{"id":157,"date":"2020-09-03T15:35:57","date_gmt":"2020-09-03T12:35:57","guid":{"rendered":"http:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-47\/"},"modified":"2020-09-03T15:35:57","modified_gmt":"2020-09-03T12:35:57","slug":"__unknown__-47","status":"publish","type":"chapter","link":"https:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-47\/","title":{"raw":"6.6 \u00d6\u011frenci deste\u011fi","rendered":"6.6 \u00d6\u011frenci deste\u011fi"},"content":{"raw":"\n<p class=\"para6\"><img class=\"frame0\" src=\"http:\/\/acikkitap.com.tr\/dijital\/wp-content\/uploads\/sites\/3\/2020\/09\/image0075.png\" alt=\"OEBPS\/images\/image0075.png\" width=\"900\" height=\"696\"><span class=\"span9\">&nbsp;<\/span><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i>\u015eekil 6.6.1 \u00d6\u011frenci deste\u011fi<\/i><\/span><\/span><\/p>\n\n<h3 class=\"western\" lang=\"zxx\">6.6.1 \u00d6\u011frenme ortam\u0131nda \u00f6\u011frenen deste\u011fi<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00d6\u011frenci deste\u011fi <\/span><span style=\"color: #008000;\"><span lang=\"zxx\"> \u00f6\u011frenicilere yard\u0131m \u015fekilleri <\/span><\/span><span lang=\"zxx\"> i\u00e7erik, beceri geli\u015ftirme veya resm\u00ee de\u011ferlendirme sunumunun \u00f6tesinde. Farkl\u0131 unsurlar\u0131 i\u00e7ine alan \u00f6\u011frenci deste\u011fi, bu kitab\u0131n bir\u00e7ok yerinde ancak \u00f6zellikle a\u015fa\u011f\u0131daki b\u00f6l\u00fcmlerde ele al\u0131nm\u0131\u015ft\u0131r:<\/span><\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Tema 3.7<\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Tema 4.4<\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Tema 9.6<\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Tema 12.10.<\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Brindley ve di\u011f. ( 2004 ) \u00e7evrim i\u00e7i ve uzaktan e\u011fitim \u00f6\u011frenenlere \u00f6\u011frencinin deste\u011fini sa\u011flamadaki t\u00fcm faaliyetlere kapsaml\u0131 bir genel bak\u0131\u015f sunmaktad\u0131r. Bu k\u0131s\u0131mda, \u00f6\u011frenci deste\u011finin ni\u00e7in etkili bir \u00f6\u011frenme ortam\u0131n\u0131n hayati bir unsuru oldu\u011funu tart\u0131\u015facak ve \u00f6\u011frenci deste\u011fiyle ili\u015fkilendirilen baz\u0131 etkinliklerden bahsedece\u011fim.<\/span><\/p>\n\n<h3 class=\"western\" lang=\"zxx\">6.6.2 Y\u00f6nlendirici destek<\/h3>\n<p class=\"para6\"><img class=\"frame0\" src=\"http:\/\/acikkitap.com.tr\/dijital\/wp-content\/uploads\/sites\/3\/2020\/09\/image0076.jpg\" alt=\"OEBPS\/images\/image0076.jpg\"><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i>\u015eekil 6.6.2 \u00d6\u011frenen deste\u011fi<\/i><\/span><\/span><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Y\u00f6nlendirici destek (scaffolding) terimini, bir \u00f6\u011fretmenin veya \u00f6\u011fretim eleman\u0131n\u0131n \u00f6\u011frencilerin \u00f6\u011frenme s\u00fcrecinde ya\u015fad\u0131\u011f\u0131 zorluklar\u0131 tan\u0131lamas\u0131nda ve bu zorluklara cevap vermesinde kulland\u0131\u011f\u0131 i\u015flevleri a\u00e7\u0131klamak i\u00e7in kullanaca\u011f\u0131m.<\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">yeni kavramlar veya fikirleri anlamada zorland\u0131klar\u0131nda \u00f6\u011frencilere yard\u0131m etme;<\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">\u00f6\u011frencilerin bir konuyu daha iyi anlamas\u0131na yard\u0131m etme,<\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">farkl\u0131 fikirleri veya uygulamalar\u0131 de\u011ferlendirmelerinde \u00f6\u011frencilere yard\u0131m etme;<\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">bilginin s\u0131n\u0131rlar\u0131n\u0131 anlamalar\u0131nda \u00f6\u011frencilere yard\u0131m etme;<\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">hepsinin \u00f6tesinde, daha derinlemesine anlayabilmek veya daha \u00fcst bir yeterlilik d\u00fczeyine \u00e7\u0131kabilmek i\u00e7in mevcut d\u00fc\u015f\u00fcnme veya uygulama d\u00fczeylerinin \u00f6tesine ge\u00e7meleri i\u00e7in \u00f6\u011frencileri k\u0131\u015fk\u0131rtma gibi.<\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">\u00d6\u011fretmenlerin ve \u00f6\u011fretim elemanlar\u0131n\u0131n bu artan \u00e7e\u015fitlili\u011finin \u00f6nemi ve ard\u0131nda yatan nedenler, bu kitab\u0131n kapsam\u0131 d\u0131\u015f\u0131ndad\u0131r. Bu faaliyetler planlanm\u0131\u015f, do\u011fall\u0131k ve \u00f6\u011fretmen veya e\u011fitmen taraf\u0131nda cevap iyi bir anla\u015fma gerektiren \u00f6n olmamak e\u011filimindedir.<\/span><\/p>\n<p lang=\"zxx\"><span style=\"color: #008000;\"><span style=\"font-family: Book Antiqua, serif;\">Bununla birlikte yak\u0131n zamanda sanal asistanlar veya sohbetler gibi otomatik \u00f6\u011frenci deste\u011fi \u00f6rnekleri bulunmaktad\u0131r (e\u011fitimdeki sohbetler hakk\u0131ndaki ara\u015ft\u0131rmalar i\u00e7in bkz. Winkler ve S\u00f6llner, 2018). Ayr\u0131ca, bir \u00f6\u011frencinin performans\u0131n\u0131 belirlemek ve gerekti\u011finde onlar\u0131 daha fazla okumaya veya \u00e7al\u0131\u015fmaya y\u00f6nlendirmek i\u00e7in \u00f6\u011frenme analizleri kullan\u0131lm\u0131\u015ft\u0131r (bak\u0131n\u0131z \u00f6r., Vesin vd., 2018).<\/span><\/span><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Y\u00f6nlendirici destek, \u00f6\u011frenme s\u00fcrecinde \u00f6\u011frenci farkl\u0131l\u0131klar\u0131na daha iyi cevap verilmesini sa\u011flar ve s\u0131kl\u0131kla \u00f6\u011frenmenin bireyselle\u015ftirilmesine yol a\u00e7ar.<\/span><\/p>\n\n<h3 class=\"western\" lang=\"zxx\">6.6.3 Geri bildirimde<\/h3>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Geri bildirim y\u00f6nlendirici deste\u011fin bir alt kategorisi olarak g\u00f6r\u00fclse de, bilgisayar destekli geri bildirimin \u00f6tesinde \u00f6devler, proje \u00e7al\u0131\u015fmalar\u0131 ve yarat\u0131c\u0131 etkinlikler gibi \u00f6\u011frenci etkinliklerinin performans\u0131na y\u00f6nelik geri bildirim sa\u011flama rol\u00fcn\u00fc de i\u00e7ine al\u0131r. Yine, \u00f6\u011fretmenin buradaki rol\u00fc, daha nitelikli olarak de\u011ferlendirilen \u00f6\u011frenci etkinlikleriyle ba\u015fa \u00e7\u0131kmak i\u00e7in daha bireysel geri bildirim sa\u011flamakt\u0131r ve bu geri bildirim resm\u00ee de\u011ferlendirme veya notland\u0131rma ile ili\u015fkili olabilir veya olmayabilir.<\/span><\/p>\n\n<h3 class=\"western\" lang=\"zxx\">6.6.4 Dan\u0131\u015fmanl\u0131k<\/h3>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Akademik \u00e7al\u0131\u015fmalar\u0131nda sa\u011flanan do\u011frudan deste\u011fin yan\u0131 s\u0131ra \u00f6\u011frenciler genellikle idari veya ki\u015fisel konularda da yard\u0131ma ve rehberli\u011fe ihtiya\u00e7 duyarlar. \u00d6rne\u011fin bir dersi tekrar almalar\u0131 gerekebilir, aile \u00fcyelerinden birinin hastal\u0131\u011f\u0131 nedeniyle \u00f6dev teslim tarihinin ileri at\u0131lmas\u0131n\u0131 talep edebilirler ya da ders kayd\u0131n\u0131 iptal etmek veya ileri bir tarihe ertelemek isteyebilirler. Her ne kadar bu hizmetler belirli bir dersin d\u0131\u015f\u0131nda verilebilse de, \u00f6\u011frencilerin bir program\u0131n akademik standartlar\u0131n\u0131 kar\u015f\u0131larken olas\u0131 bask\u0131lar\u0131 y\u00f6netebilmelerini sa\u011flamak i\u00e7in yap\u0131labilecek her \u015feyi yapmak suretiyle bu potansiyel yard\u0131m kayna\u011f\u0131n\u0131n etkin bir \u00f6\u011frenme ortam\u0131 tasar\u0131m\u0131nda g\u00f6z \u00f6n\u00fcnde bulundurulmas\u0131 gerekir.<\/span><\/p>\n\n<h3 class=\"western\" lang=\"zxx\">6.6.5 Di\u011fer \u00f6\u011frenciler<\/h3>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">\u00d6\u011frenme s\u00fcrecinde di\u011fer \u00f6\u011frenciler b\u00fcy\u00fck destek sa\u011flayabilir. Bu deste\u011fin b\u00fcy\u00fck k\u0131sm\u0131, dersten sonraki sohbetler, sosyal medya veya \u00f6\u011frencilerin \u00f6devlerde birbirlerine yard\u0131m etmesi gibi informal ortamlarda ger\u00e7ekle\u015fir. Bununla birlikte \u00f6\u011fretmenler veya \u00f6\u011fretim elemanlar\u0131, \u00f6\u011frencilerin birlikte \u00e7al\u0131\u015fabilecekleri i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme etkinlikleri, grup \u00e7al\u0131\u015fmalar\u0131 veya \u00e7evrim i\u00e7i tart\u0131\u015fma ortamlar\u0131 tasarlayarak bu s\u00fcreci daha formal bir h\u00e2le getirebilirler.<\/span><\/p>\n\n<h3 class=\"western\" lang=\"zxx\">6.6.6 \u00d6\u011frenci deste\u011fi ni\u00e7in bu kadar \u00f6nemli<\/h3>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Tema 12'de g\u00f6rece\u011fimiz gibi iyi bir tasar\u0131m, netlik sa\u011flayarak ve uygun \u00f6\u011frenme etkinliklerini olu\u015fturarak \u00f6\u011frenci deste\u011fine olan talebi \u00f6nemli \u00f6l\u00e7\u00fcde azaltabilir. \u00d6\u011frencilerin \u00f6\u011frenme s\u00fcrecinde deste\u011fe duyduklar\u0131 ihtiya\u00e7 farkl\u0131l\u0131k g\u00f6sterir. Y\u00fcksek\u00f6\u011fretimini tamamlam\u0131\u015f, bir ailesi, kariyeri ve ya\u015fam deneyimi olan ya\u015fam boyu \u00f6\u011frenenler, neyi nas\u0131l \u00f6\u011frenmeleri gerekti\u011fini bilen, \u00f6z-denetimli \u00f6\u011frencilerdir. Di\u011fer taraftan, okuma, yazma veya matematik becerileri gibi temel \u00f6\u011frenme becerilerinden yoksun olan ve dolay\u0131s\u0131yla \u00f6\u011frenme konusunda g\u00fcven eksikli\u011fi ya\u015fayan \u00f6\u011frenciler de vard\u0131r; ki formal okul sistemi bu \u00f6\u011frenciler i\u00e7in b\u00fcy\u00fck bir y\u0131k\u0131md\u0131r. Bu \u00f6\u011frencilerin okulda ba\u015far\u0131l\u0131 olmalar\u0131 i\u00e7in b\u00fcy\u00fck deste\u011fe ihtiya\u00e7lar\u0131 vard\u0131r.<\/span><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Bununla beraber, \u00f6\u011frencilerin b\u00fcy\u00fck \u00e7o\u011funlu\u011fu bu yelpazenin ortalar\u0131nda bir yerdedir. Ara s\u0131ra sorunlarla kar\u015f\u0131la\u015f\u0131r, kendilerinden beklenen standartlardan emin olmayabilir ve okuldaki performanslar\u0131n\u0131n nas\u0131l oldu\u011fun bilme ihtiyac\u0131 hissederler. Asl\u0131nda, \u201ce\u011fitmen varl\u0131\u011f\u0131n\u0131n\u201d bir kursta, en az\u0131ndan \u00e7evrim i\u00e7i \u00f6\u011frenmede, bir \u00f6\u011frencinin ba\u015far\u0131s\u0131 veya ba\u015far\u0131s\u0131zl\u0131\u011f\u0131 ile ili\u015fkili oldu\u011funu g\u00f6steren \u00e7ok say\u0131da ara\u015ft\u0131rma mevcuttur (bak\u0131n\u0131z, \u00f6r., Shea vd., 2010). \u00d6\u011fretmenin veya \u00f6\u011fretim eleman\u0131n\u0131n varl\u0131\u011f\u0131n\u0131 hissetmedi\u011finde, \u00f6\u011frencinin hem performans\u0131 hem de dersi veya program\u0131 tamamlama oran\u0131 d\u00fc\u015fmektedir. Bu \u00f6\u011frenciler i\u00e7in ba\u015far\u0131 ve ba\u015far\u0131s\u0131zl\u0131k aras\u0131ndaki ince \u00e7izgide zaman\u0131nda ve etkili bir \u00f6\u011frenci deste\u011fi yer almaktad\u0131r.<\/span><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">\u0130yi bir \u00f6\u011frenci deste\u011fine olan ihtiya\u00e7 ve bu ihtiyac\u0131 kar\u015f\u0131lama yetisi, \u00f6\u011fretimin hangi ortamda yap\u0131ld\u0131\u011f\u0131ndan ba\u011f\u0131ms\u0131zd\u0131r. KA\u00c7D\u2019lerden \u00e7ok \u00f6nce tasarlanan ve yap\u0131lan kredili \u00e7evrim i\u00e7i derslerde, g\u00fc\u00e7l\u00fc bir \u00f6\u011fretmen buradal\u0131\u011f\u0131 ve \u00f6\u011frencilere yeterli deste\u011fin sa\u011flanmas\u0131n\u0131 temin eden titiz bir \u00f6\u011fretim tasar\u0131m\u0131 sayesinde \u00fcst d\u00fczey bir \u00f6\u011frenci deste\u011fi verilmekteydi.<\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bilgisayar programlar\u0131 \u00f6\u011frenci deste\u011fi sa\u011flamada \u00f6nemli yol kat etmi\u015f olsa da \u00f6\u011frenci deste\u011finin \u00fcst d\u00fczey kavramsal \u00f6\u011frenme ve beceri geli\u015fimiyle ilintili \u00e7o\u011fu \u00f6nemli i\u015flevinin, ister y\u00fcz y\u00fcze ister uzaktan olsun, h\u00e2len daha uzman bir \u00f6\u011fretmen veya \u00f6\u011fretim eleman\u0131 taraf\u0131ndan kar\u015f\u0131lanmas\u0131 gerekmektedir. Dahas\u0131, bu t\u00fcr bir \u00f6\u011frenci deste\u011finin \u00f6l\u00e7eklendirilmesi olduk\u00e7a g\u00fc\u00e7t\u00fcr; \u00e7\u00fcnk\u00fc g\u00f6receli olarak emek-yo\u011fun bir s\u00fcre\u00e7tir ve \u00f6\u011fretmenin veya \u00f6\u011fretim eleman\u0131n\u0131n konu alan\u0131nda derinlemesine bilgi sahibi olmas\u0131n\u0131 gerektirir. Dolay\u0131s\u0131yla e\u011fer geni\u015f \u00f6l\u00e7ekte ba\u015far\u0131l\u0131 bir \u00f6\u011frenme deneyiminden bahsediyorsak yeterli d\u00fczeyde \u00f6\u011frenci deste\u011fi sa\u011flamay\u0131 yaln\u0131zca `\u00fcmit etmemiz\u2019 yeterli olmayacakt\u0131r.<\/span><\/span><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Bu, \u00f6\u011fretmenler i\u00e7in a\u015fikard\u0131r ancak \u00f6\u011frencinin ba\u015far\u0131s\u0131 i\u00e7in \u00f6\u011frenen deste\u011finin \u00f6nemi, bir\u00e7ok KA\u00c7D'nin tasar\u0131m\u0131n\u0131 ile politikac\u0131lar\u0131n ve medyan\u0131n \u00f6\u011frenci deste\u011fini ortadan kald\u0131rmaya odaklanan KA\u00c7D'nin vaat etti\u011fi maliyet tasarrufuna g\u00f6sterdikleri tepkiden g\u00f6r\u00fcld\u00fc\u011f\u00fc gibi her zaman takdir edilmez. \u00d6\u011fretmenler, \u00f6\u011fretim elemanlar\u0131 ve e\u011fitim kurumlar\u0131n\u0131n \u00f6\u011frenci deste\u011fine bak\u0131\u015flar\u0131 da farkl\u0131l\u0131k g\u00f6stermektedir. Baz\u0131 \u00f6\u011fretim elemanlar\u0131 \u2018benim i\u015fim \u00f6\u011fretmek, seninkisi ise \u00f6\u011frenmek\u2019 demeyi tercih etmektedir; bunun anlam\u0131 \u00f6\u011frencilerin \u00f6\u011frenmesi gereken i\u00e7eri\u011fi anlat\u0131m y\u00f6ntemiyle veya okumalarla kendilerine verdikten sonra gerisini \u00f6\u011frencilere b\u0131rakmakt\u0131r.<\/span><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Bununla birlikte ger\u00e7ek \u015fu ki geni\u015f bir \u00f6\u011frenci \u00e7e\u015fitlili\u011fine sahip herhangi bir sistemde etkili \u00f6\u011frenen deste\u011fi, \u00f6\u011frencinin ba\u015far\u0131s\u0131 i\u00e7in zorunludur.<\/span><\/p>\n\n<h3 class=\"western\" lang=\"zxx\">Kaynak\u00e7a<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><span lang=\"zxx\">Brindley, J., Walti, C. and Zawacki-Richter, O. (eds.) (2004) <\/span><em class=\"western\"><span lang=\"zxx\"><i>Learner Support in Open, Distance and Online Learning Environments<\/i><\/span><\/em><span lang=\"zxx\"> Oldenburg, Germany: Biblioteks- und informationssystem der Universit\u00e4t Oldenburg<\/span><\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><span lang=\"zxx\">Shea, P. et al. (2010) <\/span><span style=\"color: #000080;\"><span lang=\"zxx\"><u><a href=\"http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/915\"><span style=\"color: #008000;\"><i>Online Instructional Effort Measured through the Lens of Teaching Presence in the Community of Inquiry Framework: A Re-Examination of Measures and Approach<\/i><\/span><\/a><\/u><\/span><\/span><i> <\/i><em class=\"western\"><span lang=\"zxx\">International Review of Research in Open and Distributed Learning<\/span><\/em><span lang=\"zxx\">,<\/span><i> <\/i><span lang=\"zxx\">Vol. 11, No. 3<\/span><\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><span lang=\"zxx\">Vesin, B. et al. (2018) <\/span><span style=\"color: #000080;\"><span lang=\"zxx\"><u><a href=\"https:\/\/link.springer.com\/article\/10.1186\/s40561-018-0071-0\"><span style=\"color: #008000;\"><i>Learning in smart environments: user-centered design and analytics of an adaptive learning system<\/i><\/span><\/a><\/u><\/span><\/span> <em class=\"western\"><span lang=\"zxx\">Smart Learning Environments<\/span><\/em><span lang=\"zxx\">, Vol. 5, No. 24<\/span><\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><span lang=\"zxx\">Winkler, R. &amp; S\u00f6llner, M. (2018): <\/span><span style=\"color: #000080;\"><span lang=\"zxx\"><u><a href=\"https:\/\/www.alexandria.unisg.ch\/254848\/1\/JML_699.pdf\">Unleashing the Potential of Chatbots in Education: A State-Of-The-Art Analysis<\/a><\/u><\/span><\/span><span style=\"color: #000080;\"><span lang=\"zxx\"><u><span style=\"color: #008000;\"><i>. <\/i><\/span><\/u><\/span><\/span><em class=\"western\"><span lang=\"zxx\">Academy of Management Annual Meeting (AOM)<\/span><\/em><span lang=\"zxx\"> Chicago: Illinois<\/span><\/span><\/span><\/p>\n\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"western\" lang=\"zxx\">Etkinlik 6.6 \u00d6\u011frenci deste\u011fi olu\u015fturma<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n<ol>\n \t<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">\u00dcst d\u00fczey \u00f6\u011frenci deste\u011fi gereksinimi olmadan etkili bir ders veya program tasarlayabilmenin m\u00fcmk\u00fcn oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyor musunuz? E\u011fer d\u00fc\u015f\u00fcn\u00fcyorsan\u0131z, b\u00f6yle bir ders veya program nas\u0131l g\u00f6r\u00fcn\u00fcrd\u00fc? KA\u00c7D gibi bir sistem mi yoksa tamamen farkl\u0131 bir \u015fey mi?<\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Bilgisayarlar\u0131n dijital bir \u00e7a\u011fda kavramsal \u00f6\u011frenmenin gerektirdi\u011fi \u00fcst d\u00fczey \u00f6\u011frenci deste\u011fini sa\u011flamada s\u0131n\u0131rl\u0131 oldu\u011fu y\u00f6n\u00fcndeki d\u00fc\u015f\u00fcnceme kat\u0131l\u0131yor musunuz? Sizce bilgisayarlar veya YZ \u00f6\u011frenci deste\u011fi a\u00e7\u0131s\u0131ndan neleri iyi yapabiliyorlar?<\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Bu b\u00f6l\u00fcmde tan\u0131mlad\u0131\u011f\u0131m t\u00fcrde bir \u00f6\u011frenci deste\u011fini a\u00e7\u0131klamak i\u00e7in \u2018y\u00f6nlendirici destek\u2019 terimini kullanabilir miyiz? Sizce bunu a\u00e7\u0131klayan daha iyi bir terim var m\u0131?<\/span><\/p>\n<\/li>\n<\/ol>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Senaryodaki yorumlar\u0131m i\u00e7in a\u015fa\u011f\u0131daki podcaste t\u0131klay\u0131n:<\/span><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">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=374<\/span><\/p>\n\n<\/div>\n<\/div>\n&nbsp;\n","rendered":"<p class=\"para6\"><img loading=\"lazy\" decoding=\"async\" class=\"frame0\" src=\"http:\/\/acikkitap.com.tr\/dijital\/wp-content\/uploads\/sites\/3\/2020\/09\/image0075.png\" alt=\"OEBPS\/images\/image0075.png\" width=\"900\" height=\"696\" \/><span class=\"span9\">&nbsp;<\/span><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i>\u015eekil 6.6.1 \u00d6\u011frenci deste\u011fi<\/i><\/span><\/span><\/p>\n<h3 class=\"western\" lang=\"zxx\">6.6.1 \u00d6\u011frenme ortam\u0131nda \u00f6\u011frenen deste\u011fi<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00d6\u011frenci deste\u011fi <\/span><span style=\"color: #008000;\"><span lang=\"zxx\"> \u00f6\u011frenicilere yard\u0131m \u015fekilleri <\/span><\/span><span lang=\"zxx\"> i\u00e7erik, beceri geli\u015ftirme veya resm\u00ee de\u011ferlendirme sunumunun \u00f6tesinde. Farkl\u0131 unsurlar\u0131 i\u00e7ine alan \u00f6\u011frenci deste\u011fi, bu kitab\u0131n bir\u00e7ok yerinde ancak \u00f6zellikle a\u015fa\u011f\u0131daki b\u00f6l\u00fcmlerde ele al\u0131nm\u0131\u015ft\u0131r:<\/span><\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Tema 3.7<\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Tema 4.4<\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Tema 9.6<\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Tema 12.10.<\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Brindley ve di\u011f. ( 2004 ) \u00e7evrim i\u00e7i ve uzaktan e\u011fitim \u00f6\u011frenenlere \u00f6\u011frencinin deste\u011fini sa\u011flamadaki t\u00fcm faaliyetlere kapsaml\u0131 bir genel bak\u0131\u015f sunmaktad\u0131r. Bu k\u0131s\u0131mda, \u00f6\u011frenci deste\u011finin ni\u00e7in etkili bir \u00f6\u011frenme ortam\u0131n\u0131n hayati bir unsuru oldu\u011funu tart\u0131\u015facak ve \u00f6\u011frenci deste\u011fiyle ili\u015fkilendirilen baz\u0131 etkinliklerden bahsedece\u011fim.<\/span><\/p>\n<h3 class=\"western\" lang=\"zxx\">6.6.2 Y\u00f6nlendirici destek<\/h3>\n<p class=\"para6\"><img decoding=\"async\" class=\"frame0\" src=\"http:\/\/acikkitap.com.tr\/dijital\/wp-content\/uploads\/sites\/3\/2020\/09\/image0076.jpg\" alt=\"OEBPS\/images\/image0076.jpg\" \/><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i>\u015eekil 6.6.2 \u00d6\u011frenen deste\u011fi<\/i><\/span><\/span><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Y\u00f6nlendirici destek (scaffolding) terimini, bir \u00f6\u011fretmenin veya \u00f6\u011fretim eleman\u0131n\u0131n \u00f6\u011frencilerin \u00f6\u011frenme s\u00fcrecinde ya\u015fad\u0131\u011f\u0131 zorluklar\u0131 tan\u0131lamas\u0131nda ve bu zorluklara cevap vermesinde kulland\u0131\u011f\u0131 i\u015flevleri a\u00e7\u0131klamak i\u00e7in kullanaca\u011f\u0131m.<\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">yeni kavramlar veya fikirleri anlamada zorland\u0131klar\u0131nda \u00f6\u011frencilere yard\u0131m etme;<\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">\u00f6\u011frencilerin bir konuyu daha iyi anlamas\u0131na yard\u0131m etme,<\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">farkl\u0131 fikirleri veya uygulamalar\u0131 de\u011ferlendirmelerinde \u00f6\u011frencilere yard\u0131m etme;<\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">bilginin s\u0131n\u0131rlar\u0131n\u0131 anlamalar\u0131nda \u00f6\u011frencilere yard\u0131m etme;<\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">hepsinin \u00f6tesinde, daha derinlemesine anlayabilmek veya daha \u00fcst bir yeterlilik d\u00fczeyine \u00e7\u0131kabilmek i\u00e7in mevcut d\u00fc\u015f\u00fcnme veya uygulama d\u00fczeylerinin \u00f6tesine ge\u00e7meleri i\u00e7in \u00f6\u011frencileri k\u0131\u015fk\u0131rtma gibi.<\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">\u00d6\u011fretmenlerin ve \u00f6\u011fretim elemanlar\u0131n\u0131n bu artan \u00e7e\u015fitlili\u011finin \u00f6nemi ve ard\u0131nda yatan nedenler, bu kitab\u0131n kapsam\u0131 d\u0131\u015f\u0131ndad\u0131r. Bu faaliyetler planlanm\u0131\u015f, do\u011fall\u0131k ve \u00f6\u011fretmen veya e\u011fitmen taraf\u0131nda cevap iyi bir anla\u015fma gerektiren \u00f6n olmamak e\u011filimindedir.<\/span><\/p>\n<p lang=\"zxx\"><span style=\"color: #008000;\"><span style=\"font-family: Book Antiqua, serif;\">Bununla birlikte yak\u0131n zamanda sanal asistanlar veya sohbetler gibi otomatik \u00f6\u011frenci deste\u011fi \u00f6rnekleri bulunmaktad\u0131r (e\u011fitimdeki sohbetler hakk\u0131ndaki ara\u015ft\u0131rmalar i\u00e7in bkz. Winkler ve S\u00f6llner, 2018). Ayr\u0131ca, bir \u00f6\u011frencinin performans\u0131n\u0131 belirlemek ve gerekti\u011finde onlar\u0131 daha fazla okumaya veya \u00e7al\u0131\u015fmaya y\u00f6nlendirmek i\u00e7in \u00f6\u011frenme analizleri kullan\u0131lm\u0131\u015ft\u0131r (bak\u0131n\u0131z \u00f6r., Vesin vd., 2018).<\/span><\/span><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Y\u00f6nlendirici destek, \u00f6\u011frenme s\u00fcrecinde \u00f6\u011frenci farkl\u0131l\u0131klar\u0131na daha iyi cevap verilmesini sa\u011flar ve s\u0131kl\u0131kla \u00f6\u011frenmenin bireyselle\u015ftirilmesine yol a\u00e7ar.<\/span><\/p>\n<h3 class=\"western\" lang=\"zxx\">6.6.3 Geri bildirimde<\/h3>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Geri bildirim y\u00f6nlendirici deste\u011fin bir alt kategorisi olarak g\u00f6r\u00fclse de, bilgisayar destekli geri bildirimin \u00f6tesinde \u00f6devler, proje \u00e7al\u0131\u015fmalar\u0131 ve yarat\u0131c\u0131 etkinlikler gibi \u00f6\u011frenci etkinliklerinin performans\u0131na y\u00f6nelik geri bildirim sa\u011flama rol\u00fcn\u00fc de i\u00e7ine al\u0131r. Yine, \u00f6\u011fretmenin buradaki rol\u00fc, daha nitelikli olarak de\u011ferlendirilen \u00f6\u011frenci etkinlikleriyle ba\u015fa \u00e7\u0131kmak i\u00e7in daha bireysel geri bildirim sa\u011flamakt\u0131r ve bu geri bildirim resm\u00ee de\u011ferlendirme veya notland\u0131rma ile ili\u015fkili olabilir veya olmayabilir.<\/span><\/p>\n<h3 class=\"western\" lang=\"zxx\">6.6.4 Dan\u0131\u015fmanl\u0131k<\/h3>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Akademik \u00e7al\u0131\u015fmalar\u0131nda sa\u011flanan do\u011frudan deste\u011fin yan\u0131 s\u0131ra \u00f6\u011frenciler genellikle idari veya ki\u015fisel konularda da yard\u0131ma ve rehberli\u011fe ihtiya\u00e7 duyarlar. \u00d6rne\u011fin bir dersi tekrar almalar\u0131 gerekebilir, aile \u00fcyelerinden birinin hastal\u0131\u011f\u0131 nedeniyle \u00f6dev teslim tarihinin ileri at\u0131lmas\u0131n\u0131 talep edebilirler ya da ders kayd\u0131n\u0131 iptal etmek veya ileri bir tarihe ertelemek isteyebilirler. Her ne kadar bu hizmetler belirli bir dersin d\u0131\u015f\u0131nda verilebilse de, \u00f6\u011frencilerin bir program\u0131n akademik standartlar\u0131n\u0131 kar\u015f\u0131larken olas\u0131 bask\u0131lar\u0131 y\u00f6netebilmelerini sa\u011flamak i\u00e7in yap\u0131labilecek her \u015feyi yapmak suretiyle bu potansiyel yard\u0131m kayna\u011f\u0131n\u0131n etkin bir \u00f6\u011frenme ortam\u0131 tasar\u0131m\u0131nda g\u00f6z \u00f6n\u00fcnde bulundurulmas\u0131 gerekir.<\/span><\/p>\n<h3 class=\"western\" lang=\"zxx\">6.6.5 Di\u011fer \u00f6\u011frenciler<\/h3>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">\u00d6\u011frenme s\u00fcrecinde di\u011fer \u00f6\u011frenciler b\u00fcy\u00fck destek sa\u011flayabilir. Bu deste\u011fin b\u00fcy\u00fck k\u0131sm\u0131, dersten sonraki sohbetler, sosyal medya veya \u00f6\u011frencilerin \u00f6devlerde birbirlerine yard\u0131m etmesi gibi informal ortamlarda ger\u00e7ekle\u015fir. Bununla birlikte \u00f6\u011fretmenler veya \u00f6\u011fretim elemanlar\u0131, \u00f6\u011frencilerin birlikte \u00e7al\u0131\u015fabilecekleri i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme etkinlikleri, grup \u00e7al\u0131\u015fmalar\u0131 veya \u00e7evrim i\u00e7i tart\u0131\u015fma ortamlar\u0131 tasarlayarak bu s\u00fcreci daha formal bir h\u00e2le getirebilirler.<\/span><\/p>\n<h3 class=\"western\" lang=\"zxx\">6.6.6 \u00d6\u011frenci deste\u011fi ni\u00e7in bu kadar \u00f6nemli<\/h3>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Tema 12&#8217;de g\u00f6rece\u011fimiz gibi iyi bir tasar\u0131m, netlik sa\u011flayarak ve uygun \u00f6\u011frenme etkinliklerini olu\u015fturarak \u00f6\u011frenci deste\u011fine olan talebi \u00f6nemli \u00f6l\u00e7\u00fcde azaltabilir. \u00d6\u011frencilerin \u00f6\u011frenme s\u00fcrecinde deste\u011fe duyduklar\u0131 ihtiya\u00e7 farkl\u0131l\u0131k g\u00f6sterir. Y\u00fcksek\u00f6\u011fretimini tamamlam\u0131\u015f, bir ailesi, kariyeri ve ya\u015fam deneyimi olan ya\u015fam boyu \u00f6\u011frenenler, neyi nas\u0131l \u00f6\u011frenmeleri gerekti\u011fini bilen, \u00f6z-denetimli \u00f6\u011frencilerdir. Di\u011fer taraftan, okuma, yazma veya matematik becerileri gibi temel \u00f6\u011frenme becerilerinden yoksun olan ve dolay\u0131s\u0131yla \u00f6\u011frenme konusunda g\u00fcven eksikli\u011fi ya\u015fayan \u00f6\u011frenciler de vard\u0131r; ki formal okul sistemi bu \u00f6\u011frenciler i\u00e7in b\u00fcy\u00fck bir y\u0131k\u0131md\u0131r. Bu \u00f6\u011frencilerin okulda ba\u015far\u0131l\u0131 olmalar\u0131 i\u00e7in b\u00fcy\u00fck deste\u011fe ihtiya\u00e7lar\u0131 vard\u0131r.<\/span><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Bununla beraber, \u00f6\u011frencilerin b\u00fcy\u00fck \u00e7o\u011funlu\u011fu bu yelpazenin ortalar\u0131nda bir yerdedir. Ara s\u0131ra sorunlarla kar\u015f\u0131la\u015f\u0131r, kendilerinden beklenen standartlardan emin olmayabilir ve okuldaki performanslar\u0131n\u0131n nas\u0131l oldu\u011fun bilme ihtiyac\u0131 hissederler. Asl\u0131nda, \u201ce\u011fitmen varl\u0131\u011f\u0131n\u0131n\u201d bir kursta, en az\u0131ndan \u00e7evrim i\u00e7i \u00f6\u011frenmede, bir \u00f6\u011frencinin ba\u015far\u0131s\u0131 veya ba\u015far\u0131s\u0131zl\u0131\u011f\u0131 ile ili\u015fkili oldu\u011funu g\u00f6steren \u00e7ok say\u0131da ara\u015ft\u0131rma mevcuttur (bak\u0131n\u0131z, \u00f6r., Shea vd., 2010). \u00d6\u011fretmenin veya \u00f6\u011fretim eleman\u0131n\u0131n varl\u0131\u011f\u0131n\u0131 hissetmedi\u011finde, \u00f6\u011frencinin hem performans\u0131 hem de dersi veya program\u0131 tamamlama oran\u0131 d\u00fc\u015fmektedir. Bu \u00f6\u011frenciler i\u00e7in ba\u015far\u0131 ve ba\u015far\u0131s\u0131zl\u0131k aras\u0131ndaki ince \u00e7izgide zaman\u0131nda ve etkili bir \u00f6\u011frenci deste\u011fi yer almaktad\u0131r.<\/span><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">\u0130yi bir \u00f6\u011frenci deste\u011fine olan ihtiya\u00e7 ve bu ihtiyac\u0131 kar\u015f\u0131lama yetisi, \u00f6\u011fretimin hangi ortamda yap\u0131ld\u0131\u011f\u0131ndan ba\u011f\u0131ms\u0131zd\u0131r. KA\u00c7D\u2019lerden \u00e7ok \u00f6nce tasarlanan ve yap\u0131lan kredili \u00e7evrim i\u00e7i derslerde, g\u00fc\u00e7l\u00fc bir \u00f6\u011fretmen buradal\u0131\u011f\u0131 ve \u00f6\u011frencilere yeterli deste\u011fin sa\u011flanmas\u0131n\u0131 temin eden titiz bir \u00f6\u011fretim tasar\u0131m\u0131 sayesinde \u00fcst d\u00fczey bir \u00f6\u011frenci deste\u011fi verilmekteydi.<\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bilgisayar programlar\u0131 \u00f6\u011frenci deste\u011fi sa\u011flamada \u00f6nemli yol kat etmi\u015f olsa da \u00f6\u011frenci deste\u011finin \u00fcst d\u00fczey kavramsal \u00f6\u011frenme ve beceri geli\u015fimiyle ilintili \u00e7o\u011fu \u00f6nemli i\u015flevinin, ister y\u00fcz y\u00fcze ister uzaktan olsun, h\u00e2len daha uzman bir \u00f6\u011fretmen veya \u00f6\u011fretim eleman\u0131 taraf\u0131ndan kar\u015f\u0131lanmas\u0131 gerekmektedir. Dahas\u0131, bu t\u00fcr bir \u00f6\u011frenci deste\u011finin \u00f6l\u00e7eklendirilmesi olduk\u00e7a g\u00fc\u00e7t\u00fcr; \u00e7\u00fcnk\u00fc g\u00f6receli olarak emek-yo\u011fun bir s\u00fcre\u00e7tir ve \u00f6\u011fretmenin veya \u00f6\u011fretim eleman\u0131n\u0131n konu alan\u0131nda derinlemesine bilgi sahibi olmas\u0131n\u0131 gerektirir. Dolay\u0131s\u0131yla e\u011fer geni\u015f \u00f6l\u00e7ekte ba\u015far\u0131l\u0131 bir \u00f6\u011frenme deneyiminden bahsediyorsak yeterli d\u00fczeyde \u00f6\u011frenci deste\u011fi sa\u011flamay\u0131 yaln\u0131zca `\u00fcmit etmemiz\u2019 yeterli olmayacakt\u0131r.<\/span><\/span><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Bu, \u00f6\u011fretmenler i\u00e7in a\u015fikard\u0131r ancak \u00f6\u011frencinin ba\u015far\u0131s\u0131 i\u00e7in \u00f6\u011frenen deste\u011finin \u00f6nemi, bir\u00e7ok KA\u00c7D&#8217;nin tasar\u0131m\u0131n\u0131 ile politikac\u0131lar\u0131n ve medyan\u0131n \u00f6\u011frenci deste\u011fini ortadan kald\u0131rmaya odaklanan KA\u00c7D&#8217;nin vaat etti\u011fi maliyet tasarrufuna g\u00f6sterdikleri tepkiden g\u00f6r\u00fcld\u00fc\u011f\u00fc gibi her zaman takdir edilmez. \u00d6\u011fretmenler, \u00f6\u011fretim elemanlar\u0131 ve e\u011fitim kurumlar\u0131n\u0131n \u00f6\u011frenci deste\u011fine bak\u0131\u015flar\u0131 da farkl\u0131l\u0131k g\u00f6stermektedir. Baz\u0131 \u00f6\u011fretim elemanlar\u0131 \u2018benim i\u015fim \u00f6\u011fretmek, seninkisi ise \u00f6\u011frenmek\u2019 demeyi tercih etmektedir; bunun anlam\u0131 \u00f6\u011frencilerin \u00f6\u011frenmesi gereken i\u00e7eri\u011fi anlat\u0131m y\u00f6ntemiyle veya okumalarla kendilerine verdikten sonra gerisini \u00f6\u011frencilere b\u0131rakmakt\u0131r.<\/span><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Bununla birlikte ger\u00e7ek \u015fu ki geni\u015f bir \u00f6\u011frenci \u00e7e\u015fitlili\u011fine sahip herhangi bir sistemde etkili \u00f6\u011frenen deste\u011fi, \u00f6\u011frencinin ba\u015far\u0131s\u0131 i\u00e7in zorunludur.<\/span><\/p>\n<h3 class=\"western\" lang=\"zxx\">Kaynak\u00e7a<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><span lang=\"zxx\">Brindley, J., Walti, C. and Zawacki-Richter, O. (eds.) (2004) <\/span><em class=\"western\"><span lang=\"zxx\"><i>Learner Support in Open, Distance and Online Learning Environments<\/i><\/span><\/em><span lang=\"zxx\"> Oldenburg, Germany: Biblioteks- und informationssystem der Universit\u00e4t Oldenburg<\/span><\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><span lang=\"zxx\">Shea, P. et al. (2010) <\/span><span style=\"color: #000080;\"><span lang=\"zxx\"><u><a href=\"http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/915\"><span style=\"color: #008000;\"><i>Online Instructional Effort Measured through the Lens of Teaching Presence in the Community of Inquiry Framework: A Re-Examination of Measures and Approach<\/i><\/span><\/a><\/u><\/span><\/span><i> <\/i><em class=\"western\"><span lang=\"zxx\">International Review of Research in Open and Distributed Learning<\/span><\/em><span lang=\"zxx\">,<\/span><i> <\/i><span lang=\"zxx\">Vol. 11, No. 3<\/span><\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><span lang=\"zxx\">Vesin, B. et al. (2018) <\/span><span style=\"color: #000080;\"><span lang=\"zxx\"><u><a href=\"https:\/\/link.springer.com\/article\/10.1186\/s40561-018-0071-0\"><span style=\"color: #008000;\"><i>Learning in smart environments: user-centered design and analytics of an adaptive learning system<\/i><\/span><\/a><\/u><\/span><\/span> <em class=\"western\"><span lang=\"zxx\">Smart Learning Environments<\/span><\/em><span lang=\"zxx\">, Vol. 5, No. 24<\/span><\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><span lang=\"zxx\">Winkler, R. &amp; S\u00f6llner, M. (2018): <\/span><span style=\"color: #000080;\"><span lang=\"zxx\"><u><a href=\"https:\/\/www.alexandria.unisg.ch\/254848\/1\/JML_699.pdf\">Unleashing the Potential of Chatbots in Education: A State-Of-The-Art Analysis<\/a><\/u><\/span><\/span><span style=\"color: #000080;\"><span lang=\"zxx\"><u><span style=\"color: #008000;\"><i>. <\/i><\/span><\/u><\/span><\/span><em class=\"western\"><span lang=\"zxx\">Academy of Management Annual Meeting (AOM)<\/span><\/em><span lang=\"zxx\"> Chicago: Illinois<\/span><\/span><\/span><\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"western\" lang=\"zxx\">Etkinlik 6.6 \u00d6\u011frenci deste\u011fi olu\u015fturma<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ol>\n<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">\u00dcst d\u00fczey \u00f6\u011frenci deste\u011fi gereksinimi olmadan etkili bir ders veya program tasarlayabilmenin m\u00fcmk\u00fcn oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyor musunuz? E\u011fer d\u00fc\u015f\u00fcn\u00fcyorsan\u0131z, b\u00f6yle bir ders veya program nas\u0131l g\u00f6r\u00fcn\u00fcrd\u00fc? KA\u00c7D gibi bir sistem mi yoksa tamamen farkl\u0131 bir \u015fey mi?<\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Bilgisayarlar\u0131n dijital bir \u00e7a\u011fda kavramsal \u00f6\u011frenmenin gerektirdi\u011fi \u00fcst d\u00fczey \u00f6\u011frenci deste\u011fini sa\u011flamada s\u0131n\u0131rl\u0131 oldu\u011fu y\u00f6n\u00fcndeki d\u00fc\u015f\u00fcnceme kat\u0131l\u0131yor musunuz? Sizce bilgisayarlar veya YZ \u00f6\u011frenci deste\u011fi a\u00e7\u0131s\u0131ndan neleri iyi yapabiliyorlar?<\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\" lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Bu b\u00f6l\u00fcmde tan\u0131mlad\u0131\u011f\u0131m t\u00fcrde bir \u00f6\u011frenci deste\u011fini a\u00e7\u0131klamak i\u00e7in \u2018y\u00f6nlendirici destek\u2019 terimini kullanabilir miyiz? Sizce bunu a\u00e7\u0131klayan daha iyi bir terim var m\u0131?<\/span><\/p>\n<\/li>\n<\/ol>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">Senaryodaki yorumlar\u0131m i\u00e7in a\u015fa\u011f\u0131daki podcaste t\u0131klay\u0131n:<\/span><\/p>\n<p lang=\"zxx\"><span style=\"font-family: Book Antiqua, serif;\">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=374<\/span><\/p>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n","protected":false},"author":1,"menu_order":6,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-157","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":142,"_links":{"self":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/157","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\/157\/revisions"}],"part":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/parts\/142"}],"metadata":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/157\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/media?parent=157"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapter-type?post=157"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/contributor?post=157"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/license?post=157"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}