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Açık ve Uzaktan Öğrenme Kuramlarının Öğrenenler, Öğrenme Ortamları ve Etkileşim Açısından İncelenmesi

Yıl 2022, Cilt: 3 Sayı: 1, 118 - 137, 21.03.2022
https://doi.org/10.54637/ebad.1059890

Öz

Açık ve uzaktan eğitim, öğrenme ortamları ile yüz yüze öğrenme ortamlarının sınırları aşılarak istenilen yer ve zamanda eğitim olanağı tanıyan, farklı iletişim ve etkileşim araçlarını barındıran öğrenme çevreleridir. Bilgi ve iletişim teknolojilerindeki gelişmeler ve tekrar gözden geçirilen teorilere bağlı olarak öğrenen ve öğretici rolleri, öğrenme ortamları, materyalleri ve etkileşim şekillerinde farklılaşmalar meydana gelmiştir. Söz konusu farklılıkların kuramlarda uygulanışı ve kuramların uzaktan eğitim alanındaki farklı uygulama yapılarından dolayı kuramların tekrar gözden geçirilmesi gerektiği fikri oluşmuştur. Buradan yola çıkılarak kuramsal temelde açık ve uzaktan eğitimi inceleyen bu araştırmada kuramlar öğrenene, kullanılan öğrenme ortamına ve etkileşim durumlarına göre sınıflandırılarak değerlendirmesi yapılmıştır. Öğreneni merkeze almasıyla dikkatleri çeken kuramlar arasında sırasıyla Bağımsız Çalışma Kuramı, Özerklik Kuramı, Eşdeğerlik Kuramı, İşbirlikli Özgürlük Kuramı, Öz Yönelimli Öğrenme Kuramı ve Araştırma Toplulukları Modeli yer almaktadır. Literatürde uzaktan eğitim alanında öğrenme ortamı ve araç merkezli olarak değerlendirilebilecek kuramlar; Ortam Zenginliği Kuramı, Endüstrileşme Kuramı, Bağlantıcılık Kuramı, U-Öğrenme ve Mevcut Kuramların Sentezi Kuramıdır. Bu çalışmada, kuramların temel özellikleri ve uzaktan eğitimde kullanılmalarına yönelik değerlendirmeler sunulmuştur. Bununla birlikte, uzaktan eğitim literatüründe bazı kuramlar iletişim ve etkileşimin gücünün daha fazla olduğuna ve önemine dikkat çekmektedir. Bu kuramlardan en çok kullanılanlar; Etkileşim ve İletişim Kuramı, Transaksiyonel Uzaklık Kuramı, Etkileşimin Eşdeğerliği Kuramı ve Öz Belirleme Kuramlarıdır. Uzaktan eğitim alanında gerçekleştirilmiş olan kuramlar değerlendirilerek, söz konusu kuramların öğrenme çevrelerinde kullanılarak çeşitli karşılaştırmaların yapılması ve çıktılardaki farklılıkların belirlenmesi değerli görülmektedir.

Kaynakça

  • Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distance Learning, 4(2).
  • Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open & Distance Learning, 12(3).
  • Anderson, T., Rourke, L., Garrison, D. R. & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
  • Aslantaş, T. (2014). Uzaktan eğitim, uzaktan eğitim teknolojileri ve Türkiye’de bir uygulama. Gazi Üniversitesi Fen Bilimleri Enstitüsü.
  • Aydemir, M., Özkeskin, E. E., & Akkurt, A. A. (2015). A theoretical framework on open and distance learning. Procedia-Social and Behavioral Sciences, 174, 1750-1757.
  • Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79 (3).
  • Bozkurt, A. (2014). Ağ toplumu ve öğrenme: Bağlantıcılık. Akademik Bilişim 2014, 601-606, Mersin.
  • Bozkurt, A. (2016). Açık ve uzaktan öğrenmeye yönelik etkileşimli e-kitap değerlendirme kriterlerinin belirlenmesi. Yayınlanmamış doktora tezi, Anadolu Üniversitesi.
  • Brewer, S., & Klein, J. D. (2006). Type of positive interdependence and affiliation motive in an asynchronous, collaborative learning environment. Educational Technology Research & Development, 54 (4), 331-354.
  • Bülbül, A. H., Tuğtekin, U., İlic, U., Kuzu, A., & ODABAŞI, F. (2016). Çevrimiçi ortamlarda araştırma toplulukları: Öğretim üyeleri için bir yol haritası. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(2), 171-190.
  • Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy and relatedness: A motivational analysis of self-system processes. M. R. Gunnar, & L. A. Sroufe (Editörler), Self processes and development: The Minnesota symposia on child development, 43-77. Hillsdale, NJ: Lawrence Erlbaum.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press Downes, S. (2011). 'Connectivism' and connective knowledge. The Huffington Post.
  • Garrison, D. R. (2003) Self-directed learning and distance education. Handbook of Distance Education. Edited by Michael Grahame Moore and William G. Anderson. Mahwah, New Jersey, London: Lawrence Erlbaum Associates.
  • Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157-172.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education, 2(2), 87-105.
  • Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1), 31-36.
  • Gökmen, Ö. F., Duman, İ. ve Horzum, M. B. (2016). Uzaktan eğitimde kuramlar, değişimler ve yeni yönelimler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(3), 29-51.
  • Graham, C., Cagiltay, K., Lim, B., Craner, J., & Duffy, T. M. (2001). Seven principles of effective teaching: A practical lens for evaluating online courses. The Technology Source, 30(5), 50.
  • Gunawardena, C. N., & McIsaac, M. S. (2003). Distance education. D. Jonassen (Ed.), Handbook for Research on Educational Communications and Technology, 355-396.
  • Holmberg, B. (1983). Guided didactic conversation in distance education. Edited by Stewart, D., Keegan, D. ve Holmberg, B. Distance Education: International Perspectives. New York: Routledge.
  • Holmberg, B. (1989). Theory and pratice of distance education. London: Croom Helm.
  • Horzum, M. B. (2007). İnternet Tabanlı Eğitimde Transaksiyonel Uzaklığın Öğrenen Başarısı, Doyumu ve Özyeterlilik Algısına Etkisi. Yayınlanmamış Doktora Tezi, Ankara Üniversitesi.
  • Karataş, S. (2005). Deneyim eşitliğine dayalı internet temelli ve yüz yüz öğrenme sistemlerinin öğrenen başarısı ve doyumu açısından karşılaştırılması. Yayınlanmamış Doktora Tezi, Ankara Üniversitesi.
  • Keegan, D. (1996). Foundations of distance education. Psychology Press.
  • Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press.
  • Moore, M. G. (1993). Theory of transactional distance. Edited by Keegan, D. Theoretical Principle of Distance Education. Routledge, 22-38.
  • Simpson, O. (2008) Motivating learners in open and distance learning: Do we need a new theory of learner support?, Open Learning: The Journal of Open, Distance and eLearning, 23(3), 159-170. DOI: 10.1080/02680510802419979
  • Rodriguez, B. C. P., & Armellini, A. (2013). Interaction and effectiveness of corporate e-learning programmes. Human Resource Development International 16(4).
  • Paulsen, M. F. (1995). The online report on pedagogical techniques for computermediated communication. Preconferência ao, 17.
  • Perraton, H. (1988). A theory for distance education. In Distance Education: International Perspectives, Edited by D. Sewart, D. Keegan, and B. Holmberg, 34-45. New York: Routledge.
  • Peters, O. (2010). Distance Education in Transition (5th Edition). BIS-Verlag der Carl von Ossietzky Universität Oldenburg.
  • Peters, O. (1989). The iceberg has not melted: Further reflections on the concept of industrialisation and distance teaching. Open Learning, 4(3),3-8.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. doi:10.1006/ceps.1999.1020
  • Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation. Edited by R. M. Ryan, The Oxford Handbook of Human Motivation, 13-27. Oxford, UK: Oxford University.
  • Siemens, G. (2005). Connectivism: a learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, 2(1), 1-8.
  • Simonson, M. (1999). Equivalency theory and distance education. Tech Trends, 43(5), 5.
  • Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and Learning at a Distance: Foundations of Distance Education (Third Edition). New Jersey: Pearson Education.
  • Simonson, M., & Schlosser, C. (2002). Distance education: Definition and glossary of terms. Nova Southeastern University Fischler School of Education and Human Services.
  • Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and Learning at a Distance (3rd Edition ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall.
  • Swan, K., Garrison, D. R., & Richardson, J. (2009). A constructivist approach to online learning: The community of inquiry framework. In C. R. Payne (Ed.), Information technology and constructivism in higher education: Progressive learning frameworks. Hershey, PA: IGI Global.
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University. https://books.google.com.tr/books?hl=tr&lr=&id=Irq913lEZ1QC&oi=fnd&pg=PR13&dq=Mind+in+society:+The+development+of+higher+psychological+processes.+Cambridge,+MA:+Harvard+University.&ots=H9HqE4Efme&sig=G0dn4k9fOGO3TT9s5lZN5_Y7lqU&redir_esc=y#v=onepage&q&f=false
  • Wedemeyer, C. (1981). Learning at The Back Door: Reflections on Non-Traditional Learning in The Lifespan. Madison: University of Wisconsin Press.
  • Yahya, S., Ahmad, E., & Jalil, K. A. (2010). The definition and characteristics of ubiquitous learning: A discussion. International Journal of Education and Development using ICT, 6(1), 117-127.
  • Zhang, J. P. (2008). Hybrid learning and ubiquitous learning. First International Conference, ICHL. Hong Kong.

Examining Theories of Open and Distance Education in Relation to Learners, Learning Environments, and Interaction

Yıl 2022, Cilt: 3 Sayı: 1, 118 - 137, 21.03.2022
https://doi.org/10.54637/ebad.1059890

Öz

Open and distance education are learning environments that provide instruction at the chosen location and time by extending beyond the boundaries of traditional learning environments and face-to-face learning environments, as well as containing a variety of communication and interaction technologies. There have been shifts in the roles of learner and instructor, learning environments, resources, and interaction methods as a result of advancements in information and communication technology and revisited theories. The idea that theories should be reviewed has emerged as a result of the implementation of these differences in theories and the various implementation structures of theories in the field of open and distance education. In this regard, the theories are classified according to the learners, the learning environment used, and the interaction situations in this study, which examines open and distance education on a theoretical basis. Among the theories that draw attention to learner-centeredness are Theory of Independent Study, The Self-Determination Theory, Equivalency Theory, The Theory of Cooperative Freedom, The Theory of Self-Directed Learning, and The Community of Inquiry Framework, respectively. The theories that can be evaluated as the learning environment and tool-centered in the distance education literature are Media Richness Theory, The Industrialization Theory of Distance Education, Theory of Connectionism, Ubiquitous Learning, and A Synthesis of Existing Theories. The fundamental characteristics of theories are presented in this study, as well as evaluations of their use in distance education. However, some theories in the literature on distance education emphasize the significance and dominance of communication and interaction. The most preferred among these theories are The Theory of Interaction Equivalency, Theory of Transactional Distance, Theory of Interaction Equivalency, and Self-Determination Theory. Evaluating theories developed in the field of open and distance education, using these ideas in learning environments, making numerous comparisons, and identifying discrepancies in outputs are all regarded as beneficial.

Kaynakça

  • Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distance Learning, 4(2).
  • Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open & Distance Learning, 12(3).
  • Anderson, T., Rourke, L., Garrison, D. R. & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
  • Aslantaş, T. (2014). Uzaktan eğitim, uzaktan eğitim teknolojileri ve Türkiye’de bir uygulama. Gazi Üniversitesi Fen Bilimleri Enstitüsü.
  • Aydemir, M., Özkeskin, E. E., & Akkurt, A. A. (2015). A theoretical framework on open and distance learning. Procedia-Social and Behavioral Sciences, 174, 1750-1757.
  • Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79 (3).
  • Bozkurt, A. (2014). Ağ toplumu ve öğrenme: Bağlantıcılık. Akademik Bilişim 2014, 601-606, Mersin.
  • Bozkurt, A. (2016). Açık ve uzaktan öğrenmeye yönelik etkileşimli e-kitap değerlendirme kriterlerinin belirlenmesi. Yayınlanmamış doktora tezi, Anadolu Üniversitesi.
  • Brewer, S., & Klein, J. D. (2006). Type of positive interdependence and affiliation motive in an asynchronous, collaborative learning environment. Educational Technology Research & Development, 54 (4), 331-354.
  • Bülbül, A. H., Tuğtekin, U., İlic, U., Kuzu, A., & ODABAŞI, F. (2016). Çevrimiçi ortamlarda araştırma toplulukları: Öğretim üyeleri için bir yol haritası. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(2), 171-190.
  • Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy and relatedness: A motivational analysis of self-system processes. M. R. Gunnar, & L. A. Sroufe (Editörler), Self processes and development: The Minnesota symposia on child development, 43-77. Hillsdale, NJ: Lawrence Erlbaum.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press Downes, S. (2011). 'Connectivism' and connective knowledge. The Huffington Post.
  • Garrison, D. R. (2003) Self-directed learning and distance education. Handbook of Distance Education. Edited by Michael Grahame Moore and William G. Anderson. Mahwah, New Jersey, London: Lawrence Erlbaum Associates.
  • Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157-172.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education, 2(2), 87-105.
  • Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1), 31-36.
  • Gökmen, Ö. F., Duman, İ. ve Horzum, M. B. (2016). Uzaktan eğitimde kuramlar, değişimler ve yeni yönelimler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(3), 29-51.
  • Graham, C., Cagiltay, K., Lim, B., Craner, J., & Duffy, T. M. (2001). Seven principles of effective teaching: A practical lens for evaluating online courses. The Technology Source, 30(5), 50.
  • Gunawardena, C. N., & McIsaac, M. S. (2003). Distance education. D. Jonassen (Ed.), Handbook for Research on Educational Communications and Technology, 355-396.
  • Holmberg, B. (1983). Guided didactic conversation in distance education. Edited by Stewart, D., Keegan, D. ve Holmberg, B. Distance Education: International Perspectives. New York: Routledge.
  • Holmberg, B. (1989). Theory and pratice of distance education. London: Croom Helm.
  • Horzum, M. B. (2007). İnternet Tabanlı Eğitimde Transaksiyonel Uzaklığın Öğrenen Başarısı, Doyumu ve Özyeterlilik Algısına Etkisi. Yayınlanmamış Doktora Tezi, Ankara Üniversitesi.
  • Karataş, S. (2005). Deneyim eşitliğine dayalı internet temelli ve yüz yüz öğrenme sistemlerinin öğrenen başarısı ve doyumu açısından karşılaştırılması. Yayınlanmamış Doktora Tezi, Ankara Üniversitesi.
  • Keegan, D. (1996). Foundations of distance education. Psychology Press.
  • Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press.
  • Moore, M. G. (1993). Theory of transactional distance. Edited by Keegan, D. Theoretical Principle of Distance Education. Routledge, 22-38.
  • Simpson, O. (2008) Motivating learners in open and distance learning: Do we need a new theory of learner support?, Open Learning: The Journal of Open, Distance and eLearning, 23(3), 159-170. DOI: 10.1080/02680510802419979
  • Rodriguez, B. C. P., & Armellini, A. (2013). Interaction and effectiveness of corporate e-learning programmes. Human Resource Development International 16(4).
  • Paulsen, M. F. (1995). The online report on pedagogical techniques for computermediated communication. Preconferência ao, 17.
  • Perraton, H. (1988). A theory for distance education. In Distance Education: International Perspectives, Edited by D. Sewart, D. Keegan, and B. Holmberg, 34-45. New York: Routledge.
  • Peters, O. (2010). Distance Education in Transition (5th Edition). BIS-Verlag der Carl von Ossietzky Universität Oldenburg.
  • Peters, O. (1989). The iceberg has not melted: Further reflections on the concept of industrialisation and distance teaching. Open Learning, 4(3),3-8.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. doi:10.1006/ceps.1999.1020
  • Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation. Edited by R. M. Ryan, The Oxford Handbook of Human Motivation, 13-27. Oxford, UK: Oxford University.
  • Siemens, G. (2005). Connectivism: a learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, 2(1), 1-8.
  • Simonson, M. (1999). Equivalency theory and distance education. Tech Trends, 43(5), 5.
  • Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and Learning at a Distance: Foundations of Distance Education (Third Edition). New Jersey: Pearson Education.
  • Simonson, M., & Schlosser, C. (2002). Distance education: Definition and glossary of terms. Nova Southeastern University Fischler School of Education and Human Services.
  • Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and Learning at a Distance (3rd Edition ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall.
  • Swan, K., Garrison, D. R., & Richardson, J. (2009). A constructivist approach to online learning: The community of inquiry framework. In C. R. Payne (Ed.), Information technology and constructivism in higher education: Progressive learning frameworks. Hershey, PA: IGI Global.
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University. https://books.google.com.tr/books?hl=tr&lr=&id=Irq913lEZ1QC&oi=fnd&pg=PR13&dq=Mind+in+society:+The+development+of+higher+psychological+processes.+Cambridge,+MA:+Harvard+University.&ots=H9HqE4Efme&sig=G0dn4k9fOGO3TT9s5lZN5_Y7lqU&redir_esc=y#v=onepage&q&f=false
  • Wedemeyer, C. (1981). Learning at The Back Door: Reflections on Non-Traditional Learning in The Lifespan. Madison: University of Wisconsin Press.
  • Yahya, S., Ahmad, E., & Jalil, K. A. (2010). The definition and characteristics of ubiquitous learning: A discussion. International Journal of Education and Development using ICT, 6(1), 117-127.
  • Zhang, J. P. (2008). Hybrid learning and ubiquitous learning. First International Conference, ICHL. Hong Kong.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Derlemeler
Yazarlar

Esra Barut Tuğtekin 0000-0003-0109-0581

Erken Görünüm Tarihi 21 Mart 2022
Yayımlanma Tarihi 21 Mart 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 3 Sayı: 1

Kaynak Göster

APA Barut Tuğtekin, E. (2022). Açık ve Uzaktan Öğrenme Kuramlarının Öğrenenler, Öğrenme Ortamları ve Etkileşim Açısından İncelenmesi. Eğitim Bilim Ve Araştırma Dergisi, 3(1), 118-137. https://doi.org/10.54637/ebad.1059890

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