00e7eri\u011fine ve materyallere eri\u015fen, i\u00e7eri\u011fin yar\u0131s\u0131ndan fazlas\u0131n\u0131 g\u00f6r\u00fcnt\u00fcleyen ancak sertifika almam\u0131\u015f kay\u0131tl\u0131 kat\u0131l\u0131mc\u0131lar (%4);<\/span><\/span><\/p>\n<\/li>\n \t

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          sertifika alanlar<\/span><\/span><\/b>: Dersin sonunda sertifika almaya hak kazanan kay\u0131tl\u0131 kat\u0131l\u0131mc\u0131lar (%5).<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n

          Hill (2013), Coursera \u00fczerinden verilen derslere kat\u0131lan kat\u0131l\u0131mc\u0131lar\u0131 be\u015f grupta s\u0131n\u0131fland\u0131rm\u0131\u015ft\u0131r:<\/span><\/p>\n

          \"OEBPS\/images\/image0061.png\"<\/p>\n

          \u015eekil 5.4.2 G\u00f6rsel: Phil Hill, 2013<\/i><\/span><\/span><\/p>\n

          Engle (2014) da British Columbia \u00dcniversitesi\u2019nin Coursera \u00fczerinden verdi\u011fi derslere ili\u015fkin yapt\u0131\u011f\u0131 \u00e7al\u0131\u015fmada benzer bir sonuca ula\u015fm\u0131\u015ft\u0131r:<\/span><\/p>\n\n

            \n \t
          • \n

            derslere kay\u0131t yapt\u0131ran kat\u0131l\u0131mc\u0131lar\u0131n \u00fc\u00e7te biri ile yar\u0131s\u0131, hi\u00e7bir \u015fekilde aktif kat\u0131l\u0131m sa\u011flamamaktad\u0131r;<\/span><\/p>\n<\/li>\n \t

          • \n

            ders etkinliklerinden en az birine kat\u0131lan %5-10\u2019luk grup, dersi ba\u015far\u0131yla tamamlayarak sertifika almaya hak kazanmaktad\u0131r.<\/span><\/p>\n<\/li>\n<\/ul>\n

            Sertifika almaya hak kazanan kat\u0131l\u0131mc\u0131lar, genellikle, derse kay\u0131t yapt\u0131ranlar\u0131n %5-10\u2019u ve derse en az bir kere aktif kat\u0131l\u0131m sa\u011flayanlar\u0131n ise %10-20\u2019si i\u00e7erisinde yer almaktad\u0131r. Bununla birlikte mutlak de\u011fer \u00fczerinden bak\u0131ld\u0131\u011f\u0131nda, sertifika almaya hak kazanan kat\u0131l\u0131mc\u0131 say\u0131s\u0131 olduk\u00e7a y\u00fcksektir: edX \u00fczerinden verilen 17 derste 43.000'den fazla kat\u0131l\u0131mc\u0131, BC\u00dc\u2019nin d\u00f6rt dersinde ise 8.000 kat\u0131l\u0131mc\u0131 sertifika alm\u0131\u015ft\u0131r (ders ba\u015f\u0131na 2000-2500 sertifika aras\u0131).<\/span><\/p>\n

            Miilgan vd.(2013) de, bKA\u00c7D\u2019lere kat\u0131lan ki\u015filer aras\u0131ndan se\u00e7tikleri k\u00fc\u00e7\u00fck bir \u00f6rneklem (2.300 kay\u0131tl\u0131 kat\u0131l\u0131mc\u0131 aras\u0131ndan 29 ki\u015fi) \u00fczerindeki \u00e7al\u0131\u015fmalar\u0131nda benzer bir sonu\u00e7 elde etmi\u015ftir:<\/span><\/p>\n\n

              \n \t
            • \n

              pasif kat\u0131l\u0131mc\u0131lar: Milligan\u2019\u0131n \u00e7al\u0131\u015fmas\u0131 ba\u011flam\u0131nda, seyrek ancak d\u00fczenli olarak derse ba\u011flanan ancak kendilerini KA\u00c7D i\u00e7erisinde kaybolmu\u015f hisseden kat\u0131l\u0131mc\u0131lar;<\/span><\/p>\n<\/li>\n \t

            • \n

              gizli kat\u0131l\u0131mc\u0131lar: dersi aktif olarak takip eden ancak ders etkinliklerinin hi\u00e7birine kat\u0131lmayan kat\u0131l\u0131mc\u0131lar (g\u00f6r\u00fc\u015fme yap\u0131lanlar\u0131n yar\u0131s\u0131na yak\u0131n\u0131);<\/span><\/p>\n<\/li>\n \t

            • \n

              aktif kat\u0131l\u0131mc\u0131lar: ders etkinliklerine tam ve aktif olarak kat\u0131lanlard\u0131r (g\u00f6r\u00fc\u015fme yap\u0131lanlar\u0131n yar\u0131s\u0131na yak\u0131n\u0131).<\/span><\/p>\n<\/li>\n<\/ul>\n

              KA\u00c7D'ler ne olduklar\u0131 \u00fczerinden, e\u015fsiz -ve k\u0131ymetli- bir \u00f6rg\u00fcn olmayan e\u011fitim modeli olarak de\u011ferlendirilmelidir. Bu sonu\u00e7lar yayg\u0131n e\u011fitim anlam\u0131nda yap\u0131lan e\u011fitsel TV programlar\u0131n\u0131n ara\u015ft\u0131r\u0131ld\u0131\u011f\u0131 \u00e7al\u0131\u015fmalardan elde edilen sonu\u00e7lara olduk\u00e7a benzerdir. History Channel \u00f6rne\u011finde oldu\u011fu gibi bir izleyicinin TV kanal\u0131nda yay\u0131nlanan b\u00fct\u00fcn b\u00f6l\u00fcmleri seyredip daha sonra da s\u0131nava girmesini bekleyemeyiz. Ho ve vd. gKA\u00c7D\u2019lere kat\u0131l\u0131m d\u00fczeylerini a\u015fa\u011f\u0131daki diyagramda g\u00f6stermi\u015ftir (s.13):<\/span><\/p>\n

              \"OEBPS\/images\/image0062.png\"<\/p>\n

              \u015eekil 5.4.3 KA\u00c7D\u2019lere kat\u0131l\u0131m d\u00fczeyi @ Ho vd., 2014<\/i><\/span><\/span><\/p>\n

              Bu, 1984 y\u0131l\u0131nda \u0130ngiltere'de e\u011fitim yay\u0131nc\u0131l\u0131\u011f\u0131n\u0131n so\u011fan hipotezi ile ilgili yazd\u0131klar\u0131m ile \u00f6nemli \u00f6l\u00e7\u00fcde benzerlik g\u00f6stermektedir (Bates, 1984):<\/span><\/p>\n\n

              (s.99): <\/span>Durumu so\u011fan analojisiyle anlatmak istersek, so\u011fan\u0131n en i\u00e7 b\u00f6l\u00fcm\u00fcndeki merkezde b\u00fct\u00fcn ders s\u00fcresince \u00e7al\u0131\u015fan ve uygun oldu\u011fu h\u00e2llerde ders sonu de\u011ferlendirmeye veya s\u0131nava tabi tutulan, kendini derse adam\u0131\u015f \u00f6\u011frenciler yer almaktad\u0131r. Bu merkezin etraf\u0131nda, merkezi \u00e7evreleyen daha geni\u015f bir \u00f6\u011frenci kitlesi bulunmaktad\u0131r. Bu \u00f6\u011frenciler, ya\u015fad\u0131klar\u0131 yerde bir dershaneye veya uzaktan e\u011fitim okuluna kay\u0131tl\u0131 olan ancak s\u0131navlara girmeyen \u00f6\u011frencilerdir. Bu kitleyi de \u00e7evreleyen ba\u015fka ve daha geni\u015f bir tabaka vard\u0131r. Bu tabakada yer alan \u00f6\u011frenciler hi\u00e7bir derse kay\u0131t yapt\u0131rmam\u0131\u015f olan ancak t\u00fcm ders yay\u0131nlar\u0131n\u0131 izleyen, dinleyen ve ders kitaplar\u0131n\u0131 takip eden \u00f6\u011frencilerdir. So\u011fan\u0131n en d\u0131\u015f\u0131ndaki tabaka, yaln\u0131zca ders yay\u0131nlar\u0131n\u0131 izleyen ve dinleyen \u00f6\u011frenciler bulunmaktad\u0131r. Bu grup i\u00e7inde bile, dersleri d\u00fczenli olarak izleyip dinleyenlerin haricinde, yaln\u0131zca bir program\u0131 dinleyen veya izleyen \u00e7ok daha geni\u015f bir kitle bulunmaktad\u0131r.<\/span><\/em><\/blockquote>\n

              Sonra da \u015funu yazm\u0131\u015ft\u0131m (s.100):<\/span><\/p>\n\n

              Ku\u015fkucu bir insan, yaln\u0131zca dersi d\u00fczenli takip edip ders sonu de\u011ferlendirmesinden ba\u015far\u0131yla ge\u00e7en k\u00fc\u00e7\u00fck bir az\u0131nl\u0131\u011f\u0131n etkili bir \u015fekilde \u00f6\u011frendi\u011fini iddia edebilir\u2026 Bunun tam tersi bir iddia, normalde konuyla hi\u00e7 ilgisi olmayan izleyicilerin veya dinleyicilerin dikkatini \u00e7eken yay\u0131nlar\u0131n (programlar\u0131n) ba\u015far\u0131l\u0131 oldu\u011fudur. \u00d6nemli olan yay\u0131nlanan materyale ilgi g\u00f6steren, izleyen veya dinleyen ki\u015fi say\u0131s\u0131d\u0131r\u2026 O zaman buradaki kilit husus, program\u0131n normalde konuya ilgi duymayan ki\u015filerin e\u011fitime olan ilgisini \u00e7ekip \u00e7ekmedi\u011fi veya zatenh\u00e2lihaz\u0131rda e\u011fitimli olan ki\u015filer i\u00e7in farkl\u0131 bir f\u0131rsat sa\u011flamaktan \u00f6teye gidip gitmedi\u011fi olmal\u0131d\u0131r\u2026 Britanya ve Avrupa\u2019daki yayg\u0131n e\u011fitim programlar\u0131n\u0131 en \u00e7ok kullananlar\u0131n belli bir e\u011fitim d\u00fczeyine sahip ki\u015filer oldu\u011funa y\u00f6nelik g\u00fc\u00e7l\u00fc kan\u0131tlar bulunmaktad\u0131r.<\/span><\/em><\/blockquote>\n

              KA\u00c7D\u2019lerle ilgili olarak da ayn\u0131 \u015feyi s\u00f6ylemek m\u00fcmk\u00fcn... Bilgi tabanl\u0131 end\u00fcstrilerde \u00e7al\u0131\u015fanlar i\u00e7in yeni bilgiye kolay ve a\u00e7\u0131k eri\u015fimin son derece kritik oldu\u011fu dijital \u00e7a\u011fda, KA\u00c7D\u2019ler bu bilgiye eri\u015fim kayna\u011f\u0131 veya yolu olarak \u00e7ok de\u011ferli bir yere sahip olacakt\u0131r. Burada d\u00fc\u015f\u00fcn\u00fclmesi gereken, bunu yapman\u0131n daha etkili bir yolu olup olmad\u0131\u011f\u0131d\u0131r. Dolay\u0131s\u0131yla KA\u00c7D'ler yayg\u0131n ve s\u00fcrekli e\u011fitime faydal\u0131 bir katk\u0131 sa\u011flamaktad\u0131r ancak devrim niteli\u011finde de\u011fildir.<\/span><\/p>\n\n

              5.4.5 \u00d6\u011frenciler KA\u00c7D\u2019lerde ne \u00f6\u011freniyorlar?<\/h3>\n

              Cevaplamas\u0131 \u00e7ok daha zor bir soru bu \u00e7\u00fcnk\u00fc kitab\u0131n yaz\u0131ld\u0131\u011f\u0131 2019 senesine kadar bu soruyu cevaplamaya y\u00f6nelik \u00e7ok az ara\u015ft\u0131rma yap\u0131ld\u0131. (Bir sonraki konuda da g\u00f6rece\u011fimiz gibi bunun bir nedeni de, KA\u00c7D\u2019lerde \u00f6\u011frenmenin de\u011ferlendirmesinin olduk\u00e7a zorlu bir i\u015f olmas\u0131). Bu kapsamda yap\u0131lan en az\u0131ndan iki temel \u00e7al\u0131\u015fma t\u00fcr\u00fc var: \u00f6\u011frenme kazan\u0131mlar\u0131n\u0131n miktar\u0131n\u0131 \u00f6l\u00e7meyi ama\u00e7layan nicel \u00e7al\u0131\u015fmalar ve ne \u00f6\u011frendiklerine \u0131\u015f\u0131k tutarak kat\u0131l\u0131mc\u0131lar\u0131n KA\u00c7D deneyimlerini betimleyen nitel \u00e7al\u0131\u015fmalar.<\/span><\/p>\n\n

              5.4.5.1 Kavramsal \u00f6\u011frenme<\/span><\/h4>\n

              G\u00fcn\u00fcm\u00fczde, KA\u00c7D'lerde \u00f6\u011frenmenin en nicel \u00e7al\u0131\u015fmas\u0131, bir MIT Tan\u0131t\u0131m Fizi\u011fi KA\u00c7D\u2019de \u2018kavramsal \u00f6\u011frenme\u2019yi ara\u015ft\u0131ran Colvin ve arkada\u015flar\u0131 (2014) taraf\u0131ndan yap\u0131lm\u0131\u015ft\u0131r. Colvin ve meslekta\u015flar\u0131, \u00f6\u011frenenlerin performans\u0131n\u0131, fizik veya matematik ge\u00e7mi\u015fi olmayan \u00f6\u011frenciler ile daha \u00f6nce \u00f6nemli bilgiye sahip olan fizik \u00f6\u011fretmenleri ile kar\u015f\u0131la\u015ft\u0131rmak gibi sadece KA\u00c7D i\u00e7indeki farkl\u0131 alt kategoriler aras\u0131nda de\u011fil ayn\u0131 zamanda geleneksel kamp\u00fcs \u00f6\u011fretim bi\u00e7iminde ayn\u0131 \u00f6\u011fretim program\u0131n\u0131 alan \u00f6\u011frencilerle de kar\u015f\u0131la\u015ft\u0131rd\u0131lar. \u0130ki \u00f6\u011fretim t\u00fcr\u00fc aras\u0131nda veya t\u00fcrlerin kendi i\u00e7inde \u00f6\u011frenme kazan\u0131mlar\u0131 a\u00e7\u0131s\u0131ndan esas itibariyle anlaml\u0131 bir fark bulunmam\u0131\u015f olsa da geleneksel y\u00fcz y\u00fcze \u00f6\u011fretim alan kamp\u00fcs \u00f6\u011frencilerinin daha \u00f6nce kald\u0131klar\u0131 i\u00e7in dersi tekrar ettiklerinin alt\u0131n\u0131n \u00e7izilmesi gerekir.<\/span><\/p>\n

              Bu ara\u015ft\u0131rma, e\u011fitim teknolojisindeki kar\u015f\u0131la\u015ft\u0131rmal\u0131 \u00e7al\u0131\u015fmalarda anlaml\u0131 bir fark bulunmayan klasik bir \u00f6rnektir; \u00f6\u011frenci t\u00fcrlerindeki farkl\u0131l\u0131klar gibi di\u011fer de\u011fi\u015fkenler de bilgiyi iletim \u015fekli kadar \u00f6nemliydi.(<\/span>medya kar\u015f\u0131la\u015ft\u0131rmalar\u0131nda 'anlaml\u0131 farkl\u0131l\u0131k bulunmamaktad\u0131r' olgusu hakk\u0131nda daha fazla bilgi i\u00e7in bkz., Tema 10, B\u00f6l\u00fcm 2.2)<\/span><\/span>. Ayr\u0131ca davran\u0131\u015f\u00e7\u0131-bili\u015fsel bir \u00f6\u011frenme yakla\u015f\u0131m\u0131n\u0131 temsil eden bu KA\u00c7D tasar\u0131m\u0131, kavramsal sorulara verilecek do\u011fru cevaplara odaklanmaktad\u0131r. Tema 1\u2019de tan\u0131mlanan dijital \u00e7a\u011f\u0131n gerektirdi\u011fi becerilerin geli\u015ftirilmesi i\u00e7in u\u011fra\u015fmamaktad\u0131r.<\/span><\/span><\/p>\n\n

              5.4.5.2 \u00d6\u011frenci deneyimi<\/span><\/h4>\n

              KA\u00c7D kat\u0131l\u0131mc\u0131lar\u0131n\u0131n \u00f6\u011frenme <\/span>deneyimleri<\/i><\/span><\/em> \u00fczerine yap\u0131lan ve \u00f6zellikle de KA\u00c7D\u2019ler i\u00e7inde yap\u0131lan tart\u0131\u015fmalar \u00fczerine odaklanan ba\u015fka \u00e7al\u0131\u015fmalar da bulunmaktad\u0131r (\u00f6rne\u011fin bk. Kop, 2011). \u0130stisnalar olsa da tart\u0131\u015fmalar genellikle e\u011fitmenler taraf\u0131ndan takip edilmemekte, ba\u011flant\u0131 kurup di\u011fer \u00f6\u011frencilerin yorumlar\u0131n\u0131 cevaplamak yine kat\u0131l\u0131mc\u0131lara kalmaktad\u0131r.<\/span><\/span><\/p>\n

              Bununla birlikte KA\u00c7D\u2019lerdeki tart\u0131\u015fma \u00f6gesinin akademik \u00f6\u011frenme i\u00e7in gereken \u00fcst-d\u00fczey kavramsal \u00e7\u00f6z\u00fcmleme becerisini geli\u015ftirmedeki etkinli\u011fine dair g\u00fc\u00e7l\u00fc ele\u015ftiriler vard\u0131r. Kredi-tabanl\u0131 \u00f6\u011frenme \u00e7al\u0131\u015fmalar\u0131ndan elde edilen kan\u0131tlar dersin, \u00e7o\u011fu zaman, kavramsal \u00f6\u011frenmeyi geli\u015ftirmek i\u00e7in yanl\u0131\u015f anlamalar\u0131 veya kavram yan\u0131lg\u0131lar\u0131n\u0131 d\u00fczeltecek, do\u011fru geri bildirim sa\u011flayacak, kan\u0131t kullanma ve net arg\u00fcman geli\u015ftirme gibi akademik \u00f6\u011frenmeye dair \u00f6l\u00e7\u00fctlerin kar\u015f\u0131lanmas\u0131n\u0131 temin edecek ve derin \u00f6\u011frenme i\u00e7in gereken girdi ve rehberli\u011fi sa\u011flayacak bir konu alan uzman\u0131n\u0131n m\u00fcdahalesine ihtiyac\u0131 oldu\u011funu g\u00f6stermektedir (bk. \u00f6zellikle Harasim, 2017).<\/span><\/p>\n

              Bunlara ek olarak dersin \u2018kitlesel\u2019li\u011fi artt\u0131k\u00e7a bir e\u011fitmen m\u00fcdahalesi veya ders yap\u0131s\u0131 yoksa kat\u0131l\u0131mc\u0131lar da kendilerini daha \u2018kayg\u0131l\u0131, bunalm\u0131\u015f ve kaybolmu\u015f\u2019 hissetmektedir (Knox, 2014). Firmin vd. (2014), KA\u00c7D i\u00e7inde `\u00f6\u011frencilerin derse kat\u0131l\u0131mlar\u0131n\u0131 ve \u00e7al\u0131\u015fma gayretlerini destekleyen ve te\u015fvik eden bir e\u011fitmen varsa kat\u0131l\u0131mc\u0131lar\u0131n kazan\u0131mlar\u0131n\u0131n iyile\u015fti\u011fini s\u00f6ylemektedir. Konu uzmanlar\u0131 i\u00e7in yap\u0131land\u0131r\u0131lm\u0131\u015f bir rol olmadan kat\u0131l\u0131mc\u0131lar, di\u011fer kat\u0131l\u0131mc\u0131lar\u0131n yorumlar\u0131 ve geri bildirimleri a\u00e7\u0131s\u0131ndan \u00e7ok \u00e7e\u015fitli kalite t\u00fcrleri ile kar\u015f\u0131 kar\u015f\u0131ya kalmaktad\u0131r. \u0130\u015fbirlik\u00e7i ve i\u015fbirlik\u00e7i grup \u00f6\u011freniminin ba\u015far\u0131l\u0131 bir \u015fekilde y\u00fcr\u00fct\u00fclmesi i\u00e7in gerekli ko\u015fullar hakk\u0131nda yine \u00e7ok fazla ara\u015ft\u0131rma mevcuttur (\u00f6r., Lave ve Wenger, 1991 veya Majar ve Cross 2014) ancak bu bulgular, bug\u00fcne kadar yap\u0131lan KA\u00c7D tart\u0131\u015fmalar\u0131nda dikkate al\u0131nmam\u0131\u015ft\u0131r.<\/span><\/p>\n\n

              5.4.5.3 A\u011fa ba\u011fl\u0131 ve i\u015fbirlikli \u00f6\u011frenmek<\/span><\/h4>\n

              Bir kar\u015f\u0131 arg\u00fcman olarak en az\u0131ndan bKA\u00c7D\u2019lerin akademik \u00f6\u011frenmeden esas itibariyle farkl\u0131 olan a\u011f olu\u015fturma (veya \u00f6rg\u00fctlenme) ile i\u015f birli\u011fine dayal\u0131 yeni bir \u00f6\u011frenme bi\u00e7imi geli\u015ftirdi\u011fi ve dolay\u0131s\u0131yla KA\u00c7D\u2019lerin dijital \u00e7a\u011f\u0131n \u00f6\u011frencilerinin gereksinimlerine daha iyi cevap verebilece\u011fini \u00f6ne s\u00fcr\u00fclm\u00fc\u015ft\u00fcr. Downes ve Siemens \u00d6zellikle yeti\u015fkin kat\u0131l\u0131mc\u0131lar\u0131n, ileri d\u00fczeyde kavramsal \u00f6\u011frenmenin geli\u015fimi konusunda kendi kendini y\u00f6netmek i\u00e7in yetene\u011fine sahip oldu\u011funu.ileri s\u00fcrmektedirler. bKA\u00c7D'ler, benzer ilgi alanlar\u0131na sahip olan ve \u00f6\u011frenmelerinde onlar\u0131 desteklemek i\u00e7in gerekli uzmanl\u0131\u011fa sahip ba\u015fkalar\u0131n\u0131 arayan bireysel \u00f6\u011frencilerin ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131lad\u0131\u011f\u0131ndan 'talep' g\u00fcd\u00fcml\u00fcd\u00fcr ve bir\u00e7o\u011fu i\u00e7in bu talep derin, kavramsal \u00f6\u011frenme ihtiyac\u0131n\u0131 i\u00e7ermeyebilir ancak \u00f6n bilginin yeni ya da \u00f6zel ba\u011flamlara uygun uygulamalar\u0131n\u0131 b\u00fcnyesine alabilir. KA\u00c7D\u2019lerin, belli bir e\u011fitim d\u00fczeyinde olup \u00f6rg\u00fcn e\u011fitimde elde ettikleri kavramsal becerileri beraberinde KA\u00c7D\u2019lere getirerek b\u00f6yle bir \u00f6n bilgi veya becerisi olmayan di\u011ferlerine destek veya katk\u0131 sa\u011flayan kat\u0131l\u0131mc\u0131larla en iyi sonu\u00e7lar\u0131 verdi\u011fi g\u00f6r\u00fclmektedir.<\/span><\/p>\n\n

              5.4.5.4 \u00d6\u011frenci deste\u011fine duyulan ihtiya\u00e7<\/span><\/h4>\n

              Zaman ge\u00e7tik\u00e7e ve daha fazla deneyim kazan\u0131ld\u0131k\u00e7a, k\u00fc\u00e7\u00fck gruplar \u00fczerinde yap\u0131lan ara\u015ft\u0131rma \u00e7al\u0131\u015fmalar\u0131ndan elde edilen bulgular KA\u00c7D\u2019lerdeki \u00e7ok daha b\u00fcy\u00fck kitlelere uygulan\u0131p uyarlanabilecektir. \u00d6rne\u011fin baz\u0131 KA\u00c7D\u2019lerde, \u2018g\u00f6n\u00fcll\u00fc\u2019 veya \u00e7evredeki e\u011fitmenlerden faydalan\u0131lmaktad\u0131r. Amerikan D\u0131\u015fi\u015fleri Bakanl\u0131\u011f\u0131, KA\u00c7D kat\u0131l\u0131mc\u0131lar\u0131na mentorluk etmek \u00fczere yurt d\u0131\u015f\u0131ndaki ABD el\u00e7ilik ve konsolosluklar\u0131nda KA\u00c7D kamplar\u0131 d\u00fczenlemektedir. Bu kamplarda, yurt d\u0131\u015f\u0131ndaki KA\u00c7D kat\u0131l\u0131mc\u0131lar\u0131 i\u00e7in ders i\u00e7erikleri ve ders konular\u0131na dair tart\u0131\u015fmalar\u0131 y\u00f6neten Fulbright bursiyerleri ve el\u00e7ilik personeli yer almaktad\u0131r (Haynie, 2014).<\/span><\/p>\n

              Baz\u0131 KA\u00c7D sa\u011flay\u0131c\u0131lar\u0131 \u00f6r. British Columbia \u00dcniversitesi gibi baz\u0131 kurumlar ise KA\u00c7D\u2019lerdeki tart\u0131\u015fma forumlar\u0131n\u0131 izleyip tart\u0131\u015fmalara katk\u0131 sa\u011flamalar\u0131 i\u00e7in ara\u015ft\u0131rma g\u00f6revlilerini ve asistanlar\u0131 belli bir \u00fccret kar\u015f\u0131l\u0131\u011f\u0131nda g\u00f6revlendirmektedir (Engle, 2014). Engle, ara\u015ft\u0131rma g\u00f6revlisi ve asistanlar\u0131n KA\u00c7D\u2019lerde sa\u011flad\u0131\u011f\u0131 katk\u0131lar\u0131n ve s\u0131n\u0131rl\u0131 da olsa KA\u00c7D e\u011fitmenlerinin derse etkili bir \u015fekilde m\u00fcdahalesinin British Columbia \u00dcniversitesi\u2019ndeki KA\u00c7D\u2019lerin daha etkile\u015fimli ve g\u00fcd\u00fcleyici oldu\u011funu ifade etmektedir.<\/span><\/span><\/p>\n

              Ancak elbette ki KA\u00c7D\u2019leri izlemek ve katk\u0131 sa\u011flamak i\u00e7in \u00fccretli personelin g\u00f6revlendirilmesi program\u0131n maliyetini art\u0131racakt\u0131r. Sonu\u00e7 olarak KA\u00c7D\u2019ler, \u00e7ok b\u00fcy\u00fck gruplar\u0131n ders tart\u0131\u015fmalar\u0131n\u0131 etkin olarak y\u00f6netebilmek i\u00e7in yeni otomatikle\u015ftirilmi\u015f y\u00f6ntemler geli\u015ftirme \u00e7al\u0131\u015fmalar\u0131na ba\u015flam\u0131\u015ft\u0131r. \u00d6rne\u011fin, Edinburgh \u00dcniversitesi, Twitter g\u00f6nderilerini tarayan ve yard\u0131ma veya g\u00fcd\u00fclemeye ihtiyac\u0131 olan \u00f6\u011frencilere \u00f6nceden belirlenmi\u015f yorumlar veya cevaplar verecek \u2018teacherbot\u2019 (robot \u00f6\u011fretmen) geli\u015ftirilmesi i\u00e7in deneysel \u00e7al\u0131\u015fmalara ba\u015flam\u0131\u015ft\u0131r (Bayne, 2015). Bu sonu\u00e7lar ve yakla\u015f\u0131mlar, ba\u015far\u0131l\u0131 bir \u00e7evrim i\u00e7i \u00f6\u011frenme ortam\u0131nda e\u011fitmen buradal\u0131\u011f\u0131n\u0131n \u00f6nemine ili\u015fkin olarak daha \u00f6nceden ger\u00e7ekle\u015ftirilen \u00e7al\u0131\u015fmalarla tutarl\u0131l\u0131k g\u00f6stermektedir (bk. Tema 4.4.3).<\/span><\/p>\n

              Yine de KA\u00c7D\u2019lerin \u00f6\u011frencilerdeh\u00e2lihaz\u0131rda var olmayan derin ve kavramsal \u00f6\u011frenmeyi ortaya \u00e7\u0131karmak i\u00e7in ihtiya\u00e7 duyulan deste\u011fi sa\u011flamas\u0131 isteniyorsa, daha yap\u0131lmas\u0131 gereken \u00e7ok \u015fey vard\u0131r. Dijital \u00e7a\u011f\u0131n gerektirdi\u011fi becerilerin geli\u015ftirilmesi ise \u00e7ok daha zorlu bir g\u00f6rev, \u00e7ok daha geni\u015f bir m\u00fccadele alan\u0131d\u0131r. Buna ra\u011fmen, kesin kan\u0131ya varabilmek i\u00e7in kat\u0131l\u0131mc\u0131lar\u0131n KA\u00c7D\u2019lerde ger\u00e7ekte ne \u00f6\u011frendi\u011fi ve bunu hangi ko\u015fullar alt\u0131nda yapt\u0131\u011f\u0131 konusunda \u00e7ok daha fazla ara\u015ft\u0131rmaya ihtiya\u00e7 duyulmaktad\u0131r.<\/span><\/p>\n\n

              5.4.6 De\u011ferlendirme<\/h3>\n

              KA\u00c7D\u2019lere kat\u0131lan binlerce \u00f6\u011frencinin de\u011ferlendirilmesinin olduk\u00e7a zorlu bir i\u015f oldu\u011fu art\u0131k bilinmektedir. \u00c7ok karma\u015f\u0131k olan bu konu, burada k\u0131saca ele al\u0131nmaktad\u0131r. Bununla birlikte Tema 6.8'de farkl\u0131 de\u011ferlendirme bi\u00e7imlerinin bir \u00e7\u00f6z\u00fcmlemesi yap\u0131lmaktad\u0131r. Bu k\u0131s\u0131mda, Suen\u2019in (2014) bug\u00fcne kadar KA\u00c7D\u2019lerde kullan\u0131lan de\u011ferlendirme bi\u00e7imlerini kapsaml\u0131 ve dengeli bir bi\u00e7imde inceledi\u011fi \u00e7al\u0131\u015fmas\u0131n\u0131 temel almaktay\u0131z. Bu b\u00f6l\u00fcm a\u011f\u0131rl\u0131kl\u0131 olarak Suen'in \u00e7al\u0131\u015fmalar\u0131n\u0131 temel almaktad\u0131r.<\/span><\/p>\n\n

              5.4.6.1 Bilgisayar taraf\u0131ndan notland\u0131r\u0131lan \u00f6devler<\/h4>\n

              KA\u00c7D\u2019lerde, bug\u00fcne kadar en fazla iki de\u011ferlendirme t\u00fcr\u00fc kullan\u0131lm\u0131\u015ft\u0131r. Bunlardan ilki, form\u00fcllerin veya \u2018do\u011fru kod\u2019un girilip otomatik olarak kontrol edildi\u011fi nicel \u00e7oktan se\u00e7meli testlere dayan\u0131r. Bu de\u011ferlendirme t\u00fcr\u00fcnde, genellikle, kat\u0131l\u0131mc\u0131lar\u0131n cevaplar\u0131na dair otomatikle\u015ftirilmi\u015f bir geri bildirim an\u0131nda verilir. Geri bildirim, basit bir \u2018do\u011fru cevap\u2019 veya \u2018yanl\u0131\u015f cevap\u2019 \u015feklinde olabilece\u011fi gibi kontrol edilen cevab\u0131n t\u00fcr\u00fcne g\u00f6re daha karma\u015f\u0131k da olabilir; yine de herh\u00e2l\u00fckarda s\u00fcre\u00e7 tam otomatiktir.<\/span><\/p>\n

              Net ve do\u011fru bir cevab\u0131n oldu\u011fu olgular\u0131n, ilkelerin, form\u00fcllerin, denklemlerin ve di\u011fer kavramsal \u00f6\u011frenme bi\u00e7imlerinin do\u011frudan \u00f6l\u00e7\u00fclmesinde, bu otomatikle\u015ftirilmi\u015f s\u00fcre\u00e7 olduk\u00e7a iyi \u00e7al\u0131\u015fmaktad\u0131r. Asl\u0131na bak\u0131l\u0131rsa, an\u0131nda geri bildirim teknolojisi hen\u00fcz m\u00fcmk\u00fcn olmasa da bilgisayar taraf\u0131ndan notland\u0131r\u0131lan \u00e7oktan se\u00e7meli testler A\u00e7\u0131k \u00dcniversite taraf\u0131ndan ta 1970\u2019lerde kullan\u0131lmaktayd\u0131. Bununla birlikte bu de\u011ferlendirme t\u00fcr\u00fc derin ve 'd\u00f6n\u00fc\u015ft\u00fcr\u00fcc\u00fc' \u00f6\u011frenme ile s\u0131n\u0131rl\u0131 olup yarat\u0131c\u0131 veya orijinal d\u00fc\u015f\u00fcnme gibi dijital \u00e7a\u011fda ihtiya\u00e7 duyulan entelekt\u00fcel becerilerin de\u011ferlendirilmesinde zay\u0131ft\u0131r.<\/span><\/p>\n\n

              5.4.6.2 Akran de\u011ferlendirmesi<\/h4>\n

              KA\u00c7D\u2019lerde denenen di\u011fer bir de\u011ferlendirme t\u00fcr\u00fc, kat\u0131l\u0131mc\u0131lar\u0131n birbirlerinin \u00e7al\u0131\u015fmalar\u0131n\u0131 de\u011ferlendirdi\u011fi akran de\u011ferlendirmesidir. Akran de\u011ferlendirmesi yeni bir kavram de\u011fildir. Geleneksel s\u0131n\u0131flarda ve baz\u0131 \u00e7evrim i\u00e7i derslerde s\u00fcre\u00e7 de\u011ferlendirmesi olarak ba\u015far\u0131yla kullan\u0131lmaktad\u0131r (Falchikov ve Goldfinch, 2000; van Zundert vd., 2010). Daha da \u00f6nemlisi, \u00f6\u011frencilerin di\u011ferlerinin \u00e7al\u0131\u015fmalar\u0131n\u0131 de\u011ferlendirmek suretiyle bu s\u00fcre\u00e7te derinlemesine anlama becerisini geli\u015ftirmenin g\u00fc\u00e7l\u00fc bir yolu olarak g\u00f6r\u00fclen akran de\u011ferlendirmesi, ele\u015ftirel d\u00fc\u015f\u00fcnme gibi dijital \u00e7a\u011f\u0131n gerektirdi\u011fi baz\u0131 becerilerin geli\u015ftirilmesinde de faydal\u0131 olabilmektedir.<\/span><\/span><\/p>\n

              Bununla birlikte akran de\u011ferlendirmesinin ba\u015far\u0131yla kullan\u0131lmas\u0131na ili\u015fkin kilit \u00f6zelliklerden biri \u00f6\u011fretmenin veya e\u011fitmenin s\u00fcrece yak\u0131ndan d\u00e2hil olup de\u011ferlendirme i\u00e7in gerekli dereceli puanlama anahtarlar\u0131 ya da \u00f6l\u00e7\u00fctleri sa\u011flamas\u0131 ve \u00f6\u011frenciler taraf\u0131ndan yap\u0131lan akran de\u011ferlendirmesinin sa\u011flanan \u00f6l\u00e7\u00fctlere uygun olarak ger\u00e7ekle\u015ftirilmesini izlemesi ve y\u00f6nlendirmesidir. E\u011fitmenin KA\u00c7D\u2019lerde de\u011ferlendirme \u00f6l\u00e7\u00fctleri veya dereceli puanlama anahtarlar\u0131n\u0131 temin etmesi m\u00fcmk\u00fcn olsa da kat\u0131l\u0131mc\u0131 say\u0131s\u0131n\u0131n \u00e7oklu\u011fu nedeniyle \u00e7oklu akran de\u011ferlendirmelerinin yak\u0131ndan izlenmesi imk\u00e2ns\u0131z olmasa bile son derece zordur. Sonu\u00e7 olarak KA\u00c7D kat\u0131l\u0131mc\u0131lar\u0131, \u00e7al\u0131\u015fmalar\u0131n\u0131n do\u011fru veya adil olarak de\u011ferlendirecek bilgiye veya yetiye sahip olmayabilecek (s\u0131kl\u0131kla da sahip olmayan) di\u011fer kat\u0131l\u0131mc\u0131lar taraf\u0131ndan rastgele de\u011ferlendirilmesinden genellikle \u00e7ok memnun olmamaktad\u0131r.<\/span><\/p>\n

              KA\u00c7D\u2019lerde akran de\u011ferlendirmesinin kullan\u0131lmas\u0131na ili\u015fkin s\u0131n\u0131rl\u0131l\u0131klar\u0131n\u0131n a\u015f\u0131lmas\u0131 i\u00e7in akran de\u011ferlendirmelerinin ortalamas\u0131n\u0131n al\u0131nmas\u0131 suretiyle akran de\u011ferlendirmelerinin kalibrasyonu veya Bayes\u2019in post hoc stabilizasyonu (Pieach vd., 2013) gibi farkl\u0131 y\u00f6ntemler denenmektedir. B\u00f6yle istatistiksel teknikler akran de\u011ferlendirmesinin hata pay\u0131n\u0131 azaltsa da kavram yan\u0131lg\u0131lar\u0131na ba\u011fl\u0131 olarak kat\u0131l\u0131mc\u0131lar\u0131n yanl\u0131\u015f kan\u0131ya varmalar\u0131 nedeniyle ortaya \u00e7\u0131kan sistematik hatalar\u0131 ortadan kald\u0131rmamaktad\u0131r. \u00d6zellikle de kat\u0131l\u0131mc\u0131lar\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011funun KA\u00c7D\u2019deki kilit kavramlar\u0131 anlayamad\u0131\u011f\u0131 yani akran de\u011ferlendirmesinin \"k\u00f6rler sa\u011f\u0131rlar birbirini a\u011f\u0131rlar\" deyiminde ifade edildi\u011fi bir h\u00e2l ald\u0131\u011f\u0131 durumlarda, ciddi sorun te\u015fkil etmektedir.<\/span><\/p>\n\n

              5.4.6.3 Yaz\u0131lar\u0131n otomatik puanlanmas\u0131<\/h4>\n

              Puanlaman\u0131n otomatikle\u015ftirilmeye \u00e7al\u0131\u015f\u0131ld\u0131\u011f\u0131 di\u011fer bir aland\u0131r (Balfour, 2013). Bu t\u00fcr y\u00f6ntemler giderek daha geli\u015fip ilerlese de, gramer, imla ve c\u00fcmle yap\u0131s\u0131 gibi teknik yaz\u0131m becerilerinin do\u011fru olarak \u00f6l\u00e7\u00fclmesi a\u00e7\u0131s\u0131ndan olduk\u00e7a s\u0131n\u0131rl\u0131d\u0131r. Yine burada da \u00fcst d\u00fczey entelekt\u00fcel becerilerin ortaya konuldu\u011fu yaz\u0131 ve raporlar\u0131n kesin bir \u015fekilde de\u011ferlendirilmesi s\u00f6z konusu de\u011fildir.<\/span><\/p>\n\n

              5.4.6.4 Rozetler, sertifikalar<\/span> ve mikro sertifikalar<\/span><\/span><\/h4>\n

              \u00d6zellikle de gKA\u00c7D\u2019lerde, dersteki \u00f6\u011frenme d\u00fczeyini \u00f6l\u00e7en ve genellikle bilgisayar taraf\u0131ndan puanland\u0131r\u0131lan bir final s\u0131nav\u0131n\u0131n ard\u0131ndan, KA\u00c7D\u2019yi ba\u015far\u0131yla tamamlad\u0131klar\u0131 i\u00e7in kat\u0131l\u0131mc\u0131lara bir sertifika veya bir \u2018rozet\u2019 verilebilmektedir. Do\u011frusunu s\u00f6ylemek gerekirse KA\u00c7D sahibi olan e\u011fitim kurumlar\u0131n\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011fu, KA\u00c7D\u2019lerde verdikleri kabul sertifikalar\u0131n\u0131 veya kredileri kendi \u00f6rg\u00fcn programlar\u0131na kabul etmek veya sayd\u0131rmak konusunda teredd\u00fctl\u00fcd\u00fcr. KA\u00c7D sahibi kurumlar\u0131n kendi verdikleri e\u011fitim \u00f6\u011fretimi tan\u0131mamalar\u0131, de\u011ferlendirmenin niteli\u011fine ili\u015fkin soru i\u015faretlerinin neden cevaplanamad\u0131\u011f\u0131n\u0131 a\u00e7\u0131k\u00e7a g\u00f6stermektedir.<\/span><\/p>\n

              KA\u00c7D temelli mikro sertifikalar daha yeni bir geli\u015fmedir. Mikro sertifika, tek bir kurstan daha fazlas\u0131n\u0131 kapsayan ancak bir dereceden daha az olan bir dizi yeni sertifikadan biridir. Pickard ( 2018 ) 450'den fazla KA\u00c7D tabanl\u0131 mikrokrediklerin bir analizini sunmaktad\u0131r. Pickard'a g\u00f6re:<\/span><\/span><\/p>\nMikrokrediler, bir e\u011fitimin her bir k\u00fc\u00e7\u00fck par\u00e7as\u0131n\u0131n kendi ba\u015f\u0131na t\u00fcketilebilece\u011fi veya di\u011fer par\u00e7alarla daha b\u00fcy\u00fck bir nesneye toplanabilece\u011fi fikri olup y\u00fcksek\u00f6\u011fretimde mod\u00fclerlik ve istiflenebilirli\u011fe y\u00f6nelik e\u011filimin bir par\u00e7as\u0131 olarak g\u00f6r\u00fclebilir. Her kurs \u00fcnitelerden olu\u015fur, her bir \u00fcnite derslerden olu\u015fur; kurslar Uzmanl\u0131k veya herhangi bir x derecesine kadar birikebilir; bunlar MicroMasters gibi k\u0131smi derecelere kadar veya tam dereceye kadar tamamen y\u0131\u011f\u0131labilir (ancak yaln\u0131zca baz\u0131 mikro-dereceler derece olarak yap\u0131land\u0131r\u0131lm\u0131\u015ft\u0131r).<\/span><\/span><\/em><\/i><\/span><\/span>\n

              Bununla birlikte Pickard yapt\u0131\u011f\u0131 analizde, Coursera, edX, Udacity ve FutureLearn gibi MOOC platformlar\u0131 arac\u0131l\u0131\u011f\u0131yla sunulan mikro referanslarda bulundu.<\/span><\/span><\/p>\n\n

              \n
                \n \t
              • \n

                \u00f6\u011frenci burslar\u0131 250 ila 17,000 ABD dolar\u0131 aras\u0131nda de\u011fi\u015fmektedir;<\/i><\/span><\/span><\/span><\/em><\/p>\n<\/li>\n \t

              • \n

                baz\u0131 mikrokrediler, hepsi olmasa da bir derece program\u0131na kredi kazanma f\u0131rsat\u0131 sunmaktad\u0131r. Genellikle, \u00fcniversite kredisi, yaln\u0131zca bir \u00f6\u011frencinin mikro sertifika ile ba\u011flant\u0131l\u0131 belirli bir derece program\u0131na kay\u0131t yapt\u0131rmaya devam etmesi durumunda verilir;<\/i><\/span><\/span><\/span><\/em><\/p>\n<\/li>\n \t

              • \n

                \u00fc\u00e7\u00fcnc\u00fc taraf kurulu\u015flar taraf\u0131ndan akredite edilmez, tan\u0131nmaz veya de\u011ferlendirilmezler (\u00fcniversite derece programlar\u0131 ile ilgili olanlar hari\u00e7). Bu de\u011fi\u015fkenlik ve standardizasyon eksikli\u011fi, \u00e7e\u015fitli mikro sertifikalar\u0131 kar\u015f\u0131la\u015ft\u0131rmay\u0131 zorla\u015ft\u0131rd\u0131\u011f\u0131ndan hem \u00f6\u011frenciler hem de i\u015fverenler i\u00e7in bir sorun te\u015fkil etmektedir.<\/i><\/span><\/span><\/span><\/em><\/p>\n<\/li>\n \t

              • \n

                bunca de\u011fi\u015fken s\u00f6z konusu iken bir \u00f6\u011frenci, \u00e7e\u015fitli se\u00e7enekler aras\u0131ndan nas\u0131l birini se\u00e7er? Ayr\u0131ca, bu se\u00e7eneklerin ayr\u0131nt\u0131l\u0131 olarak anla\u015f\u0131lmas\u0131 olmadan, bir i\u015fveren \u00f6zge\u00e7mi\u015fe geldi\u011finde bu mikrokredileri nas\u0131l yorumlar veya kar\u015f\u0131la\u015ft\u0131r\u0131r?<\/i><\/span><\/span><\/span><\/em><\/p>\n<\/li>\n<\/ul>\n<\/blockquote>\n

                Bununla birlikte dijital \u00e7a\u011fda, hem \u00e7al\u0131\u015fanlar hem de i\u015fverenler, bir dereceden daha k\u00fc\u00e7\u00fck \u00f6\u011frenme birimlerini \u201cakredite etmenin\u201d yollar\u0131n\u0131 giderek daha fazla ancak sonunda tam olarak \u00fcst \u00fcste konabilecek \u015fekilde aramaya ba\u015flayacakt\u0131r.. Mesele, bunu KA\u00c7D hareketine ba\u011flaman\u0131n en iyi yol olup olmad\u0131\u011f\u0131d\u0131r.<\/span><\/span><\/p>\n

                Elbette daha iyi bir yol, d\u00fczenli bir \u00e7evrim i\u00e7i y\u00fcksek lisans program\u0131n\u0131n bir par\u00e7as\u0131 olarak ya da buna paralel olarak mikrokrediler geli\u015ftirmek olacakt\u0131r. \u00d6rne\u011fin, 2003\u2019\u00fcn ba\u015flar\u0131nda, British Columbia \u00dcniversitesi \u00e7evrim i\u00e7i E\u011fitim Teknolojisi Y\u00fcksek Lisans Program\u0131nda y\u00fcksek lisans derecesi sertifikas\u0131 i\u00e7in \u00f6\u011frencilerin bir kerede tek ders almalar\u0131na ya da be\u015f adet haz\u0131rl\u0131k kursuna ya da d\u00f6rt ders ve proje eklemelerine izin veriyordu. Bu t\u00fcr mikrokrediler, (a) herkese a\u00e7\u0131k olmalar\u0131 ve (b) \u00fccretsiz veya herkesin alabilece\u011fi kadar d\u00fc\u015f\u00fck bir maliyetle olmad\u0131klar\u0131 takdirde KA\u00c7D'ler olmayacakt\u0131r. Daha sonra mesele, kurumun bu t\u00fcr KA\u00c7D benzeri referanslar\u0131 tam bir derece olarak kabul edip etmeyece\u011fi olur. Aksi takdirde, i\u015fverenlerin bu t\u00fcr mikrokredileri tan\u0131malar\u0131 pek m\u00fcmk\u00fcn de\u011fildir \u00e7\u00fcnk\u00fc neye de\u011fer verdiklerini bilmeyeceklerdir.<\/span><\/span><\/p>\n\n

                5.4.6.5 Ni\u00e7in de\u011ferlendirme yap\u0131l\u0131yor<\/h4>\n

                KA\u00c7D\u2019lerde yap\u0131lan de\u011ferlendirmeleri ele al\u0131rken, de\u011ferlendirmenin arkas\u0131nda yatan niyeti ara\u015ft\u0131rmak gerekir. De\u011ferlendirmenin arka plan\u0131nda bir\u00e7ok neden vard\u0131r (bk. Tema 6.8). Akran de\u011ferlendirmesi ve bilgisayar taraf\u0131ndan puanland\u0131r\u0131lan testler sonunda verilen an\u0131nda geri bildirimler, kat\u0131l\u0131mc\u0131lar\u0131n neyi anlay\u0131p neyi anlamad\u0131klar\u0131n\u0131 g\u00f6rmeleri ve konuya ili\u015fkin kilit kavramlar\u0131 daha iyi anlayabilmelerine yard\u0131mc\u0131 olmak a\u00e7\u0131s\u0131ndan <\/span>s\u00fcre\u00e7<\/i><\/span><\/em> de\u011ferlendirmesi i\u00e7in son derece \u00f6nemli olabilir. KA\u00c7D'lerde, Suen'\u0131n belirtti\u011fi gibi \u00f6\u011frenme, KA\u00c7D kat\u0131l\u0131mc\u0131lar\u0131 aras\u0131nda ger\u00e7ekle\u015fen ileti\u015fim olarak \u00f6l\u00e7\u00fcl\u00fcr ve bilginin kalabal\u0131\u011fa dayal\u0131 olarak do\u011frulanmas\u0131yla sonu\u00e7lan\u0131r - t\u00fcm kat\u0131l\u0131mc\u0131lar\u0131n toplam\u0131n\u0131n KA\u00c7D'ye kat\u0131lmalar\u0131n\u0131n bir sonucu olarak do\u011fru oldu\u011funa inand\u0131\u011f\u0131 \u015fey budur, bu y\u00fczden resm\u00ee de\u011ferlendirme gerekli de\u011fildir. Elbette ki bu yolla \u00f6\u011frenilen \u015feylerin <\/span>akademik<\/i><\/span><\/em> ge\u00e7erlili\u011fi olan bilgiler olmayabilece\u011fi unutulmamal\u0131d\u0131r; ancak a\u00e7\u0131k konu\u015fmak gerekirse, bKA\u00c7D savunucular\u0131 i\u00e7in bu \u00e7ok da \u00f6nemli bir nokta de\u011fildir.<\/span><\/span><\/p>\n

                Akademik de\u011ferlendirme yaln\u0131zca \u00f6\u011frenci ba\u015far\u0131s\u0131n\u0131n \u00f6l\u00e7\u00fclmesiyle ilgili de\u011fil \u00f6\u011frenci hareketlili\u011fini (lisans\u00fcst\u00fc \u00e7al\u0131\u015fmalara y\u00f6nlenilmesi gibi) ve hatta , daha da \u00f6nemlisi istihdam ve terfi f\u0131rsatlar\u0131n\u0131 da etkileyen \u00f6nemli bir ge\u00e7erlilik t\u00fcr\u00fcd\u00fcr. \u00d6\u011frencinin bak\u0131\u015f a\u00e7\u0131s\u0131ndan, ge\u00e7erlili\u011fin do\u011frulanmas\u0131 - yeterlili\u011fin tan\u0131nmas\u0131 ve aktar\u0131labilirli\u011fi - esast\u0131r. KA\u00c7D\u2019ler, bug\u00fcne kadar kat\u0131l\u0131mc\u0131lar\u0131n \u00f6\u011frenme ba\u015far\u0131lar\u0131n\u0131 kesin ve do\u011fru olarak de\u011ferlendirebildiklerini g\u00f6sterememi\u015flerdir. KA\u00c7D\u2019lerin bu anlamda tam olarak g\u00f6steremedi\u011fi, dijital \u00e7a\u011f\u0131n gerektirdi\u011fi entelekt\u00fcel becerileri ve derin \u00f6\u011frenme ve anlamay\u0131 geli\u015ftirip geli\u015ftiremedi\u011fi veya \u00f6l\u00e7\u00fcp \u00f6l\u00e7emedi\u011fidir. Asl\u0131nda, KA\u00c7D\u2019leri di\u011fer \u00e7evrim i\u00e7i \u00f6\u011frenme bi\u00e7imlerinden ay\u0131ran en \u00f6nemli \u00f6zellik olan `kitlesellik\u2019 s\u0131n\u0131rlamalar\u0131 i\u00e7inde bunun yap\u0131lmas\u0131 pek m\u00fcmk\u00fcn olmayabilir.<\/span><\/span><\/p>\n\n

                5.4.7 Markalama<\/h3>\n

                KA\u00c7D\u2019lere dair kurumsal beklentiler \u00fczerine yapt\u0131klar\u0131 ara\u015ft\u0131rmada Hollands ve Tirthali (2014), e\u011fitim kurumlar\u0131n\u0131n KA\u00c7D a\u00e7mas\u0131n\u0131n en \u00f6nemli ikinci nedenini bir marka olu\u015fturma ve markay\u0131 koruma oldu\u011funu ifade etmektedir. Birinci neden eri\u015filen hedef kitleyi geni\u015fletmektir, ki asl\u0131nda bu da markalama \u00e7al\u0131\u015fmalar\u0131n\u0131n bir par\u00e7as\u0131 olarak g\u00f6r\u00fclebilir. Standford, MIT ve Harvard gibi Sarma\u015f\u0131k Ligi\u2019ne \u00fcye elit \u00fcniversitelerin bu inisiyatifte ba\u015f\u0131 \u00e7ekmesi ve Coursera\u2019n\u0131n, platformunu yaln\u0131zca \u2018\u00fcst d\u00fczey\u2019 \u00fcniversitelerin eri\u015fimine a\u00e7mas\u0131 KA\u00c7D\u2019ler yoluyla kurumsal markalama kavram\u0131n\u0131 desteklemektedir. KA\u00c7D \u00e7al\u0131\u015fmalar\u0131n\u0131 ba\u015flatan bir\u00e7ok \u00fcniversitelerin daha \u00f6nceden kredi tabanl\u0131 \u00e7evrim i\u00e7i \u00f6\u011frenme faaliyetlerini k\u00fc\u00e7\u00fcmsedikleri d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, bunun bir `s\u00fcr\u00fc psikolojisi\u2019 etkisi yaratm\u0131\u015f oldu\u011fu s\u00f6ylenebilir. E\u011fitim kurumlar\u0131n\u0131n, uzmanl\u0131k alanlar\u0131na giren konular\u0131 \u00e7ok daha geni\u015f kitlelere ula\u015ft\u0131rmak i\u00e7in KA\u00c7D\u2019ler\u0131 kullanmalar\u0131 akla yatk\u0131nd\u0131r.<\/span><\/p>\n

                E\u011fitim kurumlar\u0131n\u0131n uzmanl\u0131k alanlar\u0131na giren konular\u0131 \u00e7ok daha geni\u015f kitlelere ula\u015ft\u0131rmak i\u00e7in KA\u00c7D\u2019ler\u0131 kullanmalar\u0131 akla yatk\u0131nd\u0131r. \u00d6rne\u011fin Alberta \u00dcniversitesi dinazorlar, MIT elektronik ve Harvard \u00dcniversitesi de Antik Yunan Kahramanlar\u0131 konular\u0131na KA\u00c7D\u2019lerle ba\u015flatm\u0131\u015flard\u0131r. KA\u00c7D\u2019ler, nitelikli bir profes\u00f6r\u00fcn (ki bu ki\u015fi \u00f6m\u00fcr boyu y\u00fcz y\u00fcze \u00f6\u011fretimle ula\u015famayaca\u011f\u0131 ki\u015fi say\u0131s\u0131na tek bir KA\u00c7D ile ula\u015fabilir) sahip oldu\u011fu bilgi ve deneyimi geni\u015f kitlelerle payla\u015fmas\u0131na yard\u0131mc\u0131 olmaktad\u0131r. KA\u00c7D\u2019ler, bir kurumun sundu\u011fu ders ve programlar\u0131n kalitesine ili\u015fkin olarak d\u0131\u015far\u0131ya fikir vermenin de g\u00fczel bir yoludur.<\/span><\/p>\n

                Bununla birlikte KA\u00c7D\u2019lerin markalama \u00fczerindeki ger\u00e7ek etkisini \u00f6l\u00e7mek olduk\u00e7a zordur. Hollands ve Tirthali\u2019nin de ifade etti\u011fi gibi:<\/span><\/p>\nKA\u00c7D faaliyetleri sayesinde bir\u00e7ok e\u011fitim kurumu medyan\u0131n dikkatini \u00e7ekmi\u015f olsa da yeni bir inisiyatifin marka \u00fczerindeki etkisini ayr\u0131\u015ft\u0131rarak \u00f6l\u00e7mek, ger\u00e7ekle\u015ftirilmesi olduk\u00e7a zor bir i\u015flemdir. \u00c7o\u011fu kurum, markalaman\u0131n kendilerine sa\u011flad\u0131\u011f\u0131 faydalar\u0131 yakalay\u0131p, nicelemeyi nas\u0131l yapacaklar\u0131n\u0131 yeni yeni d\u00fc\u015f\u00fcnmeye ba\u015flam\u0131\u015flard\u0131r.<\/span><\/em><\/i><\/span><\/span>\n

                Bilhassa bu elit e\u011fitim kurumlar\u0131, \u00f6rg\u00fcn e\u011fitim programlar\u0131na ba\u015fvuran \u00f6\u011frenci say\u0131s\u0131n\u0131 art\u0131rmak i\u00e7in KA\u00c7D\u2019lere gereksinim duymamaktad\u0131r \u00e7\u00fcnk\u00fc bu kurumlar\u0131n nitelikli \u00f6\u011frenci \u00e7ekmede herhangi bir s\u0131k\u0131nt\u0131s\u0131 yoktur. Bu kurumlar\u0131n hi\u00e7biri, bug\u00fcne kadar bir KA\u00c7D\u2019yi ba\u015far\u0131yla tamamlam\u0131\u015f olman\u0131n kredili \u00f6rg\u00fcn e\u011fitim programlar\u0131na kabul i\u00e7in yeterli oldu\u011funu d\u00fc\u015f\u00fcnmemektedir.<\/span><\/p>\n

                \u00dcstelik, KA\u00c7D faaliyetine ba\u015flayan kurum say\u0131s\u0131 artt\u0131k\u00e7a markalama etkisi de bir dereceye kadar azalmaktad\u0131r. Asl\u0131na bak\u0131l\u0131rsa, binlerce ki\u015finin niteliksiz bir e\u011fitim deneyimine veya ders planlamas\u0131na maruz b\u0131rak\u0131lmas\u0131, kurumun markas\u0131 \u00fczerinde olumsuz bir etkiye sahip olacakt\u0131r;hezimete u\u011frayan KA\u00c7D\u2019lerinden Georgia Teknoloji Enstit\u00fcs\u00fc\u2019n\u00fcn deneyimledi\u011fi gibi (Jaschik, 2013). Yine de, bir kurumun ismini geleneksel \u00f6\u011fretim veya reklam yoluyla ula\u015f\u0131labilece\u011finden \u00e7ok daha fazla say\u0131da insana duyurmak anlam\u0131nda \u00e7o\u011fu KA\u00c7D\u2019nin ba\u015far\u0131l\u0131 oldu\u011fu s\u00f6ylenebilir.<\/span><\/p>\n\n

                5.4.8 Maliyetler ve \u00f6l\u00e7ek ekonomileri<\/h3>\n

                \"OEBPS\/images\/image0063.png\"<\/p>\n

                \u015eekil 5.4.8 KA\u00c7D de\u011fer \u00f6nermesinde, KA\u00c7D\u2019lerin ders iletimine dair de\u011fi\u015fken maliyetleri yok sayabilece\u011fi iddias\u0131 temel al\u0131nm\u0131\u015ft\u0131r. G\u00f6rsel: \u00a9 OpenTuition.com, 2014<\/i><\/span><\/span><\/p>\n

                KA\u00c7D\u2019lerin \u00fccretsiz olmas\u0131n\u0131n, en g\u00fc\u00e7l\u00fc yanlar\u0131ndan biri oldu\u011fu iddia edilir. Yukar\u0131da belirtti\u011fimiz gibi uygulamadan \u00e7ok ilkede do\u011fru oldu\u011funu g\u00f6rece\u011fiz \u00e7\u00fcnk\u00fc KA\u00c7D sahibi olan kurumlar baz\u0131 hizmetler i\u00e7in (\u00f6zellikle de\u011ferlendirme) \u00fccret talep edebilmektedir. Dahas\u0131 KA\u00c7D\u2019ler kat\u0131l\u0131mc\u0131lar i\u00e7in \u00fccretsiz olsa bile hizmet sa\u011flay\u0131c\u0131 kurulu\u015flar i\u00e7in hat\u0131r\u0131 say\u0131l\u0131r bir maliyet getirmektedir. Ayn\u0131 zamanda, gKA\u00c7D\u2019ler ve bKA\u00c7D\u2019ler aras\u0131nda da maliyet a\u00e7\u0131s\u0131ndan \u00f6nemli farkl\u0131l\u0131klar bulunmaktad\u0131r. \u0130kisinde de belirli d\u00fczeyde f\u0131rsat maliyeti veya ger\u00e7ekle\u015fen masraflar olsa da bKA\u00c7D\u2019lerin geli\u015ftirilmesi nispeten daha uygun maliyetlidir.<\/span><\/p>\n\n

                5.4.8.1 KA\u00c7D \u00fcretim ve da\u011f\u0131t\u0131m maliyetleri<\/span><\/h4>\n

                KA\u00c7D\u2019lerin maliyetine ili\u015fkin kesin sonu\u00e7lar elde edebilece\u011fimiz yeterince \u00e7al\u0131\u015fma olmad\u0131\u011f\u0131ndan, bir KA\u00c7D\u2019nin tasar\u0131m\u0131 ve iletiminin ger\u00e7ek maliyetine dair \u00e7ok az bilgi bulunmaktad\u0131r. Bununla birlikte elimizde az da olsa veri vard\u0131r. Ottawa \u00dcniversitesi (2013), Coursera taraf\u0131ndan \u00fcniversiteye sa\u011flanan rakamlar ve kredili \u00e7evrim i\u00e7i ders geli\u015ftirme maliyetlerine ili\u015fkin kurumsal bilgi ve deneyimler \u0131\u015f\u0131\u011f\u0131nda, bir gKA\u00c7D geli\u015ftirme maliyetini yakla\u015f\u0131k 100.000 Amerikan dolar\u0131 olarak tahmin etmektedir.<\/span><\/p>\n

                Engle (2014), British Columbia \u00dcniversitesinin (BC\u00dc) sa\u011flad\u0131\u011f\u0131 be\u015f KA\u00c7D\u2019nin ger\u00e7ekle\u015fen maliyetlerini ara\u015ft\u0131rm\u0131\u015ft\u0131r. BC\u00dc'nin KA\u00c7D'lerin\u0131n, di\u011fer KA\u00c7D'ler i\u00e7in ge\u00e7erli olmayan iki \u00f6nemli \u00f6zelli\u011fi vard\u0131r. Bunlardan ilki, BC\u00dc KA\u00c7D\u2019lerinde st\u00fcdyo prod\u00fcksiyonundan masa\u00fcst\u00fc kay\u0131ta kadar \u00e7ok \u00e7e\u015fitli video prod\u00fcksiyon y\u00f6ntemlerinin kullan\u0131lmas\u0131d\u0131r. kincisi, BC\u00dc KA\u00c7D'lerde, \u00f6\u011frencilerin geri bildirimleri sonucunda tart\u0131\u015fmalar\u0131 izleyen ve ders materyallerini uyarlayan veya de\u011fi\u015ftiren \u00fccretli akademik asistanlardan b\u00fcy\u00fck \u00f6l\u00e7\u00fcde faydalanm\u0131\u015ft\u0131r, bu nedenle maliyet de ciddi bir boyuta ula\u015fm\u0131\u015ft\u0131r.<\/span><\/p>\n

                BC\u00dc raporunun Ek B\u2019si, k\u0131lavuz niteli\u011finde 217.657 ABD dolar\u0131 tutar\u0131nda bir rakam \u00f6ne s\u00fcrmektedir; ancak bu rakam, ara\u015ft\u0131rma g\u00f6revlisi veya asistan \u00fccretleri ile belki de en \u00f6nemlisi e\u011fitmenin derse harcad\u0131\u011f\u0131 zaman\u0131n maliyetini i\u00e7ermemektedir. Akademik asistanl\u0131k ilk y\u0131lda toplam maliyetin %25\u2019ine denk gelmektedir(fak\u00fclte maliyetinin <\/span>haricinde<\/i><\/span><\/em>). Video prod\u00fcksiyon maliyeti (95.350 ABD dolar\u0131) ve raporda yer alan \u015eekil 1\u2019de video prod\u00fcksiyona ayr\u0131lan miktar\u0131n oran\u0131na (%44) bakt\u0131\u011f\u0131mda, do\u011frudan tahmini maliyeti 216.700 ABD dolar\u0131 veya KA\u00c7D ba\u015f\u0131na yakla\u015f\u0131k 54.000 ABD dolar\u0131 olarak hesapl\u0131yorum. Asistan maliyetlerinin d\u00e2hil oldu\u011fu bu miktara, \u00f6\u011fretim \u00fcyelerinin harcad\u0131\u011f\u0131 zaman ve koordinasyon destek maliyetleri (yani program y\u00f6netimi ve genel giderleri) <\/span>d\u00e2hil de\u011fildir<\/i><\/span><\/em>. Bununla birlikte maliyetin \u00e7e\u015fidi de ayn\u0131 derecede \u00f6nemlidir. Yo\u011fun st\u00fcdyo prod\u00fcksiyonu kullanan KA\u00c7D\u2019nin video prod\u00fcksiyon maliyeti, di\u011fer KA\u00c7D\u2019lerden birinin video prod\u00fcksiyon maliyetinin alt\u0131 kat\u0131ndan daha fazlad\u0131r.<\/span><\/span><\/p>\n\n

                5.4.8.2 Kredili \u00e7evrim i\u00e7i derslerin kar\u015f\u0131la\u015ft\u0131rmal\u0131 maliyetleri<\/span><\/h4>\n

                Kredi tabanl\u0131<\/i><\/span><\/em> \u00e7evrim i\u00e7i ve uzaktan \u00f6\u011frenmenin ana maliyet fakt\u00f6rleri ve \u00e7e\u015fitleri, Rumble (2001) ve H\u00fclsmann (2003) taraf\u0131ndan ger\u00e7ekle\u015ftirilen \u00e7al\u0131\u015fmalardan edinilen bilgiler do\u011frultusunda nispeten iyi anla\u015f\u0131lm\u0131\u015ft\u0131r. Benzer bir maliyetlendirme y\u00f6ntemi kullanarak, yedi y\u0131ll\u0131k bir d\u00f6nem i\u00e7inde British Columbia \u00dcniversitesi\u2019nde verilen bir \u00e7evrim i\u00e7i y\u00fcksek lisans program\u0131n\u0131 inceleyerek maliyet analizini yapt\u0131m (Bates & Sangr\u00e0, 2011). Bu program \u00e7ekirdek teknoloji olarak bir \u00f6\u011frenme y\u00f6netim sistemi kulland\u0131 ve e\u011fitmenler hem kursu geli\u015ftirdi hem de \u00e7evrim i\u00e7i \u00f6\u011frenci deste\u011fi ve de\u011ferlendirme sa\u011flad\u0131, gerekti\u011finde daha b\u00fcy\u00fck s\u0131n\u0131flar\u0131 idare etmek i\u00e7in yard\u0131mc\u0131 bir fak\u00fclte taraf\u0131ndan da desteklendi.<\/span><\/span><\/p>\n

                BC\u00dc program\u0131n\u0131n maliyet analizinde, 2003 y\u0131l\u0131nda geli\u015ftirme maliyetlerinin kurs ba\u015f\u0131na yakla\u015f\u0131k 20,000 ila 25,000 $ oldu\u011funu buldum. Ancak, yedi y\u0131ll\u0131k d\u00f6nemde, ders geli\u015ftirme maliyetinin toplam maliyetin %15\u2019inden daha az oldu\u011fu ve \u00e7o\u011funlukla program\u0131n ilk y\u0131l\u0131nda ger\u00e7ekle\u015fti\u011fi ortaya \u00e7\u0131kt\u0131. \u00c7evrim i\u00e7i \u00f6\u011frenci deste\u011fi ve \u00f6\u011frenci de\u011ferlendirmesini de kapsayan iletim maliyetleri ise toplam maliyetin \u00fc\u00e7te biri oran\u0131ndayd\u0131 ve elbette dersin verildi\u011fi her sene bu \u015fekilde devam etti. Dolay\u0131s\u0131yla kredi tabanl\u0131 \u00e7evrim i\u00e7i \u00f6\u011frenmede, program\u0131n ya\u015fam d\u00f6ng\u00fcs\u00fc s\u00fcresince, iletim maliyetlerinin geli\u015ftirme maliyetinin iki kat\u0131ndan fazla oldu\u011funu s\u00f6yleyebiliriz.<\/span><\/p>\n

                Bu ba\u011flamda, KA\u00c7D\u2019ler, kredi tabanl\u0131 \u00e7evrim i\u00e7i \u00f6\u011fretim ve geleneksel y\u00fcz y\u00fcze \u00f6\u011fretim aras\u0131ndaki temel fark, KA\u00c7D\u2019lerin prensipte b\u00fct\u00fcn iletim maliyetlerini bertaraf etti\u011fidir. Bunun nedeni, KA\u00c7D\u2019lerin \u00f6\u011frenci deste\u011fi sa\u011flamamas\u0131 veya \u00f6\u011frenci de\u011ferlendirmelerinin e\u011fitmenler taraf\u0131ndan yap\u0131lmamas\u0131d\u0131r.<\/span><\/p>\n\n

                5.4.8.3 Bak\u0131m maliyetleri<\/span><\/h4>\n

                Ayr\u0131ca, gKA\u00c7D'lerin sunulmas\u0131nda a\u00e7\u0131k\u00e7a b\u00fcy\u00fck bir f\u0131rsat maliyeti de s\u00f6z konusudur. Do\u011fas\u0131 gere\u011fi, KA\u00c7D'lerde en de\u011ferli \u00f6\u011fretim \u00fcyeleri yer almaktad\u0131r. B\u00fcy\u00fck \u00f6l\u00e7ekli bir ara\u015ft\u0131rma \u00fcniversitesinde, b\u00f6yle bir \u00f6\u011fretim \u00fcyesinin y\u0131ll\u0131k ders y\u00fck\u00fc d\u00f6rt ila alt\u0131 ders aras\u0131nda de\u011fi\u015fmektedir. \u00c7o\u011fu e\u011fitmen KA\u00c7D\u2019lerde g\u00f6rev almak i\u00e7in g\u00f6n\u00fcll\u00fc olsa da zamanlar\u0131 k\u0131s\u0131tl\u0131d\u0131r. KA\u00c7D\u2019lerde yer alabilmek i\u00e7in ya en az\u0131ndan bir d\u00f6nem kredili derslerinden birini b\u0131rakmalar\u0131 (ki bu ders y\u00fcklerinin %25\u2019i veya daha fazlas\u0131na e\u015fde\u011ferdir) ya da ara\u015ft\u0131rma yapmak i\u00e7in ay\u0131rd\u0131klar\u0131 zaman\u0131 gKA\u00c7D geli\u015ftirmek ve vermek i\u00e7in sarf etmeleri anlam\u0131na gelmektedir. Bunun d\u0131\u015f\u0131nda, kredili dersler be\u015f ila yedi sene devam ederken, KA\u00c7D\u2019ler genellikle yaln\u0131zca bir veya iki sefer verilmektedir.<\/span><\/p>\n\n

                5.4.8.4 KA\u00c7D\u2019lerin maliyeti ile \u00e7evrim i\u00e7i kredili derslerin maliyetlerinin kar\u015f\u0131la\u015ft\u0131r\u0131lmas\u0131 mant\u0131kl\u0131 bir yakla\u015f\u0131m m\u0131d\u0131r<\/span><\/h4>\n

                Bununla birlikte KA\u00c7D e\u011fitmeninin zaman\u0131 <\/span>hari\u00e7<\/i><\/span><\/em> olmak \u00fczere gKA\u00c7D geli\u015ftirme maliyeti, KA\u00c7D'lerde video kullan\u0131m\u0131 nedeniyle bir \u00f6\u011frenme y\u00f6netim sistemi kullanarak \u00e7evrim i\u00e7i bir kredi kursu geli\u015ftirme maliyetinin neredeyse iki kat\u0131 olma e\u011filimindedir. E\u011fitmen maliyeti de eklendi\u011finde, gKA\u00c7D prod\u00fcksiyon maliyeti benzer uzunluktaki bir kredili \u00e7evrim i\u00e7i dersin maliyetinin \u00fc\u00e7 kat\u0131na yakla\u015fmaktad\u0131r. gKA\u00c7D\u2019lerin i\u00e7eri\u011fin iletimi i\u00e7in video yerine bir \u00f6\u011frenme y\u00f6netim sistemi kullanmak veya s\u0131n\u0131f i\u00e7inde verilen y\u00fcz y\u00fcze derslerin video kay\u0131tlar\u0131n\u0131 i\u015fleyip kullanarak daha ucuz prod\u00fcksiyon y\u00f6ntemleri kullanmas\u0131 olas\u0131d\u0131r, ki b\u00f6yle \u00f6rnekler vard\u0131r.<\/span><\/span><\/p>\n

                \u00d6\u011frenci deste\u011fi veya asistan deste\u011fi olmad\u0131\u011f\u0131nda, KA\u00c7D\u2019lerin s\u0131f\u0131r iletim maliyeti vard\u0131r; i\u015fte tasarruf potansiyeli tam da buradad\u0131r. Kat\u0131l\u0131mc\u0131 ba\u015f\u0131na maliyet hesapland\u0131\u011f\u0131nda, KA\u00c7D'leri birim maliyetler hem \u00fcretim hem de da\u011f\u0131t\u0131m maliyetlerini birle\u015ftirdi\u011finden olduk\u00e7a d\u00fc\u015f\u00fckt\u00fcr. Dersi ba\u015far\u0131yla tamamlay\u0131p sertifika almaya hak kazanan \u00f6\u011frenci ba\u015f\u0131na maliyet hesapland\u0131\u011f\u0131nda bile, elde edilen rakam \u00e7evrim i\u00e7i veya y\u00fcz y\u00fcze \u00f6\u011fretim programlar\u0131na devam eden bir \u00f6\u011frencinin maliyetinden kat be kat d\u00fc\u015f\u00fckt\u00fcr. E\u011fer bir KA\u00c7D'yi geli\u015ftirmek i\u00e7in yakla\u015f\u0131k 100,000 ABD dolar\u0131n\u0131 baz al\u0131rsak ve e\u011fer 5,000 kat\u0131l\u0131mc\u0131 kurs sonu sertifikas\u0131n\u0131 tamamlarsa ba\u015far\u0131l\u0131 kat\u0131l\u0131mc\u0131 ba\u015f\u0131na ortalama maliyet 20 ABD dolar\u0131 olur. Ancak burada, KA\u00c7D\u2019lerde ve y\u00fcksek lisans programlar\u0131nda ayn\u0131 t\u00fcr bilgi ve becerilerin de\u011ferlendirildi\u011fi varsay\u0131lmaktad\u0131r ki genellikle durum bundan olduk\u00e7a farkl\u0131d\u0131r.<\/span><\/p>\n\n

                5.4.8.5 Masraflara kar\u015f\u0131 kazan\u00e7lar<\/span><\/h4>\n

                Dolay\u0131s\u0131yla burada \u00fczerinde durulmas\u0131 gereken nokta, KA\u00c7D\u2019lerin \u00f6\u011frenci deste\u011fi ve insanlar taraf\u0131ndan yap\u0131lacak de\u011ferlendirmelerin maliyetleri olmaks\u0131z\u0131n ba\u015far\u0131l\u0131 olup olamayaca\u011f\u0131 veya, KA\u00c7D\u2019lerin \u00f6\u011frenci performans\u0131nda herhangi bir d\u00fc\u015f\u00fc\u015fe neden olmadan, otomasyon yapmak suretiyle iletim maliyetlerini azalt\u0131p azaltamayaca\u011f\u0131d\u0131r. Ne yaz\u0131k ki bug\u00fcne kadar \u00fcst d\u00fczey \u00f6\u011frenme becerileri ve \u2018derin\u2019 \u00f6\u011frenme a\u00e7\u0131s\u0131ndan bunun m\u00fcmk\u00fcn olup olmayaca\u011f\u0131na dair bir kan\u0131t elimize ge\u00e7memi\u015ftir. Bu t\u00fcr bir \u00f6\u011frenmenin de\u011ferlendirilebilmesi i\u00e7in b\u00f6yle bir bilginin var olup olmad\u0131\u011f\u0131n\u0131 \u00f6l\u00e7en \u00f6dev ve g\u00f6revlerin verilmesi gerekir ki ,bu t\u00fcr de\u011ferlendirmeler genellikle insanlar taraf\u0131ndan ger\u00e7ekle\u015ftirilir ve ilave maliyet anlam\u0131na gelir. Ba\u015far\u0131yla y\u00fcr\u00fct\u00fclen \u00e7evrim i\u00e7i programlar \u00fczerinde daha \u00f6nce yap\u0131lan ara\u015ft\u0131rmalardan anla\u015f\u0131ld\u0131\u011f\u0131 \u00fczere, ba\u015far\u0131l\u0131 bir \u00e7evrim i\u00e7i \u00f6\u011frenme i\u00e7in e\u011fitmenin aktif ve s\u00fcrekli olarak \u00e7evrim i\u00e7i bulunu\u015flu\u011funun \u00f6nemli bir fakt\u00f6r oldu\u011funu g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Dolay\u0131s\u0131yla yeterli \u00f6\u011frenci deste\u011fi ve \u00f6\u011frenmenin de\u011ferlendirilmesi, KA\u00c7D\u2019ler i\u00e7in zorlu bir m\u00fccadele alan\u0131 olmaya devam etmektedir. Sonu\u00e7 olarak \u015funu s\u00f6yleyebiliriz: KA\u00c7D\u2019ler, belirli bilgi d\u00fczeylerini \u00f6\u011fretmek i\u00e7in iyi bir y\u00f6ntemdir ancak di\u011fer bilgi t\u00fcrlerinin \u00f6\u011fretiminde ciddi yap\u0131sal sorunlarla kar\u015f\u0131la\u015f\u0131labilmektedir. Ne yaz\u0131k ki KA\u00c7D\u2019lerin \u00f6\u011fretmede zorluk ya\u015fad\u0131\u011f\u0131 bilgi t\u00fcr\u00fc, dijital d\u00fcnyada en \u00e7ok ihtiya\u00e7 duyulan bilgi t\u00fcr\u00fcd\u00fcr.<\/span><\/p>\n\n

                5.4.8.6 KA\u00c7D i\u015f modelleri ve maliyet-avantajlar\u0131<\/span><\/h4>\n

                S\u00fcrd\u00fcr\u00fclebilir i\u015f modeli perspektifinden bak\u0131ld\u0131\u011f\u0131nda Baker ve Passmore ( 2016 ), KA\u00c7D'leri desteklemek i\u00e7in \u00e7e\u015fitli olas\u0131 i\u015f modellerini inceledi<\/span><\/span>. S\u00fcrd\u00fcr\u00fclebilir i\u015f modeli perspektifinden bak\u0131ld\u0131\u011f\u0131nda, elit \u00fcniversitelerin gKA\u00c7D 'i\u015f'ine girebilmeleri \u00f6zel vak\u0131flar\u0131n yapt\u0131\u011f\u0131 c\u00f6mert ba\u011f\u0131\u015flar ve maddi desteklerin sayesinde olmu\u015ftur; ancak bu finansman olanaklar\u0131 \u00e7o\u011fu kurum i\u00e7in mevcut de\u011fildir. Coursera ve Udacity, KA\u00c7D\u2019leri i\u00e7in kendi platformlar\u0131n\u0131 kullanmak isteyen e\u011fitim kurumlar\u0131ndan \u00fccret almak, rozetler veya sertifikalar i\u00e7in kat\u0131l\u0131mc\u0131lardan \u00fccret almak, kat\u0131l\u0131mc\u0131 verilerini satmak, \u015firket sponsorluklar\u0131 ya da do\u011frudan reklam vermek gibi \u00e7e\u015fitli yollarla ba\u015far\u0131l\u0131 i\u015f modelleri geli\u015ftirme f\u0131rsatlar\u0131na sahiptir.<\/span><\/span><\/p>\n

                Ancak \u00f6zellikle devlet \u00fcniversiteleri i\u00e7in bu ve benzeri gelir kaynaklar\u0131 mevcut de\u011fildir ve kullan\u0131lmas\u0131na da izin verilmez. Dolay\u0131s\u0131yla KA\u00c7D materyallerini kamp\u00fcs derslerinde kullansalar bile, bu kurumlar\u0131n KA\u00c7D\u2019lere ciddi bir yat\u0131r\u0131m yapman\u0131n \u00fcstesinden nas\u0131l gelebileceklerini g\u00f6rmek g\u00fc\u00e7t\u00fcr. Geli\u015ftirilen her KA\u00c7D, \u00e7evrim i\u00e7i diploma programlar\u0131n\u0131n geli\u015ftirilmesinde kullan\u0131labilecek kaynaklar\u0131 azaltmaktad\u0131r. Bu nedenle, e\u011fitim kurumlar\u0131 \u00e7evrim i\u00e7i \u00f6\u011frenme i\u00e7in ay\u0131rd\u0131klar\u0131 kayna\u011f\u0131 nereye yat\u0131racaklar\u0131yla ilgili zor kararlar vermek durumunda kalmaktad\u0131r. K\u0131t kaynaklar\u0131n KA\u00c7D\u2019lerde kullan\u0131lmas\u0131, KA\u00c7D\u2019lerin ba\u015far\u0131yla tamamlanmas\u0131 kar\u015f\u0131l\u0131\u011f\u0131nda kredilendirilmesine y\u00f6nelik bir \u00e7\u00f6z\u00fcm bulunmad\u0131\u011f\u0131 takdirde, \u00e7ok mant\u0131kl\u0131 g\u00f6r\u00fcnmemektedir.<\/span><\/span><\/p>\n\n

                5.4.9 G\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nlerin \u00f6zeti<\/h3>\n

                KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nlerine ili\u015fkin olarak yap\u0131lan bu analizin esas noktalar\u0131, a\u015fa\u011f\u0131daki gibidir:<\/span><\/p>\n\n

                5.4.9.1 G\u00fc\u00e7l\u00fc y\u00f6nler<\/h4>\n
                  \n \t
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                  KA\u00c7D\u2019ler, \u00f6zellikle de gKA\u00c7D\u2019ler, d\u00fcnyadaki en iyi \u00fcniversitelerin baz\u0131lar\u0131nda okutulmakta olan nitelikli ders i\u00e7eriklerini, bir bilgisayar\u0131 ve internet ba\u011flant\u0131s\u0131 olan herkesin eri\u015fimine \u00fccretsiz olarak <\/span><\/span>veya c\u00fczi bir \u00fccret kar\u015f\u0131l\u0131\u011f\u0131nda<\/span><\/span><\/span> sunmaktad\u0131r;<\/span><\/span><\/p>\n<\/li>\n \t

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                  KA\u00c7D\u2019ler, \u00f6zellikle geli\u015fmekte olan \u00fclkelerde, y\u00fcksek nitelikli i\u00e7eri\u011fe eri\u015fim sa\u011flanmas\u0131 a\u00e7\u0131s\u0131ndan faydal\u0131 olabilir ancak bunu ba\u015far\u0131yla ger\u00e7ekle\u015ftirmek i\u00e7in gerekli uyarlama \u00e7al\u0131\u015fmalar\u0131n\u0131n y\u00fcr\u00fct\u00fclmesi ve yerelde destek ve ortakl\u0131klara yat\u0131r\u0131m yap\u0131lmas\u0131 gerekir;<\/span><\/p>\n<\/li>\n \t

                • \n

                  KA\u00c7D\u2019ler, temel kavramsal \u00f6\u011frenmenin geli\u015ftirilmesi ve b\u00fcy\u00fck \u00e7evrim i\u00e7i ilgi veya uygulama topluluklar\u0131n\u0131n olu\u015fturulmas\u0131 i\u00e7in de\u011ferli ara\u00e7lard\u0131r;<\/span><\/p>\n<\/li>\n \t

                • \n

                  KA\u00c7D\u2019ler, hayat boyu \u00f6\u011frenme ve s\u00fcrekli e\u011fitimin son derece de\u011ferli bir bi\u00e7imidir;<\/span><\/p>\n<\/li>\n \t

                • \n

                  KA\u00c7D\u2019ler, geleneksel ve bilhassa elit e\u011fitim kurumlar\u0131n\u0131n \u00e7evrim i\u00e7i ve a\u00e7\u0131k \u00f6\u011fretime bak\u0131\u015flar\u0131n\u0131 ve stratejilerini tekrar de\u011ferlendirmelerini sa\u011flam\u0131\u015ft\u0131r;<\/span><\/p>\n<\/li>\n \t

                • \n

                  e\u011fitim kurumlar\u0131, belirli akademik alanlardaki uzmanl\u0131k ve m\u00fckemmeliyetlerini kamuya a\u00e7arak markalar\u0131n\u0131 ve stat\u00fclerini yayg\u0131nla\u015ft\u0131rma olana\u011f\u0131 bulmu\u015flard\u0131r;<\/span><\/p>\n<\/li>\n \t

                • \n

                  KA\u00c7D\u2019lerin temel de\u011fer \u00f6nermesi, y\u00fcksek\u00f6\u011fretimde \u00f6\u011frenci deste\u011fi ve kalite de\u011ferlendirme ile ba\u011flant\u0131l\u0131 de\u011fi\u015fken maliyetlerini bilgisayar otomasyonu ve\/veya akran de\u011ferlendirmesiyle devre d\u0131\u015f\u0131 b\u0131rakm\u0131\u015f olmakt\u0131r.<\/span><\/p>\n<\/li>\n<\/ul>\n

                  5.4.9.2 Zay\u0131f y\u00f6nler<\/h4>\n
                    \n \t
                  • \n

                    KA\u00c7D\u2019lerle \u00f6zde\u015fle\u015ftirilen y\u00fcksek kay\u0131t oranlar\u0131 yan\u0131lt\u0131c\u0131d\u0131r; KA\u00c7D\u2019lere kaydolan \u00f6\u011frencilerin yar\u0131s\u0131ndan az\u0131 aktif olarak programa kat\u0131lmakta, \u00e7ok k\u00fc\u00e7\u00fck bir k\u0131sm\u0131 program\u0131 ba\u015far\u0131yla tamamlamaktad\u0131r; yine de geleneksel derslerle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, ger\u00e7ek rakamlar h\u00e2la daha y\u00fcksektir;<\/span><\/p>\n<\/li>\n \t

                  • \n

                    KA\u00c7D\u2019ler\u0131 geli\u015ftirmek pahal\u0131 bir i\u015ftir; KA\u00c7D platformlar\u0131n\u0131 kullan\u0131ma sunan ticari kurulu\u015flar s\u00fcrd\u00fcr\u00fclebilir i\u015f modelleri i\u00e7in gereken olanaklara sahiplerse de, devlet fonlar\u0131yla finanse edilen y\u00fcksek\u00f6\u011fretim kurumlar\u0131n\u0131n KA\u00c7D\u2019ler i\u00e7in s\u00fcrd\u00fcr\u00fclebilir i\u015f modellerini nas\u0131l geli\u015ftirebilecekleri belirsizdir;<\/span><\/p>\n<\/li>\n \t

                  • \n

                    KA\u00c7D\u2019ler eri\u015fimi yayg\u0131nla\u015ft\u0131rmaktan ziyade, e\u011fitim d\u00fczeyi y\u00fcksek ki\u015filerin ilgisini \u00e7ekmektedir;<\/span><\/p>\n<\/li>\n \t

                  • \n

                    KA\u00c7D\u2019ler bug\u00fcne kadar \u00fcst d\u00fczey akademik \u00f6\u011frenme veya bilgi tabanl\u0131 toplumun ihtiyac\u0131 olan \u00fcst d\u00fczey entelekt\u00fcel becerilerin geli\u015ftirilmesinde yetersiz kalm\u0131\u015ft\u0131r;<\/span><\/p>\n<\/li>\n \t

                  • \n

                    \u00fcst d\u00fczey \u00f6\u011frenmelerin de\u011ferlendirilmesi KA\u00c7D\u2019ler i\u00e7in zor bir m\u00fccadele alan\u0131 olmaya devam etmektedir; \u00f6yle ki \u00e7o\u011fu KA\u00c7D sa\u011flay\u0131c\u0131 e\u011fitim kurumu, kendi KA\u00c7D\u2019lerinin kredilerini tan\u0131mamaktad\u0131r;<\/span><\/p>\n<\/li>\n \t

                  • \n

                    KA\u00c7D materyallerinin a\u00e7\u0131k ders malzemesi olarak yeniden kullan\u0131lmas\u0131nda telif veya zaman s\u0131n\u0131rlamalar\u0131 olabilmektedir.<\/span><\/p>\n<\/li>\n<\/ul>\n

                    Kaynak\u00e7a<\/h3>\n

                    Baker, R. and Passmore<\/span><\/span><\/em>, <\/span>D. (2016) Value and Pricing of MOOCs<\/span><\/span><\/em> Education Sciences<\/i><\/span><\/span><\/em>, 27 May<\/span><\/span><\/span><\/p>\n

                    Balfour, S. P. (2013) Assessing writing in MOOCs: Automated essay scoring and calibrated peer review<\/span><\/span><\/em> Research & Practice in Assessment, <\/i><\/span><\/span><\/em>Vol. 8<\/span><\/span><\/em><\/span><\/span><\/p>\n

                    Barkley, E, Major, C.H. and Cross, K.P. (2014) <\/span><\/span><\/em>Collaborative Learning Techniques<\/b><\/i><\/span><\/span><\/em> San Francisco: Jossey-Bass\/Wiley<\/span><\/span><\/em><\/span><\/span><\/p>\n

                    Bates, A. (1984) <\/span><\/span><\/em>Broadcasting in Education: An Evaluation London<\/i><\/span><\/span><\/em>: Constables (out of print)<\/span><\/span><\/em><\/span><\/span><\/p>\n

                    Bates, A. and Sangr\u00e0, A. (2011) <\/span>Managing Technology in Higher Education<\/i><\/span><\/em> San Francisco: Jossey-Bass\/John Wiley and Co<\/span><\/span><\/span><\/p>\n

                    Bayne, S. (2015<\/b><\/span><\/span><\/em>) Teacherbot: interventions in automated teaching,<\/i><\/span><\/span><\/em> <\/i>Teaching in Higher Education, Vol. 20, No.4, pp. 455-467<\/b><\/span><\/span><\/em><\/span><\/span><\/p>\n

                    Colvin, K. et al. (2014) <\/span>Learning an Introductory Physics MOOC: All Cohorts Learn Equally, Including On-Campus Class<\/i><\/span><\/em>, IRRODL, Vol. 15, No. 4<\/span><\/span><\/span><\/p>\n

                    Engle, W. (2104) <\/span>UBC MOOC Pilot: Design and Delivery<\/i><\/span><\/em> Vancouver BC: University of British Columbia<\/span><\/span><\/span><\/p>\n

                    Falchikov, N. and Goldfinch, J. (2000) <\/span>Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks<\/i><\/span><\/em> Review of Educational Research, Vol. 70, No. 3<\/span><\/span><\/span><\/p>\n

                    Firmin, R. et al. (2014) Case study: using MOOCs for conventional college coursework <\/span>Distance Education<\/i><\/span><\/em>, Vol. 35, No. 2<\/span><\/span><\/span><\/p>\n

                    Harasim, L. (2017) <\/span>Learning Theory and Online Technologies 2nd edition<\/i><\/span><\/em> New York\/London: Routledge<\/span><\/span><\/span><\/p>\n

                    Haynie, D. (2014). State Department hosts \u2018MOOC Camp\u2019 for online learners. <\/span>US News<\/i><\/span><\/em>, January 20<\/span><\/span><\/span><\/p>\n

                    Hill, P. (2013) Some validation of MOOC student patterns graphic, <\/span>e-Literate<\/i><\/span><\/em>, August 30<\/span><\/span><\/span><\/p>\n

                    Ho, A. et al. (2014) HarvardX and MITx: The First Year of Open Online Courses Fall 2012-Summer 2013 (HarvardX and MITx Working Paper No. 1), January 21<\/span><\/span><\/p>\n

                    Hollands, F. and Tirthali, D. (2014) <\/span>MOOCs: Expectations and Reality<\/i><\/span><\/em> New York: Columbia University Teachers\u2019 College, Center for Benefit-Cost Studies of Education<\/span><\/span><\/span><\/p>\n

                    H\u00fclsmann, T. (2003) Costs without camouflage: a cost analysis of Oldenburg University\u2019s two graduate certificate programs offered as part of the online Master of Distance Education (MDE): a case study, in Bernath, U. and Rubin, E., (eds.) <\/span>Reflections on Teaching in an Online Program: A Case Study<\/i><\/span><\/em> Oldenburg, Germany: Bibliothecks-und Informationssystem der Carl von Ossietsky Universit\u00e4t Oldenburg<\/span><\/span><\/span><\/p>\n

                    Jaschik, S. (2013) MOOC Mess, <\/span>Inside Higher Education<\/i><\/span><\/em>, February 4<\/span><\/span><\/span><\/p>\n

                    Knox, J. (2014) Digital culture clash: \u2018massive\u2019 education in the e-Learning and Digital Cultures <\/span>Distance Education<\/i><\/span><\/em>, Vol. 35, No. 2<\/span><\/span><\/span><\/p>\n

                    Kop, R. (2011) The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences during a Massive Open Online Course <\/span>International Review of Research into Open and Distance Learning<\/i><\/span><\/em>, Vol. 12, No. 3<\/span><\/span><\/span><\/p>\n

                    Lave, J. and<\/span> Wenger, E.<\/span> (1991). <\/span><\/span>Situated Learning: Legitimate Peripheral Participation<\/i><\/span>. Cambridge: Cambridge University Press<\/span><\/span><\/span><\/span><\/p>\n

                    Milligan, C., Littlejohn, A. and Margaryan, A. (2013) Patterns of engagement in connectivist MOOCs, <\/span>Merlot Journal of Online Learning and Teaching<\/i><\/span><\/em>, Vol. 9, No. 2<\/span><\/span><\/span><\/p>\n

                    Pickard, L. (2018) Analysis of 450 MOOC-Based Microcredentials Reveals Many Options But Little Consistency<\/b><\/span><\/span><\/em>, <\/span>Class Central<\/i><\/span><\/span><\/em>, July 18<\/b><\/span><\/span><\/em><\/span><\/span><\/p>\n

                    Piech, C., Huang, J., Chen, Z., Do, C., Ng, A., & Koller, D. (2013) <\/span>Tuned models of peer assessment in MOOCs<\/i><\/span><\/em>. Palo Alto, CA: Stanford University<\/span><\/span><\/span><\/p>\n

                    Rumble, G. (2001) The costs and costing of networked learning, <\/span>Journal of Asynchronous Learning Networks<\/i><\/span><\/em>, Vol. 5, No. 2<\/span><\/span><\/span><\/p>\n

                    Suen, H. (2104) Peer assessment for massive open online courses (MOOCs) <\/span>International Review of Research into Open and Distance Learning<\/i><\/span><\/em>, Vol. 15, No. 3<\/span><\/span><\/span><\/p>\n

                    University of Ottawa (2013) <\/span>Report of the e-Learning Working Gro<\/i><\/span><\/em>up Ottawa ON: The University of Ottawa<\/span><\/span><\/span><\/p>\n

                    van Zundert, M., Sluijsmans, D., van Merri\u00ebnboer, J. (2010). Effective peer assessment processes: Research findings and future directions <\/span>Learning and Instruction, 20,<\/i><\/span><\/em> 270-279<\/span><\/span><\/span><\/p>\n\n

                    \n

                    Etkinlik 5.4 KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nlerini de\u011ferlendirelim<\/p>\n\n<\/header>\n

                    \n
                      \n \t
                    1. KA\u00c7D\u2019lerin yaln\u0131zca bir e\u011fitim yay\u0131n\u0131 t\u00fcr\u00fc oldu\u011funa inan\u0131yor musunuz? Neden b\u00f6yle d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/span><\/li>\n \t
                    2. gKA\u00c7D\u2019lerin maliyeti ile \u00e7evrim i\u00e7i kredili derslerin maliyetlerinin kar\u015f\u0131la\u015ft\u0131r\u0131lmas\u0131 mant\u0131kl\u0131 bir yakla\u015f\u0131m m\u0131d\u0131r? Sizce bu iki t\u00fcr ayn\u0131 finansman kayna\u011f\u0131ndan faydalanma m\u00fccadelesi i\u00e7inde midir yoksa finansman kayna\u011f\u0131 ve ama\u00e7lar\u0131 a\u00e7\u0131s\u0131ndan kategorik bir farkl\u0131l\u0131klar\u0131 var m\u0131d\u0131r? E\u011fer varsa nas\u0131l?<\/span><\/li>\n \t
                    3. bKA\u00c7D'lerin xKA\u00c7D'lerden daha iyi bir de\u011fer teklifi oldu\u011funu s\u00f6yleyebilir misiniz - yoksa kar\u015f\u0131la\u015ft\u0131r\u0131lamayacak kadar farkl\u0131lar m\u0131?<\/span><\/li>\n \t
                    4. Dersi ba\u015far\u0131yla tamamlayan kat\u0131l\u0131mc\u0131 ba\u015f\u0131na d\u00fc\u015fen maliyet a\u00e7\u0131s\u0131ndan bak\u0131ld\u0131\u011f\u0131nda, KA\u00c7D\u2019ler hem y\u00fcz y\u00fcze hem de \u00e7evrim i\u00e7i kredili derslerden daha ucuzdur. Bunun adil bir kar\u015f\u0131la\u015ft\u0131rma oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyor musunuz?<\/span><\/li>\n \t
                    5. Neden? E\u011fitim kurumlar\u0131n\u0131n KA\u00c7D\u2019leri ba\u015far\u0131yla tamamlayan \u00f6\u011frencilere kredi vermesi gerekti\u011fini d\u00fc\u015f\u00fcn\u00fcyor musunuz? E\u011fer cevab\u0131n\u0131z evet ise neden ve bunun sonu\u00e7lar\u0131 ne olabilir?<\/span><\/li>\n<\/ol>\n<\/div>\n<\/div>\n","rendered":"
                      \n

                      \"OEBPS\/images\/image0060.png\"<\/p>\n<\/blockquote>\n

                      \u015eekil 5.4.1 KA\u00c7D kullan\u0131c\u0131lar\u0131 erkek, iyi e\u011fitimli ve di\u011fer \u00fclkelerden% 40-60 civar\u0131nda. G\u00f6rsel: Depositphotos, 2019<\/i><\/span><\/span><\/p>\n

                      \n

                      Standart akademik kriterlere g\u00f6re yap\u0131lan derinlemesine analizler, s\u0131n\u0131f-i\u00e7i \u00f6\u011fretimle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, KA\u00c7D\u2019lerin akademik titizlik ve etkin \u00f6\u011fretim y\u00f6ntemi a\u00e7\u0131s\u0131ndan daha ileride oldu\u011funu g\u00f6stermektedir<\/i><\/span><\/em><\/span><\/p>\n<\/blockquote>\n

                      Benton R. Groves, Doktora \u00f6\u011frencisi<\/span><\/p>\n

                      \n

                      gKA\u00c7D\u2019lerle ilgili en b\u00fcy\u00fck kayg\u0131m, bug\u00fcnk\u00fc tasar\u0131m \u015fekliyle, dijital d\u00fcnyan\u0131n ihtiya\u00e7 duydu\u011fu \u00fcst d\u00fczey entelekt\u00fcel becerileri geli\u015ftirmedeki s\u0131n\u0131rl\u0131l\u0131\u011f\u0131d\u0131r.<\/i><\/span><\/em><\/span><\/p>\n<\/blockquote>\n

                      Tony Bates<\/span><\/p>\n

                      5.4.1 KA\u00c7D\u2019ler \u00fczerine yap\u0131lan ara\u015ft\u0131rmalar<\/h3>\n

                      G\u00fcn\u00fcm\u00fczde (2019), KA\u00c7D’ler h\u00e2la on ya\u015f\u0131n alt\u0131ndayken, \u00e7evrim i\u00e7i kredi kurslar\u0131 20 y\u0131ldan fazlad\u0131r. \u0130kincisi, daha \u00f6nceki KA\u00c7D’lerin tasar\u0131m\u0131nda b\u00fcy\u00fck \u00f6l\u00e7\u00fcde g\u00f6z ard\u0131 edilmi\u015f olmas\u0131na ra\u011fmen daha ba\u011f\u0131ms\u0131z bir ara\u015ft\u0131rmaya maruz kalm\u0131\u015ft\u0131r.<\/span><\/span> Bug\u00fcne kadar KA\u00c7D\u2019lerle ilgili yap\u0131lan ara\u015ft\u0131rmalar\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011fu, KA\u00c7D sahibi olan kurumlar taraf\u0131ndan yap\u0131lm\u0131\u015ft\u0131r veya yapt\u0131r\u0131lm\u0131\u015ft\u0131r. Coursera veya Udacity gibi ticari servis sa\u011flay\u0131c\u0131lar ara\u015ft\u0131rma \u00e7al\u0131\u015fmalar\u0131na olduk\u00e7a k\u0131s\u0131tl\u0131 veri sa\u011flam\u0131\u015ft\u0131r; ki sahip olduklar\u0131 veri setlerinin b\u00fcy\u00fckl\u00fc\u011f\u00fc d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde ara\u015ft\u0131rma potansiyeli a\u00e7\u0131s\u0131ndan bu olduk\u00e7a \u00fcz\u00fcc\u00fc bir durumdur. Bununla birlikte edX kurucu ortaklar\u0131ndan MIT ve Harvard, \u00e7o\u011funlukla kendi derslerine ili\u015fkin olmak \u00fczere birtak\u0131m ara\u015ft\u0131rmalar y\u00fcr\u00fctmektedir.<\/span><\/span><\/p>\n

                      Bu b\u00f6l\u00fcmde, KA\u00c7D’lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri hakk\u0131nda fikir sahibi olan mevcut kan\u0131ta dayal\u0131 ara\u015ft\u0131rmalardan yararland\u0131m. Ayn\u0131 zamanda, kan\u0131ta dayal\u0131 ara\u015ft\u0131rmaya dayanan bir \u015fey yerine bug\u00fcne kadar b\u00fcy\u00fck \u00f6l\u00e7\u00fcde politik, duygusal ve \u00e7o\u011fu zaman mant\u0131ks\u0131z s\u00f6ylemle i\u015faretlenmi\u015f bir olguyu tart\u0131\u015ft\u0131\u011f\u0131m\u0131zdan emin olmal\u0131y\u0131z.<\/span><\/span><\/p>\n

                      Son olarak bu de\u011ferlendirmede KA\u00c7D\u2019lerin dijital \u00e7a\u011fda ihtiya\u00e7 duyulan \u00f6\u011frenme t\u00fcrlerine do\u011fru y\u00f6nelip y\u00f6nelmeyece\u011fi kriterini dikkate ald\u0131\u011f\u0131m\u0131 ifade etmek isterim. Ba\u015fka bir deyi\u015fle KA\u00c7D\u2019ler, <\/span>Tema 1\u2019de tan\u0131mlad\u0131\u011f\u0131m\u0131z bilgi ve becerilerin geli\u015ftirilmesine destek oluyorlar m\u0131?<\/span><\/span><\/span><\/p>\n

                      5.4.2 A\u00e7\u0131k ve \u00f6zg\u00fcr e\u011fitim<\/h3>\n

                      5.4.2.1 KA\u00c7D’lerin ‘a\u00e7\u0131kl\u0131\u011f\u0131’<\/span><\/h4>\n

                      KA\u00c7D\u2019ler, \u00f6zellikle de gKA\u00c7D\u2019ler, d\u00fcnyadaki en iyi \u00fcniversitelerin baz\u0131lar\u0131nda okutulmakta olan nitelikli ders i\u00e7eriklerini, bir bilgisayar\u0131 ve internet ba\u011flant\u0131s\u0131 olan herkesin eri\u015fimine \u00fccretsiz olarak sunmaktad\u0131r. \u0130nan\u0131lmaz de\u011ferli bir hizmetten bahsediyoruz. Bu anlamda, KA\u00c7D’ler e\u011fitime inan\u0131lmaz derecede de\u011ferli bir ek kaynakt\u0131r. Bu yoruma kim itiraz edebilir ki?<\/span><\/p>\n

                      Ancak, KA\u00c7D’ler a\u00e7\u0131k ve \u00fccretsiz e\u011fitimin tek \u015fekli de\u011fildir. K\u00fct\u00fcphaneler, a\u00e7\u0131k ders malzemeleri, ders kitaplar\u0131 ve e\u011fitsel yay\u0131nlar, bir s\u00fcredir a\u00e7\u0131k \u00f6zg\u00fcr ve \u00fccretsiz eri\u015fim olana\u011f\u0131 sunmaktad\u0131r. Ayr\u0131ca KA\u00c7D’ler i\u00e7in de ge\u00e7erli olan bu eski a\u00e7\u0131k ve \u00fccretsiz e\u011fitim bi\u00e7imlerinden \u00f6\u011frenebilece\u011fimiz dersler de var.<\/span><\/p>\n

                      Di\u011fer bir konu, KA\u00c7D\u2019lerin her zaman a\u00e7\u0131k e\u011fitim kaynaklar\u0131nda oldu\u011fu gibi a\u00e7\u0131k olmayabilece\u011fidir. \u00d6rne\u011fin Coursera ve Udacity, izinsiz yeniden kullan\u0131m i\u00e7in materyallerine s\u0131n\u0131rl\u0131 eri\u015fim sunar. EdX gibi di\u011fer a\u00e7\u0131k platformlarda, \u00f6\u011fretim \u00fcyeleri veya kurumlar malzemelerin yeniden kullan\u0131m\u0131n\u0131 k\u0131s\u0131tlayabilir. Ayr\u0131ca, \u00e7o\u011fu KA\u00c7D’nin bir veya iki y\u0131l s\u00fcreyle etkin kald\u0131ktan sonra ortadan kaybolmas\u0131 onlar\u0131n a\u00e7\u0131k e\u011fitim kaynaklar\u0131 olarak di\u011fer derslerde veya programlarda yeniden kullan\u0131m\u0131n\u0131 k\u0131s\u0131tlamaktad\u0131r.<\/span><\/p>\n

                      5.4.2.2 Geleneksel e\u011fitime bir alternatif mi?<\/span><\/h4>\n

                      Daha \u00f6nceki a\u00e7\u0131k ve \u00fccretsiz e\u011fitim bi\u00e7imlerinin \u00f6rg\u00fcn, kredi temelli e\u011fitim ihtiyac\u0131n\u0131n yerine ge\u00e7medi\u011fini, onu desteklemek veya g\u00fc\u00e7lendirmek i\u00e7in kullan\u0131ld\u0131\u011f\u0131n\u0131 belirtmek \u00f6nemlidir. Di\u011fer bir deyi\u015fle KA\u00c7D\u2019ler, kendi i\u00e7inde \u00f6nemli bir de\u011fere sahip olan s\u00fcrekli yayg\u0131n e\u011fitimi destekleyen bir ara\u00e7t\u0131r. G\u00f6rece\u011fimiz gibi KA\u00c7D’ler insanlar\u0131n zaten yeterince iyi e\u011fitimli olduklar\u0131 durumlarda en iyi \u015fekilde \u00e7al\u0131\u015f\u0131rlar. O zaman KA\u00c7D’lerin son kullan\u0131c\u0131lara a\u00e7\u0131k ve \u00f6zg\u00fcr olmalar\u0131n\u0131n sonucu olarak ne geleneksel y\u00fcksek\u00f6\u011frenimin maliyetini ka\u00e7\u0131n\u0131lmaz olarak azaltacaklar\u0131na ne de maliyet gereksinimini t\u00fcmden ortadan kald\u0131racaklar\u0131na inanmak i\u00e7in hi\u00e7bir neden yoktur.<\/span><\/p>\n

                      5.4.2.3 Geli\u015fmekte olan \u00fclkelerde e\u011fitim i\u00e7in bir cevap m\u0131?<\/span><\/h4>\n

                      Geli\u015fmekte olan \u00fclkelerde kitlelere e\u011fitim vermek amac\u0131yla geleneksel e\u011fitim yay\u0131nc\u0131l\u0131\u011f\u0131n\u0131 (broadcast) ve uydu yay\u0131nc\u0131l\u0131\u011f\u0131n\u0131 kullanmak i\u00e7in bir\u00e7ok giri\u015fimde bulunulmu\u015ftur (bk. Bates, 1984) ve \u00e7e\u015fitli nedenlerle de bunlar\u0131n t\u00fcm\u00fc, eri\u015fimi artt\u0131rmak veya maliyeti d\u00fc\u015f\u00fcrmek konusunda b\u00fcy\u00fck \u00f6l\u00e7\u00fcde ba\u015far\u0131s\u0131z olmu\u015ftur; bunlar\u0131n ba\u015fl\u0131calar\u0131:<\/span><\/p>\n

                        \n
                      • \n

                        sahada kullan\u0131lan ekipmanlar\u0131n maliyetinin y\u00fcksekli\u011fi (h\u0131rs\u0131zl\u0131k ve hasara kar\u015f\u0131 g\u00fcvenlik d\u00e2hil);<\/span><\/p>\n<\/li>\n

                      • \n

                        y\u00fcksek e\u011fitim seviyesine sahip olmayan \u00f6\u011frenciler i\u00e7in yerel y\u00fcz y\u00fcze destek ihtiyac\u0131;<\/span><\/p>\n<\/li>\n

                      • \n

                        i\u00e7eri\u011fi al\u0131c\u0131 \u00fclkelerin k\u00fclt\u00fcr ve ihtiya\u00e7lar\u0131na uyarlama ihtiyac\u0131;<\/span><\/p>\n<\/li>\n

                      • \n

                        \u00f6zellikle de de\u011ferlendirme, yeterlilikler ve yerel akreditasyon a\u00e7\u0131s\u0131ndan cari y\u00f6netim maliyetlerinin kar\u015f\u0131lanamamas\u0131.<\/span><\/p>\n<\/li>\n<\/ul>\n

                        Ayr\u0131ca geli\u015fmekte olan \u00fclkelerin \u00e7o\u011funda \u00f6ncelik, <\/span>y\u00fcksek seviye Stanford Universitesi profes\u00f6rlerinden al\u0131nan \u00fcniversite kurslar\u0131 i\u00e7in de\u011fil d\u00fc\u015f\u00fck maliyetli, kaliteli lise e\u011fitimi<\/span><\/span> i\u00e7in.<\/span><\/span><\/p>\n

                        Her ne kadar cep telefonlar\u0131 ve tabletler Afrika’da yayg\u0131n olsa da kullan\u0131mlar\u0131 nispeten pahal\u0131d\u0131r. \u00d6rne\u011fin, normal bir Youtube videosunu indirmenin maliyeti yakla\u015f\u0131k 2 Amerikan dolar\u0131d\u0131r ve bu miktar bir\u00e7ok Afrikal\u0131n\u0131n g\u00fcnl\u00fck \u00fccretine e\u015fde\u011fer bir miktard\u0131r. Ak\u0131\u015fl\u0131 50 dakikal\u0131k video dersleri s\u0131n\u0131rl\u0131 uygulanabilirli\u011fe sahiptir.<\/span><\/p>\n

                        Son olarak geli\u015fmekte olan \u00fclkelerdeki insanlar\u0131n, KA\u00c7D’lerin ba\u015far\u0131l\u0131 bir \u015fekilde tamamlanmas\u0131n\u0131n, en az\u0131ndan mevcut \u015fartlar alt\u0131nda, ABD’de veya di\u011fer herhangi bir ekonomik olarak geli\u015fmi\u015f \u00fclkede kabul g\u00f6rm\u00fc\u015f bir dereceye veya \u00fcniversiteye girmesine yol a\u00e7aca\u011f\u0131na inanmalar\u0131na izin vermek olduk\u00e7a ahlakidir.<\/span><\/span><\/p>\n

                        Ancak bu, KA\u00c7D\u2019lerin geli\u015fmekte olan \u00fclkelerde verimsiz ya da de\u011fersiz oldu\u011fu anlam\u0131na gelmez. Bunun anlam\u0131:<\/span><\/p>\n

                          \n
                        • \n

                          KA\u00c7D\u2019lerin ger\u00e7ekte sa\u011flayabilece\u011fi faydalara ili\u015fkin ger\u00e7ek\u00e7i olmakt\u0131r;<\/span><\/p>\n<\/li>\n

                        • \n

                          geli\u015fmekte olan \u00fclkelerde e\u011fitim kurumlar\u0131n\u0131n, e\u011fitim sistemlerinin ve di\u011fer ortaklar\u0131n i\u015f birli\u011fi i\u00e7inde ve birlikte \u00e7al\u0131\u015fmas\u0131 gerekti\u011fidir;<\/span><\/p>\n<\/li>\n

                        • \n

                          maliyeti olduk\u00e7a y\u00fcksek olan yerel deste\u011fin sa\u011flanmas\u0131n\u0131 temin etmek gerekti\u011fidir;<\/span><\/p>\n<\/li>\n

                        • \n

                          KA\u00c7D\u2019lerin tasar\u0131m, i\u00e7erik ve eri\u015fiminin ilgili \u00fclkenin k\u00fclt\u00fcrel ve ekonomik gereksinimlerine uyarlanmas\u0131 ihtiyac\u0131n\u0131n alt\u0131n\u0131n \u00e7izilmesidir.<\/span><\/p>\n<\/li>\n<\/ul>\n

                          Sonu\u00e7 olarak KA\u00c7D\u2019ler temelde kat\u0131l\u0131mc\u0131lar i\u00e7in \u00fccretsiz olsa da hizmet veren kurumlar i\u00e7in \u00f6nemli bir maliyet kayna\u011f\u0131d\u0131r ve bu konu daha detayl\u0131 bir \u015fekilde B\u00f6l\u00fcm 5.4.8. de tart\u0131\u015f\u0131lacakt\u0131r.<\/span><\/p>\n

                          5.4.3 KA\u00c7D’nin ba\u015fl\u0131ca hitap etti\u011fi kitle<\/h3>\n

                          Ho ve ark. (2014) sundu\u011fu bir ara\u015ft\u0131rma raporunda, Harvard \u00dcniversitesi ve MIT ara\u015ft\u0131rmac\u0131lar\u0131, edX arac\u0131l\u0131\u011f\u0131yla sunulan ilk 17 KA\u00c7D’de;<\/span><\/p>\n

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                            t\u00fcm kat\u0131l\u0131mc\u0131lar\u0131n y\u00fczde 66\u2019s\u0131n\u0131n, KA\u00c7D sonunda alan kat\u0131l\u0131mc\u0131lar\u0131n ise y\u00fczde 74\u2019\u00fcn\u00fcn en az lisans derecesine sahip oldu\u011funu,<\/span><\/p>\n<\/li>\n

                          • \n

                            kat\u0131l\u0131mc\u0131lar\u0131n y\u00fczde 71\u2019nin erkek ve ya\u015f ortalamas\u0131n\u0131n 26 oldu\u011funu g\u00f6stermi\u015ftir.<\/span><\/p>\n<\/li>\n<\/ul>\n

                            Bu ve buna benzer \u00e7al\u0131\u015fmalar, kat\u0131l\u0131mc\u0131lar\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011funun (%40-60 aral\u0131\u011f\u0131nda) ABD harici \u00fclkelerden geldi\u011fini ve dolay\u0131s\u0131yla uluslararas\u0131 platformda nitelikli y\u00fcksek\u00f6\u011fretime a\u00e7\u0131k eri\u015fime g\u00fc\u00e7l\u00fc bir ilgi oldu\u011funu ortaya koymu\u015flard\u0131r.<\/span><\/p>\n

                            Bu \u00e7al\u0131\u015fmada KA\u00c7D\u2019lerde aktif olarak yer alan 62 kurumda ger\u00e7ekle\u015ftirilen 80\u2019in \u00fczerinde g\u00f6r\u00fc\u015fmeden elde edilen verilere dayanan \u00e7al\u0131\u015fmalar\u0131nda, Columbia \u00dcniversitesi E\u011fitim Fak\u00fcltesi \u00f6\u011fretim \u00fcyelerinden Hollands ve Tirthali (2014) a\u015fa\u011f\u0131daki sonuca ula\u015fm\u0131\u015flard\u0131r:<\/span><\/p>\n

                            KA\u00c7D platformlar\u0131ndan elde edilen veriler KA\u00c7D’lerin d\u00fcnya \u00e7ap\u0131nda milyonlarca ki\u015fiye e\u011fitim f\u0131rsatlar\u0131 sundu\u011funu g\u00f6stermektedir. Bununla birlikte KA\u00c7D kat\u0131l\u0131mc\u0131lar\u0131n\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011fu h\u00e2lihaz\u0131rda iyi e\u011fitim alm\u0131\u015f olan i\u015f sahibi bireylerdir ve yaln\u0131zca \u00e7ok k\u00fc\u00e7\u00fck bir k\u0131sm\u0131 derslere aktif olarak kat\u0131lmaktad\u0131r. Genel olarak bak\u0131ld\u0131\u011f\u0131nda g\u00f6r\u00fclmektedir ki g\u00fcn\u00fcm\u00fczde KA\u00c7D\u2019ler e\u011fitimin demokratikle\u015ftirilmesi hedefinin uza\u011f\u0131nda kalmakta ve hatta e\u011fitime eri\u015fim anlam\u0131ndaki u\u00e7urumlar\u0131 kapatmaktan ziyade bu u\u00e7urumu derinle\u015ftirebilmektedir.<\/span><\/em><\/i><\/span><\/span><\/p><\/blockquote>\n

                            Dolay\u0131s\u0131yla y\u00fcksek\u00f6\u011fretim d\u00fczeyindeki di\u011fer s\u00fcrekli e\u011fitim formlar\u0131n\u0131n bir\u00e7o\u011funda oldu\u011fu gibi KA\u00c7D\u2019ler de toplumun daha iyi e\u011fitimli, daha ya\u015fl\u0131 ve i\u015f sahibi kesimlerinin ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131lamaktad\u0131r.<\/span><\/p>\n

                            5.4.4 Kal\u0131c\u0131l\u0131k ve ba\u011fl\u0131l\u0131k: so\u011fan hipotezi<\/h3>\n

                            edX ara\u015ft\u0131rmac\u0131lar\u0131 (Ho vd., 2014), edX platformunda yer alan 17 KA\u00c7D \u00fczerinde yapt\u0131klar\u0131 \u00e7al\u0131\u015fmada farkl\u0131 devam ve ba\u015far\u0131 d\u00fczeylerinden bahsetmektedir:<\/span><\/p>\n

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                            • \n

                              sadece kaydolanlar<\/span><\/span><\/b>: Ders i\u00e7eri\u011fini ve materyalleri hi\u00e7 kullanmayan kay\u0131tl\u0131 kat\u0131l\u0131mc\u0131lar (%35);<\/span><\/span><\/p>\n<\/li>\n

                            • \n

                              sadece g\u00f6r\u00fcnt\u00fcleyenler<\/span><\/span><\/b>: Ders i\u00e7eri\u011fine ve materyallere eri\u015fen ancak i\u00e7eri\u011fin yar\u0131s\u0131ndan az\u0131n\u0131 g\u00f6r\u00fcnt\u00fcleyen ve sertifika almaya hak kazanmayan kay\u0131tl\u0131 kat\u0131l\u0131mc\u0131lar (%56);<\/span><\/span><\/p>\n<\/li>\n

                            • \n

                              sadece ke\u015ffedenler<\/span><\/span><\/b>: Ders i\u00e7eri\u011fine ve materyallere eri\u015fen, i\u00e7eri\u011fin yar\u0131s\u0131ndan fazlas\u0131n\u0131 g\u00f6r\u00fcnt\u00fcleyen ancak sertifika almam\u0131\u015f kay\u0131tl\u0131 kat\u0131l\u0131mc\u0131lar (%4);<\/span><\/span><\/p>\n<\/li>\n

                            • \n

                              sertifika alanlar<\/span><\/span><\/b>: Dersin sonunda sertifika almaya hak kazanan kay\u0131tl\u0131 kat\u0131l\u0131mc\u0131lar (%5).<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n

                              Hill (2013), Coursera \u00fczerinden verilen derslere kat\u0131lan kat\u0131l\u0131mc\u0131lar\u0131 be\u015f grupta s\u0131n\u0131fland\u0131rm\u0131\u015ft\u0131r:<\/span><\/p>\n

                              \"OEBPS\/images\/image0061.png\"<\/p>\n

                              \u015eekil 5.4.2 G\u00f6rsel: Phil Hill, 2013<\/i><\/span><\/span><\/p>\n

                              Engle (2014) da British Columbia \u00dcniversitesi\u2019nin Coursera \u00fczerinden verdi\u011fi derslere ili\u015fkin yapt\u0131\u011f\u0131 \u00e7al\u0131\u015fmada benzer bir sonuca ula\u015fm\u0131\u015ft\u0131r:<\/span><\/p>\n

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                              • \n

                                derslere kay\u0131t yapt\u0131ran kat\u0131l\u0131mc\u0131lar\u0131n \u00fc\u00e7te biri ile yar\u0131s\u0131, hi\u00e7bir \u015fekilde aktif kat\u0131l\u0131m sa\u011flamamaktad\u0131r;<\/span><\/p>\n<\/li>\n

                              • \n

                                ders etkinliklerinden en az birine kat\u0131lan %5-10\u2019luk grup, dersi ba\u015far\u0131yla tamamlayarak sertifika almaya hak kazanmaktad\u0131r.<\/span><\/p>\n<\/li>\n<\/ul>\n

                                Sertifika almaya hak kazanan kat\u0131l\u0131mc\u0131lar, genellikle, derse kay\u0131t yapt\u0131ranlar\u0131n %5-10\u2019u ve derse en az bir kere aktif kat\u0131l\u0131m sa\u011flayanlar\u0131n ise %10-20\u2019si i\u00e7erisinde yer almaktad\u0131r. Bununla birlikte mutlak de\u011fer \u00fczerinden bak\u0131ld\u0131\u011f\u0131nda, sertifika almaya hak kazanan kat\u0131l\u0131mc\u0131 say\u0131s\u0131 olduk\u00e7a y\u00fcksektir: edX \u00fczerinden verilen 17 derste 43.000’den fazla kat\u0131l\u0131mc\u0131, BC\u00dc\u2019nin d\u00f6rt dersinde ise 8.000 kat\u0131l\u0131mc\u0131 sertifika alm\u0131\u015ft\u0131r (ders ba\u015f\u0131na 2000-2500 sertifika aras\u0131).<\/span><\/p>\n

                                Miilgan vd.(2013) de, bKA\u00c7D\u2019lere kat\u0131lan ki\u015filer aras\u0131ndan se\u00e7tikleri k\u00fc\u00e7\u00fck bir \u00f6rneklem (2.300 kay\u0131tl\u0131 kat\u0131l\u0131mc\u0131 aras\u0131ndan 29 ki\u015fi) \u00fczerindeki \u00e7al\u0131\u015fmalar\u0131nda benzer bir sonu\u00e7 elde etmi\u015ftir:<\/span><\/p>\n

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                                  pasif kat\u0131l\u0131mc\u0131lar: Milligan\u2019\u0131n \u00e7al\u0131\u015fmas\u0131 ba\u011flam\u0131nda, seyrek ancak d\u00fczenli olarak derse ba\u011flanan ancak kendilerini KA\u00c7D i\u00e7erisinde kaybolmu\u015f hisseden kat\u0131l\u0131mc\u0131lar;<\/span><\/p>\n<\/li>\n

                                • \n

                                  gizli kat\u0131l\u0131mc\u0131lar: dersi aktif olarak takip eden ancak ders etkinliklerinin hi\u00e7birine kat\u0131lmayan kat\u0131l\u0131mc\u0131lar (g\u00f6r\u00fc\u015fme yap\u0131lanlar\u0131n yar\u0131s\u0131na yak\u0131n\u0131);<\/span><\/p>\n<\/li>\n

                                • \n

                                  aktif kat\u0131l\u0131mc\u0131lar: ders etkinliklerine tam ve aktif olarak kat\u0131lanlard\u0131r (g\u00f6r\u00fc\u015fme yap\u0131lanlar\u0131n yar\u0131s\u0131na yak\u0131n\u0131).<\/span><\/p>\n<\/li>\n<\/ul>\n

                                  KA\u00c7D’ler ne olduklar\u0131 \u00fczerinden, e\u015fsiz -ve k\u0131ymetli- bir \u00f6rg\u00fcn olmayan e\u011fitim modeli olarak de\u011ferlendirilmelidir. Bu sonu\u00e7lar yayg\u0131n e\u011fitim anlam\u0131nda yap\u0131lan e\u011fitsel TV programlar\u0131n\u0131n ara\u015ft\u0131r\u0131ld\u0131\u011f\u0131 \u00e7al\u0131\u015fmalardan elde edilen sonu\u00e7lara olduk\u00e7a benzerdir. History Channel \u00f6rne\u011finde oldu\u011fu gibi bir izleyicinin TV kanal\u0131nda yay\u0131nlanan b\u00fct\u00fcn b\u00f6l\u00fcmleri seyredip daha sonra da s\u0131nava girmesini bekleyemeyiz. Ho ve vd. gKA\u00c7D\u2019lere kat\u0131l\u0131m d\u00fczeylerini a\u015fa\u011f\u0131daki diyagramda g\u00f6stermi\u015ftir (s.13):<\/span><\/p>\n

                                  \"OEBPS\/images\/image0062.png\"<\/p>\n

                                  \u015eekil 5.4.3 KA\u00c7D\u2019lere kat\u0131l\u0131m d\u00fczeyi @ Ho vd., 2014<\/i><\/span><\/span><\/p>\n

                                  Bu, 1984 y\u0131l\u0131nda \u0130ngiltere’de e\u011fitim yay\u0131nc\u0131l\u0131\u011f\u0131n\u0131n so\u011fan hipotezi ile ilgili yazd\u0131klar\u0131m ile \u00f6nemli \u00f6l\u00e7\u00fcde benzerlik g\u00f6stermektedir (Bates, 1984):<\/span><\/p>\n

                                  (s.99): <\/span>Durumu so\u011fan analojisiyle anlatmak istersek, so\u011fan\u0131n en i\u00e7 b\u00f6l\u00fcm\u00fcndeki merkezde b\u00fct\u00fcn ders s\u00fcresince \u00e7al\u0131\u015fan ve uygun oldu\u011fu h\u00e2llerde ders sonu de\u011ferlendirmeye veya s\u0131nava tabi tutulan, kendini derse adam\u0131\u015f \u00f6\u011frenciler yer almaktad\u0131r. Bu merkezin etraf\u0131nda, merkezi \u00e7evreleyen daha geni\u015f bir \u00f6\u011frenci kitlesi bulunmaktad\u0131r. Bu \u00f6\u011frenciler, ya\u015fad\u0131klar\u0131 yerde bir dershaneye veya uzaktan e\u011fitim okuluna kay\u0131tl\u0131 olan ancak s\u0131navlara girmeyen \u00f6\u011frencilerdir. Bu kitleyi de \u00e7evreleyen ba\u015fka ve daha geni\u015f bir tabaka vard\u0131r. Bu tabakada yer alan \u00f6\u011frenciler hi\u00e7bir derse kay\u0131t yapt\u0131rmam\u0131\u015f olan ancak t\u00fcm ders yay\u0131nlar\u0131n\u0131 izleyen, dinleyen ve ders kitaplar\u0131n\u0131 takip eden \u00f6\u011frencilerdir. So\u011fan\u0131n en d\u0131\u015f\u0131ndaki tabaka, yaln\u0131zca ders yay\u0131nlar\u0131n\u0131 izleyen ve dinleyen \u00f6\u011frenciler bulunmaktad\u0131r. Bu grup i\u00e7inde bile, dersleri d\u00fczenli olarak izleyip dinleyenlerin haricinde, yaln\u0131zca bir program\u0131 dinleyen veya izleyen \u00e7ok daha geni\u015f bir kitle bulunmaktad\u0131r.<\/span><\/em><\/p><\/blockquote>\n

                                  Sonra da \u015funu yazm\u0131\u015ft\u0131m (s.100):<\/span><\/p>\n

                                  Ku\u015fkucu bir insan, yaln\u0131zca dersi d\u00fczenli takip edip ders sonu de\u011ferlendirmesinden ba\u015far\u0131yla ge\u00e7en k\u00fc\u00e7\u00fck bir az\u0131nl\u0131\u011f\u0131n etkili bir \u015fekilde \u00f6\u011frendi\u011fini iddia edebilir\u2026 Bunun tam tersi bir iddia, normalde konuyla hi\u00e7 ilgisi olmayan izleyicilerin veya dinleyicilerin dikkatini \u00e7eken yay\u0131nlar\u0131n (programlar\u0131n) ba\u015far\u0131l\u0131 oldu\u011fudur. \u00d6nemli olan yay\u0131nlanan materyale ilgi g\u00f6steren, izleyen veya dinleyen ki\u015fi say\u0131s\u0131d\u0131r\u2026 O zaman buradaki kilit husus, program\u0131n normalde konuya ilgi duymayan ki\u015filerin e\u011fitime olan ilgisini \u00e7ekip \u00e7ekmedi\u011fi veya zatenh\u00e2lihaz\u0131rda e\u011fitimli olan ki\u015filer i\u00e7in farkl\u0131 bir f\u0131rsat sa\u011flamaktan \u00f6teye gidip gitmedi\u011fi olmal\u0131d\u0131r\u2026 Britanya ve Avrupa\u2019daki yayg\u0131n e\u011fitim programlar\u0131n\u0131 en \u00e7ok kullananlar\u0131n belli bir e\u011fitim d\u00fczeyine sahip ki\u015filer oldu\u011funa y\u00f6nelik g\u00fc\u00e7l\u00fc kan\u0131tlar bulunmaktad\u0131r.<\/span><\/em><\/p><\/blockquote>\n

                                  KA\u00c7D\u2019lerle ilgili olarak da ayn\u0131 \u015feyi s\u00f6ylemek m\u00fcmk\u00fcn… Bilgi tabanl\u0131 end\u00fcstrilerde \u00e7al\u0131\u015fanlar i\u00e7in yeni bilgiye kolay ve a\u00e7\u0131k eri\u015fimin son derece kritik oldu\u011fu dijital \u00e7a\u011fda, KA\u00c7D\u2019ler bu bilgiye eri\u015fim kayna\u011f\u0131 veya yolu olarak \u00e7ok de\u011ferli bir yere sahip olacakt\u0131r. Burada d\u00fc\u015f\u00fcn\u00fclmesi gereken, bunu yapman\u0131n daha etkili bir yolu olup olmad\u0131\u011f\u0131d\u0131r. Dolay\u0131s\u0131yla KA\u00c7D’ler yayg\u0131n ve s\u00fcrekli e\u011fitime faydal\u0131 bir katk\u0131 sa\u011flamaktad\u0131r ancak devrim niteli\u011finde de\u011fildir.<\/span><\/p>\n

                                  5.4.5 \u00d6\u011frenciler KA\u00c7D\u2019lerde ne \u00f6\u011freniyorlar?<\/h3>\n

                                  Cevaplamas\u0131 \u00e7ok daha zor bir soru bu \u00e7\u00fcnk\u00fc kitab\u0131n yaz\u0131ld\u0131\u011f\u0131 2019 senesine kadar bu soruyu cevaplamaya y\u00f6nelik \u00e7ok az ara\u015ft\u0131rma yap\u0131ld\u0131. (Bir sonraki konuda da g\u00f6rece\u011fimiz gibi bunun bir nedeni de, KA\u00c7D\u2019lerde \u00f6\u011frenmenin de\u011ferlendirmesinin olduk\u00e7a zorlu bir i\u015f olmas\u0131). Bu kapsamda yap\u0131lan en az\u0131ndan iki temel \u00e7al\u0131\u015fma t\u00fcr\u00fc var: \u00f6\u011frenme kazan\u0131mlar\u0131n\u0131n miktar\u0131n\u0131 \u00f6l\u00e7meyi ama\u00e7layan nicel \u00e7al\u0131\u015fmalar ve ne \u00f6\u011frendiklerine \u0131\u015f\u0131k tutarak kat\u0131l\u0131mc\u0131lar\u0131n KA\u00c7D deneyimlerini betimleyen nitel \u00e7al\u0131\u015fmalar.<\/span><\/p>\n

                                  5.4.5.1 Kavramsal \u00f6\u011frenme<\/span><\/h4>\n

                                  G\u00fcn\u00fcm\u00fczde, KA\u00c7D’lerde \u00f6\u011frenmenin en nicel \u00e7al\u0131\u015fmas\u0131, bir MIT Tan\u0131t\u0131m Fizi\u011fi KA\u00c7D\u2019de \u2018kavramsal \u00f6\u011frenme\u2019yi ara\u015ft\u0131ran Colvin ve arkada\u015flar\u0131 (2014) taraf\u0131ndan yap\u0131lm\u0131\u015ft\u0131r. Colvin ve meslekta\u015flar\u0131, \u00f6\u011frenenlerin performans\u0131n\u0131, fizik veya matematik ge\u00e7mi\u015fi olmayan \u00f6\u011frenciler ile daha \u00f6nce \u00f6nemli bilgiye sahip olan fizik \u00f6\u011fretmenleri ile kar\u015f\u0131la\u015ft\u0131rmak gibi sadece KA\u00c7D i\u00e7indeki farkl\u0131 alt kategoriler aras\u0131nda de\u011fil ayn\u0131 zamanda geleneksel kamp\u00fcs \u00f6\u011fretim bi\u00e7iminde ayn\u0131 \u00f6\u011fretim program\u0131n\u0131 alan \u00f6\u011frencilerle de kar\u015f\u0131la\u015ft\u0131rd\u0131lar. \u0130ki \u00f6\u011fretim t\u00fcr\u00fc aras\u0131nda veya t\u00fcrlerin kendi i\u00e7inde \u00f6\u011frenme kazan\u0131mlar\u0131 a\u00e7\u0131s\u0131ndan esas itibariyle anlaml\u0131 bir fark bulunmam\u0131\u015f olsa da geleneksel y\u00fcz y\u00fcze \u00f6\u011fretim alan kamp\u00fcs \u00f6\u011frencilerinin daha \u00f6nce kald\u0131klar\u0131 i\u00e7in dersi tekrar ettiklerinin alt\u0131n\u0131n \u00e7izilmesi gerekir.<\/span><\/p>\n

                                  Bu ara\u015ft\u0131rma, e\u011fitim teknolojisindeki kar\u015f\u0131la\u015ft\u0131rmal\u0131 \u00e7al\u0131\u015fmalarda anlaml\u0131 bir fark bulunmayan klasik bir \u00f6rnektir; \u00f6\u011frenci t\u00fcrlerindeki farkl\u0131l\u0131klar gibi di\u011fer de\u011fi\u015fkenler de bilgiyi iletim \u015fekli kadar \u00f6nemliydi.(<\/span>medya kar\u015f\u0131la\u015ft\u0131rmalar\u0131nda ‘anlaml\u0131 farkl\u0131l\u0131k bulunmamaktad\u0131r’ olgusu hakk\u0131nda daha fazla bilgi i\u00e7in bkz., Tema 10, B\u00f6l\u00fcm 2.2)<\/span><\/span>. Ayr\u0131ca davran\u0131\u015f\u00e7\u0131-bili\u015fsel bir \u00f6\u011frenme yakla\u015f\u0131m\u0131n\u0131 temsil eden bu KA\u00c7D tasar\u0131m\u0131, kavramsal sorulara verilecek do\u011fru cevaplara odaklanmaktad\u0131r. Tema 1\u2019de tan\u0131mlanan dijital \u00e7a\u011f\u0131n gerektirdi\u011fi becerilerin geli\u015ftirilmesi i\u00e7in u\u011fra\u015fmamaktad\u0131r.<\/span><\/span><\/p>\n

                                  5.4.5.2 \u00d6\u011frenci deneyimi<\/span><\/h4>\n

                                  KA\u00c7D kat\u0131l\u0131mc\u0131lar\u0131n\u0131n \u00f6\u011frenme <\/span>deneyimleri<\/i><\/span><\/em> \u00fczerine yap\u0131lan ve \u00f6zellikle de KA\u00c7D\u2019ler i\u00e7inde yap\u0131lan tart\u0131\u015fmalar \u00fczerine odaklanan ba\u015fka \u00e7al\u0131\u015fmalar da bulunmaktad\u0131r (\u00f6rne\u011fin bk. Kop, 2011). \u0130stisnalar olsa da tart\u0131\u015fmalar genellikle e\u011fitmenler taraf\u0131ndan takip edilmemekte, ba\u011flant\u0131 kurup di\u011fer \u00f6\u011frencilerin yorumlar\u0131n\u0131 cevaplamak yine kat\u0131l\u0131mc\u0131lara kalmaktad\u0131r.<\/span><\/span><\/p>\n

                                  Bununla birlikte KA\u00c7D\u2019lerdeki tart\u0131\u015fma \u00f6gesinin akademik \u00f6\u011frenme i\u00e7in gereken \u00fcst-d\u00fczey kavramsal \u00e7\u00f6z\u00fcmleme becerisini geli\u015ftirmedeki etkinli\u011fine dair g\u00fc\u00e7l\u00fc ele\u015ftiriler vard\u0131r. Kredi-tabanl\u0131 \u00f6\u011frenme \u00e7al\u0131\u015fmalar\u0131ndan elde edilen kan\u0131tlar dersin, \u00e7o\u011fu zaman, kavramsal \u00f6\u011frenmeyi geli\u015ftirmek i\u00e7in yanl\u0131\u015f anlamalar\u0131 veya kavram yan\u0131lg\u0131lar\u0131n\u0131 d\u00fczeltecek, do\u011fru geri bildirim sa\u011flayacak, kan\u0131t kullanma ve net arg\u00fcman geli\u015ftirme gibi akademik \u00f6\u011frenmeye dair \u00f6l\u00e7\u00fctlerin kar\u015f\u0131lanmas\u0131n\u0131 temin edecek ve derin \u00f6\u011frenme i\u00e7in gereken girdi ve rehberli\u011fi sa\u011flayacak bir konu alan uzman\u0131n\u0131n m\u00fcdahalesine ihtiyac\u0131 oldu\u011funu g\u00f6stermektedir (bk. \u00f6zellikle Harasim, 2017).<\/span><\/p>\n

                                  Bunlara ek olarak dersin \u2018kitlesel\u2019li\u011fi artt\u0131k\u00e7a bir e\u011fitmen m\u00fcdahalesi veya ders yap\u0131s\u0131 yoksa kat\u0131l\u0131mc\u0131lar da kendilerini daha \u2018kayg\u0131l\u0131, bunalm\u0131\u015f ve kaybolmu\u015f\u2019 hissetmektedir (Knox, 2014). Firmin vd. (2014), KA\u00c7D i\u00e7inde `\u00f6\u011frencilerin derse kat\u0131l\u0131mlar\u0131n\u0131 ve \u00e7al\u0131\u015fma gayretlerini destekleyen ve te\u015fvik eden bir e\u011fitmen varsa kat\u0131l\u0131mc\u0131lar\u0131n kazan\u0131mlar\u0131n\u0131n iyile\u015fti\u011fini s\u00f6ylemektedir. Konu uzmanlar\u0131 i\u00e7in yap\u0131land\u0131r\u0131lm\u0131\u015f bir rol olmadan kat\u0131l\u0131mc\u0131lar, di\u011fer kat\u0131l\u0131mc\u0131lar\u0131n yorumlar\u0131 ve geri bildirimleri a\u00e7\u0131s\u0131ndan \u00e7ok \u00e7e\u015fitli kalite t\u00fcrleri ile kar\u015f\u0131 kar\u015f\u0131ya kalmaktad\u0131r. \u0130\u015fbirlik\u00e7i ve i\u015fbirlik\u00e7i grup \u00f6\u011freniminin ba\u015far\u0131l\u0131 bir \u015fekilde y\u00fcr\u00fct\u00fclmesi i\u00e7in gerekli ko\u015fullar hakk\u0131nda yine \u00e7ok fazla ara\u015ft\u0131rma mevcuttur (\u00f6r., Lave ve Wenger, 1991 veya Majar ve Cross 2014) ancak bu bulgular, bug\u00fcne kadar yap\u0131lan KA\u00c7D tart\u0131\u015fmalar\u0131nda dikkate al\u0131nmam\u0131\u015ft\u0131r.<\/span><\/p>\n

                                  5.4.5.3 A\u011fa ba\u011fl\u0131 ve i\u015fbirlikli \u00f6\u011frenmek<\/span><\/h4>\n

                                  Bir kar\u015f\u0131 arg\u00fcman olarak en az\u0131ndan bKA\u00c7D\u2019lerin akademik \u00f6\u011frenmeden esas itibariyle farkl\u0131 olan a\u011f olu\u015fturma (veya \u00f6rg\u00fctlenme) ile i\u015f birli\u011fine dayal\u0131 yeni bir \u00f6\u011frenme bi\u00e7imi geli\u015ftirdi\u011fi ve dolay\u0131s\u0131yla KA\u00c7D\u2019lerin dijital \u00e7a\u011f\u0131n \u00f6\u011frencilerinin gereksinimlerine daha iyi cevap verebilece\u011fini \u00f6ne s\u00fcr\u00fclm\u00fc\u015ft\u00fcr. Downes ve Siemens \u00d6zellikle yeti\u015fkin kat\u0131l\u0131mc\u0131lar\u0131n, ileri d\u00fczeyde kavramsal \u00f6\u011frenmenin geli\u015fimi konusunda kendi kendini y\u00f6netmek i\u00e7in yetene\u011fine sahip oldu\u011funu.ileri s\u00fcrmektedirler. bKA\u00c7D’ler, benzer ilgi alanlar\u0131na sahip olan ve \u00f6\u011frenmelerinde onlar\u0131 desteklemek i\u00e7in gerekli uzmanl\u0131\u011fa sahip ba\u015fkalar\u0131n\u0131 arayan bireysel \u00f6\u011frencilerin ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131lad\u0131\u011f\u0131ndan ‘talep’ g\u00fcd\u00fcml\u00fcd\u00fcr ve bir\u00e7o\u011fu i\u00e7in bu talep derin, kavramsal \u00f6\u011frenme ihtiyac\u0131n\u0131 i\u00e7ermeyebilir ancak \u00f6n bilginin yeni ya da \u00f6zel ba\u011flamlara uygun uygulamalar\u0131n\u0131 b\u00fcnyesine alabilir. KA\u00c7D\u2019lerin, belli bir e\u011fitim d\u00fczeyinde olup \u00f6rg\u00fcn e\u011fitimde elde ettikleri kavramsal becerileri beraberinde KA\u00c7D\u2019lere getirerek b\u00f6yle bir \u00f6n bilgi veya becerisi olmayan di\u011ferlerine destek veya katk\u0131 sa\u011flayan kat\u0131l\u0131mc\u0131larla en iyi sonu\u00e7lar\u0131 verdi\u011fi g\u00f6r\u00fclmektedir.<\/span><\/p>\n

                                  5.4.5.4 \u00d6\u011frenci deste\u011fine duyulan ihtiya\u00e7<\/span><\/h4>\n

                                  Zaman ge\u00e7tik\u00e7e ve daha fazla deneyim kazan\u0131ld\u0131k\u00e7a, k\u00fc\u00e7\u00fck gruplar \u00fczerinde yap\u0131lan ara\u015ft\u0131rma \u00e7al\u0131\u015fmalar\u0131ndan elde edilen bulgular KA\u00c7D\u2019lerdeki \u00e7ok daha b\u00fcy\u00fck kitlelere uygulan\u0131p uyarlanabilecektir. \u00d6rne\u011fin baz\u0131 KA\u00c7D\u2019lerde, \u2018g\u00f6n\u00fcll\u00fc\u2019 veya \u00e7evredeki e\u011fitmenlerden faydalan\u0131lmaktad\u0131r. Amerikan D\u0131\u015fi\u015fleri Bakanl\u0131\u011f\u0131, KA\u00c7D kat\u0131l\u0131mc\u0131lar\u0131na mentorluk etmek \u00fczere yurt d\u0131\u015f\u0131ndaki ABD el\u00e7ilik ve konsolosluklar\u0131nda KA\u00c7D kamplar\u0131 d\u00fczenlemektedir. Bu kamplarda, yurt d\u0131\u015f\u0131ndaki KA\u00c7D kat\u0131l\u0131mc\u0131lar\u0131 i\u00e7in ders i\u00e7erikleri ve ders konular\u0131na dair tart\u0131\u015fmalar\u0131 y\u00f6neten Fulbright bursiyerleri ve el\u00e7ilik personeli yer almaktad\u0131r (Haynie, 2014).<\/span><\/p>\n

                                  Baz\u0131 KA\u00c7D sa\u011flay\u0131c\u0131lar\u0131 \u00f6r. British Columbia \u00dcniversitesi gibi baz\u0131 kurumlar ise KA\u00c7D\u2019lerdeki tart\u0131\u015fma forumlar\u0131n\u0131 izleyip tart\u0131\u015fmalara katk\u0131 sa\u011flamalar\u0131 i\u00e7in ara\u015ft\u0131rma g\u00f6revlilerini ve asistanlar\u0131 belli bir \u00fccret kar\u015f\u0131l\u0131\u011f\u0131nda g\u00f6revlendirmektedir (Engle, 2014). Engle, ara\u015ft\u0131rma g\u00f6revlisi ve asistanlar\u0131n KA\u00c7D\u2019lerde sa\u011flad\u0131\u011f\u0131 katk\u0131lar\u0131n ve s\u0131n\u0131rl\u0131 da olsa KA\u00c7D e\u011fitmenlerinin derse etkili bir \u015fekilde m\u00fcdahalesinin British Columbia \u00dcniversitesi\u2019ndeki KA\u00c7D\u2019lerin daha etkile\u015fimli ve g\u00fcd\u00fcleyici oldu\u011funu ifade etmektedir.<\/span><\/span><\/p>\n

                                  Ancak elbette ki KA\u00c7D\u2019leri izlemek ve katk\u0131 sa\u011flamak i\u00e7in \u00fccretli personelin g\u00f6revlendirilmesi program\u0131n maliyetini art\u0131racakt\u0131r. Sonu\u00e7 olarak KA\u00c7D\u2019ler, \u00e7ok b\u00fcy\u00fck gruplar\u0131n ders tart\u0131\u015fmalar\u0131n\u0131 etkin olarak y\u00f6netebilmek i\u00e7in yeni otomatikle\u015ftirilmi\u015f y\u00f6ntemler geli\u015ftirme \u00e7al\u0131\u015fmalar\u0131na ba\u015flam\u0131\u015ft\u0131r. \u00d6rne\u011fin, Edinburgh \u00dcniversitesi, Twitter g\u00f6nderilerini tarayan ve yard\u0131ma veya g\u00fcd\u00fclemeye ihtiyac\u0131 olan \u00f6\u011frencilere \u00f6nceden belirlenmi\u015f yorumlar veya cevaplar verecek \u2018teacherbot\u2019 (robot \u00f6\u011fretmen) geli\u015ftirilmesi i\u00e7in deneysel \u00e7al\u0131\u015fmalara ba\u015flam\u0131\u015ft\u0131r (Bayne, 2015). Bu sonu\u00e7lar ve yakla\u015f\u0131mlar, ba\u015far\u0131l\u0131 bir \u00e7evrim i\u00e7i \u00f6\u011frenme ortam\u0131nda e\u011fitmen buradal\u0131\u011f\u0131n\u0131n \u00f6nemine ili\u015fkin olarak daha \u00f6nceden ger\u00e7ekle\u015ftirilen \u00e7al\u0131\u015fmalarla tutarl\u0131l\u0131k g\u00f6stermektedir (bk. Tema 4.4.3).<\/span><\/p>\n

                                  Yine de KA\u00c7D\u2019lerin \u00f6\u011frencilerdeh\u00e2lihaz\u0131rda var olmayan derin ve kavramsal \u00f6\u011frenmeyi ortaya \u00e7\u0131karmak i\u00e7in ihtiya\u00e7 duyulan deste\u011fi sa\u011flamas\u0131 isteniyorsa, daha yap\u0131lmas\u0131 gereken \u00e7ok \u015fey vard\u0131r. Dijital \u00e7a\u011f\u0131n gerektirdi\u011fi becerilerin geli\u015ftirilmesi ise \u00e7ok daha zorlu bir g\u00f6rev, \u00e7ok daha geni\u015f bir m\u00fccadele alan\u0131d\u0131r. Buna ra\u011fmen, kesin kan\u0131ya varabilmek i\u00e7in kat\u0131l\u0131mc\u0131lar\u0131n KA\u00c7D\u2019lerde ger\u00e7ekte ne \u00f6\u011frendi\u011fi ve bunu hangi ko\u015fullar alt\u0131nda yapt\u0131\u011f\u0131 konusunda \u00e7ok daha fazla ara\u015ft\u0131rmaya ihtiya\u00e7 duyulmaktad\u0131r.<\/span><\/p>\n

                                  5.4.6 De\u011ferlendirme<\/h3>\n

                                  KA\u00c7D\u2019lere kat\u0131lan binlerce \u00f6\u011frencinin de\u011ferlendirilmesinin olduk\u00e7a zorlu bir i\u015f oldu\u011fu art\u0131k bilinmektedir. \u00c7ok karma\u015f\u0131k olan bu konu, burada k\u0131saca ele al\u0131nmaktad\u0131r. Bununla birlikte Tema 6.8’de farkl\u0131 de\u011ferlendirme bi\u00e7imlerinin bir \u00e7\u00f6z\u00fcmlemesi yap\u0131lmaktad\u0131r. Bu k\u0131s\u0131mda, Suen\u2019in (2014) bug\u00fcne kadar KA\u00c7D\u2019lerde kullan\u0131lan de\u011ferlendirme bi\u00e7imlerini kapsaml\u0131 ve dengeli bir bi\u00e7imde inceledi\u011fi \u00e7al\u0131\u015fmas\u0131n\u0131 temel almaktay\u0131z. Bu b\u00f6l\u00fcm a\u011f\u0131rl\u0131kl\u0131 olarak Suen’in \u00e7al\u0131\u015fmalar\u0131n\u0131 temel almaktad\u0131r.<\/span><\/p>\n

                                  5.4.6.1 Bilgisayar taraf\u0131ndan notland\u0131r\u0131lan \u00f6devler<\/h4>\n

                                  KA\u00c7D\u2019lerde, bug\u00fcne kadar en fazla iki de\u011ferlendirme t\u00fcr\u00fc kullan\u0131lm\u0131\u015ft\u0131r. Bunlardan ilki, form\u00fcllerin veya \u2018do\u011fru kod\u2019un girilip otomatik olarak kontrol edildi\u011fi nicel \u00e7oktan se\u00e7meli testlere dayan\u0131r. Bu de\u011ferlendirme t\u00fcr\u00fcnde, genellikle, kat\u0131l\u0131mc\u0131lar\u0131n cevaplar\u0131na dair otomatikle\u015ftirilmi\u015f bir geri bildirim an\u0131nda verilir. Geri bildirim, basit bir \u2018do\u011fru cevap\u2019 veya \u2018yanl\u0131\u015f cevap\u2019 \u015feklinde olabilece\u011fi gibi kontrol edilen cevab\u0131n t\u00fcr\u00fcne g\u00f6re daha karma\u015f\u0131k da olabilir; yine de herh\u00e2l\u00fckarda s\u00fcre\u00e7 tam otomatiktir.<\/span><\/p>\n

                                  Net ve do\u011fru bir cevab\u0131n oldu\u011fu olgular\u0131n, ilkelerin, form\u00fcllerin, denklemlerin ve di\u011fer kavramsal \u00f6\u011frenme bi\u00e7imlerinin do\u011frudan \u00f6l\u00e7\u00fclmesinde, bu otomatikle\u015ftirilmi\u015f s\u00fcre\u00e7 olduk\u00e7a iyi \u00e7al\u0131\u015fmaktad\u0131r. Asl\u0131na bak\u0131l\u0131rsa, an\u0131nda geri bildirim teknolojisi hen\u00fcz m\u00fcmk\u00fcn olmasa da bilgisayar taraf\u0131ndan notland\u0131r\u0131lan \u00e7oktan se\u00e7meli testler A\u00e7\u0131k \u00dcniversite taraf\u0131ndan ta 1970\u2019lerde kullan\u0131lmaktayd\u0131. Bununla birlikte bu de\u011ferlendirme t\u00fcr\u00fc derin ve ‘d\u00f6n\u00fc\u015ft\u00fcr\u00fcc\u00fc’ \u00f6\u011frenme ile s\u0131n\u0131rl\u0131 olup yarat\u0131c\u0131 veya orijinal d\u00fc\u015f\u00fcnme gibi dijital \u00e7a\u011fda ihtiya\u00e7 duyulan entelekt\u00fcel becerilerin de\u011ferlendirilmesinde zay\u0131ft\u0131r.<\/span><\/p>\n

                                  5.4.6.2 Akran de\u011ferlendirmesi<\/h4>\n

                                  KA\u00c7D\u2019lerde denenen di\u011fer bir de\u011ferlendirme t\u00fcr\u00fc, kat\u0131l\u0131mc\u0131lar\u0131n birbirlerinin \u00e7al\u0131\u015fmalar\u0131n\u0131 de\u011ferlendirdi\u011fi akran de\u011ferlendirmesidir. Akran de\u011ferlendirmesi yeni bir kavram de\u011fildir. Geleneksel s\u0131n\u0131flarda ve baz\u0131 \u00e7evrim i\u00e7i derslerde s\u00fcre\u00e7 de\u011ferlendirmesi olarak ba\u015far\u0131yla kullan\u0131lmaktad\u0131r (Falchikov ve Goldfinch, 2000; van Zundert vd., 2010). Daha da \u00f6nemlisi, \u00f6\u011frencilerin di\u011ferlerinin \u00e7al\u0131\u015fmalar\u0131n\u0131 de\u011ferlendirmek suretiyle bu s\u00fcre\u00e7te derinlemesine anlama becerisini geli\u015ftirmenin g\u00fc\u00e7l\u00fc bir yolu olarak g\u00f6r\u00fclen akran de\u011ferlendirmesi, ele\u015ftirel d\u00fc\u015f\u00fcnme gibi dijital \u00e7a\u011f\u0131n gerektirdi\u011fi baz\u0131 becerilerin geli\u015ftirilmesinde de faydal\u0131 olabilmektedir.<\/span><\/span><\/p>\n

                                  Bununla birlikte akran de\u011ferlendirmesinin ba\u015far\u0131yla kullan\u0131lmas\u0131na ili\u015fkin kilit \u00f6zelliklerden biri \u00f6\u011fretmenin veya e\u011fitmenin s\u00fcrece yak\u0131ndan d\u00e2hil olup de\u011ferlendirme i\u00e7in gerekli dereceli puanlama anahtarlar\u0131 ya da \u00f6l\u00e7\u00fctleri sa\u011flamas\u0131 ve \u00f6\u011frenciler taraf\u0131ndan yap\u0131lan akran de\u011ferlendirmesinin sa\u011flanan \u00f6l\u00e7\u00fctlere uygun olarak ger\u00e7ekle\u015ftirilmesini izlemesi ve y\u00f6nlendirmesidir. E\u011fitmenin KA\u00c7D\u2019lerde de\u011ferlendirme \u00f6l\u00e7\u00fctleri veya dereceli puanlama anahtarlar\u0131n\u0131 temin etmesi m\u00fcmk\u00fcn olsa da kat\u0131l\u0131mc\u0131 say\u0131s\u0131n\u0131n \u00e7oklu\u011fu nedeniyle \u00e7oklu akran de\u011ferlendirmelerinin yak\u0131ndan izlenmesi imk\u00e2ns\u0131z olmasa bile son derece zordur. Sonu\u00e7 olarak KA\u00c7D kat\u0131l\u0131mc\u0131lar\u0131, \u00e7al\u0131\u015fmalar\u0131n\u0131n do\u011fru veya adil olarak de\u011ferlendirecek bilgiye veya yetiye sahip olmayabilecek (s\u0131kl\u0131kla da sahip olmayan) di\u011fer kat\u0131l\u0131mc\u0131lar taraf\u0131ndan rastgele de\u011ferlendirilmesinden genellikle \u00e7ok memnun olmamaktad\u0131r.<\/span><\/p>\n

                                  KA\u00c7D\u2019lerde akran de\u011ferlendirmesinin kullan\u0131lmas\u0131na ili\u015fkin s\u0131n\u0131rl\u0131l\u0131klar\u0131n\u0131n a\u015f\u0131lmas\u0131 i\u00e7in akran de\u011ferlendirmelerinin ortalamas\u0131n\u0131n al\u0131nmas\u0131 suretiyle akran de\u011ferlendirmelerinin kalibrasyonu veya Bayes\u2019in post hoc stabilizasyonu (Pieach vd., 2013) gibi farkl\u0131 y\u00f6ntemler denenmektedir. B\u00f6yle istatistiksel teknikler akran de\u011ferlendirmesinin hata pay\u0131n\u0131 azaltsa da kavram yan\u0131lg\u0131lar\u0131na ba\u011fl\u0131 olarak kat\u0131l\u0131mc\u0131lar\u0131n yanl\u0131\u015f kan\u0131ya varmalar\u0131 nedeniyle ortaya \u00e7\u0131kan sistematik hatalar\u0131 ortadan kald\u0131rmamaktad\u0131r. \u00d6zellikle de kat\u0131l\u0131mc\u0131lar\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011funun KA\u00c7D\u2019deki kilit kavramlar\u0131 anlayamad\u0131\u011f\u0131 yani akran de\u011ferlendirmesinin “k\u00f6rler sa\u011f\u0131rlar birbirini a\u011f\u0131rlar” deyiminde ifade edildi\u011fi bir h\u00e2l ald\u0131\u011f\u0131 durumlarda, ciddi sorun te\u015fkil etmektedir.<\/span><\/p>\n

                                  5.4.6.3 Yaz\u0131lar\u0131n otomatik puanlanmas\u0131<\/h4>\n

                                  Puanlaman\u0131n otomatikle\u015ftirilmeye \u00e7al\u0131\u015f\u0131ld\u0131\u011f\u0131 di\u011fer bir aland\u0131r (Balfour, 2013). Bu t\u00fcr y\u00f6ntemler giderek daha geli\u015fip ilerlese de, gramer, imla ve c\u00fcmle yap\u0131s\u0131 gibi teknik yaz\u0131m becerilerinin do\u011fru olarak \u00f6l\u00e7\u00fclmesi a\u00e7\u0131s\u0131ndan olduk\u00e7a s\u0131n\u0131rl\u0131d\u0131r. Yine burada da \u00fcst d\u00fczey entelekt\u00fcel becerilerin ortaya konuldu\u011fu yaz\u0131 ve raporlar\u0131n kesin bir \u015fekilde de\u011ferlendirilmesi s\u00f6z konusu de\u011fildir.<\/span><\/p>\n

                                  5.4.6.4 Rozetler, sertifikalar<\/span> ve mikro sertifikalar<\/span><\/span><\/h4>\n

                                  \u00d6zellikle de gKA\u00c7D\u2019lerde, dersteki \u00f6\u011frenme d\u00fczeyini \u00f6l\u00e7en ve genellikle bilgisayar taraf\u0131ndan puanland\u0131r\u0131lan bir final s\u0131nav\u0131n\u0131n ard\u0131ndan, KA\u00c7D\u2019yi ba\u015far\u0131yla tamamlad\u0131klar\u0131 i\u00e7in kat\u0131l\u0131mc\u0131lara bir sertifika veya bir \u2018rozet\u2019 verilebilmektedir. Do\u011frusunu s\u00f6ylemek gerekirse KA\u00c7D sahibi olan e\u011fitim kurumlar\u0131n\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011fu, KA\u00c7D\u2019lerde verdikleri kabul sertifikalar\u0131n\u0131 veya kredileri kendi \u00f6rg\u00fcn programlar\u0131na kabul etmek veya sayd\u0131rmak konusunda teredd\u00fctl\u00fcd\u00fcr. KA\u00c7D sahibi kurumlar\u0131n kendi verdikleri e\u011fitim \u00f6\u011fretimi tan\u0131mamalar\u0131, de\u011ferlendirmenin niteli\u011fine ili\u015fkin soru i\u015faretlerinin neden cevaplanamad\u0131\u011f\u0131n\u0131 a\u00e7\u0131k\u00e7a g\u00f6stermektedir.<\/span><\/p>\n

                                  KA\u00c7D temelli mikro sertifikalar daha yeni bir geli\u015fmedir. Mikro sertifika, tek bir kurstan daha fazlas\u0131n\u0131 kapsayan ancak bir dereceden daha az olan bir dizi yeni sertifikadan biridir. Pickard ( 2018 ) 450’den fazla KA\u00c7D tabanl\u0131 mikrokrediklerin bir analizini sunmaktad\u0131r. Pickard’a g\u00f6re:<\/span><\/span><\/p>\n

                                  Mikrokrediler, bir e\u011fitimin her bir k\u00fc\u00e7\u00fck par\u00e7as\u0131n\u0131n kendi ba\u015f\u0131na t\u00fcketilebilece\u011fi veya di\u011fer par\u00e7alarla daha b\u00fcy\u00fck bir nesneye toplanabilece\u011fi fikri olup y\u00fcksek\u00f6\u011fretimde mod\u00fclerlik ve istiflenebilirli\u011fe y\u00f6nelik e\u011filimin bir par\u00e7as\u0131 olarak g\u00f6r\u00fclebilir. Her kurs \u00fcnitelerden olu\u015fur, her bir \u00fcnite derslerden olu\u015fur; kurslar Uzmanl\u0131k veya herhangi bir x derecesine kadar birikebilir; bunlar MicroMasters gibi k\u0131smi derecelere kadar veya tam dereceye kadar tamamen y\u0131\u011f\u0131labilir (ancak yaln\u0131zca baz\u0131 mikro-dereceler derece olarak yap\u0131land\u0131r\u0131lm\u0131\u015ft\u0131r).<\/span><\/span><\/em><\/i><\/span><\/span><\/p>\n

                                  Bununla birlikte Pickard yapt\u0131\u011f\u0131 analizde, Coursera, edX, Udacity ve FutureLearn gibi MOOC platformlar\u0131 arac\u0131l\u0131\u011f\u0131yla sunulan mikro referanslarda bulundu.<\/span><\/span><\/p>\n

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                                    \u00f6\u011frenci burslar\u0131 250 ila 17,000 ABD dolar\u0131 aras\u0131nda de\u011fi\u015fmektedir;<\/i><\/span><\/span><\/span><\/em><\/p>\n<\/li>\n

                                  • \n

                                    baz\u0131 mikrokrediler, hepsi olmasa da bir derece program\u0131na kredi kazanma f\u0131rsat\u0131 sunmaktad\u0131r. Genellikle, \u00fcniversite kredisi, yaln\u0131zca bir \u00f6\u011frencinin mikro sertifika ile ba\u011flant\u0131l\u0131 belirli bir derece program\u0131na kay\u0131t yapt\u0131rmaya devam etmesi durumunda verilir;<\/i><\/span><\/span><\/span><\/em><\/p>\n<\/li>\n

                                  • \n

                                    \u00fc\u00e7\u00fcnc\u00fc taraf kurulu\u015flar taraf\u0131ndan akredite edilmez, tan\u0131nmaz veya de\u011ferlendirilmezler (\u00fcniversite derece programlar\u0131 ile ilgili olanlar hari\u00e7). Bu de\u011fi\u015fkenlik ve standardizasyon eksikli\u011fi, \u00e7e\u015fitli mikro sertifikalar\u0131 kar\u015f\u0131la\u015ft\u0131rmay\u0131 zorla\u015ft\u0131rd\u0131\u011f\u0131ndan hem \u00f6\u011frenciler hem de i\u015fverenler i\u00e7in bir sorun te\u015fkil etmektedir.<\/i><\/span><\/span><\/span><\/em><\/p>\n<\/li>\n

                                  • \n

                                    bunca de\u011fi\u015fken s\u00f6z konusu iken bir \u00f6\u011frenci, \u00e7e\u015fitli se\u00e7enekler aras\u0131ndan nas\u0131l birini se\u00e7er? Ayr\u0131ca, bu se\u00e7eneklerin ayr\u0131nt\u0131l\u0131 olarak anla\u015f\u0131lmas\u0131 olmadan, bir i\u015fveren \u00f6zge\u00e7mi\u015fe geldi\u011finde bu mikrokredileri nas\u0131l yorumlar veya kar\u015f\u0131la\u015ft\u0131r\u0131r?<\/i><\/span><\/span><\/span><\/em><\/p>\n<\/li>\n<\/ul>\n<\/blockquote>\n

                                    Bununla birlikte dijital \u00e7a\u011fda, hem \u00e7al\u0131\u015fanlar hem de i\u015fverenler, bir dereceden daha k\u00fc\u00e7\u00fck \u00f6\u011frenme birimlerini \u201cakredite etmenin\u201d yollar\u0131n\u0131 giderek daha fazla ancak sonunda tam olarak \u00fcst \u00fcste konabilecek \u015fekilde aramaya ba\u015flayacakt\u0131r.. Mesele, bunu KA\u00c7D hareketine ba\u011flaman\u0131n en iyi yol olup olmad\u0131\u011f\u0131d\u0131r.<\/span><\/span><\/p>\n

                                    Elbette daha iyi bir yol, d\u00fczenli bir \u00e7evrim i\u00e7i y\u00fcksek lisans program\u0131n\u0131n bir par\u00e7as\u0131 olarak ya da buna paralel olarak mikrokrediler geli\u015ftirmek olacakt\u0131r. \u00d6rne\u011fin, 2003\u2019\u00fcn ba\u015flar\u0131nda, British Columbia \u00dcniversitesi \u00e7evrim i\u00e7i E\u011fitim Teknolojisi Y\u00fcksek Lisans Program\u0131nda y\u00fcksek lisans derecesi sertifikas\u0131 i\u00e7in \u00f6\u011frencilerin bir kerede tek ders almalar\u0131na ya da be\u015f adet haz\u0131rl\u0131k kursuna ya da d\u00f6rt ders ve proje eklemelerine izin veriyordu. Bu t\u00fcr mikrokrediler, (a) herkese a\u00e7\u0131k olmalar\u0131 ve (b) \u00fccretsiz veya herkesin alabilece\u011fi kadar d\u00fc\u015f\u00fck bir maliyetle olmad\u0131klar\u0131 takdirde KA\u00c7D’ler olmayacakt\u0131r. Daha sonra mesele, kurumun bu t\u00fcr KA\u00c7D benzeri referanslar\u0131 tam bir derece olarak kabul edip etmeyece\u011fi olur. Aksi takdirde, i\u015fverenlerin bu t\u00fcr mikrokredileri tan\u0131malar\u0131 pek m\u00fcmk\u00fcn de\u011fildir \u00e7\u00fcnk\u00fc neye de\u011fer verdiklerini bilmeyeceklerdir.<\/span><\/span><\/p>\n

                                    5.4.6.5 Ni\u00e7in de\u011ferlendirme yap\u0131l\u0131yor<\/h4>\n

                                    KA\u00c7D\u2019lerde yap\u0131lan de\u011ferlendirmeleri ele al\u0131rken, de\u011ferlendirmenin arkas\u0131nda yatan niyeti ara\u015ft\u0131rmak gerekir. De\u011ferlendirmenin arka plan\u0131nda bir\u00e7ok neden vard\u0131r (bk. Tema 6.8). Akran de\u011ferlendirmesi ve bilgisayar taraf\u0131ndan puanland\u0131r\u0131lan testler sonunda verilen an\u0131nda geri bildirimler, kat\u0131l\u0131mc\u0131lar\u0131n neyi anlay\u0131p neyi anlamad\u0131klar\u0131n\u0131 g\u00f6rmeleri ve konuya ili\u015fkin kilit kavramlar\u0131 daha iyi anlayabilmelerine yard\u0131mc\u0131 olmak a\u00e7\u0131s\u0131ndan <\/span>s\u00fcre\u00e7<\/i><\/span><\/em> de\u011ferlendirmesi i\u00e7in son derece \u00f6nemli olabilir. KA\u00c7D’lerde, Suen’\u0131n belirtti\u011fi gibi \u00f6\u011frenme, KA\u00c7D kat\u0131l\u0131mc\u0131lar\u0131 aras\u0131nda ger\u00e7ekle\u015fen ileti\u015fim olarak \u00f6l\u00e7\u00fcl\u00fcr ve bilginin kalabal\u0131\u011fa dayal\u0131 olarak do\u011frulanmas\u0131yla sonu\u00e7lan\u0131r – t\u00fcm kat\u0131l\u0131mc\u0131lar\u0131n toplam\u0131n\u0131n KA\u00c7D’ye kat\u0131lmalar\u0131n\u0131n bir sonucu olarak do\u011fru oldu\u011funa inand\u0131\u011f\u0131 \u015fey budur, bu y\u00fczden resm\u00ee de\u011ferlendirme gerekli de\u011fildir. Elbette ki bu yolla \u00f6\u011frenilen \u015feylerin <\/span>akademik<\/i><\/span><\/em> ge\u00e7erlili\u011fi olan bilgiler olmayabilece\u011fi unutulmamal\u0131d\u0131r; ancak a\u00e7\u0131k konu\u015fmak gerekirse, bKA\u00c7D savunucular\u0131 i\u00e7in bu \u00e7ok da \u00f6nemli bir nokta de\u011fildir.<\/span><\/span><\/p>\n

                                    Akademik de\u011ferlendirme yaln\u0131zca \u00f6\u011frenci ba\u015far\u0131s\u0131n\u0131n \u00f6l\u00e7\u00fclmesiyle ilgili de\u011fil \u00f6\u011frenci hareketlili\u011fini (lisans\u00fcst\u00fc \u00e7al\u0131\u015fmalara y\u00f6nlenilmesi gibi) ve hatta , daha da \u00f6nemlisi istihdam ve terfi f\u0131rsatlar\u0131n\u0131 da etkileyen \u00f6nemli bir ge\u00e7erlilik t\u00fcr\u00fcd\u00fcr. \u00d6\u011frencinin bak\u0131\u015f a\u00e7\u0131s\u0131ndan, ge\u00e7erlili\u011fin do\u011frulanmas\u0131 – yeterlili\u011fin tan\u0131nmas\u0131 ve aktar\u0131labilirli\u011fi – esast\u0131r. KA\u00c7D\u2019ler, bug\u00fcne kadar kat\u0131l\u0131mc\u0131lar\u0131n \u00f6\u011frenme ba\u015far\u0131lar\u0131n\u0131 kesin ve do\u011fru olarak de\u011ferlendirebildiklerini g\u00f6sterememi\u015flerdir. KA\u00c7D\u2019lerin bu anlamda tam olarak g\u00f6steremedi\u011fi, dijital \u00e7a\u011f\u0131n gerektirdi\u011fi entelekt\u00fcel becerileri ve derin \u00f6\u011frenme ve anlamay\u0131 geli\u015ftirip geli\u015ftiremedi\u011fi veya \u00f6l\u00e7\u00fcp \u00f6l\u00e7emedi\u011fidir. Asl\u0131nda, KA\u00c7D\u2019leri di\u011fer \u00e7evrim i\u00e7i \u00f6\u011frenme bi\u00e7imlerinden ay\u0131ran en \u00f6nemli \u00f6zellik olan `kitlesellik\u2019 s\u0131n\u0131rlamalar\u0131 i\u00e7inde bunun yap\u0131lmas\u0131 pek m\u00fcmk\u00fcn olmayabilir.<\/span><\/span><\/p>\n

                                    5.4.7 Markalama<\/h3>\n

                                    KA\u00c7D\u2019lere dair kurumsal beklentiler \u00fczerine yapt\u0131klar\u0131 ara\u015ft\u0131rmada Hollands ve Tirthali (2014), e\u011fitim kurumlar\u0131n\u0131n KA\u00c7D a\u00e7mas\u0131n\u0131n en \u00f6nemli ikinci nedenini bir marka olu\u015fturma ve markay\u0131 koruma oldu\u011funu ifade etmektedir. Birinci neden eri\u015filen hedef kitleyi geni\u015fletmektir, ki asl\u0131nda bu da markalama \u00e7al\u0131\u015fmalar\u0131n\u0131n bir par\u00e7as\u0131 olarak g\u00f6r\u00fclebilir. Standford, MIT ve Harvard gibi Sarma\u015f\u0131k Ligi\u2019ne \u00fcye elit \u00fcniversitelerin bu inisiyatifte ba\u015f\u0131 \u00e7ekmesi ve Coursera\u2019n\u0131n, platformunu yaln\u0131zca \u2018\u00fcst d\u00fczey\u2019 \u00fcniversitelerin eri\u015fimine a\u00e7mas\u0131 KA\u00c7D\u2019ler yoluyla kurumsal markalama kavram\u0131n\u0131 desteklemektedir. KA\u00c7D \u00e7al\u0131\u015fmalar\u0131n\u0131 ba\u015flatan bir\u00e7ok \u00fcniversitelerin daha \u00f6nceden kredi tabanl\u0131 \u00e7evrim i\u00e7i \u00f6\u011frenme faaliyetlerini k\u00fc\u00e7\u00fcmsedikleri d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, bunun bir `s\u00fcr\u00fc psikolojisi\u2019 etkisi yaratm\u0131\u015f oldu\u011fu s\u00f6ylenebilir. E\u011fitim kurumlar\u0131n\u0131n, uzmanl\u0131k alanlar\u0131na giren konular\u0131 \u00e7ok daha geni\u015f kitlelere ula\u015ft\u0131rmak i\u00e7in KA\u00c7D\u2019ler\u0131 kullanmalar\u0131 akla yatk\u0131nd\u0131r.<\/span><\/p>\n

                                    E\u011fitim kurumlar\u0131n\u0131n uzmanl\u0131k alanlar\u0131na giren konular\u0131 \u00e7ok daha geni\u015f kitlelere ula\u015ft\u0131rmak i\u00e7in KA\u00c7D\u2019ler\u0131 kullanmalar\u0131 akla yatk\u0131nd\u0131r. \u00d6rne\u011fin Alberta \u00dcniversitesi dinazorlar, MIT elektronik ve Harvard \u00dcniversitesi de Antik Yunan Kahramanlar\u0131 konular\u0131na KA\u00c7D\u2019lerle ba\u015flatm\u0131\u015flard\u0131r. KA\u00c7D\u2019ler, nitelikli bir profes\u00f6r\u00fcn (ki bu ki\u015fi \u00f6m\u00fcr boyu y\u00fcz y\u00fcze \u00f6\u011fretimle ula\u015famayaca\u011f\u0131 ki\u015fi say\u0131s\u0131na tek bir KA\u00c7D ile ula\u015fabilir) sahip oldu\u011fu bilgi ve deneyimi geni\u015f kitlelerle payla\u015fmas\u0131na yard\u0131mc\u0131 olmaktad\u0131r. KA\u00c7D\u2019ler, bir kurumun sundu\u011fu ders ve programlar\u0131n kalitesine ili\u015fkin olarak d\u0131\u015far\u0131ya fikir vermenin de g\u00fczel bir yoludur.<\/span><\/p>\n

                                    Bununla birlikte KA\u00c7D\u2019lerin markalama \u00fczerindeki ger\u00e7ek etkisini \u00f6l\u00e7mek olduk\u00e7a zordur. Hollands ve Tirthali\u2019nin de ifade etti\u011fi gibi:<\/span><\/p>\n

                                    KA\u00c7D faaliyetleri sayesinde bir\u00e7ok e\u011fitim kurumu medyan\u0131n dikkatini \u00e7ekmi\u015f olsa da yeni bir inisiyatifin marka \u00fczerindeki etkisini ayr\u0131\u015ft\u0131rarak \u00f6l\u00e7mek, ger\u00e7ekle\u015ftirilmesi olduk\u00e7a zor bir i\u015flemdir. \u00c7o\u011fu kurum, markalaman\u0131n kendilerine sa\u011flad\u0131\u011f\u0131 faydalar\u0131 yakalay\u0131p, nicelemeyi nas\u0131l yapacaklar\u0131n\u0131 yeni yeni d\u00fc\u015f\u00fcnmeye ba\u015flam\u0131\u015flard\u0131r.<\/span><\/em><\/i><\/span><\/span><\/p>\n

                                    Bilhassa bu elit e\u011fitim kurumlar\u0131, \u00f6rg\u00fcn e\u011fitim programlar\u0131na ba\u015fvuran \u00f6\u011frenci say\u0131s\u0131n\u0131 art\u0131rmak i\u00e7in KA\u00c7D\u2019lere gereksinim duymamaktad\u0131r \u00e7\u00fcnk\u00fc bu kurumlar\u0131n nitelikli \u00f6\u011frenci \u00e7ekmede herhangi bir s\u0131k\u0131nt\u0131s\u0131 yoktur. Bu kurumlar\u0131n hi\u00e7biri, bug\u00fcne kadar bir KA\u00c7D\u2019yi ba\u015far\u0131yla tamamlam\u0131\u015f olman\u0131n kredili \u00f6rg\u00fcn e\u011fitim programlar\u0131na kabul i\u00e7in yeterli oldu\u011funu d\u00fc\u015f\u00fcnmemektedir.<\/span><\/p>\n

                                    \u00dcstelik, KA\u00c7D faaliyetine ba\u015flayan kurum say\u0131s\u0131 artt\u0131k\u00e7a markalama etkisi de bir dereceye kadar azalmaktad\u0131r. Asl\u0131na bak\u0131l\u0131rsa, binlerce ki\u015finin niteliksiz bir e\u011fitim deneyimine veya ders planlamas\u0131na maruz b\u0131rak\u0131lmas\u0131, kurumun markas\u0131 \u00fczerinde olumsuz bir etkiye sahip olacakt\u0131r;hezimete u\u011frayan KA\u00c7D\u2019lerinden Georgia Teknoloji Enstit\u00fcs\u00fc\u2019n\u00fcn deneyimledi\u011fi gibi (Jaschik, 2013). Yine de, bir kurumun ismini geleneksel \u00f6\u011fretim veya reklam yoluyla ula\u015f\u0131labilece\u011finden \u00e7ok daha fazla say\u0131da insana duyurmak anlam\u0131nda \u00e7o\u011fu KA\u00c7D\u2019nin ba\u015far\u0131l\u0131 oldu\u011fu s\u00f6ylenebilir.<\/span><\/p>\n

                                    5.4.8 Maliyetler ve \u00f6l\u00e7ek ekonomileri<\/h3>\n

                                    \"OEBPS\/images\/image0063.png\"<\/p>\n

                                    \u015eekil 5.4.8 KA\u00c7D de\u011fer \u00f6nermesinde, KA\u00c7D\u2019lerin ders iletimine dair de\u011fi\u015fken maliyetleri yok sayabilece\u011fi iddias\u0131 temel al\u0131nm\u0131\u015ft\u0131r. G\u00f6rsel: \u00a9 OpenTuition.com, 2014<\/i><\/span><\/span><\/p>\n

                                    KA\u00c7D\u2019lerin \u00fccretsiz olmas\u0131n\u0131n, en g\u00fc\u00e7l\u00fc yanlar\u0131ndan biri oldu\u011fu iddia edilir. Yukar\u0131da belirtti\u011fimiz gibi uygulamadan \u00e7ok ilkede do\u011fru oldu\u011funu g\u00f6rece\u011fiz \u00e7\u00fcnk\u00fc KA\u00c7D sahibi olan kurumlar baz\u0131 hizmetler i\u00e7in (\u00f6zellikle de\u011ferlendirme) \u00fccret talep edebilmektedir. Dahas\u0131 KA\u00c7D\u2019ler kat\u0131l\u0131mc\u0131lar i\u00e7in \u00fccretsiz olsa bile hizmet sa\u011flay\u0131c\u0131 kurulu\u015flar i\u00e7in hat\u0131r\u0131 say\u0131l\u0131r bir maliyet getirmektedir. Ayn\u0131 zamanda, gKA\u00c7D\u2019ler ve bKA\u00c7D\u2019ler aras\u0131nda da maliyet a\u00e7\u0131s\u0131ndan \u00f6nemli farkl\u0131l\u0131klar bulunmaktad\u0131r. \u0130kisinde de belirli d\u00fczeyde f\u0131rsat maliyeti veya ger\u00e7ekle\u015fen masraflar olsa da bKA\u00c7D\u2019lerin geli\u015ftirilmesi nispeten daha uygun maliyetlidir.<\/span><\/p>\n

                                    5.4.8.1 KA\u00c7D \u00fcretim ve da\u011f\u0131t\u0131m maliyetleri<\/span><\/h4>\n

                                    KA\u00c7D\u2019lerin maliyetine ili\u015fkin kesin sonu\u00e7lar elde edebilece\u011fimiz yeterince \u00e7al\u0131\u015fma olmad\u0131\u011f\u0131ndan, bir KA\u00c7D\u2019nin tasar\u0131m\u0131 ve iletiminin ger\u00e7ek maliyetine dair \u00e7ok az bilgi bulunmaktad\u0131r. Bununla birlikte elimizde az da olsa veri vard\u0131r. Ottawa \u00dcniversitesi (2013), Coursera taraf\u0131ndan \u00fcniversiteye sa\u011flanan rakamlar ve kredili \u00e7evrim i\u00e7i ders geli\u015ftirme maliyetlerine ili\u015fkin kurumsal bilgi ve deneyimler \u0131\u015f\u0131\u011f\u0131nda, bir gKA\u00c7D geli\u015ftirme maliyetini yakla\u015f\u0131k 100.000 Amerikan dolar\u0131 olarak tahmin etmektedir.<\/span><\/p>\n

                                    Engle (2014), British Columbia \u00dcniversitesinin (BC\u00dc) sa\u011flad\u0131\u011f\u0131 be\u015f KA\u00c7D\u2019nin ger\u00e7ekle\u015fen maliyetlerini ara\u015ft\u0131rm\u0131\u015ft\u0131r. BC\u00dc’nin KA\u00c7D’lerin\u0131n, di\u011fer KA\u00c7D’ler i\u00e7in ge\u00e7erli olmayan iki \u00f6nemli \u00f6zelli\u011fi vard\u0131r. Bunlardan ilki, BC\u00dc KA\u00c7D\u2019lerinde st\u00fcdyo prod\u00fcksiyonundan masa\u00fcst\u00fc kay\u0131ta kadar \u00e7ok \u00e7e\u015fitli video prod\u00fcksiyon y\u00f6ntemlerinin kullan\u0131lmas\u0131d\u0131r. kincisi, BC\u00dc KA\u00c7D’lerde, \u00f6\u011frencilerin geri bildirimleri sonucunda tart\u0131\u015fmalar\u0131 izleyen ve ders materyallerini uyarlayan veya de\u011fi\u015ftiren \u00fccretli akademik asistanlardan b\u00fcy\u00fck \u00f6l\u00e7\u00fcde faydalanm\u0131\u015ft\u0131r, bu nedenle maliyet de ciddi bir boyuta ula\u015fm\u0131\u015ft\u0131r.<\/span><\/p>\n

                                    BC\u00dc raporunun Ek B\u2019si, k\u0131lavuz niteli\u011finde 217.657 ABD dolar\u0131 tutar\u0131nda bir rakam \u00f6ne s\u00fcrmektedir; ancak bu rakam, ara\u015ft\u0131rma g\u00f6revlisi veya asistan \u00fccretleri ile belki de en \u00f6nemlisi e\u011fitmenin derse harcad\u0131\u011f\u0131 zaman\u0131n maliyetini i\u00e7ermemektedir. Akademik asistanl\u0131k ilk y\u0131lda toplam maliyetin %25\u2019ine denk gelmektedir(fak\u00fclte maliyetinin <\/span>haricinde<\/i><\/span><\/em>). Video prod\u00fcksiyon maliyeti (95.350 ABD dolar\u0131) ve raporda yer alan \u015eekil 1\u2019de video prod\u00fcksiyona ayr\u0131lan miktar\u0131n oran\u0131na (%44) bakt\u0131\u011f\u0131mda, do\u011frudan tahmini maliyeti 216.700 ABD dolar\u0131 veya KA\u00c7D ba\u015f\u0131na yakla\u015f\u0131k 54.000 ABD dolar\u0131 olarak hesapl\u0131yorum. Asistan maliyetlerinin d\u00e2hil oldu\u011fu bu miktara, \u00f6\u011fretim \u00fcyelerinin harcad\u0131\u011f\u0131 zaman ve koordinasyon destek maliyetleri (yani program y\u00f6netimi ve genel giderleri) <\/span>d\u00e2hil de\u011fildir<\/i><\/span><\/em>. Bununla birlikte maliyetin \u00e7e\u015fidi de ayn\u0131 derecede \u00f6nemlidir. Yo\u011fun st\u00fcdyo prod\u00fcksiyonu kullanan KA\u00c7D\u2019nin video prod\u00fcksiyon maliyeti, di\u011fer KA\u00c7D\u2019lerden birinin video prod\u00fcksiyon maliyetinin alt\u0131 kat\u0131ndan daha fazlad\u0131r.<\/span><\/span><\/p>\n

                                    5.4.8.2 Kredili \u00e7evrim i\u00e7i derslerin kar\u015f\u0131la\u015ft\u0131rmal\u0131 maliyetleri<\/span><\/h4>\n

                                    Kredi tabanl\u0131<\/i><\/span><\/em> \u00e7evrim i\u00e7i ve uzaktan \u00f6\u011frenmenin ana maliyet fakt\u00f6rleri ve \u00e7e\u015fitleri, Rumble (2001) ve H\u00fclsmann (2003) taraf\u0131ndan ger\u00e7ekle\u015ftirilen \u00e7al\u0131\u015fmalardan edinilen bilgiler do\u011frultusunda nispeten iyi anla\u015f\u0131lm\u0131\u015ft\u0131r. Benzer bir maliyetlendirme y\u00f6ntemi kullanarak, yedi y\u0131ll\u0131k bir d\u00f6nem i\u00e7inde British Columbia \u00dcniversitesi\u2019nde verilen bir \u00e7evrim i\u00e7i y\u00fcksek lisans program\u0131n\u0131 inceleyerek maliyet analizini yapt\u0131m (Bates & Sangr\u00e0, 2011). Bu program \u00e7ekirdek teknoloji olarak bir \u00f6\u011frenme y\u00f6netim sistemi kulland\u0131 ve e\u011fitmenler hem kursu geli\u015ftirdi hem de \u00e7evrim i\u00e7i \u00f6\u011frenci deste\u011fi ve de\u011ferlendirme sa\u011flad\u0131, gerekti\u011finde daha b\u00fcy\u00fck s\u0131n\u0131flar\u0131 idare etmek i\u00e7in yard\u0131mc\u0131 bir fak\u00fclte taraf\u0131ndan da desteklendi.<\/span><\/span><\/p>\n

                                    BC\u00dc program\u0131n\u0131n maliyet analizinde, 2003 y\u0131l\u0131nda geli\u015ftirme maliyetlerinin kurs ba\u015f\u0131na yakla\u015f\u0131k 20,000 ila 25,000 $ oldu\u011funu buldum. Ancak, yedi y\u0131ll\u0131k d\u00f6nemde, ders geli\u015ftirme maliyetinin toplam maliyetin %15\u2019inden daha az oldu\u011fu ve \u00e7o\u011funlukla program\u0131n ilk y\u0131l\u0131nda ger\u00e7ekle\u015fti\u011fi ortaya \u00e7\u0131kt\u0131. \u00c7evrim i\u00e7i \u00f6\u011frenci deste\u011fi ve \u00f6\u011frenci de\u011ferlendirmesini de kapsayan iletim maliyetleri ise toplam maliyetin \u00fc\u00e7te biri oran\u0131ndayd\u0131 ve elbette dersin verildi\u011fi her sene bu \u015fekilde devam etti. Dolay\u0131s\u0131yla kredi tabanl\u0131 \u00e7evrim i\u00e7i \u00f6\u011frenmede, program\u0131n ya\u015fam d\u00f6ng\u00fcs\u00fc s\u00fcresince, iletim maliyetlerinin geli\u015ftirme maliyetinin iki kat\u0131ndan fazla oldu\u011funu s\u00f6yleyebiliriz.<\/span><\/p>\n

                                    Bu ba\u011flamda, KA\u00c7D\u2019ler, kredi tabanl\u0131 \u00e7evrim i\u00e7i \u00f6\u011fretim ve geleneksel y\u00fcz y\u00fcze \u00f6\u011fretim aras\u0131ndaki temel fark, KA\u00c7D\u2019lerin prensipte b\u00fct\u00fcn iletim maliyetlerini bertaraf etti\u011fidir. Bunun nedeni, KA\u00c7D\u2019lerin \u00f6\u011frenci deste\u011fi sa\u011flamamas\u0131 veya \u00f6\u011frenci de\u011ferlendirmelerinin e\u011fitmenler taraf\u0131ndan yap\u0131lmamas\u0131d\u0131r.<\/span><\/p>\n

                                    5.4.8.3 Bak\u0131m maliyetleri<\/span><\/h4>\n

                                    Ayr\u0131ca, gKA\u00c7D’lerin sunulmas\u0131nda a\u00e7\u0131k\u00e7a b\u00fcy\u00fck bir f\u0131rsat maliyeti de s\u00f6z konusudur. Do\u011fas\u0131 gere\u011fi, KA\u00c7D’lerde en de\u011ferli \u00f6\u011fretim \u00fcyeleri yer almaktad\u0131r. B\u00fcy\u00fck \u00f6l\u00e7ekli bir ara\u015ft\u0131rma \u00fcniversitesinde, b\u00f6yle bir \u00f6\u011fretim \u00fcyesinin y\u0131ll\u0131k ders y\u00fck\u00fc d\u00f6rt ila alt\u0131 ders aras\u0131nda de\u011fi\u015fmektedir. \u00c7o\u011fu e\u011fitmen KA\u00c7D\u2019lerde g\u00f6rev almak i\u00e7in g\u00f6n\u00fcll\u00fc olsa da zamanlar\u0131 k\u0131s\u0131tl\u0131d\u0131r. KA\u00c7D\u2019lerde yer alabilmek i\u00e7in ya en az\u0131ndan bir d\u00f6nem kredili derslerinden birini b\u0131rakmalar\u0131 (ki bu ders y\u00fcklerinin %25\u2019i veya daha fazlas\u0131na e\u015fde\u011ferdir) ya da ara\u015ft\u0131rma yapmak i\u00e7in ay\u0131rd\u0131klar\u0131 zaman\u0131 gKA\u00c7D geli\u015ftirmek ve vermek i\u00e7in sarf etmeleri anlam\u0131na gelmektedir. Bunun d\u0131\u015f\u0131nda, kredili dersler be\u015f ila yedi sene devam ederken, KA\u00c7D\u2019ler genellikle yaln\u0131zca bir veya iki sefer verilmektedir.<\/span><\/p>\n

                                    5.4.8.4 KA\u00c7D\u2019lerin maliyeti ile \u00e7evrim i\u00e7i kredili derslerin maliyetlerinin kar\u015f\u0131la\u015ft\u0131r\u0131lmas\u0131 mant\u0131kl\u0131 bir yakla\u015f\u0131m m\u0131d\u0131r<\/span><\/h4>\n

                                    Bununla birlikte KA\u00c7D e\u011fitmeninin zaman\u0131 <\/span>hari\u00e7<\/i><\/span><\/em> olmak \u00fczere gKA\u00c7D geli\u015ftirme maliyeti, KA\u00c7D’lerde video kullan\u0131m\u0131 nedeniyle bir \u00f6\u011frenme y\u00f6netim sistemi kullanarak \u00e7evrim i\u00e7i bir kredi kursu geli\u015ftirme maliyetinin neredeyse iki kat\u0131 olma e\u011filimindedir. E\u011fitmen maliyeti de eklendi\u011finde, gKA\u00c7D prod\u00fcksiyon maliyeti benzer uzunluktaki bir kredili \u00e7evrim i\u00e7i dersin maliyetinin \u00fc\u00e7 kat\u0131na yakla\u015fmaktad\u0131r. gKA\u00c7D\u2019lerin i\u00e7eri\u011fin iletimi i\u00e7in video yerine bir \u00f6\u011frenme y\u00f6netim sistemi kullanmak veya s\u0131n\u0131f i\u00e7inde verilen y\u00fcz y\u00fcze derslerin video kay\u0131tlar\u0131n\u0131 i\u015fleyip kullanarak daha ucuz prod\u00fcksiyon y\u00f6ntemleri kullanmas\u0131 olas\u0131d\u0131r, ki b\u00f6yle \u00f6rnekler vard\u0131r.<\/span><\/span><\/p>\n

                                    \u00d6\u011frenci deste\u011fi veya asistan deste\u011fi olmad\u0131\u011f\u0131nda, KA\u00c7D\u2019lerin s\u0131f\u0131r iletim maliyeti vard\u0131r; i\u015fte tasarruf potansiyeli tam da buradad\u0131r. Kat\u0131l\u0131mc\u0131 ba\u015f\u0131na maliyet hesapland\u0131\u011f\u0131nda, KA\u00c7D’leri birim maliyetler hem \u00fcretim hem de da\u011f\u0131t\u0131m maliyetlerini birle\u015ftirdi\u011finden olduk\u00e7a d\u00fc\u015f\u00fckt\u00fcr. Dersi ba\u015far\u0131yla tamamlay\u0131p sertifika almaya hak kazanan \u00f6\u011frenci ba\u015f\u0131na maliyet hesapland\u0131\u011f\u0131nda bile, elde edilen rakam \u00e7evrim i\u00e7i veya y\u00fcz y\u00fcze \u00f6\u011fretim programlar\u0131na devam eden bir \u00f6\u011frencinin maliyetinden kat be kat d\u00fc\u015f\u00fckt\u00fcr. E\u011fer bir KA\u00c7D’yi geli\u015ftirmek i\u00e7in yakla\u015f\u0131k 100,000 ABD dolar\u0131n\u0131 baz al\u0131rsak ve e\u011fer 5,000 kat\u0131l\u0131mc\u0131 kurs sonu sertifikas\u0131n\u0131 tamamlarsa ba\u015far\u0131l\u0131 kat\u0131l\u0131mc\u0131 ba\u015f\u0131na ortalama maliyet 20 ABD dolar\u0131 olur. Ancak burada, KA\u00c7D\u2019lerde ve y\u00fcksek lisans programlar\u0131nda ayn\u0131 t\u00fcr bilgi ve becerilerin de\u011ferlendirildi\u011fi varsay\u0131lmaktad\u0131r ki genellikle durum bundan olduk\u00e7a farkl\u0131d\u0131r.<\/span><\/p>\n

                                    5.4.8.5 Masraflara kar\u015f\u0131 kazan\u00e7lar<\/span><\/h4>\n

                                    Dolay\u0131s\u0131yla burada \u00fczerinde durulmas\u0131 gereken nokta, KA\u00c7D\u2019lerin \u00f6\u011frenci deste\u011fi ve insanlar taraf\u0131ndan yap\u0131lacak de\u011ferlendirmelerin maliyetleri olmaks\u0131z\u0131n ba\u015far\u0131l\u0131 olup olamayaca\u011f\u0131 veya, KA\u00c7D\u2019lerin \u00f6\u011frenci performans\u0131nda herhangi bir d\u00fc\u015f\u00fc\u015fe neden olmadan, otomasyon yapmak suretiyle iletim maliyetlerini azalt\u0131p azaltamayaca\u011f\u0131d\u0131r. Ne yaz\u0131k ki bug\u00fcne kadar \u00fcst d\u00fczey \u00f6\u011frenme becerileri ve \u2018derin\u2019 \u00f6\u011frenme a\u00e7\u0131s\u0131ndan bunun m\u00fcmk\u00fcn olup olmayaca\u011f\u0131na dair bir kan\u0131t elimize ge\u00e7memi\u015ftir. Bu t\u00fcr bir \u00f6\u011frenmenin de\u011ferlendirilebilmesi i\u00e7in b\u00f6yle bir bilginin var olup olmad\u0131\u011f\u0131n\u0131 \u00f6l\u00e7en \u00f6dev ve g\u00f6revlerin verilmesi gerekir ki ,bu t\u00fcr de\u011ferlendirmeler genellikle insanlar taraf\u0131ndan ger\u00e7ekle\u015ftirilir ve ilave maliyet anlam\u0131na gelir. Ba\u015far\u0131yla y\u00fcr\u00fct\u00fclen \u00e7evrim i\u00e7i programlar \u00fczerinde daha \u00f6nce yap\u0131lan ara\u015ft\u0131rmalardan anla\u015f\u0131ld\u0131\u011f\u0131 \u00fczere, ba\u015far\u0131l\u0131 bir \u00e7evrim i\u00e7i \u00f6\u011frenme i\u00e7in e\u011fitmenin aktif ve s\u00fcrekli olarak \u00e7evrim i\u00e7i bulunu\u015flu\u011funun \u00f6nemli bir fakt\u00f6r oldu\u011funu g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Dolay\u0131s\u0131yla yeterli \u00f6\u011frenci deste\u011fi ve \u00f6\u011frenmenin de\u011ferlendirilmesi, KA\u00c7D\u2019ler i\u00e7in zorlu bir m\u00fccadele alan\u0131 olmaya devam etmektedir. Sonu\u00e7 olarak \u015funu s\u00f6yleyebiliriz: KA\u00c7D\u2019ler, belirli bilgi d\u00fczeylerini \u00f6\u011fretmek i\u00e7in iyi bir y\u00f6ntemdir ancak di\u011fer bilgi t\u00fcrlerinin \u00f6\u011fretiminde ciddi yap\u0131sal sorunlarla kar\u015f\u0131la\u015f\u0131labilmektedir. Ne yaz\u0131k ki KA\u00c7D\u2019lerin \u00f6\u011fretmede zorluk ya\u015fad\u0131\u011f\u0131 bilgi t\u00fcr\u00fc, dijital d\u00fcnyada en \u00e7ok ihtiya\u00e7 duyulan bilgi t\u00fcr\u00fcd\u00fcr.<\/span><\/p>\n

                                    5.4.8.6 KA\u00c7D i\u015f modelleri ve maliyet-avantajlar\u0131<\/span><\/h4>\n

                                    S\u00fcrd\u00fcr\u00fclebilir i\u015f modeli perspektifinden bak\u0131ld\u0131\u011f\u0131nda Baker ve Passmore ( 2016 ), KA\u00c7D’leri desteklemek i\u00e7in \u00e7e\u015fitli olas\u0131 i\u015f modellerini inceledi<\/span><\/span>. S\u00fcrd\u00fcr\u00fclebilir i\u015f modeli perspektifinden bak\u0131ld\u0131\u011f\u0131nda, elit \u00fcniversitelerin gKA\u00c7D ‘i\u015f’ine girebilmeleri \u00f6zel vak\u0131flar\u0131n yapt\u0131\u011f\u0131 c\u00f6mert ba\u011f\u0131\u015flar ve maddi desteklerin sayesinde olmu\u015ftur; ancak bu finansman olanaklar\u0131 \u00e7o\u011fu kurum i\u00e7in mevcut de\u011fildir. Coursera ve Udacity, KA\u00c7D\u2019leri i\u00e7in kendi platformlar\u0131n\u0131 kullanmak isteyen e\u011fitim kurumlar\u0131ndan \u00fccret almak, rozetler veya sertifikalar i\u00e7in kat\u0131l\u0131mc\u0131lardan \u00fccret almak, kat\u0131l\u0131mc\u0131 verilerini satmak, \u015firket sponsorluklar\u0131 ya da do\u011frudan reklam vermek gibi \u00e7e\u015fitli yollarla ba\u015far\u0131l\u0131 i\u015f modelleri geli\u015ftirme f\u0131rsatlar\u0131na sahiptir.<\/span><\/span><\/p>\n

                                    Ancak \u00f6zellikle devlet \u00fcniversiteleri i\u00e7in bu ve benzeri gelir kaynaklar\u0131 mevcut de\u011fildir ve kullan\u0131lmas\u0131na da izin verilmez. Dolay\u0131s\u0131yla KA\u00c7D materyallerini kamp\u00fcs derslerinde kullansalar bile, bu kurumlar\u0131n KA\u00c7D\u2019lere ciddi bir yat\u0131r\u0131m yapman\u0131n \u00fcstesinden nas\u0131l gelebileceklerini g\u00f6rmek g\u00fc\u00e7t\u00fcr. Geli\u015ftirilen her KA\u00c7D, \u00e7evrim i\u00e7i diploma programlar\u0131n\u0131n geli\u015ftirilmesinde kullan\u0131labilecek kaynaklar\u0131 azaltmaktad\u0131r. Bu nedenle, e\u011fitim kurumlar\u0131 \u00e7evrim i\u00e7i \u00f6\u011frenme i\u00e7in ay\u0131rd\u0131klar\u0131 kayna\u011f\u0131 nereye yat\u0131racaklar\u0131yla ilgili zor kararlar vermek durumunda kalmaktad\u0131r. K\u0131t kaynaklar\u0131n KA\u00c7D\u2019lerde kullan\u0131lmas\u0131, KA\u00c7D\u2019lerin ba\u015far\u0131yla tamamlanmas\u0131 kar\u015f\u0131l\u0131\u011f\u0131nda kredilendirilmesine y\u00f6nelik bir \u00e7\u00f6z\u00fcm bulunmad\u0131\u011f\u0131 takdirde, \u00e7ok mant\u0131kl\u0131 g\u00f6r\u00fcnmemektedir.<\/span><\/span><\/p>\n

                                    5.4.9 G\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nlerin \u00f6zeti<\/h3>\n

                                    KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nlerine ili\u015fkin olarak yap\u0131lan bu analizin esas noktalar\u0131, a\u015fa\u011f\u0131daki gibidir:<\/span><\/p>\n

                                    5.4.9.1 G\u00fc\u00e7l\u00fc y\u00f6nler<\/h4>\n
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                                      KA\u00c7D\u2019ler, \u00f6zellikle de gKA\u00c7D\u2019ler, d\u00fcnyadaki en iyi \u00fcniversitelerin baz\u0131lar\u0131nda okutulmakta olan nitelikli ders i\u00e7eriklerini, bir bilgisayar\u0131 ve internet ba\u011flant\u0131s\u0131 olan herkesin eri\u015fimine \u00fccretsiz olarak <\/span><\/span>veya c\u00fczi bir \u00fccret kar\u015f\u0131l\u0131\u011f\u0131nda<\/span><\/span><\/span> sunmaktad\u0131r;<\/span><\/span><\/p>\n<\/li>\n

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                                      KA\u00c7D\u2019ler, \u00f6zellikle geli\u015fmekte olan \u00fclkelerde, y\u00fcksek nitelikli i\u00e7eri\u011fe eri\u015fim sa\u011flanmas\u0131 a\u00e7\u0131s\u0131ndan faydal\u0131 olabilir ancak bunu ba\u015far\u0131yla ger\u00e7ekle\u015ftirmek i\u00e7in gerekli uyarlama \u00e7al\u0131\u015fmalar\u0131n\u0131n y\u00fcr\u00fct\u00fclmesi ve yerelde destek ve ortakl\u0131klara yat\u0131r\u0131m yap\u0131lmas\u0131 gerekir;<\/span><\/p>\n<\/li>\n

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                                      KA\u00c7D\u2019ler, temel kavramsal \u00f6\u011frenmenin geli\u015ftirilmesi ve b\u00fcy\u00fck \u00e7evrim i\u00e7i ilgi veya uygulama topluluklar\u0131n\u0131n olu\u015fturulmas\u0131 i\u00e7in de\u011ferli ara\u00e7lard\u0131r;<\/span><\/p>\n<\/li>\n

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                                      KA\u00c7D\u2019ler, hayat boyu \u00f6\u011frenme ve s\u00fcrekli e\u011fitimin son derece de\u011ferli bir bi\u00e7imidir;<\/span><\/p>\n<\/li>\n

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                                      KA\u00c7D\u2019ler, geleneksel ve bilhassa elit e\u011fitim kurumlar\u0131n\u0131n \u00e7evrim i\u00e7i ve a\u00e7\u0131k \u00f6\u011fretime bak\u0131\u015flar\u0131n\u0131 ve stratejilerini tekrar de\u011ferlendirmelerini sa\u011flam\u0131\u015ft\u0131r;<\/span><\/p>\n<\/li>\n

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                                      e\u011fitim kurumlar\u0131, belirli akademik alanlardaki uzmanl\u0131k ve m\u00fckemmeliyetlerini kamuya a\u00e7arak markalar\u0131n\u0131 ve stat\u00fclerini yayg\u0131nla\u015ft\u0131rma olana\u011f\u0131 bulmu\u015flard\u0131r;<\/span><\/p>\n<\/li>\n

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                                      KA\u00c7D\u2019lerin temel de\u011fer \u00f6nermesi, y\u00fcksek\u00f6\u011fretimde \u00f6\u011frenci deste\u011fi ve kalite de\u011ferlendirme ile ba\u011flant\u0131l\u0131 de\u011fi\u015fken maliyetlerini bilgisayar otomasyonu ve\/veya akran de\u011ferlendirmesiyle devre d\u0131\u015f\u0131 b\u0131rakm\u0131\u015f olmakt\u0131r.<\/span><\/p>\n<\/li>\n<\/ul>\n

                                      5.4.9.2 Zay\u0131f y\u00f6nler<\/h4>\n
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                                        KA\u00c7D\u2019lerle \u00f6zde\u015fle\u015ftirilen y\u00fcksek kay\u0131t oranlar\u0131 yan\u0131lt\u0131c\u0131d\u0131r; KA\u00c7D\u2019lere kaydolan \u00f6\u011frencilerin yar\u0131s\u0131ndan az\u0131 aktif olarak programa kat\u0131lmakta, \u00e7ok k\u00fc\u00e7\u00fck bir k\u0131sm\u0131 program\u0131 ba\u015far\u0131yla tamamlamaktad\u0131r; yine de geleneksel derslerle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, ger\u00e7ek rakamlar h\u00e2la daha y\u00fcksektir;<\/span><\/p>\n<\/li>\n

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                                        KA\u00c7D\u2019ler\u0131 geli\u015ftirmek pahal\u0131 bir i\u015ftir; KA\u00c7D platformlar\u0131n\u0131 kullan\u0131ma sunan ticari kurulu\u015flar s\u00fcrd\u00fcr\u00fclebilir i\u015f modelleri i\u00e7in gereken olanaklara sahiplerse de, devlet fonlar\u0131yla finanse edilen y\u00fcksek\u00f6\u011fretim kurumlar\u0131n\u0131n KA\u00c7D\u2019ler i\u00e7in s\u00fcrd\u00fcr\u00fclebilir i\u015f modellerini nas\u0131l geli\u015ftirebilecekleri belirsizdir;<\/span><\/p>\n<\/li>\n

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                                        KA\u00c7D\u2019ler eri\u015fimi yayg\u0131nla\u015ft\u0131rmaktan ziyade, e\u011fitim d\u00fczeyi y\u00fcksek ki\u015filerin ilgisini \u00e7ekmektedir;<\/span><\/p>\n<\/li>\n

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                                        KA\u00c7D\u2019ler bug\u00fcne kadar \u00fcst d\u00fczey akademik \u00f6\u011frenme veya bilgi tabanl\u0131 toplumun ihtiyac\u0131 olan \u00fcst d\u00fczey entelekt\u00fcel becerilerin geli\u015ftirilmesinde yetersiz kalm\u0131\u015ft\u0131r;<\/span><\/p>\n<\/li>\n

                                      • \n

                                        \u00fcst d\u00fczey \u00f6\u011frenmelerin de\u011ferlendirilmesi KA\u00c7D\u2019ler i\u00e7in zor bir m\u00fccadele alan\u0131 olmaya devam etmektedir; \u00f6yle ki \u00e7o\u011fu KA\u00c7D sa\u011flay\u0131c\u0131 e\u011fitim kurumu, kendi KA\u00c7D\u2019lerinin kredilerini tan\u0131mamaktad\u0131r;<\/span><\/p>\n<\/li>\n

                                      • \n

                                        KA\u00c7D materyallerinin a\u00e7\u0131k ders malzemesi olarak yeniden kullan\u0131lmas\u0131nda telif veya zaman s\u0131n\u0131rlamalar\u0131 olabilmektedir.<\/span><\/p>\n<\/li>\n<\/ul>\n

                                        Kaynak\u00e7a<\/h3>\n

                                        Baker, R. and Passmore<\/span><\/span><\/em>, <\/span>D. (2016) Value and Pricing of MOOCs<\/span><\/span><\/em> Education Sciences<\/i><\/span><\/span><\/em>, 27 May<\/span><\/span><\/span><\/p>\n

                                        Balfour, S. P. (2013) Assessing writing in MOOCs: Automated essay scoring and calibrated peer review<\/span><\/span><\/em> Research & Practice in Assessment, <\/i><\/span><\/span><\/em>Vol. 8<\/span><\/span><\/em><\/span><\/span><\/p>\n

                                        Barkley, E, Major, C.H. and Cross, K.P. (2014) <\/span><\/span><\/em>Collaborative Learning Techniques<\/b><\/i><\/span><\/span><\/em> San Francisco: Jossey-Bass\/Wiley<\/span><\/span><\/em><\/span><\/span><\/p>\n

                                        Bates, A. (1984) <\/span><\/span><\/em>Broadcasting in Education: An Evaluation London<\/i><\/span><\/span><\/em>: Constables (out of print)<\/span><\/span><\/em><\/span><\/span><\/p>\n

                                        Bates, A. and Sangr\u00e0, A. (2011) <\/span>Managing Technology in Higher Education<\/i><\/span><\/em> San Francisco: Jossey-Bass\/John Wiley and Co<\/span><\/span><\/span><\/p>\n

                                        Bayne, S. (2015<\/b><\/span><\/span><\/em>) Teacherbot: interventions in automated teaching,<\/i><\/span><\/span><\/em> <\/i>Teaching in Higher Education, Vol. 20, No.4, pp. 455-467<\/b><\/span><\/span><\/em><\/span><\/span><\/p>\n

                                        Colvin, K. et al. (2014) <\/span>Learning an Introductory Physics MOOC: All Cohorts Learn Equally, Including On-Campus Class<\/i><\/span><\/em>, IRRODL, Vol. 15, No. 4<\/span><\/span><\/span><\/p>\n

                                        Engle, W. (2104) <\/span>UBC MOOC Pilot: Design and Delivery<\/i><\/span><\/em> Vancouver BC: University of British Columbia<\/span><\/span><\/span><\/p>\n

                                        Falchikov, N. and Goldfinch, J. (2000) <\/span>Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks<\/i><\/span><\/em> Review of Educational Research, Vol. 70, No. 3<\/span><\/span><\/span><\/p>\n

                                        Firmin, R. et al. (2014) Case study: using MOOCs for conventional college coursework <\/span>Distance Education<\/i><\/span><\/em>, Vol. 35, No. 2<\/span><\/span><\/span><\/p>\n

                                        Harasim, L. (2017) <\/span>Learning Theory and Online Technologies 2nd edition<\/i><\/span><\/em> New York\/London: Routledge<\/span><\/span><\/span><\/p>\n

                                        Haynie, D. (2014). State Department hosts \u2018MOOC Camp\u2019 for online learners. <\/span>US News<\/i><\/span><\/em>, January 20<\/span><\/span><\/span><\/p>\n

                                        Hill, P. (2013) Some validation of MOOC student patterns graphic, <\/span>e-Literate<\/i><\/span><\/em>, August 30<\/span><\/span><\/span><\/p>\n

                                        Ho, A. et al. (2014) HarvardX and MITx: The First Year of Open Online Courses Fall 2012-Summer 2013 (HarvardX and MITx Working Paper No. 1), January 21<\/span><\/span><\/p>\n

                                        Hollands, F. and Tirthali, D. (2014) <\/span>MOOCs: Expectations and Reality<\/i><\/span><\/em> New York: Columbia University Teachers\u2019 College, Center for Benefit-Cost Studies of Education<\/span><\/span><\/span><\/p>\n

                                        H\u00fclsmann, T. (2003) Costs without camouflage: a cost analysis of Oldenburg University\u2019s two graduate certificate programs offered as part of the online Master of Distance Education (MDE): a case study, in Bernath, U. and Rubin, E., (eds.) <\/span>Reflections on Teaching in an Online Program: A Case Study<\/i><\/span><\/em> Oldenburg, Germany: Bibliothecks-und Informationssystem der Carl von Ossietsky Universit\u00e4t Oldenburg<\/span><\/span><\/span><\/p>\n

                                        Jaschik, S. (2013) MOOC Mess, <\/span>Inside Higher Education<\/i><\/span><\/em>, February 4<\/span><\/span><\/span><\/p>\n

                                        Knox, J. (2014) Digital culture clash: \u2018massive\u2019 education in the e-Learning and Digital Cultures <\/span>Distance Education<\/i><\/span><\/em>, Vol. 35, No. 2<\/span><\/span><\/span><\/p>\n

                                        Kop, R. (2011) The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences during a Massive Open Online Course <\/span>International Review of Research into Open and Distance Learning<\/i><\/span><\/em>, Vol. 12, No. 3<\/span><\/span><\/span><\/p>\n

                                        Lave, J. and<\/span> Wenger, E.<\/span> (1991). <\/span><\/span>Situated Learning: Legitimate Peripheral Participation<\/i><\/span>. Cambridge: Cambridge University Press<\/span><\/span><\/span><\/span><\/p>\n

                                        Milligan, C., Littlejohn, A. and Margaryan, A. (2013) Patterns of engagement in connectivist MOOCs, <\/span>Merlot Journal of Online Learning and Teaching<\/i><\/span><\/em>, Vol. 9, No. 2<\/span><\/span><\/span><\/p>\n

                                        Pickard, L. (2018) Analysis of 450 MOOC-Based Microcredentials Reveals Many Options But Little Consistency<\/b><\/span><\/span><\/em>, <\/span>Class Central<\/i><\/span><\/span><\/em>, July 18<\/b><\/span><\/span><\/em><\/span><\/span><\/p>\n

                                        Piech, C., Huang, J., Chen, Z., Do, C., Ng, A., & Koller, D. (2013) <\/span>Tuned models of peer assessment in MOOCs<\/i><\/span><\/em>. Palo Alto, CA: Stanford University<\/span><\/span><\/span><\/p>\n

                                        Rumble, G. (2001) The costs and costing of networked learning, <\/span>Journal of Asynchronous Learning Networks<\/i><\/span><\/em>, Vol. 5, No. 2<\/span><\/span><\/span><\/p>\n

                                        Suen, H. (2104) Peer assessment for massive open online courses (MOOCs) <\/span>International Review of Research into Open and Distance Learning<\/i><\/span><\/em>, Vol. 15, No. 3<\/span><\/span><\/span><\/p>\n

                                        University of Ottawa (2013) <\/span>Report of the e-Learning Working Gro<\/i><\/span><\/em>up Ottawa ON: The University of Ottawa<\/span><\/span><\/span><\/p>\n

                                        van Zundert, M., Sluijsmans, D., van Merri\u00ebnboer, J. (2010). Effective peer assessment processes: Research findings and future directions <\/span>Learning and Instruction, 20,<\/i><\/span><\/em> 270-279<\/span><\/span><\/span><\/p>\n

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                                        \n

                                        Etkinlik 5.4 KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nlerini de\u011ferlendirelim<\/p>\n<\/header>\n

                                        \n
                                          \n
                                        1. KA\u00c7D\u2019lerin yaln\u0131zca bir e\u011fitim yay\u0131n\u0131 t\u00fcr\u00fc oldu\u011funa inan\u0131yor musunuz? Neden b\u00f6yle d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/span><\/li>\n
                                        2. gKA\u00c7D\u2019lerin maliyeti ile \u00e7evrim i\u00e7i kredili derslerin maliyetlerinin kar\u015f\u0131la\u015ft\u0131r\u0131lmas\u0131 mant\u0131kl\u0131 bir yakla\u015f\u0131m m\u0131d\u0131r? Sizce bu iki t\u00fcr ayn\u0131 finansman kayna\u011f\u0131ndan faydalanma m\u00fccadelesi i\u00e7inde midir yoksa finansman kayna\u011f\u0131 ve ama\u00e7lar\u0131 a\u00e7\u0131s\u0131ndan kategorik bir farkl\u0131l\u0131klar\u0131 var m\u0131d\u0131r? E\u011fer varsa nas\u0131l?<\/span><\/li>\n
                                        3. bKA\u00c7D’lerin xKA\u00c7D’lerden daha iyi bir de\u011fer teklifi oldu\u011funu s\u00f6yleyebilir misiniz – yoksa kar\u015f\u0131la\u015ft\u0131r\u0131lamayacak kadar farkl\u0131lar m\u0131?<\/span><\/li>\n
                                        4. Dersi ba\u015far\u0131yla tamamlayan kat\u0131l\u0131mc\u0131 ba\u015f\u0131na d\u00fc\u015fen maliyet a\u00e7\u0131s\u0131ndan bak\u0131ld\u0131\u011f\u0131nda, KA\u00c7D\u2019ler hem y\u00fcz y\u00fcze hem de \u00e7evrim i\u00e7i kredili derslerden daha ucuzdur. Bunun adil bir kar\u015f\u0131la\u015ft\u0131rma oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyor musunuz?<\/span><\/li>\n
                                        5. Neden? E\u011fitim kurumlar\u0131n\u0131n KA\u00c7D\u2019leri ba\u015far\u0131yla tamamlayan \u00f6\u011frencilere kredi vermesi gerekti\u011fini d\u00fc\u015f\u00fcn\u00fcyor musunuz? E\u011fer cevab\u0131n\u0131z evet ise neden ve bunun sonu\u00e7lar\u0131 ne olabilir?<\/span><\/li>\n<\/ol>\n<\/div>\n<\/div>\n","protected":false},"author":1,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-135","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":124,"_links":{"self":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/135","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\/135\/revisions"}],"part":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/parts\/124"}],"metadata":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/135\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/media?parent=135"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapter-type?post=135"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/contributor?post=135"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/license?post=135"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}