{"id":262,"date":"2017-11-18T07:03:28","date_gmt":"2017-11-18T12:03:28","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/tonybates\/?post_type=chapter&#038;p=262"},"modified":"2019-02-26T22:29:20","modified_gmt":"2019-02-27T03:29:20","slug":"4-4-cevrimici-isbirligine-dayali-ogrenme","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/4-4-cevrimici-isbirligine-dayali-ogrenme\/","title":{"raw":"4.4 \u00c7EVR\u0130M\u0130\u00c7\u0130 \u0130\u015e B\u0130RL\u0130\u011e\u0130NE DAYALI \u00d6\u011eRENME","rendered":"4.4 \u00c7EVR\u0130M\u0130\u00c7\u0130 \u0130\u015e B\u0130RL\u0130\u011e\u0130NE DAYALI \u00d6\u011eRENME"},"content":{"raw":"<h2>4.4.1 \u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme nedir?<\/h2>\r\nYap\u0131land\u0131rmac\u0131 \u00f6\u011frenme yakla\u015f\u0131mlar\u0131n\u0131n ve \u0130nternetin geli\u015fiminin ayn\u0131 zamana rastlamas\u0131, ba\u015flang\u0131\u00e7ta bilgisayar arac\u0131l\u0131 ileti\u015fim (CMC-computer-mediated communication) veya a\u011f ba\u011flant\u0131l\u0131 \u00f6\u011frenme (networked learning) olarak adland\u0131r\u0131lan, sonralar\u0131 ise Harasim\u2019in (2012) \u015fimdilerde \u00c7evrimi\u00e7i \u0130\u015f Birli\u011fine Dayal\u0131 \u00d6\u011frenme (\u00c7\u0130D\u00d6) \u00a0(OCL-online collaborative learning) kuram\u0131 olarak adland\u0131rd\u0131\u011f\u0131 bi\u00e7ime evrilen \u00f6zel bir yap\u0131land\u0131rmac\u0131 \u00f6\u011fretim bi\u00e7iminin ortaya \u00e7\u0131kmas\u0131na yol a\u00e7m\u0131\u015ft\u0131r. Harasim, \u00e7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmeyi \u015f\u00f6yle tan\u0131mlamaktad\u0131r (s. 90):\r\n<blockquote><em>\u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme kuram\u0131, \u00f6\u011frencilerin bilgiyi olu\u015fturmak i\u00e7in birlikte \u00e7al\u0131\u015fmaya te\u015fvik edildikleri ve desteklendikleri bir \u00f6\u011frenme modeli ortaya koyar. Bilgiyi olu\u015fturmaktan kas\u0131t, d\u00fc\u015f\u00fcnmek, yenilik getirmek i\u00e7in farkl\u0131 yollar ke\u015ffetmek ve b\u00f6ylece do\u011fru yan\u0131t oldu\u011funu d\u00fc\u015f\u00fcnd\u00fckleri \u015feyi ezbere s\u00f6ylemek yerine problemleri \u00e7\u00f6zmek i\u00e7in gerekli kavramsal bilgiyi aramakt\u0131r. \u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme kuram\u0131 \u00f6\u011frenciyi aktif olmaya te\u015fvik etse de, bu \u00f6\u011frenme veya bilginin olu\u015fturulmas\u0131 i\u00e7in yeterli say\u0131lmaz\u2026 \u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme kuram\u0131nda \u00f6\u011fretmen, \u00f6\u011frenci olarak de\u011fil, bilgi toplulu\u011funa bir k\u00f6pr\u00fc ya da o disiplinin en geli\u015fmi\u015fi olarak kilit rol oynar. Kavramsal de\u011fi\u015fim olarak tan\u0131mlanan \u00f6\u011frenme, bilgi olu\u015fumunun anahtar\u0131d\u0131r. \u00d6\u011frenme etkinli\u011fi, ilgili disiplinin normlar\u0131 ve kavramsal \u00f6\u011frenmeyi vurgulayan ve bilgiyi olu\u015fturan bir diskur s\u00fcreci taraf\u0131ndan y\u00f6nlendirilir.<\/em><\/blockquote>\r\n\u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme kuram\u0131, etkile\u015fimli \u00f6\u011frenme (Pask, 1975), derin \u00f6\u011frenme (Marton &amp; Salj\u00f8, 1997; Entwistle, 2000), akademik bilginin geli\u015fimi (Laurillard, 2001) ve bilginin olu\u015fturulmas\u0131na (Scardamalia &amp; Bereiter, 2006) odaklanan bili\u015fsel geli\u015fim kuramlar\u0131 \u00fczerine yap\u0131lanm\u0131\u015ft\u0131r.\r\n\r\n\u00c7evrimi\u00e7i \u00f6\u011frenmenin ilk y\u0131llar\u0131ndan itibaren, baz\u0131 e\u011fitmenler \u0130nternetin ileti\u015fim avantaj\u0131 \u00fczerine yo\u011funla\u015fm\u0131\u015f (\u00f6rne\u011fin bkz. Hiltz &amp; Turoff, 1978), \u00f6\u011fretimi a\u011f\u0131rl\u0131kl\u0131 olarak \u00f6\u011frenciler ile \u00f6\u011fretmen aras\u0131ndaki farkl\u0131 zamanl\u0131 (asenkron) \u00e7evrimi\u00e7i tart\u0131\u015fmalar arac\u0131l\u0131\u011f\u0131yla bilginin a\u015famal\u0131 olarak olu\u015fturulmas\u0131na dayand\u0131rm\u0131\u015flard\u0131r.\r\n\r\n\u00c7evrimi\u00e7i tart\u0131\u015fma forumlar\u0131n\u0131n tarihi 1970\u2019lere dayan\u0131r; ancak 1990\u2019larda d\u00fcnya \u00e7ap\u0131nda a\u011f\u0131n (WWW) icad\u0131, y\u00fcksek h\u0131zl\u0131 \u0130nternet ve bug\u00fcn bir\u00e7o\u011fu \u00e7evrimi\u00e7i tart\u0131\u015fma alan\u0131na sahip olan \u00f6\u011frenme y\u00f6netim sistemlerinin geli\u015fmesiyle patlama yapm\u0131\u015ft\u0131r. \u00c7evrimi\u00e7i tart\u0131\u015fma forumlar\u0131n\u0131n s\u0131n\u0131f i\u00e7i seminerlerden bir tak\u0131m farkl\u0131l\u0131klar\u0131 vard\u0131r:\r\n<ul>\r\n \t<li>Ilk olarak, \u00e7evrim\u00e7i tart\u0131\u015fma forumlar\u0131 s\u00f6zl\u00fc de\u011fil metin temellidir.<\/li>\r\n \t<li>\u0130kinci olarak, asenkron yani farkl\u0131 zamanl\u0131d\u0131r. Kat\u0131l\u0131mc\u0131lar, \u0130nternet ba\u011flant\u0131s\u0131yla tart\u0131\u015fmaya istedikleri zaman istedikleri yerden kat\u0131labilirler.<\/li>\r\n \t<li>\u00dc\u00e7\u00fcnc\u00fcs\u00fc, \u00e7o\u011fu tart\u0131\u015fma forumu \u2018zincir\u2019 ba\u011flant\u0131lara izin verir. Zincir ba\u011flant\u0131larda yorumlar yaln\u0131zca kronolojik olarak g\u00f6r\u00fcnt\u00fclenmez, yorumlara verilen yan\u0131tlar da yorumlara eklenmi\u015f olarak g\u00f6r\u00fcnt\u00fclenir. B\u00f6ylece dinamik alt-konular ortaya \u00e7\u0131kar. Tek bir tart\u0131\u015fma zinciri i\u00e7erisinde ondan fazla yan\u0131ta rastlamak m\u00fcmk\u00fcnd\u00fcr. B\u00f6ylece kat\u0131l\u0131mc\u0131lar, belli bir zaman dilimi i\u00e7erisinde \u00e7oklu tart\u0131\u015fma konular\u0131n\u0131 rahat\u00e7a takip edebilirler.<\/li>\r\n<\/ul>\r\n<h2>4.4.2 \u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmenin ana tasar\u0131m ilkeleri<\/h2>\r\nHarasim, diskur yoluyla bilgi olu\u015fumunun \u00fc\u00e7 temel a\u015famas\u0131n\u0131n \u00f6nemini vurgular:\r\n<ul>\r\n \t<li><strong>fikir olu\u015fturma:<\/strong>\u00a0Bir grup i\u00e7erisindeki farkl\u0131 d\u00fc\u015f\u00fcncelerin bir araya getirildi\u011fi beyin f\u0131rt\u0131nas\u0131 a\u015famas\u0131d\u0131r.<\/li>\r\n \t<li><strong>fikirlerin d\u00fczenlenmesi:\u00a0<\/strong>\u00d6\u011frencilerin, tart\u0131\u015fma ve arg\u00fcman yoluyla daha \u00f6nceden olu\u015fturulan farkl\u0131 fikirleri kar\u015f\u0131la\u015ft\u0131rd\u0131\u011f\u0131, \u00e7\u00f6z\u00fcmledi\u011fi ve s\u0131n\u0131fland\u0131rd\u0131\u011f\u0131 a\u015famad\u0131r.<\/li>\r\n \t<li><strong>fikirsel yak\u0131nsama:<\/strong> Buradaki ama\u00e7, d\u00fc\u015f\u00fcnsel bir sentez, anlay\u0131\u015f ve uzla\u015fma (ayn\u0131 fikirde olmamaya raz\u0131 olma da dahil) d\u00fczeyine ula\u015fmakt\u0131r. Bu d\u00fczeye ula\u015fmak i\u00e7in, genellikle, bir deneme veya \u00f6dev gibi bir i\u015f ya da eser ortakla\u015fa \u00fcretilir.<\/li>\r\n<\/ul>\r\nBu a\u015famalar\u0131n sonu, Harasim\u2019in Nihai Pozisyon olarak adland\u0131\u011f\u0131 yerdir. Asl\u0131nda ger\u00e7ekte hi\u00e7bir zaman nihai sondan bahsetmek m\u00fcmk\u00fcn de\u011fildir; \u00e7\u00fcnk\u00fc bir \u00f6\u011frenen i\u00e7in fikirlerin olu\u015fturulmas\u0131, d\u00fczenlenmesi ve d\u00fc\u015f\u00fcnsel yak\u0131nsamaya var\u0131lmas\u0131 s\u00fcre\u00e7leri bir kez ba\u015flad\u0131 m\u0131 s\u00fcrekli bir sonraki a\u015famaya ilerler. Bu s\u00fcre\u00e7te \u00f6\u011fretmenin veya e\u011fitmenin rol\u00fc kritik \u00f6neme sahiptir. Bu \u00f6nem yaln\u0131zca s\u00fcrecin kolayla\u015ft\u0131r\u0131lmas\u0131 ve bu t\u00fcr bir \u00f6\u011frenmeyi te\u015fvik edecek uygun kaynaklar\u0131n ve \u00f6\u011frenme etkinliklerinin sa\u011flanmas\u0131na de\u011fil, e\u011fitmenin ayn\u0131 zamanda konu alan\u0131n\u0131n temel kavramlar\u0131n\u0131n, uygulamalar\u0131n\u0131n, standartlar\u0131n\u0131n ve ilkelerinin \u00f6\u011frenme d\u00f6ng\u00fcs\u00fcne tamamen b\u00fct\u00fcnle\u015ftirilmesinin temini a\u00e7\u0131s\u0131ndan da konu alan\u0131n\u0131n veya bilgi toplulu\u011funun bir temsilcisi olmas\u0131na i\u015faret eder.\r\n\r\nHarasim, bu s\u00fcreci a\u015fa\u011f\u0131daki \u015fekille ifade etmi\u015ftir:\r\n\r\n[caption id=\"attachment_82\" align=\"aligncenter\" width=\"415\"]<img src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.4.2.png\" alt=\"\" width=\"415\" height=\"278\" class=\"wp-image-82 \" \/> \u015eekil 4.4.2: Grup tart\u0131\u015fmalar\u0131n\u0131n pedagojisi (Harasim, 2012, p. 95, izin al\u0131narak kullan\u0131lm\u0131\u015ft\u0131r)[\/caption]\r\n\r\n<hr \/>\r\n\r\nDi\u011fer bir fakt\u00f6r de, \u00e7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme modelinde tart\u0131\u015fma forumlar\u0131n\u0131n ders kitab\u0131, ders kayd\u0131 veya metin gibi ilave bir ara\u00e7 de\u011fil, \u00f6\u011fretimin temel bir bile\u015feni olmas\u0131d\u0131r. Ders kitaplar\u0131, okumalar ve di\u011fer kaynaklar tart\u0131\u015fmay\u0131 desteklemek i\u00e7in kullan\u0131l\u0131r, aksi de\u011fil\u2026 Bu temel tasar\u0131m ilkelerinden biridir ve \u00f6\u011fretmenlerin daha \u2018geleneksel\u2019 \u00e7evrimi\u00e7i derslerde ni\u00e7in s\u00fcrekli \u00f6\u011frencilerin tart\u0131\u015fmalara kat\u0131lmad\u0131\u011f\u0131na dair \u015fikayetlerinin yan\u0131t\u0131 da asl\u0131nda buradad\u0131r. Bunun nedeni, \u00e7evrimi\u00e7i tart\u0131\u015fmalar\u0131n daha didaktik bir \u00f6\u011fretim modeline ikincil olarak tasarlanmas\u0131 veya bilgi olu\u015fumuna y\u00f6nelik d\u00fc\u015f\u00fcn\u00fclmemesidir. Hal b\u00f6yleyken, not veya de\u011ferlendirmede herhangi bir etkisi de olmay\u0131nca, \u00f6\u011frenciler tart\u0131\u015fmalar\u0131 iste\u011fe ba\u011fl\u0131 veya ekstra i\u015f olarak g\u00f6rmektedir. Asl\u0131na bak\u0131l\u0131rsa, tart\u0131\u015fma forumlar\u0131na kat\u0131l\u0131ma puan verilmesinin de ne kadar do\u011fru bir yakla\u015f\u0131m oldu\u011fu tart\u0131\u015f\u0131l\u0131r. \u00d6nemli olan d\u0131\u015f g\u00fcd\u00fcml\u00fc etkinlikler de\u011fil, tart\u0131\u015fman\u0131n i\u00e7sel de\u011feri olmal\u0131d\u0131r (\u00f6rne\u011fin bkz. Brindley, Walti &amp; Blashke, 2009). Dolay\u0131s\u0131yla, \u00e7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme yakla\u015f\u0131m\u0131n\u0131 kullanan e\u011fitmenler kolayl\u0131k olsun diye \u00f6\u011frenme y\u00f6netim sistemlerini kullansalar da, bu kullan\u0131m\u0131 \u00e7evrimi\u00e7i ortama ta\u015f\u0131nan geleneksel derslerdeki kullan\u0131mdan farkl\u0131 olmas\u0131 gerekir.\r\n<h2>4.4.3 Sorgulama Toplulu\u011fu<\/h2>\r\n<a href=\"https:\/\/coi.athabascau.ca\/coi-model\/\">Sorgulama Toplulu\u011fu (ST) (Community of Inquiry - CoI)<\/a>\u00a0modeli, \u00e7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme modeline k\u0131smen benzer. Model, Garrison, Anderson ve Archer (2000) taraf\u0131ndan \u015f\u00f6yle tan\u0131mlanm\u0131\u015ft\u0131r:\r\n<blockquote><em>E\u011fitsel bir sorgulama toplulu\u011fu, ki\u015fisel anlam olu\u015fturmak ve ortak bir anlay\u0131\u015fa varmak amac\u0131yla i\u015f birli\u011fine dayal\u0131 olarak ama\u00e7l\u0131 bir ele\u015ftirel diskur i\u00e7erisine giren bireyler grubudur.<\/em><\/blockquote>\r\nGarrison, Anderson ve Archer, bir sorgulama toplulu\u011funun \u00fc\u00e7 ana \u00f6gesi oldu\u011funu \u00f6ne s\u00fcrer:\r\n<ul>\r\n \t<li><strong>Sosyal buradal\u0131k<\/strong>\u00a0\u201ckat\u0131l\u0131mc\u0131lar\u0131n toplulukla (\u00f6rne\u011fin \u00f6\u011fretim program\u0131) \u00f6zde\u015fle\u015fme, g\u00fcvenilir bir ortamda ama\u00e7l\u0131 ileti\u015fim kurma ve kendi bireysel kimliklerini korumak suretiyle ki\u015filer aras\u0131 ili\u015fkiler geli\u015ftirme becerisidir.\u201d<\/li>\r\n \t<li><strong>\u00d6\u011fretimsel buradal\u0131k<\/strong>\u00a0\u201cbireysel olarak anlaml\u0131, e\u011fitsel olarak faydal\u0131 \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131 ger\u00e7ekle\u015ftirmek amac\u0131yla bili\u015fsel ve sosyal s\u00fcre\u00e7lerin tasar\u0131m\u0131, kolayla\u015ft\u0131r\u0131lmas\u0131 ve y\u00f6nlendirilmesidir.\u201d<\/li>\r\n \t<li><strong>Bili\u015fsel buradal\u0131k<\/strong>\u00a0\u201c\u00f6\u011frenenlerin s\u00fcrekli yans\u0131tma ve diskur yoluyla anlam olu\u015fturabilme ve do\u011frulayabilme \u00f6l\u00e7\u00fcs\u00fcd\u00fcr.\u201d<\/li>\r\n<\/ul>\r\n[caption id=\"attachment_84\" align=\"aligncenter\" width=\"407\"]<img src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.4.4.png\" alt=\"\" width=\"407\" height=\"393\" class=\" wp-image-84\" \/> \u015eekil 4.4.4: Sorgulama Toplulu\u011fu Resim: \u00a9 Terry Anderson\/Marguerite Koole, 2013[\/caption]\r\n\r\n<hr \/>\r\n\r\nSorgulama Topluluklar\u0131 (ST) bir modelden ziyade bir kuramd\u0131r; \u00e7\u00fcnk\u00fc bu \u00fc\u00e7 \u2018buradal\u0131\u011f\u0131\u2019 olu\u015fturmak i\u00e7in hangi faaliyetlere veya ko\u015fullara gereksinim duyuldu\u011funa i\u015faret etmez. \u0130ki model (\u00c7\u0130D\u00d6 ve ST) birbirine rakip de\u011fil, birbirini tamamlay\u0131c\u0131 \u00f6zelliktedir.\r\n<h2>4.4.5\u00a0Anlaml\u0131 \u00e7evrimi\u00e7i tart\u0131\u015fma geli\u015ftirme<\/h2>\r\n\u0130lk sorgulama toplulu\u011fu makalesinin yay\u0131mland\u0131\u011f\u0131 2000 y\u0131l\u0131ndan bug\u00fcne kadar, bu \u2018buradal\u0131k\u2019lar\u0131n \u00f6zellikle de \u00e7evrimi\u00e7i \u00f6\u011frenme ba\u011flam\u0131nda \u00f6nemini anlatan bir\u00e7ok \u00e7al\u0131\u015fma yap\u0131ld\u0131 ve yay\u0131nland\u0131 (\u00e7al\u0131\u015fmalardan geni\u015f bir se\u00e7ki i\u00e7in buraya <a href=\"https:\/\/coi.athabascau.ca\/publications\/coi-papers\/\">t\u0131klay\u0131n<\/a>).\u00a0\u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme ve sorgulama topluluklar\u0131 alan\u0131nda \u00e7al\u0131\u015fan \u00e7ok say\u0131da ara\u015ft\u0131rmac\u0131 ve e\u011fitimci aras\u0131nda, ba\u015far\u0131l\u0131 stratejiler ve tasar\u0131m ilkelerine dair y\u00fcksek d\u00fczeyde bir uzla\u015fma ve yak\u0131nsakl\u0131k vard\u0131r. Akademik ve kavramsal geli\u015fim a\u00e7\u0131s\u0131ndan, tart\u0131\u015fmalar\u0131n \u00f6\u011fretmen taraf\u0131ndan iyi \u015fekilde d\u00fczenlenmesi ve \u00f6\u011frencilerin yeni bilgiyi in\u015fa edip fikir geli\u015ftirebilmesini sa\u011flamak i\u00e7in \u00f6\u011fretmenin gerekli deste\u011fi vermesi gerekir.\r\n\r\nK\u0131smen bu ara\u015ft\u0131rman\u0131n k\u0131smen de ne \u00c7\u0130D\u00d6 ne de ST alan yaz\u0131n\u0131ndan haberdar olmayan deneyimli \u00e7evrimi\u00e7i e\u011fitmenlerin sayesinde, ba\u015far\u0131l\u0131 \u00e7evrimi\u00e7i tart\u0131\u015fma ortamlar\u0131yla ilgili ba\u015fka tasar\u0131m ilkeleri de ortaya konmu\u015ftur:\r\n<ul>\r\n \t<li><strong>uygun teknolojilerin kullan\u0131lmas\u0131<\/strong>\u00a0(zincir yan\u0131tl\u0131 tart\u0131\u015fmalara izin veren yaz\u0131l\u0131mlar gibi);<\/li>\r\n \t<li><strong>\u00f6\u011frencilerin \u00e7evrimi\u00e7i davran\u0131\u015flar\u0131na dair a\u00e7\u0131k k\u0131lavuz ilkelerin olmas\u0131<\/strong>\u00a0(tart\u0131\u015fmalara kat\u0131lmaya ili\u015fkin yaz\u0131l\u0131 davran\u0131\u015f ilkeleri ve uygulanmas\u0131n\u0131n temini gibi);<\/li>\r\n \t<li><strong>\u00f6\u011frencilerin oryantasyonu ve haz\u0131rl\u0131\u011f\u0131<\/strong> (teknoloji oryantasyon ve tart\u0131\u015fman\u0131n amac\u0131n\u0131n a\u00e7\u0131klanmas\u0131 gibi);<\/li>\r\n \t<li><strong>a\u00e7\u0131k ve net ama\u00e7lar\u0131n olmas\u0131<\/strong> (\u00f6\u011frencilerin anlayaca\u011f\u0131 \u015fekilde yaz\u0131lm\u0131\u015f: \u2018se\u00e7ilen romanlarda toplumsal cinsiyet ve s\u0131n\u0131f farklar\u0131n\u0131n incelenmesi\u2019 veya \u2018alternatif kodlama y\u00f6ntemlerinin kar\u015f\u0131la\u015ft\u0131r\u0131lmas\u0131 ve de\u011ferlendirilmesi\u2019 gibi);<\/li>\r\n \t<li><strong>uygun konular\u0131n se\u00e7imi<\/strong> (\u00e7al\u0131\u015fma materyallerindeki konular\u0131 tamamlay\u0131c\u0131 ve de\u011ferlendirme sorular\u0131n\u0131n yan\u0131tlanmas\u0131n\u0131 kolayla\u015ft\u0131racak);<\/li>\r\n \t<li><strong>tart\u0131\u015fmalarda kullan\u0131lacak \u2018ton\u2019un ve kurallar\u0131n ortaya konmas\u0131<\/strong> (\u00f6rne\u011fin fikir ayr\u0131l\u0131klar\u0131na sayg\u0131, delile dayal\u0131 tart\u0131\u015fmalar gibi);<\/li>\r\n \t<li><strong>\u00f6\u011frenen rollerinin ve beklentilerin net tan\u0131mlanmas\u0131\u00a0<\/strong>(\u2018her tart\u0131\u015fma konusu i\u00e7in haftada en az bir kere sisteme giri\u015f yapmal\u0131 ve her hafta her konu ba\u015fl\u0131\u011f\u0131 alt\u0131nda en az bir anlaml\u0131 g\u00f6r\u00fc\u015f bildirmelisiniz\u2019 gibi);<\/li>\r\n \t<li><strong>\u00f6\u011frenen kat\u0131l\u0131m\u0131n\u0131n bireysel d\u00fczeyde izlenmesi\u00a0<\/strong>(ve buna ba\u011fl\u0131 olarak \u00f6\u011frencilerin konular \u00fczerine nas\u0131l d\u00fc\u015f\u00fcneceklerine yard\u0131mc\u0131 olacak yorumlar yapmak, gerekti\u011finde \u00f6\u011frencileri ders materyallerine y\u00f6nlendirecek veya kafalar\u0131 kar\u0131\u015ft\u0131\u011f\u0131 zaman gerekli a\u00e7\u0131klamalar\u0131 yapmak suretiyle \u00f6\u011frencilere uygun deste\u011fin sa\u011flanmas\u0131);<\/li>\r\n \t<li><strong>d\u00fczenli ve s\u00fcrekli \u00f6\u011fretme \u2018buradal\u0131\u011f\u0131\u2019<\/strong> (tart\u0131\u015fman\u0131n izlenerek \u00f6\u011frencilerin konu d\u0131\u015f\u0131na sapmalar\u0131n\u0131 veya konuyu fazla ki\u015fiselle\u015ftirmelerini \u00f6nlemek, tart\u0131\u015fmaya ger\u00e7ekten katk\u0131 sa\u011flayanlar\u0131 te\u015fvik etmek, tart\u0131\u015fmay\u0131 i\u015fgal etmek veya eline ge\u00e7irmek isteyenleri \u00f6nlemek ve tart\u0131\u015fmaya kat\u0131lmayanlar\u0131 izleyerek kat\u0131lmalar\u0131na yard\u0131m etmek gibi);<\/li>\r\n \t<li><strong>tart\u0131\u015fma konular\u0131 ve de\u011ferlendirme aras\u0131nda g\u00fc\u00e7l\u00fc bir ba\u011f kurulmas\u0131<\/strong>.<\/li>\r\n<\/ul>\r\nBu konular, Salmon (2000), Bates ve Poole (2003) ve Paloff ve Pratt (2005; 2007) taraf\u0131ndan ayr\u0131nt\u0131l\u0131 olarak incelenmi\u015f ve tart\u0131\u015f\u0131lm\u0131\u015ft\u0131r.\r\n<h2>4.4.6 K\u00fclt\u00fcrel ve epistemolojik boyutlar<\/h2>\r\n\u00d6\u011frenciler, e\u011fitim deneyimlerine farkl\u0131 arka planlardan, farkl\u0131 beklentilerle gelirler. Sonu\u00e7 olarak, tart\u0131\u015fmaya dayal\u0131 i\u015f birlik\u00e7i \u00f6\u011frenmeye ili\u015fkin olarak \u00f6\u011frencilerde ciddi k\u00fclt\u00fcrel farkl\u0131l\u0131klar s\u00f6z konusudur. Bu farkl\u0131l\u0131klar, \u00f6\u011frenme ve \u00f6\u011fretme gelenekleri ile ilgili derin farkl\u0131l\u0131klar\u0131n da yans\u0131mas\u0131d\u0131r. Dolay\u0131s\u0131yla \u00f6\u011fretmenler, s\u0131n\u0131flar\u0131nda dil, k\u00fclt\u00fcr veya epistemoloji a\u00e7\u0131s\u0131ndan zorluk ya\u015fayan \u00f6\u011frenciler olabilece\u011finin fark\u0131nda olmal\u0131d\u0131r; ancak, \u00f6\u011frencilerin \u2018herhangi bir yerden\u2019 gelebildi\u011fi \u00e7evrimi\u00e7i s\u0131n\u0131flarda bu \u00f6zellikle dikkat edilmesi gereken \u00f6nemli bir konudur.\r\n\r\n\u00c7o\u011fu \u00fclkede, \u00f6\u011fretmenin otoriter rol\u00fcne ili\u015fkin olarak enformasyonun \u00f6\u011fretmenden \u00f6\u011frenciye aktar\u0131lan bir \u015fey oldu\u011fu y\u00f6n\u00fcnde g\u00fc\u00e7l\u00fc bir inan\u0131\u015f ve gelenek vard\u0131r. Baz\u0131 k\u00fclt\u00fcrlerde, \u00f6\u011fretmenlerin ve hatta di\u011fer \u00f6\u011frencilerin g\u00f6r\u00fc\u015flerini ele\u015ftirmek veya kar\u015f\u0131 \u00e7\u0131kmak \u2018ay\u0131p\u2019 ve sayg\u0131s\u0131zca bir davran\u0131\u015f olarak nitelendirilir. Otoriter \u00f6\u011fretmen rol\u00fcn\u00fcn bask\u0131n oldu\u011fu k\u00fclt\u00fcrlerde, di\u011fer \u00f6\u011frencilerin g\u00f6r\u00fc\u015fleri ilgisiz veya \u00f6nemsiz olarak nitelendirilebilir. Di\u011fer baz\u0131 k\u00fclt\u00fcrlerde ise, do\u011frudan \u00f6\u011fretim yerine g\u00fc\u00e7l\u00fc bir s\u00f6zl\u00fc anlat\u0131m gelene\u011fi kabul edilir.\r\n\r\n\u00c7evrimi\u00e7i \u00f6\u011frenme etkinliklerinin tasar\u0131m\u0131nda yap\u0131land\u0131rmac\u0131 bir yakla\u015f\u0131m izlendi\u011finde, \u00e7evrimi\u00e7i ortamlar \u00f6\u011frenciler i\u00e7in bir m\u00fccadele alan\u0131 haline d\u00f6n\u00fc\u015febilir. Dolay\u0131s\u0131yla, yap\u0131land\u0131rmac\u0131 \u00f6\u011frenme yakla\u015f\u0131m\u0131na a\u015fina olmayan \u00f6\u011frencilere yard\u0131m etmek i\u00e7in bir tak\u0131m ad\u0131mlar at\u0131lmas\u0131 gerekebilir: genel olarak \u2018s\u0131n\u0131f\u2019 tart\u0131\u015fmas\u0131na eklenecek bir g\u00f6r\u00fc\u015f i\u00e7in yaz\u0131lan tasla\u011f\u0131n \u00f6nce e\u011fitmene g\u00f6nderilmesi gibi.. \u00c7evrimi\u00e7i \u00f6\u011frenmenin k\u00fclt\u00fcrler aras\u0131 boyutlar\u0131yla ilgili ayr\u0131nt\u0131l\u0131 bilgi i\u00e7in Jung ve Gunawardena\u2019n\u0131n (2014) \u00e7al\u0131\u015fmas\u0131 ve Journal of Distance Education dergisinin bu konuya ayr\u0131lan 2001 bas\u0131m\u0131 22(1) numaral\u0131 say\u0131s\u0131na bak\u0131labilir.\r\n<h2>4.4.7\u00a0\u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmenin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri<\/h2>\r\nTeknolojinin \u00f6\u011fretimde kullan\u0131m\u0131na ili\u015fkin bu yakla\u015f\u0131m, geleneksel olarak \u00f6\u011fretmenler taraf\u0131ndan yap\u0131lan baz\u0131 etkinliklerin bilgisayarlar taraf\u0131ndan yap\u0131lmas\u0131n\u0131 hedefleyen bilgisayar destekli \u00f6\u011frenme, \u00f6\u011fretim makineleri ve yapay zeka uygulamalar\u0131nda g\u00f6r\u00fclen nesnelci yakla\u015f\u0131mlardan olduk\u00e7a farkl\u0131d\u0131r. \u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmede ama\u00e7 \u00f6\u011fretmenin yerini almak de\u011fil, \u00f6\u011fretmen ve \u00f6\u011frenci aras\u0131ndaki ileti\u015fimi art\u0131rmak ve g\u00fc\u00e7lendirmek i\u00e7in teknolojiyi kullanmakt\u0131r. Burada, \u00f6\u011frenmenin sosyal s\u00f6ylem yoluyla desteklenip geli\u015ftirilen bilgi yap\u0131land\u0131r\u0131lmas\u0131na dayal\u0131 geli\u015fimi s\u00f6z konusudur. Bu sosyal s\u00f6ylem, art\u0131k geli\u015fig\u00fczel olmaktan \u00e7\u0131kar ve\r\n<ul>\r\n \t<li>\u00f6\u011fretmen rehberli\u011finde bilgi olu\u015fumuna destek vermek,<\/li>\r\n \t<li>s\u00f6z konusu disiplinin norm ve de\u011ferlerini yans\u0131tmak, ve<\/li>\r\n \t<li>disiplin i\u00e7erisindeki \u00f6n bilgiyi de dikkate almak<\/li>\r\n<\/ul>\r\nsuretiyle \u00f6\u011frenmeyi destekleyecek \u015fekilde yap\u0131land\u0131r\u0131l\u0131r.\u00a0Dolay\u0131s\u0131yla, bu modelin iki temel g\u00fc\u00e7l\u00fc y\u00f6n\u00fcnden bahsedebiliriz:\r\n<ul>\r\n \t<li>\u00e7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme do\u011fru bi\u00e7imde uyguland\u0131\u011f\u0131nda, derin akademik \u00f6\u011frenmeye veya d\u00f6n\u00fc\u015ft\u00fcr\u00fcc\u00fc \u00f6\u011frenmeye neden olabilir. Bu etkisi, s\u0131n\u0131flardaki y\u00fcz y\u00fcze tart\u0131\u015fma ortamlar\u0131n\u0131n etkisine e\u015fde\u011ferdir. \u00c7evrimi\u00e7i \u00f6\u011frenmenin farkl\u0131 zamanl\u0131 olma (asenkron) ve \u2018kay\u0131t\u2019 avantajlar\u0131, fiziksel y\u00fcz ifadelerinin ve y\u00fcz y\u00fcze tart\u0131\u015fma ortamlar\u0131n\u0131n di\u011fer boyutlar\u0131n\u0131n eksikli\u011fini dengeleyecektir.<\/li>\r\n \t<li>\u00e7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme, sonu\u00e7 olarak, dijital \u00e7a\u011f\u0131n \u00f6\u011frencilerinin sahip olmas\u0131 gereken ele\u015ftirel d\u00fc\u015f\u00fcnme, analitik d\u00fc\u015f\u00fcnme, sentez ve de\u011ferlendirme gibi temel gereklilikler olarak kabul edilen \u00fcst d\u00fczey zihin becerilerinin geli\u015fimini de do\u011frudan destekleyebilir.<\/li>\r\n<\/ul>\r\n\u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme modelinin baz\u0131 s\u0131n\u0131rl\u0131l\u0131klar\u0131 da bulunmaktad\u0131r:\r\n<ul>\r\n \t<li>Kolayl\u0131kla \u00f6l\u00e7eklendirilemez, bilgi ve beceri d\u00fczeyi y\u00fcksek \u00f6\u011fretmenler ve s\u0131n\u0131rl\u0131 say\u0131da \u00f6\u011frencilerle uygulanabilir.<\/li>\r\n \t<li>Be\u015feri bilimler, sosyal bilimler ve e\u011fitim alanlar\u0131 ile i\u015fletme ve sa\u011fl\u0131k alanlar\u0131n\u0131n bir k\u0131sm\u0131nda \u00a0hem e\u011fitmenlerin hem de \u00f6\u011frencilerin epistemolojik duru\u015flar\u0131n\u0131 yans\u0131tsa da, fen bilimleri, bilgisayar bilimleri ve m\u00fchendislik alanlar\u0131ndaki e\u011fitmenlerin epistemolojik duru\u015flar\u0131ndan daha uzakt\u0131r. Ancak problem temelli veya sorgulama temelli yakla\u015f\u0131mla birlikte uyguland\u0131\u011f\u0131nda, bu konu alanlar\u0131n\u0131n baz\u0131lar\u0131nda kabul g\u00f6rmesi olas\u0131d\u0131r.<\/li>\r\n<\/ul>\r\n<h2>4.4.8 \u00d6zet<\/h2>\r\n\u0130\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmenin g\u00fc\u00e7l\u00fc y\u00f6nlerinin ve m\u00fccadele alanlar\u0131n\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011fu, hem y\u00fcz y\u00fcze hem de \u00e7evrimi\u00e7i \u00f6\u011frenme ba\u011flam\u0131nda ge\u00e7erlidir. \u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme ile geleneksel bir s\u0131n\u0131fta do\u011fru \u015fekilde uygulanan tart\u0131\u015fma temelli \u00f6\u011fretim aras\u0131nda \u00e7ok az fark oldu\u011fu veya hi\u00e7 fark olmad\u0131\u011f\u0131 s\u00f6ylenebilir. Burada, tasar\u0131m modelinin e\u011fitimin verili\u015f y\u00f6nteminden daha \u00f6nemli oldu\u011funu bir kez daha g\u00f6r\u00fcyoruz. Asl\u0131na bak\u0131l\u0131rsa, her iki modeli de e\u015f zamanl\u0131 veya farkl\u0131 zamanl\u0131 olarak uzaktan ya da y\u00fcz y\u00fcze uygulamak m\u00fcmk\u00fcn\u2026\r\n\r\n\u0130\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmenin \u00e7evrimi\u00e7i olarak da yap\u0131labilece\u011fine ili\u015fkin yeterli kan\u0131t vard\u0131r. \u00d6zellikle de dijital \u00e7a\u011f\u0131n farkl\u0131 yelpazedeki \u00f6\u011frenci profilinin gereksinimlerine kar\u015f\u0131l\u0131k verecek daha esnek modellere ihtiya\u00e7 duyuldu\u011fu d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, bu dikkate al\u0131nmas\u0131 gereken \u00f6nemli bir noktad\u0131r. Ayn\u0131 \u015fekilde, her zaman evrensel d\u00fczeyde uygulanmasa da, bu yolla \u00f6\u011fretim yaparken nas\u0131l ba\u015far\u0131l\u0131 olunaca\u011f\u0131na dair ko\u015fullar art\u0131k iyi bilinmektedir.\r\n<div class=\"textbox exercises\">\r\n<h3>Etkinlik 4.4: \u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme modellerinin de\u011ferlendirilmesi<\/h3>\r\n<ol>\r\n \t<li>\u2018\u00c7evrimi\u00e7i \u00a0\u0130\u015f Birli\u011fine Dayal\u0131 \u00d6\u011frenme\u2019 ile \u2018Sorgulama Topluluklar\u0131\u2019 aras\u0131nda fark var m\u0131d\u0131r? Yoksa bunlar farkl\u0131 isimlere sahip tek bir model midir?<\/li>\r\n \t<li>Bu modellerin hem \u00e7evrimi\u00e7i hem y\u00fcz y\u00fcze ortamlarda ayn\u0131 ba\u015far\u0131yla uygulanabilece\u011fi fikrine kat\u0131l\u0131yor musunuz?<\/li>\r\n \t<li>Bu modellere ili\u015fkin daha ba\u015fka g\u00fc\u00e7l\u00fc veya zay\u0131f y\u00f6nler var m\u0131d\u0131r?<\/li>\r\n \t<li>Sizce bu, kuram g\u00f6r\u00fcn\u00fcm\u00fcnde kar\u015f\u0131m\u0131za \u00e7\u0131km\u0131\u015f olan bir ortak ak\u0131l m\u0131d\u0131r?<\/li>\r\n \t<li>Bu modelleri fizik veya m\u00fchendislik gibi nicel bilimlerdeki derslere uyarlamak sizce mant\u0131kl\u0131 m\u0131d\u0131r? E\u011fer uygulanabilece\u011fini d\u00fc\u015f\u00fcn\u00fcyorsan\u0131z, hangi ko\u015fullarda uygulanabilir?<\/li>\r\n<\/ol>\r\n<\/div>\r\n<h2>Kaynak\u00e7a<\/h2>\r\nBates, A. and Poole, G. (2003)\u00a0<em>Effective Teaching with Technology in Higher Education: Foundations for Success<\/em>\u00a0San Francisco: Jossey-Bass.\r\n\r\nBrindley, J., Walti, C. and Blashke, L. (2009) Creating Effective Collaborative Learning Groups in an Online Environment\u00a0<em><a href=\"http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/675\/1271\">International Review of Research in Open and Distance Learning<\/a><\/em>, Vol. 10, No. 3.\r\n\r\nEntwistle, N. (2000)\u00a0<em><a href=\"http:\/\/www.tlrp.org\/acadpub\/Entwistle2000.pdf\">Promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts<\/a><\/em>\u00a0Leicester UK: TLRP Conference.\r\n\r\nGarrison, R., Anderson, A. and Archer, W. (2000) Critical Inquiry in a Text-based Environment: Computer Conferencing in Higher Education\u00a0<em><a href=\"http:\/\/www.sciencedirect.com\/science\/article\/pii\/S1096751600000166\">The Internet and Higher Education<\/a><\/em>, Vol. 2, No. 3.\r\n\r\nHarasim, L. (2012)\u00a0<em>Learning Theory and Online Technologies<\/em>\u00a0New York\/London: Routledge.\r\n\r\nHiltz, R. and Turoff, M. (1978)\u00a0<em>The Network Nation: Human Communication via Computer\u00a0Reading<\/em> MA: Addison-Wesley.\r\n\r\nJung, I. and Gunawardena, C. (eds.) (2014)\u00a0<em>Culture and Online Learning: Global Perspectives and Research<\/em>\u00a0Sterling VA: Stylus.\r\n\r\nLaurillard, D. (2001)\u00a0<em><a href=\"http:\/\/www.amazon.co.uk\/Rethinking-University-Teaching-Routledge-2001\/dp\/B00DHO14WY\/ref=sr_1_fkmr0_2?s=books&amp;ie=UTF8&amp;qid=1402428736&amp;sr=1-2-fkmr0&amp;keywords=Laurillard%2C+D.+%282001%29+Rethinking+University+Teaching%3A+A+Conversational+Framework+for+the+Effective+Use+of+Learning+Technologies\">Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies<\/a><\/em>\u00a0New York\/London: Routledge.\r\n\r\nMarton, F. and Salj\u00f6, R. (1997) Approaches to learning, in\u00a0<a href=\"http:\/\/www.ed.ac.uk\/schools-departments\/institute-academic-development\/learning-teaching\/staff\/advice\/researching\/publications\/experience-of-learning\">Marton, F.,\u00a0Hounsell, D. and Entwistle, N. (eds.) <em>The experience of learning<\/em>: Edinburgh: Scottish Academic Press (<\/a>out of press, but available online).\r\n\r\nPaloff, R. and Pratt, K. (2005)\u00a0<em>Collaborating Online: Learning Together in Community<\/em>\u00a0San Francisco: Jossey-Bass.\r\n\r\nPaloff, R. and Pratt, K. (2007) Building Online Learning Communities: Effective Strategies for the Virtual Classroom San Francisco: Jossey-Bass.\r\n\r\nPask, G. (1975)\u00a0<em><a href=\"http:\/\/tocs.ulb.tu-darmstadt.de\/179449400.pdf\">Conversation, Cognition and Learning<\/a><\/em>\u00a0Amsterdam\/London: Elsevier (out of press, but available online).\r\n\r\nSalmon, G. (2000)\u00a0<em>e-Moderating: The Key to Teaching and Learning Online<\/em>\u00a0London: Taylor and Francis.\r\n\r\nScardamalia, M. and Bereiter, C. (2006) Knowledge Building: \u00a0Theory, pedagogy and technology in Sawyer, K. (ed.)\u00a0<em>Cambridge Handbook of the Learning Sciences<\/em>\u00a0New York: cambridge University Press.","rendered":"<h2>4.4.1 \u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme nedir?<\/h2>\n<p>Yap\u0131land\u0131rmac\u0131 \u00f6\u011frenme yakla\u015f\u0131mlar\u0131n\u0131n ve \u0130nternetin geli\u015fiminin ayn\u0131 zamana rastlamas\u0131, ba\u015flang\u0131\u00e7ta bilgisayar arac\u0131l\u0131 ileti\u015fim (CMC-computer-mediated communication) veya a\u011f ba\u011flant\u0131l\u0131 \u00f6\u011frenme (networked learning) olarak adland\u0131r\u0131lan, sonralar\u0131 ise Harasim\u2019in (2012) \u015fimdilerde \u00c7evrimi\u00e7i \u0130\u015f Birli\u011fine Dayal\u0131 \u00d6\u011frenme (\u00c7\u0130D\u00d6) \u00a0(OCL-online collaborative learning) kuram\u0131 olarak adland\u0131rd\u0131\u011f\u0131 bi\u00e7ime evrilen \u00f6zel bir yap\u0131land\u0131rmac\u0131 \u00f6\u011fretim bi\u00e7iminin ortaya \u00e7\u0131kmas\u0131na yol a\u00e7m\u0131\u015ft\u0131r. Harasim, \u00e7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmeyi \u015f\u00f6yle tan\u0131mlamaktad\u0131r (s. 90):<\/p>\n<blockquote><p><em>\u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme kuram\u0131, \u00f6\u011frencilerin bilgiyi olu\u015fturmak i\u00e7in birlikte \u00e7al\u0131\u015fmaya te\u015fvik edildikleri ve desteklendikleri bir \u00f6\u011frenme modeli ortaya koyar. Bilgiyi olu\u015fturmaktan kas\u0131t, d\u00fc\u015f\u00fcnmek, yenilik getirmek i\u00e7in farkl\u0131 yollar ke\u015ffetmek ve b\u00f6ylece do\u011fru yan\u0131t oldu\u011funu d\u00fc\u015f\u00fcnd\u00fckleri \u015feyi ezbere s\u00f6ylemek yerine problemleri \u00e7\u00f6zmek i\u00e7in gerekli kavramsal bilgiyi aramakt\u0131r. \u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme kuram\u0131 \u00f6\u011frenciyi aktif olmaya te\u015fvik etse de, bu \u00f6\u011frenme veya bilginin olu\u015fturulmas\u0131 i\u00e7in yeterli say\u0131lmaz\u2026 \u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme kuram\u0131nda \u00f6\u011fretmen, \u00f6\u011frenci olarak de\u011fil, bilgi toplulu\u011funa bir k\u00f6pr\u00fc ya da o disiplinin en geli\u015fmi\u015fi olarak kilit rol oynar. Kavramsal de\u011fi\u015fim olarak tan\u0131mlanan \u00f6\u011frenme, bilgi olu\u015fumunun anahtar\u0131d\u0131r. \u00d6\u011frenme etkinli\u011fi, ilgili disiplinin normlar\u0131 ve kavramsal \u00f6\u011frenmeyi vurgulayan ve bilgiyi olu\u015fturan bir diskur s\u00fcreci taraf\u0131ndan y\u00f6nlendirilir.<\/em><\/p><\/blockquote>\n<p>\u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme kuram\u0131, etkile\u015fimli \u00f6\u011frenme (Pask, 1975), derin \u00f6\u011frenme (Marton &amp; Salj\u00f8, 1997; Entwistle, 2000), akademik bilginin geli\u015fimi (Laurillard, 2001) ve bilginin olu\u015fturulmas\u0131na (Scardamalia &amp; Bereiter, 2006) odaklanan bili\u015fsel geli\u015fim kuramlar\u0131 \u00fczerine yap\u0131lanm\u0131\u015ft\u0131r.<\/p>\n<p>\u00c7evrimi\u00e7i \u00f6\u011frenmenin ilk y\u0131llar\u0131ndan itibaren, baz\u0131 e\u011fitmenler \u0130nternetin ileti\u015fim avantaj\u0131 \u00fczerine yo\u011funla\u015fm\u0131\u015f (\u00f6rne\u011fin bkz. Hiltz &amp; Turoff, 1978), \u00f6\u011fretimi a\u011f\u0131rl\u0131kl\u0131 olarak \u00f6\u011frenciler ile \u00f6\u011fretmen aras\u0131ndaki farkl\u0131 zamanl\u0131 (asenkron) \u00e7evrimi\u00e7i tart\u0131\u015fmalar arac\u0131l\u0131\u011f\u0131yla bilginin a\u015famal\u0131 olarak olu\u015fturulmas\u0131na dayand\u0131rm\u0131\u015flard\u0131r.<\/p>\n<p>\u00c7evrimi\u00e7i tart\u0131\u015fma forumlar\u0131n\u0131n tarihi 1970\u2019lere dayan\u0131r; ancak 1990\u2019larda d\u00fcnya \u00e7ap\u0131nda a\u011f\u0131n (WWW) icad\u0131, y\u00fcksek h\u0131zl\u0131 \u0130nternet ve bug\u00fcn bir\u00e7o\u011fu \u00e7evrimi\u00e7i tart\u0131\u015fma alan\u0131na sahip olan \u00f6\u011frenme y\u00f6netim sistemlerinin geli\u015fmesiyle patlama yapm\u0131\u015ft\u0131r. \u00c7evrimi\u00e7i tart\u0131\u015fma forumlar\u0131n\u0131n s\u0131n\u0131f i\u00e7i seminerlerden bir tak\u0131m farkl\u0131l\u0131klar\u0131 vard\u0131r:<\/p>\n<ul>\n<li>Ilk olarak, \u00e7evrim\u00e7i tart\u0131\u015fma forumlar\u0131 s\u00f6zl\u00fc de\u011fil metin temellidir.<\/li>\n<li>\u0130kinci olarak, asenkron yani farkl\u0131 zamanl\u0131d\u0131r. Kat\u0131l\u0131mc\u0131lar, \u0130nternet ba\u011flant\u0131s\u0131yla tart\u0131\u015fmaya istedikleri zaman istedikleri yerden kat\u0131labilirler.<\/li>\n<li>\u00dc\u00e7\u00fcnc\u00fcs\u00fc, \u00e7o\u011fu tart\u0131\u015fma forumu \u2018zincir\u2019 ba\u011flant\u0131lara izin verir. Zincir ba\u011flant\u0131larda yorumlar yaln\u0131zca kronolojik olarak g\u00f6r\u00fcnt\u00fclenmez, yorumlara verilen yan\u0131tlar da yorumlara eklenmi\u015f olarak g\u00f6r\u00fcnt\u00fclenir. B\u00f6ylece dinamik alt-konular ortaya \u00e7\u0131kar. Tek bir tart\u0131\u015fma zinciri i\u00e7erisinde ondan fazla yan\u0131ta rastlamak m\u00fcmk\u00fcnd\u00fcr. B\u00f6ylece kat\u0131l\u0131mc\u0131lar, belli bir zaman dilimi i\u00e7erisinde \u00e7oklu tart\u0131\u015fma konular\u0131n\u0131 rahat\u00e7a takip edebilirler.<\/li>\n<\/ul>\n<h2>4.4.2 \u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmenin ana tasar\u0131m ilkeleri<\/h2>\n<p>Harasim, diskur yoluyla bilgi olu\u015fumunun \u00fc\u00e7 temel a\u015famas\u0131n\u0131n \u00f6nemini vurgular:<\/p>\n<ul>\n<li><strong>fikir olu\u015fturma:<\/strong>\u00a0Bir grup i\u00e7erisindeki farkl\u0131 d\u00fc\u015f\u00fcncelerin bir araya getirildi\u011fi beyin f\u0131rt\u0131nas\u0131 a\u015famas\u0131d\u0131r.<\/li>\n<li><strong>fikirlerin d\u00fczenlenmesi:\u00a0<\/strong>\u00d6\u011frencilerin, tart\u0131\u015fma ve arg\u00fcman yoluyla daha \u00f6nceden olu\u015fturulan farkl\u0131 fikirleri kar\u015f\u0131la\u015ft\u0131rd\u0131\u011f\u0131, \u00e7\u00f6z\u00fcmledi\u011fi ve s\u0131n\u0131fland\u0131rd\u0131\u011f\u0131 a\u015famad\u0131r.<\/li>\n<li><strong>fikirsel yak\u0131nsama:<\/strong> Buradaki ama\u00e7, d\u00fc\u015f\u00fcnsel bir sentez, anlay\u0131\u015f ve uzla\u015fma (ayn\u0131 fikirde olmamaya raz\u0131 olma da dahil) d\u00fczeyine ula\u015fmakt\u0131r. Bu d\u00fczeye ula\u015fmak i\u00e7in, genellikle, bir deneme veya \u00f6dev gibi bir i\u015f ya da eser ortakla\u015fa \u00fcretilir.<\/li>\n<\/ul>\n<p>Bu a\u015famalar\u0131n sonu, Harasim\u2019in Nihai Pozisyon olarak adland\u0131\u011f\u0131 yerdir. Asl\u0131nda ger\u00e7ekte hi\u00e7bir zaman nihai sondan bahsetmek m\u00fcmk\u00fcn de\u011fildir; \u00e7\u00fcnk\u00fc bir \u00f6\u011frenen i\u00e7in fikirlerin olu\u015fturulmas\u0131, d\u00fczenlenmesi ve d\u00fc\u015f\u00fcnsel yak\u0131nsamaya var\u0131lmas\u0131 s\u00fcre\u00e7leri bir kez ba\u015flad\u0131 m\u0131 s\u00fcrekli bir sonraki a\u015famaya ilerler. Bu s\u00fcre\u00e7te \u00f6\u011fretmenin veya e\u011fitmenin rol\u00fc kritik \u00f6neme sahiptir. Bu \u00f6nem yaln\u0131zca s\u00fcrecin kolayla\u015ft\u0131r\u0131lmas\u0131 ve bu t\u00fcr bir \u00f6\u011frenmeyi te\u015fvik edecek uygun kaynaklar\u0131n ve \u00f6\u011frenme etkinliklerinin sa\u011flanmas\u0131na de\u011fil, e\u011fitmenin ayn\u0131 zamanda konu alan\u0131n\u0131n temel kavramlar\u0131n\u0131n, uygulamalar\u0131n\u0131n, standartlar\u0131n\u0131n ve ilkelerinin \u00f6\u011frenme d\u00f6ng\u00fcs\u00fcne tamamen b\u00fct\u00fcnle\u015ftirilmesinin temini a\u00e7\u0131s\u0131ndan da konu alan\u0131n\u0131n veya bilgi toplulu\u011funun bir temsilcisi olmas\u0131na i\u015faret eder.<\/p>\n<p>Harasim, bu s\u00fcreci a\u015fa\u011f\u0131daki \u015fekille ifade etmi\u015ftir:<\/p>\n<figure id=\"attachment_82\" aria-describedby=\"caption-attachment-82\" style=\"width: 415px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.4.2.png\" alt=\"\" width=\"415\" height=\"278\" class=\"wp-image-82\" srcset=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.4.2.png 934w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.4.2-300x201.png 300w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.4.2-768x515.png 768w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.4.2-65x44.png 65w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.4.2-225x151.png 225w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.4.2-350x235.png 350w\" sizes=\"auto, (max-width: 415px) 100vw, 415px\" \/><figcaption id=\"caption-attachment-82\" class=\"wp-caption-text\">\u015eekil 4.4.2: Grup tart\u0131\u015fmalar\u0131n\u0131n pedagojisi (Harasim, 2012, p. 95, izin al\u0131narak kullan\u0131lm\u0131\u015ft\u0131r)<\/figcaption><\/figure>\n<hr \/>\n<p>Di\u011fer bir fakt\u00f6r de, \u00e7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme modelinde tart\u0131\u015fma forumlar\u0131n\u0131n ders kitab\u0131, ders kayd\u0131 veya metin gibi ilave bir ara\u00e7 de\u011fil, \u00f6\u011fretimin temel bir bile\u015feni olmas\u0131d\u0131r. Ders kitaplar\u0131, okumalar ve di\u011fer kaynaklar tart\u0131\u015fmay\u0131 desteklemek i\u00e7in kullan\u0131l\u0131r, aksi de\u011fil\u2026 Bu temel tasar\u0131m ilkelerinden biridir ve \u00f6\u011fretmenlerin daha \u2018geleneksel\u2019 \u00e7evrimi\u00e7i derslerde ni\u00e7in s\u00fcrekli \u00f6\u011frencilerin tart\u0131\u015fmalara kat\u0131lmad\u0131\u011f\u0131na dair \u015fikayetlerinin yan\u0131t\u0131 da asl\u0131nda buradad\u0131r. Bunun nedeni, \u00e7evrimi\u00e7i tart\u0131\u015fmalar\u0131n daha didaktik bir \u00f6\u011fretim modeline ikincil olarak tasarlanmas\u0131 veya bilgi olu\u015fumuna y\u00f6nelik d\u00fc\u015f\u00fcn\u00fclmemesidir. Hal b\u00f6yleyken, not veya de\u011ferlendirmede herhangi bir etkisi de olmay\u0131nca, \u00f6\u011frenciler tart\u0131\u015fmalar\u0131 iste\u011fe ba\u011fl\u0131 veya ekstra i\u015f olarak g\u00f6rmektedir. Asl\u0131na bak\u0131l\u0131rsa, tart\u0131\u015fma forumlar\u0131na kat\u0131l\u0131ma puan verilmesinin de ne kadar do\u011fru bir yakla\u015f\u0131m oldu\u011fu tart\u0131\u015f\u0131l\u0131r. \u00d6nemli olan d\u0131\u015f g\u00fcd\u00fcml\u00fc etkinlikler de\u011fil, tart\u0131\u015fman\u0131n i\u00e7sel de\u011feri olmal\u0131d\u0131r (\u00f6rne\u011fin bkz. Brindley, Walti &amp; Blashke, 2009). Dolay\u0131s\u0131yla, \u00e7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme yakla\u015f\u0131m\u0131n\u0131 kullanan e\u011fitmenler kolayl\u0131k olsun diye \u00f6\u011frenme y\u00f6netim sistemlerini kullansalar da, bu kullan\u0131m\u0131 \u00e7evrimi\u00e7i ortama ta\u015f\u0131nan geleneksel derslerdeki kullan\u0131mdan farkl\u0131 olmas\u0131 gerekir.<\/p>\n<h2>4.4.3 Sorgulama Toplulu\u011fu<\/h2>\n<p><a href=\"https:\/\/coi.athabascau.ca\/coi-model\/\">Sorgulama Toplulu\u011fu (ST) (Community of Inquiry &#8211; CoI)<\/a>\u00a0modeli, \u00e7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme modeline k\u0131smen benzer. Model, Garrison, Anderson ve Archer (2000) taraf\u0131ndan \u015f\u00f6yle tan\u0131mlanm\u0131\u015ft\u0131r:<\/p>\n<blockquote><p><em>E\u011fitsel bir sorgulama toplulu\u011fu, ki\u015fisel anlam olu\u015fturmak ve ortak bir anlay\u0131\u015fa varmak amac\u0131yla i\u015f birli\u011fine dayal\u0131 olarak ama\u00e7l\u0131 bir ele\u015ftirel diskur i\u00e7erisine giren bireyler grubudur.<\/em><\/p><\/blockquote>\n<p>Garrison, Anderson ve Archer, bir sorgulama toplulu\u011funun \u00fc\u00e7 ana \u00f6gesi oldu\u011funu \u00f6ne s\u00fcrer:<\/p>\n<ul>\n<li><strong>Sosyal buradal\u0131k<\/strong>\u00a0\u201ckat\u0131l\u0131mc\u0131lar\u0131n toplulukla (\u00f6rne\u011fin \u00f6\u011fretim program\u0131) \u00f6zde\u015fle\u015fme, g\u00fcvenilir bir ortamda ama\u00e7l\u0131 ileti\u015fim kurma ve kendi bireysel kimliklerini korumak suretiyle ki\u015filer aras\u0131 ili\u015fkiler geli\u015ftirme becerisidir.\u201d<\/li>\n<li><strong>\u00d6\u011fretimsel buradal\u0131k<\/strong>\u00a0\u201cbireysel olarak anlaml\u0131, e\u011fitsel olarak faydal\u0131 \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131 ger\u00e7ekle\u015ftirmek amac\u0131yla bili\u015fsel ve sosyal s\u00fcre\u00e7lerin tasar\u0131m\u0131, kolayla\u015ft\u0131r\u0131lmas\u0131 ve y\u00f6nlendirilmesidir.\u201d<\/li>\n<li><strong>Bili\u015fsel buradal\u0131k<\/strong>\u00a0\u201c\u00f6\u011frenenlerin s\u00fcrekli yans\u0131tma ve diskur yoluyla anlam olu\u015fturabilme ve do\u011frulayabilme \u00f6l\u00e7\u00fcs\u00fcd\u00fcr.\u201d<\/li>\n<\/ul>\n<figure id=\"attachment_84\" aria-describedby=\"caption-attachment-84\" style=\"width: 407px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.4.4.png\" alt=\"\" width=\"407\" height=\"393\" class=\"wp-image-84\" srcset=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.4.4.png 620w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.4.4-300x289.png 300w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.4.4-65x63.png 65w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.4.4-225x217.png 225w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.4.4-350x338.png 350w\" sizes=\"auto, (max-width: 407px) 100vw, 407px\" \/><figcaption id=\"caption-attachment-84\" class=\"wp-caption-text\">\u015eekil 4.4.4: Sorgulama Toplulu\u011fu Resim: \u00a9 Terry Anderson\/Marguerite Koole, 2013<\/figcaption><\/figure>\n<hr \/>\n<p>Sorgulama Topluluklar\u0131 (ST) bir modelden ziyade bir kuramd\u0131r; \u00e7\u00fcnk\u00fc bu \u00fc\u00e7 \u2018buradal\u0131\u011f\u0131\u2019 olu\u015fturmak i\u00e7in hangi faaliyetlere veya ko\u015fullara gereksinim duyuldu\u011funa i\u015faret etmez. \u0130ki model (\u00c7\u0130D\u00d6 ve ST) birbirine rakip de\u011fil, birbirini tamamlay\u0131c\u0131 \u00f6zelliktedir.<\/p>\n<h2>4.4.5\u00a0Anlaml\u0131 \u00e7evrimi\u00e7i tart\u0131\u015fma geli\u015ftirme<\/h2>\n<p>\u0130lk sorgulama toplulu\u011fu makalesinin yay\u0131mland\u0131\u011f\u0131 2000 y\u0131l\u0131ndan bug\u00fcne kadar, bu \u2018buradal\u0131k\u2019lar\u0131n \u00f6zellikle de \u00e7evrimi\u00e7i \u00f6\u011frenme ba\u011flam\u0131nda \u00f6nemini anlatan bir\u00e7ok \u00e7al\u0131\u015fma yap\u0131ld\u0131 ve yay\u0131nland\u0131 (\u00e7al\u0131\u015fmalardan geni\u015f bir se\u00e7ki i\u00e7in buraya <a href=\"https:\/\/coi.athabascau.ca\/publications\/coi-papers\/\">t\u0131klay\u0131n<\/a>).\u00a0\u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme ve sorgulama topluluklar\u0131 alan\u0131nda \u00e7al\u0131\u015fan \u00e7ok say\u0131da ara\u015ft\u0131rmac\u0131 ve e\u011fitimci aras\u0131nda, ba\u015far\u0131l\u0131 stratejiler ve tasar\u0131m ilkelerine dair y\u00fcksek d\u00fczeyde bir uzla\u015fma ve yak\u0131nsakl\u0131k vard\u0131r. Akademik ve kavramsal geli\u015fim a\u00e7\u0131s\u0131ndan, tart\u0131\u015fmalar\u0131n \u00f6\u011fretmen taraf\u0131ndan iyi \u015fekilde d\u00fczenlenmesi ve \u00f6\u011frencilerin yeni bilgiyi in\u015fa edip fikir geli\u015ftirebilmesini sa\u011flamak i\u00e7in \u00f6\u011fretmenin gerekli deste\u011fi vermesi gerekir.<\/p>\n<p>K\u0131smen bu ara\u015ft\u0131rman\u0131n k\u0131smen de ne \u00c7\u0130D\u00d6 ne de ST alan yaz\u0131n\u0131ndan haberdar olmayan deneyimli \u00e7evrimi\u00e7i e\u011fitmenlerin sayesinde, ba\u015far\u0131l\u0131 \u00e7evrimi\u00e7i tart\u0131\u015fma ortamlar\u0131yla ilgili ba\u015fka tasar\u0131m ilkeleri de ortaya konmu\u015ftur:<\/p>\n<ul>\n<li><strong>uygun teknolojilerin kullan\u0131lmas\u0131<\/strong>\u00a0(zincir yan\u0131tl\u0131 tart\u0131\u015fmalara izin veren yaz\u0131l\u0131mlar gibi);<\/li>\n<li><strong>\u00f6\u011frencilerin \u00e7evrimi\u00e7i davran\u0131\u015flar\u0131na dair a\u00e7\u0131k k\u0131lavuz ilkelerin olmas\u0131<\/strong>\u00a0(tart\u0131\u015fmalara kat\u0131lmaya ili\u015fkin yaz\u0131l\u0131 davran\u0131\u015f ilkeleri ve uygulanmas\u0131n\u0131n temini gibi);<\/li>\n<li><strong>\u00f6\u011frencilerin oryantasyonu ve haz\u0131rl\u0131\u011f\u0131<\/strong> (teknoloji oryantasyon ve tart\u0131\u015fman\u0131n amac\u0131n\u0131n a\u00e7\u0131klanmas\u0131 gibi);<\/li>\n<li><strong>a\u00e7\u0131k ve net ama\u00e7lar\u0131n olmas\u0131<\/strong> (\u00f6\u011frencilerin anlayaca\u011f\u0131 \u015fekilde yaz\u0131lm\u0131\u015f: \u2018se\u00e7ilen romanlarda toplumsal cinsiyet ve s\u0131n\u0131f farklar\u0131n\u0131n incelenmesi\u2019 veya \u2018alternatif kodlama y\u00f6ntemlerinin kar\u015f\u0131la\u015ft\u0131r\u0131lmas\u0131 ve de\u011ferlendirilmesi\u2019 gibi);<\/li>\n<li><strong>uygun konular\u0131n se\u00e7imi<\/strong> (\u00e7al\u0131\u015fma materyallerindeki konular\u0131 tamamlay\u0131c\u0131 ve de\u011ferlendirme sorular\u0131n\u0131n yan\u0131tlanmas\u0131n\u0131 kolayla\u015ft\u0131racak);<\/li>\n<li><strong>tart\u0131\u015fmalarda kullan\u0131lacak \u2018ton\u2019un ve kurallar\u0131n ortaya konmas\u0131<\/strong> (\u00f6rne\u011fin fikir ayr\u0131l\u0131klar\u0131na sayg\u0131, delile dayal\u0131 tart\u0131\u015fmalar gibi);<\/li>\n<li><strong>\u00f6\u011frenen rollerinin ve beklentilerin net tan\u0131mlanmas\u0131\u00a0<\/strong>(\u2018her tart\u0131\u015fma konusu i\u00e7in haftada en az bir kere sisteme giri\u015f yapmal\u0131 ve her hafta her konu ba\u015fl\u0131\u011f\u0131 alt\u0131nda en az bir anlaml\u0131 g\u00f6r\u00fc\u015f bildirmelisiniz\u2019 gibi);<\/li>\n<li><strong>\u00f6\u011frenen kat\u0131l\u0131m\u0131n\u0131n bireysel d\u00fczeyde izlenmesi\u00a0<\/strong>(ve buna ba\u011fl\u0131 olarak \u00f6\u011frencilerin konular \u00fczerine nas\u0131l d\u00fc\u015f\u00fcneceklerine yard\u0131mc\u0131 olacak yorumlar yapmak, gerekti\u011finde \u00f6\u011frencileri ders materyallerine y\u00f6nlendirecek veya kafalar\u0131 kar\u0131\u015ft\u0131\u011f\u0131 zaman gerekli a\u00e7\u0131klamalar\u0131 yapmak suretiyle \u00f6\u011frencilere uygun deste\u011fin sa\u011flanmas\u0131);<\/li>\n<li><strong>d\u00fczenli ve s\u00fcrekli \u00f6\u011fretme \u2018buradal\u0131\u011f\u0131\u2019<\/strong> (tart\u0131\u015fman\u0131n izlenerek \u00f6\u011frencilerin konu d\u0131\u015f\u0131na sapmalar\u0131n\u0131 veya konuyu fazla ki\u015fiselle\u015ftirmelerini \u00f6nlemek, tart\u0131\u015fmaya ger\u00e7ekten katk\u0131 sa\u011flayanlar\u0131 te\u015fvik etmek, tart\u0131\u015fmay\u0131 i\u015fgal etmek veya eline ge\u00e7irmek isteyenleri \u00f6nlemek ve tart\u0131\u015fmaya kat\u0131lmayanlar\u0131 izleyerek kat\u0131lmalar\u0131na yard\u0131m etmek gibi);<\/li>\n<li><strong>tart\u0131\u015fma konular\u0131 ve de\u011ferlendirme aras\u0131nda g\u00fc\u00e7l\u00fc bir ba\u011f kurulmas\u0131<\/strong>.<\/li>\n<\/ul>\n<p>Bu konular, Salmon (2000), Bates ve Poole (2003) ve Paloff ve Pratt (2005; 2007) taraf\u0131ndan ayr\u0131nt\u0131l\u0131 olarak incelenmi\u015f ve tart\u0131\u015f\u0131lm\u0131\u015ft\u0131r.<\/p>\n<h2>4.4.6 K\u00fclt\u00fcrel ve epistemolojik boyutlar<\/h2>\n<p>\u00d6\u011frenciler, e\u011fitim deneyimlerine farkl\u0131 arka planlardan, farkl\u0131 beklentilerle gelirler. Sonu\u00e7 olarak, tart\u0131\u015fmaya dayal\u0131 i\u015f birlik\u00e7i \u00f6\u011frenmeye ili\u015fkin olarak \u00f6\u011frencilerde ciddi k\u00fclt\u00fcrel farkl\u0131l\u0131klar s\u00f6z konusudur. Bu farkl\u0131l\u0131klar, \u00f6\u011frenme ve \u00f6\u011fretme gelenekleri ile ilgili derin farkl\u0131l\u0131klar\u0131n da yans\u0131mas\u0131d\u0131r. Dolay\u0131s\u0131yla \u00f6\u011fretmenler, s\u0131n\u0131flar\u0131nda dil, k\u00fclt\u00fcr veya epistemoloji a\u00e7\u0131s\u0131ndan zorluk ya\u015fayan \u00f6\u011frenciler olabilece\u011finin fark\u0131nda olmal\u0131d\u0131r; ancak, \u00f6\u011frencilerin \u2018herhangi bir yerden\u2019 gelebildi\u011fi \u00e7evrimi\u00e7i s\u0131n\u0131flarda bu \u00f6zellikle dikkat edilmesi gereken \u00f6nemli bir konudur.<\/p>\n<p>\u00c7o\u011fu \u00fclkede, \u00f6\u011fretmenin otoriter rol\u00fcne ili\u015fkin olarak enformasyonun \u00f6\u011fretmenden \u00f6\u011frenciye aktar\u0131lan bir \u015fey oldu\u011fu y\u00f6n\u00fcnde g\u00fc\u00e7l\u00fc bir inan\u0131\u015f ve gelenek vard\u0131r. Baz\u0131 k\u00fclt\u00fcrlerde, \u00f6\u011fretmenlerin ve hatta di\u011fer \u00f6\u011frencilerin g\u00f6r\u00fc\u015flerini ele\u015ftirmek veya kar\u015f\u0131 \u00e7\u0131kmak \u2018ay\u0131p\u2019 ve sayg\u0131s\u0131zca bir davran\u0131\u015f olarak nitelendirilir. Otoriter \u00f6\u011fretmen rol\u00fcn\u00fcn bask\u0131n oldu\u011fu k\u00fclt\u00fcrlerde, di\u011fer \u00f6\u011frencilerin g\u00f6r\u00fc\u015fleri ilgisiz veya \u00f6nemsiz olarak nitelendirilebilir. Di\u011fer baz\u0131 k\u00fclt\u00fcrlerde ise, do\u011frudan \u00f6\u011fretim yerine g\u00fc\u00e7l\u00fc bir s\u00f6zl\u00fc anlat\u0131m gelene\u011fi kabul edilir.<\/p>\n<p>\u00c7evrimi\u00e7i \u00f6\u011frenme etkinliklerinin tasar\u0131m\u0131nda yap\u0131land\u0131rmac\u0131 bir yakla\u015f\u0131m izlendi\u011finde, \u00e7evrimi\u00e7i ortamlar \u00f6\u011frenciler i\u00e7in bir m\u00fccadele alan\u0131 haline d\u00f6n\u00fc\u015febilir. Dolay\u0131s\u0131yla, yap\u0131land\u0131rmac\u0131 \u00f6\u011frenme yakla\u015f\u0131m\u0131na a\u015fina olmayan \u00f6\u011frencilere yard\u0131m etmek i\u00e7in bir tak\u0131m ad\u0131mlar at\u0131lmas\u0131 gerekebilir: genel olarak \u2018s\u0131n\u0131f\u2019 tart\u0131\u015fmas\u0131na eklenecek bir g\u00f6r\u00fc\u015f i\u00e7in yaz\u0131lan tasla\u011f\u0131n \u00f6nce e\u011fitmene g\u00f6nderilmesi gibi.. \u00c7evrimi\u00e7i \u00f6\u011frenmenin k\u00fclt\u00fcrler aras\u0131 boyutlar\u0131yla ilgili ayr\u0131nt\u0131l\u0131 bilgi i\u00e7in Jung ve Gunawardena\u2019n\u0131n (2014) \u00e7al\u0131\u015fmas\u0131 ve Journal of Distance Education dergisinin bu konuya ayr\u0131lan 2001 bas\u0131m\u0131 22(1) numaral\u0131 say\u0131s\u0131na bak\u0131labilir.<\/p>\n<h2>4.4.7\u00a0\u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmenin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri<\/h2>\n<p>Teknolojinin \u00f6\u011fretimde kullan\u0131m\u0131na ili\u015fkin bu yakla\u015f\u0131m, geleneksel olarak \u00f6\u011fretmenler taraf\u0131ndan yap\u0131lan baz\u0131 etkinliklerin bilgisayarlar taraf\u0131ndan yap\u0131lmas\u0131n\u0131 hedefleyen bilgisayar destekli \u00f6\u011frenme, \u00f6\u011fretim makineleri ve yapay zeka uygulamalar\u0131nda g\u00f6r\u00fclen nesnelci yakla\u015f\u0131mlardan olduk\u00e7a farkl\u0131d\u0131r. \u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmede ama\u00e7 \u00f6\u011fretmenin yerini almak de\u011fil, \u00f6\u011fretmen ve \u00f6\u011frenci aras\u0131ndaki ileti\u015fimi art\u0131rmak ve g\u00fc\u00e7lendirmek i\u00e7in teknolojiyi kullanmakt\u0131r. Burada, \u00f6\u011frenmenin sosyal s\u00f6ylem yoluyla desteklenip geli\u015ftirilen bilgi yap\u0131land\u0131r\u0131lmas\u0131na dayal\u0131 geli\u015fimi s\u00f6z konusudur. Bu sosyal s\u00f6ylem, art\u0131k geli\u015fig\u00fczel olmaktan \u00e7\u0131kar ve<\/p>\n<ul>\n<li>\u00f6\u011fretmen rehberli\u011finde bilgi olu\u015fumuna destek vermek,<\/li>\n<li>s\u00f6z konusu disiplinin norm ve de\u011ferlerini yans\u0131tmak, ve<\/li>\n<li>disiplin i\u00e7erisindeki \u00f6n bilgiyi de dikkate almak<\/li>\n<\/ul>\n<p>suretiyle \u00f6\u011frenmeyi destekleyecek \u015fekilde yap\u0131land\u0131r\u0131l\u0131r.\u00a0Dolay\u0131s\u0131yla, bu modelin iki temel g\u00fc\u00e7l\u00fc y\u00f6n\u00fcnden bahsedebiliriz:<\/p>\n<ul>\n<li>\u00e7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme do\u011fru bi\u00e7imde uyguland\u0131\u011f\u0131nda, derin akademik \u00f6\u011frenmeye veya d\u00f6n\u00fc\u015ft\u00fcr\u00fcc\u00fc \u00f6\u011frenmeye neden olabilir. Bu etkisi, s\u0131n\u0131flardaki y\u00fcz y\u00fcze tart\u0131\u015fma ortamlar\u0131n\u0131n etkisine e\u015fde\u011ferdir. \u00c7evrimi\u00e7i \u00f6\u011frenmenin farkl\u0131 zamanl\u0131 olma (asenkron) ve \u2018kay\u0131t\u2019 avantajlar\u0131, fiziksel y\u00fcz ifadelerinin ve y\u00fcz y\u00fcze tart\u0131\u015fma ortamlar\u0131n\u0131n di\u011fer boyutlar\u0131n\u0131n eksikli\u011fini dengeleyecektir.<\/li>\n<li>\u00e7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme, sonu\u00e7 olarak, dijital \u00e7a\u011f\u0131n \u00f6\u011frencilerinin sahip olmas\u0131 gereken ele\u015ftirel d\u00fc\u015f\u00fcnme, analitik d\u00fc\u015f\u00fcnme, sentez ve de\u011ferlendirme gibi temel gereklilikler olarak kabul edilen \u00fcst d\u00fczey zihin becerilerinin geli\u015fimini de do\u011frudan destekleyebilir.<\/li>\n<\/ul>\n<p>\u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme modelinin baz\u0131 s\u0131n\u0131rl\u0131l\u0131klar\u0131 da bulunmaktad\u0131r:<\/p>\n<ul>\n<li>Kolayl\u0131kla \u00f6l\u00e7eklendirilemez, bilgi ve beceri d\u00fczeyi y\u00fcksek \u00f6\u011fretmenler ve s\u0131n\u0131rl\u0131 say\u0131da \u00f6\u011frencilerle uygulanabilir.<\/li>\n<li>Be\u015feri bilimler, sosyal bilimler ve e\u011fitim alanlar\u0131 ile i\u015fletme ve sa\u011fl\u0131k alanlar\u0131n\u0131n bir k\u0131sm\u0131nda \u00a0hem e\u011fitmenlerin hem de \u00f6\u011frencilerin epistemolojik duru\u015flar\u0131n\u0131 yans\u0131tsa da, fen bilimleri, bilgisayar bilimleri ve m\u00fchendislik alanlar\u0131ndaki e\u011fitmenlerin epistemolojik duru\u015flar\u0131ndan daha uzakt\u0131r. Ancak problem temelli veya sorgulama temelli yakla\u015f\u0131mla birlikte uyguland\u0131\u011f\u0131nda, bu konu alanlar\u0131n\u0131n baz\u0131lar\u0131nda kabul g\u00f6rmesi olas\u0131d\u0131r.<\/li>\n<\/ul>\n<h2>4.4.8 \u00d6zet<\/h2>\n<p>\u0130\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmenin g\u00fc\u00e7l\u00fc y\u00f6nlerinin ve m\u00fccadele alanlar\u0131n\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011fu, hem y\u00fcz y\u00fcze hem de \u00e7evrimi\u00e7i \u00f6\u011frenme ba\u011flam\u0131nda ge\u00e7erlidir. \u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme ile geleneksel bir s\u0131n\u0131fta do\u011fru \u015fekilde uygulanan tart\u0131\u015fma temelli \u00f6\u011fretim aras\u0131nda \u00e7ok az fark oldu\u011fu veya hi\u00e7 fark olmad\u0131\u011f\u0131 s\u00f6ylenebilir. Burada, tasar\u0131m modelinin e\u011fitimin verili\u015f y\u00f6nteminden daha \u00f6nemli oldu\u011funu bir kez daha g\u00f6r\u00fcyoruz. Asl\u0131na bak\u0131l\u0131rsa, her iki modeli de e\u015f zamanl\u0131 veya farkl\u0131 zamanl\u0131 olarak uzaktan ya da y\u00fcz y\u00fcze uygulamak m\u00fcmk\u00fcn\u2026<\/p>\n<p>\u0130\u015f birli\u011fine dayal\u0131 \u00f6\u011frenmenin \u00e7evrimi\u00e7i olarak da yap\u0131labilece\u011fine ili\u015fkin yeterli kan\u0131t vard\u0131r. \u00d6zellikle de dijital \u00e7a\u011f\u0131n farkl\u0131 yelpazedeki \u00f6\u011frenci profilinin gereksinimlerine kar\u015f\u0131l\u0131k verecek daha esnek modellere ihtiya\u00e7 duyuldu\u011fu d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, bu dikkate al\u0131nmas\u0131 gereken \u00f6nemli bir noktad\u0131r. Ayn\u0131 \u015fekilde, her zaman evrensel d\u00fczeyde uygulanmasa da, bu yolla \u00f6\u011fretim yaparken nas\u0131l ba\u015far\u0131l\u0131 olunaca\u011f\u0131na dair ko\u015fullar art\u0131k iyi bilinmektedir.<\/p>\n<div class=\"textbox exercises\">\n<h3>Etkinlik 4.4: \u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme modellerinin de\u011ferlendirilmesi<\/h3>\n<ol>\n<li>\u2018\u00c7evrimi\u00e7i \u00a0\u0130\u015f Birli\u011fine Dayal\u0131 \u00d6\u011frenme\u2019 ile \u2018Sorgulama Topluluklar\u0131\u2019 aras\u0131nda fark var m\u0131d\u0131r? Yoksa bunlar farkl\u0131 isimlere sahip tek bir model midir?<\/li>\n<li>Bu modellerin hem \u00e7evrimi\u00e7i hem y\u00fcz y\u00fcze ortamlarda ayn\u0131 ba\u015far\u0131yla uygulanabilece\u011fi fikrine kat\u0131l\u0131yor musunuz?<\/li>\n<li>Bu modellere ili\u015fkin daha ba\u015fka g\u00fc\u00e7l\u00fc veya zay\u0131f y\u00f6nler var m\u0131d\u0131r?<\/li>\n<li>Sizce bu, kuram g\u00f6r\u00fcn\u00fcm\u00fcnde kar\u015f\u0131m\u0131za \u00e7\u0131km\u0131\u015f olan bir ortak ak\u0131l m\u0131d\u0131r?<\/li>\n<li>Bu modelleri fizik veya m\u00fchendislik gibi nicel bilimlerdeki derslere uyarlamak sizce mant\u0131kl\u0131 m\u0131d\u0131r? E\u011fer uygulanabilece\u011fini d\u00fc\u015f\u00fcn\u00fcyorsan\u0131z, hangi ko\u015fullarda uygulanabilir?<\/li>\n<\/ol>\n<\/div>\n<h2>Kaynak\u00e7a<\/h2>\n<p>Bates, A. and Poole, G. (2003)\u00a0<em>Effective Teaching with Technology in Higher Education: Foundations for Success<\/em>\u00a0San Francisco: Jossey-Bass.<\/p>\n<p>Brindley, J., Walti, C. and Blashke, L. (2009) Creating Effective Collaborative Learning Groups in an Online Environment\u00a0<em><a href=\"http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/675\/1271\">International Review of Research in Open and Distance Learning<\/a><\/em>, Vol. 10, No. 3.<\/p>\n<p>Entwistle, N. (2000)\u00a0<em><a href=\"http:\/\/www.tlrp.org\/acadpub\/Entwistle2000.pdf\">Promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts<\/a><\/em>\u00a0Leicester UK: TLRP Conference.<\/p>\n<p>Garrison, R., Anderson, A. and Archer, W. (2000) Critical Inquiry in a Text-based Environment: Computer Conferencing in Higher Education\u00a0<em><a href=\"http:\/\/www.sciencedirect.com\/science\/article\/pii\/S1096751600000166\">The Internet and Higher Education<\/a><\/em>, Vol. 2, No. 3.<\/p>\n<p>Harasim, L. (2012)\u00a0<em>Learning Theory and Online Technologies<\/em>\u00a0New York\/London: Routledge.<\/p>\n<p>Hiltz, R. and Turoff, M. (1978)\u00a0<em>The Network Nation: Human Communication via Computer\u00a0Reading<\/em> MA: Addison-Wesley.<\/p>\n<p>Jung, I. and Gunawardena, C. (eds.) (2014)\u00a0<em>Culture and Online Learning: Global Perspectives and Research<\/em>\u00a0Sterling VA: Stylus.<\/p>\n<p>Laurillard, D. (2001)\u00a0<em><a href=\"http:\/\/www.amazon.co.uk\/Rethinking-University-Teaching-Routledge-2001\/dp\/B00DHO14WY\/ref=sr_1_fkmr0_2?s=books&amp;ie=UTF8&amp;qid=1402428736&amp;sr=1-2-fkmr0&amp;keywords=Laurillard%2C+D.+%282001%29+Rethinking+University+Teaching%3A+A+Conversational+Framework+for+the+Effective+Use+of+Learning+Technologies\">Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies<\/a><\/em>\u00a0New York\/London: Routledge.<\/p>\n<p>Marton, F. and Salj\u00f6, R. (1997) Approaches to learning, in\u00a0<a href=\"http:\/\/www.ed.ac.uk\/schools-departments\/institute-academic-development\/learning-teaching\/staff\/advice\/researching\/publications\/experience-of-learning\">Marton, F.,\u00a0Hounsell, D. and Entwistle, N. (eds.) <em>The experience of learning<\/em>: Edinburgh: Scottish Academic Press (<\/a>out of press, but available online).<\/p>\n<p>Paloff, R. and Pratt, K. (2005)\u00a0<em>Collaborating Online: Learning Together in Community<\/em>\u00a0San Francisco: Jossey-Bass.<\/p>\n<p>Paloff, R. and Pratt, K. (2007) Building Online Learning Communities: Effective Strategies for the Virtual Classroom San Francisco: Jossey-Bass.<\/p>\n<p>Pask, G. (1975)\u00a0<em><a href=\"http:\/\/tocs.ulb.tu-darmstadt.de\/179449400.pdf\">Conversation, Cognition and Learning<\/a><\/em>\u00a0Amsterdam\/London: Elsevier (out of press, but available online).<\/p>\n<p>Salmon, G. (2000)\u00a0<em>e-Moderating: The Key to Teaching and Learning Online<\/em>\u00a0London: Taylor and Francis.<\/p>\n<p>Scardamalia, M. and Bereiter, C. (2006) Knowledge Building: \u00a0Theory, pedagogy and technology in Sawyer, K. (ed.)\u00a0<em>Cambridge Handbook of the Learning Sciences<\/em>\u00a0New York: cambridge University Press.<\/p>\n","protected":false},"author":43,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-262","chapter","type-chapter","status-publish","hentry"],"part":253,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/262","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/users\/43"}],"replies":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/comments?post=262"}],"version-history":[{"count":4,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/262\/revisions"}],"predecessor-version":[{"id":1226,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/262\/revisions\/1226"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/parts\/253"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/262\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=262"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=262"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=262"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=262"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}