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Yıl 2021, Cilt: 6 Sayı: 2, 141 - 148, 02.07.2021

Ahmet Berk Ustun

Öz

Kaynakça

  • Ahalt, S. & Fecho, K. (2015): Ten Emerging Technologies for Higher Education. RENCI, University of North Carolina at Chapel Hill. Received from http://dx.doi.org/10.7921/G0PN93HQ
  • Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2009). Trends in global higher education: Tracking an academic revolution. Received from http://www.uis.unesco.org/Library/Documents/trends-global-higher-education-2009-world-conference-en.pdf
  • Anders, A. (2015). Theories and applications of massive online open courses (MOOCS): The case for hybrid design. The International Review of Research in Open and Distributed Learning, 16(6).
  • Atkinson, S. P. (2015). Adaptive Learning and Learning Analytics: a new learning design paradigm. BPP Working Paper. Recieved From https://i.unisa.edu.au/Global/LTU/Learning%20analytics/Adaptive%20Learning%20and%20Learning%20Analytics%20-%20a%20new%20learning%20design%20paradigm.pdf
  • Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and virtual environments, 6(4), 355-385.
  • Barnes, C. (2013). MOOCs: The challenges for academic librarians. Australian Academic & Research Libraries, 44(3), 163-175.
  • Blanche, P. A., Bablumian, A., Voorakaranam, R., Christenson, C., Lin, W., Gu, T.,& Rachwal, B. (2010). Holographic three-dimensional telepresence using large-area photorefractive polymer. Nature, 468(7320), 80-83.
  • Braverman, L. R. (2013). The dynamic flux of continuing higher education: Redefining the new roles, responsibilities, and expectations. New Directions for Adult and Continuing Education, 2013(140), 7-15.
  • Brown, M., Costello, E., Donlon, E., & Giolla-Mhichil, M. N. (2015). A strategic response to MOOCs: How one European university is approaching the challenge. The International Review of Research in Open and Distributed Learning, 16(6).
  • Card, S. K., Mackinlay, J., & Schneiderman, B. (1999) Readings in information visualization: Using vision to think. San Francisco: Morgan Kaufmann.
  • Cooper, R. S., McElroy, J. F., Rolandi, W., Sanders, D., Ulmer, R. M., & Peebles, E. (2004). U.S. Patent No. 6,757,362. Washington, DC: U.S. Patent and Trademark Office.
  • EDUCAUSE Learning Initiative (2013). 7 things you should know about Wearable technology. Received from https://library.educause.edu/-/media/files/library/2013/11/eli7102-pdf.pdf
  • EDUCAUSE Learning Initiative (2014). 7 things you should know about Web syndication. Received from https://library.educause.edu/-/media/files/library/2014/4/eli7107-pdf.pdf
  • Estellés-Arolas, E., & González-Ladrón-de-Guevara, F. (2012). Towards an integrated crowdsourcing definition. Journal of Information science, 38(2), 189-200.
  • Fischer, G. (2014). Beyond hype and underestimation: Identifying research challenges for the future of MOOCs. Distance Education, 35(2), 149–158.
  • Frantsvog, D. A. (2012). All Rights Reversed: A study of copyleft, open-source, and open-content licensing. Contemporary Issues in Education Research (Online), 5(1), 15.
  • Freitas, S. I., Morgan, J., & Gibson, D. (2015). Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision. British Journal of Educational Technology, 46(3), 455-471.
  • Gacel-Ávila, J. (2005). The internationalisation of higher education: A paradigm for global citizenry. Journal of Studies in International Education, 9(2), 121-136.
  • Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2015). Digital badges in education. Education and Information Technologies, 20(2), 403-410.
  • Hollands, F. M., & Tirthali, D. (2014). MOOCs: Expectations and reality. Center for Benefit-Cost Studies of Education, Teachers College, Columbia University, 138.
  • Jagodziński, P., & Wolski, R. (2015). Assessment of application technology of natural user interfaces in the creation of a virtual chemical laboratory. Journal of Science Education and Technology, 24(1), 16-28.
  • Jara, C. A., Candelas, F. A., Torres, F., Dormido, S., & Esquembre, F. (2012). Synchronous collaboration of virtual and remote laboratories. Computer Applications in Engineering Education, 20(1), 124-136.
  • Job, J., & Sriraman, B. (2013). A framework for quality assurance in globalization of higher education: A view toward the future. Interchange, 43(2), 75-93.
  • Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin, Texas: The New Media Consortium.
  • Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Report: 2014 library edition. Austin, Texas. The New Media Consortium.
  • Karaoglan Yilmaz, F. G., & Yilmaz, R. (2020). Learning analytics as a metacognitive tool to influence learner transactional distance and motivation in online learning environments. Innovations in Education and Teaching International, 1-11. https://doi.org/10.1080/14703297.2020.1794928
  • Kartensi, T. (2013) The MOOC.What the research says, International Journal of Technologies in Higher Education, 10, pp. 23–37. Received from http://www.ritpu.org/spip.php?rubrique73&lang=en
  • Mackness, J., Mak, S. F. J., & Williams, R. (2010). The ideals and reality of participating in a MOOC. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. De Laat, D. McConnell, & T. Ryberg (Eds.), Proceedings of the 7th International Conference on Networked Learning, 10, pp. 266–274. Retrieved from http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Mackness.pdf
  • Macleod, H., Haywood, J., Woodgate, A., & Alkhatnai, M. (2015). Emerging patterns in MOOCs: Learners, course design and directions. TechTrends, 59 (1), 56-63.
  • Mislove, A., Marcon, M., Gummadi, K. P., Druschel, P., & Bhattacharjee, B. (2007, October). Measurement and analysis of online social networks. In Proceedings of the 7th ACM SIGCOMM conference on Internet measurement (pp. 29-42). ACM.
  • Nugroho, Y. (2012). Localising the global, globalising the local: The role of the Internet in shaping globalisation discourse in Indonesian NGOs. Journal of International Development, 24(3), 341-368.
  • O'Malley, C., Vavoula, G., Glew, J. P., Taylor, J., Sharples, M., Lefrere, P., ... & Waycott, J. (2005). Guidelines for learning/teaching/tutoring in a mobile environment. Mobilearn project deliverable. MOBIlearn deliverable D 4. Received from https://hal.archives-ouvertes.fr/hal-00696244/document
  • Ong, B. S., & Grigoryan, A. (2015). MOOCs and universities: Competitors or partners?. International Journal of Information and Education Technology, 5(5), 373.
  • OpenupEd (2015). About MOOCs. Received from http://www.openuped.eu/93-about-moocs
  • Pappano, L. (2012). The Year of the MOOC. The New York Times, 2(12), 2012.
  • Rukavina, S., Gruss, S., Hoffmann, H., Tan, J. W., Walter, S., & Traue, H. C. (2016). Affective Computing and the Impact of Gender and Age. PloS one, 11(3), e0150584.
  • Sari, A. R., Bonk, C. J., & Zhu, M. (2020). MOOC instructor designs and challenges: what can be learned from existing MOOCs in Indonesia and Malaysia?. Asia Pacific Education Review, 21(1), 143-166.
  • Schuwer, R., Jaurena, I. G., Aydin, C. H., Costello, E., Dalsgaard, C., Brown, M., ... & Teixeira, A. (2015). Opportunities and threats of the MOOC movement for higher education: the European perspective. The International Review of Research in Open and Distributed Learning, 16(6).
  • Steffens, K. (2015). Competences, learning theories and MOOCs: recent developments in lifelong learning. European Journal of Education, 50(1), 41-59.
  • Strauss, V. (2013). Can computers really grade essay tests? The Washington Post. Received from http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/04/25/can-computers-really-grade-essay-tests/.
  • Sumner, J. (2008). From academic imperialism to the civil commons: Institutional possibilities for responding to the United Nations Decade of Education for Sustainable Development. Interchange, 39(1), 77-94.
  • U.S. Department of Education, Office of Educational Technology, (2016). Future ready learning: Reimagining the role of technology in education, Washington, D.C. Received from http://tech.ed.gov.
  • Ustun, A. B. (2019). Effects of Mobile Learning in Blended Learning Environments. Bilgi ve İletişim Teknolojileri Dergisi, 1(1), 1-14.
  • Ustun, A. B., Tracey, M. W. (2020). An effective way of designing blended learning: A three phase designbased research approach. Education and Information Technologies, 1529–1552. https://doi.org/10.1007/s10639-019-09999-9
  • Van Damme, D. (2001). Quality issues in the internationalisation of higher education. Higher education, 41(4), 415-441.
  • Walker, J. (2009). Time as the fourth dimension in the globalization of higher education. The Journal of Higher Education, 80(5), 483-509.
  • Yilmaz, R., & Karaoglan Yilmaz, F. G. (2020). Examination of the effectiveness of the task and group awareness support system used for computer-supported collaborative learning. Educational Technology Research and Development, 1-26. https://doi.org/10.1007/s11423-020-09741-0
  • Yun, S., Lee, Y., & Kim, S. (2014). Multilingual speech-to-speech translation system for mobile consumer devices. IEEE Transactions on Consumer Electronics, 60(3), 508-516. doi:10.1109/TCE.2014.6937337
  • Zhang, K., Bonk, C. J., Reeves, T. C., & Reynolds, T. H. (Eds.). (2020). MOOCs and open education in the Global South: Challenges, successes, and opportunities. NY: Routledge.
  • Zhang, M., Zhang, Z., Chang, Y., Aziz, E. S., Esche, S., & Chassapis, C. (2018). Recent developments in game-based virtual reality educational laboratories using the Microsoft Kinect. International Journal of Emerging Technologies in Learning, 13(1), 138–159. doi:10.3991/ijet.v13i01.7773

The Power of Using Emerging Technologies in MOOCs: Accelerating Globalization in Higher Education

Yıl 2021, Cilt: 6 Sayı: 2, 141 - 148, 02.07.2021

Ahmet Berk Ustun

Öz

The purpose of this paper is to present the use of emerging technologies in MOOCs as a practical remedy to facilitate the globalization of higher education by alleviating many of the challenges that institutions encounter while establishing international compatibility and competitiveness. The globalization of higher education is important for 21st-century institutions to build up an international reputation. However, it is not an easy process of beginning an international initiative to become a globalized higher institution. It is crucial for universities to ensure meeting the current needs and demands of national and international students by enhancing the quality of programs, increasing graduate employability and providing contemporary technological infrastructure. There are also various uncertainties that might influence the pace of globalization in higher education. The use of emerging technologies potentially helps higher education institutions alleviate many of the challenges such as cutting the cost of educational expenses without compromising the quality of educational experiences and struggling with the establishment of international educational hubs.

Anahtar Kelimeler

MOOCs Globalization Emerging Technologies Education Higher Education

Kaynakça

  • Ahalt, S. & Fecho, K. (2015): Ten Emerging Technologies for Higher Education. RENCI, University of North Carolina at Chapel Hill. Received from http://dx.doi.org/10.7921/G0PN93HQ
  • Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2009). Trends in global higher education: Tracking an academic revolution. Received from http://www.uis.unesco.org/Library/Documents/trends-global-higher-education-2009-world-conference-en.pdf
  • Anders, A. (2015). Theories and applications of massive online open courses (MOOCS): The case for hybrid design. The International Review of Research in Open and Distributed Learning, 16(6).
  • Atkinson, S. P. (2015). Adaptive Learning and Learning Analytics: a new learning design paradigm. BPP Working Paper. Recieved From https://i.unisa.edu.au/Global/LTU/Learning%20analytics/Adaptive%20Learning%20and%20Learning%20Analytics%20-%20a%20new%20learning%20design%20paradigm.pdf
  • Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and virtual environments, 6(4), 355-385.
  • Barnes, C. (2013). MOOCs: The challenges for academic librarians. Australian Academic & Research Libraries, 44(3), 163-175.
  • Blanche, P. A., Bablumian, A., Voorakaranam, R., Christenson, C., Lin, W., Gu, T.,& Rachwal, B. (2010). Holographic three-dimensional telepresence using large-area photorefractive polymer. Nature, 468(7320), 80-83.
  • Braverman, L. R. (2013). The dynamic flux of continuing higher education: Redefining the new roles, responsibilities, and expectations. New Directions for Adult and Continuing Education, 2013(140), 7-15.
  • Brown, M., Costello, E., Donlon, E., & Giolla-Mhichil, M. N. (2015). A strategic response to MOOCs: How one European university is approaching the challenge. The International Review of Research in Open and Distributed Learning, 16(6).
  • Card, S. K., Mackinlay, J., & Schneiderman, B. (1999) Readings in information visualization: Using vision to think. San Francisco: Morgan Kaufmann.
  • Cooper, R. S., McElroy, J. F., Rolandi, W., Sanders, D., Ulmer, R. M., & Peebles, E. (2004). U.S. Patent No. 6,757,362. Washington, DC: U.S. Patent and Trademark Office.
  • EDUCAUSE Learning Initiative (2013). 7 things you should know about Wearable technology. Received from https://library.educause.edu/-/media/files/library/2013/11/eli7102-pdf.pdf
  • EDUCAUSE Learning Initiative (2014). 7 things you should know about Web syndication. Received from https://library.educause.edu/-/media/files/library/2014/4/eli7107-pdf.pdf
  • Estellés-Arolas, E., & González-Ladrón-de-Guevara, F. (2012). Towards an integrated crowdsourcing definition. Journal of Information science, 38(2), 189-200.
  • Fischer, G. (2014). Beyond hype and underestimation: Identifying research challenges for the future of MOOCs. Distance Education, 35(2), 149–158.
  • Frantsvog, D. A. (2012). All Rights Reversed: A study of copyleft, open-source, and open-content licensing. Contemporary Issues in Education Research (Online), 5(1), 15.
  • Freitas, S. I., Morgan, J., & Gibson, D. (2015). Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision. British Journal of Educational Technology, 46(3), 455-471.
  • Gacel-Ávila, J. (2005). The internationalisation of higher education: A paradigm for global citizenry. Journal of Studies in International Education, 9(2), 121-136.
  • Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2015). Digital badges in education. Education and Information Technologies, 20(2), 403-410.
  • Hollands, F. M., & Tirthali, D. (2014). MOOCs: Expectations and reality. Center for Benefit-Cost Studies of Education, Teachers College, Columbia University, 138.
  • Jagodziński, P., & Wolski, R. (2015). Assessment of application technology of natural user interfaces in the creation of a virtual chemical laboratory. Journal of Science Education and Technology, 24(1), 16-28.
  • Jara, C. A., Candelas, F. A., Torres, F., Dormido, S., & Esquembre, F. (2012). Synchronous collaboration of virtual and remote laboratories. Computer Applications in Engineering Education, 20(1), 124-136.
  • Job, J., & Sriraman, B. (2013). A framework for quality assurance in globalization of higher education: A view toward the future. Interchange, 43(2), 75-93.
  • Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin, Texas: The New Media Consortium.
  • Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Report: 2014 library edition. Austin, Texas. The New Media Consortium.
  • Karaoglan Yilmaz, F. G., & Yilmaz, R. (2020). Learning analytics as a metacognitive tool to influence learner transactional distance and motivation in online learning environments. Innovations in Education and Teaching International, 1-11. https://doi.org/10.1080/14703297.2020.1794928
  • Kartensi, T. (2013) The MOOC.What the research says, International Journal of Technologies in Higher Education, 10, pp. 23–37. Received from http://www.ritpu.org/spip.php?rubrique73&lang=en
  • Mackness, J., Mak, S. F. J., & Williams, R. (2010). The ideals and reality of participating in a MOOC. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. De Laat, D. McConnell, & T. Ryberg (Eds.), Proceedings of the 7th International Conference on Networked Learning, 10, pp. 266–274. Retrieved from http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Mackness.pdf
  • Macleod, H., Haywood, J., Woodgate, A., & Alkhatnai, M. (2015). Emerging patterns in MOOCs: Learners, course design and directions. TechTrends, 59 (1), 56-63.
  • Mislove, A., Marcon, M., Gummadi, K. P., Druschel, P., & Bhattacharjee, B. (2007, October). Measurement and analysis of online social networks. In Proceedings of the 7th ACM SIGCOMM conference on Internet measurement (pp. 29-42). ACM.
  • Nugroho, Y. (2012). Localising the global, globalising the local: The role of the Internet in shaping globalisation discourse in Indonesian NGOs. Journal of International Development, 24(3), 341-368.
  • O'Malley, C., Vavoula, G., Glew, J. P., Taylor, J., Sharples, M., Lefrere, P., ... & Waycott, J. (2005). Guidelines for learning/teaching/tutoring in a mobile environment. Mobilearn project deliverable. MOBIlearn deliverable D 4. Received from https://hal.archives-ouvertes.fr/hal-00696244/document
  • Ong, B. S., & Grigoryan, A. (2015). MOOCs and universities: Competitors or partners?. International Journal of Information and Education Technology, 5(5), 373.
  • OpenupEd (2015). About MOOCs. Received from http://www.openuped.eu/93-about-moocs
  • Pappano, L. (2012). The Year of the MOOC. The New York Times, 2(12), 2012.
  • Rukavina, S., Gruss, S., Hoffmann, H., Tan, J. W., Walter, S., & Traue, H. C. (2016). Affective Computing and the Impact of Gender and Age. PloS one, 11(3), e0150584.
  • Sari, A. R., Bonk, C. J., & Zhu, M. (2020). MOOC instructor designs and challenges: what can be learned from existing MOOCs in Indonesia and Malaysia?. Asia Pacific Education Review, 21(1), 143-166.
  • Schuwer, R., Jaurena, I. G., Aydin, C. H., Costello, E., Dalsgaard, C., Brown, M., ... & Teixeira, A. (2015). Opportunities and threats of the MOOC movement for higher education: the European perspective. The International Review of Research in Open and Distributed Learning, 16(6).
  • Steffens, K. (2015). Competences, learning theories and MOOCs: recent developments in lifelong learning. European Journal of Education, 50(1), 41-59.
  • Strauss, V. (2013). Can computers really grade essay tests? The Washington Post. Received from http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/04/25/can-computers-really-grade-essay-tests/.
  • Sumner, J. (2008). From academic imperialism to the civil commons: Institutional possibilities for responding to the United Nations Decade of Education for Sustainable Development. Interchange, 39(1), 77-94.
  • U.S. Department of Education, Office of Educational Technology, (2016). Future ready learning: Reimagining the role of technology in education, Washington, D.C. Received from http://tech.ed.gov.
  • Ustun, A. B. (2019). Effects of Mobile Learning in Blended Learning Environments. Bilgi ve İletişim Teknolojileri Dergisi, 1(1), 1-14.
  • Ustun, A. B., Tracey, M. W. (2020). An effective way of designing blended learning: A three phase designbased research approach. Education and Information Technologies, 1529–1552. https://doi.org/10.1007/s10639-019-09999-9
  • Van Damme, D. (2001). Quality issues in the internationalisation of higher education. Higher education, 41(4), 415-441.
  • Walker, J. (2009). Time as the fourth dimension in the globalization of higher education. The Journal of Higher Education, 80(5), 483-509.
  • Yilmaz, R., & Karaoglan Yilmaz, F. G. (2020). Examination of the effectiveness of the task and group awareness support system used for computer-supported collaborative learning. Educational Technology Research and Development, 1-26. https://doi.org/10.1007/s11423-020-09741-0
  • Yun, S., Lee, Y., & Kim, S. (2014). Multilingual speech-to-speech translation system for mobile consumer devices. IEEE Transactions on Consumer Electronics, 60(3), 508-516. doi:10.1109/TCE.2014.6937337
  • Zhang, K., Bonk, C. J., Reeves, T. C., & Reynolds, T. H. (Eds.). (2020). MOOCs and open education in the Global South: Challenges, successes, and opportunities. NY: Routledge.
  • Zhang, M., Zhang, Z., Chang, Y., Aziz, E. S., Esche, S., & Chassapis, C. (2018). Recent developments in game-based virtual reality educational laboratories using the Microsoft Kinect. International Journal of Emerging Technologies in Learning, 13(1), 138–159. doi:10.3991/ijet.v13i01.7773
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Ahmet Berk Ustun 0000-0002-1640-4291

Yayımlanma Tarihi 2 Temmuz 2021
Gönderilme Tarihi 8 Ağustos 2020
Yayımlandığı Sayı Yıl 2021 Cilt: 6 Sayı: 2

Kaynak Göster

APA Ustun, A. B. (2021). The Power of Using Emerging Technologies in MOOCs: Accelerating Globalization in Higher Education. Journal of Learning and Teaching in Digital Age, 6(2), 141-148.

Journal of Learning and Teaching in Digital Age 2023. © 2023. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 19195

Journal of Learning and Teaching in Digital Age. Tüm hakları saklıdır, 2023. ISSN:2458-8350