9.2.1 Uzaktan e\u011fitimin \u00e7evrimi\u00e7i \u00f6\u011frenme \u00fczerindeki etkisi<\/h2>\r\nUzaktan e\u011fitimde daha \u00f6nce ya\u015fanan geli\u015fmelerden \u00e7ok \u015fey \u00f6\u011frenebiliriz. Kullan\u0131lan teknoloji farkl\u0131 olsa da, tamamen \u00e7evrimi\u00e7i \u00f6\u011frenme dedi\u011fimiz \u015fey asl\u0131nda uzaktan e\u011fitimin farkl\u0131 bir bi\u00e7iminden ba\u015fka bir\u015fey de\u011fil...\u00a0<\/span>\r\n\r\nUzaktan e\u011fitimle ilgili bug\u00fcne kadar \u00e7ok \u015fey yaz\u0131ld\u0131 (\u00f6rne\u011fin bkz. Wedemeyer, 1981; Peters, 1983; Holmberg, 1989; Keegan, 1990; Moore & Kearsley, 1996; Peters, 2002; Bates, 2005; Evans vd., 2008); ama kavramsal olarak bakt\u0131\u011f\u0131m\u0131zda olduk\u00e7a basit bir fikirden bahsediyoruz: \u00f6\u011frencilerin \u00f6\u011fretmenle y\u00fcz y\u00fcze bir ileti\u015fiminin olmad\u0131\u011f\u0131, kendi istedikleri zaman, kendi istedikleri bir mekanda (ev, i\u015fyeri veya \u00f6\u011frenme merkezi gibi) \u00e7al\u0131\u015ft\u0131klar\u0131 ve \u00f6\u011frendikleri ancak \u00f6\u011frenme deste\u011fi veya \u00f6l\u00e7me-de\u011ferlendirmeyi ger\u00e7ekle\u015ftiren \u00f6\u011fretmen veya \u00f6\u011fretim eleman\u0131yla bir \u015fekilde (\u00f6zellikle de g\u00fcn\u00fcm\u00fczde \u0130nternet arac\u0131l\u0131\u011f\u0131yla) ba\u011flant\u0131da oldu\u011fu bir sistem. <\/span>\u00a0<\/span>\r\n\r\nUzaktan e\u011fitim, \u00e7ok uzun zamand\u0131r var... H\u0131ristiyanl\u0131kta Pavlus'un Korintlilere yazd\u0131\u011f\u0131 mektubun (M.S. 53-57) uzaktan e\u011fitimin ilk bi\u00e7imlerinden biri oldu\u011fu bile tart\u0131\u015f\u0131labilir. Uzaktan e\u011fitimle ilk lisans derecesi, 1858 y\u0131l\u0131nda Londra \u00dcniversitesi (\u0130ngiltere) taraf\u0131ndan mektupla \u00f6\u011fretim sonucunda verilmi\u015ftir. Bu uzaktan e\u011fitim program\u0131nda okuma listeleri \u00f6\u011frencilere postayla g\u00f6nderilmi\u015f, \u00f6\u011frenciler kamp\u00fcs \u00f6\u011frencileriyle ayn\u0131 s\u0131navlara girmi\u015flerdir. Maddi durumu iyi olan \u00f6\u011frencilerin, bu s\u00fcre\u00e7te \u00e7al\u0131\u015fmak i\u00e7in \u00f6zel \u00f6\u011fretmen tuttuklar\u0131 s\u00f6ylenmektedir. Ama program genelde daha az varl\u0131kl\u0131 ailelerin \u00e7ocuklar\u0131na y\u00fcksek\u00f6\u011fretim olana\u011f\u0131 sa\u011flam\u0131\u015ft\u0131; hatta bu nedenle Viktorya d\u00f6nemi yazar\u0131 Charles Dickens bu program\u0131 Halk\u0131n \u00dcniversitesi olarak adland\u0131rm\u0131\u015ft\u0131. Londra \u00dcniversitesi Uluslararas\u0131 Programlar\u0131<\/a>\u00a0ad\u0131 alt\u0131nda farkl\u0131 bir isimle g\u00fcn\u00fcm\u00fczde de devam eden program, d\u00fcnya \u00e7ap\u0131nda 50 binden fazla \u00f6\u011frenciye hizmet vermektedir.\u00a0<\/span>\r\n\r\nKuzey Amerika'da h\u00fck\u00fcmetin arazi tahsis etti\u011fi ilk \u00fcniversitelerin bir\u00e7o\u011fu (ABD'de Penn Eyalet \u00dcniversitesi, Wisconsin \u00dcniversitesi ve New Mexico \u00dcniversitesi veya Kanada'da\u00a0Saskatchewan \u00dcniversitesi veya British Columbia \u00dcniversitesi gibi), eyalet veya il d\u00fczeyinde sorumluluk ve y\u00fck\u00fcml\u00fcl\u00fck sahibiydi. Sonu\u00e7 olarak bu e\u011fitim kurumlar\u0131n\u0131n uzun ve k\u00f6kl\u00fc bir uzaktan e\u011fitim ge\u00e7mi\u015fi bulunmaktad\u0131r. Bu kurumlarda verilen uzaktan e\u011fitim programlar\u0131n\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011fu, eyalet veya ilde ikamet eden \u00e7ift\u00e7iler, \u00f6\u011fretmenler ve sa\u011fl\u0131k g\u00f6revlilieri i\u00e7in tasarlanm\u0131\u015f s\u00fcrekli e\u011fitim etkinlikleri bi\u00e7imindeydi. Bu programlar, art\u0131k bug\u00fcn lisans ve lisans\u00fcst\u00fc programlar\u0131 kapsayacak \u015fekilde geni\u015flemi\u015f durumdad\u0131r. Hem ilk ve orta\u00f6\u011fretim hem de y\u00fcksek\u00f6\u011fretim d\u00fczeyinde kapsaml\u0131 bir uzaktan e\u011fitim ge\u00e7mi\u015fine sahip olan di\u011fer bir \u00fclke de Avusturalya'd\u0131r.\r\n\r\nBu \u00fcniversitelerin bir \u00e7o\u011fundan al\u0131nan diplomalar, y\u00fcz y\u00fcze \u00f6\u011fretim sonunda al\u0131nan diplomalarla ayn\u0131 tan\u0131n\u0131rl\u0131\u011fa sahiptir. \u00d6rne\u011fin 1936 y\u0131l\u0131ndan bu yana uzaktan e\u011fitim programlar\u0131 y\u00fcr\u00fctmekte olan British Columbia \u00dcniversitesi'nde verilen \u00f6\u011frenci transkriptlerinde, derslerin uzaktan veya kamp\u00fcste y\u00fcz y\u00fcze al\u0131nm\u0131\u015f olmas\u0131 herhangi bir farkl\u0131l\u0131k yaratmamaktad\u0131r; \u00e7\u00fcnk\u00fc b\u00fct\u00fcn \u00f6\u011frenciler ayn\u0131 s\u0131navlara girmektedir.\r\n\r\nUzaktan e\u011fitimle ilgili olarak \u0130ngiltere'nin A\u00e7\u0131k \u00dcniversitesi'nin 1970'lerde \u00f6nc\u00fcl\u00fck yapt\u0131\u011f\u0131 ve daha sonra uzaktan e\u011fitim yapan Kuzey Amerika \u00fcniversiteleri taraf\u0131ndan da benimsenen di\u011fer bir unsur, ADDIE modeline dayanan ancak uzaktan \u00f6\u011frenen \u00f6\u011frencilerin ihtiya\u00e7lar\u0131na g\u00f6re uyarlanan ders tasar\u0131m s\u00fcrecidir. Bu s\u00fcre\u00e7te, \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131n \u00f6nceden belirlenmesi, nitelikli \u00e7okluortam \u00f6\u011frenme materyallerinin haz\u0131rlanmas\u0131, \u00f6\u011frenci etkinliklerinin ve kat\u0131l\u0131m\u0131n\u0131n planlanmas\u0131 ve g\u00fc\u00e7l\u00fc bir \u00f6\u011frenci deste\u011fi \u00f6zellikle vurgulanm\u0131\u015ft\u0131r. Sonu\u00e7 olarak, uzaktan e\u011fitim programlar\u0131 y\u00fcr\u00fcten \u00fcniversiteler 1990'larda \u00e7evrimi\u00e7i \u00f6\u011frenme maceras\u0131na haz\u0131rl\u0131kl\u0131 bir hale gelmi\u015ftir. Bu \u00fcniversiteler, \u00e7evrimi\u00e7i programlara kat\u0131lan \u00f6\u011frencilerin y\u00fcz y\u00fcze programlara kay\u0131tl\u0131 \u00f6\u011frencilerle hemen hemen ayn\u0131 ba\u015far\u0131ya sahip olduklar\u0131n\u0131 g\u00f6rm\u00fc\u015ft\u00fcr (kamp\u00fcs \u00f6\u011frencileri aras\u0131nda dersleri tamamlama oran\u0131 yakla\u015f\u0131k %5-10'dur - bkz.\u00a0Ontario, 2011<\/a>). Uzaktan e\u011fitim \u00f6\u011frencilerinin genellikle tam zamanl\u0131 i\u015flerde \u00e7al\u0131\u015ft\u0131klar\u0131 ve e\u015fleri\/\u00e7ocuklar\u0131 oldu\u011fu d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde olduk\u00e7a ilgin\u00e7 bir istatistikle kar\u015f\u0131 kar\u015f\u0131ya oldu\u011fumuzu s\u00f6yleyebiliriz.\r\n\r\nUzaktan e\u011fitimin 'soya\u011fac\u0131n\u0131' ve nitelikli uluslararas\u0131 e\u011fitim kurumlar\u0131 taraf\u0131ndan yap\u0131lan uzaktan e\u011fitim \u00e7al\u0131\u015fmalar\u0131n\u0131 bilmekte fayda g\u00f6r\u00fcyorum. Nitekim, \u00f6zellikle de ABD'deki ticari diploma mekanizmalar\u0131, uzaktan e\u011fitimin niteliksiz oldu\u011funa dair \u00e7ok da hakl\u0131 olmayan \u00fcn\u00fcne ne yaz\u0131k ki \u00f6nemli katk\u0131 sa\u011flam\u0131\u015ft\u0131r. T\u00fcm \u00f6\u011fretim s\u00fcre\u00e7lerinde oldu\u011fu gibi, uzaktan e\u011fitim de iyi veya k\u00f6t\u00fc yap\u0131labilir. Uzaktan e\u011fitimin nitelikli kamu kurulu\u015flar\u0131 taraf\u0131ndan profesyonel olarak ve kaliteli bir \u015fekilde tasarlan\u0131p y\u00fcr\u00fct\u00fcld\u00fc\u011f\u00fc zaman, tam zamanl\u0131 bir i\u015fte \u00e7al\u0131\u015fan yeti\u015fkinlerin, uzak b\u00f6lgelerde ya\u015fad\u0131\u011f\u0131 i\u00e7in e\u011fitime tam zamanl\u0131 eri\u015fimi olmayan ki\u015filerin veya programlar\u0131na ekstra bir veya iki ders daha eklemek isteyen ya da k\u0131smi zamanl\u0131 \u00e7al\u0131\u015ft\u0131klar\u0131 i\u00e7in daha esnek bir ders program\u0131na ihtiyac\u0131 olan kamp\u00fcs \u00f6\u011frencilerinin gereksinimlerine yan\u0131t veren olduk\u00e7a ba\u015far\u0131l\u0131 sistemler olabilece\u011fi g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Bununla birlikte, \u00fcniversiteler, kolejler ve okullar bunu ancak \u00fcst d\u00fczey nitelikli tasar\u0131m standartlar\u0131n\u0131 kar\u015f\u0131layarak ba\u015farabilmi\u015flerdir.\r\n\r\nAyn\u0131 zamanda, say\u0131lar\u0131 az da olsa, verdikleri kamp\u00fcs derslerinde uzaktan e\u011fitimden ba\u011f\u0131ms\u0131z olarak \u00e7evrimi\u00e7i veya bilgisayar destekli \u00f6\u011frenmede \u00e7ok iyi \u00f6rnekler geli\u015ftiren \u00f6\u011fretmenler ve \u00f6\u011fretim elemanlar\u0131 bulunmaktad\u0131r. Daha 1970'lerin ba\u015flar\u0131nda New Jersey Teknoloji Enstit\u00fcs\u00fc'nde \u00e7evrimi\u00e7i veya harmanlanm\u0131\u015f \u00f6\u011frenme denemeleri yapan\u00a0 Roxanne Hiltz ve Murray Turoff, Ontario E\u011fitim \u00c7al\u0131\u015fmalar\u0131 Enstit\u00fcs\u00fc'nde \u00e7al\u0131\u015fan Marlene Scardamalia ve Paul Bereiter ile Simon Fraser \u00dcniversitesi'nden Linda Harasim, kamp\u00fcste veya okul ortam\u0131nda \u00e7evrimi\u00e7i i\u015fbirli\u011fine dayal\u0131 \u00f6\u011frenme ve bilgi olu\u015fturma konular\u0131nda \u00f6nemli \u00e7al\u0131\u015fmalar ger\u00e7ekle\u015ftirmi\u015flerdir.\r\n\r\nBununla birlikte, \u00e7evrimi\u00e7i \u00f6\u011frenmeye a\u015fina olmayan bir\u00e7ok okulda veya \u00fcniversitede g\u00f6rev yapan \u00f6\u011fretmen ve \u00f6\u011fretim elemanlar\u0131 bu iyi \u00f6rnekleri al\u0131p uygulamak yerine, s\u0131n\u0131f i\u00e7i y\u00fcz y\u00fcze \u00f6\u011fretim i\u00e7in kulland\u0131klar\u0131 y\u00f6ntem ve teknikleri harmanlanm\u0131\u015f ve \u00e7evrimi\u00e7i \u00f6\u011frenme ortamlar\u0131nda taklit ederek kullanm\u0131\u015flard\u0131r. Elbette ki, y\u00fcz y\u00fcze \u00f6\u011fretimin \u00e7evrimi\u00e7i ortamlarda hi\u00e7bir uyarlama yap\u0131lmadan taklit edildi\u011fi bu uygulamalar\u0131n k\u00f6t\u00fc ve hatta feci sonu\u00e7lara yol a\u00e7t\u0131\u011f\u0131n\u0131 s\u00f6ylemeye gerek yok...\r\n9.2.2 Ara\u015ft\u0131rmalar bize ne s\u00f6yl\u00fcyor?<\/h2>\r\nY\u00fcz y\u00fcze \u00f6\u011fretimi farkl\u0131 teknolojilerle kar\u015f\u0131la\u015ft\u0131ran binlerce ara\u015ft\u0131rma \u00e7al\u0131\u015fmas\u0131 yap\u0131lm\u0131\u015ft\u0131r: televizyondan yay\u0131nlanan dersler, bilgisayar tabanl\u0131 \u00f6\u011frenme, \u00e7evrimi\u00e7i \u00f6\u011frenme veya uzaktan e\u011fitim... \u00c7evrimi\u00e7i \u00f6\u011frenmeye ili\u015fkin olarak bir\u00e7ok meta-analiz \u00e7al\u0131\u015fmas\u0131 da yap\u0131lm\u0131\u015ft\u0131r. Bu \u00e7al\u0131\u015fmalardan biri, 'iyi y\u00fcr\u00fct\u00fclm\u00fc\u015f bilimsel \u00e7al\u0131\u015fmalar\u0131n' (genellikle kar\u015f\u0131la\u015ft\u0131rma veya yar\u0131-deneysel y\u00f6ntemle yap\u0131lan \u00e7al\u0131\u015fmalar\u0131n) sonu\u00e7lar\u0131n\u0131 bir araya getirmi\u015ftir\u00a0(Means vd., 2011; Barnard vd., 2014). '\u0130yi y\u00fcr\u00fct\u00fclen' meta analiz \u00e7al\u0131\u015fmalar\u0131n\u0131n hemen hemen t\u00fcm\u00fc, \u00f6\u011fretim y\u00f6ntemlerinin \u00f6\u011frenme veya performans \u00fczerindeki etkisine ili\u015fkin anlaml\u0131 bir fark bulamam\u0131\u015ft\u0131r.\r\n\r\n\u00d6rne\u011fin, ABD E\u011fitim Bakanl\u0131\u011f\u0131 ad\u0131na harmanlanm\u0131\u015f ve \u00e7evrimi\u00e7i \u00f6\u011frenme konusunda yap\u0131lan ara\u015ft\u0131rmalar\u0131 derleyen kapsaml\u0131 bir meta analiz \u00e7al\u0131\u015fmas\u0131nda Means ve arkada\u015flar\u0131 (2011) \u015fu sonuca varm\u0131\u015ft\u0131r:\r\n\r\n\u00c7evrimi\u00e7i ve y\u00fcz y\u00fcze \u00f6\u011fretimin harmanlanm\u0131\u015f bi\u00e7imini geleneksel y\u00fcz y\u00fcze derslerle kar\u015f\u0131la\u015ft\u0131ran deneysel ve yar\u0131-deneysel \u00e7al\u0131\u015fmalarda, harmanlanm\u0131\u015f \u00f6\u011fretimin daha etkili oldu\u011fu g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Bu sonu\u00e7, harmanlanm\u0131\u015f ve hibrit yakla\u015f\u0131mlar\u0131n tasarlanmas\u0131 ve y\u00fcr\u00fct\u00fclmesine y\u00f6nelik \u00e7abalar\u0131n da gerek\u00e7esini ortaya koymaktad\u0131r. Kendi ba\u015f\u0131na kullan\u0131ld\u0131\u011f\u0131nda ise, \u00e7evrimi\u00e7i \u00f6\u011frenmenin geleneksel s\u0131n\u0131f \u00f6\u011fretimi kadar etkili oldu\u011fu, ancak s\u0131n\u0131f \u00f6\u011fretiminden daha etkili olmad\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr..<\/em><\/p>\r\n<\/blockquote>\r\nMeans ve arkada\u015flar\u0131, \u00f6\u011frencilerin g\u00f6revler i\u00e7in harcad\u0131\u011f\u0131 zaman a\u00e7\u0131s\u0131ndan harmanlanm\u0131\u015f \u00f6\u011frenmenin daha iyi bir performans g\u00f6sterdi\u011fini s\u00f6ylemi\u015ftir. Bu sonu\u00e7, di\u011fer \u00e7al\u0131\u015fmalardan da edinilen ortak bir bulguya i\u015faret etmektedir: Aradaki fark\u0131n ders verme bi\u00e7imlerinin d\u0131\u015f\u0131ndaki fakt\u00f6rlerden kaynakland\u0131\u011f\u0131... K\u0131rk y\u0131ld\u0131r yap\u0131lan ara\u015ft\u0131rma \u00e7al\u0131\u015fmalar\u0131n\u0131 kapsayan 'iyi y\u00fcr\u00fct\u00fclm\u00fc\u015f' kar\u015f\u0131la\u015ft\u0131rmal\u0131 \u00e7al\u0131\u015fmalar\u0131 belirleyen\u00a0Tamim ve arkada\u015flar\u0131 (2011), teknolojiyle \u00e7al\u0131\u015fan \u00f6\u011frencilerin teknoloji olmadan \u00e7al\u0131\u015fan \u00f6\u011frencilerden az da olsa daha iyi performans g\u00f6sterdi\u011fini buldular. Ancak, \u00f6l\u00e7\u00fclen fark olduk\u00e7a zay\u0131f bir farkt\u0131 ve yazarlar sonucu \u015f\u00f6yle yorumlad\u0131lar:\r\nteknoloji m\u00fcdahalesinin bi\u00e7iminden \u00e7ok \u00f6\u011fretim ama\u00e7lar\u0131, pedagoji, \u00f6\u011fretmenlerin etkinli\u011fi, konu alan\u0131, ya\u015f d\u00fczeyi, kullan\u0131lan teknolojinin uygunlu\u011fu ve muhtemelen di\u011fer bir tak\u0131m fakt\u00f6rlerin etki boyutu \u00fczerinde daha g\u00fc\u00e7l\u00fc bir tesire sahip oldu\u011fu tart\u0131\u015f\u0131labilir.\u00a0<\/em><\/blockquote>\r\n\u00d6\u011frenmeyi etkileyen \u00e7ok farkl\u0131 de\u011fi\u015fkenler ve ko\u015fullar\u0131n varl\u0131\u011f\u0131 nedeniyle, \u00f6\u011frenmeye ili\u015fkin ara\u015ft\u0131rma yapmak kolay bir i\u015f de\u011fildir. Asl\u0131na bak\u0131l\u0131rsa, bizim incelememiz gereken yaln\u0131zca teknolojinin nas\u0131l kullan\u0131ld\u0131\u011f\u0131 de\u011fil, de\u011fi\u015fkenler\u00a0<\/em>olmal\u0131d\u0131r. Di\u011fer bir deyi\u015fle, \u00f6ncelikle Wilbur Schramm'\u0131n 1977 y\u0131l\u0131nda sordu\u011fu bir soruyu sormal\u0131y\u0131z:\r\nFarkl\u0131 medya t\u00fcrleri ne t\u00fcr \u00f6\u011frenmeyi hangi ko\u015fullar alt\u0131nda kolayla\u015ft\u0131r\u0131yor?<\/em><\/blockquote>\r\nDaha sonras\u0131nda ders verme bi\u00e7imleri ile ilgili karar verebilmek i\u00e7in, hangi y\u00f6ntemin en iyi oldu\u011fu yerine \u015fu soruyu sormal\u0131y\u0131z:\r\nY\u00fcz y\u00fcze, harmanlanm\u0131\u015f veya tamamen \u00e7evrimi\u00e7i \u00f6\u011frenmeyi, en iyi ve en etkili hangi ko\u015fullar alt\u0131nda kullanabiliriz?<\/em><\/blockquote>\r\nNeyse ki, bu soruya yan\u0131t vermemizde bize rehberlik edecek \u00e7ok say\u0131da ara\u015ft\u0131rma ve iyi uygulama \u00f6rnekleri bulunmaktad\u0131r; en az\u0131ndan harmanlanm\u0131\u015f ve \u00e7evrimi\u00e7i \u00f6\u011frenmeyle ilgili (\u00f6rne\u011fin bkz. Anderson, 2008; Picciano vd., 2013; Halverson vd., 2013; Zawacki-Richter & Anderson, 2014). \u0130\u015fe bak\u0131n ki, bir\u00e7ok \u015feyi \u00e7evrimi\u00e7i olarak yapabildi\u011fimiz dijital \u00e7a\u011fda y\u00fcz y\u00fcze \u00f6\u011fretimin kendine \u00f6zg\u00fc potansiyeli ile ilgili 'iyi' ara\u015ft\u0131rmalara rastlamak olduk\u00e7a g\u00fc\u00e7...\r\n9.2.3 Y\u00fcz y\u00fcze \u00f6\u011fretimin egemenli\u011fi tehdit alt\u0131nda m\u0131?<\/h2>\r\n\u00d6\u011frenme performans\u0131 a\u00e7\u0131s\u0131ndan \u00e7evrimi\u00e7i \u00f6\u011frenme ile y\u00fcz y\u00fcze \u00f6\u011fretimi kar\u015f\u0131la\u015ft\u0131ran (ve \u00e7o\u011fu bir sonuca ula\u015fmayan) \u00e7ok say\u0131da \u00e7al\u0131\u015fma olsa da, harmanlanm\u0131\u015f \u00f6\u011frenme ortamlar\u0131nda neyin en iyi \u00e7evrimi\u00e7i olarak ve neyin en iyi y\u00fcz y\u00fcze yap\u0131labilece\u011fine dair kararlar\u0131 almam\u0131za ya da \u00e7evrimi\u00e7i \u00f6\u011frenmenin s\u0131n\u0131f i\u00e7i \u00f6\u011fretimden hangi ko\u015fullar alt\u0131nda daha iyi oldu\u011funu g\u00f6rmemize yard\u0131mc\u0131 olacak bir bulgu veya kuram bulmak zordur. Genel kan\u0131, yayg\u0131nl\u0131\u011f\u0131 ve egemenli\u011fi nedeniyle y\u00fcz y\u00fcze \u00f6\u011fretimin varsay\u0131lan se\u00e7enek oldu\u011fu ve \u00e7evrimi\u00e7i \u00f6\u011frenmenin yaln\u0131zca ko\u015fullar y\u00fcz y\u00fcze \u00f6\u011fretime olanak tan\u0131mad\u0131\u011f\u0131nda (\u00f6rne\u011fin \u00f6\u011frenciler kamp\u00fcse gidemedi\u011finde veya s\u0131n\u0131f mevcutlar\u0131 etkile\u015fime izin vermeyecek kadar kalabal\u0131k oldu\u011funda) kullan\u0131ld\u0131\u011f\u0131d\u0131r.\r\n\r\nBununla birlikte g\u00fcn\u00fcm\u00fczde \u00e7evrimi\u00e7i \u00f6\u011frenme o kadar yayg\u0131nla\u015ft\u0131 ve etkili hale geldi ki, art\u0131k \u015fu soruyu sorman\u0131n zaman\u0131d\u0131r:\r\nY\u00fcz y\u00fcze \u00f6\u011fretimi \u00e7evrimi\u00e7i \u00f6\u011frenmeden pedagojik olarak farkl\u0131 yapan e\u015fsiz \u00f6zellikleri nelerdir?<\/em><\/blockquote>\r\nY\u00fcz y\u00fcze \u00f6\u011fretimin kendine \u00f6zg\u00fc, e\u015fsiz pedagojik bir \u00f6zelli\u011finin olmamas\u0131 da m\u00fcmk\u00fcn elbette; ancak 'kamp\u00fcs\u00fcn sihri' \u00a0(Sarma, 2013<\/a>) ve elit kamp\u00fcs e\u011fitiminin ya da daha do\u011frusu kamu finansmanl\u0131 kamp\u00fcs e\u011fitiminin pahal\u0131 \u00f6\u011frenim \u00fccretlerine ili\u015fkin s\u00f6ylemler nedeniyle, y\u00fcz y\u00fcze \u00f6\u011fretimi neyin bu kadar '\u00f6zel' yapt\u0131\u011f\u0131 ile ilgili kan\u0131ta dayal\u0131 bir kurama sahip olman\u0131n zaman\u0131 gelmi\u015ftir. Bu konuyu, B\u00f6l\u00fcm 9.6'da ayr\u0131nt\u0131l\u0131 olarak konu\u015faca\u011f\u0131z.\r\n\r\nBu arada, sonraki k\u0131s\u0131mlarda hangi ders verme bi\u00e7iminin (y\u00fcz y\u00fcze, harmanlanm\u0131\u015f veya \u00e7evrimi\u00e7i) kullan\u0131laca\u011f\u0131na nas\u0131l karar verece\u011fimize yo\u011funla\u015faca\u011f\u0131z.\r\n\r\nEtkinlik 9.2\u00a0Kamp\u00fcs\u00fcn b\u00fcy\u00fcs\u00fc<\/h3>\r\n1. 'Kamp\u00fcs\u00fcn b\u00fcy\u00fcs\u00fc'n\u00fc betimleyebilir misiniz? Size g\u00f6re \u00e7evrimi\u00e7i \u00f6\u011fretimle kar\u015f\u0131la\u015ft\u0131rd\u0131\u011f\u0131n\u0131zda y\u00fcz y\u00fcze \u00f6\u011fretimi daha \u00f6zel yapan nedir? En \u00f6nemli oldu\u011funu d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcn\u00fcz \u00fc\u00e7 \u015feyi yaz\u0131n\u0131z.\r\n\r\n2. Ayn\u0131 \u015feyi \u00e7evrimi\u00e7i \u00f6\u011fretim i\u00e7in de yapabilir misiniz? E\u011fer yapam\u0131yorsan\u0131z, sizce kamp\u00fcs\u00fc bu kadar \u00f6zel yapan \u015fey nedir?\r\n\r\nL\u00fctfen yorumlar\u0131n\u0131z\u0131 a\u015fa\u011f\u0131daki alanda payla\u015f\u0131n\u0131z.\r\n\r\n<\/div>\r\nKaynak\u00e7a<\/strong><\/h1>\r\nAnderson, A. (ed.) (2008) The Theory and Practice of Online Learning<\/a>\u00a0<\/em>Athabasca AB: Athabasca University Press\r\n\r\nBarnard, R. et al. (2014) Detecting bias in meta-analyses of distance education research: big pictures we can rely on Distance Education<\/em> Vol. 35, No. 3\r\n\r\nBates, A.W. (2005) Technology, e-Learning and Distance Education<\/a><\/em> London\/New York: Routledge\r\n\r\nEvans, T., Haughey, M. and Murphy, D. (2008) International Handbook of Distance Education<\/em>\u00a0Bingley UK: Emerald Publishing\r\nHalverson, L. R., Graham, C. R., Spring, K. J., & Drysdale, J. S. (2012). \u2018An analysis of high impact scholarship and publication trends in blended learning\u2019\u00a0Distance Education<\/i>,\u00a0Vol. 33, No. 3<\/p>\r\n
Holmberg, B. (1989)\u00a0Theory and Practice of Distance Education<\/em> New York: Routledge<\/p>\r\nJaschik, S. and Letterman, D. (2014)\u00a0The 2014 Inside Higher Ed Survey of\u00a0Faculty Attitudes to Technology<\/a><\/em>\u00a0Washington DC: Inside Higher Ed<\/p>\r\nKeegan, D. (ed.) \u00a0(1990) Theoretical Principles of Distance Education<\/em> London\/New York: Routledge<\/p>\r\nMeans, B. et al. (2009)\u00a0<\/span>Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies<\/a><\/em>\u00a0Washington, DC: US Department of Education<\/span><\/p>\r\nMoore, M. and Kearsley, G. (1996) Distance Education: A Systems View<\/em> Belmont CA: Wadsworth<\/p>\r\nOntario (2011) Fact Sheet Summary of Ontario eLearning Surveys of Publicly Assisted PSE Institutions<\/em><\/a> Toronto: Ministry of Training, Colleges and Universities<\/span><\/p>\r\nPeters, O. (1983) Distance education and industrial production, in Sewart et al. (eds.) Distance Education: International Perspectives<\/em> London: Croom Helm<\/p>\r\nPeters, O. (2002) Distance Education in Transition: New Trends and Challenges<\/em> Oldenberg FGR: Biblothecks und Informationssystemder Carl von Ossietzky Universit\u00e4t Oldenberg<\/p>\r\nPicciano, A., Dziuban, C. and & Graham, C. (<\/span>e<\/span>ds.), <\/span>Blended Learning: Research Perspectives, Volume 2<\/i>. New York: Routledge, 2013<\/span><\/p>\r\nSchramm, W. (1977) <\/span>Big Media, Little Media<\/em> Beverley Hills CA\/London: Sage<\/span><\/p>\r\nSarma, S. (2013) The Magic of the Campus<\/a><\/em> Boston MA: LINC 2013 conference (recorded presentation)<\/p>\r\nTamim, R. et al. (2011) \u2018What Forty Years of Research Says About the Impact of Technology on Learning:\u00a0A Second-Order Meta-Analysis and Validation Study\u2019\u00a0Review of Educational Research<\/em>, Vol. 81, No. 1\u00a0<\/span>\r\n\r\nWedemeyer, C. (1981) Learning at\u00a0the Back Door: Reflections on Non-traditional Learning in the Lifespan<\/em> Madison: University of Wisconsin Press\r\n\r\nZawacki-Richter, O. and Anderson, T. (eds.) (2014) <\/span>Online Distance Education: Towards a Research Agenda<\/a><\/em> Athabasca AB: AU\u00a0Press, pp. 508<\/span>","rendered":"![\"\"](\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2018\/10\/Comparing-modes-2.jpg\")
\u015eekil 9.2.1 En iyisi hangisi?<\/figcaption><\/figure>\n
\nBir\u00e7ok ara\u015ft\u0131rman\u0131n sonu\u00e7lar\u0131na bak\u0131ld\u0131\u011f\u0131nda, \u00f6\u011fretim \u00fcyelerinin b\u00fcy\u00fck bir \u00e7o\u011funlu\u011funun halen daha \u00e7evrimi\u00e7i \u00f6\u011frenmenin veya uzaktan \u00f6\u011fretimin s\u0131n\u0131f i\u00e7i \u00f6\u011fretime k\u0131yasla daha niteliksiz oldu\u011funa inand\u0131\u011f\u0131 g\u00f6r\u00fclmektedir (\u00f6rne\u011fin bkz. Jaschik & Letterman, 2014). Asl\u0131nda, bu fikri destekleyen bilimsel temelli bir kan\u0131t bulunmamaktad\u0131r. Bug\u00fcne kadar yap\u0131lan ara\u015ft\u0131rmalardan edinilen bulgular, y\u00fcz y\u00fcze \u00f6\u011fretim ile \u00e7evrimi\u00e7i veya uzaktan \u00f6\u011fretim aras\u0131nda bir fark olmad\u0131\u011f\u0131n\u0131, ancak harmanlanm\u0131\u015f \u00f6\u011frenmenin \u00a0\u00f6\u011frenme performans\u0131 a\u00e7\u0131s\u0131ndan y\u00fcz y\u00fcze \u00f6\u011fretimden daha avantajl\u0131 oldu\u011funu g\u00f6stermektedir (\u00f6rne\u011fin bkz. Means vd., 2009).<\/span><\/p>\n9.2.1 Uzaktan e\u011fitimin \u00e7evrimi\u00e7i \u00f6\u011frenme \u00fczerindeki etkisi<\/h2>\n
Uzaktan e\u011fitimde daha \u00f6nce ya\u015fanan geli\u015fmelerden \u00e7ok \u015fey \u00f6\u011frenebiliriz. Kullan\u0131lan teknoloji farkl\u0131 olsa da, tamamen \u00e7evrimi\u00e7i \u00f6\u011frenme dedi\u011fimiz \u015fey asl\u0131nda uzaktan e\u011fitimin farkl\u0131 bir bi\u00e7iminden ba\u015fka bir\u015fey de\u011fil…\u00a0<\/span><\/p>\nUzaktan e\u011fitimle ilgili bug\u00fcne kadar \u00e7ok \u015fey yaz\u0131ld\u0131 (\u00f6rne\u011fin bkz. Wedemeyer, 1981; Peters, 1983; Holmberg, 1989; Keegan, 1990; Moore & Kearsley, 1996; Peters, 2002; Bates, 2005; Evans vd., 2008); ama kavramsal olarak bakt\u0131\u011f\u0131m\u0131zda olduk\u00e7a basit bir fikirden bahsediyoruz: \u00f6\u011frencilerin \u00f6\u011fretmenle y\u00fcz y\u00fcze bir ileti\u015fiminin olmad\u0131\u011f\u0131, kendi istedikleri zaman, kendi istedikleri bir mekanda (ev, i\u015fyeri veya \u00f6\u011frenme merkezi gibi) \u00e7al\u0131\u015ft\u0131klar\u0131 ve \u00f6\u011frendikleri ancak \u00f6\u011frenme deste\u011fi veya \u00f6l\u00e7me-de\u011ferlendirmeyi ger\u00e7ekle\u015ftiren \u00f6\u011fretmen veya \u00f6\u011fretim eleman\u0131yla bir \u015fekilde (\u00f6zellikle de g\u00fcn\u00fcm\u00fczde \u0130nternet arac\u0131l\u0131\u011f\u0131yla) ba\u011flant\u0131da oldu\u011fu bir sistem. <\/span>\u00a0<\/span><\/p>\nUzaktan e\u011fitim, \u00e7ok uzun zamand\u0131r var… H\u0131ristiyanl\u0131kta Pavlus’un Korintlilere yazd\u0131\u011f\u0131 mektubun (M.S. 53-57) uzaktan e\u011fitimin ilk bi\u00e7imlerinden biri oldu\u011fu bile tart\u0131\u015f\u0131labilir. Uzaktan e\u011fitimle ilk lisans derecesi, 1858 y\u0131l\u0131nda Londra \u00dcniversitesi (\u0130ngiltere) taraf\u0131ndan mektupla \u00f6\u011fretim sonucunda verilmi\u015ftir. Bu uzaktan e\u011fitim program\u0131nda okuma listeleri \u00f6\u011frencilere postayla g\u00f6nderilmi\u015f, \u00f6\u011frenciler kamp\u00fcs \u00f6\u011frencileriyle ayn\u0131 s\u0131navlara girmi\u015flerdir. Maddi durumu iyi olan \u00f6\u011frencilerin, bu s\u00fcre\u00e7te \u00e7al\u0131\u015fmak i\u00e7in \u00f6zel \u00f6\u011fretmen tuttuklar\u0131 s\u00f6ylenmektedir. Ama program genelde daha az varl\u0131kl\u0131 ailelerin \u00e7ocuklar\u0131na y\u00fcksek\u00f6\u011fretim olana\u011f\u0131 sa\u011flam\u0131\u015ft\u0131; hatta bu nedenle Viktorya d\u00f6nemi yazar\u0131 Charles Dickens bu program\u0131 Halk\u0131n \u00dcniversitesi olarak adland\u0131rm\u0131\u015ft\u0131. Londra \u00dcniversitesi Uluslararas\u0131 Programlar\u0131<\/a>\u00a0ad\u0131 alt\u0131nda farkl\u0131 bir isimle g\u00fcn\u00fcm\u00fczde de devam eden program, d\u00fcnya \u00e7ap\u0131nda 50 binden fazla \u00f6\u011frenciye hizmet vermektedir.\u00a0<\/span><\/p>\nKuzey Amerika’da h\u00fck\u00fcmetin arazi tahsis etti\u011fi ilk \u00fcniversitelerin bir\u00e7o\u011fu (ABD’de Penn Eyalet \u00dcniversitesi, Wisconsin \u00dcniversitesi ve New Mexico \u00dcniversitesi veya Kanada’da\u00a0Saskatchewan \u00dcniversitesi veya British Columbia \u00dcniversitesi gibi), eyalet veya il d\u00fczeyinde sorumluluk ve y\u00fck\u00fcml\u00fcl\u00fck sahibiydi. Sonu\u00e7 olarak bu e\u011fitim kurumlar\u0131n\u0131n uzun ve k\u00f6kl\u00fc bir uzaktan e\u011fitim ge\u00e7mi\u015fi bulunmaktad\u0131r. Bu kurumlarda verilen uzaktan e\u011fitim programlar\u0131n\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011fu, eyalet veya ilde ikamet eden \u00e7ift\u00e7iler, \u00f6\u011fretmenler ve sa\u011fl\u0131k g\u00f6revlilieri i\u00e7in tasarlanm\u0131\u015f s\u00fcrekli e\u011fitim etkinlikleri bi\u00e7imindeydi. Bu programlar, art\u0131k bug\u00fcn lisans ve lisans\u00fcst\u00fc programlar\u0131 kapsayacak \u015fekilde geni\u015flemi\u015f durumdad\u0131r. Hem ilk ve orta\u00f6\u011fretim hem de y\u00fcksek\u00f6\u011fretim d\u00fczeyinde kapsaml\u0131 bir uzaktan e\u011fitim ge\u00e7mi\u015fine sahip olan di\u011fer bir \u00fclke de Avusturalya’d\u0131r.<\/p>\n
Bu \u00fcniversitelerin bir \u00e7o\u011fundan al\u0131nan diplomalar, y\u00fcz y\u00fcze \u00f6\u011fretim sonunda al\u0131nan diplomalarla ayn\u0131 tan\u0131n\u0131rl\u0131\u011fa sahiptir. \u00d6rne\u011fin 1936 y\u0131l\u0131ndan bu yana uzaktan e\u011fitim programlar\u0131 y\u00fcr\u00fctmekte olan British Columbia \u00dcniversitesi’nde verilen \u00f6\u011frenci transkriptlerinde, derslerin uzaktan veya kamp\u00fcste y\u00fcz y\u00fcze al\u0131nm\u0131\u015f olmas\u0131 herhangi bir farkl\u0131l\u0131k yaratmamaktad\u0131r; \u00e7\u00fcnk\u00fc b\u00fct\u00fcn \u00f6\u011frenciler ayn\u0131 s\u0131navlara girmektedir.<\/p>\n
Uzaktan e\u011fitimle ilgili olarak \u0130ngiltere’nin A\u00e7\u0131k \u00dcniversitesi’nin 1970’lerde \u00f6nc\u00fcl\u00fck yapt\u0131\u011f\u0131 ve daha sonra uzaktan e\u011fitim yapan Kuzey Amerika \u00fcniversiteleri taraf\u0131ndan da benimsenen di\u011fer bir unsur, ADDIE modeline dayanan ancak uzaktan \u00f6\u011frenen \u00f6\u011frencilerin ihtiya\u00e7lar\u0131na g\u00f6re uyarlanan ders tasar\u0131m s\u00fcrecidir. Bu s\u00fcre\u00e7te, \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131n \u00f6nceden belirlenmesi, nitelikli \u00e7okluortam \u00f6\u011frenme materyallerinin haz\u0131rlanmas\u0131, \u00f6\u011frenci etkinliklerinin ve kat\u0131l\u0131m\u0131n\u0131n planlanmas\u0131 ve g\u00fc\u00e7l\u00fc bir \u00f6\u011frenci deste\u011fi \u00f6zellikle vurgulanm\u0131\u015ft\u0131r. Sonu\u00e7 olarak, uzaktan e\u011fitim programlar\u0131 y\u00fcr\u00fcten \u00fcniversiteler 1990’larda \u00e7evrimi\u00e7i \u00f6\u011frenme maceras\u0131na haz\u0131rl\u0131kl\u0131 bir hale gelmi\u015ftir. Bu \u00fcniversiteler, \u00e7evrimi\u00e7i programlara kat\u0131lan \u00f6\u011frencilerin y\u00fcz y\u00fcze programlara kay\u0131tl\u0131 \u00f6\u011frencilerle hemen hemen ayn\u0131 ba\u015far\u0131ya sahip olduklar\u0131n\u0131 g\u00f6rm\u00fc\u015ft\u00fcr (kamp\u00fcs \u00f6\u011frencileri aras\u0131nda dersleri tamamlama oran\u0131 yakla\u015f\u0131k %5-10’dur – bkz.\u00a0Ontario, 2011<\/a>). Uzaktan e\u011fitim \u00f6\u011frencilerinin genellikle tam zamanl\u0131 i\u015flerde \u00e7al\u0131\u015ft\u0131klar\u0131 ve e\u015fleri\/\u00e7ocuklar\u0131 oldu\u011fu d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde olduk\u00e7a ilgin\u00e7 bir istatistikle kar\u015f\u0131 kar\u015f\u0131ya oldu\u011fumuzu s\u00f6yleyebiliriz.<\/p>\nUzaktan e\u011fitimin ‘soya\u011fac\u0131n\u0131’ ve nitelikli uluslararas\u0131 e\u011fitim kurumlar\u0131 taraf\u0131ndan yap\u0131lan uzaktan e\u011fitim \u00e7al\u0131\u015fmalar\u0131n\u0131 bilmekte fayda g\u00f6r\u00fcyorum. Nitekim, \u00f6zellikle de ABD’deki ticari diploma mekanizmalar\u0131, uzaktan e\u011fitimin niteliksiz oldu\u011funa dair \u00e7ok da hakl\u0131 olmayan \u00fcn\u00fcne ne yaz\u0131k ki \u00f6nemli katk\u0131 sa\u011flam\u0131\u015ft\u0131r. T\u00fcm \u00f6\u011fretim s\u00fcre\u00e7lerinde oldu\u011fu gibi, uzaktan e\u011fitim de iyi veya k\u00f6t\u00fc yap\u0131labilir. Uzaktan e\u011fitimin nitelikli kamu kurulu\u015flar\u0131 taraf\u0131ndan profesyonel olarak ve kaliteli bir \u015fekilde tasarlan\u0131p y\u00fcr\u00fct\u00fcld\u00fc\u011f\u00fc zaman, tam zamanl\u0131 bir i\u015fte \u00e7al\u0131\u015fan yeti\u015fkinlerin, uzak b\u00f6lgelerde ya\u015fad\u0131\u011f\u0131 i\u00e7in e\u011fitime tam zamanl\u0131 eri\u015fimi olmayan ki\u015filerin veya programlar\u0131na ekstra bir veya iki ders daha eklemek isteyen ya da k\u0131smi zamanl\u0131 \u00e7al\u0131\u015ft\u0131klar\u0131 i\u00e7in daha esnek bir ders program\u0131na ihtiyac\u0131 olan kamp\u00fcs \u00f6\u011frencilerinin gereksinimlerine yan\u0131t veren olduk\u00e7a ba\u015far\u0131l\u0131 sistemler olabilece\u011fi g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Bununla birlikte, \u00fcniversiteler, kolejler ve okullar bunu ancak \u00fcst d\u00fczey nitelikli tasar\u0131m standartlar\u0131n\u0131 kar\u015f\u0131layarak ba\u015farabilmi\u015flerdir.<\/p>\n
Ayn\u0131 zamanda, say\u0131lar\u0131 az da olsa, verdikleri kamp\u00fcs derslerinde uzaktan e\u011fitimden ba\u011f\u0131ms\u0131z olarak \u00e7evrimi\u00e7i veya bilgisayar destekli \u00f6\u011frenmede \u00e7ok iyi \u00f6rnekler geli\u015ftiren \u00f6\u011fretmenler ve \u00f6\u011fretim elemanlar\u0131 bulunmaktad\u0131r. Daha 1970’lerin ba\u015flar\u0131nda New Jersey Teknoloji Enstit\u00fcs\u00fc’nde \u00e7evrimi\u00e7i veya harmanlanm\u0131\u015f \u00f6\u011frenme denemeleri yapan\u00a0 Roxanne Hiltz ve Murray Turoff, Ontario E\u011fitim \u00c7al\u0131\u015fmalar\u0131 Enstit\u00fcs\u00fc’nde \u00e7al\u0131\u015fan Marlene Scardamalia ve Paul Bereiter ile Simon Fraser \u00dcniversitesi’nden Linda Harasim, kamp\u00fcste veya okul ortam\u0131nda \u00e7evrimi\u00e7i i\u015fbirli\u011fine dayal\u0131 \u00f6\u011frenme ve bilgi olu\u015fturma konular\u0131nda \u00f6nemli \u00e7al\u0131\u015fmalar ger\u00e7ekle\u015ftirmi\u015flerdir.<\/p>\n
Bununla birlikte, \u00e7evrimi\u00e7i \u00f6\u011frenmeye a\u015fina olmayan bir\u00e7ok okulda veya \u00fcniversitede g\u00f6rev yapan \u00f6\u011fretmen ve \u00f6\u011fretim elemanlar\u0131 bu iyi \u00f6rnekleri al\u0131p uygulamak yerine, s\u0131n\u0131f i\u00e7i y\u00fcz y\u00fcze \u00f6\u011fretim i\u00e7in kulland\u0131klar\u0131 y\u00f6ntem ve teknikleri harmanlanm\u0131\u015f ve \u00e7evrimi\u00e7i \u00f6\u011frenme ortamlar\u0131nda taklit ederek kullanm\u0131\u015flard\u0131r. Elbette ki, y\u00fcz y\u00fcze \u00f6\u011fretimin \u00e7evrimi\u00e7i ortamlarda hi\u00e7bir uyarlama yap\u0131lmadan taklit edildi\u011fi bu uygulamalar\u0131n k\u00f6t\u00fc ve hatta feci sonu\u00e7lara yol a\u00e7t\u0131\u011f\u0131n\u0131 s\u00f6ylemeye gerek yok…<\/p>\n
9.2.2 Ara\u015ft\u0131rmalar bize ne s\u00f6yl\u00fcyor?<\/h2>\n
Y\u00fcz y\u00fcze \u00f6\u011fretimi farkl\u0131 teknolojilerle kar\u015f\u0131la\u015ft\u0131ran binlerce ara\u015ft\u0131rma \u00e7al\u0131\u015fmas\u0131 yap\u0131lm\u0131\u015ft\u0131r: televizyondan yay\u0131nlanan dersler, bilgisayar tabanl\u0131 \u00f6\u011frenme, \u00e7evrimi\u00e7i \u00f6\u011frenme veya uzaktan e\u011fitim… \u00c7evrimi\u00e7i \u00f6\u011frenmeye ili\u015fkin olarak bir\u00e7ok meta-analiz \u00e7al\u0131\u015fmas\u0131 da yap\u0131lm\u0131\u015ft\u0131r. Bu \u00e7al\u0131\u015fmalardan biri, ‘iyi y\u00fcr\u00fct\u00fclm\u00fc\u015f bilimsel \u00e7al\u0131\u015fmalar\u0131n’ (genellikle kar\u015f\u0131la\u015ft\u0131rma veya yar\u0131-deneysel y\u00f6ntemle yap\u0131lan \u00e7al\u0131\u015fmalar\u0131n) sonu\u00e7lar\u0131n\u0131 bir araya getirmi\u015ftir\u00a0(Means vd., 2011; Barnard vd., 2014). ‘\u0130yi y\u00fcr\u00fct\u00fclen’ meta analiz \u00e7al\u0131\u015fmalar\u0131n\u0131n hemen hemen t\u00fcm\u00fc, \u00f6\u011fretim y\u00f6ntemlerinin \u00f6\u011frenme veya performans \u00fczerindeki etkisine ili\u015fkin anlaml\u0131 bir fark bulamam\u0131\u015ft\u0131r.<\/p>\n
\u00d6rne\u011fin, ABD E\u011fitim Bakanl\u0131\u011f\u0131 ad\u0131na harmanlanm\u0131\u015f ve \u00e7evrimi\u00e7i \u00f6\u011frenme konusunda yap\u0131lan ara\u015ft\u0131rmalar\u0131 derleyen kapsaml\u0131 bir meta analiz \u00e7al\u0131\u015fmas\u0131nda Means ve arkada\u015flar\u0131 (2011) \u015fu sonuca varm\u0131\u015ft\u0131r:<\/p>\n
\n\u00c7evrimi\u00e7i ve y\u00fcz y\u00fcze \u00f6\u011fretimin harmanlanm\u0131\u015f bi\u00e7imini geleneksel y\u00fcz y\u00fcze derslerle kar\u015f\u0131la\u015ft\u0131ran deneysel ve yar\u0131-deneysel \u00e7al\u0131\u015fmalarda, harmanlanm\u0131\u015f \u00f6\u011fretimin daha etkili oldu\u011fu g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Bu sonu\u00e7, harmanlanm\u0131\u015f ve hibrit yakla\u015f\u0131mlar\u0131n tasarlanmas\u0131 ve y\u00fcr\u00fct\u00fclmesine y\u00f6nelik \u00e7abalar\u0131n da gerek\u00e7esini ortaya koymaktad\u0131r. Kendi ba\u015f\u0131na kullan\u0131ld\u0131\u011f\u0131nda ise, \u00e7evrimi\u00e7i \u00f6\u011frenmenin geleneksel s\u0131n\u0131f \u00f6\u011fretimi kadar etkili oldu\u011fu, ancak s\u0131n\u0131f \u00f6\u011fretiminden daha etkili olmad\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr..<\/em><\/p>\n<\/blockquote>\nMeans ve arkada\u015flar\u0131, \u00f6\u011frencilerin g\u00f6revler i\u00e7in harcad\u0131\u011f\u0131 zaman a\u00e7\u0131s\u0131ndan harmanlanm\u0131\u015f \u00f6\u011frenmenin daha iyi bir performans g\u00f6sterdi\u011fini s\u00f6ylemi\u015ftir. Bu sonu\u00e7, di\u011fer \u00e7al\u0131\u015fmalardan da edinilen ortak bir bulguya i\u015faret etmektedir: Aradaki fark\u0131n ders verme bi\u00e7imlerinin d\u0131\u015f\u0131ndaki fakt\u00f6rlerden kaynakland\u0131\u011f\u0131… K\u0131rk y\u0131ld\u0131r yap\u0131lan ara\u015ft\u0131rma \u00e7al\u0131\u015fmalar\u0131n\u0131 kapsayan ‘iyi y\u00fcr\u00fct\u00fclm\u00fc\u015f’ kar\u015f\u0131la\u015ft\u0131rmal\u0131 \u00e7al\u0131\u015fmalar\u0131 belirleyen\u00a0Tamim ve arkada\u015flar\u0131 (2011), teknolojiyle \u00e7al\u0131\u015fan \u00f6\u011frencilerin teknoloji olmadan \u00e7al\u0131\u015fan \u00f6\u011frencilerden az da olsa daha iyi performans g\u00f6sterdi\u011fini buldular. Ancak, \u00f6l\u00e7\u00fclen fark olduk\u00e7a zay\u0131f bir farkt\u0131 ve yazarlar sonucu \u015f\u00f6yle yorumlad\u0131lar:<\/p>\n
teknoloji m\u00fcdahalesinin bi\u00e7iminden \u00e7ok \u00f6\u011fretim ama\u00e7lar\u0131, pedagoji, \u00f6\u011fretmenlerin etkinli\u011fi, konu alan\u0131, ya\u015f d\u00fczeyi, kullan\u0131lan teknolojinin uygunlu\u011fu ve muhtemelen di\u011fer bir tak\u0131m fakt\u00f6rlerin etki boyutu \u00fczerinde daha g\u00fc\u00e7l\u00fc bir tesire sahip oldu\u011fu tart\u0131\u015f\u0131labilir.\u00a0<\/em><\/p><\/blockquote>\n\u00d6\u011frenmeyi etkileyen \u00e7ok farkl\u0131 de\u011fi\u015fkenler ve ko\u015fullar\u0131n varl\u0131\u011f\u0131 nedeniyle, \u00f6\u011frenmeye ili\u015fkin ara\u015ft\u0131rma yapmak kolay bir i\u015f de\u011fildir. Asl\u0131na bak\u0131l\u0131rsa, bizim incelememiz gereken yaln\u0131zca teknolojinin nas\u0131l kullan\u0131ld\u0131\u011f\u0131 de\u011fil, de\u011fi\u015fkenler\u00a0<\/em>olmal\u0131d\u0131r. Di\u011fer bir deyi\u015fle, \u00f6ncelikle Wilbur Schramm’\u0131n 1977 y\u0131l\u0131nda sordu\u011fu bir soruyu sormal\u0131y\u0131z:<\/p>\nFarkl\u0131 medya t\u00fcrleri ne t\u00fcr \u00f6\u011frenmeyi hangi ko\u015fullar alt\u0131nda kolayla\u015ft\u0131r\u0131yor?<\/em><\/p><\/blockquote>\nDaha sonras\u0131nda ders verme bi\u00e7imleri ile ilgili karar verebilmek i\u00e7in, hangi y\u00f6ntemin en iyi oldu\u011fu yerine \u015fu soruyu sormal\u0131y\u0131z:<\/p>\n
Y\u00fcz y\u00fcze, harmanlanm\u0131\u015f veya tamamen \u00e7evrimi\u00e7i \u00f6\u011frenmeyi, en iyi ve en etkili hangi ko\u015fullar alt\u0131nda kullanabiliriz?<\/em><\/p><\/blockquote>\nNeyse ki, bu soruya yan\u0131t vermemizde bize rehberlik edecek \u00e7ok say\u0131da ara\u015ft\u0131rma ve iyi uygulama \u00f6rnekleri bulunmaktad\u0131r; en az\u0131ndan harmanlanm\u0131\u015f ve \u00e7evrimi\u00e7i \u00f6\u011frenmeyle ilgili (\u00f6rne\u011fin bkz. Anderson, 2008; Picciano vd., 2013; Halverson vd., 2013; Zawacki-Richter & Anderson, 2014). \u0130\u015fe bak\u0131n ki, bir\u00e7ok \u015feyi \u00e7evrimi\u00e7i olarak yapabildi\u011fimiz dijital \u00e7a\u011fda y\u00fcz y\u00fcze \u00f6\u011fretimin kendine \u00f6zg\u00fc potansiyeli ile ilgili ‘iyi’ ara\u015ft\u0131rmalara rastlamak olduk\u00e7a g\u00fc\u00e7…<\/p>\n
9.2.3 Y\u00fcz y\u00fcze \u00f6\u011fretimin egemenli\u011fi tehdit alt\u0131nda m\u0131?<\/h2>\n
\u00d6\u011frenme performans\u0131 a\u00e7\u0131s\u0131ndan \u00e7evrimi\u00e7i \u00f6\u011frenme ile y\u00fcz y\u00fcze \u00f6\u011fretimi kar\u015f\u0131la\u015ft\u0131ran (ve \u00e7o\u011fu bir sonuca ula\u015fmayan) \u00e7ok say\u0131da \u00e7al\u0131\u015fma olsa da, harmanlanm\u0131\u015f \u00f6\u011frenme ortamlar\u0131nda neyin en iyi \u00e7evrimi\u00e7i olarak ve neyin en iyi y\u00fcz y\u00fcze yap\u0131labilece\u011fine dair kararlar\u0131 almam\u0131za ya da \u00e7evrimi\u00e7i \u00f6\u011frenmenin s\u0131n\u0131f i\u00e7i \u00f6\u011fretimden hangi ko\u015fullar alt\u0131nda daha iyi oldu\u011funu g\u00f6rmemize yard\u0131mc\u0131 olacak bir bulgu veya kuram bulmak zordur. Genel kan\u0131, yayg\u0131nl\u0131\u011f\u0131 ve egemenli\u011fi nedeniyle y\u00fcz y\u00fcze \u00f6\u011fretimin varsay\u0131lan se\u00e7enek oldu\u011fu ve \u00e7evrimi\u00e7i \u00f6\u011frenmenin yaln\u0131zca ko\u015fullar y\u00fcz y\u00fcze \u00f6\u011fretime olanak tan\u0131mad\u0131\u011f\u0131nda (\u00f6rne\u011fin \u00f6\u011frenciler kamp\u00fcse gidemedi\u011finde veya s\u0131n\u0131f mevcutlar\u0131 etkile\u015fime izin vermeyecek kadar kalabal\u0131k oldu\u011funda) kullan\u0131ld\u0131\u011f\u0131d\u0131r.<\/p>\n
Bununla birlikte g\u00fcn\u00fcm\u00fczde \u00e7evrimi\u00e7i \u00f6\u011frenme o kadar yayg\u0131nla\u015ft\u0131 ve etkili hale geldi ki, art\u0131k \u015fu soruyu sorman\u0131n zaman\u0131d\u0131r:<\/p>\n
Y\u00fcz y\u00fcze \u00f6\u011fretimi \u00e7evrimi\u00e7i \u00f6\u011frenmeden pedagojik olarak farkl\u0131 yapan e\u015fsiz \u00f6zellikleri nelerdir?<\/em><\/p><\/blockquote>\nY\u00fcz y\u00fcze \u00f6\u011fretimin kendine \u00f6zg\u00fc, e\u015fsiz pedagojik bir \u00f6zelli\u011finin olmamas\u0131 da m\u00fcmk\u00fcn elbette; ancak ‘kamp\u00fcs\u00fcn sihri’ \u00a0(Sarma, 2013<\/a>) ve elit kamp\u00fcs e\u011fitiminin ya da daha do\u011frusu kamu finansmanl\u0131 kamp\u00fcs e\u011fitiminin pahal\u0131 \u00f6\u011frenim \u00fccretlerine ili\u015fkin s\u00f6ylemler nedeniyle, y\u00fcz y\u00fcze \u00f6\u011fretimi neyin bu kadar ‘\u00f6zel’ yapt\u0131\u011f\u0131 ile ilgili kan\u0131ta dayal\u0131 bir kurama sahip olman\u0131n zaman\u0131 gelmi\u015ftir. Bu konuyu, B\u00f6l\u00fcm 9.6’da ayr\u0131nt\u0131l\u0131 olarak konu\u015faca\u011f\u0131z.<\/p>\nBu arada, sonraki k\u0131s\u0131mlarda hangi ders verme bi\u00e7iminin (y\u00fcz y\u00fcze, harmanlanm\u0131\u015f veya \u00e7evrimi\u00e7i) kullan\u0131laca\u011f\u0131na nas\u0131l karar verece\u011fimize yo\u011funla\u015faca\u011f\u0131z.<\/p>\n
\nEtkinlik 9.2\u00a0Kamp\u00fcs\u00fcn b\u00fcy\u00fcs\u00fc<\/h3>\n
1. ‘Kamp\u00fcs\u00fcn b\u00fcy\u00fcs\u00fc’n\u00fc betimleyebilir misiniz? Size g\u00f6re \u00e7evrimi\u00e7i \u00f6\u011fretimle kar\u015f\u0131la\u015ft\u0131rd\u0131\u011f\u0131n\u0131zda y\u00fcz y\u00fcze \u00f6\u011fretimi daha \u00f6zel yapan nedir? En \u00f6nemli oldu\u011funu d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcn\u00fcz \u00fc\u00e7 \u015feyi yaz\u0131n\u0131z.<\/p>\n
2. Ayn\u0131 \u015feyi \u00e7evrimi\u00e7i \u00f6\u011fretim i\u00e7in de yapabilir misiniz? E\u011fer yapam\u0131yorsan\u0131z, sizce kamp\u00fcs\u00fc bu kadar \u00f6zel yapan \u015fey nedir?<\/p>\n
L\u00fctfen yorumlar\u0131n\u0131z\u0131 a\u015fa\u011f\u0131daki alanda payla\u015f\u0131n\u0131z.<\/p>\n<\/div>\n
Kaynak\u00e7a<\/strong><\/h1>\nAnderson, A. (ed.) (2008) The Theory and Practice of Online Learning<\/a>\u00a0<\/em>Athabasca AB: Athabasca University Press<\/p>\nBarnard, R. et al. (2014) Detecting bias in meta-analyses of distance education research: big pictures we can rely on Distance Education<\/em> Vol. 35, No. 3<\/p>\nBates, A.W. (2005) Technology, e-Learning and Distance Education<\/a><\/em> London\/New York: Routledge<\/p>\nEvans, T., Haughey, M. and Murphy, D. (2008) International Handbook of Distance Education<\/em>\u00a0Bingley UK: Emerald Publishing<\/p>\nHalverson, L. R., Graham, C. R., Spring, K. J., & Drysdale, J. S. (2012). \u2018An analysis of high impact scholarship and publication trends in blended learning\u2019\u00a0Distance Education<\/i>,\u00a0Vol. 33, No. 3<\/p>\n
Holmberg, B. (1989)\u00a0Theory and Practice of Distance Education<\/em> New York: Routledge<\/p>\nJaschik, S. and Letterman, D. (2014)\u00a0The 2014 Inside Higher Ed Survey of\u00a0Faculty Attitudes to Technology<\/a><\/em>\u00a0Washington DC: Inside Higher Ed<\/p>\nKeegan, D. (ed.) \u00a0(1990) Theoretical Principles of Distance Education<\/em> London\/New York: Routledge<\/p>\nMeans, B. et al. (2009)\u00a0<\/span>Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies<\/a><\/em>\u00a0Washington, DC: US Department of Education<\/span><\/p>\nMoore, M. and Kearsley, G. (1996) Distance Education: A Systems View<\/em> Belmont CA: Wadsworth<\/p>\nOntario (2011) Fact Sheet Summary of Ontario eLearning Surveys of Publicly Assisted PSE Institutions<\/em><\/a> Toronto: Ministry of Training, Colleges and Universities<\/span><\/p>\nPeters, O. (1983) Distance education and industrial production, in Sewart et al. (eds.) Distance Education: International Perspectives<\/em> London: Croom Helm<\/p>\nPeters, O. (2002) Distance Education in Transition: New Trends and Challenges<\/em> Oldenberg FGR: Biblothecks und Informationssystemder Carl von Ossietzky Universit\u00e4t Oldenberg<\/p>\nPicciano, A., Dziuban, C. and & Graham, C. (<\/span>e<\/span>ds.), <\/span>Blended Learning: Research Perspectives, Volume 2<\/i>. New York: Routledge, 2013<\/span><\/p>\nSchramm, W. (1977) <\/span>Big Media, Little Media<\/em> Beverley Hills CA\/London: Sage<\/span><\/p>\n
\r\n\u00c7evrimi\u00e7i ve y\u00fcz y\u00fcze \u00f6\u011fretimin harmanlanm\u0131\u015f bi\u00e7imini geleneksel y\u00fcz y\u00fcze derslerle kar\u015f\u0131la\u015ft\u0131ran deneysel ve yar\u0131-deneysel \u00e7al\u0131\u015fmalarda, harmanlanm\u0131\u015f \u00f6\u011fretimin daha etkili oldu\u011fu g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Bu sonu\u00e7, harmanlanm\u0131\u015f ve hibrit yakla\u015f\u0131mlar\u0131n tasarlanmas\u0131 ve y\u00fcr\u00fct\u00fclmesine y\u00f6nelik \u00e7abalar\u0131n da gerek\u00e7esini ortaya koymaktad\u0131r. Kendi ba\u015f\u0131na kullan\u0131ld\u0131\u011f\u0131nda ise, \u00e7evrimi\u00e7i \u00f6\u011frenmenin geleneksel s\u0131n\u0131f \u00f6\u011fretimi kadar etkili oldu\u011fu, ancak s\u0131n\u0131f \u00f6\u011fretiminden daha etkili olmad\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr..<\/em><\/p>\r\n<\/blockquote>\r\nMeans ve arkada\u015flar\u0131, \u00f6\u011frencilerin g\u00f6revler i\u00e7in harcad\u0131\u011f\u0131 zaman a\u00e7\u0131s\u0131ndan harmanlanm\u0131\u015f \u00f6\u011frenmenin daha iyi bir performans g\u00f6sterdi\u011fini s\u00f6ylemi\u015ftir. Bu sonu\u00e7, di\u011fer \u00e7al\u0131\u015fmalardan da edinilen ortak bir bulguya i\u015faret etmektedir: Aradaki fark\u0131n ders verme bi\u00e7imlerinin d\u0131\u015f\u0131ndaki fakt\u00f6rlerden kaynakland\u0131\u011f\u0131... K\u0131rk y\u0131ld\u0131r yap\u0131lan ara\u015ft\u0131rma \u00e7al\u0131\u015fmalar\u0131n\u0131 kapsayan 'iyi y\u00fcr\u00fct\u00fclm\u00fc\u015f' kar\u015f\u0131la\u015ft\u0131rmal\u0131 \u00e7al\u0131\u015fmalar\u0131 belirleyen\u00a0Tamim ve arkada\u015flar\u0131 (2011), teknolojiyle \u00e7al\u0131\u015fan \u00f6\u011frencilerin teknoloji olmadan \u00e7al\u0131\u015fan \u00f6\u011frencilerden az da olsa daha iyi performans g\u00f6sterdi\u011fini buldular. Ancak, \u00f6l\u00e7\u00fclen fark olduk\u00e7a zay\u0131f bir farkt\u0131 ve yazarlar sonucu \u015f\u00f6yle yorumlad\u0131lar:\r\n
teknoloji m\u00fcdahalesinin bi\u00e7iminden \u00e7ok \u00f6\u011fretim ama\u00e7lar\u0131, pedagoji, \u00f6\u011fretmenlerin etkinli\u011fi, konu alan\u0131, ya\u015f d\u00fczeyi, kullan\u0131lan teknolojinin uygunlu\u011fu ve muhtemelen di\u011fer bir tak\u0131m fakt\u00f6rlerin etki boyutu \u00fczerinde daha g\u00fc\u00e7l\u00fc bir tesire sahip oldu\u011fu tart\u0131\u015f\u0131labilir.\u00a0<\/em><\/blockquote>\r\n\u00d6\u011frenmeyi etkileyen \u00e7ok farkl\u0131 de\u011fi\u015fkenler ve ko\u015fullar\u0131n varl\u0131\u011f\u0131 nedeniyle, \u00f6\u011frenmeye ili\u015fkin ara\u015ft\u0131rma yapmak kolay bir i\u015f de\u011fildir. Asl\u0131na bak\u0131l\u0131rsa, bizim incelememiz gereken yaln\u0131zca teknolojinin nas\u0131l kullan\u0131ld\u0131\u011f\u0131 de\u011fil, de\u011fi\u015fkenler\u00a0<\/em>olmal\u0131d\u0131r. Di\u011fer bir deyi\u015fle, \u00f6ncelikle Wilbur Schramm'\u0131n 1977 y\u0131l\u0131nda sordu\u011fu bir soruyu sormal\u0131y\u0131z:\r\nFarkl\u0131 medya t\u00fcrleri ne t\u00fcr \u00f6\u011frenmeyi hangi ko\u015fullar alt\u0131nda kolayla\u015ft\u0131r\u0131yor?<\/em><\/blockquote>\r\nDaha sonras\u0131nda ders verme bi\u00e7imleri ile ilgili karar verebilmek i\u00e7in, hangi y\u00f6ntemin en iyi oldu\u011fu yerine \u015fu soruyu sormal\u0131y\u0131z:\r\nY\u00fcz y\u00fcze, harmanlanm\u0131\u015f veya tamamen \u00e7evrimi\u00e7i \u00f6\u011frenmeyi, en iyi ve en etkili hangi ko\u015fullar alt\u0131nda kullanabiliriz?<\/em><\/blockquote>\r\nNeyse ki, bu soruya yan\u0131t vermemizde bize rehberlik edecek \u00e7ok say\u0131da ara\u015ft\u0131rma ve iyi uygulama \u00f6rnekleri bulunmaktad\u0131r; en az\u0131ndan harmanlanm\u0131\u015f ve \u00e7evrimi\u00e7i \u00f6\u011frenmeyle ilgili (\u00f6rne\u011fin bkz. Anderson, 2008; Picciano vd., 2013; Halverson vd., 2013; Zawacki-Richter & Anderson, 2014). \u0130\u015fe bak\u0131n ki, bir\u00e7ok \u015feyi \u00e7evrimi\u00e7i olarak yapabildi\u011fimiz dijital \u00e7a\u011fda y\u00fcz y\u00fcze \u00f6\u011fretimin kendine \u00f6zg\u00fc potansiyeli ile ilgili 'iyi' ara\u015ft\u0131rmalara rastlamak olduk\u00e7a g\u00fc\u00e7...\r\n9.2.3 Y\u00fcz y\u00fcze \u00f6\u011fretimin egemenli\u011fi tehdit alt\u0131nda m\u0131?<\/h2>\r\n\u00d6\u011frenme performans\u0131 a\u00e7\u0131s\u0131ndan \u00e7evrimi\u00e7i \u00f6\u011frenme ile y\u00fcz y\u00fcze \u00f6\u011fretimi kar\u015f\u0131la\u015ft\u0131ran (ve \u00e7o\u011fu bir sonuca ula\u015fmayan) \u00e7ok say\u0131da \u00e7al\u0131\u015fma olsa da, harmanlanm\u0131\u015f \u00f6\u011frenme ortamlar\u0131nda neyin en iyi \u00e7evrimi\u00e7i olarak ve neyin en iyi y\u00fcz y\u00fcze yap\u0131labilece\u011fine dair kararlar\u0131 almam\u0131za ya da \u00e7evrimi\u00e7i \u00f6\u011frenmenin s\u0131n\u0131f i\u00e7i \u00f6\u011fretimden hangi ko\u015fullar alt\u0131nda daha iyi oldu\u011funu g\u00f6rmemize yard\u0131mc\u0131 olacak bir bulgu veya kuram bulmak zordur. Genel kan\u0131, yayg\u0131nl\u0131\u011f\u0131 ve egemenli\u011fi nedeniyle y\u00fcz y\u00fcze \u00f6\u011fretimin varsay\u0131lan se\u00e7enek oldu\u011fu ve \u00e7evrimi\u00e7i \u00f6\u011frenmenin yaln\u0131zca ko\u015fullar y\u00fcz y\u00fcze \u00f6\u011fretime olanak tan\u0131mad\u0131\u011f\u0131nda (\u00f6rne\u011fin \u00f6\u011frenciler kamp\u00fcse gidemedi\u011finde veya s\u0131n\u0131f mevcutlar\u0131 etkile\u015fime izin vermeyecek kadar kalabal\u0131k oldu\u011funda) kullan\u0131ld\u0131\u011f\u0131d\u0131r.\r\n\r\nBununla birlikte g\u00fcn\u00fcm\u00fczde \u00e7evrimi\u00e7i \u00f6\u011frenme o kadar yayg\u0131nla\u015ft\u0131 ve etkili hale geldi ki, art\u0131k \u015fu soruyu sorman\u0131n zaman\u0131d\u0131r:\r\n
Y\u00fcz y\u00fcze \u00f6\u011fretimi \u00e7evrimi\u00e7i \u00f6\u011frenmeden pedagojik olarak farkl\u0131 yapan e\u015fsiz \u00f6zellikleri nelerdir?<\/em><\/blockquote>\r\nY\u00fcz y\u00fcze \u00f6\u011fretimin kendine \u00f6zg\u00fc, e\u015fsiz pedagojik bir \u00f6zelli\u011finin olmamas\u0131 da m\u00fcmk\u00fcn elbette; ancak 'kamp\u00fcs\u00fcn sihri' \u00a0(Sarma, 2013<\/a>) ve elit kamp\u00fcs e\u011fitiminin ya da daha do\u011frusu kamu finansmanl\u0131 kamp\u00fcs e\u011fitiminin pahal\u0131 \u00f6\u011frenim \u00fccretlerine ili\u015fkin s\u00f6ylemler nedeniyle, y\u00fcz y\u00fcze \u00f6\u011fretimi neyin bu kadar '\u00f6zel' yapt\u0131\u011f\u0131 ile ilgili kan\u0131ta dayal\u0131 bir kurama sahip olman\u0131n zaman\u0131 gelmi\u015ftir. Bu konuyu, B\u00f6l\u00fcm 9.6'da ayr\u0131nt\u0131l\u0131 olarak konu\u015faca\u011f\u0131z.\r\n\r\nBu arada, sonraki k\u0131s\u0131mlarda hangi ders verme bi\u00e7iminin (y\u00fcz y\u00fcze, harmanlanm\u0131\u015f veya \u00e7evrimi\u00e7i) kullan\u0131laca\u011f\u0131na nas\u0131l karar verece\u011fimize yo\u011funla\u015faca\u011f\u0131z.\r\n\r\nEtkinlik 9.2\u00a0Kamp\u00fcs\u00fcn b\u00fcy\u00fcs\u00fc<\/h3>\r\n1. 'Kamp\u00fcs\u00fcn b\u00fcy\u00fcs\u00fc'n\u00fc betimleyebilir misiniz? Size g\u00f6re \u00e7evrimi\u00e7i \u00f6\u011fretimle kar\u015f\u0131la\u015ft\u0131rd\u0131\u011f\u0131n\u0131zda y\u00fcz y\u00fcze \u00f6\u011fretimi daha \u00f6zel yapan nedir? En \u00f6nemli oldu\u011funu d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcn\u00fcz \u00fc\u00e7 \u015feyi yaz\u0131n\u0131z.\r\n\r\n2. Ayn\u0131 \u015feyi \u00e7evrimi\u00e7i \u00f6\u011fretim i\u00e7in de yapabilir misiniz? E\u011fer yapam\u0131yorsan\u0131z, sizce kamp\u00fcs\u00fc bu kadar \u00f6zel yapan \u015fey nedir?\r\n\r\nL\u00fctfen yorumlar\u0131n\u0131z\u0131 a\u015fa\u011f\u0131daki alanda payla\u015f\u0131n\u0131z.\r\n\r\n<\/div>\r\n
Kaynak\u00e7a<\/strong><\/h1>\r\nAnderson, A. (ed.) (2008) The Theory and Practice of Online Learning<\/a>\u00a0<\/em>Athabasca AB: Athabasca University Press\r\n\r\nBarnard, R. et al. (2014) Detecting bias in meta-analyses of distance education research: big pictures we can rely on Distance Education<\/em> Vol. 35, No. 3\r\n\r\nBates, A.W. (2005) Technology, e-Learning and Distance Education<\/a><\/em> London\/New York: Routledge\r\n\r\nEvans, T., Haughey, M. and Murphy, D. (2008) International Handbook of Distance Education<\/em>\u00a0Bingley UK: Emerald Publishing\r\n
Halverson, L. R., Graham, C. R., Spring, K. J., & Drysdale, J. S. (2012). \u2018An analysis of high impact scholarship and publication trends in blended learning\u2019\u00a0Distance Education<\/i>,\u00a0Vol. 33, No. 3<\/p>\r\n
Holmberg, B. (1989)\u00a0Theory and Practice of Distance Education<\/em> New York: Routledge<\/p>\r\n
Jaschik, S. and Letterman, D. (2014)\u00a0The 2014 Inside Higher Ed Survey of\u00a0Faculty Attitudes to Technology<\/a><\/em>\u00a0Washington DC: Inside Higher Ed<\/p>\r\n
Keegan, D. (ed.) \u00a0(1990) Theoretical Principles of Distance Education<\/em> London\/New York: Routledge<\/p>\r\n
Means, B. et al. (2009)\u00a0<\/span>Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies<\/a><\/em>\u00a0Washington, DC: US Department of Education<\/span><\/p>\r\n
Moore, M. and Kearsley, G. (1996) Distance Education: A Systems View<\/em> Belmont CA: Wadsworth<\/p>\r\n
Ontario (2011) Fact Sheet Summary of Ontario eLearning Surveys of Publicly Assisted PSE Institutions<\/em><\/a> Toronto: Ministry of Training, Colleges and Universities<\/span><\/p>\r\n
Peters, O. (1983) Distance education and industrial production, in Sewart et al. (eds.) Distance Education: International Perspectives<\/em> London: Croom Helm<\/p>\r\n
Peters, O. (2002) Distance Education in Transition: New Trends and Challenges<\/em> Oldenberg FGR: Biblothecks und Informationssystemder Carl von Ossietzky Universit\u00e4t Oldenberg<\/p>\r\n
Picciano, A., Dziuban, C. and & Graham, C. (<\/span>e<\/span>ds.), <\/span>Blended Learning: Research Perspectives, Volume 2<\/i>. New York: Routledge, 2013<\/span><\/p>\r\n
Schramm, W. (1977) <\/span>Big Media, Little Media<\/em> Beverley Hills CA\/London: Sage<\/span><\/p>\r\n
Sarma, S. (2013) The Magic of the Campus<\/a><\/em> Boston MA: LINC 2013 conference (recorded presentation)<\/p>\r\nTamim, R. et al. (2011) \u2018What Forty Years of Research Says About the Impact of Technology on Learning:\u00a0A Second-Order Meta-Analysis and Validation Study\u2019\u00a0Review of Educational Research<\/em>, Vol. 81, No. 1\u00a0<\/span>\r\n\r\nWedemeyer, C. (1981) Learning at\u00a0the Back Door: Reflections on Non-traditional Learning in the Lifespan<\/em> Madison: University of Wisconsin Press\r\n\r\nZawacki-Richter, O. and Anderson, T. (eds.) (2014) <\/span>Online Distance Education: Towards a Research Agenda<\/a><\/em> Athabasca AB: AU\u00a0Press, pp. 508<\/span>","rendered":"
\u015eekil 9.2.1 En iyisi hangisi?<\/figcaption><\/figure>\n
\nBir\u00e7ok ara\u015ft\u0131rman\u0131n sonu\u00e7lar\u0131na bak\u0131ld\u0131\u011f\u0131nda, \u00f6\u011fretim \u00fcyelerinin b\u00fcy\u00fck bir \u00e7o\u011funlu\u011funun halen daha \u00e7evrimi\u00e7i \u00f6\u011frenmenin veya uzaktan \u00f6\u011fretimin s\u0131n\u0131f i\u00e7i \u00f6\u011fretime k\u0131yasla daha niteliksiz oldu\u011funa inand\u0131\u011f\u0131 g\u00f6r\u00fclmektedir (\u00f6rne\u011fin bkz. Jaschik & Letterman, 2014). Asl\u0131nda, bu fikri destekleyen bilimsel temelli bir kan\u0131t bulunmamaktad\u0131r. Bug\u00fcne kadar yap\u0131lan ara\u015ft\u0131rmalardan edinilen bulgular, y\u00fcz y\u00fcze \u00f6\u011fretim ile \u00e7evrimi\u00e7i veya uzaktan \u00f6\u011fretim aras\u0131nda bir fark olmad\u0131\u011f\u0131n\u0131, ancak harmanlanm\u0131\u015f \u00f6\u011frenmenin \u00a0\u00f6\u011frenme performans\u0131 a\u00e7\u0131s\u0131ndan y\u00fcz y\u00fcze \u00f6\u011fretimden daha avantajl\u0131 oldu\u011funu g\u00f6stermektedir (\u00f6rne\u011fin bkz. Means vd., 2009).<\/span><\/p>\n
9.2.1 Uzaktan e\u011fitimin \u00e7evrimi\u00e7i \u00f6\u011frenme \u00fczerindeki etkisi<\/h2>\n
Uzaktan e\u011fitimde daha \u00f6nce ya\u015fanan geli\u015fmelerden \u00e7ok \u015fey \u00f6\u011frenebiliriz. Kullan\u0131lan teknoloji farkl\u0131 olsa da, tamamen \u00e7evrimi\u00e7i \u00f6\u011frenme dedi\u011fimiz \u015fey asl\u0131nda uzaktan e\u011fitimin farkl\u0131 bir bi\u00e7iminden ba\u015fka bir\u015fey de\u011fil…\u00a0<\/span><\/p>\n
Uzaktan e\u011fitimle ilgili bug\u00fcne kadar \u00e7ok \u015fey yaz\u0131ld\u0131 (\u00f6rne\u011fin bkz. Wedemeyer, 1981; Peters, 1983; Holmberg, 1989; Keegan, 1990; Moore & Kearsley, 1996; Peters, 2002; Bates, 2005; Evans vd., 2008); ama kavramsal olarak bakt\u0131\u011f\u0131m\u0131zda olduk\u00e7a basit bir fikirden bahsediyoruz: \u00f6\u011frencilerin \u00f6\u011fretmenle y\u00fcz y\u00fcze bir ileti\u015fiminin olmad\u0131\u011f\u0131, kendi istedikleri zaman, kendi istedikleri bir mekanda (ev, i\u015fyeri veya \u00f6\u011frenme merkezi gibi) \u00e7al\u0131\u015ft\u0131klar\u0131 ve \u00f6\u011frendikleri ancak \u00f6\u011frenme deste\u011fi veya \u00f6l\u00e7me-de\u011ferlendirmeyi ger\u00e7ekle\u015ftiren \u00f6\u011fretmen veya \u00f6\u011fretim eleman\u0131yla bir \u015fekilde (\u00f6zellikle de g\u00fcn\u00fcm\u00fczde \u0130nternet arac\u0131l\u0131\u011f\u0131yla) ba\u011flant\u0131da oldu\u011fu bir sistem. <\/span>\u00a0<\/span><\/p>\n
Uzaktan e\u011fitim, \u00e7ok uzun zamand\u0131r var… H\u0131ristiyanl\u0131kta Pavlus’un Korintlilere yazd\u0131\u011f\u0131 mektubun (M.S. 53-57) uzaktan e\u011fitimin ilk bi\u00e7imlerinden biri oldu\u011fu bile tart\u0131\u015f\u0131labilir. Uzaktan e\u011fitimle ilk lisans derecesi, 1858 y\u0131l\u0131nda Londra \u00dcniversitesi (\u0130ngiltere) taraf\u0131ndan mektupla \u00f6\u011fretim sonucunda verilmi\u015ftir. Bu uzaktan e\u011fitim program\u0131nda okuma listeleri \u00f6\u011frencilere postayla g\u00f6nderilmi\u015f, \u00f6\u011frenciler kamp\u00fcs \u00f6\u011frencileriyle ayn\u0131 s\u0131navlara girmi\u015flerdir. Maddi durumu iyi olan \u00f6\u011frencilerin, bu s\u00fcre\u00e7te \u00e7al\u0131\u015fmak i\u00e7in \u00f6zel \u00f6\u011fretmen tuttuklar\u0131 s\u00f6ylenmektedir. Ama program genelde daha az varl\u0131kl\u0131 ailelerin \u00e7ocuklar\u0131na y\u00fcksek\u00f6\u011fretim olana\u011f\u0131 sa\u011flam\u0131\u015ft\u0131; hatta bu nedenle Viktorya d\u00f6nemi yazar\u0131 Charles Dickens bu program\u0131 Halk\u0131n \u00dcniversitesi olarak adland\u0131rm\u0131\u015ft\u0131. Londra \u00dcniversitesi Uluslararas\u0131 Programlar\u0131<\/a>\u00a0ad\u0131 alt\u0131nda farkl\u0131 bir isimle g\u00fcn\u00fcm\u00fczde de devam eden program, d\u00fcnya \u00e7ap\u0131nda 50 binden fazla \u00f6\u011frenciye hizmet vermektedir.\u00a0<\/span><\/p>\n
Kuzey Amerika’da h\u00fck\u00fcmetin arazi tahsis etti\u011fi ilk \u00fcniversitelerin bir\u00e7o\u011fu (ABD’de Penn Eyalet \u00dcniversitesi, Wisconsin \u00dcniversitesi ve New Mexico \u00dcniversitesi veya Kanada’da\u00a0Saskatchewan \u00dcniversitesi veya British Columbia \u00dcniversitesi gibi), eyalet veya il d\u00fczeyinde sorumluluk ve y\u00fck\u00fcml\u00fcl\u00fck sahibiydi. Sonu\u00e7 olarak bu e\u011fitim kurumlar\u0131n\u0131n uzun ve k\u00f6kl\u00fc bir uzaktan e\u011fitim ge\u00e7mi\u015fi bulunmaktad\u0131r. Bu kurumlarda verilen uzaktan e\u011fitim programlar\u0131n\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011fu, eyalet veya ilde ikamet eden \u00e7ift\u00e7iler, \u00f6\u011fretmenler ve sa\u011fl\u0131k g\u00f6revlilieri i\u00e7in tasarlanm\u0131\u015f s\u00fcrekli e\u011fitim etkinlikleri bi\u00e7imindeydi. Bu programlar, art\u0131k bug\u00fcn lisans ve lisans\u00fcst\u00fc programlar\u0131 kapsayacak \u015fekilde geni\u015flemi\u015f durumdad\u0131r. Hem ilk ve orta\u00f6\u011fretim hem de y\u00fcksek\u00f6\u011fretim d\u00fczeyinde kapsaml\u0131 bir uzaktan e\u011fitim ge\u00e7mi\u015fine sahip olan di\u011fer bir \u00fclke de Avusturalya’d\u0131r.<\/p>\n
Bu \u00fcniversitelerin bir \u00e7o\u011fundan al\u0131nan diplomalar, y\u00fcz y\u00fcze \u00f6\u011fretim sonunda al\u0131nan diplomalarla ayn\u0131 tan\u0131n\u0131rl\u0131\u011fa sahiptir. \u00d6rne\u011fin 1936 y\u0131l\u0131ndan bu yana uzaktan e\u011fitim programlar\u0131 y\u00fcr\u00fctmekte olan British Columbia \u00dcniversitesi’nde verilen \u00f6\u011frenci transkriptlerinde, derslerin uzaktan veya kamp\u00fcste y\u00fcz y\u00fcze al\u0131nm\u0131\u015f olmas\u0131 herhangi bir farkl\u0131l\u0131k yaratmamaktad\u0131r; \u00e7\u00fcnk\u00fc b\u00fct\u00fcn \u00f6\u011frenciler ayn\u0131 s\u0131navlara girmektedir.<\/p>\n
Uzaktan e\u011fitimle ilgili olarak \u0130ngiltere’nin A\u00e7\u0131k \u00dcniversitesi’nin 1970’lerde \u00f6nc\u00fcl\u00fck yapt\u0131\u011f\u0131 ve daha sonra uzaktan e\u011fitim yapan Kuzey Amerika \u00fcniversiteleri taraf\u0131ndan da benimsenen di\u011fer bir unsur, ADDIE modeline dayanan ancak uzaktan \u00f6\u011frenen \u00f6\u011frencilerin ihtiya\u00e7lar\u0131na g\u00f6re uyarlanan ders tasar\u0131m s\u00fcrecidir. Bu s\u00fcre\u00e7te, \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131n \u00f6nceden belirlenmesi, nitelikli \u00e7okluortam \u00f6\u011frenme materyallerinin haz\u0131rlanmas\u0131, \u00f6\u011frenci etkinliklerinin ve kat\u0131l\u0131m\u0131n\u0131n planlanmas\u0131 ve g\u00fc\u00e7l\u00fc bir \u00f6\u011frenci deste\u011fi \u00f6zellikle vurgulanm\u0131\u015ft\u0131r. Sonu\u00e7 olarak, uzaktan e\u011fitim programlar\u0131 y\u00fcr\u00fcten \u00fcniversiteler 1990’larda \u00e7evrimi\u00e7i \u00f6\u011frenme maceras\u0131na haz\u0131rl\u0131kl\u0131 bir hale gelmi\u015ftir. Bu \u00fcniversiteler, \u00e7evrimi\u00e7i programlara kat\u0131lan \u00f6\u011frencilerin y\u00fcz y\u00fcze programlara kay\u0131tl\u0131 \u00f6\u011frencilerle hemen hemen ayn\u0131 ba\u015far\u0131ya sahip olduklar\u0131n\u0131 g\u00f6rm\u00fc\u015ft\u00fcr (kamp\u00fcs \u00f6\u011frencileri aras\u0131nda dersleri tamamlama oran\u0131 yakla\u015f\u0131k %5-10’dur – bkz.\u00a0Ontario, 2011<\/a>). Uzaktan e\u011fitim \u00f6\u011frencilerinin genellikle tam zamanl\u0131 i\u015flerde \u00e7al\u0131\u015ft\u0131klar\u0131 ve e\u015fleri\/\u00e7ocuklar\u0131 oldu\u011fu d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde olduk\u00e7a ilgin\u00e7 bir istatistikle kar\u015f\u0131 kar\u015f\u0131ya oldu\u011fumuzu s\u00f6yleyebiliriz.<\/p>\n
Uzaktan e\u011fitimin ‘soya\u011fac\u0131n\u0131’ ve nitelikli uluslararas\u0131 e\u011fitim kurumlar\u0131 taraf\u0131ndan yap\u0131lan uzaktan e\u011fitim \u00e7al\u0131\u015fmalar\u0131n\u0131 bilmekte fayda g\u00f6r\u00fcyorum. Nitekim, \u00f6zellikle de ABD’deki ticari diploma mekanizmalar\u0131, uzaktan e\u011fitimin niteliksiz oldu\u011funa dair \u00e7ok da hakl\u0131 olmayan \u00fcn\u00fcne ne yaz\u0131k ki \u00f6nemli katk\u0131 sa\u011flam\u0131\u015ft\u0131r. T\u00fcm \u00f6\u011fretim s\u00fcre\u00e7lerinde oldu\u011fu gibi, uzaktan e\u011fitim de iyi veya k\u00f6t\u00fc yap\u0131labilir. Uzaktan e\u011fitimin nitelikli kamu kurulu\u015flar\u0131 taraf\u0131ndan profesyonel olarak ve kaliteli bir \u015fekilde tasarlan\u0131p y\u00fcr\u00fct\u00fcld\u00fc\u011f\u00fc zaman, tam zamanl\u0131 bir i\u015fte \u00e7al\u0131\u015fan yeti\u015fkinlerin, uzak b\u00f6lgelerde ya\u015fad\u0131\u011f\u0131 i\u00e7in e\u011fitime tam zamanl\u0131 eri\u015fimi olmayan ki\u015filerin veya programlar\u0131na ekstra bir veya iki ders daha eklemek isteyen ya da k\u0131smi zamanl\u0131 \u00e7al\u0131\u015ft\u0131klar\u0131 i\u00e7in daha esnek bir ders program\u0131na ihtiyac\u0131 olan kamp\u00fcs \u00f6\u011frencilerinin gereksinimlerine yan\u0131t veren olduk\u00e7a ba\u015far\u0131l\u0131 sistemler olabilece\u011fi g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Bununla birlikte, \u00fcniversiteler, kolejler ve okullar bunu ancak \u00fcst d\u00fczey nitelikli tasar\u0131m standartlar\u0131n\u0131 kar\u015f\u0131layarak ba\u015farabilmi\u015flerdir.<\/p>\n
Ayn\u0131 zamanda, say\u0131lar\u0131 az da olsa, verdikleri kamp\u00fcs derslerinde uzaktan e\u011fitimden ba\u011f\u0131ms\u0131z olarak \u00e7evrimi\u00e7i veya bilgisayar destekli \u00f6\u011frenmede \u00e7ok iyi \u00f6rnekler geli\u015ftiren \u00f6\u011fretmenler ve \u00f6\u011fretim elemanlar\u0131 bulunmaktad\u0131r. Daha 1970’lerin ba\u015flar\u0131nda New Jersey Teknoloji Enstit\u00fcs\u00fc’nde \u00e7evrimi\u00e7i veya harmanlanm\u0131\u015f \u00f6\u011frenme denemeleri yapan\u00a0 Roxanne Hiltz ve Murray Turoff, Ontario E\u011fitim \u00c7al\u0131\u015fmalar\u0131 Enstit\u00fcs\u00fc’nde \u00e7al\u0131\u015fan Marlene Scardamalia ve Paul Bereiter ile Simon Fraser \u00dcniversitesi’nden Linda Harasim, kamp\u00fcste veya okul ortam\u0131nda \u00e7evrimi\u00e7i i\u015fbirli\u011fine dayal\u0131 \u00f6\u011frenme ve bilgi olu\u015fturma konular\u0131nda \u00f6nemli \u00e7al\u0131\u015fmalar ger\u00e7ekle\u015ftirmi\u015flerdir.<\/p>\n
Bununla birlikte, \u00e7evrimi\u00e7i \u00f6\u011frenmeye a\u015fina olmayan bir\u00e7ok okulda veya \u00fcniversitede g\u00f6rev yapan \u00f6\u011fretmen ve \u00f6\u011fretim elemanlar\u0131 bu iyi \u00f6rnekleri al\u0131p uygulamak yerine, s\u0131n\u0131f i\u00e7i y\u00fcz y\u00fcze \u00f6\u011fretim i\u00e7in kulland\u0131klar\u0131 y\u00f6ntem ve teknikleri harmanlanm\u0131\u015f ve \u00e7evrimi\u00e7i \u00f6\u011frenme ortamlar\u0131nda taklit ederek kullanm\u0131\u015flard\u0131r. Elbette ki, y\u00fcz y\u00fcze \u00f6\u011fretimin \u00e7evrimi\u00e7i ortamlarda hi\u00e7bir uyarlama yap\u0131lmadan taklit edildi\u011fi bu uygulamalar\u0131n k\u00f6t\u00fc ve hatta feci sonu\u00e7lara yol a\u00e7t\u0131\u011f\u0131n\u0131 s\u00f6ylemeye gerek yok…<\/p>\n
9.2.2 Ara\u015ft\u0131rmalar bize ne s\u00f6yl\u00fcyor?<\/h2>\n
Y\u00fcz y\u00fcze \u00f6\u011fretimi farkl\u0131 teknolojilerle kar\u015f\u0131la\u015ft\u0131ran binlerce ara\u015ft\u0131rma \u00e7al\u0131\u015fmas\u0131 yap\u0131lm\u0131\u015ft\u0131r: televizyondan yay\u0131nlanan dersler, bilgisayar tabanl\u0131 \u00f6\u011frenme, \u00e7evrimi\u00e7i \u00f6\u011frenme veya uzaktan e\u011fitim… \u00c7evrimi\u00e7i \u00f6\u011frenmeye ili\u015fkin olarak bir\u00e7ok meta-analiz \u00e7al\u0131\u015fmas\u0131 da yap\u0131lm\u0131\u015ft\u0131r. Bu \u00e7al\u0131\u015fmalardan biri, ‘iyi y\u00fcr\u00fct\u00fclm\u00fc\u015f bilimsel \u00e7al\u0131\u015fmalar\u0131n’ (genellikle kar\u015f\u0131la\u015ft\u0131rma veya yar\u0131-deneysel y\u00f6ntemle yap\u0131lan \u00e7al\u0131\u015fmalar\u0131n) sonu\u00e7lar\u0131n\u0131 bir araya getirmi\u015ftir\u00a0(Means vd., 2011; Barnard vd., 2014). ‘\u0130yi y\u00fcr\u00fct\u00fclen’ meta analiz \u00e7al\u0131\u015fmalar\u0131n\u0131n hemen hemen t\u00fcm\u00fc, \u00f6\u011fretim y\u00f6ntemlerinin \u00f6\u011frenme veya performans \u00fczerindeki etkisine ili\u015fkin anlaml\u0131 bir fark bulamam\u0131\u015ft\u0131r.<\/p>\n
\u00d6rne\u011fin, ABD E\u011fitim Bakanl\u0131\u011f\u0131 ad\u0131na harmanlanm\u0131\u015f ve \u00e7evrimi\u00e7i \u00f6\u011frenme konusunda yap\u0131lan ara\u015ft\u0131rmalar\u0131 derleyen kapsaml\u0131 bir meta analiz \u00e7al\u0131\u015fmas\u0131nda Means ve arkada\u015flar\u0131 (2011) \u015fu sonuca varm\u0131\u015ft\u0131r:<\/p>\n
\n\u00c7evrimi\u00e7i ve y\u00fcz y\u00fcze \u00f6\u011fretimin harmanlanm\u0131\u015f bi\u00e7imini geleneksel y\u00fcz y\u00fcze derslerle kar\u015f\u0131la\u015ft\u0131ran deneysel ve yar\u0131-deneysel \u00e7al\u0131\u015fmalarda, harmanlanm\u0131\u015f \u00f6\u011fretimin daha etkili oldu\u011fu g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Bu sonu\u00e7, harmanlanm\u0131\u015f ve hibrit yakla\u015f\u0131mlar\u0131n tasarlanmas\u0131 ve y\u00fcr\u00fct\u00fclmesine y\u00f6nelik \u00e7abalar\u0131n da gerek\u00e7esini ortaya koymaktad\u0131r. Kendi ba\u015f\u0131na kullan\u0131ld\u0131\u011f\u0131nda ise, \u00e7evrimi\u00e7i \u00f6\u011frenmenin geleneksel s\u0131n\u0131f \u00f6\u011fretimi kadar etkili oldu\u011fu, ancak s\u0131n\u0131f \u00f6\u011fretiminden daha etkili olmad\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr..<\/em><\/p>\n<\/blockquote>\n
Means ve arkada\u015flar\u0131, \u00f6\u011frencilerin g\u00f6revler i\u00e7in harcad\u0131\u011f\u0131 zaman a\u00e7\u0131s\u0131ndan harmanlanm\u0131\u015f \u00f6\u011frenmenin daha iyi bir performans g\u00f6sterdi\u011fini s\u00f6ylemi\u015ftir. Bu sonu\u00e7, di\u011fer \u00e7al\u0131\u015fmalardan da edinilen ortak bir bulguya i\u015faret etmektedir: Aradaki fark\u0131n ders verme bi\u00e7imlerinin d\u0131\u015f\u0131ndaki fakt\u00f6rlerden kaynakland\u0131\u011f\u0131… K\u0131rk y\u0131ld\u0131r yap\u0131lan ara\u015ft\u0131rma \u00e7al\u0131\u015fmalar\u0131n\u0131 kapsayan ‘iyi y\u00fcr\u00fct\u00fclm\u00fc\u015f’ kar\u015f\u0131la\u015ft\u0131rmal\u0131 \u00e7al\u0131\u015fmalar\u0131 belirleyen\u00a0Tamim ve arkada\u015flar\u0131 (2011), teknolojiyle \u00e7al\u0131\u015fan \u00f6\u011frencilerin teknoloji olmadan \u00e7al\u0131\u015fan \u00f6\u011frencilerden az da olsa daha iyi performans g\u00f6sterdi\u011fini buldular. Ancak, \u00f6l\u00e7\u00fclen fark olduk\u00e7a zay\u0131f bir farkt\u0131 ve yazarlar sonucu \u015f\u00f6yle yorumlad\u0131lar:<\/p>\n
teknoloji m\u00fcdahalesinin bi\u00e7iminden \u00e7ok \u00f6\u011fretim ama\u00e7lar\u0131, pedagoji, \u00f6\u011fretmenlerin etkinli\u011fi, konu alan\u0131, ya\u015f d\u00fczeyi, kullan\u0131lan teknolojinin uygunlu\u011fu ve muhtemelen di\u011fer bir tak\u0131m fakt\u00f6rlerin etki boyutu \u00fczerinde daha g\u00fc\u00e7l\u00fc bir tesire sahip oldu\u011fu tart\u0131\u015f\u0131labilir.\u00a0<\/em><\/p><\/blockquote>\n
\u00d6\u011frenmeyi etkileyen \u00e7ok farkl\u0131 de\u011fi\u015fkenler ve ko\u015fullar\u0131n varl\u0131\u011f\u0131 nedeniyle, \u00f6\u011frenmeye ili\u015fkin ara\u015ft\u0131rma yapmak kolay bir i\u015f de\u011fildir. Asl\u0131na bak\u0131l\u0131rsa, bizim incelememiz gereken yaln\u0131zca teknolojinin nas\u0131l kullan\u0131ld\u0131\u011f\u0131 de\u011fil, de\u011fi\u015fkenler\u00a0<\/em>olmal\u0131d\u0131r. Di\u011fer bir deyi\u015fle, \u00f6ncelikle Wilbur Schramm’\u0131n 1977 y\u0131l\u0131nda sordu\u011fu bir soruyu sormal\u0131y\u0131z:<\/p>\n
Farkl\u0131 medya t\u00fcrleri ne t\u00fcr \u00f6\u011frenmeyi hangi ko\u015fullar alt\u0131nda kolayla\u015ft\u0131r\u0131yor?<\/em><\/p><\/blockquote>\n
Daha sonras\u0131nda ders verme bi\u00e7imleri ile ilgili karar verebilmek i\u00e7in, hangi y\u00f6ntemin en iyi oldu\u011fu yerine \u015fu soruyu sormal\u0131y\u0131z:<\/p>\n
Y\u00fcz y\u00fcze, harmanlanm\u0131\u015f veya tamamen \u00e7evrimi\u00e7i \u00f6\u011frenmeyi, en iyi ve en etkili hangi ko\u015fullar alt\u0131nda kullanabiliriz?<\/em><\/p><\/blockquote>\n
Neyse ki, bu soruya yan\u0131t vermemizde bize rehberlik edecek \u00e7ok say\u0131da ara\u015ft\u0131rma ve iyi uygulama \u00f6rnekleri bulunmaktad\u0131r; en az\u0131ndan harmanlanm\u0131\u015f ve \u00e7evrimi\u00e7i \u00f6\u011frenmeyle ilgili (\u00f6rne\u011fin bkz. Anderson, 2008; Picciano vd., 2013; Halverson vd., 2013; Zawacki-Richter & Anderson, 2014). \u0130\u015fe bak\u0131n ki, bir\u00e7ok \u015feyi \u00e7evrimi\u00e7i olarak yapabildi\u011fimiz dijital \u00e7a\u011fda y\u00fcz y\u00fcze \u00f6\u011fretimin kendine \u00f6zg\u00fc potansiyeli ile ilgili ‘iyi’ ara\u015ft\u0131rmalara rastlamak olduk\u00e7a g\u00fc\u00e7…<\/p>\n
9.2.3 Y\u00fcz y\u00fcze \u00f6\u011fretimin egemenli\u011fi tehdit alt\u0131nda m\u0131?<\/h2>\n
\u00d6\u011frenme performans\u0131 a\u00e7\u0131s\u0131ndan \u00e7evrimi\u00e7i \u00f6\u011frenme ile y\u00fcz y\u00fcze \u00f6\u011fretimi kar\u015f\u0131la\u015ft\u0131ran (ve \u00e7o\u011fu bir sonuca ula\u015fmayan) \u00e7ok say\u0131da \u00e7al\u0131\u015fma olsa da, harmanlanm\u0131\u015f \u00f6\u011frenme ortamlar\u0131nda neyin en iyi \u00e7evrimi\u00e7i olarak ve neyin en iyi y\u00fcz y\u00fcze yap\u0131labilece\u011fine dair kararlar\u0131 almam\u0131za ya da \u00e7evrimi\u00e7i \u00f6\u011frenmenin s\u0131n\u0131f i\u00e7i \u00f6\u011fretimden hangi ko\u015fullar alt\u0131nda daha iyi oldu\u011funu g\u00f6rmemize yard\u0131mc\u0131 olacak bir bulgu veya kuram bulmak zordur. Genel kan\u0131, yayg\u0131nl\u0131\u011f\u0131 ve egemenli\u011fi nedeniyle y\u00fcz y\u00fcze \u00f6\u011fretimin varsay\u0131lan se\u00e7enek oldu\u011fu ve \u00e7evrimi\u00e7i \u00f6\u011frenmenin yaln\u0131zca ko\u015fullar y\u00fcz y\u00fcze \u00f6\u011fretime olanak tan\u0131mad\u0131\u011f\u0131nda (\u00f6rne\u011fin \u00f6\u011frenciler kamp\u00fcse gidemedi\u011finde veya s\u0131n\u0131f mevcutlar\u0131 etkile\u015fime izin vermeyecek kadar kalabal\u0131k oldu\u011funda) kullan\u0131ld\u0131\u011f\u0131d\u0131r.<\/p>\n
Bununla birlikte g\u00fcn\u00fcm\u00fczde \u00e7evrimi\u00e7i \u00f6\u011frenme o kadar yayg\u0131nla\u015ft\u0131 ve etkili hale geldi ki, art\u0131k \u015fu soruyu sorman\u0131n zaman\u0131d\u0131r:<\/p>\n
Y\u00fcz y\u00fcze \u00f6\u011fretimi \u00e7evrimi\u00e7i \u00f6\u011frenmeden pedagojik olarak farkl\u0131 yapan e\u015fsiz \u00f6zellikleri nelerdir?<\/em><\/p><\/blockquote>\n
Y\u00fcz y\u00fcze \u00f6\u011fretimin kendine \u00f6zg\u00fc, e\u015fsiz pedagojik bir \u00f6zelli\u011finin olmamas\u0131 da m\u00fcmk\u00fcn elbette; ancak ‘kamp\u00fcs\u00fcn sihri’ \u00a0(Sarma, 2013<\/a>) ve elit kamp\u00fcs e\u011fitiminin ya da daha do\u011frusu kamu finansmanl\u0131 kamp\u00fcs e\u011fitiminin pahal\u0131 \u00f6\u011frenim \u00fccretlerine ili\u015fkin s\u00f6ylemler nedeniyle, y\u00fcz y\u00fcze \u00f6\u011fretimi neyin bu kadar ‘\u00f6zel’ yapt\u0131\u011f\u0131 ile ilgili kan\u0131ta dayal\u0131 bir kurama sahip olman\u0131n zaman\u0131 gelmi\u015ftir. Bu konuyu, B\u00f6l\u00fcm 9.6’da ayr\u0131nt\u0131l\u0131 olarak konu\u015faca\u011f\u0131z.<\/p>\n
Bu arada, sonraki k\u0131s\u0131mlarda hangi ders verme bi\u00e7iminin (y\u00fcz y\u00fcze, harmanlanm\u0131\u015f veya \u00e7evrimi\u00e7i) kullan\u0131laca\u011f\u0131na nas\u0131l karar verece\u011fimize yo\u011funla\u015faca\u011f\u0131z.<\/p>\n
\nEtkinlik 9.2\u00a0Kamp\u00fcs\u00fcn b\u00fcy\u00fcs\u00fc<\/h3>\n
1. ‘Kamp\u00fcs\u00fcn b\u00fcy\u00fcs\u00fc’n\u00fc betimleyebilir misiniz? Size g\u00f6re \u00e7evrimi\u00e7i \u00f6\u011fretimle kar\u015f\u0131la\u015ft\u0131rd\u0131\u011f\u0131n\u0131zda y\u00fcz y\u00fcze \u00f6\u011fretimi daha \u00f6zel yapan nedir? En \u00f6nemli oldu\u011funu d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcn\u00fcz \u00fc\u00e7 \u015feyi yaz\u0131n\u0131z.<\/p>\n
2. Ayn\u0131 \u015feyi \u00e7evrimi\u00e7i \u00f6\u011fretim i\u00e7in de yapabilir misiniz? E\u011fer yapam\u0131yorsan\u0131z, sizce kamp\u00fcs\u00fc bu kadar \u00f6zel yapan \u015fey nedir?<\/p>\n
L\u00fctfen yorumlar\u0131n\u0131z\u0131 a\u015fa\u011f\u0131daki alanda payla\u015f\u0131n\u0131z.<\/p>\n<\/div>\n
Kaynak\u00e7a<\/strong><\/h1>\n
Anderson, A. (ed.) (2008) The Theory and Practice of Online Learning<\/a>\u00a0<\/em>Athabasca AB: Athabasca University Press<\/p>\n
Barnard, R. et al. (2014) Detecting bias in meta-analyses of distance education research: big pictures we can rely on Distance Education<\/em> Vol. 35, No. 3<\/p>\n
Bates, A.W. (2005) Technology, e-Learning and Distance Education<\/a><\/em> London\/New York: Routledge<\/p>\n
Evans, T., Haughey, M. and Murphy, D. (2008) International Handbook of Distance Education<\/em>\u00a0Bingley UK: Emerald Publishing<\/p>\n
Halverson, L. R., Graham, C. R., Spring, K. J., & Drysdale, J. S. (2012). \u2018An analysis of high impact scholarship and publication trends in blended learning\u2019\u00a0Distance Education<\/i>,\u00a0Vol. 33, No. 3<\/p>\n
Holmberg, B. (1989)\u00a0Theory and Practice of Distance Education<\/em> New York: Routledge<\/p>\n
Jaschik, S. and Letterman, D. (2014)\u00a0The 2014 Inside Higher Ed Survey of\u00a0Faculty Attitudes to Technology<\/a><\/em>\u00a0Washington DC: Inside Higher Ed<\/p>\n
Keegan, D. (ed.) \u00a0(1990) Theoretical Principles of Distance Education<\/em> London\/New York: Routledge<\/p>\n
Means, B. et al. (2009)\u00a0<\/span>Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies<\/a><\/em>\u00a0Washington, DC: US Department of Education<\/span><\/p>\n
Moore, M. and Kearsley, G. (1996) Distance Education: A Systems View<\/em> Belmont CA: Wadsworth<\/p>\n
Ontario (2011) Fact Sheet Summary of Ontario eLearning Surveys of Publicly Assisted PSE Institutions<\/em><\/a> Toronto: Ministry of Training, Colleges and Universities<\/span><\/p>\n
Peters, O. (1983) Distance education and industrial production, in Sewart et al. (eds.) Distance Education: International Perspectives<\/em> London: Croom Helm<\/p>\n
Peters, O. (2002) Distance Education in Transition: New Trends and Challenges<\/em> Oldenberg FGR: Biblothecks und Informationssystemder Carl von Ossietzky Universit\u00e4t Oldenberg<\/p>\n
Picciano, A., Dziuban, C. and & Graham, C. (<\/span>e<\/span>ds.), <\/span>Blended Learning: Research Perspectives, Volume 2<\/i>. New York: Routledge, 2013<\/span><\/p>\n
Schramm, W. (1977) <\/span>Big Media, Little Media<\/em> Beverley Hills CA\/London: Sage<\/span><\/p>\n