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\u015eekil 5.5 KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131\nG\u00f6rsel: \u00a9 Park Ridge Underground, 2010<\/i><\/span><\/span><\/p>\n\n Bir \u00f6nceki konuda bahsedildi\u011fi gibi KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nlerinin birbirine e\u015fit ve dengeli oldu\u011fu s\u00f6ylenebilir. KA\u00c7D\u2019lerin de\u011ferine ili\u015fkin soru i\u015faretleri ile KA\u00c7D\u2019ler hayat\u0131m\u0131za girmeden \u00f6nce de lisans ve lisans\u00fcst\u00fc programlarda \u00e7evrim i\u00e7i \u00f6\u011frenmenin 10 y\u0131l\u0131 a\u015fan bir s\u00fcredir a\u011f\u0131r a\u011f\u0131r ama ilerleyerek kullan\u0131lageldi\u011fini d\u00fc\u015f\u00fcn\u00fcnce, KA\u00c7D\u2019lerin neden bu kadar ilgi oda\u011f\u0131 oldu\u011funu, \u00e7ok say\u0131da politika yap\u0131c\u0131n\u0131n, ekonomistin ve bilgisayar bilimcisinin KA\u00c7D\u2019leri co\u015fkulu bir bi\u00e7imde savunduklar\u0131n\u0131 ve neden sadece KA\u00c7D\u2019lerin getirdiklerinden a\u00e7\u0131k\u00e7a tehdit edildi\u011fini hisseden bir\u00e7ok \u00fcniversite ve akademisyenin de\u011fil KA\u00c7D\u2019leri desteklemesi beklenen \u00e7evrim i\u00e7i \u00f6\u011frenme alan\u0131nda \u00e7al\u0131\u015fan bir\u00e7ok profesyonelin de KA\u00c7D\u2019lere kar\u015f\u0131 kuvvetli bir olumsuz duru\u015f sergiledi\u011fini merak ediyor olabilirsiniz (\u00f6rne\u011fin bk., Hill, 2012; Bates, 2012; Daniel, 2012; Watters, 2012).<\/span><\/p>\n KA\u00c7D\u2019lere ili\u015fkin tart\u0131\u015fmalar\u0131n, KA\u00c7D\u2019lerin avantaj ve dezavantajlar\u0131n\u0131n ak\u0131lc\u0131 ve veriye dayal\u0131 bir \u015fekilde \u00e7\u00f6z\u00fcmlenmesi sonucunda ortaya \u00e7\u0131kan bir s\u00f6ylem olmad\u0131\u011f\u0131n\u0131, daha \u00e7ok hislere, ki\u015fisel \u00e7\u0131karlara, korkuya veya verilen e\u011fitimin ne oldu\u011funa dair bilgisizlikten kaynakland\u0131\u011f\u0131n\u0131 s\u00f6ylemek gerekir. Dolay\u0131s\u0131yla KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na neden olan politik, sosyal ve ekonomik fakt\u00f6rlerin incelenmesi son derece \u00f6nemlidir.<\/span><\/span><\/p>\n\n Bana g\u00f6re KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n esas nedeni budur. Stanford profes\u00f6rleri Sebastian Thrun, Andrew Ng ve Daphne Koller\u2019in a\u00e7t\u0131\u011f\u0131 ve d\u00fcnyan\u0131n d\u00f6rt bir yan\u0131ndan 200.000\u2019in \u00fczerinde kat\u0131l\u0131mc\u0131n\u0131n kaydoldu\u011fu ilk KA\u00c7D\u2019nin ard\u0131ndan bug\u00fcne kadar dersler \u00fccretsiz oldu\u011fu i\u00e7in ve ABD\u2019nin en prestijli \u00fcniversitelerinden birinin profes\u00f6rleri taraf\u0131ndan verildi\u011fi i\u00e7in Amerikan medyas\u0131 KA\u00c7D\u2019leri \u00e7ok sevdi. Nereden bakarsan\u0131z bak\u0131n, KA\u00c7D\u2019ler \u00e7ok b\u00fcy\u00fck bir haberdi.<\/span><\/p>\n\n KA\u00c7D\u2019ler hen\u00fcz ortalarda yokken, Standford, MIT, Harvard ve UC Berkeley gibi ABD\u2019nin Sarma\u015f\u0131k Ligi\u2019nde yer alan belli ba\u015fl\u0131 \u00fcniversiteler ile Toronto \u00dcniversitesi ve McGill gibi Kanada\u2019n\u0131n en prestijli \u00fcniversitelerinin bir\u00e7o\u011fu, \u00e7evrim i\u00e7i \u00f6\u011frenmenin t\u00fcm bi\u00e7imlerini b\u00fcy\u00fck \u00f6l\u00e7\u00fcde g\u00f6z ard\u0131 etmi\u015fti. Ders materyallerinin b\u00fcy\u00fck \u00e7o\u011funlu\u011funu A\u00e7\u0131k Ders Malzemesi projesiyle herkesin kullan\u0131m\u0131na a\u00e7an MIT, bu anlamda bir istisna olarak kabul edilebilir.<\/span><\/p>\n Ancak 2011 y\u0131l\u0131na gelindi\u011finde, \u00e7evrim i\u00e7i \u00f6\u011frenme y\u00f6ntemiyle verilen kredili lisans ve lisans \u00fcst\u00fc dersler Carnegie Mellon, Penn State ve Maryland \u00dcniversitesi gibi ABD\u2019nin bir\u00e7ok sayg\u0131n \u00fcniversitesi ile Kanada ve di\u011fer \u00fclkelerin \u00f6nemli \u00fcniversitelerinde ciddi bir ilerleme kaydedilmi\u015f hatta ABD\u2019de her \u00fc\u00e7 \u00f6\u011frenciden birinin \u00e7evrim i\u00e7i ders ald\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr (Allen ve Seaman, 2014 ). Ayr\u0131ca, Kanada\u2019da, \u00e7evrim i\u00e7i derslerin ba\u015far\u0131yla tamamlanma oranlar\u0131 giderek y\u00fckselmi\u015f ve kalite a\u00e7\u0131s\u0131ndan kamp\u00fcs dersleriyle ayn\u0131 d\u00fczeye gelmi\u015fti (Ontario, 2011).<\/span><\/p>\n \u00c7evrim i\u00e7i \u00f6\u011frenmeyi dikkate almayan Sarma\u015f\u0131k Ligi \u00fcniversiteleri ve di\u011fer prestijli \u00fcniversiteler, d\u00fcnyada olup bitenlerden 2011 y\u0131l\u0131na kadar habersiz gibi g\u00f6r\u00fcnmekteydi. KA\u00c7D\u2019lerle birlikte bu prestijli \u00fcniversiteler teknolojik yenile\u015fim anlam\u0131nda do\u011frudan s\u0131ran\u0131n en ba\u015f\u0131na s\u0131\u00e7rayacak ve ayn\u0131 zamanda sahip olduklar\u0131 se\u00e7ici, ki\u015fiye \u00f6zel ve y\u00fcksek maliyetli kamp\u00fcs programlar\u0131n\u0131 \u00e7evrim i\u00e7i \u00f6\u011frenmeyle y\u00fcz y\u00fcze e\u011fitimden uzak tutacaklard\u0131. Di\u011fer bir deyi\u015fle, KA\u00c7D\u2019ler bu prestijli \u00fcniversitelere, \u00e7evrim i\u00e7i \u00f6\u011frenmeyi g\u00fcvenli bir \u015fekilde ke\u015ffedecekleri bir kum havuzu sa\u011flayacak, Sarma\u015f\u0131k Ligi \u00fcniversiteleri de istemeden de olsa KA\u00c7D\u2019lere d\u00e2hil olmalar\u0131 dolayl\u0131 olarak da \u00e7evrim i\u00e7i \u00f6\u011frenmeye de prestij ve itibar sa\u011flayacakt\u0131.<\/span><\/p>\n\n 2011\u2019den \u00f6nceki y\u0131llarda, bir\u00e7ok ekonomist, felsefeci ve end\u00fcstri gurusu, yeni teknolojilerin e\u011fitimi `g\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131 bir de\u011fi\u015fimin ya\u015fanaca\u011f\u0131 bir alan\u2019 olarak nitelendirmekteydi (\u00f6rne\u011fin bk. Lyotard, 1979; Tapscott (tarihsiz); Christensen, 2016).<\/span><\/p>\n Bununla birlikte kredi kurslar\u0131ndaki \u00e7evrim i\u00e7i \u00f6\u011frenme, \u00fcniversite \u00f6\u011fretiminin ana ak\u0131m\u0131na sessizce emilmi\u015f olsa da b\u00fcy\u00fck bir bozulma belirtisi olmaks\u0131z\u0131n, KA\u00c7D'ler potansiyel olarak b\u00fcy\u00fck bir de\u011fi\u015fiklikti ve e\u011fitim sekt\u00f6r\u00fcndeki bozulma teorisinin uzun s\u00fcre\u00e7li kan\u0131t\u0131yd\u0131.<\/span><\/p>\n\n \u0130lk KA\u00c7D\u2019lerin, giri\u015fimci bilgisayar bilimciler taraf\u0131ndan geli\u015ftirilmi\u015f olmas\u0131 bir tesad\u00fcf de\u011fildir. Ng ve Koller\u2019in ticari bir kurulu\u015f olarak Coursera\u2019y\u0131 kurmas\u0131n\u0131n hemen ard\u0131ndan, Thrun da Udacity\u2019yi kurmu\u015ftur. MIT\u2019de \u00e7al\u0131\u015fan bilgisayar bilimcisi Anant Agarwal ise edX\u2019i kurarak onlar\u0131 takip etmi\u015ftir.<\/span><\/p>\n \u0130lk KA\u00c7D\u2019ler, Silikon Vadisi\u2019nin tipik gen\u00e7 ve yenilik\u00e7i giri\u015fimlerindendi: i\u015fleyip i\u015flemeyece\u011fini g\u00f6rmek i\u00e7in piyasaya s\u00fcr\u00fclen ve ortaya \u00e7\u0131kabilecek sorunlarla ba\u015fa \u00e7\u0131kmak i\u00e7in daha fazla teknolojinin ve yeni fikrin (\u00f6\u011frenme analiti\u011fi, otomatikle\u015ftirilmi\u015f \u00f6l\u00e7me ve de\u011ferlendirme, akran de\u011ferlendirmesi) kullan\u0131ld\u0131\u011f\u0131 parlak bir fikir: bulut tabanl\u0131 ve basit bir yaz\u0131l\u0131mla \u00e7ok say\u0131da kat\u0131l\u0131mc\u0131n\u0131n y\u00f6netilebildi\u011fi kitlesel, a\u00e7\u0131k \u00e7evrim i\u00e7i dersler. Bunun s\u00fcrd\u00fcr\u00fclebilir bir i\u015f modeline d\u00f6n\u00fc\u015fmesi, ba\u015flang\u0131\u00e7taki belirsizlik ortadan kalkt\u0131ktan sonra d\u00fc\u015f\u00fcn\u00fclecekti.<\/span><\/p>\n Sonu\u00e7 olarak ilk KA\u00c7D\u2019lerin hemen hepsinin \u00e7evrim i\u00e7i \u00f6\u011frenmeye dair pedagojik kuramlar\u0131 veya \u00e7evrim i\u00e7i \u00f6\u011frenmenin ba\u015far\u0131s\u0131n\u0131 etkileyen fakt\u00f6rlere ili\u015fkin t\u00fcm ara\u015ft\u0131rma sonu\u00e7lar\u0131n\u0131 tamamen g\u00f6rmezden gelmesi \u00e7ok \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Ayr\u0131ca, kat\u0131l\u0131mc\u0131lar\u0131n \u00e7ok d\u00fc\u015f\u00fck bir y\u00fczdesinin KA\u00c7D'leri ba\u015far\u0131yla tamamlam\u0131\u015f olmas\u0131 \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir.<\/span><\/p>\n\n KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na yol a\u00e7an nedenlere bak\u0131ld\u0131\u011f\u0131nda, arka planda Bill Clinton\u2019\u0131n me\u015fhur se\u00e7im slogan\u0131n\u0131n yank\u0131land\u0131\u011f\u0131n\u0131 duyar gibiyiz. ABD\u2019de 2008 y\u0131l\u0131nda ya\u015fanan korkun\u00e7 mali \u00e7\u00f6k\u00fc\u015f\u00fcn ekonomi \u00fczerindeki etkilerinin (\u00f6zellikle de eyaletler d\u00fczeyinde) 2011 y\u0131l\u0131na kadar hissedildi\u011fini unutmamam\u0131z gerekir.<\/span><\/p>\n Ekonomik durgunluk, eyaletlerin bir anda vergi gelirlerini tahsil edememesi eyalet d\u00fczeyindeki y\u00fcksek\u00f6\u011fretim sistemlerinin mali taleplerini kar\u015f\u0131layamamas\u0131 anlam\u0131na gelmekteydi. \u00d6rne\u011fin Kaliforniya eyaletindeki ikili \u00f6\u011fretim yapan meslek y\u00fcksekokullar\u0131 sistemi, ki ABD\u2019nin en b\u00fcy\u00fck sistemidir, 2008-2012 y\u0131llar\u0131 aras\u0131nda devletten ald\u0131\u011f\u0131 finansman deste\u011finde yakla\u015f\u0131k 809 milyon ABD dolar\u0131 tutar\u0131nda bir kesinti ya\u015fam\u0131\u015f, finansman deste\u011findeki bu d\u00fc\u015f\u00fc\u015f okullarda 500.000 ki\u015filik a\u00e7\u0131\u011fa neden olmu\u015ftu (Rivera, 2012). Bu d\u00f6nemde, \u00fccretsiz KA\u00c7D\u2019ler Vali Jerry Brown taraf\u0131ndan \u201cBa\u015f\u0131m\u0131za devlet ku\u015fu kondu\u201d olarak nitelendirilmi\u015fti (\u00f6rne\u011fin bk. To, 2014).<\/span><\/p>\n Devlet finansman deste\u011finde ya\u015fanan ani kesintinin bir sonucu da y\u00fcksek\u00f6\u011fretimin ger\u00e7ek maliyetini bir anda g\u00f6z \u00f6n\u00fcne \u00e7\u0131karan \u00f6\u011frenim \u00fccretlerindeki ani art\u0131\u015f olmu\u015ftu. Y\u0131ll\u0131k %4\u2019l\u00fck enflasyon oran\u0131yla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, ABD\u2019deki \u00f6\u011frenim \u00fccretleri son 10 y\u0131l i\u00e7inde y\u0131lda %7 oran\u0131nda artm\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretimin y\u00fcksek maliyetini dizginlemek i\u00e7in sonunda alternatif bir yol g\u00f6r\u00fcnmekteydi. 2015 y\u0131l\u0131na kadar ABD'de ekonomi toparlam\u0131\u015f ve gelirler devlet kasas\u0131na geri d\u00f6nm\u00fc\u015ft\u00fc; bu nedenle y\u00fcksek\u00f6\u011frenim maliyetine daha radikal \u00e7\u00f6z\u00fcmler i\u00e7in uygulanan bask\u0131 gev\u015fetilmeye ba\u015flad\u0131.<\/span><\/p>\n\n Ekonomi b\u00fcy\u00fcd\u00fck\u00e7e KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n devam edip etmedi\u011fini g\u00f6rmek ilgin\u00e7 olacak. <\/span>Class Central, d\u00fcnyadaki KA\u00c7D'lerdeki geli\u015fmelerin s\u00fcrekli izlenmesini sa\u011flamaktad\u0131r. 2019\u2019a kadar olan toplam rakamlar etkileyicidir ancak 2018\u2019de eklenen \u00f6\u011frenenlerin say\u0131s\u0131 20 milyondu ve bu rakam \u00f6nceki iki y\u0131l i\u00e7in 23 milyondan azd\u0131.(Shah, 2019). Bu nedenle, yeni kullan\u0131c\u0131lar\u0131n KA\u00c7D alan\u0131na girme oran\u0131 d\u00fc\u015f\u00fcyor.<\/span><\/span><\/span><\/p>\n Bununla birlikte KA\u00c7D geli\u015fmeye devam ediyor. Ba\u015flang\u0131\u00e7 i\u00e7in KA\u00c7D'ler arac\u0131l\u0131\u011f\u0131yla sunulabilecek ders tamamlama derecelerinde yava\u015f bir b\u00fcy\u00fcme olmu\u015ftur. 2018 y\u0131l\u0131nda 45 derece (program) sunulmaktayd\u0131. Bu \u00f6nemli bir geli\u015fme olsa da d\u00fcnya genelinde mevcut geleneksel derecelerin say\u0131s\u0131 g\u00f6z \u00f6n\u00fcne al\u0131nd\u0131\u011f\u0131nda rakamlar h\u00e2la olduk\u00e7a k\u00fc\u00e7\u00fckt\u00fcr. Di\u011fer ana pazar kurumsal e\u011fitimdir. \u0130\u015f modelleri de 2018'de y\u00fckselmeye devam eden gelirlerle birlikte geli\u015fmekte olup yaln\u0131zca Coursera tek ba\u015f\u0131ma 140 milyon dolar gelir elde etmektedir. Ancak, sunulan KA\u00c7D kurslar\u0131n\u0131n say\u0131s\u0131 artmaya devam etse de, daha fazla se\u00e7enek mevcut oldu\u011fundan ortalama \u00f6\u011frenci say\u0131s\u0131 d\u00fc\u015fmektedir...<\/span><\/span><\/span><\/p>\n Kurslara kat\u0131l\u0131m oran\u0131 da \u00fclkelere g\u00f6re \u00f6nemli \u00f6l\u00e7\u00fcde de\u011fi\u015fiyor. \u00d6rne\u011fin, 2017'de, Kanada\u2019daki y\u00fcksek\u00f6\u011fretim kurumlar\u0131n\u0131n yaln\u0131zca% 18\u2019i KA\u00c7D kullan\u0131rken,% 82\u2019si kredi i\u00e7in tamamen \u00e7evrim i\u00e7i kurslar sunmaktayd\u0131 (Donovan et al., 2018). Bununla birlikte \u00c7in, Hindistan ve Avrupa'daki KA\u00c7D'lerin b\u00fcy\u00fcmesi h\u0131zla devam etmektedir. Hen\u00fcz net olmayan ise KA\u00c7D'lere sahip kurumlar\u0131n, platform sa\u011flay\u0131c\u0131lar\u0131ndan farkl\u0131 olarak yat\u0131r\u0131mlar\u0131 i\u00e7in do\u011frudan bir finansal getiri sa\u011flay\u0131p sa\u011flamad\u0131klar\u0131d\u0131r.<\/span><\/span><\/p>\n\n Yukar\u0131da sayd\u0131klar\u0131m\u0131z\u0131n t\u00fcm\u00fc, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131 g\u00fc\u00e7lendiren fakt\u00f6rler aras\u0131nda yer almaktad\u0131r. Bu nedenle, KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri konusunda mutlaka a\u00e7\u0131k, net ve serinkanl\u0131 olunmas\u0131 gerekir. Esas nokta, KA\u00c7D\u2019lerin bilgi tabanl\u0131 bir toplumda \u00f6\u011frencilerin gereksinim duyduklar\u0131 bilgi ve becerilerin geli\u015ftirilmesine destek olup olmad\u0131\u011f\u0131d\u0131r. Bu sorunun cevab\u0131, hem evet hem de hay\u0131rd\u0131r.<\/span><\/p>\n \u00d6rg\u00fcn e\u011fitimin d\u00fc\u015f\u00fck maliyetli bir tamamlay\u0131c\u0131s\u0131 olarak KA\u00c7D\u2019ler olduk\u00e7a de\u011ferli birer ara\u00e7 olabilir; ancak kesinlikle \u00f6rg\u00fcn e\u011fitimin yerini almas\u0131 d\u00fc\u015f\u00fcn\u00fclemez. Bug\u00fcn itibariyle bak\u0131ld\u0131\u011f\u0131nda KA\u00c7D\u2019ler, temel kavramlar olan \u00f6\u011frenmeyi, kavramay\u0131 ve bilginin ger\u00e7ek hayata uygulanmas\u0131na ili\u015fkin dar kapsaml\u0131 bir dizi etkinli\u011fi destekleyebilir. Halihaz\u0131rda iyi e\u011fitim alm\u0131\u015f veya bir konuya derin bir ilgi duyan bireylerin bir araya gelip birbirlerinden \u00f6\u011frenebildikleri uygulama topluluklar\u0131n\u0131n olu\u015fturulmas\u0131 i\u00e7in de olduk\u00e7a faydal\u0131 olabilir; ki bu, s\u00fcrekli e\u011fitim bi\u00e7imidir.<\/span><\/p>\n Bununla birlikte KA\u00c7D\u2019ler d\u00f6n\u00fc\u015f\u00fcm sa\u011flay\u0131c\u0131 bir \u00f6\u011frenmeye, derin entelekt\u00fcel anlamaya, karma\u015f\u0131k alternatiflerin de\u011ferlendirilmesi ve kan\u0131t tabanl\u0131 karar verme becerilerinin geli\u015ftirilmesine katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 hen\u00fcz g\u00f6sterememi\u015ftir. Uzmanlar taraf\u0131ndan verilen \u00f6\u011frenci deste\u011fi ve daha nitel de\u011ferlendirme bi\u00e7imlerini kullanmad\u0131\u011f\u0131 s\u00fcrece, bu katk\u0131y\u0131 sa\u011flayabilecekleri de \u015f\u00fcphelidir.<\/span><\/p>\n En az\u0131ndan maliyette ciddi bir art\u0131\u015f \u00f6ng\u00f6rmeksizin... \u00d6n\u00fcnde sonunda, bir se\u00e7im yap\u0131lmas\u0131 gerekecek gibi g\u00f6r\u00fcnmekte: KA\u00c7D\u2019lere daha fazla kaynak ay\u0131r\u0131p sahip olduklar\u0131 baz\u0131 temel eksiklerin maliyetleri \u00e7ok art\u0131rmadan \u00e7\u00f6z\u00fclmesini mi umut edece\u011fiz, yoksa \u00f6\u011frencilerin dijital \u00e7a\u011fdaki gereksinimleri a\u00e7\u0131s\u0131ndan daha maliyet-etkin \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na bizi g\u00f6t\u00fcrebilecek di\u011fer e\u011fitim teknolojisi ve \u00e7evrim i\u00e7i \u00f6\u011frenme bi\u00e7imlerine mi yat\u0131r\u0131m yapaca\u011f\u0131z?<\/span><\/p>\n\n NOT<\/span><\/b>: Yukar\u0131daki iki blog da hiciv niteli\u011findedir ve kurgudur.<\/span><\/span><\/p>\n\n Etkinlik 5.5 KA\u00c7D'lerin \u00f6nemini de\u011ferlendirme<\/p>\n\n<\/header>\n KA\u00c7D'lerin halk\u0131n \u00e7evrim i\u00e7i \u00f6\u011frenmeyi kabul etti\u011fini veya zay\u0131flatt\u0131\u011f\u0131n\u0131 d\u00fc\u015f\u00fcn\u00fcyor musunuz? Neden?<\/span><\/p>\n<\/li>\n \t 1'in \u00f6nemli olmad\u0131\u011f\u0131 10'un ise \u00e7ok \u00f6nemli oldu\u011fu 1'den 10'a kadar bir \u00f6l\u00e7ekte, KA\u00c7D'leri y\u00fcksek\u00f6\u011fretimin gelece\u011fi i\u00e7in \u00f6nem derecesi a\u00e7\u0131s\u0131ndan nereye yerle\u015ftirirsiniz? Neden?<\/span><\/p>\n<\/li>\n \t KA\u00c7D'lerin di\u011fer y\u00fcksek\u00f6\u011fretim bi\u00e7imlerine kar\u015f\u0131 ciddi bir alternatif oldu\u011fu noktaya m\u0131 gelece\u011fini, yoksa geleneksel \u00fcniversite \u00f6\u011fretiminde asla ger\u00e7ek bir meydan okuma niteli\u011finde olmayaca\u011f\u0131n\u0131 m\u0131 d\u00fc\u015f\u00fcn\u00fcyorsunuz? Neden b\u00f6yle d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/span><\/p>\n<\/li>\n<\/ol>\n D\u00fc\u015f\u00fcncelerim ger\u00e7e\u011fe dayal\u0131 olmaktan ziyade de\u011fer bi\u00e7me temelli oldu\u011fu i\u00e7in sizinkinden daha \u00f6nemli olmasa da \u015fu \u015fekildedir:<\/span><\/p>\n Ses \u00f6gesi, kitab\u0131n bu s\u00fcr\u00fcm\u00fcnden \u00e7\u0131kar\u0131ld\u0131. Buradan \u00e7evrim i\u00e7i olarak dinleyebilirsiniz: https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/?p=162<\/span><\/p>\n\n<\/div>\n<\/div>\n 4<\/a><\/sup> <\/span>\u00c7.N. \u201cIt\u2019s the economy, stupid\u201d<\/span> Bill Clinton\u2019a 1992 se\u00e7imlerini kazand\u0131ran slogan oldu\u011fu s\u00f6ylenir. K\u00f6t\u00fc giden ekonomiye dikkat \u00e7ekmek i\u00e7in kullan\u0131lm\u0131\u015ft\u0131r. Kabaca \u201cBurada ekonomiden bahsediyoruz, seni aptal!\u201d olarak \u00e7evrilebilir.<\/span><\/p>\n\n<\/div>\n","rendered":" \u015eekil 5.5 KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131 Bir \u00f6nceki konuda bahsedildi\u011fi gibi KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nlerinin birbirine e\u015fit ve dengeli oldu\u011fu s\u00f6ylenebilir. KA\u00c7D\u2019lerin de\u011ferine ili\u015fkin soru i\u015faretleri ile KA\u00c7D\u2019ler hayat\u0131m\u0131za girmeden \u00f6nce de lisans ve lisans\u00fcst\u00fc programlarda \u00e7evrim i\u00e7i \u00f6\u011frenmenin 10 y\u0131l\u0131 a\u015fan bir s\u00fcredir a\u011f\u0131r a\u011f\u0131r ama ilerleyerek kullan\u0131lageldi\u011fini d\u00fc\u015f\u00fcn\u00fcnce, KA\u00c7D\u2019lerin neden bu kadar ilgi oda\u011f\u0131 oldu\u011funu, \u00e7ok say\u0131da politika yap\u0131c\u0131n\u0131n, ekonomistin ve bilgisayar bilimcisinin KA\u00c7D\u2019leri co\u015fkulu bir bi\u00e7imde savunduklar\u0131n\u0131 ve neden sadece KA\u00c7D\u2019lerin getirdiklerinden a\u00e7\u0131k\u00e7a tehdit edildi\u011fini hisseden bir\u00e7ok \u00fcniversite ve akademisyenin de\u011fil KA\u00c7D\u2019leri desteklemesi beklenen \u00e7evrim i\u00e7i \u00f6\u011frenme alan\u0131nda \u00e7al\u0131\u015fan bir\u00e7ok profesyonelin de KA\u00c7D\u2019lere kar\u015f\u0131 kuvvetli bir olumsuz duru\u015f sergiledi\u011fini merak ediyor olabilirsiniz (\u00f6rne\u011fin bk., Hill, 2012; Bates, 2012; Daniel, 2012; Watters, 2012).<\/span><\/p>\n KA\u00c7D\u2019lere ili\u015fkin tart\u0131\u015fmalar\u0131n, KA\u00c7D\u2019lerin avantaj ve dezavantajlar\u0131n\u0131n ak\u0131lc\u0131 ve veriye dayal\u0131 bir \u015fekilde \u00e7\u00f6z\u00fcmlenmesi sonucunda ortaya \u00e7\u0131kan bir s\u00f6ylem olmad\u0131\u011f\u0131n\u0131, daha \u00e7ok hislere, ki\u015fisel \u00e7\u0131karlara, korkuya veya verilen e\u011fitimin ne oldu\u011funa dair bilgisizlikten kaynakland\u0131\u011f\u0131n\u0131 s\u00f6ylemek gerekir. Dolay\u0131s\u0131yla KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na neden olan politik, sosyal ve ekonomik fakt\u00f6rlerin incelenmesi son derece \u00f6nemlidir.<\/span><\/span><\/p>\n Bana g\u00f6re KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n esas nedeni budur. Stanford profes\u00f6rleri Sebastian Thrun, Andrew Ng ve Daphne Koller\u2019in a\u00e7t\u0131\u011f\u0131 ve d\u00fcnyan\u0131n d\u00f6rt bir yan\u0131ndan 200.000\u2019in \u00fczerinde kat\u0131l\u0131mc\u0131n\u0131n kaydoldu\u011fu ilk KA\u00c7D\u2019nin ard\u0131ndan bug\u00fcne kadar dersler \u00fccretsiz oldu\u011fu i\u00e7in ve ABD\u2019nin en prestijli \u00fcniversitelerinden birinin profes\u00f6rleri taraf\u0131ndan verildi\u011fi i\u00e7in Amerikan medyas\u0131 KA\u00c7D\u2019leri \u00e7ok sevdi. Nereden bakarsan\u0131z bak\u0131n, KA\u00c7D\u2019ler \u00e7ok b\u00fcy\u00fck bir haberdi.<\/span><\/p>\n KA\u00c7D\u2019ler hen\u00fcz ortalarda yokken, Standford, MIT, Harvard ve UC Berkeley gibi ABD\u2019nin Sarma\u015f\u0131k Ligi\u2019nde yer alan belli ba\u015fl\u0131 \u00fcniversiteler ile Toronto \u00dcniversitesi ve McGill gibi Kanada\u2019n\u0131n en prestijli \u00fcniversitelerinin bir\u00e7o\u011fu, \u00e7evrim i\u00e7i \u00f6\u011frenmenin t\u00fcm bi\u00e7imlerini b\u00fcy\u00fck \u00f6l\u00e7\u00fcde g\u00f6z ard\u0131 etmi\u015fti. Ders materyallerinin b\u00fcy\u00fck \u00e7o\u011funlu\u011funu A\u00e7\u0131k Ders Malzemesi projesiyle herkesin kullan\u0131m\u0131na a\u00e7an MIT, bu anlamda bir istisna olarak kabul edilebilir.<\/span><\/p>\n Ancak 2011 y\u0131l\u0131na gelindi\u011finde, \u00e7evrim i\u00e7i \u00f6\u011frenme y\u00f6ntemiyle verilen kredili lisans ve lisans \u00fcst\u00fc dersler Carnegie Mellon, Penn State ve Maryland \u00dcniversitesi gibi ABD\u2019nin bir\u00e7ok sayg\u0131n \u00fcniversitesi ile Kanada ve di\u011fer \u00fclkelerin \u00f6nemli \u00fcniversitelerinde ciddi bir ilerleme kaydedilmi\u015f hatta ABD\u2019de her \u00fc\u00e7 \u00f6\u011frenciden birinin \u00e7evrim i\u00e7i ders ald\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr (Allen ve Seaman, 2014 ). Ayr\u0131ca, Kanada\u2019da, \u00e7evrim i\u00e7i derslerin ba\u015far\u0131yla tamamlanma oranlar\u0131 giderek y\u00fckselmi\u015f ve kalite a\u00e7\u0131s\u0131ndan kamp\u00fcs dersleriyle ayn\u0131 d\u00fczeye gelmi\u015fti (Ontario, 2011).<\/span><\/p>\n \u00c7evrim i\u00e7i \u00f6\u011frenmeyi dikkate almayan Sarma\u015f\u0131k Ligi \u00fcniversiteleri ve di\u011fer prestijli \u00fcniversiteler, d\u00fcnyada olup bitenlerden 2011 y\u0131l\u0131na kadar habersiz gibi g\u00f6r\u00fcnmekteydi. KA\u00c7D\u2019lerle birlikte bu prestijli \u00fcniversiteler teknolojik yenile\u015fim anlam\u0131nda do\u011frudan s\u0131ran\u0131n en ba\u015f\u0131na s\u0131\u00e7rayacak ve ayn\u0131 zamanda sahip olduklar\u0131 se\u00e7ici, ki\u015fiye \u00f6zel ve y\u00fcksek maliyetli kamp\u00fcs programlar\u0131n\u0131 \u00e7evrim i\u00e7i \u00f6\u011frenmeyle y\u00fcz y\u00fcze e\u011fitimden uzak tutacaklard\u0131. Di\u011fer bir deyi\u015fle, KA\u00c7D\u2019ler bu prestijli \u00fcniversitelere, \u00e7evrim i\u00e7i \u00f6\u011frenmeyi g\u00fcvenli bir \u015fekilde ke\u015ffedecekleri bir kum havuzu sa\u011flayacak, Sarma\u015f\u0131k Ligi \u00fcniversiteleri de istemeden de olsa KA\u00c7D\u2019lere d\u00e2hil olmalar\u0131 dolayl\u0131 olarak da \u00e7evrim i\u00e7i \u00f6\u011frenmeye de prestij ve itibar sa\u011flayacakt\u0131.<\/span><\/p>\n 2011\u2019den \u00f6nceki y\u0131llarda, bir\u00e7ok ekonomist, felsefeci ve end\u00fcstri gurusu, yeni teknolojilerin e\u011fitimi `g\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131 bir de\u011fi\u015fimin ya\u015fanaca\u011f\u0131 bir alan\u2019 olarak nitelendirmekteydi (\u00f6rne\u011fin bk. Lyotard, 1979; Tapscott (tarihsiz); Christensen, 2016).<\/span><\/p>\n Bununla birlikte kredi kurslar\u0131ndaki \u00e7evrim i\u00e7i \u00f6\u011frenme, \u00fcniversite \u00f6\u011fretiminin ana ak\u0131m\u0131na sessizce emilmi\u015f olsa da b\u00fcy\u00fck bir bozulma belirtisi olmaks\u0131z\u0131n, KA\u00c7D’ler potansiyel olarak b\u00fcy\u00fck bir de\u011fi\u015fiklikti ve e\u011fitim sekt\u00f6r\u00fcndeki bozulma teorisinin uzun s\u00fcre\u00e7li kan\u0131t\u0131yd\u0131.<\/span><\/p>\n \u0130lk KA\u00c7D\u2019lerin, giri\u015fimci bilgisayar bilimciler taraf\u0131ndan geli\u015ftirilmi\u015f olmas\u0131 bir tesad\u00fcf de\u011fildir. Ng ve Koller\u2019in ticari bir kurulu\u015f olarak Coursera\u2019y\u0131 kurmas\u0131n\u0131n hemen ard\u0131ndan, Thrun da Udacity\u2019yi kurmu\u015ftur. MIT\u2019de \u00e7al\u0131\u015fan bilgisayar bilimcisi Anant Agarwal ise edX\u2019i kurarak onlar\u0131 takip etmi\u015ftir.<\/span><\/p>\n \u0130lk KA\u00c7D\u2019ler, Silikon Vadisi\u2019nin tipik gen\u00e7 ve yenilik\u00e7i giri\u015fimlerindendi: i\u015fleyip i\u015flemeyece\u011fini g\u00f6rmek i\u00e7in piyasaya s\u00fcr\u00fclen ve ortaya \u00e7\u0131kabilecek sorunlarla ba\u015fa \u00e7\u0131kmak i\u00e7in daha fazla teknolojinin ve yeni fikrin (\u00f6\u011frenme analiti\u011fi, otomatikle\u015ftirilmi\u015f \u00f6l\u00e7me ve de\u011ferlendirme, akran de\u011ferlendirmesi) kullan\u0131ld\u0131\u011f\u0131 parlak bir fikir: bulut tabanl\u0131 ve basit bir yaz\u0131l\u0131mla \u00e7ok say\u0131da kat\u0131l\u0131mc\u0131n\u0131n y\u00f6netilebildi\u011fi kitlesel, a\u00e7\u0131k \u00e7evrim i\u00e7i dersler. Bunun s\u00fcrd\u00fcr\u00fclebilir bir i\u015f modeline d\u00f6n\u00fc\u015fmesi, ba\u015flang\u0131\u00e7taki belirsizlik ortadan kalkt\u0131ktan sonra d\u00fc\u015f\u00fcn\u00fclecekti.<\/span><\/p>\n Sonu\u00e7 olarak ilk KA\u00c7D\u2019lerin hemen hepsinin \u00e7evrim i\u00e7i \u00f6\u011frenmeye dair pedagojik kuramlar\u0131 veya \u00e7evrim i\u00e7i \u00f6\u011frenmenin ba\u015far\u0131s\u0131n\u0131 etkileyen fakt\u00f6rlere ili\u015fkin t\u00fcm ara\u015ft\u0131rma sonu\u00e7lar\u0131n\u0131 tamamen g\u00f6rmezden gelmesi \u00e7ok \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Ayr\u0131ca, kat\u0131l\u0131mc\u0131lar\u0131n \u00e7ok d\u00fc\u015f\u00fck bir y\u00fczdesinin KA\u00c7D’leri ba\u015far\u0131yla tamamlam\u0131\u015f olmas\u0131 \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir.<\/span><\/p>\n KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na yol a\u00e7an nedenlere bak\u0131ld\u0131\u011f\u0131nda, arka planda Bill Clinton\u2019\u0131n me\u015fhur se\u00e7im slogan\u0131n\u0131n yank\u0131land\u0131\u011f\u0131n\u0131 duyar gibiyiz. ABD\u2019de 2008 y\u0131l\u0131nda ya\u015fanan korkun\u00e7 mali \u00e7\u00f6k\u00fc\u015f\u00fcn ekonomi \u00fczerindeki etkilerinin (\u00f6zellikle de eyaletler d\u00fczeyinde) 2011 y\u0131l\u0131na kadar hissedildi\u011fini unutmamam\u0131z gerekir.<\/span><\/p>\n Ekonomik durgunluk, eyaletlerin bir anda vergi gelirlerini tahsil edememesi eyalet d\u00fczeyindeki y\u00fcksek\u00f6\u011fretim sistemlerinin mali taleplerini kar\u015f\u0131layamamas\u0131 anlam\u0131na gelmekteydi. \u00d6rne\u011fin Kaliforniya eyaletindeki ikili \u00f6\u011fretim yapan meslek y\u00fcksekokullar\u0131 sistemi, ki ABD\u2019nin en b\u00fcy\u00fck sistemidir, 2008-2012 y\u0131llar\u0131 aras\u0131nda devletten ald\u0131\u011f\u0131 finansman deste\u011finde yakla\u015f\u0131k 809 milyon ABD dolar\u0131 tutar\u0131nda bir kesinti ya\u015fam\u0131\u015f, finansman deste\u011findeki bu d\u00fc\u015f\u00fc\u015f okullarda 500.000 ki\u015filik a\u00e7\u0131\u011fa neden olmu\u015ftu (Rivera, 2012). Bu d\u00f6nemde, \u00fccretsiz KA\u00c7D\u2019ler Vali Jerry Brown taraf\u0131ndan \u201cBa\u015f\u0131m\u0131za devlet ku\u015fu kondu\u201d olarak nitelendirilmi\u015fti (\u00f6rne\u011fin bk. To, 2014).<\/span><\/p>\n Devlet finansman deste\u011finde ya\u015fanan ani kesintinin bir sonucu da y\u00fcksek\u00f6\u011fretimin ger\u00e7ek maliyetini bir anda g\u00f6z \u00f6n\u00fcne \u00e7\u0131karan \u00f6\u011frenim \u00fccretlerindeki ani art\u0131\u015f olmu\u015ftu. Y\u0131ll\u0131k %4\u2019l\u00fck enflasyon oran\u0131yla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, ABD\u2019deki \u00f6\u011frenim \u00fccretleri son 10 y\u0131l i\u00e7inde y\u0131lda %7 oran\u0131nda artm\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretimin y\u00fcksek maliyetini dizginlemek i\u00e7in sonunda alternatif bir yol g\u00f6r\u00fcnmekteydi. 2015 y\u0131l\u0131na kadar ABD’de ekonomi toparlam\u0131\u015f ve gelirler devlet kasas\u0131na geri d\u00f6nm\u00fc\u015ft\u00fc; bu nedenle y\u00fcksek\u00f6\u011frenim maliyetine daha radikal \u00e7\u00f6z\u00fcmler i\u00e7in uygulanan bask\u0131 gev\u015fetilmeye ba\u015flad\u0131.<\/span><\/p>\n Ekonomi b\u00fcy\u00fcd\u00fck\u00e7e KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n devam edip etmedi\u011fini g\u00f6rmek ilgin\u00e7 olacak. <\/span>Class Central, d\u00fcnyadaki KA\u00c7D’lerdeki geli\u015fmelerin s\u00fcrekli izlenmesini sa\u011flamaktad\u0131r. 2019\u2019a kadar olan toplam rakamlar etkileyicidir ancak 2018\u2019de eklenen \u00f6\u011frenenlerin say\u0131s\u0131 20 milyondu ve bu rakam \u00f6nceki iki y\u0131l i\u00e7in 23 milyondan azd\u0131.(Shah, 2019). Bu nedenle, yeni kullan\u0131c\u0131lar\u0131n KA\u00c7D alan\u0131na girme oran\u0131 d\u00fc\u015f\u00fcyor.<\/span><\/span><\/span><\/p>\n Bununla birlikte KA\u00c7D geli\u015fmeye devam ediyor. Ba\u015flang\u0131\u00e7 i\u00e7in KA\u00c7D’ler arac\u0131l\u0131\u011f\u0131yla sunulabilecek ders tamamlama derecelerinde yava\u015f bir b\u00fcy\u00fcme olmu\u015ftur. 2018 y\u0131l\u0131nda 45 derece (program) sunulmaktayd\u0131. Bu \u00f6nemli bir geli\u015fme olsa da d\u00fcnya genelinde mevcut geleneksel derecelerin say\u0131s\u0131 g\u00f6z \u00f6n\u00fcne al\u0131nd\u0131\u011f\u0131nda rakamlar h\u00e2la olduk\u00e7a k\u00fc\u00e7\u00fckt\u00fcr. Di\u011fer ana pazar kurumsal e\u011fitimdir. \u0130\u015f modelleri de 2018’de y\u00fckselmeye devam eden gelirlerle birlikte geli\u015fmekte olup yaln\u0131zca Coursera tek ba\u015f\u0131ma 140 milyon dolar gelir elde etmektedir. Ancak, sunulan KA\u00c7D kurslar\u0131n\u0131n say\u0131s\u0131 artmaya devam etse de, daha fazla se\u00e7enek mevcut oldu\u011fundan ortalama \u00f6\u011frenci say\u0131s\u0131 d\u00fc\u015fmektedir…<\/span><\/span><\/span><\/p>\n Kurslara kat\u0131l\u0131m oran\u0131 da \u00fclkelere g\u00f6re \u00f6nemli \u00f6l\u00e7\u00fcde de\u011fi\u015fiyor. \u00d6rne\u011fin, 2017’de, Kanada\u2019daki y\u00fcksek\u00f6\u011fretim kurumlar\u0131n\u0131n yaln\u0131zca% 18\u2019i KA\u00c7D kullan\u0131rken,% 82\u2019si kredi i\u00e7in tamamen \u00e7evrim i\u00e7i kurslar sunmaktayd\u0131 (Donovan et al., 2018). Bununla birlikte \u00c7in, Hindistan ve Avrupa’daki KA\u00c7D’lerin b\u00fcy\u00fcmesi h\u0131zla devam etmektedir. Hen\u00fcz net olmayan ise KA\u00c7D’lere sahip kurumlar\u0131n, platform sa\u011flay\u0131c\u0131lar\u0131ndan farkl\u0131 olarak yat\u0131r\u0131mlar\u0131 i\u00e7in do\u011frudan bir finansal getiri sa\u011flay\u0131p sa\u011flamad\u0131klar\u0131d\u0131r.<\/span><\/span><\/p>\n Yukar\u0131da sayd\u0131klar\u0131m\u0131z\u0131n t\u00fcm\u00fc, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131 g\u00fc\u00e7lendiren fakt\u00f6rler aras\u0131nda yer almaktad\u0131r. Bu nedenle, KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri konusunda mutlaka a\u00e7\u0131k, net ve serinkanl\u0131 olunmas\u0131 gerekir. Esas nokta, KA\u00c7D\u2019lerin bilgi tabanl\u0131 bir toplumda \u00f6\u011frencilerin gereksinim duyduklar\u0131 bilgi ve becerilerin geli\u015ftirilmesine destek olup olmad\u0131\u011f\u0131d\u0131r. Bu sorunun cevab\u0131, hem evet hem de hay\u0131rd\u0131r.<\/span><\/p>\n \u00d6rg\u00fcn e\u011fitimin d\u00fc\u015f\u00fck maliyetli bir tamamlay\u0131c\u0131s\u0131 olarak KA\u00c7D\u2019ler olduk\u00e7a de\u011ferli birer ara\u00e7 olabilir; ancak kesinlikle \u00f6rg\u00fcn e\u011fitimin yerini almas\u0131 d\u00fc\u015f\u00fcn\u00fclemez. Bug\u00fcn itibariyle bak\u0131ld\u0131\u011f\u0131nda KA\u00c7D\u2019ler, temel kavramlar olan \u00f6\u011frenmeyi, kavramay\u0131 ve bilginin ger\u00e7ek hayata uygulanmas\u0131na ili\u015fkin dar kapsaml\u0131 bir dizi etkinli\u011fi destekleyebilir. Halihaz\u0131rda iyi e\u011fitim alm\u0131\u015f veya bir konuya derin bir ilgi duyan bireylerin bir araya gelip birbirlerinden \u00f6\u011frenebildikleri uygulama topluluklar\u0131n\u0131n olu\u015fturulmas\u0131 i\u00e7in de olduk\u00e7a faydal\u0131 olabilir; ki bu, s\u00fcrekli e\u011fitim bi\u00e7imidir.<\/span><\/p>\n Bununla birlikte KA\u00c7D\u2019ler d\u00f6n\u00fc\u015f\u00fcm sa\u011flay\u0131c\u0131 bir \u00f6\u011frenmeye, derin entelekt\u00fcel anlamaya, karma\u015f\u0131k alternatiflerin de\u011ferlendirilmesi ve kan\u0131t tabanl\u0131 karar verme becerilerinin geli\u015ftirilmesine katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 hen\u00fcz g\u00f6sterememi\u015ftir. Uzmanlar taraf\u0131ndan verilen \u00f6\u011frenci deste\u011fi ve daha nitel de\u011ferlendirme bi\u00e7imlerini kullanmad\u0131\u011f\u0131 s\u00fcrece, bu katk\u0131y\u0131 sa\u011flayabilecekleri de \u015f\u00fcphelidir.<\/span><\/p>\n En az\u0131ndan maliyette ciddi bir art\u0131\u015f \u00f6ng\u00f6rmeksizin… \u00d6n\u00fcnde sonunda, bir se\u00e7im yap\u0131lmas\u0131 gerekecek gibi g\u00f6r\u00fcnmekte: KA\u00c7D\u2019lere daha fazla kaynak ay\u0131r\u0131p sahip olduklar\u0131 baz\u0131 temel eksiklerin maliyetleri \u00e7ok art\u0131rmadan \u00e7\u00f6z\u00fclmesini mi umut edece\u011fiz, yoksa \u00f6\u011frencilerin dijital \u00e7a\u011fdaki gereksinimleri a\u00e7\u0131s\u0131ndan daha maliyet-etkin \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na bizi g\u00f6t\u00fcrebilecek di\u011fer e\u011fitim teknolojisi ve \u00e7evrim i\u00e7i \u00f6\u011frenme bi\u00e7imlerine mi yat\u0131r\u0131m yapaca\u011f\u0131z?<\/span><\/p>\n Allen, I. and Seaman, J. (2014) G<\/em><\/a>rade Change: Tracking Online learning in the United States<\/a><\/em> Babson Survey Research Group\/Pearson\/Sloan<\/p>\n Bates, T. (2012) What\u2019s right and what\u2019s wrong with Coursera-style MOOCs Online Learning and Distance Education Resources<\/a>, August 5<\/p>\n Christensen, C. (2016) Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns: Expanded Edition<\/em><\/a> New York: McGraw-Hill<\/p>\n Daniel, J. (2012) Making sense of MOOCs: Musings in a maze of myth, paradox and possibility<\/em><\/a> Journal of Interactive Media<\/em>, No. 18<\/p>\n Donovan, T. et al. (2018) Tracking Online and Distance Education in Canadian Universities and Colleges: 2018<\/em><\/a> Halifax NS: Canadian Digital Learning Research Association<\/p>\n Hill, P. (2012) Four Barriers that MOOCs Must Overcome to Build a Sustainable Model e-Literate<\/a><\/em>, July 24<\/p>\n Lyotard, J-J. (1979) La Condition postmoderne: rapport sur le savoir<\/a>:<\/em> Paris: Minuit<\/p>\n Ontario (2011) Fact Sheet: Summary of Ontario eLearning Surveys of Publicly Assisted PSE Institutions<\/a>,<\/em> Toronto: Government of Ontario<\/p>\n Rivera, C. (2012) Survey offers dire picture of California\u2019s two-year colleges<\/a> Los Angeles Times<\/em>, 29 August<\/p>\n Tapscott, D. (undated) The transformation of education dontapscott.com<\/a><\/em><\/p>\n To, K. (2014) UC Regents announce online course expansion<\/a><\/em>, The Guardian, UC San Diego, undated, but probably February 5<\/p>\n Shah, D. (2019) Year of MOOC-based degrees: A Review of MOOC Stats and Trends in 2018<\/a> Class Central<\/em>, 6 January<\/p>\n Watters, A. (2012) Top 10 Ed-Tech Trends of 2012: MOOCs<\/a> Inside Higher Education<\/em>, 18 December<\/p>\n For a more light-hearted look at MOOC mania see:<\/p>\n5.5.1 KA\u00c7D\u2019lerle ilgili bu \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n nedeni ne?<\/h3>\n
5.5.2 Kitlesel, \u00f6zg\u00fcr ve Amerikan mal\u0131!<\/h3>\n
5.5.3 Ve Sarma\u015f\u0131k Ligi sahnede!<\/h3>\n
5.5.4 G\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131!<\/h3>\n
5.5.5 Ve Silikon Vadisi sahnede!<\/h3>\n
5.5.6 Burada ekonomiden bahsediyoruz, ahmak!1<\/sup><\/a><\/span><\/h3>\n
5.5.7 KA\u00c7D'lerin gelece\u011fi<\/span><\/h3>\n
5.5.8 Panik yok!<\/h3>\n
Kaynak\u00e7a<\/h3>\nAllen, I. and Seaman, J. (2014) G<\/em><\/a>rade Change: Tracking Online learning in the United States<\/a><\/em> Babson Survey Research Group\/Pearson\/Sloan\n\nBates, T. (2012) What\u2019s right and what\u2019s wrong with Coursera-style MOOCs Online Learning and Distance Education Resources<\/a>, August 5\n\nChristensen, C. (2016) Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns: Expanded Edition<\/em><\/a> New York: McGraw-Hill\n\nDaniel, J. (2012) Making sense of MOOCs: Musings in a maze of myth, paradox and possibility<\/em><\/a> Journal of Interactive Media<\/em>, No. 18\n\nDonovan, T. et al. (2018) Tracking Online and Distance Education in Canadian Universities and Colleges: 2018<\/em><\/a> Halifax NS: Canadian Digital Learning Research Association\n\nHill, P. (2012) Four Barriers that MOOCs Must Overcome to Build a Sustainable Model e-Literate<\/a><\/em>, July 24\n\nLyotard, J-J. (1979) La Condition postmoderne: rapport sur le savoir<\/a>:<\/em> Paris: Minuit\n\nOntario (2011) Fact Sheet: Summary of Ontario eLearning Surveys of Publicly Assisted PSE Institutions<\/a>,<\/em> Toronto: Government of Ontario\n\nRivera, C. (2012) Survey offers dire picture of California\u2019s two-year colleges<\/a> Los Angeles Times<\/em>, 29 August\n\nTapscott, D. (undated) The transformation of education dontapscott.com<\/a><\/em>\n\nTo, K. (2014) UC Regents announce online course expansion<\/a><\/em>, The Guardian, UC San Diego, undated, but probably February 5\n\nShah, D. (2019) Year of MOOC-based degrees: A Review of MOOC Stats and Trends in 2018<\/a> Class Central<\/em>, 6 January\n\nWatters, A. (2012) Top 10 Ed-Tech Trends of 2012: MOOCs<\/a> Inside Higher Education<\/em>, 18 December\n\nFor a more light-hearted look at MOOC mania see:\n\nNorth Korea Launches Two MOOCs<\/a>\n\n\u201cWhat should we do about MOOCs?\u201d \u2013 the Board of Governors discusses<\/a>\n
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\n<\/p>\n
\nG\u00f6rsel: \u00a9 Park Ridge Underground, 2010<\/i><\/span><\/span><\/p>\n5.5.1 KA\u00c7D\u2019lerle ilgili bu \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n nedeni ne?<\/h3>\n
5.5.2 Kitlesel, \u00f6zg\u00fcr ve Amerikan mal\u0131!<\/h3>\n
5.5.3 Ve Sarma\u015f\u0131k Ligi sahnede!<\/h3>\n
5.5.4 G\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131!<\/h3>\n
5.5.5 Ve Silikon Vadisi sahnede!<\/h3>\n
5.5.6 Burada ekonomiden bahsediyoruz, ahmak!1<\/sup><\/a><\/span><\/h3>\n
5.5.7 KA\u00c7D’lerin gelece\u011fi<\/span><\/h3>\n
5.5.8 Panik yok!<\/h3>\n
Kaynak\u00e7a<\/h3>\n