{"id":252,"date":"2020-09-03T15:36:57","date_gmt":"2020-09-03T12:36:57","guid":{"rendered":"http:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-109\/"},"modified":"2020-09-03T15:36:57","modified_gmt":"2020-09-03T12:36:57","slug":"__unknown__-109","status":"publish","type":"chapter","link":"https:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-109\/","title":{"raw":"10.2 Ders verme bi\u00e7imlerini kar\u015f\u0131la\u015ft\u0131rma","rendered":"10.2 Ders verme bi\u00e7imlerini kar\u015f\u0131la\u015ft\u0131rma"},"content":{"raw":"\n

\"OEBPS\/images\/image0133.jpg\"<\/p>\n\u015eekil 10.2.1 En iyisi hangisi?<\/i><\/span><\/span>\n

Bir\u00e7ok ara\u015ft\u0131rman\u0131n sonu\u00e7lar\u0131na bak\u0131ld\u0131\u011f\u0131nda, \u00f6\u011fretim \u00fcyelerinin b\u00fcy\u00fck bir\u00e7o\u011funlu\u011funun h\u00e2len daha \u00e7evrim i\u00e7i \u00f6\u011frenmenin veya uzaktan \u00f6\u011fretimin s\u0131n\u0131f i\u00e7i \u00f6\u011fretime k\u0131yasla daha niteliksiz oldu\u011funa inand\u0131\u011f\u0131 g\u00f6r\u00fclmektedir (\u00f6rne\u011fin bk. Jaschik & Letterman, 2014). Asl\u0131nda, bu fikri destekleyen bilimsel temelli bir kan\u0131t bulunmamaktad\u0131r. Bug\u00fcne kadar yap\u0131lan ara\u015ft\u0131rmalardan edinilen bulgular, y\u00fcz y\u00fcze \u00f6\u011fretim ile \u00e7evrim i\u00e7i veya uzaktan \u00f6\u011fretim aras\u0131nda bir fark olmad\u0131\u011f\u0131n\u0131, ancak harmanlanm\u0131\u015f \u00f6\u011frenmenin \u00f6\u011frenme performans\u0131 a\u00e7\u0131s\u0131ndan y\u00fcz y\u00fcze \u00f6\u011fretimden daha avantajl\u0131 oldu\u011funu g\u00f6stermektedir (\u00f6rne\u011fin bk. Means vd., 2010).<\/span><\/p>\n\n

10.2.1 Uzaktan e\u011fitimin \u00e7evrim i\u00e7i \u00f6\u011frenme \u00fczerindeki etkisi<\/h2>\n

Uzaktan e\u011fitimde daha \u00f6nce ya\u015fanan geli\u015fmelerden \u00e7ok \u015fey \u00f6\u011frenebiliriz. Kullan\u0131lan teknoloji farkl\u0131 olsa da tamamen \u00e7evrim i\u00e7i \u00f6\u011frenme dedi\u011fimiz \u015fey asl\u0131nda uzaktan e\u011fitimin farkl\u0131 bir bi\u00e7iminden ba\u015fka bir\u015fey de\u011fil.<\/span><\/p>\n

Uzaktan e\u011fitimle ilgili bug\u00fcne kadar \u00e7ok \u015fey yaz\u0131ld\u0131 (\u00f6rne\u011fin bk. Wedemeyer, 1981; Peters, 1983; Holmberg, 1989; Keegan, 1990; Moore & Kearsley, 1996; Peters, 2002; Bates, 2005; Evans vd., 2008); ama kavramsal olarak bakt\u0131\u011f\u0131m\u0131zda olduk\u00e7a basit bir fikirden bahsediyoruz: \u00f6\u011frencilerin \u00f6\u011fretmenle y\u00fcz y\u00fcze bir ileti\u015fiminin olmad\u0131\u011f\u0131, kendi istedikleri zaman, kendi istedikleri bir mekanda (ev, i\u015fyeri veya \u00f6\u011frenme merkezi gibi) \u00e7al\u0131\u015ft\u0131klar\u0131 ve \u00f6\u011frendikleri. Ancak \u00f6\u011frenme deste\u011fi veya \u00f6l\u00e7me-de\u011ferlendirmeyi ger\u00e7ekle\u015ftiren \u00f6\u011fretmen veya \u00f6\u011fretim eleman\u0131yla bir \u015fekilde (\u00f6zellikle de g\u00fcn\u00fcm\u00fczde internet arac\u0131l\u0131\u011f\u0131yla) ba\u011flant\u0131da oldu\u011fu bir sistem.<\/span><\/p>\n

Uzaktan e\u011fitim, \u00e7ok uzun zamand\u0131r var. Hristiyanl\u0131kta Pavlus\u2019un Korintlilere yazd\u0131\u011f\u0131 mektubun (M.S. 53-57) uzaktan e\u011fitimin ilk bi\u00e7imlerinden biri oldu\u011fu bile tart\u0131\u015f\u0131labilir. Uzaktan e\u011fitimle ilk lisans derecesi, 1858 y\u0131l\u0131nda Londra \u00dcniversitesi (\u0130ngiltere) taraf\u0131ndan mektupla \u00f6\u011fretim sonucunda verilmi\u015ftir. \u00d6\u011frencilere bir okuma listesi g\u00f6nderildi ve \u00fcniversiteye kay\u0131tl\u0131 olan \u00f6\u011frenciler ile ayn\u0131 s\u0131nava kat\u0131ld\u0131lar \u00d6\u011frenciler bunu kar\u015f\u0131layabilirlerse \u00f6zel bir e\u011fitmen tuttu, ancak Viktorya d\u00f6nemine ait bir romanc\u0131 olan Charles Dickens bunu Halk \u00dcniversitesi olarak nitelendirdi \u00e7\u00fcnk\u00fc daha az zengin arka planlardan \u00f6\u011frencilere y\u00fcksek\u00f6\u011frenim imk\u00e2n\u0131 sa\u011flad\u0131. Ama program genelde daha az varl\u0131kl\u0131 ailelerin \u00e7ocuklar\u0131na y\u00fcksek\u00f6\u011fretim olana\u011f\u0131 sa\u011flam\u0131\u015ft\u0131; hatta bu nedenle Viktorya d\u00f6nemi yazar\u0131 Charles Dickens bu program\u0131 Halk\u0131n \u00dcniversitesi olarak adland\u0131rm\u0131\u015ft\u0131. Londra \u00dcniversitesi (Uluslararas\u0131 Programlar\u0131) ad\u0131 alt\u0131nda farkl\u0131 bir isimle g\u00fcn\u00fcm\u00fczde de devam eden program, d\u00fcnya \u00e7ap\u0131nda180 \u00fclkeden 50,000 fazla \u00f6\u011frenciye hizmet vermektedir.<\/span><\/p>\n

Kuzey Amerika\u2019da h\u00fck\u00fbmetin arazi tahsis etti\u011fi ilk \u00fcniversitelerin bir\u00e7o\u011fu (ABD\u2019de Penn Eyalet \u00dcniversitesi, Wisconsin \u00dcniversitesi ve New Mexico \u00dcniversitesi veya Kanada\u2019da Saskatchewan \u00dcniversitesi veya \u0130ngiliz Kolombiya \u00dcniversitesi gibi), eyalet veya il d\u00fczeyinde sorumluluk ve y\u00fck\u00fcml\u00fcl\u00fck sahibiydi. Sonu\u00e7 olarak bu kurumlar, ba\u015fta \u00e7ift\u00e7iler, \u00f6\u011fretmenler ve sa\u011fl\u0131k uzmanlar\u0131 i\u00e7in s\u00fcrekli e\u011fitim olmak \u00fczere, t\u00fcm eyalet veya b\u00f6lgeye yay\u0131lm\u0131\u015f uzaktan e\u011fitim programlar\u0131 sunma konusunda k\u00f6kl\u00fc bir ge\u00e7mi\u015fe sahiptir. Bu programlar, art\u0131k bug\u00fcn lisans ve lisans\u00fcst\u00fc programlar\u0131 kapsayacak \u015fekilde geni\u015flemi\u015f durumdad\u0131r. Hem ilk ve orta\u00f6\u011fretim hem de y\u00fcksek\u00f6\u011fretim d\u00fczeyinde kapsaml\u0131 bir uzaktan e\u011fitim ge\u00e7mi\u015fine sahip olan di\u011fer bir \u00fclke de Avusturalya\u2019d\u0131r.<\/span><\/p>\n

Bu \u00fcniversitelerin bir\u00e7o\u011fundan al\u0131nan diplomalar, y\u00fcz y\u00fcze \u00f6\u011fretim sonunda al\u0131nan diplomalarla ayn\u0131 tan\u0131n\u0131rl\u0131\u011fa sahiptir. \u00d6rne\u011fin 1936 y\u0131l\u0131ndan bu yana uzaktan e\u011fitim programlar\u0131 y\u00fcr\u00fctmekte olan British Columbia \u00dcniversitesi\u2019nde verilen \u00f6\u011frenci transkriptlerinde, derslerin uzaktan veya kamp\u00fcste y\u00fcz y\u00fcze al\u0131nm\u0131\u015f olmas\u0131 herhangi bir farkl\u0131l\u0131k yaratmamaktad\u0131r; \u00e7\u00fcnk\u00fc b\u00fct\u00fcn \u00f6\u011frenciler ayn\u0131 s\u0131navlara girmektedir.<\/span><\/p>\n

1970'lerde \u0130ngiliz A\u00e7\u0131k \u00dcniversitesinin \u00f6nc\u00fcl\u00fc\u011f\u00fcn\u00fc yapt\u0131\u011f\u0131, ancak daha sonra Kuzey Amerika \u00fcniversiteleri taraf\u0131ndan benimsenip uyarlanan ve mesafe program\u0131 sunan bir di\u011fer mesafe e\u011fitimi \u00f6zelli\u011fi de ATGUD modeline dayal\u0131 bir kurs tasar\u0131m s\u00fcreci olmakla birlikte \u00f6\u011frencilere uzaktan \u00f6\u011frenim sunmak i\u00e7in \u00f6zel olarak uyarlanm\u0131\u015ft\u0131r. Bu s\u00fcre\u00e7te, \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131n \u00f6nceden belirlenmesi, nitelikli \u00e7oklu ortam \u00f6\u011frenme materyallerinin haz\u0131rlanmas\u0131, \u00f6\u011frenci etkinliklerinin ve kat\u0131l\u0131m\u0131n\u0131n planlanmas\u0131 ve g\u00fc\u00e7l\u00fc bir \u00f6\u011frenci deste\u011fi \u00f6zellikle vurgulanm\u0131\u015ft\u0131r. Sonu\u00e7 olarak uzaktan e\u011fitim programlar\u0131 y\u00fcr\u00fcten \u00fcniversiteler 1990\u2019larda \u00e7evrim i\u00e7i \u00f6\u011frenme maceras\u0131na haz\u0131rl\u0131kl\u0131 bir h\u00e2le gelmi\u015ftir. Bu \u00fcniversiteler, \u00e7evrim i\u00e7i programlara kat\u0131lan \u00f6\u011frencilerin y\u00fcz y\u00fcze programlara kay\u0131tl\u0131 \u00f6\u011frencilerle hemen hemen ayn\u0131 ba\u015far\u0131ya sahip olduklar\u0131n\u0131 g\u00f6rm\u00fc\u015ft\u00fcr (kamp\u00fcs \u00f6\u011frencileri aras\u0131nda dersleri tamamlama oran\u0131 yakla\u015f\u0131k %5-10\u2019dur - bk. Ontario, 2011 ). Uzaktan e\u011fitim \u00f6\u011frencilerinin genellikle tam zamanl\u0131 i\u015flerde \u00e7al\u0131\u015ft\u0131klar\u0131 ve e\u015fleri\/\u00e7ocuklar\u0131 oldu\u011fu d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde olduk\u00e7a ilgin\u00e7 bir istatistikle kar\u015f\u0131 kar\u015f\u0131ya oldu\u011fumuzu s\u00f6yleyebiliriz.<\/span><\/p>\n

Uzaktan e\u011fitimin uzun ve se\u00e7kin soy a\u011fac\u0131n\u0131 uluslararas\u0131 kabul g\u00f6rm\u00fc\u015f, y\u00fcksek kaliteli kurumlardan kabul etmek \u00f6nemlidir \u00e7\u00fcnk\u00fc \u00f6zellikle ticari kayg\u0131larla fabrika gibi diploma \u00fcreten kurulu\u015flar ABD'de uzaktan e\u011fitime d\u00fc\u015f\u00fck kaliteli oldu\u011fu ile ilgili haks\u0131z bir \u015f\u00f6hret kazand\u0131rd\u0131. T\u00fcm \u00f6\u011fretim s\u00fcre\u00e7lerinde oldu\u011fu gibi uzaktan e\u011fitim de iyi veya k\u00f6t\u00fc yap\u0131labilir. Uzaktan e\u011fitimin nitelikli kamu kurulu\u015flar\u0131 taraf\u0131ndan profesyonel olarak ve kaliteli bir \u015fekilde tasarlan\u0131p y\u00fcr\u00fct\u00fcld\u00fc\u011f\u00fc zaman, tam zamanl\u0131 bir i\u015fte \u00e7al\u0131\u015fan yeti\u015fkinlerin, uzak b\u00f6lgelerde ya\u015fad\u0131\u011f\u0131 i\u00e7in e\u011fitime tam zamanl\u0131 eri\u015fimi olmayan ki\u015filerin veya programlar\u0131na ekstra bir veya iki ders daha eklemek isteyen ya da k\u0131smi zamanl\u0131 \u00e7al\u0131\u015ft\u0131klar\u0131 i\u00e7in daha esnek bir ders program\u0131na ihtiyac\u0131 olan kamp\u00fcs \u00f6\u011frencilerinin gereksinimlerine cevap veren olduk\u00e7a ba\u015far\u0131l\u0131 sistemler olabilece\u011fi g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Bununla birlikte \u00fcniversiteler, kolejler ve okullar bunu ancak \u00fcst d\u00fczey nitelikli tasar\u0131m standartlar\u0131n\u0131 kar\u015f\u0131layarak ba\u015farabilmi\u015flerdir.<\/span><\/p>\n

Ayn\u0131 zamanda, say\u0131lar\u0131 az da olsa verdikleri kamp\u00fcs derslerinde uzaktan e\u011fitimden ba\u011f\u0131ms\u0131z olarak \u00e7evrim i\u00e7i veya bilgisayar destekli \u00f6\u011frenmede \u00e7ok iyi \u00f6rnekler geli\u015ftiren \u00f6\u011fretmenler ve \u00f6\u011fretim elemanlar\u0131 bulunmaktad\u0131r. Daha 1970\u2019lerin ba\u015flar\u0131nda New Jersey Teknoloji Enstit\u00fcs\u00fc\u2019nde \u00e7evrim i\u00e7i veya harmanlanm\u0131\u015f \u00f6\u011frenme denemeleri yapan Roxanne Hiltz ve Murray Turoff (1978), Ontario E\u011fitim \u00c7al\u0131\u015fmalar\u0131 Enstit\u00fcs\u00fc\u2019nde \u00e7al\u0131\u015fan Marlene Scardamalia ve Paul Bereiter ile Simon Fraser \u00dcniversitesi\u2019nden Linda Harasim (2017), kamp\u00fcste veya okul ortam\u0131nda \u00e7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme ve bilgi olu\u015fturma konular\u0131nda \u00f6nemli \u00e7al\u0131\u015fmalar ger\u00e7ekle\u015ftirmi\u015flerdir.<\/span><\/p>\n

Bununla birlikte \u00e7evrim i\u00e7i \u00f6\u011frenmeye a\u015fina olmayan bir\u00e7ok okulda veya \u00fcniversitede g\u00f6rev yapan \u00f6\u011fretmen ve \u00f6\u011fretim elemanlar\u0131 bu iyi \u00f6rnekleri al\u0131p uygulamak yerine, s\u0131n\u0131f i\u00e7i y\u00fcz y\u00fcze \u00f6\u011fretim i\u00e7in kulland\u0131klar\u0131 y\u00f6ntem ve teknikleri harmanlanm\u0131\u015f ve \u00e7evrim i\u00e7i \u00f6\u011frenme ortamlar\u0131nda taklit ederek kullanm\u0131\u015f ve olduk\u00e7a k\u00f6t\u00fc sonu\u00e7lar elde etmi\u015flerdir.<\/span><\/p>\n\n

10.2.2 Ara\u015ft\u0131rmalar bize ne s\u00f6yl\u00fcyor<\/h2>\n

Y\u00fcz y\u00fcze \u00f6\u011fretimi farkl\u0131 teknolojilerle kar\u015f\u0131la\u015ft\u0131ran binlerce ara\u015ft\u0131rma \u00e7al\u0131\u015fmas\u0131 yap\u0131lm\u0131\u015ft\u0131r: televizyondan yay\u0131nlanan dersler, bilgisayar tabanl\u0131 \u00f6\u011frenme, \u00e7evrim i\u00e7i \u00f6\u011frenme veya uzaktan e\u011fitim... \u00c7evrim i\u00e7i \u00f6\u011frenmeye ili\u015fkin olarak bir\u00e7ok meta-analiz \u00e7al\u0131\u015fmas\u0131 da yap\u0131lm\u0131\u015ft\u0131r. Bu \u00e7al\u0131\u015fmalardan biri, \u2018iyi y\u00fcr\u00fct\u00fclm\u00fc\u015f bilimsel \u00e7al\u0131\u015fmalar\u0131n\u2019 (genellikle kar\u015f\u0131la\u015ft\u0131rma veya yar\u0131-deneysel y\u00f6ntemle yap\u0131lan \u00e7al\u0131\u015fmalar\u0131n) sonu\u00e7lar\u0131n\u0131 bir araya getirmi\u015ftir (Means vd., 2011; Barnard vd., 2014). \u2018\u0130yi y\u00fcr\u00fct\u00fclen\u2019 meta analiz \u00e7al\u0131\u015fmalar\u0131n\u0131n hemen hemen t\u00fcm\u00fc, ders verme bi\u00e7imleri<\/span>nin \u00f6\u011frenme veya performans \u00fczerindeki etkisine ili\u015fkin anlaml\u0131 bir fark bulamam\u0131\u015ft\u0131r. \u00d6rne\u011fin, Means vd. (2010), ABD E\u011fitim Bakanl\u0131\u011f\u0131'n\u0131n harmanlanm\u0131\u015f ve \u00e7evrim i\u00e7i \u00f6\u011frenim \u00fczerine yap\u0131lan ara\u015ft\u0131rmalar\u0131n b\u00fcy\u00fck bir meta analizinde:<\/span><\/p>\n\u00c7evrim i\u00e7i ve y\u00fcz y\u00fcze e\u011fitimin kar\u0131\u015f\u0131mlar\u0131n\u0131n geleneksel y\u00fcz y\u00fcze derslerle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131 son deneysel ve yar\u0131 deneysel \u00e7al\u0131\u015fmalarda, harmanlanm\u0131\u015f \u00f6\u011fretimin daha etkili oldu\u011fu g\u00f6r\u00fclm\u00fc\u015f olup harmanlanm\u0131\u015f yakla\u015f\u0131mlar\u0131n tasarlanmas\u0131 ve uygulanmas\u0131 i\u00e7in gereken \u00e7abaya gerek\u00e7e sa\u011flanm\u0131\u015ft\u0131r. Kendi ba\u015f\u0131na kullan\u0131ld\u0131\u011f\u0131nda ise \u00e7evrim i\u00e7i \u00f6\u011frenmenin geleneksel s\u0131n\u0131f \u00f6\u011fretimi kadar etkili oldu\u011fu, ancak s\u0131n\u0131f \u00f6\u011fretiminden daha etkili olmad\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/em><\/i><\/span><\/span>\n

Means ve arkada\u015flar\u0131, \u00f6\u011frencilerin g\u00f6revler i\u00e7in harcad\u0131\u011f\u0131 zaman a\u00e7\u0131s\u0131ndan harmanlanm\u0131\u015f \u00f6\u011frenmenin daha iyi bir performans g\u00f6sterdi\u011fini s\u00f6ylemi\u015ftir. Bu sonu\u00e7, di\u011fer \u00e7al\u0131\u015fmalardan da edinilen ortak bir bulguya i\u015faret etmektedir: aradaki fark ders verme bi\u00e7imleri (y\u00fcz y\u00fcze ya da \u00e7evrim i\u00e7i) nden ziyade ba\u015fka fakt\u00f6rlerden kaynaklanmaktad\u0131r. Tamim vd., (2011), 40 y\u0131ld\u0131r yap\u0131lan ara\u015ft\u0131rma \u00e7al\u0131\u015fmalar\u0131n\u0131 kapsayan `iyi y\u00fcr\u00fct\u00fclm\u00fc\u015f\u2019 kar\u015f\u0131la\u015ft\u0131rmal\u0131 \u00e7al\u0131\u015fmalar\u0131 belirlediler. Teknolojiyle \u00e7al\u0131\u015fan \u00f6\u011frencilerin teknoloji olmadan \u00e7al\u0131\u015fan \u00f6\u011frencilerden az da olsa daha iyi performans g\u00f6sterdi\u011fi sonucuna ula\u015fm\u0131\u015flard\u0131r. Ancak, \u00f6l\u00e7\u00fclen fark olduk\u00e7a zay\u0131f bir fark olup yazarlar sonucu \u015f\u00f6yle yorumlam\u0131\u015flard\u0131r:<\/span><\/p>\nteknoloji m\u00fcdahalesinin bi\u00e7iminden \u00e7ok \u00f6\u011fretim ama\u00e7lar\u0131, pedagoji, \u00f6\u011fretmenlerin etkinli\u011fi, konu alan\u0131, ya\u015f d\u00fczeyi, kullan\u0131lan teknolojinin uygunlu\u011fu ve muhtemelen di\u011fer birtak\u0131m fakt\u00f6rlerin etki boyutu \u00fczerinde daha g\u00fc\u00e7l\u00fc bir tesire sahip oldu\u011fu tart\u0131\u015f\u0131labilir.<\/em><\/i><\/span><\/span>\n

\u00d6\u011frenmeyi etkileyen \u00e7ok farkl\u0131 de\u011fi\u015fkenler ve ko\u015fullar\u0131n varl\u0131\u011f\u0131 nedeniyle \u00f6\u011frenmeye ili\u015fkin ara\u015ft\u0131rma yapmak kolay bir i\u015f de\u011fildir. Asl\u0131na bak\u0131l\u0131rsa, bizim incelememiz gereken yaln\u0131zca teknolojinin nas\u0131l kullan\u0131ld\u0131\u011f\u0131 de\u011fil de\u011fi\u015fkenler<\/i><\/em> olmal\u0131d\u0131r. Di\u011fer bir deyi\u015fle, \u00f6ncelikle Wilbur Schramm\u2019\u0131n 1977 y\u0131l\u0131nda sordu\u011fu bir soruyu sormal\u0131y\u0131z:<\/span><\/p>\nFarkl\u0131 medya t\u00fcrleri ne t\u00fcr \u00f6\u011frenmeyi hangi ko\u015fullar alt\u0131nda kolayla\u015ft\u0131r\u0131yor?<\/em><\/i><\/span><\/span>\n

Daha sonras\u0131nda ders verme bi\u00e7imleri ile ilgili karar verebilmek i\u00e7in hangi y\u00f6ntemin en iyi oldu\u011fu yerine \u015fu soruyu sormal\u0131y\u0131z:<\/span><\/p>\nY\u00fcz y\u00fcze, harmanlanm\u0131\u015f veya tamamen \u00e7evrim i\u00e7i \u00f6\u011frenmeyi, en iyi ve en etkili hangi ko\u015fullar alt\u0131nda kullanabiliriz?<\/em><\/i><\/span><\/span>\n

Neyse ki bu soruya cevap vermemizde bize rehberlik edecek \u00e7ok say\u0131da ara\u015ft\u0131rma ve iyi uygulama \u00f6rnekleri bulunmaktad\u0131r; en az\u0131ndan harmanlanm\u0131\u015f ve \u00e7evrim i\u00e7i \u00f6\u011frenmeyle ilgili (\u00f6rne\u011fin bk. Anderson, 2008; Picciano vd., 2013; Halverson vd., 2012; Zawacki-Richter & Anderson, 2014). \u0130\u015fe bak\u0131n ki bir\u00e7ok \u015feyi \u00e7evrim i\u00e7i olarak yapabildi\u011fimiz dijital \u00e7a\u011fda y\u00fcz y\u00fcze \u00f6\u011fretimin kendine \u00f6zg\u00fc potansiyeli ile ilgili `iyi\u2019 ara\u015ft\u0131rmalara rastlamak olduk\u00e7a g\u00fc\u00e7.<\/span><\/p>\n\n

10.2.3 Y\u00fcz y\u00fcze \u00f6\u011fretimin taht\u0131n\u0131 sallan\u0131yor mu?<\/h2>\n

\u00d6\u011frenme performans\u0131 a\u00e7\u0131s\u0131ndan \u00e7evrim i\u00e7i \u00f6\u011frenme ile y\u00fcz y\u00fcze \u00f6\u011fretimi kar\u015f\u0131la\u015ft\u0131ran (ve \u00e7o\u011fu bir sonuca ula\u015fmayan) \u00e7ok say\u0131da \u00e7al\u0131\u015fma olsa da harmanlanm\u0131\u015f \u00f6\u011frenme ortamlar\u0131nda neyin en iyi \u00e7evrim i\u00e7i olarak ve neyin en iyi y\u00fcz y\u00fcze yap\u0131labilece\u011fine dair kararlar\u0131 almam\u0131za ya da \u00e7evrim i\u00e7i \u00f6\u011frenmenin s\u0131n\u0131f i\u00e7i \u00f6\u011fretimden hangi ko\u015fullar alt\u0131nda daha iyi oldu\u011funu g\u00f6rmemize yard\u0131mc\u0131 olacak bir bulgu veya kuram bulmak zordur. Genel kan\u0131, yayg\u0131nl\u0131\u011f\u0131 ve egemenli\u011fi nedeniyle y\u00fcz y\u00fcze \u00f6\u011fretimin varsay\u0131lan se\u00e7enek oldu\u011fu ve \u00e7evrim i\u00e7i \u00f6\u011frenmenin yaln\u0131zca ko\u015fullar y\u00fcz y\u00fcze \u00f6\u011fretime olanak tan\u0131mad\u0131\u011f\u0131nda (\u00f6rne\u011fin \u00f6\u011frenciler kamp\u00fcse gidemedi\u011finde veya s\u0131n\u0131f mevcutlar\u0131 etkile\u015fime izin vermeyecek kadar kalabal\u0131k oldu\u011funda) kullan\u0131ld\u0131\u011f\u0131d\u0131r.<\/span><\/p>\n

Bununla birlikte g\u00fcn\u00fcm\u00fczde \u00e7evrim i\u00e7i \u00f6\u011frenme o kadar yayg\u0131nla\u015ft\u0131 ve etkili h\u00e2le geldi ki art\u0131k \u015fu soruyu sorman\u0131n zaman\u0131d\u0131r:<\/span><\/p>\ny\u00fcz y\u00fcze \u00f6\u011fretimi \u00e7evrim i\u00e7i \u00f6\u011frenmeden pedagojik olarak farkl\u0131 yapan e\u015fsiz \u00f6zellikleri nelerdir?<\/em><\/i><\/span><\/span>\n

Y\u00fcz y\u00fcze \u00f6\u011fretimin kendine \u00f6zg\u00fc, e\u015fsiz pedagojik bir \u00f6zelli\u011finin olmamas\u0131 da m\u00fcmk\u00fcn elbette; ancak `kamp\u00fcs\u00fcn sihri\u2019 (Sarma, 2013 ) ve elit kamp\u00fcs e\u011fitiminin ya da daha do\u011frusu kamu finansmanl\u0131 kamp\u00fcs e\u011fitiminin pahal\u0131 \u00f6\u011frenim \u00fccretlerine ili\u015fkin s\u00f6ylemler nedeniyle y\u00fcz y\u00fcze \u00f6\u011fretimi neyin bu kadar `\u00f6zel\u2019 yapt\u0131\u011f\u0131 ile ilgili kan\u0131ta dayal\u0131 bir kurama sahip olman\u0131n zaman\u0131 gelmi\u015ftir. Bu konu, B\u00f6l\u00fcm 5'te ele al\u0131nacakt\u0131r.<\/span><\/p>\n

Bu arada, sonraki b\u00f6l\u00fcmlerde hangi ders verme bi\u00e7iminin (y\u00fcz y\u00fcze, harmanlanm\u0131\u015f veya \u00e7evrim i\u00e7i) kullan\u0131laca\u011f\u0131na nas\u0131l karar verece\u011fimize yo\u011funla\u015faca\u011f\u0131z.<\/span><\/p>\n\n

Kaynak\u00e7a<\/b><\/h2>\nAnderson, A. (ed.) (2008) The Theory and Practice of Online Learning<\/a> <\/em>Athabasca AB: Athabasca University Press\n\nBarnard, R. et al. (2014) Detecting bias in meta-analyses of distance education research: big pictures we can rely on<\/a> Distance Education<\/em> Vol. 35, No. 3\n\nBates, A.W. (2005) Technology, e-Learning and Distance Education<\/em> <\/a>London\/New York: Routledge\n\nEvans, T., Haughey, M. and Murphy, D. (2008) International Handbook of Distance Education<\/em><\/a> Bingley UK: Emerald Publishing\n

Halverson, L. R., Graham, C. R., Spring, K. J., & Drysdale, J. S. (2012) An analysis of high impact scholarship and publication trends in blended learning<\/a> Distance Education<\/i>, Vol. 33, No. 3<\/p>\nHarasim, L. (2017) Learning Theory and Online Technologies 2nd edition<\/em><\/a> New York\/London: Taylor and Francis\n\nHiltz S., and Turoff M.(1978) Network Nation: Human communication via computer<\/a> Reading, MA: Addison Wesley\n

Holmberg, B. (1989) Theory and Practice of Distance Education<\/em><\/a> New York: Routledge<\/p>\n

Jaschik, S. and Letterman, D. (2014) The 2014 Inside Higher Ed Survey of Faculty Attitudes to Technology<\/em><\/a> Washington DC: Inside Higher Ed<\/p>\n

Keegan, D. (ed.)  (1990) Theoretical Principles of Distance Education<\/em><\/a> London\/New York: Routledge<\/p>\n

Means, B. et al. (2009) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies<\/a><\/em> Washington, DC: US Department of Education<\/p>\n

Moore, M. and Kearsley, G. (1996) Distance Education: A Systems View<\/em><\/a> Belmont CA: Wadsworth<\/p>\n

Ontario (2011) Fact Sheet Summary of Ontario eLearning Surveys of Publicly Assisted PSE Institutions<\/em><\/a> Toronto: Ministry of Training, Colleges and Universities<\/p>\n

Peters, O. (1983) Distance education and industrial production, in Sewart et al. (eds.) Distance Education: International Perspectives<\/em><\/a> London: Croom Helm<\/p>\n

Peters, O. (2002) Distance Education in Transition: New Trends and Challenges<\/em><\/a> Oldenberg FGR: Biblothecks- und Informationssystem der Universit\u00e4t Oldenberg<\/p>\n

Picciano, A., Dziuban, C. and & Graham, C. (eds.) (2013) Blended Learning: Research Perspectives, Volume 2<\/i><\/a>. New York: Routledge<\/p>\n

Schramm, W. (1977) Big Media, Little Media<\/em><\/a> Beverley Hills CA\/London: Sage<\/p>\n

Sarma, S. (2013) The Magic Beyond the MOOCs<\/em><\/a> Boston MA: LINC 2013 conference (recorded presentation)<\/p>\nTamim, R. et al. (2011) What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study<\/a> Review of Educational Research<\/em>, Vol. 81, No. 1\n\nWedemeyer, C. (1981) Learning at the Back Door: Reflections on Non-traditional Learning in the Lifespan<\/em><\/a> Madison: University of Wisconsin Press\n\nZawacki-Richter, O. and Anderson, T. (eds.) (2014) Online Distance Education: Towards a Research Agenda<\/a><\/em> Athabasca AB: AU Press, pp. 508\n

\n

Etkinlik 10.2 Kamp\u00fcs\u00fcn b\u00fcy\u00fcs\u00fc<\/p>\n\n<\/header>\n

\n

1. \u2018Kamp\u00fcs\u00fcn b\u00fcy\u00fcs\u00fc\u2019n\u00fc betimleyebilir misiniz? Size g\u00f6re \u00e7evrim i\u00e7i \u00f6\u011fretimle kar\u015f\u0131la\u015ft\u0131rd\u0131\u011f\u0131n\u0131zda y\u00fcz y\u00fcze \u00f6\u011fretimi daha \u00f6zel yapan nedir? En \u00f6nemli oldu\u011funu d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcn\u00fcz \u00fc\u00e7 \u015feyi yaz\u0131n\u0131z.<\/span><\/p>\n

2. Ayn\u0131 \u015feyi \u00e7evrim i\u00e7i e\u011fitim i\u00e7in de yapabilir misiniz? E\u011fer yapam\u0131yorsan\u0131z, sizce kamp\u00fcs\u00fc bu kadar \u00f6zel yapan \u015fey nedir?<\/span><\/p>\n\n<\/div>\n<\/div>\n \n","rendered":"

\"OEBPS\/images\/image0133.jpg\"<\/p>\n

\u015eekil 10.2.1 En iyisi hangisi?<\/i><\/span><\/span><\/p>\n

Bir\u00e7ok ara\u015ft\u0131rman\u0131n sonu\u00e7lar\u0131na bak\u0131ld\u0131\u011f\u0131nda, \u00f6\u011fretim \u00fcyelerinin b\u00fcy\u00fck bir\u00e7o\u011funlu\u011funun h\u00e2len daha \u00e7evrim i\u00e7i \u00f6\u011frenmenin veya uzaktan \u00f6\u011fretimin s\u0131n\u0131f i\u00e7i \u00f6\u011fretime k\u0131yasla daha niteliksiz oldu\u011funa inand\u0131\u011f\u0131 g\u00f6r\u00fclmektedir (\u00f6rne\u011fin bk. Jaschik & Letterman, 2014). Asl\u0131nda, bu fikri destekleyen bilimsel temelli bir kan\u0131t bulunmamaktad\u0131r. Bug\u00fcne kadar yap\u0131lan ara\u015ft\u0131rmalardan edinilen bulgular, y\u00fcz y\u00fcze \u00f6\u011fretim ile \u00e7evrim i\u00e7i veya uzaktan \u00f6\u011fretim aras\u0131nda bir fark olmad\u0131\u011f\u0131n\u0131, ancak harmanlanm\u0131\u015f \u00f6\u011frenmenin \u00f6\u011frenme performans\u0131 a\u00e7\u0131s\u0131ndan y\u00fcz y\u00fcze \u00f6\u011fretimden daha avantajl\u0131 oldu\u011funu g\u00f6stermektedir (\u00f6rne\u011fin bk. Means vd., 2010).<\/span><\/p>\n

10.2.1 Uzaktan e\u011fitimin \u00e7evrim i\u00e7i \u00f6\u011frenme \u00fczerindeki etkisi<\/h2>\n

Uzaktan e\u011fitimde daha \u00f6nce ya\u015fanan geli\u015fmelerden \u00e7ok \u015fey \u00f6\u011frenebiliriz. Kullan\u0131lan teknoloji farkl\u0131 olsa da tamamen \u00e7evrim i\u00e7i \u00f6\u011frenme dedi\u011fimiz \u015fey asl\u0131nda uzaktan e\u011fitimin farkl\u0131 bir bi\u00e7iminden ba\u015fka bir\u015fey de\u011fil.<\/span><\/p>\n

Uzaktan e\u011fitimle ilgili bug\u00fcne kadar \u00e7ok \u015fey yaz\u0131ld\u0131 (\u00f6rne\u011fin bk. Wedemeyer, 1981; Peters, 1983; Holmberg, 1989; Keegan, 1990; Moore & Kearsley, 1996; Peters, 2002; Bates, 2005; Evans vd., 2008); ama kavramsal olarak bakt\u0131\u011f\u0131m\u0131zda olduk\u00e7a basit bir fikirden bahsediyoruz: \u00f6\u011frencilerin \u00f6\u011fretmenle y\u00fcz y\u00fcze bir ileti\u015fiminin olmad\u0131\u011f\u0131, kendi istedikleri zaman, kendi istedikleri bir mekanda (ev, i\u015fyeri veya \u00f6\u011frenme merkezi gibi) \u00e7al\u0131\u015ft\u0131klar\u0131 ve \u00f6\u011frendikleri. Ancak \u00f6\u011frenme deste\u011fi veya \u00f6l\u00e7me-de\u011ferlendirmeyi ger\u00e7ekle\u015ftiren \u00f6\u011fretmen veya \u00f6\u011fretim eleman\u0131yla bir \u015fekilde (\u00f6zellikle de g\u00fcn\u00fcm\u00fczde internet arac\u0131l\u0131\u011f\u0131yla) ba\u011flant\u0131da oldu\u011fu bir sistem.<\/span><\/p>\n

Uzaktan e\u011fitim, \u00e7ok uzun zamand\u0131r var. Hristiyanl\u0131kta Pavlus\u2019un Korintlilere yazd\u0131\u011f\u0131 mektubun (M.S. 53-57) uzaktan e\u011fitimin ilk bi\u00e7imlerinden biri oldu\u011fu bile tart\u0131\u015f\u0131labilir. Uzaktan e\u011fitimle ilk lisans derecesi, 1858 y\u0131l\u0131nda Londra \u00dcniversitesi (\u0130ngiltere) taraf\u0131ndan mektupla \u00f6\u011fretim sonucunda verilmi\u015ftir. \u00d6\u011frencilere bir okuma listesi g\u00f6nderildi ve \u00fcniversiteye kay\u0131tl\u0131 olan \u00f6\u011frenciler ile ayn\u0131 s\u0131nava kat\u0131ld\u0131lar \u00d6\u011frenciler bunu kar\u015f\u0131layabilirlerse \u00f6zel bir e\u011fitmen tuttu, ancak Viktorya d\u00f6nemine ait bir romanc\u0131 olan Charles Dickens bunu Halk \u00dcniversitesi olarak nitelendirdi \u00e7\u00fcnk\u00fc daha az zengin arka planlardan \u00f6\u011frencilere y\u00fcksek\u00f6\u011frenim imk\u00e2n\u0131 sa\u011flad\u0131. Ama program genelde daha az varl\u0131kl\u0131 ailelerin \u00e7ocuklar\u0131na y\u00fcksek\u00f6\u011fretim olana\u011f\u0131 sa\u011flam\u0131\u015ft\u0131; hatta bu nedenle Viktorya d\u00f6nemi yazar\u0131 Charles Dickens bu program\u0131 Halk\u0131n \u00dcniversitesi olarak adland\u0131rm\u0131\u015ft\u0131. Londra \u00dcniversitesi (Uluslararas\u0131 Programlar\u0131) ad\u0131 alt\u0131nda farkl\u0131 bir isimle g\u00fcn\u00fcm\u00fczde de devam eden program, d\u00fcnya \u00e7ap\u0131nda180 \u00fclkeden 50,000 fazla \u00f6\u011frenciye hizmet vermektedir.<\/span><\/p>\n

Kuzey Amerika\u2019da h\u00fck\u00fbmetin arazi tahsis etti\u011fi ilk \u00fcniversitelerin bir\u00e7o\u011fu (ABD\u2019de Penn Eyalet \u00dcniversitesi, Wisconsin \u00dcniversitesi ve New Mexico \u00dcniversitesi veya Kanada\u2019da Saskatchewan \u00dcniversitesi veya \u0130ngiliz Kolombiya \u00dcniversitesi gibi), eyalet veya il d\u00fczeyinde sorumluluk ve y\u00fck\u00fcml\u00fcl\u00fck sahibiydi. Sonu\u00e7 olarak bu kurumlar, ba\u015fta \u00e7ift\u00e7iler, \u00f6\u011fretmenler ve sa\u011fl\u0131k uzmanlar\u0131 i\u00e7in s\u00fcrekli e\u011fitim olmak \u00fczere, t\u00fcm eyalet veya b\u00f6lgeye yay\u0131lm\u0131\u015f uzaktan e\u011fitim programlar\u0131 sunma konusunda k\u00f6kl\u00fc bir ge\u00e7mi\u015fe sahiptir. Bu programlar, art\u0131k bug\u00fcn lisans ve lisans\u00fcst\u00fc programlar\u0131 kapsayacak \u015fekilde geni\u015flemi\u015f durumdad\u0131r. Hem ilk ve orta\u00f6\u011fretim hem de y\u00fcksek\u00f6\u011fretim d\u00fczeyinde kapsaml\u0131 bir uzaktan e\u011fitim ge\u00e7mi\u015fine sahip olan di\u011fer bir \u00fclke de Avusturalya\u2019d\u0131r.<\/span><\/p>\n

Bu \u00fcniversitelerin bir\u00e7o\u011fundan al\u0131nan diplomalar, y\u00fcz y\u00fcze \u00f6\u011fretim sonunda al\u0131nan diplomalarla ayn\u0131 tan\u0131n\u0131rl\u0131\u011fa sahiptir. \u00d6rne\u011fin 1936 y\u0131l\u0131ndan bu yana uzaktan e\u011fitim programlar\u0131 y\u00fcr\u00fctmekte olan British Columbia \u00dcniversitesi\u2019nde verilen \u00f6\u011frenci transkriptlerinde, derslerin uzaktan veya kamp\u00fcste y\u00fcz y\u00fcze al\u0131nm\u0131\u015f olmas\u0131 herhangi bir farkl\u0131l\u0131k yaratmamaktad\u0131r; \u00e7\u00fcnk\u00fc b\u00fct\u00fcn \u00f6\u011frenciler ayn\u0131 s\u0131navlara girmektedir.<\/span><\/p>\n

1970’lerde \u0130ngiliz A\u00e7\u0131k \u00dcniversitesinin \u00f6nc\u00fcl\u00fc\u011f\u00fcn\u00fc yapt\u0131\u011f\u0131, ancak daha sonra Kuzey Amerika \u00fcniversiteleri taraf\u0131ndan benimsenip uyarlanan ve mesafe program\u0131 sunan bir di\u011fer mesafe e\u011fitimi \u00f6zelli\u011fi de ATGUD modeline dayal\u0131 bir kurs tasar\u0131m s\u00fcreci olmakla birlikte \u00f6\u011frencilere uzaktan \u00f6\u011frenim sunmak i\u00e7in \u00f6zel olarak uyarlanm\u0131\u015ft\u0131r. Bu s\u00fcre\u00e7te, \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131n \u00f6nceden belirlenmesi, nitelikli \u00e7oklu ortam \u00f6\u011frenme materyallerinin haz\u0131rlanmas\u0131, \u00f6\u011frenci etkinliklerinin ve kat\u0131l\u0131m\u0131n\u0131n planlanmas\u0131 ve g\u00fc\u00e7l\u00fc bir \u00f6\u011frenci deste\u011fi \u00f6zellikle vurgulanm\u0131\u015ft\u0131r. Sonu\u00e7 olarak uzaktan e\u011fitim programlar\u0131 y\u00fcr\u00fcten \u00fcniversiteler 1990\u2019larda \u00e7evrim i\u00e7i \u00f6\u011frenme maceras\u0131na haz\u0131rl\u0131kl\u0131 bir h\u00e2le gelmi\u015ftir. Bu \u00fcniversiteler, \u00e7evrim i\u00e7i programlara kat\u0131lan \u00f6\u011frencilerin y\u00fcz y\u00fcze programlara kay\u0131tl\u0131 \u00f6\u011frencilerle hemen hemen ayn\u0131 ba\u015far\u0131ya sahip olduklar\u0131n\u0131 g\u00f6rm\u00fc\u015ft\u00fcr (kamp\u00fcs \u00f6\u011frencileri aras\u0131nda dersleri tamamlama oran\u0131 yakla\u015f\u0131k %5-10\u2019dur – bk. Ontario, 2011 ). Uzaktan e\u011fitim \u00f6\u011frencilerinin genellikle tam zamanl\u0131 i\u015flerde \u00e7al\u0131\u015ft\u0131klar\u0131 ve e\u015fleri\/\u00e7ocuklar\u0131 oldu\u011fu d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde olduk\u00e7a ilgin\u00e7 bir istatistikle kar\u015f\u0131 kar\u015f\u0131ya oldu\u011fumuzu s\u00f6yleyebiliriz.<\/span><\/p>\n

Uzaktan e\u011fitimin uzun ve se\u00e7kin soy a\u011fac\u0131n\u0131 uluslararas\u0131 kabul g\u00f6rm\u00fc\u015f, y\u00fcksek kaliteli kurumlardan kabul etmek \u00f6nemlidir \u00e7\u00fcnk\u00fc \u00f6zellikle ticari kayg\u0131larla fabrika gibi diploma \u00fcreten kurulu\u015flar ABD’de uzaktan e\u011fitime d\u00fc\u015f\u00fck kaliteli oldu\u011fu ile ilgili haks\u0131z bir \u015f\u00f6hret kazand\u0131rd\u0131. T\u00fcm \u00f6\u011fretim s\u00fcre\u00e7lerinde oldu\u011fu gibi uzaktan e\u011fitim de iyi veya k\u00f6t\u00fc yap\u0131labilir. Uzaktan e\u011fitimin nitelikli kamu kurulu\u015flar\u0131 taraf\u0131ndan profesyonel olarak ve kaliteli bir \u015fekilde tasarlan\u0131p y\u00fcr\u00fct\u00fcld\u00fc\u011f\u00fc zaman, tam zamanl\u0131 bir i\u015fte \u00e7al\u0131\u015fan yeti\u015fkinlerin, uzak b\u00f6lgelerde ya\u015fad\u0131\u011f\u0131 i\u00e7in e\u011fitime tam zamanl\u0131 eri\u015fimi olmayan ki\u015filerin veya programlar\u0131na ekstra bir veya iki ders daha eklemek isteyen ya da k\u0131smi zamanl\u0131 \u00e7al\u0131\u015ft\u0131klar\u0131 i\u00e7in daha esnek bir ders program\u0131na ihtiyac\u0131 olan kamp\u00fcs \u00f6\u011frencilerinin gereksinimlerine cevap veren olduk\u00e7a ba\u015far\u0131l\u0131 sistemler olabilece\u011fi g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Bununla birlikte \u00fcniversiteler, kolejler ve okullar bunu ancak \u00fcst d\u00fczey nitelikli tasar\u0131m standartlar\u0131n\u0131 kar\u015f\u0131layarak ba\u015farabilmi\u015flerdir.<\/span><\/p>\n

Ayn\u0131 zamanda, say\u0131lar\u0131 az da olsa verdikleri kamp\u00fcs derslerinde uzaktan e\u011fitimden ba\u011f\u0131ms\u0131z olarak \u00e7evrim i\u00e7i veya bilgisayar destekli \u00f6\u011frenmede \u00e7ok iyi \u00f6rnekler geli\u015ftiren \u00f6\u011fretmenler ve \u00f6\u011fretim elemanlar\u0131 bulunmaktad\u0131r. Daha 1970\u2019lerin ba\u015flar\u0131nda New Jersey Teknoloji Enstit\u00fcs\u00fc\u2019nde \u00e7evrim i\u00e7i veya harmanlanm\u0131\u015f \u00f6\u011frenme denemeleri yapan Roxanne Hiltz ve Murray Turoff (1978), Ontario E\u011fitim \u00c7al\u0131\u015fmalar\u0131 Enstit\u00fcs\u00fc\u2019nde \u00e7al\u0131\u015fan Marlene Scardamalia ve Paul Bereiter ile Simon Fraser \u00dcniversitesi\u2019nden Linda Harasim (2017), kamp\u00fcste veya okul ortam\u0131nda \u00e7evrim i\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme ve bilgi olu\u015fturma konular\u0131nda \u00f6nemli \u00e7al\u0131\u015fmalar ger\u00e7ekle\u015ftirmi\u015flerdir.<\/span><\/p>\n

Bununla birlikte \u00e7evrim i\u00e7i \u00f6\u011frenmeye a\u015fina olmayan bir\u00e7ok okulda veya \u00fcniversitede g\u00f6rev yapan \u00f6\u011fretmen ve \u00f6\u011fretim elemanlar\u0131 bu iyi \u00f6rnekleri al\u0131p uygulamak yerine, s\u0131n\u0131f i\u00e7i y\u00fcz y\u00fcze \u00f6\u011fretim i\u00e7in kulland\u0131klar\u0131 y\u00f6ntem ve teknikleri harmanlanm\u0131\u015f ve \u00e7evrim i\u00e7i \u00f6\u011frenme ortamlar\u0131nda taklit ederek kullanm\u0131\u015f ve olduk\u00e7a k\u00f6t\u00fc sonu\u00e7lar elde etmi\u015flerdir.<\/span><\/p>\n

10.2.2 Ara\u015ft\u0131rmalar bize ne s\u00f6yl\u00fcyor<\/h2>\n

Y\u00fcz y\u00fcze \u00f6\u011fretimi farkl\u0131 teknolojilerle kar\u015f\u0131la\u015ft\u0131ran binlerce ara\u015ft\u0131rma \u00e7al\u0131\u015fmas\u0131 yap\u0131lm\u0131\u015ft\u0131r: televizyondan yay\u0131nlanan dersler, bilgisayar tabanl\u0131 \u00f6\u011frenme, \u00e7evrim i\u00e7i \u00f6\u011frenme veya uzaktan e\u011fitim… \u00c7evrim i\u00e7i \u00f6\u011frenmeye ili\u015fkin olarak bir\u00e7ok meta-analiz \u00e7al\u0131\u015fmas\u0131 da yap\u0131lm\u0131\u015ft\u0131r. Bu \u00e7al\u0131\u015fmalardan biri, \u2018iyi y\u00fcr\u00fct\u00fclm\u00fc\u015f bilimsel \u00e7al\u0131\u015fmalar\u0131n\u2019 (genellikle kar\u015f\u0131la\u015ft\u0131rma veya yar\u0131-deneysel y\u00f6ntemle yap\u0131lan \u00e7al\u0131\u015fmalar\u0131n) sonu\u00e7lar\u0131n\u0131 bir araya getirmi\u015ftir (Means vd., 2011; Barnard vd., 2014). \u2018\u0130yi y\u00fcr\u00fct\u00fclen\u2019 meta analiz \u00e7al\u0131\u015fmalar\u0131n\u0131n hemen hemen t\u00fcm\u00fc, ders verme bi\u00e7imleri<\/span>nin \u00f6\u011frenme veya performans \u00fczerindeki etkisine ili\u015fkin anlaml\u0131 bir fark bulamam\u0131\u015ft\u0131r. \u00d6rne\u011fin, Means vd. (2010), ABD E\u011fitim Bakanl\u0131\u011f\u0131’n\u0131n harmanlanm\u0131\u015f ve \u00e7evrim i\u00e7i \u00f6\u011frenim \u00fczerine yap\u0131lan ara\u015ft\u0131rmalar\u0131n b\u00fcy\u00fck bir meta analizinde:<\/span><\/p>\n

\u00c7evrim i\u00e7i ve y\u00fcz y\u00fcze e\u011fitimin kar\u0131\u015f\u0131mlar\u0131n\u0131n geleneksel y\u00fcz y\u00fcze derslerle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131 son deneysel ve yar\u0131 deneysel \u00e7al\u0131\u015fmalarda, harmanlanm\u0131\u015f \u00f6\u011fretimin daha etkili oldu\u011fu g\u00f6r\u00fclm\u00fc\u015f olup harmanlanm\u0131\u015f yakla\u015f\u0131mlar\u0131n tasarlanmas\u0131 ve uygulanmas\u0131 i\u00e7in gereken \u00e7abaya gerek\u00e7e sa\u011flanm\u0131\u015ft\u0131r. Kendi ba\u015f\u0131na kullan\u0131ld\u0131\u011f\u0131nda ise \u00e7evrim i\u00e7i \u00f6\u011frenmenin geleneksel s\u0131n\u0131f \u00f6\u011fretimi kadar etkili oldu\u011fu, ancak s\u0131n\u0131f \u00f6\u011fretiminden daha etkili olmad\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/em><\/i><\/span><\/span><\/p>\n

Means ve arkada\u015flar\u0131, \u00f6\u011frencilerin g\u00f6revler i\u00e7in harcad\u0131\u011f\u0131 zaman a\u00e7\u0131s\u0131ndan harmanlanm\u0131\u015f \u00f6\u011frenmenin daha iyi bir performans g\u00f6sterdi\u011fini s\u00f6ylemi\u015ftir. Bu sonu\u00e7, di\u011fer \u00e7al\u0131\u015fmalardan da edinilen ortak bir bulguya i\u015faret etmektedir: aradaki fark ders verme bi\u00e7imleri (y\u00fcz y\u00fcze ya da \u00e7evrim i\u00e7i) nden ziyade ba\u015fka fakt\u00f6rlerden kaynaklanmaktad\u0131r. Tamim vd., (2011), 40 y\u0131ld\u0131r yap\u0131lan ara\u015ft\u0131rma \u00e7al\u0131\u015fmalar\u0131n\u0131 kapsayan `iyi y\u00fcr\u00fct\u00fclm\u00fc\u015f\u2019 kar\u015f\u0131la\u015ft\u0131rmal\u0131 \u00e7al\u0131\u015fmalar\u0131 belirlediler. Teknolojiyle \u00e7al\u0131\u015fan \u00f6\u011frencilerin teknoloji olmadan \u00e7al\u0131\u015fan \u00f6\u011frencilerden az da olsa daha iyi performans g\u00f6sterdi\u011fi sonucuna ula\u015fm\u0131\u015flard\u0131r. Ancak, \u00f6l\u00e7\u00fclen fark olduk\u00e7a zay\u0131f bir fark olup yazarlar sonucu \u015f\u00f6yle yorumlam\u0131\u015flard\u0131r:<\/span><\/p>\n

teknoloji m\u00fcdahalesinin bi\u00e7iminden \u00e7ok \u00f6\u011fretim ama\u00e7lar\u0131, pedagoji, \u00f6\u011fretmenlerin etkinli\u011fi, konu alan\u0131, ya\u015f d\u00fczeyi, kullan\u0131lan teknolojinin uygunlu\u011fu ve muhtemelen di\u011fer birtak\u0131m fakt\u00f6rlerin etki boyutu \u00fczerinde daha g\u00fc\u00e7l\u00fc bir tesire sahip oldu\u011fu tart\u0131\u015f\u0131labilir.<\/em><\/i><\/span><\/span><\/p>\n

\u00d6\u011frenmeyi etkileyen \u00e7ok farkl\u0131 de\u011fi\u015fkenler ve ko\u015fullar\u0131n varl\u0131\u011f\u0131 nedeniyle \u00f6\u011frenmeye ili\u015fkin ara\u015ft\u0131rma yapmak kolay bir i\u015f de\u011fildir. Asl\u0131na bak\u0131l\u0131rsa, bizim incelememiz gereken yaln\u0131zca teknolojinin nas\u0131l kullan\u0131ld\u0131\u011f\u0131 de\u011fil de\u011fi\u015fkenler<\/i><\/em> olmal\u0131d\u0131r. Di\u011fer bir deyi\u015fle, \u00f6ncelikle Wilbur Schramm\u2019\u0131n 1977 y\u0131l\u0131nda sordu\u011fu bir soruyu sormal\u0131y\u0131z:<\/span><\/p>\n

Farkl\u0131 medya t\u00fcrleri ne t\u00fcr \u00f6\u011frenmeyi hangi ko\u015fullar alt\u0131nda kolayla\u015ft\u0131r\u0131yor?<\/em><\/i><\/span><\/span><\/p>\n

Daha sonras\u0131nda ders verme bi\u00e7imleri ile ilgili karar verebilmek i\u00e7in hangi y\u00f6ntemin en iyi oldu\u011fu yerine \u015fu soruyu sormal\u0131y\u0131z:<\/span><\/p>\n

Y\u00fcz y\u00fcze, harmanlanm\u0131\u015f veya tamamen \u00e7evrim i\u00e7i \u00f6\u011frenmeyi, en iyi ve en etkili hangi ko\u015fullar alt\u0131nda kullanabiliriz?<\/em><\/i><\/span><\/span><\/p>\n

Neyse ki bu soruya cevap vermemizde bize rehberlik edecek \u00e7ok say\u0131da ara\u015ft\u0131rma ve iyi uygulama \u00f6rnekleri bulunmaktad\u0131r; en az\u0131ndan harmanlanm\u0131\u015f ve \u00e7evrim i\u00e7i \u00f6\u011frenmeyle ilgili (\u00f6rne\u011fin bk. Anderson, 2008; Picciano vd., 2013; Halverson vd., 2012; Zawacki-Richter & Anderson, 2014). \u0130\u015fe bak\u0131n ki bir\u00e7ok \u015feyi \u00e7evrim i\u00e7i olarak yapabildi\u011fimiz dijital \u00e7a\u011fda y\u00fcz y\u00fcze \u00f6\u011fretimin kendine \u00f6zg\u00fc potansiyeli ile ilgili `iyi\u2019 ara\u015ft\u0131rmalara rastlamak olduk\u00e7a g\u00fc\u00e7.<\/span><\/p>\n

10.2.3 Y\u00fcz y\u00fcze \u00f6\u011fretimin taht\u0131n\u0131 sallan\u0131yor mu?<\/h2>\n

\u00d6\u011frenme performans\u0131 a\u00e7\u0131s\u0131ndan \u00e7evrim i\u00e7i \u00f6\u011frenme ile y\u00fcz y\u00fcze \u00f6\u011fretimi kar\u015f\u0131la\u015ft\u0131ran (ve \u00e7o\u011fu bir sonuca ula\u015fmayan) \u00e7ok say\u0131da \u00e7al\u0131\u015fma olsa da harmanlanm\u0131\u015f \u00f6\u011frenme ortamlar\u0131nda neyin en iyi \u00e7evrim i\u00e7i olarak ve neyin en iyi y\u00fcz y\u00fcze yap\u0131labilece\u011fine dair kararlar\u0131 almam\u0131za ya da \u00e7evrim i\u00e7i \u00f6\u011frenmenin s\u0131n\u0131f i\u00e7i \u00f6\u011fretimden hangi ko\u015fullar alt\u0131nda daha iyi oldu\u011funu g\u00f6rmemize yard\u0131mc\u0131 olacak bir bulgu veya kuram bulmak zordur. Genel kan\u0131, yayg\u0131nl\u0131\u011f\u0131 ve egemenli\u011fi nedeniyle y\u00fcz y\u00fcze \u00f6\u011fretimin varsay\u0131lan se\u00e7enek oldu\u011fu ve \u00e7evrim i\u00e7i \u00f6\u011frenmenin yaln\u0131zca ko\u015fullar y\u00fcz y\u00fcze \u00f6\u011fretime olanak tan\u0131mad\u0131\u011f\u0131nda (\u00f6rne\u011fin \u00f6\u011frenciler kamp\u00fcse gidemedi\u011finde veya s\u0131n\u0131f mevcutlar\u0131 etkile\u015fime izin vermeyecek kadar kalabal\u0131k oldu\u011funda) kullan\u0131ld\u0131\u011f\u0131d\u0131r.<\/span><\/p>\n

Bununla birlikte g\u00fcn\u00fcm\u00fczde \u00e7evrim i\u00e7i \u00f6\u011frenme o kadar yayg\u0131nla\u015ft\u0131 ve etkili h\u00e2le geldi ki art\u0131k \u015fu soruyu sorman\u0131n zaman\u0131d\u0131r:<\/span><\/p>\n

y\u00fcz y\u00fcze \u00f6\u011fretimi \u00e7evrim i\u00e7i \u00f6\u011frenmeden pedagojik olarak farkl\u0131 yapan e\u015fsiz \u00f6zellikleri nelerdir?<\/em><\/i><\/span><\/span><\/p>\n

Y\u00fcz y\u00fcze \u00f6\u011fretimin kendine \u00f6zg\u00fc, e\u015fsiz pedagojik bir \u00f6zelli\u011finin olmamas\u0131 da m\u00fcmk\u00fcn elbette; ancak `kamp\u00fcs\u00fcn sihri\u2019 (Sarma, 2013 ) ve elit kamp\u00fcs e\u011fitiminin ya da daha do\u011frusu kamu finansmanl\u0131 kamp\u00fcs e\u011fitiminin pahal\u0131 \u00f6\u011frenim \u00fccretlerine ili\u015fkin s\u00f6ylemler nedeniyle y\u00fcz y\u00fcze \u00f6\u011fretimi neyin bu kadar `\u00f6zel\u2019 yapt\u0131\u011f\u0131 ile ilgili kan\u0131ta dayal\u0131 bir kurama sahip olman\u0131n zaman\u0131 gelmi\u015ftir. Bu konu, B\u00f6l\u00fcm 5’te ele al\u0131nacakt\u0131r.<\/span><\/p>\n

Bu arada, sonraki b\u00f6l\u00fcmlerde hangi ders verme bi\u00e7iminin (y\u00fcz y\u00fcze, harmanlanm\u0131\u015f veya \u00e7evrim i\u00e7i) kullan\u0131laca\u011f\u0131na nas\u0131l karar verece\u011fimize yo\u011funla\u015faca\u011f\u0131z.<\/span><\/p>\n

Kaynak\u00e7a<\/b><\/h2>\n

Anderson, A. (ed.) (2008) The Theory and Practice of Online Learning<\/a> <\/em>Athabasca AB: Athabasca University Press<\/p>\n

Barnard, R. et al. (2014) Detecting bias in meta-analyses of distance education research: big pictures we can rely on<\/a> Distance Education<\/em> Vol. 35, No. 3<\/p>\n

Bates, A.W. (2005) Technology, e-Learning and Distance Education<\/em> <\/a>London\/New York: Routledge<\/p>\n

Evans, T., Haughey, M. and Murphy, D. (2008) International Handbook of Distance Education<\/em><\/a> Bingley UK: Emerald Publishing<\/p>\n

Halverson, L. R., Graham, C. R., Spring, K. J., & Drysdale, J. S. (2012) An analysis of high impact scholarship and publication trends in blended learning<\/a> Distance Education<\/i>, Vol. 33, No. 3<\/p>\n

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

Hiltz S., and Turoff M.(1978) Network Nation: Human communication via computer<\/a> Reading, MA: Addison Wesley<\/p>\n

Holmberg, B. (1989) Theory and Practice of Distance Education<\/em><\/a> New York: Routledge<\/p>\n

Jaschik, S. and Letterman, D. (2014) The 2014 Inside Higher Ed Survey of Faculty Attitudes to Technology<\/em><\/a> Washington DC: Inside Higher Ed<\/p>\n

Keegan, D. (ed.)  (1990) Theoretical Principles of Distance Education<\/em><\/a> London\/New York: Routledge<\/p>\n

Means, B. et al. (2009) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies<\/a><\/em> Washington, DC: US Department of Education<\/p>\n

Moore, M. and Kearsley, G. (1996) Distance Education: A Systems View<\/em><\/a> Belmont CA: Wadsworth<\/p>\n

Ontario (2011) Fact Sheet Summary of Ontario eLearning Surveys of Publicly Assisted PSE Institutions<\/em><\/a> Toronto: Ministry of Training, Colleges and Universities<\/p>\n

Peters, O. (1983) Distance education and industrial production, in Sewart et al. (eds.) Distance Education: International Perspectives<\/em><\/a> London: Croom Helm<\/p>\n

Peters, O. (2002) Distance Education in Transition: New Trends and Challenges<\/em><\/a> Oldenberg FGR: Biblothecks- und Informationssystem der Universit\u00e4t Oldenberg<\/p>\n

Picciano, A., Dziuban, C. and & Graham, C. (eds.) (2013) Blended Learning: Research Perspectives, Volume 2<\/i><\/a>. New York: Routledge<\/p>\n

Schramm, W. (1977) Big Media, Little Media<\/em><\/a> Beverley Hills CA\/London: Sage<\/p>\n

Sarma, S. (2013) The Magic Beyond the MOOCs<\/em><\/a> Boston MA: LINC 2013 conference (recorded presentation)<\/p>\n

Tamim, R. et al. (2011) What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study<\/a> Review of Educational Research<\/em>, Vol. 81, No. 1<\/p>\n

Wedemeyer, C. (1981) Learning at the Back Door: Reflections on Non-traditional Learning in the Lifespan<\/em><\/a> Madison: University of Wisconsin Press<\/p>\n

Zawacki-Richter, O. and Anderson, T. (eds.) (2014) Online Distance Education: Towards a Research Agenda<\/a><\/em> Athabasca AB: AU Press, pp. 508<\/p>\n

\n
\n

Etkinlik 10.2 Kamp\u00fcs\u00fcn b\u00fcy\u00fcs\u00fc<\/p>\n<\/header>\n

\n

1. \u2018Kamp\u00fcs\u00fcn b\u00fcy\u00fcs\u00fc\u2019n\u00fc betimleyebilir misiniz? Size g\u00f6re \u00e7evrim i\u00e7i \u00f6\u011fretimle kar\u015f\u0131la\u015ft\u0131rd\u0131\u011f\u0131n\u0131zda y\u00fcz y\u00fcze \u00f6\u011fretimi daha \u00f6zel yapan nedir? En \u00f6nemli oldu\u011funu d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcn\u00fcz \u00fc\u00e7 \u015feyi yaz\u0131n\u0131z.<\/span><\/p>\n

2. Ayn\u0131 \u015feyi \u00e7evrim i\u00e7i e\u011fitim i\u00e7in de yapabilir misiniz? E\u011fer yapam\u0131yorsan\u0131z, sizce kamp\u00fcs\u00fc bu kadar \u00f6zel yapan \u015fey nedir?<\/span><\/p>\n<\/div>\n<\/div>\n

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