{"id":43,"date":"2020-09-03T15:34:43","date_gmt":"2020-09-03T12:34:43","guid":{"rendered":"http:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-4\/"},"modified":"2020-09-03T15:34:43","modified_gmt":"2020-09-03T12:34:43","slug":"__unknown__-4","status":"publish","type":"chapter","link":"https:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-4\/","title":{"raw":"1.5 Geli\u015fmenin \u00f6\u011fretim y\u00f6ntemleri \u00fczerindeki etkisi","rendered":"1.5 Geli\u015fmenin \u00f6\u011fretim y\u00f6ntemleri \u00fczerindeki etkisi"},"content":{"raw":"\n<p class=\"para2\"><img class=\"frame0\" src=\"http:\/\/acikkitap.com.tr\/dijital\/wp-content\/uploads\/sites\/3\/2020\/09\/image0010.jpg\" alt=\"OEBPS\/images\/image0010.jpg\" width=\"1020\" height=\"647\"><\/p>\n<span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i>\u015eekil 1.5.1 Daha fazla \u00f6\u011frenci daha b\u00fcy\u00fck ders s\u0131n\u0131flar\u0131 demektir<\/i><\/span><\/span>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"tr-TR\">Farkl\u0131 h\u00fck\u00fbmetlerin, daha fazla e\u011fitimli insan ihtiyac\u0131na verdikleri cevaplar da birbirinden farkl\u0131d\u0131r. Kanada\u2019da oldu\u011fu gibi baz\u0131 y\u00f6netim birimleri, y\u00fcksek\u00f6\u011fretim kurumlar\u0131na tahsis edilen devlet finansman\u0131 katk\u0131s\u0131n\u0131, \u00f6\u011frenci say\u0131lar\u0131ndaki art\u0131\u015fa kar\u015f\u0131l\u0131k gelecek hatta bu oran\u0131n \u00fczerine \u00e7\u0131kacak d\u00fczeyde art\u0131rm\u0131\u015ft\u0131r. ABD, Avustralya, \u0130ngiltere ve Galler gibi di\u011ferleri ise do\u011frudan i\u015fletim giderlerine ayr\u0131lan devlet finansman\u0131n\u0131 \u00f6nemli \u00f6l\u00e7\u00fcde azalt\u0131p buna ek olarak bir de \u00f6\u011frenim \u00fccretlerini art\u0131rm\u0131\u015flard\u0131r.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"tr-TR\">\u0130zlenen strateji ne olursa olsun, ziyaret etti\u011fim her y\u00fcksek\u00f6\u011fretim kurumunda e\u011fitmenlerin e\u011fitim verdi\u011fi \u00f6\u011frenci say\u0131s\u0131n\u0131n artt\u0131\u011f\u0131n\u0131, s\u0131n\u0131f mevcutlar\u0131n\u0131n giderek fazlala\u015ft\u0131\u011f\u0131n\u0131 ve sonu\u00e7 olarak derslerin b\u00fcy\u00fck \u00f6l\u00e7\u00fcde etkile\u015fimden uzak, do\u011frudan anlat\u0131m veya konferans \u015feklini ald\u0131\u011f\u0131n\u0131 duyuyorum. Asl\u0131na bak\u0131l\u0131rsa, istatistikler de bu arg\u00fcman\u0131 do\u011fruluyor. <\/span><em class=\"western\"><span lang=\"tr-TR\"><i>Usher (2013)<\/i><\/span><\/em><span lang=\"tr-TR\">'a g\u00f6re \u00f6\u011frenciler i\u00e7in ayr\u0131lan kaynaklardaki (enflasyon sonras\u0131) y\u00fczde 40'l\u0131k art\u0131\u015fa ra\u011fmen, Kanada \u00fcniversitelerindeki tam zamanl\u0131 \u00f6\u011fretim elemanlar\u0131n\u0131n tam zamanl\u0131 \u00f6\u011frencilere oran\u0131 1995'de 1:18 iken 2011'de, 1:22 'ye y\u00fckselmi\u015ftir. Asl\u0131nda 1:22\u2019lik bu oran, s\u0131n\u0131f mevcutlar\u0131n\u0131n \u00e7ok daha kalabal\u0131k oldu\u011funu g\u00f6steriyor; \u00e7\u00fcnk\u00fc \u00fcniversitelerde tam zamanl\u0131 \u00f6\u011fretim elemanlar\u0131 zamanlar\u0131n\u0131n yakla\u015f\u0131k y\u00fczde 40\u2019\u0131n\u0131 s\u0131n\u0131fta ders vermekle ve \u00f6\u011frenciler de y\u0131lda yakla\u015f\u0131k 10 farkl\u0131 ders alabiliyorlar. \u00d6zellikle de birinci ve ikinci s\u0131n\u0131flarda, s\u0131n\u0131f mevcutlar\u0131 olduk\u00e7a y\u00fcksek... \u00d6rne\u011fin Kanada\u2019daki orta b\u00fcy\u00fckl\u00fckte bir \u00fcniversitede \"Psikolojiye Giri\u015f\" dersine giren tam zamanl\u0131 bir \u00f6\u011fretim eleman\u0131 3.000\u2019den fazla \u00f6\u011frenciden sorumlu olabiliyor.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"tr-TR\">Di\u011fer yandan, \u00f6\u011frenim \u00fccretleri g\u00f6ze \u00e7arp\u0131yor. Bir\u00e7ok e\u011fitim kurumu veya di\u011fer yetkili mercilerin \u00f6\u011frenim \u00fccretlerindeki art\u0131\u015f\u0131 kontrol alt\u0131na almaya \u00e7al\u0131\u015fmalar\u0131, i\u015fletim giderlerindeki kesintilere ra\u011fmen tam zamanl\u0131 e\u011fitmen ba\u015f\u0131na d\u00fc\u015fen \u00f6\u011frenci say\u0131s\u0131n\u0131n artmas\u0131yla sonu\u00e7lanmaktad\u0131r. Ayn\u0131 zamanda, \u00f6\u011frenim \u00fccretlerinin y\u00fcksekli\u011fi ve okul masraflar\u0131n\u0131 kar\u015f\u0131lamak isteyen \u00f6\u011frencilerin giderek artan bor\u00e7lar\u0131n\u0131n bir sonucu olarak hem \u00f6\u011frenciler hem de ailelerin akademik bir toplulu\u011fun \u00fcyeleri olmalar\u0131ndan ziyade, hizmet alan bir `m\u00fc\u015fteri\u2019 gibi daha talepk\u00e2r bir h\u00e2le gelmelerine neden olmaktad\u0131r. E\u011fitimleri i\u00e7in hat\u0131r\u0131 say\u0131l\u0131r miktarda para \u00f6deyen \u00f6\u011frenciler, d\u00fc\u015f\u00fck kalitedeki e\u011fitimi daha \u00e7ok fark edebilmekte ve buna giderek daha az g\u00f6z yummaktad\u0131r.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"tr-TR\">\u00d6\u011fretim elemanlar\u0131n\u0131n genel \u015fikayeti ise \u00f6\u011frenci say\u0131lar\u0131ndaki art\u0131\u015fa ra\u011fmen h\u00fck\u00fbmetin veya \u00fcniversite y\u00f6netiminin \u00f6\u011fretim \u00fcyelerine yap\u0131lan \u00f6demeleri ayn\u0131 oranda art\u0131rmamas\u0131d\u0131r. Asl\u0131na bak\u0131l\u0131rsa, durum bundan \u00e7ok daha karma\u015f\u0131kt\u0131r. \u00d6\u011frenci say\u0131s\u0131 a\u00e7\u0131s\u0131ndan b\u00fcy\u00fcyen bir\u00e7ok kurum, bu b\u00fcy\u00fcmeyi \u00e7e\u015fitli stratejilerle geni\u015flemeyi y\u00f6netmi\u015ftir:<\/span><\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\">kadrolu \u00f6\u011fretim elemanlar\u0131ndan daha d\u00fc\u015f\u00fck \u00fccretle \u00e7al\u0131\u015fan s\u00f6zle\u015fmeli\/d\u00f6nemlik \u00f6\u011fretim eleman\u0131 istihdam etme<\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\">kendileri de \u00f6\u011frenci olan ara\u015ft\u0131rma veya \u00f6\u011fretim g\u00f6revlilerini daha fazla i\u015fte kullanma<\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\">artan s\u0131n\u0131f mevcutlar\u0131<\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\">artan fak\u00fclte i\u015f y\u00fck\u00fc.<\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"tr-TR\">Kullan\u0131lan \u00f6\u011fretim y\u00f6ntemleri aksine ayn\u0131 kal\u0131rsa, bu stratejilerin hepsi de e\u011fitim kalitesi \u00fczerinde olumsuz bir etki yapma e\u011filimindedir.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><span lang=\"tr-TR\"><i>Tam zamanl\u0131 \u00f6\u011fretim elemanlar\u0131yla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda s\u00f6zle\u015fmeli \u00f6\u011fretim elemanlar\u0131<\/i><\/span><\/em><span lang=\"tr-TR\">n\u0131n istihdam\u0131 daha ucuzdur; ancak kurumdaki rolleri de genellikle, kadrolu \u00f6\u011fretim elemanlar\u0131n\u0131n rolleriyle (\u00f6\u011fretim program\u0131 se\u00e7imi, \u00f6\u011fretim materyallerinin se\u00e7imi vb.) ayn\u0131 de\u011fildir ve \u00e7o\u011funlukla akademik olarak olduk\u00e7a nitelikli olsalar da i\u015f tan\u0131mlar\u0131n\u0131n g\u00f6reli ge\u00e7ici do\u011fas\u0131 gere\u011fi, <\/span><span style=\"color: #008000;\"><span lang=\"tr-TR\">\u00f6\u011fretim<\/span><\/span><span lang=\"tr-TR\"> deneyimleri ve <\/span><span style=\"color: #008000;\"><span lang=\"tr-TR\">\u00f6\u011frencilerle ilgili bilgileri<\/span><\/span><span lang=\"tr-TR\"> s\u00f6zle\u015fmeleri sona erdi\u011finde kaybolur. Buna ra\u011fmen, bu stratejinin yukar\u0131da bahsi ge\u00e7en stratejilere g\u00f6re e\u011fitimin niteli\u011fi \u00fczerinde en az olumsuz etkisi olan strateji oldu\u011fu s\u00f6ylenebilir. Bu strateji, yinede ne yaz\u0131k ki kurumlar i\u00e7in en pahal\u0131 olan stratejidir.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><span lang=\"tr-TR\"><i>\u00d6\u011fretim g\u00f6revlileri<\/i><\/span><\/em><span lang=\"tr-TR\">, e\u011fitim verdikleri \u00f6\u011frencilerden en fazla birka\u00e7 y\u0131l daha fazla deneyime sahiptir, \u00f6\u011fretim yapmakla ilgili ya hi\u00e7 e\u011fitim almam\u0131\u015flar ya da \u00e7ok az e\u011fitim alm\u0131\u015flard\u0131r, \u00f6\u011fretim yapma konusunda genellikle g\u00f6zetim alt\u0131nda de\u011fillerdir ve yabanc\u0131 \u00f6\u011frencilerse (ki genellikle \u00f6yledir) dil becerileri s\u0131n\u0131rl\u0131 oldu\u011fundan anla\u015f\u0131lmalar\u0131 bazen olduk\u00e7a zordur. \u00d6\u011fretim g\u00f6revlileri bir dersin farkl\u0131 k\u0131s\u0131mlar\u0131nda g\u00f6rev ald\u0131klar\u0131ndan, ayn\u0131 dersi alan \u00f6\u011frencilerin farkl\u0131 d\u00fczeylerde e\u011fitim almas\u0131 s\u00f6z konusu olabilmektedir. \u00d6\u011fretim g\u00f6revlilerinin istihdam edilmesi ve \u00fccretlerinin \u00f6denmesi, lisans\u00fcst\u00fc ara\u015ft\u0131rmalar\u0131n devlet kurumlar\u0131 taraf\u0131ndan finanse edilme yoluyla do\u011frudan birle\u015ftirilebilir.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><span lang=\"tr-TR\"><i>S\u0131n\u0131f mevcutlar\u0131ndaki art\u0131\u015f<\/i><\/span><\/em><span lang=\"tr-TR\">, ders anlat\u0131mlar\u0131na daha \u00e7ok zaman ayr\u0131lmas\u0131na ve grup \u00e7al\u0131\u015fmalar\u0131na ayr\u0131lan zaman\u0131n azalmas\u0131na neden olmaktad\u0131r. \u00d6\u011frencilerin s\u0131\u011faca\u011f\u0131 kadar b\u00fcy\u00fck amfiler oldu\u011fu takdirde, konferans t\u00fcr\u00fc klasik ders anlat\u0131mlar\u0131 yapmak asl\u0131nda s\u0131n\u0131f mevcudunu art\u0131rman\u0131n en ekonomik yollar\u0131ndan biridir. T\u00fcm \u00f6\u011frenciler ayn\u0131 e\u011fitimi ald\u0131klar\u0131ndan, derse yeni bir \u00f6\u011frenci ilave etmenin nihai maliyeti olduk\u00e7a d\u00fc\u015f\u00fckt\u00fcr. Fakat say\u0131 artt\u0131k\u00e7a \u00f6\u011fretim eleman\u0131 daha ekonomik d\u00fc\u015f\u00fcnmeye ba\u015flar ve \u00e7oktan se\u00e7meli sorular ile otomatik de\u011ferlendirme gibi daha az esnek de\u011ferlendirme y\u00f6ntemlerini kullanmay\u0131 tercih eder. Belki daha da \u00f6nemlisi, \u00f6\u011frenci say\u0131s\u0131 artt\u0131k\u00e7a \u00f6\u011frencinin e\u011fitmen ile olan etkile\u015fimi h\u0131zla azal\u0131r, etkile\u015fimin \u015fekli e\u011fitmen ile bireysel \u00f6\u011frenciler aras\u0131nda s\u0131n\u0131rl\u0131 kal\u0131r ve grup i\u00e7inde bir etkile\u015fim olmaz. Ara\u015ft\u0131rmalar (Bligh, 2000), 100 ve daha fazla \u00f6\u011frencinin oldu\u011fu derslerde, d\u00f6nem i\u00e7inde soru soran veya g\u00f6r\u00fc\u015f bildiren \u00f6\u011frenci say\u0131s\u0131n\u0131n ondan az oldu\u011funu g\u00f6stermektedir. Sonu\u00e7 olarak s\u0131n\u0131f mevcudu artt\u0131k\u00e7a dersler daha \u00e7ok bilgi aktar\u0131m\u0131na odaklanmakta, ara\u015ft\u0131rma, a\u00e7\u0131klama veya tart\u0131\u015fma etkinlikleri arka planda kalmaktad\u0131r (ders anlat\u0131mlar\u0131n\u0131n verimlili\u011fine ili\u015fkin ayr\u0131nt\u0131l\u0131 \u00e7\u00f6z\u00fcmleme i\u00e7in bkz. Tema 3, B\u00f6l\u00fcm 3).<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><span lang=\"tr-TR\"><i>\u00d6\u011fretim elemanlar\u0131 \u00fczerindeki ders ve i\u015f y\u00fck\u00fcn\u00fcn art\u0131r\u0131lmas\u0131<\/i><\/span><\/em><span lang=\"tr-TR\"> (yani \u00f6\u011fretim elemanlar\u0131n\u0131n daha fazla derse girmesi), bahsi ge\u00e7en d\u00f6rt strateji i\u00e7inden en az tercih edilenidir. \u00d6\u011fretim elemanlar\u0131 \u00fczerindeki ders y\u00fck\u00fc artt\u0131\u011f\u0131nda \u00f6\u011fretim eleman\u0131n\u0131n derse haz\u0131rl\u0131k ve \u00f6\u011frenci g\u00f6r\u00fc\u015fmeleri i\u00e7in ay\u0131rd\u0131\u011f\u0131 s\u00fcre azalmakta, de\u011ferlendirmede daha kolay ve h\u0131zl\u0131 y\u00f6ntemler tercih edilmekte, dolay\u0131s\u0131yla e\u011fitimin kalitesi azalmaktad\u0131r. Tam zamanl\u0131 \u00f6\u011fretim elemanlar\u0131n\u0131n ders saatlerini azaltarak ara\u015ft\u0131rmaya a\u011f\u0131rl\u0131k vermeleri nedeniyle , s\u0131n\u0131f mevcutlar\u0131n\u0131 da artmaktad\u0131r. Bununla birlikte ara\u015ft\u0131rma fonlar\u0131n\u0131n artmas\u0131, doktora ve doktora sonras\u0131 \u00f6\u011frencilerin say\u0131s\u0131n\u0131 art\u0131rmakta, bunlar da \u00f6\u011fretim g\u00f6revlileri olarak istihdam edilebilmektedir. Sonu\u00e7 olarak \u00f6\u011fretim g\u00f6revlilerinin derslerde e\u011fitmen olarak g\u00f6rev yapmas\u0131 giderek yayg\u0131nla\u015fmaktad\u0131r. Yine de, Kanada'daki \u00e7o\u011fu \u00fcniversitede tam zamanl\u0131 \u00f6\u011fretim elemanlar\u0131n\u0131n ders y\u00fck\u00fc <\/span><em class=\"western\"><span lang=\"tr-TR\"><i>d\u00fc\u015fmekte<\/i><\/span><\/em><span lang=\"tr-TR\"> (<\/span><span style=\"color: #008000;\"><span lang=\"tr-TR\">Usher, 2013<\/span><\/span><span lang=\"tr-TR\">), b\u00f6ylece \u00f6\u011fretim eleman\u0131 ba\u015f\u0131na d\u00fc\u015fen \u00f6\u011frenci s\u0131n\u0131flar\u0131n mevcudu daha da y\u00fckselmektedir.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"tr-TR\">Di\u011fer istihdam sekt\u00f6rlerinde e\u011fer ilgili sekt\u00f6r daha \u00fcretken olabiliyorsa artan talep mutlaka artan maliyetle sonu\u00e7lanmaz. Dolay\u0131s\u0131yla h\u00fck\u00fbmet, y\u00fcksek\u00f6\u011fretim kurumlar\u0131n\u0131 daha verimli h\u00e2le getirme yollar\u0131n\u0131 ara\u015ft\u0131rmaktad\u0131r: Yani ayn\u0131 veya daha az maliyetle, daha fazla say\u0131da ve daha iyi \u00f6\u011frenci (<\/span><span style=\"color: #008000;\"><span lang=\"tr-TR\">\u00f6r. i\u00e7in bkz. Kao, 2019<\/span><\/span><span lang=\"tr-TR\">). Bug\u00fcne kadar kurumlar, bu bask\u0131y\u0131 olduk\u00e7a uzun bir d\u00f6nem i\u00e7inde s\u0131n\u0131f mevcutlar\u0131n\u0131 a\u015famal\u0131 olarak art\u0131rmak ve \u00f6\u011fretim g\u00f6revlilerini i\u015fe alarak daha az maliyet kullanmak suretiyle kar\u015f\u0131lad\u0131lar. Ancak arka planda yer alan s\u00fcre\u00e7lerde de\u011fi\u015fiklik yap\u0131lmad\u0131\u011f\u0131 takdirde, k\u0131sa s\u00fcre i\u00e7inde e\u011fitimin kalitesi a\u00e7\u0131s\u0131ndan s\u0131k\u0131nt\u0131 ya\u015fanaca\u011f\u0131 kesindir. Bu s\u00fcre\u00e7lerden kas\u0131t, \u00f6\u011fretimin tasar\u0131m\u0131 ve verili\u015f \u015feklidir.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"tr-TR\">\u00d6\u011fretim y\u00f6ntemlerinde de\u011fi\u015fiklik yapmadan s\u0131n\u0131f boyutundaki bu kademeli art\u0131\u015f\u0131n bir di\u011fer yan etkisi de \u00f6\u011fretim elemanlar\u0131n\u0131n ve e\u011fitmenlerin daha fazla \u00e7al\u0131\u015fmak zorunda kalmas\u0131 olacakt\u0131r. \u0130\u015f yapma \u015feklini de\u011fi\u015ftirmeden daha fazla say\u0131da \u00f6\u011frenciyle \u00e7al\u0131\u015fmak, i\u015f y\u00fck\u00fcn\u00fc ka\u00e7\u0131n\u0131lmaz olarak art\u0131racakt\u0131r. \u00d6\u011fretim \u00fcyeleri genellikle, e\u011fitim s\u00fcrecini sanayile\u015ftirmek olarak g\u00f6rd\u00fckleri i\u00e7in verimlilik kavram\u0131na olumsuz tepki verirler ancak kavram\u0131 reddetmeden \u00f6nce \u00e7ok fazla \u00e7al\u0131\u015farak de\u011fil ama ak\u0131ll\u0131ca \u00e7al\u0131\u015farak daha iyi sonu\u00e7lar alma fikri d\u00fc\u015f\u00fcnmeye de\u011fer. O h\u00e2lde \u00f6\u011fretimi hem \u00f6\u011frencilerin hem de e\u011fitmenlerin faydalanaca\u011f\u0131 daha verimli bir h\u00e2le d\u00f6n\u00fc\u015ft\u00fcrebilir miyiz?<\/span><\/span><\/p>\n\n<h3 class=\"western\">Kaynak\u00e7a<\/h3>\nBligh, D. (2000)&nbsp;<a href=\"http:\/\/books.google.ca\/books\/about\/What_s_the_use_of_lectures.html?id=nXEmAQAAIAAJ&amp;redir_esc=y\"><em>What\u2019s the Use of Lectures?<\/em>&nbsp;<\/a>San Francisco: Jossey-Bass\n\nKao, J. (2019)&nbsp;<a href=\"https:\/\/thevarsity.ca\/2019\/04\/11\/ontarios-2019-budget-reveals-plan-to-significantly-tie-university-funding-to-performance-outcomes\/\">Ontario\u2019s 2019 budget reveals plan to significantly tie university funding to performance outcomes<\/a>&nbsp;<em>The Varsity<\/em>, University of Toronto\n\nUsher, A. (2013)&nbsp;Financing Canadian Universities: A Self-Inflicted Wound (Part 5)&nbsp;<a href=\"http:\/\/higheredstrategy.com\/?s=%22financing+canadian+universities%22\"><em>Higher Education Strategy Associates<\/em><\/a>, September 13\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Etkinlik 1.5 Ka\u00e7 tane k\u0131r\u0131lgan odan\u0131z var?<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n<ol>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\">Genel olarak \u00f6\u011fretim ile ilgili \u00e7al\u0131\u015fma ko\u015fullar\u0131n\u0131zdan memnun musunuz? E\u011fer de\u011filse, ana hayal k\u0131r\u0131kl\u0131klar\u0131n\u0131z nelerdir?<\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\">Hangi pratik \u00e7\u00f6z\u00fcmler (kurumunuzun mali durumunu, \u00f6\u011frenci ihtiya\u00e7lar\u0131n\u0131 ve e\u011fitim i\u00e7in uygun zaman\u0131n\u0131z\u0131 g\u00f6z \u00f6n\u00fcnde bulundurarak, hesaba katarak) belki de baz\u0131 hayal k\u0131r\u0131kl\u0131\u011f\u0131n\u0131 azaltabilir?<\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\">\u00d6\u011fretme \u015feklinizi de\u011fi\u015ftirebilseydiniz, hem kendinize hem de \u00f6\u011frencilerinize as\u0131l yarar\u0131 ne olurdu? Bunun i\u00e7in ne de\u011fi\u015ftirmek gerekir?<\/span><\/p>\n<\/li>\n<\/ol>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"tr-TR\">Bu etkinlik hakk\u0131nda geri bildirim yok<\/span><\/span><\/p>\n\n<\/div>\n<\/div>\n","rendered":"<p class=\"para2\"><img loading=\"lazy\" decoding=\"async\" class=\"frame0\" src=\"http:\/\/acikkitap.com.tr\/dijital\/wp-content\/uploads\/sites\/3\/2020\/09\/image0010.jpg\" alt=\"OEBPS\/images\/image0010.jpg\" width=\"1020\" height=\"647\" \/><\/p>\n<p><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i>\u015eekil 1.5.1 Daha fazla \u00f6\u011frenci daha b\u00fcy\u00fck ders s\u0131n\u0131flar\u0131 demektir<\/i><\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"tr-TR\">Farkl\u0131 h\u00fck\u00fbmetlerin, daha fazla e\u011fitimli insan ihtiyac\u0131na verdikleri cevaplar da birbirinden farkl\u0131d\u0131r. Kanada\u2019da oldu\u011fu gibi baz\u0131 y\u00f6netim birimleri, y\u00fcksek\u00f6\u011fretim kurumlar\u0131na tahsis edilen devlet finansman\u0131 katk\u0131s\u0131n\u0131, \u00f6\u011frenci say\u0131lar\u0131ndaki art\u0131\u015fa kar\u015f\u0131l\u0131k gelecek hatta bu oran\u0131n \u00fczerine \u00e7\u0131kacak d\u00fczeyde art\u0131rm\u0131\u015ft\u0131r. ABD, Avustralya, \u0130ngiltere ve Galler gibi di\u011ferleri ise do\u011frudan i\u015fletim giderlerine ayr\u0131lan devlet finansman\u0131n\u0131 \u00f6nemli \u00f6l\u00e7\u00fcde azalt\u0131p buna ek olarak bir de \u00f6\u011frenim \u00fccretlerini art\u0131rm\u0131\u015flard\u0131r.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"tr-TR\">\u0130zlenen strateji ne olursa olsun, ziyaret etti\u011fim her y\u00fcksek\u00f6\u011fretim kurumunda e\u011fitmenlerin e\u011fitim verdi\u011fi \u00f6\u011frenci say\u0131s\u0131n\u0131n artt\u0131\u011f\u0131n\u0131, s\u0131n\u0131f mevcutlar\u0131n\u0131n giderek fazlala\u015ft\u0131\u011f\u0131n\u0131 ve sonu\u00e7 olarak derslerin b\u00fcy\u00fck \u00f6l\u00e7\u00fcde etkile\u015fimden uzak, do\u011frudan anlat\u0131m veya konferans \u015feklini ald\u0131\u011f\u0131n\u0131 duyuyorum. Asl\u0131na bak\u0131l\u0131rsa, istatistikler de bu arg\u00fcman\u0131 do\u011fruluyor. <\/span><em class=\"western\"><span lang=\"tr-TR\"><i>Usher (2013)<\/i><\/span><\/em><span lang=\"tr-TR\">&#8216;a g\u00f6re \u00f6\u011frenciler i\u00e7in ayr\u0131lan kaynaklardaki (enflasyon sonras\u0131) y\u00fczde 40&#8217;l\u0131k art\u0131\u015fa ra\u011fmen, Kanada \u00fcniversitelerindeki tam zamanl\u0131 \u00f6\u011fretim elemanlar\u0131n\u0131n tam zamanl\u0131 \u00f6\u011frencilere oran\u0131 1995&#8217;de 1:18 iken 2011&#8217;de, 1:22 &#8216;ye y\u00fckselmi\u015ftir. Asl\u0131nda 1:22\u2019lik bu oran, s\u0131n\u0131f mevcutlar\u0131n\u0131n \u00e7ok daha kalabal\u0131k oldu\u011funu g\u00f6steriyor; \u00e7\u00fcnk\u00fc \u00fcniversitelerde tam zamanl\u0131 \u00f6\u011fretim elemanlar\u0131 zamanlar\u0131n\u0131n yakla\u015f\u0131k y\u00fczde 40\u2019\u0131n\u0131 s\u0131n\u0131fta ders vermekle ve \u00f6\u011frenciler de y\u0131lda yakla\u015f\u0131k 10 farkl\u0131 ders alabiliyorlar. \u00d6zellikle de birinci ve ikinci s\u0131n\u0131flarda, s\u0131n\u0131f mevcutlar\u0131 olduk\u00e7a y\u00fcksek&#8230; \u00d6rne\u011fin Kanada\u2019daki orta b\u00fcy\u00fckl\u00fckte bir \u00fcniversitede &#8220;Psikolojiye Giri\u015f&#8221; dersine giren tam zamanl\u0131 bir \u00f6\u011fretim eleman\u0131 3.000\u2019den fazla \u00f6\u011frenciden sorumlu olabiliyor.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"tr-TR\">Di\u011fer yandan, \u00f6\u011frenim \u00fccretleri g\u00f6ze \u00e7arp\u0131yor. Bir\u00e7ok e\u011fitim kurumu veya di\u011fer yetkili mercilerin \u00f6\u011frenim \u00fccretlerindeki art\u0131\u015f\u0131 kontrol alt\u0131na almaya \u00e7al\u0131\u015fmalar\u0131, i\u015fletim giderlerindeki kesintilere ra\u011fmen tam zamanl\u0131 e\u011fitmen ba\u015f\u0131na d\u00fc\u015fen \u00f6\u011frenci say\u0131s\u0131n\u0131n artmas\u0131yla sonu\u00e7lanmaktad\u0131r. Ayn\u0131 zamanda, \u00f6\u011frenim \u00fccretlerinin y\u00fcksekli\u011fi ve okul masraflar\u0131n\u0131 kar\u015f\u0131lamak isteyen \u00f6\u011frencilerin giderek artan bor\u00e7lar\u0131n\u0131n bir sonucu olarak hem \u00f6\u011frenciler hem de ailelerin akademik bir toplulu\u011fun \u00fcyeleri olmalar\u0131ndan ziyade, hizmet alan bir `m\u00fc\u015fteri\u2019 gibi daha talepk\u00e2r bir h\u00e2le gelmelerine neden olmaktad\u0131r. E\u011fitimleri i\u00e7in hat\u0131r\u0131 say\u0131l\u0131r miktarda para \u00f6deyen \u00f6\u011frenciler, d\u00fc\u015f\u00fck kalitedeki e\u011fitimi daha \u00e7ok fark edebilmekte ve buna giderek daha az g\u00f6z yummaktad\u0131r.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"tr-TR\">\u00d6\u011fretim elemanlar\u0131n\u0131n genel \u015fikayeti ise \u00f6\u011frenci say\u0131lar\u0131ndaki art\u0131\u015fa ra\u011fmen h\u00fck\u00fbmetin veya \u00fcniversite y\u00f6netiminin \u00f6\u011fretim \u00fcyelerine yap\u0131lan \u00f6demeleri ayn\u0131 oranda art\u0131rmamas\u0131d\u0131r. Asl\u0131na bak\u0131l\u0131rsa, durum bundan \u00e7ok daha karma\u015f\u0131kt\u0131r. \u00d6\u011frenci say\u0131s\u0131 a\u00e7\u0131s\u0131ndan b\u00fcy\u00fcyen bir\u00e7ok kurum, bu b\u00fcy\u00fcmeyi \u00e7e\u015fitli stratejilerle geni\u015flemeyi y\u00f6netmi\u015ftir:<\/span><\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\">kadrolu \u00f6\u011fretim elemanlar\u0131ndan daha d\u00fc\u015f\u00fck \u00fccretle \u00e7al\u0131\u015fan s\u00f6zle\u015fmeli\/d\u00f6nemlik \u00f6\u011fretim eleman\u0131 istihdam etme<\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\">kendileri de \u00f6\u011frenci olan ara\u015ft\u0131rma veya \u00f6\u011fretim g\u00f6revlilerini daha fazla i\u015fte kullanma<\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\">artan s\u0131n\u0131f mevcutlar\u0131<\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\">artan fak\u00fclte i\u015f y\u00fck\u00fc.<\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"tr-TR\">Kullan\u0131lan \u00f6\u011fretim y\u00f6ntemleri aksine ayn\u0131 kal\u0131rsa, bu stratejilerin hepsi de e\u011fitim kalitesi \u00fczerinde olumsuz bir etki yapma e\u011filimindedir.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><span lang=\"tr-TR\"><i>Tam zamanl\u0131 \u00f6\u011fretim elemanlar\u0131yla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda s\u00f6zle\u015fmeli \u00f6\u011fretim elemanlar\u0131<\/i><\/span><\/em><span lang=\"tr-TR\">n\u0131n istihdam\u0131 daha ucuzdur; ancak kurumdaki rolleri de genellikle, kadrolu \u00f6\u011fretim elemanlar\u0131n\u0131n rolleriyle (\u00f6\u011fretim program\u0131 se\u00e7imi, \u00f6\u011fretim materyallerinin se\u00e7imi vb.) ayn\u0131 de\u011fildir ve \u00e7o\u011funlukla akademik olarak olduk\u00e7a nitelikli olsalar da i\u015f tan\u0131mlar\u0131n\u0131n g\u00f6reli ge\u00e7ici do\u011fas\u0131 gere\u011fi, <\/span><span style=\"color: #008000;\"><span lang=\"tr-TR\">\u00f6\u011fretim<\/span><\/span><span lang=\"tr-TR\"> deneyimleri ve <\/span><span style=\"color: #008000;\"><span lang=\"tr-TR\">\u00f6\u011frencilerle ilgili bilgileri<\/span><\/span><span lang=\"tr-TR\"> s\u00f6zle\u015fmeleri sona erdi\u011finde kaybolur. Buna ra\u011fmen, bu stratejinin yukar\u0131da bahsi ge\u00e7en stratejilere g\u00f6re e\u011fitimin niteli\u011fi \u00fczerinde en az olumsuz etkisi olan strateji oldu\u011fu s\u00f6ylenebilir. Bu strateji, yinede ne yaz\u0131k ki kurumlar i\u00e7in en pahal\u0131 olan stratejidir.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><span lang=\"tr-TR\"><i>\u00d6\u011fretim g\u00f6revlileri<\/i><\/span><\/em><span lang=\"tr-TR\">, e\u011fitim verdikleri \u00f6\u011frencilerden en fazla birka\u00e7 y\u0131l daha fazla deneyime sahiptir, \u00f6\u011fretim yapmakla ilgili ya hi\u00e7 e\u011fitim almam\u0131\u015flar ya da \u00e7ok az e\u011fitim alm\u0131\u015flard\u0131r, \u00f6\u011fretim yapma konusunda genellikle g\u00f6zetim alt\u0131nda de\u011fillerdir ve yabanc\u0131 \u00f6\u011frencilerse (ki genellikle \u00f6yledir) dil becerileri s\u0131n\u0131rl\u0131 oldu\u011fundan anla\u015f\u0131lmalar\u0131 bazen olduk\u00e7a zordur. \u00d6\u011fretim g\u00f6revlileri bir dersin farkl\u0131 k\u0131s\u0131mlar\u0131nda g\u00f6rev ald\u0131klar\u0131ndan, ayn\u0131 dersi alan \u00f6\u011frencilerin farkl\u0131 d\u00fczeylerde e\u011fitim almas\u0131 s\u00f6z konusu olabilmektedir. \u00d6\u011fretim g\u00f6revlilerinin istihdam edilmesi ve \u00fccretlerinin \u00f6denmesi, lisans\u00fcst\u00fc ara\u015ft\u0131rmalar\u0131n devlet kurumlar\u0131 taraf\u0131ndan finanse edilme yoluyla do\u011frudan birle\u015ftirilebilir.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><span lang=\"tr-TR\"><i>S\u0131n\u0131f mevcutlar\u0131ndaki art\u0131\u015f<\/i><\/span><\/em><span lang=\"tr-TR\">, ders anlat\u0131mlar\u0131na daha \u00e7ok zaman ayr\u0131lmas\u0131na ve grup \u00e7al\u0131\u015fmalar\u0131na ayr\u0131lan zaman\u0131n azalmas\u0131na neden olmaktad\u0131r. \u00d6\u011frencilerin s\u0131\u011faca\u011f\u0131 kadar b\u00fcy\u00fck amfiler oldu\u011fu takdirde, konferans t\u00fcr\u00fc klasik ders anlat\u0131mlar\u0131 yapmak asl\u0131nda s\u0131n\u0131f mevcudunu art\u0131rman\u0131n en ekonomik yollar\u0131ndan biridir. T\u00fcm \u00f6\u011frenciler ayn\u0131 e\u011fitimi ald\u0131klar\u0131ndan, derse yeni bir \u00f6\u011frenci ilave etmenin nihai maliyeti olduk\u00e7a d\u00fc\u015f\u00fckt\u00fcr. Fakat say\u0131 artt\u0131k\u00e7a \u00f6\u011fretim eleman\u0131 daha ekonomik d\u00fc\u015f\u00fcnmeye ba\u015flar ve \u00e7oktan se\u00e7meli sorular ile otomatik de\u011ferlendirme gibi daha az esnek de\u011ferlendirme y\u00f6ntemlerini kullanmay\u0131 tercih eder. Belki daha da \u00f6nemlisi, \u00f6\u011frenci say\u0131s\u0131 artt\u0131k\u00e7a \u00f6\u011frencinin e\u011fitmen ile olan etkile\u015fimi h\u0131zla azal\u0131r, etkile\u015fimin \u015fekli e\u011fitmen ile bireysel \u00f6\u011frenciler aras\u0131nda s\u0131n\u0131rl\u0131 kal\u0131r ve grup i\u00e7inde bir etkile\u015fim olmaz. Ara\u015ft\u0131rmalar (Bligh, 2000), 100 ve daha fazla \u00f6\u011frencinin oldu\u011fu derslerde, d\u00f6nem i\u00e7inde soru soran veya g\u00f6r\u00fc\u015f bildiren \u00f6\u011frenci say\u0131s\u0131n\u0131n ondan az oldu\u011funu g\u00f6stermektedir. Sonu\u00e7 olarak s\u0131n\u0131f mevcudu artt\u0131k\u00e7a dersler daha \u00e7ok bilgi aktar\u0131m\u0131na odaklanmakta, ara\u015ft\u0131rma, a\u00e7\u0131klama veya tart\u0131\u015fma etkinlikleri arka planda kalmaktad\u0131r (ders anlat\u0131mlar\u0131n\u0131n verimlili\u011fine ili\u015fkin ayr\u0131nt\u0131l\u0131 \u00e7\u00f6z\u00fcmleme i\u00e7in bkz. Tema 3, B\u00f6l\u00fcm 3).<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><span lang=\"tr-TR\"><i>\u00d6\u011fretim elemanlar\u0131 \u00fczerindeki ders ve i\u015f y\u00fck\u00fcn\u00fcn art\u0131r\u0131lmas\u0131<\/i><\/span><\/em><span lang=\"tr-TR\"> (yani \u00f6\u011fretim elemanlar\u0131n\u0131n daha fazla derse girmesi), bahsi ge\u00e7en d\u00f6rt strateji i\u00e7inden en az tercih edilenidir. \u00d6\u011fretim elemanlar\u0131 \u00fczerindeki ders y\u00fck\u00fc artt\u0131\u011f\u0131nda \u00f6\u011fretim eleman\u0131n\u0131n derse haz\u0131rl\u0131k ve \u00f6\u011frenci g\u00f6r\u00fc\u015fmeleri i\u00e7in ay\u0131rd\u0131\u011f\u0131 s\u00fcre azalmakta, de\u011ferlendirmede daha kolay ve h\u0131zl\u0131 y\u00f6ntemler tercih edilmekte, dolay\u0131s\u0131yla e\u011fitimin kalitesi azalmaktad\u0131r. Tam zamanl\u0131 \u00f6\u011fretim elemanlar\u0131n\u0131n ders saatlerini azaltarak ara\u015ft\u0131rmaya a\u011f\u0131rl\u0131k vermeleri nedeniyle , s\u0131n\u0131f mevcutlar\u0131n\u0131 da artmaktad\u0131r. Bununla birlikte ara\u015ft\u0131rma fonlar\u0131n\u0131n artmas\u0131, doktora ve doktora sonras\u0131 \u00f6\u011frencilerin say\u0131s\u0131n\u0131 art\u0131rmakta, bunlar da \u00f6\u011fretim g\u00f6revlileri olarak istihdam edilebilmektedir. Sonu\u00e7 olarak \u00f6\u011fretim g\u00f6revlilerinin derslerde e\u011fitmen olarak g\u00f6rev yapmas\u0131 giderek yayg\u0131nla\u015fmaktad\u0131r. Yine de, Kanada&#8217;daki \u00e7o\u011fu \u00fcniversitede tam zamanl\u0131 \u00f6\u011fretim elemanlar\u0131n\u0131n ders y\u00fck\u00fc <\/span><em class=\"western\"><span lang=\"tr-TR\"><i>d\u00fc\u015fmekte<\/i><\/span><\/em><span lang=\"tr-TR\"> (<\/span><span style=\"color: #008000;\"><span lang=\"tr-TR\">Usher, 2013<\/span><\/span><span lang=\"tr-TR\">), b\u00f6ylece \u00f6\u011fretim eleman\u0131 ba\u015f\u0131na d\u00fc\u015fen \u00f6\u011frenci s\u0131n\u0131flar\u0131n mevcudu daha da y\u00fckselmektedir.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"tr-TR\">Di\u011fer istihdam sekt\u00f6rlerinde e\u011fer ilgili sekt\u00f6r daha \u00fcretken olabiliyorsa artan talep mutlaka artan maliyetle sonu\u00e7lanmaz. Dolay\u0131s\u0131yla h\u00fck\u00fbmet, y\u00fcksek\u00f6\u011fretim kurumlar\u0131n\u0131 daha verimli h\u00e2le getirme yollar\u0131n\u0131 ara\u015ft\u0131rmaktad\u0131r: Yani ayn\u0131 veya daha az maliyetle, daha fazla say\u0131da ve daha iyi \u00f6\u011frenci (<\/span><span style=\"color: #008000;\"><span lang=\"tr-TR\">\u00f6r. i\u00e7in bkz. Kao, 2019<\/span><\/span><span lang=\"tr-TR\">). Bug\u00fcne kadar kurumlar, bu bask\u0131y\u0131 olduk\u00e7a uzun bir d\u00f6nem i\u00e7inde s\u0131n\u0131f mevcutlar\u0131n\u0131 a\u015famal\u0131 olarak art\u0131rmak ve \u00f6\u011fretim g\u00f6revlilerini i\u015fe alarak daha az maliyet kullanmak suretiyle kar\u015f\u0131lad\u0131lar. Ancak arka planda yer alan s\u00fcre\u00e7lerde de\u011fi\u015fiklik yap\u0131lmad\u0131\u011f\u0131 takdirde, k\u0131sa s\u00fcre i\u00e7inde e\u011fitimin kalitesi a\u00e7\u0131s\u0131ndan s\u0131k\u0131nt\u0131 ya\u015fanaca\u011f\u0131 kesindir. Bu s\u00fcre\u00e7lerden kas\u0131t, \u00f6\u011fretimin tasar\u0131m\u0131 ve verili\u015f \u015feklidir.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"tr-TR\">\u00d6\u011fretim y\u00f6ntemlerinde de\u011fi\u015fiklik yapmadan s\u0131n\u0131f boyutundaki bu kademeli art\u0131\u015f\u0131n bir di\u011fer yan etkisi de \u00f6\u011fretim elemanlar\u0131n\u0131n ve e\u011fitmenlerin daha fazla \u00e7al\u0131\u015fmak zorunda kalmas\u0131 olacakt\u0131r. \u0130\u015f yapma \u015feklini de\u011fi\u015ftirmeden daha fazla say\u0131da \u00f6\u011frenciyle \u00e7al\u0131\u015fmak, i\u015f y\u00fck\u00fcn\u00fc ka\u00e7\u0131n\u0131lmaz olarak art\u0131racakt\u0131r. \u00d6\u011fretim \u00fcyeleri genellikle, e\u011fitim s\u00fcrecini sanayile\u015ftirmek olarak g\u00f6rd\u00fckleri i\u00e7in verimlilik kavram\u0131na olumsuz tepki verirler ancak kavram\u0131 reddetmeden \u00f6nce \u00e7ok fazla \u00e7al\u0131\u015farak de\u011fil ama ak\u0131ll\u0131ca \u00e7al\u0131\u015farak daha iyi sonu\u00e7lar alma fikri d\u00fc\u015f\u00fcnmeye de\u011fer. O h\u00e2lde \u00f6\u011fretimi hem \u00f6\u011frencilerin hem de e\u011fitmenlerin faydalanaca\u011f\u0131 daha verimli bir h\u00e2le d\u00f6n\u00fc\u015ft\u00fcrebilir miyiz?<\/span><\/span><\/p>\n<h3 class=\"western\">Kaynak\u00e7a<\/h3>\n<p>Bligh, D. (2000)&nbsp;<a href=\"http:\/\/books.google.ca\/books\/about\/What_s_the_use_of_lectures.html?id=nXEmAQAAIAAJ&amp;redir_esc=y\"><em>What\u2019s the Use of Lectures?<\/em>&nbsp;<\/a>San Francisco: Jossey-Bass<\/p>\n<p>Kao, J. (2019)&nbsp;<a href=\"https:\/\/thevarsity.ca\/2019\/04\/11\/ontarios-2019-budget-reveals-plan-to-significantly-tie-university-funding-to-performance-outcomes\/\">Ontario\u2019s 2019 budget reveals plan to significantly tie university funding to performance outcomes<\/a>&nbsp;<em>The Varsity<\/em>, University of Toronto<\/p>\n<p>Usher, A. (2013)&nbsp;Financing Canadian Universities: A Self-Inflicted Wound (Part 5)&nbsp;<a href=\"http:\/\/higheredstrategy.com\/?s=%22financing+canadian+universities%22\"><em>Higher Education Strategy Associates<\/em><\/a>, September 13<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Etkinlik 1.5 Ka\u00e7 tane k\u0131r\u0131lgan odan\u0131z var?<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ol>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\">Genel olarak \u00f6\u011fretim ile ilgili \u00e7al\u0131\u015fma ko\u015fullar\u0131n\u0131zdan memnun musunuz? E\u011fer de\u011filse, ana hayal k\u0131r\u0131kl\u0131klar\u0131n\u0131z nelerdir?<\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\">Hangi pratik \u00e7\u00f6z\u00fcmler (kurumunuzun mali durumunu, \u00f6\u011frenci ihtiya\u00e7lar\u0131n\u0131 ve e\u011fitim i\u00e7in uygun zaman\u0131n\u0131z\u0131 g\u00f6z \u00f6n\u00fcnde bulundurarak, hesaba katarak) belki de baz\u0131 hayal k\u0131r\u0131kl\u0131\u011f\u0131n\u0131 azaltabilir?<\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\">\u00d6\u011fretme \u015feklinizi de\u011fi\u015ftirebilseydiniz, hem kendinize hem de \u00f6\u011frencilerinize as\u0131l yarar\u0131 ne olurdu? Bunun i\u00e7in ne de\u011fi\u015ftirmek gerekir?<\/span><\/p>\n<\/li>\n<\/ol>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"tr-TR\">Bu etkinlik hakk\u0131nda geri bildirim yok<\/span><\/span><\/p>\n<\/div>\n<\/div>\n","protected":false},"author":1,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-43","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":30,"_links":{"self":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/43","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\/43\/revisions"}],"part":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/parts\/30"}],"metadata":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/43\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/media?parent=43"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapter-type?post=43"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/contributor?post=43"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/license?post=43"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}