{"id":317,"date":"2017-11-18T07:49:31","date_gmt":"2017-11-18T12:49:31","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/tonybates\/?post_type=chapter&p=317"},"modified":"2019-02-26T08:17:31","modified_gmt":"2019-02-26T13:17:31","slug":"1-6-yuksekogretimde-degisen-ogrenciler-degisen-kosullar","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/1-6-yuksekogretimde-degisen-ogrenciler-degisen-kosullar\/","title":{"raw":"1.6 Y\u00dcKSEK\u00d6\u011eRET\u0130MDE DE\u011e\u0130\u015eEN \u00d6\u011eRENC\u0130LER, DE\u011e\u0130\u015eEN KO\u015eULLAR","rendered":"1.6 Y\u00dcKSEK\u00d6\u011eRET\u0130MDE DE\u011e\u0130\u015eEN \u00d6\u011eRENC\u0130LER, DE\u011e\u0130\u015eEN KO\u015eULLAR"},"content":{"raw":"[caption id=\"attachment_25\" align=\"aligncenter\" width=\"400\"]\"\" \u015eekil 1.6.1 \u00d6\u011frenci \u00c7e\u015fitlili\u011fi
Resim: \u00a9greatinternationalstudents.blogspot.com, 2013[\/caption]\r\n\r\n
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1.6.1 \u00d6\u011eRENC\u0130 \u00c7E\u015e\u0130TL\u0130L\u0130\u011e\u0130NDE ARTI\u015e<\/h2>\r\nY\u00fcksek\u00f6\u011fretimde son 50 y\u0131l i\u00e7erisinde \u00f6\u011frencilerden fazla de\u011fi\u015fen bir \u015fey olmam\u0131\u015ft\u0131r herhalde\u2026 Liseyi bitirenlerin \u00fc\u00e7te birinin y\u00fcksek\u00f6\u011fretime devam etti\u011fi \u2018eski g\u00fczel g\u00fcnlerde\u2019, bu \u00f6\u011frencilerin bir\u00e7o\u011funun aileleri de \u00fcniversite ya da y\u00fcksekokul mezunuydu. Bu \u00f6\u011frenciler, genellikle varl\u0131kl\u0131 veya en az\u0131ndan maddi sorunu olmayan ailelerin \u00e7ocuklar\u0131yd\u0131. \u00dcniversiteler \u00f6\u011frencilerin kabul\u00fcnde olduk\u00e7a se\u00e7ici davranabiliyor, not ortalamas\u0131 en y\u00fcksek olan ve en ba\u015far\u0131l\u0131 olabilecek \u00f6\u011frencileri tercih ediyorlard\u0131. S\u0131n\u0131f mevcutlar\u0131 \u00e7ok daha az oldu\u011fundan, \u00f6\u011fretim \u00fcyeleri ders vermeye daha fazla zaman ay\u0131rabiliyor, ara\u015ft\u0131rma yapma bask\u0131s\u0131n\u0131 daha az hissediyorlard\u0131. \u00d6\u011fretim alan\u0131nda uzmanl\u0131k \u00f6nemli olsa da, \u015fimdi oldu\u011fu kadar \u2018elzem\u2019 de\u011fildi; profes\u00f6rleri d\u00fcnyadaki en iyi \u2018hoca\u2019 olmasa da iyi \u00f6\u011frenciler do\u011fal olarak ba\u015far\u0131l\u0131 olabilecekleri bir ortamdalard\u0131. Bu \u2018geleneksel\u2019 model, Harvard, MIT, Stanford, Oxford ve Cambridge gibi elit \u00fcniversiteler ile sosyal bilim a\u011f\u0131rl\u0131kl\u0131 k\u00fc\u00e7\u00fck y\u00fcksek\u00f6\u011fretim kurumlar\u0131nda halen daha ge\u00e7erlili\u011fini koruyor. Ancak zaman\u0131nda \u00f6yle olduysa dahi, geli\u015fmekte olan \u00fclkelerdeki \u00e7o\u011fu devlet \u00fcniversitesinde ve meslek y\u00fcksekokullar\u0131nda art\u0131k durum b\u00f6yle de\u011fil\u2026\r\n\r\nLiseyi bitirenlerin y\u00fczde 28\u2019inin \u00fcniversiteye, bir di\u011fer y\u00fczde 20\u2019sinin ise iki y\u0131ll\u0131k meslek okullar\u0131na devam etti\u011fi Kanada\u2019da, \u00f6\u011frenci taban\u0131 \u00e7ok \u00e7e\u015fitli bir hal alm\u0131\u015ft\u0131r (AUCC, 2011). Eyalet ve b\u00f6lge y\u00f6netimleri y\u00fcksek\u00f6\u011frenim sistemine devam edenlerin oran\u0131n\u0131n y\u00fczde 70\u2019lerde olmas\u0131 i\u00e7in e\u011fitim kurumlar\u0131na bask\u0131 yapt\u0131\u011f\u0131ndan (Ontario, 2011), kurumlar art\u0131k etnik az\u0131nl\u0131klar (\u00f6zellikle de Afrika as\u0131ll\u0131 Amerikal\u0131lar ve ABD\u2019deki Latinler), yeni g\u00f6\u00e7menler (bir\u00e7ok geli\u015fmekte olan \u00fclkede), Kanada\u2019daki aborjin \u00f6\u011frenciler ve ikinci dili \u0130ngilizce olanlar gibi daha \u00f6nceleri e\u011fitime eri\u015fim olana\u011f\u0131 k\u0131s\u0131tl\u0131 olan gruplara ula\u015fmak zorundad\u0131r. H\u00fck\u00fcmetler ayn\u0131 zamanda, daha fazla uluslararas\u0131 \u00f6\u011frenci almalar\u0131 i\u00e7in \u00fcniversitelere bask\u0131 yapmaktad\u0131r. Bunun nedeni, uluslararas\u0131 \u00f6\u011frencilerin \u00f6\u011frenim \u00fccretlerinin tamam\u0131n\u0131 \u00f6deyebilecek olmalar\u0131 ve bunun kar\u015f\u0131l\u0131\u011f\u0131nda okulun dil ve k\u00fclt\u00fcr\u00fcne katk\u0131 sa\u011flamalar\u0131d\u0131r. Di\u011fer bir deyi\u015fle y\u00fcksek\u00f6\u011fretim kurumlar\u0131n\u0131n yaln\u0131zca elit bir az\u0131nl\u0131k i\u00e7in tahsis edilmi\u015f kurumlar de\u011fil, toplumun sosyo-ekonomik ve k\u00fclt\u00fcrel \u00e7e\u015fitlili\u011fini temsil eden kurumlar olmalar\u0131 beklenmektedir.\r\n\r\nYine bir\u00e7ok geli\u015fmi\u015f \u00fclkede, \u00fcniversite ve y\u00fcksekokul \u00f6\u011frencilerinin ya\u015f ortalamalar\u0131n\u0131n eskiden oldu\u011fundan daha y\u00fcksek oldu\u011funu ve bu \u00f6\u011frencilerin (eskiden oldu\u011fu gibi) kendini ders \u00e7al\u0131\u015fmaya ve e\u011flenceye adam\u0131\u015f tam zamanl\u0131 \u00f6\u011frenciler olmad\u0131\u011f\u0131n\u0131 g\u00f6rmekteyiz. \u00d6\u011frenim \u00fccretlerindeki art\u0131\u015f ve ya\u015fam maliyetleri, \u00f6\u011frencilerin yar\u0131-zamanl\u0131 i\u015flerde \u00e7al\u0131\u015fmalar\u0131n\u0131 gerektirmekte ve \u00f6\u011frenciler resmi olarak tam zamanl\u0131 \u00f6\u011frenci stat\u00fcs\u00fcnde olsalar da, \u00e7al\u0131\u015fma saatleri ders saatleriyle \u00e7ak\u0131\u015fabilmektedir. Sonu\u00e7 olarak, \u00f6\u011frencilerin okulu bitirip mezun olma s\u00fcreleri uzamaktad\u0131r. \u00d6rne\u011fin ABD\u2019de, d\u00f6rt y\u0131ll\u0131k bir lisans program\u0131n\u0131 tamamlama s\u00fcresi yedi y\u0131la \u00e7\u0131km\u0131\u015f durumdad\u0131r (Lumina Foundation, 2014).\r\n

1.6.2 YA\u015eAM BOYU \u00d6\u011eRENME PAZARI<\/h2>\r\nKanada\u2019daki Ontario \u00dcniversiteler Konseyi (2012), \u00fcniversiteye do\u011frudan liseden gelen \u00f6\u011frencilerin oran\u0131n\u0131n t\u00fcm yeni kay\u0131tlar\u0131n y\u00fczde 24\u2019\u00fcn\u00fc olu\u015fturdu\u011funa dikkati \u00e7ekmekte ve sekt\u00f6rden gelen \u00f6\u011frenci say\u0131s\u0131n\u0131n do\u011frudan liseden gelen \u00f6\u011frenci say\u0131s\u0131ndan daha h\u0131zl\u0131 artt\u0131\u011f\u0131n\u0131 ifade etmektedir. Belki bundan daha da \u00f6nemlisi, \u00e7o\u011fu \u00fcniversite mezunu y\u0131llar sonra kariyerlerinin bir noktas\u0131nda \u00fcniversiteye geri d\u00f6n\u00fcp kendi alanlar\u0131ndaki bilgi de\u011fi\u015fimine ayak uydurmak amac\u0131yla ders almakta veya programlara kaydolmaktad\u0131r. Bu \u00f6\u011frencilerin b\u00fcy\u00fck \u00e7o\u011funlu\u011fu tam zamanl\u0131 bir i\u015fte \u00e7al\u0131\u015fmakta, akademik \u00e7al\u0131\u015fmalar\u0131n\u0131 e\u015fleri ve \u00e7ocuklar\u0131yla birlikte di\u011fer g\u00f6rev ve sorumluluklar\u0131n\u0131n i\u00e7erisine yerle\u015ftirmektedir.\r\n\r\nG\u00fcn\u00fcm\u00fcz\u00fcn bilgi tabanl\u0131 toplumunda rekabet i\u00e7erisinde kalmaya gereksinim duyan bu \u00f6\u011frencilerin te\u015fvik edilmesi ve desteklenmesi ekonomik a\u00e7\u0131dan son derece \u00f6nemlidir. \u00d6zellikle de do\u011fum oranlar\u0131ndaki d\u00fc\u015f\u00fc\u015f ve ya\u015fam s\u00fcresindeki art\u0131\u015f g\u00f6z \u00f6n\u00fcne al\u0131nd\u0131\u011f\u0131nda, baz\u0131 b\u00f6lgelerde y\u00fcksek\u00f6\u011fretime geri d\u00f6nen \u00f6\u011frencilerin say\u0131s\u0131, do\u011frudan liseden \u00fcniversiteye ge\u00e7i\u015f yapan \u00f6\u011frencilerin say\u0131s\u0131n\u0131 yak\u0131n gelecekte a\u015facakt\u0131r. Bug\u00fcn, Kanada\u2019da bulunan British Columbia \u00dcniversitesi\u2019nde \u00f6\u011frencilerin ortalama ya\u015f\u0131 31 olup, t\u00fcm \u00f6\u011frencilerin \u00fc\u00e7te birinden fazlas\u0131 24 ya\u015f\u0131n \u00fczerindedir. \u0130ki y\u0131ll\u0131k y\u00fcksekokullardan \u00fcniversiteye ge\u00e7en (veya tam tersi) \u00f6\u011frencilerin say\u0131s\u0131 da giderek artmaktad\u0131r. \u00d6rne\u011fin Kanada\u2019da bulunan British Columbia Teknoloji Enstit\u00fcs\u00fc, her y\u0131l yeni kay\u0131t yapt\u0131ran \u00f6\u011frencilerin yar\u0131s\u0131ndan fazlas\u0131n\u0131n hali haz\u0131rda bir lisans derecesi oldu\u011funu tahmin etmektedir.\r\n\r\n[caption id=\"attachment_26\" align=\"aligncenter\" width=\"378\"]\"\" \u015eekil 1.6.2 Ya\u015fam boyu \u00f6\u011frenenler, y\u00fcksek\u00f6\u011fretim i\u00e7in giderek \u00f6nemli bir pazar haline gelmektedir
Resim: \u00a9 Evolllution.com, 2013[\/caption]\r\n\r\n
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1.6.3 D\u0130J\u0130TAL YERL\u0130LER<\/h2>\r\nBug\u00fcn\u00fcn \u00f6\u011frencilerini bir nebze farkl\u0131 yapan di\u011fer bir konu da, dijital teknolojiler ve \u00f6zellikle de sosyal medya ile olan derin ili\u015fkileridir. An\u0131nda mesajla\u015fma, Twitter, video oyunlar\u0131, Facebook ve iPad\u2019ler veya mobil telefonlar \u00fczerinde \u00e7al\u0131\u015fan say\u0131s\u0131z uygulamayla art\u0131k bu \u00f6\u011frenciler, s\u00fcrekli \u2018a\u00e7\u0131k\u2019 ve eri\u015filebilirler. \u00dcniversiteye gelen \u00f6\u011frencilerin b\u00fcy\u00fck \u00e7o\u011funlu\u011fu bo\u011fazlar\u0131na kadar sosyal medyan\u0131n i\u00e7erisindeler ve ya\u015famlar\u0131n\u0131n b\u00fcy\u00fck bir k\u0131sm\u0131 da sosyal medya etraf\u0131nda geli\u015fiyor. Mark Prensky (2001) gibi baz\u0131 yorumcular, dijital medyaya olan ba\u011f\u0131ml\u0131l\u0131klar\u0131 nedeniyle dijital yerlilerin temelde farkl\u0131 d\u00fc\u015f\u00fcnd\u00fcklerini ve farkl\u0131 \u00f6\u011frendiklerini iddia ediyor. Bu \u00f6\u011frenciler, sosyal medyay\u0131 ya\u015famlar\u0131n\u0131n di\u011fer t\u00fcm boyutlar\u0131nda da kullanmay\u0131 umuyor. Peki, bu bireylerin \u00f6\u011frenme deneyimleri ni\u00e7in di\u011ferlerininkinden farkl\u0131 olmak zorunda? Bu konuyu daha ayr\u0131nt\u0131l\u0131 olarak B\u00f6l\u00fcm 8.2\u2019de inceleyece\u011fiz.\r\n

1.6.4 SE\u00c7K\u0130NC\u0130L\u0130KTEN BA\u015eARIYA<\/h2>\r\nOrta ya\u015fl\u0131 bir\u00e7ok \u00f6\u011fretim eleman\u0131, \u00f6\u011frenci olduklar\u0131 eski g\u00fczel g\u00fcnlerin hasretini \u00e7ekmektedir. Robbins\u2019 Komisyonu\u2019nun<\/a> Britanya\u2019daki \u00fcniversitelerin yayg\u0131nla\u015ft\u0131r\u0131lmas\u0131n\u0131 tavsiye etti\u011fi 1960\u2019larda bile, o zamanki \u00fcniversitelerin rekt\u00f6r yard\u0131mc\u0131lar\u0131 \u2018daha \u00e7ok, daha k\u00f6t\u00fc demektir\u2019 diyerek hay\u0131flanm\u0131\u015flard\u0131r. Ancak \u0131hlamur a\u011fac\u0131n\u0131n alt\u0131nda bir grup \u00f6zverili ve sadakatli \u00f6\u011frenciyle bilgi ve deneyimlerini payla\u015fan Sokratik \u2018hoca\u2019 ideali, art\u0131k devlet \u00fcniversiteleri i\u00e7in ge\u00e7erli bir ideal de\u011fil. Belki bir ihtimal lisans\u00fcst\u00fc d\u00fczeyde\u2026 B\u00f6yle bir idealin devlete ait y\u00fcksek\u00f6\u011fretim kurumlar\u0131na geri d\u00f6nmesi de \u00e7ok olanakl\u0131 g\u00f6r\u00fcnmemektedir (Cameron\u2019un 1950\u2019lere d\u00f6nd\u00fcrmeye \u00e7al\u0131\u015ft\u0131\u011f\u0131 Britanya haricinde)... Gelenekselcilerin tela\u015fa d\u00fc\u015ft\u00fc\u011f\u00fc \u00fczere, y\u00fcksek\u00f6\u011fretimin kitlele\u015ftirilmesi akademinin kap\u0131lar\u0131n\u0131 ayak tak\u0131m\u0131na a\u00e7m\u0131\u015ft\u0131r. Ancak g\u00f6r\u00fcld\u00fc\u011f\u00fc gibi, bunun nedeni yaln\u0131zca ekonomik nedenler de\u011fil, ayn\u0131 zamanda sosyal hareketliliktir.\r\n\r\n\u00d6\u011frenci kitlesindeki bu de\u011fi\u015fikli\u011fin y\u00fcksek\u00f6\u011fretim \u00fczerindeki etkisi b\u00fcy\u00fckt\u00fcr. Bir zamanlar, Alman matematik profes\u00f6rleri \u00f6\u011frencilerinin yaln\u0131zca y\u00fczde be\u015finin veya onunun s\u0131navlar\u0131n\u0131 ba\u015far\u0131yla ge\u00e7ebilmesiyle \u00f6v\u00fcn\u00fcrd\u00fc. S\u0131navlar\u0131n zorluk derecesi o kadar y\u00fcksekti ki, yaln\u0131zca en iyiler ge\u00e7ebilirdi. Ders ge\u00e7me oran\u0131n\u0131n d\u00fc\u015f\u00fckl\u00fc\u011f\u00fc, \u00f6\u011fretimin ne kadar titiz ve \u00f6zenli oldu\u011funu g\u00f6sterirdi. \u0130stenen d\u00fczeye ula\u015fmak, hocalar\u0131n de\u011fil \u00f6\u011frencilerin sorumlulu\u011fundayd\u0131. \u00dcst d\u00fczey \u00f6\u011frenciler i\u00e7in b\u00f6ylesi bir durum halen daha ge\u00e7erli olabilir; ancak bug\u00fcn bakt\u0131\u011f\u0131m\u0131zda, \u00fcniversitelerin ve y\u00fcksekokullar\u0131n ama\u00e7lar\u0131n\u0131n biraz daha farkl\u0131 oldu\u011funu g\u00f6r\u00fcyoruz: M\u00fcmk\u00fcn oldu\u011fu kadar \u00e7ok say\u0131da \u00f6\u011frenciyi, bilgi tabanl\u0131 bir toplumda ya\u015famlar\u0131n\u0131 s\u00fcrd\u00fcrmeye yeterli bir \u015fekilde mezun etmek\u2026 Tabii ki, ne ahlaki ne de ekonomik olarak \u00f6\u011frencilerin y\u00fczde 95\u2019inin ya\u015famlar\u0131n\u0131 bo\u015fa harcamay\u0131 g\u00f6ze alamay\u0131z. Zaten, okulu bitirme oran\u0131 ve diploma say\u0131lar\u0131n\u0131n y\u00fcksek\u00f6\u011fretim kurumlar\u0131na sa\u011flanan finansman\u0131n planlamas\u0131nda anahtar performans g\u00f6stergesi olarak kullan\u0131ld\u0131\u011f\u0131n\u0131 da unutmamak gerekir.\r\n\r\n\u00d6\u011frenci kitlesinin \u00e7e\u015fitlili\u011fi d\u00fc\u015f\u00fcn\u00fcl\u00fcnce, m\u00fcmk\u00fcn oldu\u011fu kadar fazla \u00f6\u011frencinin ba\u015far\u0131l\u0131 olmas\u0131n\u0131 sa\u011flamak hem kurumlar hem de \u00f6\u011fretmenler i\u00e7in b\u00fcy\u00fck bir m\u00fccadele alan\u0131 olu\u015fturmaktad\u0131r. Giderek daha da \u00e7e\u015fitlenen \u00f6\u011frenci profilinin yaratt\u0131\u011f\u0131 bu m\u00fccadele ile ba\u015fa \u00e7\u0131kabilmek i\u00e7in \u00f6\u011frenci ba\u015far\u0131s\u0131n\u0131 art\u0131ran \u00f6\u011fretim y\u00f6ntemleri \u00fczerine yo\u011funla\u015fmak, \u00f6\u011frenmeyi daha fazla bireyselle\u015ftirmek ve daha esnek e\u011fitim verme yollar\u0131 aray\u0131\u015f\u0131na girmek gerekmektedir. B\u00fct\u00fcn bu geli\u015fmeler, \u00f6\u011frencilerin oldu\u011fu kadar \u00f6\u011fretmenlerin ve e\u011fitmenlerin omuzlar\u0131ndaki y\u00fck ve sorumlulu\u011fu art\u0131rmakta ve \u00e7ok daha y\u00fcksek d\u00fczeyde bir \u00f6\u011fretim becerisine sahip olmay\u0131 gerektirmektedir.\r\n\r\nNeyse ki, son 100 y\u0131l i\u00e7erisinde insanlar\u0131n nas\u0131l \u00f6\u011frendi\u011fi ve \u00f6\u011frenci ba\u015far\u0131s\u0131n\u0131 art\u0131ran \u00f6\u011fretim y\u00f6ntemlerinin neler oldu\u011funa ili\u015fkin \u00f6nemli ara\u015ft\u0131rmalar yap\u0131ld\u0131. Ancak ne yaz\u0131k ki bu ara\u015ft\u0131rmalar, \u00e7o\u011fu y\u00fcksek\u00f6\u011fretim kurumunda g\u00f6rev yapan ve s\u0131n\u0131f mevcutlar\u0131n\u0131n az, \u00f6\u011frencilerin ise elit oldu\u011fu zamanlarda uygun olan, ama bug\u00fcnk\u00fc ko\u015fullarda hi\u00e7bir ge\u00e7erlili\u011fi kalmayan \u00f6\u011fretim y\u00f6ntemlerini kullanmay\u0131 tercih eden e\u011fitmenler taraf\u0131ndan bilinmedi veya bilinmesine ra\u011fmen uygulanmad\u0131 (\u00f6rne\u011fin bkz. Christensen Hughes ve Mighty, 2010). Dolay\u0131s\u0131yla, bug\u00fcn art\u0131k farkl\u0131 profillerdeki \u00f6\u011frencilere kar\u015f\u0131 daha etkili olabilmeleri i\u00e7in e\u011fitmenleri destekleyecek farkl\u0131 bir \u00f6\u011fretim yakla\u015f\u0131m\u0131na ve teknolojinin daha iyi kullan\u0131lmas\u0131na ihtiyac\u0131m\u0131z var.\r\n
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Etkinlik 1.6 \u00c7e\u015fitlilikle ba\u015fa \u00e7\u0131kmak<\/h3>\r\n
    \r\n \t
  1. Son y\u0131llarda kendi \u00f6\u011frencilerinizde herhangi bir de\u011fi\u015fiklik hissettiniz mi? Yan\u0131t\u0131n\u0131z evet ise, \u00f6\u011frenci profilinde ne t\u00fcr de\u011fi\u015fiklikler oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyorsunuz? Bunlar, yukar\u0131da benim yapt\u0131\u011f\u0131m \u00e7\u00f6z\u00fcmlemeden ne kadar farkl\u0131?<\/li>\r\n \t
  2. \u00d6\u011frenci ba\u015far\u0131s\u0131n\u0131 sa\u011flamak kimin sorumlulu\u011fundad\u0131r? \u00d6\u011frenci profilinin \u00e7e\u015fitlili\u011fi \u00f6\u011fretmenlerin ve e\u011fitmenlerin \u00fczerindeki sorumlulu\u011fu ne dereceye kadar etkilemelidir?<\/li>\r\n \t
  3. \u2018Daha \u00e7ok, daha k\u00f6t\u00fc demektir\u2019 ifadesine kat\u0131l\u0131yor musunuz? E\u011fer kat\u0131l\u0131yorsan\u0131z, y\u00fcksek\u00f6\u011fretim i\u00e7in ne t\u00fcr alternatifler \u00f6nerirsiniz? Bu alternatifler nas\u0131l finanse edilebilir?<\/li>\r\n \t
  4. Sizin \u00fclkenizde akademik e\u011fitim ile mesleki e\u011fitimin dengeli oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyor musunuz? Sizce \u00fcniversitelere \u00e7ok fazla vurgu yap\u0131p mesleki ve teknik y\u00fcksek\u00f6\u011fretim kurumlar\u0131n\u0131 (y\u00fcksekokullar\u0131) g\u00f6z ard\u0131 m\u0131 ediyoruz?<\/li>\r\n<\/ol>\r\n<\/div>\r\n

    KAYNAK\u00c7A<\/h2>\r\nAUCC (2011) Trends in Higher Education: Volume 1-Enrolment<\/a> Ottawa ON: Association of Universities and Colleges of Canada.\r\n\r\nChristensen Hughes, J. and Mighty, J. (2010) Taking Stock: Research on Teaching and Learning in Higher Education<\/a> Montreal and \u00a0Kingston: McGill-Queen\u2019s University Press.\r\n\r\nCouncil of Ontario Universities (2012) Increased numbers of students heading to Ontario universities<\/a> Toronto ON: COU.\r\n\r\nLumina Foundation (2014) A Stronger Nation through Higher Education<\/a> Indianapolis IN: The Lumina Foundation for Education, Inc.\r\n\r\nPrensky, M. (2001) \u2018Digital natives, Digital Immigrant<\/a>s\u2019 On the Horizon Vol. 9, No. 5.\r\n\r\nRobbins, L. (1963) Higher Education Report<\/a> London: Committee on Higher Education, HMSO.","rendered":"
    \"\"
    \u015eekil 1.6.1 \u00d6\u011frenci \u00c7e\u015fitlili\u011fi
    Resim: \u00a9greatinternationalstudents.blogspot.com, 2013<\/figcaption><\/figure>\n
    \n

    1.6.1 \u00d6\u011eRENC\u0130 \u00c7E\u015e\u0130TL\u0130L\u0130\u011e\u0130NDE ARTI\u015e<\/h2>\n

    Y\u00fcksek\u00f6\u011fretimde son 50 y\u0131l i\u00e7erisinde \u00f6\u011frencilerden fazla de\u011fi\u015fen bir \u015fey olmam\u0131\u015ft\u0131r herhalde\u2026 Liseyi bitirenlerin \u00fc\u00e7te birinin y\u00fcksek\u00f6\u011fretime devam etti\u011fi \u2018eski g\u00fczel g\u00fcnlerde\u2019, bu \u00f6\u011frencilerin bir\u00e7o\u011funun aileleri de \u00fcniversite ya da y\u00fcksekokul mezunuydu. Bu \u00f6\u011frenciler, genellikle varl\u0131kl\u0131 veya en az\u0131ndan maddi sorunu olmayan ailelerin \u00e7ocuklar\u0131yd\u0131. \u00dcniversiteler \u00f6\u011frencilerin kabul\u00fcnde olduk\u00e7a se\u00e7ici davranabiliyor, not ortalamas\u0131 en y\u00fcksek olan ve en ba\u015far\u0131l\u0131 olabilecek \u00f6\u011frencileri tercih ediyorlard\u0131. S\u0131n\u0131f mevcutlar\u0131 \u00e7ok daha az oldu\u011fundan, \u00f6\u011fretim \u00fcyeleri ders vermeye daha fazla zaman ay\u0131rabiliyor, ara\u015ft\u0131rma yapma bask\u0131s\u0131n\u0131 daha az hissediyorlard\u0131. \u00d6\u011fretim alan\u0131nda uzmanl\u0131k \u00f6nemli olsa da, \u015fimdi oldu\u011fu kadar \u2018elzem\u2019 de\u011fildi; profes\u00f6rleri d\u00fcnyadaki en iyi \u2018hoca\u2019 olmasa da iyi \u00f6\u011frenciler do\u011fal olarak ba\u015far\u0131l\u0131 olabilecekleri bir ortamdalard\u0131. Bu \u2018geleneksel\u2019 model, Harvard, MIT, Stanford, Oxford ve Cambridge gibi elit \u00fcniversiteler ile sosyal bilim a\u011f\u0131rl\u0131kl\u0131 k\u00fc\u00e7\u00fck y\u00fcksek\u00f6\u011fretim kurumlar\u0131nda halen daha ge\u00e7erlili\u011fini koruyor. Ancak zaman\u0131nda \u00f6yle olduysa dahi, geli\u015fmekte olan \u00fclkelerdeki \u00e7o\u011fu devlet \u00fcniversitesinde ve meslek y\u00fcksekokullar\u0131nda art\u0131k durum b\u00f6yle de\u011fil\u2026<\/p>\n

    Liseyi bitirenlerin y\u00fczde 28\u2019inin \u00fcniversiteye, bir di\u011fer y\u00fczde 20\u2019sinin ise iki y\u0131ll\u0131k meslek okullar\u0131na devam etti\u011fi Kanada\u2019da, \u00f6\u011frenci taban\u0131 \u00e7ok \u00e7e\u015fitli bir hal alm\u0131\u015ft\u0131r (AUCC, 2011). Eyalet ve b\u00f6lge y\u00f6netimleri y\u00fcksek\u00f6\u011frenim sistemine devam edenlerin oran\u0131n\u0131n y\u00fczde 70\u2019lerde olmas\u0131 i\u00e7in e\u011fitim kurumlar\u0131na bask\u0131 yapt\u0131\u011f\u0131ndan (Ontario, 2011), kurumlar art\u0131k etnik az\u0131nl\u0131klar (\u00f6zellikle de Afrika as\u0131ll\u0131 Amerikal\u0131lar ve ABD\u2019deki Latinler), yeni g\u00f6\u00e7menler (bir\u00e7ok geli\u015fmekte olan \u00fclkede), Kanada\u2019daki aborjin \u00f6\u011frenciler ve ikinci dili \u0130ngilizce olanlar gibi daha \u00f6nceleri e\u011fitime eri\u015fim olana\u011f\u0131 k\u0131s\u0131tl\u0131 olan gruplara ula\u015fmak zorundad\u0131r. H\u00fck\u00fcmetler ayn\u0131 zamanda, daha fazla uluslararas\u0131 \u00f6\u011frenci almalar\u0131 i\u00e7in \u00fcniversitelere bask\u0131 yapmaktad\u0131r. Bunun nedeni, uluslararas\u0131 \u00f6\u011frencilerin \u00f6\u011frenim \u00fccretlerinin tamam\u0131n\u0131 \u00f6deyebilecek olmalar\u0131 ve bunun kar\u015f\u0131l\u0131\u011f\u0131nda okulun dil ve k\u00fclt\u00fcr\u00fcne katk\u0131 sa\u011flamalar\u0131d\u0131r. Di\u011fer bir deyi\u015fle y\u00fcksek\u00f6\u011fretim kurumlar\u0131n\u0131n yaln\u0131zca elit bir az\u0131nl\u0131k i\u00e7in tahsis edilmi\u015f kurumlar de\u011fil, toplumun sosyo-ekonomik ve k\u00fclt\u00fcrel \u00e7e\u015fitlili\u011fini temsil eden kurumlar olmalar\u0131 beklenmektedir.<\/p>\n

    Yine bir\u00e7ok geli\u015fmi\u015f \u00fclkede, \u00fcniversite ve y\u00fcksekokul \u00f6\u011frencilerinin ya\u015f ortalamalar\u0131n\u0131n eskiden oldu\u011fundan daha y\u00fcksek oldu\u011funu ve bu \u00f6\u011frencilerin (eskiden oldu\u011fu gibi) kendini ders \u00e7al\u0131\u015fmaya ve e\u011flenceye adam\u0131\u015f tam zamanl\u0131 \u00f6\u011frenciler olmad\u0131\u011f\u0131n\u0131 g\u00f6rmekteyiz. \u00d6\u011frenim \u00fccretlerindeki art\u0131\u015f ve ya\u015fam maliyetleri, \u00f6\u011frencilerin yar\u0131-zamanl\u0131 i\u015flerde \u00e7al\u0131\u015fmalar\u0131n\u0131 gerektirmekte ve \u00f6\u011frenciler resmi olarak tam zamanl\u0131 \u00f6\u011frenci stat\u00fcs\u00fcnde olsalar da, \u00e7al\u0131\u015fma saatleri ders saatleriyle \u00e7ak\u0131\u015fabilmektedir. Sonu\u00e7 olarak, \u00f6\u011frencilerin okulu bitirip mezun olma s\u00fcreleri uzamaktad\u0131r. \u00d6rne\u011fin ABD\u2019de, d\u00f6rt y\u0131ll\u0131k bir lisans program\u0131n\u0131 tamamlama s\u00fcresi yedi y\u0131la \u00e7\u0131km\u0131\u015f durumdad\u0131r (Lumina Foundation, 2014).<\/p>\n

    1.6.2 YA\u015eAM BOYU \u00d6\u011eRENME PAZARI<\/h2>\n

    Kanada\u2019daki Ontario \u00dcniversiteler Konseyi (2012), \u00fcniversiteye do\u011frudan liseden gelen \u00f6\u011frencilerin oran\u0131n\u0131n t\u00fcm yeni kay\u0131tlar\u0131n y\u00fczde 24\u2019\u00fcn\u00fc olu\u015fturdu\u011funa dikkati \u00e7ekmekte ve sekt\u00f6rden gelen \u00f6\u011frenci say\u0131s\u0131n\u0131n do\u011frudan liseden gelen \u00f6\u011frenci say\u0131s\u0131ndan daha h\u0131zl\u0131 artt\u0131\u011f\u0131n\u0131 ifade etmektedir. Belki bundan daha da \u00f6nemlisi, \u00e7o\u011fu \u00fcniversite mezunu y\u0131llar sonra kariyerlerinin bir noktas\u0131nda \u00fcniversiteye geri d\u00f6n\u00fcp kendi alanlar\u0131ndaki bilgi de\u011fi\u015fimine ayak uydurmak amac\u0131yla ders almakta veya programlara kaydolmaktad\u0131r. Bu \u00f6\u011frencilerin b\u00fcy\u00fck \u00e7o\u011funlu\u011fu tam zamanl\u0131 bir i\u015fte \u00e7al\u0131\u015fmakta, akademik \u00e7al\u0131\u015fmalar\u0131n\u0131 e\u015fleri ve \u00e7ocuklar\u0131yla birlikte di\u011fer g\u00f6rev ve sorumluluklar\u0131n\u0131n i\u00e7erisine yerle\u015ftirmektedir.<\/p>\n

    G\u00fcn\u00fcm\u00fcz\u00fcn bilgi tabanl\u0131 toplumunda rekabet i\u00e7erisinde kalmaya gereksinim duyan bu \u00f6\u011frencilerin te\u015fvik edilmesi ve desteklenmesi ekonomik a\u00e7\u0131dan son derece \u00f6nemlidir. \u00d6zellikle de do\u011fum oranlar\u0131ndaki d\u00fc\u015f\u00fc\u015f ve ya\u015fam s\u00fcresindeki art\u0131\u015f g\u00f6z \u00f6n\u00fcne al\u0131nd\u0131\u011f\u0131nda, baz\u0131 b\u00f6lgelerde y\u00fcksek\u00f6\u011fretime geri d\u00f6nen \u00f6\u011frencilerin say\u0131s\u0131, do\u011frudan liseden \u00fcniversiteye ge\u00e7i\u015f yapan \u00f6\u011frencilerin say\u0131s\u0131n\u0131 yak\u0131n gelecekte a\u015facakt\u0131r. Bug\u00fcn, Kanada\u2019da bulunan British Columbia \u00dcniversitesi\u2019nde \u00f6\u011frencilerin ortalama ya\u015f\u0131 31 olup, t\u00fcm \u00f6\u011frencilerin \u00fc\u00e7te birinden fazlas\u0131 24 ya\u015f\u0131n \u00fczerindedir. \u0130ki y\u0131ll\u0131k y\u00fcksekokullardan \u00fcniversiteye ge\u00e7en (veya tam tersi) \u00f6\u011frencilerin say\u0131s\u0131 da giderek artmaktad\u0131r. \u00d6rne\u011fin Kanada\u2019da bulunan British Columbia Teknoloji Enstit\u00fcs\u00fc, her y\u0131l yeni kay\u0131t yapt\u0131ran \u00f6\u011frencilerin yar\u0131s\u0131ndan fazlas\u0131n\u0131n hali haz\u0131rda bir lisans derecesi oldu\u011funu tahmin etmektedir.<\/p>\n

    \"\"
    \u015eekil 1.6.2 Ya\u015fam boyu \u00f6\u011frenenler, y\u00fcksek\u00f6\u011fretim i\u00e7in giderek \u00f6nemli bir pazar haline gelmektedir
    Resim: \u00a9 Evolllution.com, 2013<\/figcaption><\/figure>\n
    \n

    1.6.3 D\u0130J\u0130TAL YERL\u0130LER<\/h2>\n

    Bug\u00fcn\u00fcn \u00f6\u011frencilerini bir nebze farkl\u0131 yapan di\u011fer bir konu da, dijital teknolojiler ve \u00f6zellikle de sosyal medya ile olan derin ili\u015fkileridir. An\u0131nda mesajla\u015fma, Twitter, video oyunlar\u0131, Facebook ve iPad\u2019ler veya mobil telefonlar \u00fczerinde \u00e7al\u0131\u015fan say\u0131s\u0131z uygulamayla art\u0131k bu \u00f6\u011frenciler, s\u00fcrekli \u2018a\u00e7\u0131k\u2019 ve eri\u015filebilirler. \u00dcniversiteye gelen \u00f6\u011frencilerin b\u00fcy\u00fck \u00e7o\u011funlu\u011fu bo\u011fazlar\u0131na kadar sosyal medyan\u0131n i\u00e7erisindeler ve ya\u015famlar\u0131n\u0131n b\u00fcy\u00fck bir k\u0131sm\u0131 da sosyal medya etraf\u0131nda geli\u015fiyor. Mark Prensky (2001) gibi baz\u0131 yorumcular, dijital medyaya olan ba\u011f\u0131ml\u0131l\u0131klar\u0131 nedeniyle dijital yerlilerin temelde farkl\u0131 d\u00fc\u015f\u00fcnd\u00fcklerini ve farkl\u0131 \u00f6\u011frendiklerini iddia ediyor. Bu \u00f6\u011frenciler, sosyal medyay\u0131 ya\u015famlar\u0131n\u0131n di\u011fer t\u00fcm boyutlar\u0131nda da kullanmay\u0131 umuyor. Peki, bu bireylerin \u00f6\u011frenme deneyimleri ni\u00e7in di\u011ferlerininkinden farkl\u0131 olmak zorunda? Bu konuyu daha ayr\u0131nt\u0131l\u0131 olarak B\u00f6l\u00fcm 8.2\u2019de inceleyece\u011fiz.<\/p>\n

    1.6.4 SE\u00c7K\u0130NC\u0130L\u0130KTEN BA\u015eARIYA<\/h2>\n

    Orta ya\u015fl\u0131 bir\u00e7ok \u00f6\u011fretim eleman\u0131, \u00f6\u011frenci olduklar\u0131 eski g\u00fczel g\u00fcnlerin hasretini \u00e7ekmektedir. Robbins\u2019 Komisyonu\u2019nun<\/a> Britanya\u2019daki \u00fcniversitelerin yayg\u0131nla\u015ft\u0131r\u0131lmas\u0131n\u0131 tavsiye etti\u011fi 1960\u2019larda bile, o zamanki \u00fcniversitelerin rekt\u00f6r yard\u0131mc\u0131lar\u0131 \u2018daha \u00e7ok, daha k\u00f6t\u00fc demektir\u2019 diyerek hay\u0131flanm\u0131\u015flard\u0131r. Ancak \u0131hlamur a\u011fac\u0131n\u0131n alt\u0131nda bir grup \u00f6zverili ve sadakatli \u00f6\u011frenciyle bilgi ve deneyimlerini payla\u015fan Sokratik \u2018hoca\u2019 ideali, art\u0131k devlet \u00fcniversiteleri i\u00e7in ge\u00e7erli bir ideal de\u011fil. Belki bir ihtimal lisans\u00fcst\u00fc d\u00fczeyde\u2026 B\u00f6yle bir idealin devlete ait y\u00fcksek\u00f6\u011fretim kurumlar\u0131na geri d\u00f6nmesi de \u00e7ok olanakl\u0131 g\u00f6r\u00fcnmemektedir (Cameron\u2019un 1950\u2019lere d\u00f6nd\u00fcrmeye \u00e7al\u0131\u015ft\u0131\u011f\u0131 Britanya haricinde)… Gelenekselcilerin tela\u015fa d\u00fc\u015ft\u00fc\u011f\u00fc \u00fczere, y\u00fcksek\u00f6\u011fretimin kitlele\u015ftirilmesi akademinin kap\u0131lar\u0131n\u0131 ayak tak\u0131m\u0131na a\u00e7m\u0131\u015ft\u0131r. Ancak g\u00f6r\u00fcld\u00fc\u011f\u00fc gibi, bunun nedeni yaln\u0131zca ekonomik nedenler de\u011fil, ayn\u0131 zamanda sosyal hareketliliktir.<\/p>\n

    \u00d6\u011frenci kitlesindeki bu de\u011fi\u015fikli\u011fin y\u00fcksek\u00f6\u011fretim \u00fczerindeki etkisi b\u00fcy\u00fckt\u00fcr. Bir zamanlar, Alman matematik profes\u00f6rleri \u00f6\u011frencilerinin yaln\u0131zca y\u00fczde be\u015finin veya onunun s\u0131navlar\u0131n\u0131 ba\u015far\u0131yla ge\u00e7ebilmesiyle \u00f6v\u00fcn\u00fcrd\u00fc. S\u0131navlar\u0131n zorluk derecesi o kadar y\u00fcksekti ki, yaln\u0131zca en iyiler ge\u00e7ebilirdi. Ders ge\u00e7me oran\u0131n\u0131n d\u00fc\u015f\u00fckl\u00fc\u011f\u00fc, \u00f6\u011fretimin ne kadar titiz ve \u00f6zenli oldu\u011funu g\u00f6sterirdi. \u0130stenen d\u00fczeye ula\u015fmak, hocalar\u0131n de\u011fil \u00f6\u011frencilerin sorumlulu\u011fundayd\u0131. \u00dcst d\u00fczey \u00f6\u011frenciler i\u00e7in b\u00f6ylesi bir durum halen daha ge\u00e7erli olabilir; ancak bug\u00fcn bakt\u0131\u011f\u0131m\u0131zda, \u00fcniversitelerin ve y\u00fcksekokullar\u0131n ama\u00e7lar\u0131n\u0131n biraz daha farkl\u0131 oldu\u011funu g\u00f6r\u00fcyoruz: M\u00fcmk\u00fcn oldu\u011fu kadar \u00e7ok say\u0131da \u00f6\u011frenciyi, bilgi tabanl\u0131 bir toplumda ya\u015famlar\u0131n\u0131 s\u00fcrd\u00fcrmeye yeterli bir \u015fekilde mezun etmek\u2026 Tabii ki, ne ahlaki ne de ekonomik olarak \u00f6\u011frencilerin y\u00fczde 95\u2019inin ya\u015famlar\u0131n\u0131 bo\u015fa harcamay\u0131 g\u00f6ze alamay\u0131z. Zaten, okulu bitirme oran\u0131 ve diploma say\u0131lar\u0131n\u0131n y\u00fcksek\u00f6\u011fretim kurumlar\u0131na sa\u011flanan finansman\u0131n planlamas\u0131nda anahtar performans g\u00f6stergesi olarak kullan\u0131ld\u0131\u011f\u0131n\u0131 da unutmamak gerekir.<\/p>\n

    \u00d6\u011frenci kitlesinin \u00e7e\u015fitlili\u011fi d\u00fc\u015f\u00fcn\u00fcl\u00fcnce, m\u00fcmk\u00fcn oldu\u011fu kadar fazla \u00f6\u011frencinin ba\u015far\u0131l\u0131 olmas\u0131n\u0131 sa\u011flamak hem kurumlar hem de \u00f6\u011fretmenler i\u00e7in b\u00fcy\u00fck bir m\u00fccadele alan\u0131 olu\u015fturmaktad\u0131r. Giderek daha da \u00e7e\u015fitlenen \u00f6\u011frenci profilinin yaratt\u0131\u011f\u0131 bu m\u00fccadele ile ba\u015fa \u00e7\u0131kabilmek i\u00e7in \u00f6\u011frenci ba\u015far\u0131s\u0131n\u0131 art\u0131ran \u00f6\u011fretim y\u00f6ntemleri \u00fczerine yo\u011funla\u015fmak, \u00f6\u011frenmeyi daha fazla bireyselle\u015ftirmek ve daha esnek e\u011fitim verme yollar\u0131 aray\u0131\u015f\u0131na girmek gerekmektedir. B\u00fct\u00fcn bu geli\u015fmeler, \u00f6\u011frencilerin oldu\u011fu kadar \u00f6\u011fretmenlerin ve e\u011fitmenlerin omuzlar\u0131ndaki y\u00fck ve sorumlulu\u011fu art\u0131rmakta ve \u00e7ok daha y\u00fcksek d\u00fczeyde bir \u00f6\u011fretim becerisine sahip olmay\u0131 gerektirmektedir.<\/p>\n

    Neyse ki, son 100 y\u0131l i\u00e7erisinde insanlar\u0131n nas\u0131l \u00f6\u011frendi\u011fi ve \u00f6\u011frenci ba\u015far\u0131s\u0131n\u0131 art\u0131ran \u00f6\u011fretim y\u00f6ntemlerinin neler oldu\u011funa ili\u015fkin \u00f6nemli ara\u015ft\u0131rmalar yap\u0131ld\u0131. Ancak ne yaz\u0131k ki bu ara\u015ft\u0131rmalar, \u00e7o\u011fu y\u00fcksek\u00f6\u011fretim kurumunda g\u00f6rev yapan ve s\u0131n\u0131f mevcutlar\u0131n\u0131n az, \u00f6\u011frencilerin ise elit oldu\u011fu zamanlarda uygun olan, ama bug\u00fcnk\u00fc ko\u015fullarda hi\u00e7bir ge\u00e7erlili\u011fi kalmayan \u00f6\u011fretim y\u00f6ntemlerini kullanmay\u0131 tercih eden e\u011fitmenler taraf\u0131ndan bilinmedi veya bilinmesine ra\u011fmen uygulanmad\u0131 (\u00f6rne\u011fin bkz. Christensen Hughes ve Mighty, 2010). Dolay\u0131s\u0131yla, bug\u00fcn art\u0131k farkl\u0131 profillerdeki \u00f6\u011frencilere kar\u015f\u0131 daha etkili olabilmeleri i\u00e7in e\u011fitmenleri destekleyecek farkl\u0131 bir \u00f6\u011fretim yakla\u015f\u0131m\u0131na ve teknolojinin daha iyi kullan\u0131lmas\u0131na ihtiyac\u0131m\u0131z var.<\/p>\n

    \n

    Etkinlik 1.6 \u00c7e\u015fitlilikle ba\u015fa \u00e7\u0131kmak<\/h3>\n
      \n
    1. Son y\u0131llarda kendi \u00f6\u011frencilerinizde herhangi bir de\u011fi\u015fiklik hissettiniz mi? Yan\u0131t\u0131n\u0131z evet ise, \u00f6\u011frenci profilinde ne t\u00fcr de\u011fi\u015fiklikler oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyorsunuz? Bunlar, yukar\u0131da benim yapt\u0131\u011f\u0131m \u00e7\u00f6z\u00fcmlemeden ne kadar farkl\u0131?<\/li>\n
    2. \u00d6\u011frenci ba\u015far\u0131s\u0131n\u0131 sa\u011flamak kimin sorumlulu\u011fundad\u0131r? \u00d6\u011frenci profilinin \u00e7e\u015fitlili\u011fi \u00f6\u011fretmenlerin ve e\u011fitmenlerin \u00fczerindeki sorumlulu\u011fu ne dereceye kadar etkilemelidir?<\/li>\n
    3. \u2018Daha \u00e7ok, daha k\u00f6t\u00fc demektir\u2019 ifadesine kat\u0131l\u0131yor musunuz? E\u011fer kat\u0131l\u0131yorsan\u0131z, y\u00fcksek\u00f6\u011fretim i\u00e7in ne t\u00fcr alternatifler \u00f6nerirsiniz? Bu alternatifler nas\u0131l finanse edilebilir?<\/li>\n
    4. Sizin \u00fclkenizde akademik e\u011fitim ile mesleki e\u011fitimin dengeli oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyor musunuz? Sizce \u00fcniversitelere \u00e7ok fazla vurgu yap\u0131p mesleki ve teknik y\u00fcksek\u00f6\u011fretim kurumlar\u0131n\u0131 (y\u00fcksekokullar\u0131) g\u00f6z ard\u0131 m\u0131 ediyoruz?<\/li>\n<\/ol>\n<\/div>\n

      KAYNAK\u00c7A<\/h2>\n

      AUCC (2011) Trends in Higher Education: Volume 1-Enrolment<\/a> Ottawa ON: Association of Universities and Colleges of Canada.<\/p>\n

      Christensen Hughes, J. and Mighty, J. (2010) Taking Stock: Research on Teaching and Learning in Higher Education<\/a> Montreal and \u00a0Kingston: McGill-Queen\u2019s University Press.<\/p>\n

      Council of Ontario Universities (2012) Increased numbers of students heading to Ontario universities<\/a> Toronto ON: COU.<\/p>\n

      Lumina Foundation (2014) A Stronger Nation through Higher Education<\/a> Indianapolis IN: The Lumina Foundation for Education, Inc.<\/p>\n

      Prensky, M. (2001) \u2018Digital natives, Digital Immigrant<\/a>s\u2019 On the Horizon Vol. 9, No. 5.<\/p>\n

      Robbins, L. (1963) Higher Education Report<\/a> London: Committee on Higher Education, HMSO.<\/p>\n","protected":false},"author":43,"menu_order":6,"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-317","chapter","type-chapter","status-publish","hentry"],"part":3,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/317","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=317"}],"version-history":[{"count":4,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/317\/revisions"}],"predecessor-version":[{"id":1193,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/317\/revisions\/1193"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/317\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=317"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=317"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=317"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=317"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}