{"id":707,"date":"2018-11-13T05:33:17","date_gmt":"2018-11-13T10:33:17","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/tonybates\/?post_type=chapter&#038;p=707"},"modified":"2018-11-19T08:23:43","modified_gmt":"2018-11-19T13:23:43","slug":"10-1-acik-ogrenme-2","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/10-1-acik-ogrenme-2\/","title":{"raw":"10.1 A\u00c7IK \u00d6\u011eRENME","rendered":"10.1 A\u00c7IK \u00d6\u011eRENME"},"content":{"raw":"[caption id=\"attachment_708\" align=\"aligncenter\" width=\"919\"]<a href=\"https:\/\/youtu.be\/MOqIotJrFVM\"><img src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2018\/11\/10.1-1024x572.jpg\" alt=\"\" width=\"919\" height=\"514\" class=\" wp-image-708\" \/><\/a> \u015eekil 10.1 \"Yaln\u0131zca her \u00e7ocu\u011fun nitelikli e\u011fitim almas\u0131n\u0131 g\u00f6rmek isteyen ve buna kendini adam\u0131\u015f, biraz da inat\u00e7\u0131 bir insan\u0131m...\"<br \/>Malala Yousafzai\u2019nin Nobel Bar\u0131\u015f \u00d6d\u00fcl\u00fc'n\u00fc almas\u0131 \u00fczerine yapt\u0131\u011f\u0131 konu\u015fma, 2014. Konu\u015fmay\u0131 izlemek i\u00e7in resmin \u00fczerine y-t\u0131klay\u0131n\u0131z.[\/caption]\r\n\r\n<hr \/>\r\n\r\nA\u00e7\u0131k e\u011fitim kaynaklar\u0131 (AEK) ve KA\u00c7D'lerin de etkisiyle, son y\u0131llarda a\u00e7\u0131k \u00f6\u011frenmeye olan ilgi artm\u0131\u015ft\u0131r. A\u00e7\u0131k e\u011fitim kaynaklar\u0131 ve KA\u00c7D'ler kendi i\u00e7lerinde \u00f6nemli geli\u015fmeler olsa da, bir b\u00fct\u00fcn olarak e\u011fitim \u00fczerindeki etkisi \u00e7ok daha b\u00fcy\u00fck olacak a\u00e7\u0131k e\u011fitimdeki geli\u015fmeleri g\u00f6lgede b\u0131rakmaktad\u0131r. Bu nedenle, bir ad\u0131m geriye gidip yaln\u0131zca a\u00e7\u0131k e\u011fitim kaynaklar\u0131 ve KA\u00c7D'leri de\u011fil genel anlamda a\u00e7\u0131k \u00f6\u011frenmeyi iyice anlamak gerekmektedir. B\u00f6yle bir anlay\u0131\u015f, a\u00e7\u0131k e\u011fitimdeki\u00a0 geli\u015fmeleri ve bu geli\u015fmelerin gelecekte \u00f6\u011frenme ve \u00f6\u011fretme \u00fczerinde sahip olaca\u011f\u0131 etkiyi daha iyi anlamam\u0131z\u0131 sa\u011flayacakt\u0131r.\r\n<h2>10.1.1 Kavram olarak a\u00e7\u0131k e\u011fitim<\/h2>\r\nA\u00e7\u0131k e\u011fitim, farkl\u0131 bi\u00e7imlerde kar\u015f\u0131m\u0131za \u00e7\u0131kabilir:\r\n<ul>\r\n \t<li><em>herkes i\u00e7in e\u011fitim<\/em>: genellikle finansman\u0131 devlet taraf\u0131ndan kar\u015f\u0131lanan ve belli bir b\u00f6lgede ya\u015fayan herkesin ilk, orta ve y\u00fcksek\u00f6\u011fretime \u00fccretsiz olarak veya \u00e7ok d\u00fc\u015f\u00fck bir \u00fccretle eri\u015febilmeleri<\/li>\r\n \t<li><em>ge\u00e7erlili\u011fi kabul edilmi\u015f yeterlilikleri <\/em>kazand\u0131rmay\u0131 hedefleyen <em>programlara a\u00e7\u0131k eri\u015fim\u00a0 <\/em>(Genelde ulusal a\u00e7\u0131k \u00fcniversiteler taraf\u0131ndan verilir. Son d\u00f6nemde <a href=\"http:\/\/oeru.org\/how-it-works\/\">OERu<\/a>\u00a0olu\u015fumu da vermektedir)<\/li>\r\n \t<li><em>formal kredisi olmayan ders ve programlara a\u00e7\u0131k eri\u015fim <\/em>(Ders veya program\u0131n ba\u015far\u0131yla tamamlanmas\u0131 sonucunda rozet veya sertifika verilebilir. KA\u00c7D'ler buna iyi bir \u00f6rnektir)<\/li>\r\n \t<li>\u00f6\u011fretmen ve \u00f6\u011frencilerin \u00fccretsiz olarak kullanabildikleri <em>a\u00e7\u0131k e\u011fitim kaynaklar\u0131 <\/em>(MIT'de verilen derslerin video kay\u0131tlar\u0131n\u0131n ve dersi destekleyici materyallerin \u00fccretsiz olarak indirilip kullan\u0131labilece\u011fi MIT A\u00e7\u0131k Ders Malzemeleri iyi bir \u00f6rnektir)<\/li>\r\n \t<li><em>\u00f6\u011frencilerin \u00fccretsiz kullan\u0131m\u0131na a\u00e7\u0131k ders kitaplar\u0131<\/em><\/li>\r\n \t<li>ara\u015ft\u0131rma raporlar\u0131 ve makalelerin \u00fccretsiz olarak indirilebildi\u011fi<em> a\u00e7\u0131k ara\u015ft\u0131rma<\/em><\/li>\r\n \t<li>at\u0131fta bulunma ve payla\u015fma ko\u015fullar\u0131 sa\u011fland\u0131\u011f\u0131 takdirde herkesin kullan\u0131m\u0131na, yeniden kullan\u0131m\u0131na ve payla\u015f\u0131m\u0131na<em> a\u00e7\u0131k veri<\/em><\/li>\r\n<\/ul>\r\nB\u00f6l\u00fcm 5'de incelenen KA\u00c7D'ler haricinde, bu geli\u015fmelerin her biri a\u015fa\u011f\u0131da detayl\u0131 olarak ele al\u0131nacakt\u0131r.\r\n<h2>10.1.2 Herkes i\u00e7in e\u011fitim - y\u00fcksek\u00f6\u011fretim hari\u00e7<\/h2>\r\n<p class=\"Body\">A\u00e7\u0131k e\u011fitim temelde bir ama\u00e7t\u0131r, ya da bir e\u011fitim politikas\u0131\u2026 A\u00e7\u0131k e\u011fitimin en olmazsa olmaz \u00f6zelli\u011fi, \u00f6\u011frenmenin \u00f6n\u00fcndeki engellerin kald\u0131r\u0131lmas\u0131d\u0131r. Bunun anlam\u0131 okula gitmek i\u00e7in \u00f6nceden sahip olunmas\u0131 gereken bir tak\u0131m \u00f6n yeterliklerin olmamas\u0131, cinsiyet, ya\u015f veya inan\u00e7 ayr\u0131m\u0131n\u0131n yap\u0131lmamas\u0131, herkesin e\u011fitimi maddi olarak kar\u015f\u0131layabilmesi ve engelli \u00f6\u011frenciler i\u00e7in e\u011fitimin s\u00f6z konusu engellerin \u00fcstesinden gelecek \u015fekilde yap\u0131land\u0131r\u0131larak (g\u00f6rme engelli \u00f6\u011frenciler i\u00e7in ses kay\u0131tlar\u0131n\u0131n kullan\u0131lmas\u0131 gibi) eri\u015filebilir k\u0131l\u0131nmas\u0131d\u0131r. \u0130deal bir d\u00fcnyada, hi\u00e7 kimsenin a\u00e7\u0131k e\u011fitim programlar\u0131na eri\u015fiminin reddedilmemesi gerekir. Dolay\u0131s\u0131yla, a\u00e7\u0131k \u00f6\u011frenme hem esnek hem de \u00f6l\u00e7eklenebilir olmal\u0131d\u0131r.<\/p>\r\n<p class=\"Body\">Devlet taraf\u0131ndan finanse edilen e\u011fitim, a\u00e7\u0131k e\u011fitimin en kapsaml\u0131 ve en yayg\u0131n bi\u00e7imidir. \u00d6rne\u011fin \u0130ngiliz h\u00fck\u00fcmeti 1870 E\u011fitim Yasas\u0131\u2019n\u0131 kabul ederek \u0130ngiltere ve Galler\u2019deki 5-13 ya\u015f aras\u0131 t\u00fcm \u00e7ocuklar\u0131n okulla\u015fmas\u0131 i\u00e7in gerekli \u00e7er\u00e7eveyi yasala\u015ft\u0131rm\u0131\u015ft\u0131r. Ebeveynlerin \u00f6demesi gereken bir tak\u0131m \u00fccretler vard\u0131ysa da, bu yasayla e\u011fitim finansman\u0131n\u0131n b\u00fcy\u00fck \u00f6l\u00e7\u00fcde vergilerden kar\u015f\u0131lanaca\u011f\u0131 ve hi\u00e7bir \u00e7ocu\u011fun e\u011fitim hakk\u0131n\u0131n ekonomik nedenlerle elinden al\u0131namayaca\u011f\u0131 \u00f6ng\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Yasaya g\u00f6re, okullar, se\u00e7imle g\u00f6reve gelen yerel okul kurullar\u0131 taraf\u0131ndan y\u00f6netilecekti. Zaman ge\u00e7tik\u00e7e, ekonomik olarak geli\u015fmi\u015f \u00fclkelerde devletin finanse etti\u011fi e\u011fitimin kapsam\u0131 18 ya\u015f\u0131na kadar olan b\u00fct\u00fcn \u00e7ocuklar\u0131 kapsayacak \u015fekilde geni\u015flemi\u015ftir. UNESCO\u2019nun Herkes \u0130\u00e7in E\u011fitim (<a href=\"http:\/\/www.unesco.org\/new\/en\/education\/themes\/leading-the-international-agenda\/education-for-all\/\">Education for All<\/a> - EFA) hareketi, 164 ulusal h\u00fck\u00fcmet taraf\u0131ndan desteklenen ve t\u00fcm \u00e7ocuklara, gen\u00e7lere ve yeti\u015fkinlere kaliteli temel e\u011fitim verilmesine y\u00f6nelik k\u00fcresel bir taahh\u00fct niteli\u011fi ta\u015f\u0131maktad\u0131r. Buna ra\u011fmen, d\u00fcnya \u00fczerinde bug\u00fcn halen daha milyonlarca \u00e7ocuk e\u011fitim sisteminin d\u0131\u015f\u0131nda kalm\u0131\u015f durumdad\u0131r.<\/p>\r\nY\u00fcksek\u00f6\u011fretime eri\u015fim, k\u0131smen maddi sebeplerle k\u0131smen de liyakat a\u00e7\u0131s\u0131ndan \u00e7ok daha s\u0131n\u0131rl\u0131 olmu\u015ftur.\u00a0 \u00dcniversiteler, kendilerine ba\u015fvuran ki\u015filerin daha \u00f6nceki okullardaki s\u0131navlarda veya kurumsal giri\u015f s\u0131navlar\u0131nda elde ettikleri ba\u015far\u0131larla belirlenen akademik standartlar\u0131 kar\u015f\u0131lamalar\u0131n\u0131 beklemi\u015ftir. B\u00f6ylece, elit \u00fcniversiteler \u00f6\u011frenci kabul\u00fcnde \u00e7ok se\u00e7ici hale gelmi\u015flerdir. Bununla birlikte, II. D\u00fcnya Sava\u015f\u0131\u2019ndan sonra geli\u015fmi\u015f ekonomiye sahip \u00fclkelerde hem sosyal hem de ekonomik nedenlerle e\u011fitimli bir n\u00fcfusa olan talep \u00fcniversitelerin say\u0131s\u0131n\u0131n ve y\u00fcksek\u00f6\u011fretimin kapsam\u0131n\u0131n a\u015famal\u0131 olarak artmas\u0131yla sonu\u00e7lanm\u0131\u015ft\u0131r. \u0130statistiklere g\u00f6re, OECD\u2019ye \u00fcye \u00e7o\u011fu \u00fclkede ya\u015f grubunun kabaca y\u00fczde 35 ila 60\u2019\u0131 bir y\u00fcksek\u00f6\u011fretim kurumuna devam edecektir. \u00d6zellikle de i\u00e7inde ya\u015fad\u0131\u011f\u0131m\u0131z dijital \u00e7a\u011fda nitelikli \u00e7al\u0131\u015fanlara talep giderek art\u0131yor ve en iyi i\u015flerin b\u00fcy\u00fck \u00e7o\u011funlu\u011funa a\u00e7\u0131lan tek kap\u0131 da y\u00fcksek\u00f6\u011fretim\u2026 Bu nedenle de, y\u00fcksek\u00f6\u011fretime tam ve a\u00e7\u0131k eri\u015fimle ilgili bask\u0131 da paralel olarak artmaktad\u0131r.\r\n\r\nBununla birlikte, B\u00f6l\u00fcm 1\u2019de g\u00f6rd\u00fc\u011f\u00fcm\u00fcz gibi, eri\u015fimin artan talebi kar\u015f\u0131layacak \u015fekilde geni\u015fletilmesi h\u00fck\u00fcmetler ve vergi m\u00fckellefleri \u00fczerindeki finansal y\u00fck\u00fc de art\u0131rmaktad\u0131r. 2008 y\u0131l\u0131nda ya\u015fanan mali krizi takiben, ABD\u2019deki bir\u00e7ok eyalet ciddi mali s\u0131k\u0131nt\u0131 i\u00e7erisine girmi\u015f ve sonu\u00e7 olarak ABD\u2019nin y\u00fcksek\u00f6\u011fretim sisteminde b\u00fcy\u00fck k\u0131s\u0131nt\u0131ya gidilmi\u015ftir. Dolay\u0131s\u0131yla, h\u00fck\u00fcmetler ve kurumlar, \u00e7aresizce finansman\u0131 art\u0131rmadan eri\u015fimi art\u0131rmaya y\u00f6nelik \u00e7\u00f6z\u00fcmler aramaya ba\u015flam\u0131\u015flard\u0131r. \u0130\u015fte, son d\u00f6nemde a\u00e7\u0131k e\u011fitime olan ilginin arka plan\u0131ndaki \u00e7er\u00e7eve budur.\r\n\r\nSonu\u00e7 itibariyle, \u2018a\u00e7\u0131k\u2019 giderek daha fazla (ve belki de yan\u0131lt\u0131c\u0131 olarak) \u2018\u00f6zg\u00fcr\u2019 veya \u2018\u00fccretsiz\u2019 ile ili\u015fkilendirilmektedir. A\u00e7\u0131k materyaller kullan\u0131c\u0131lar (\u00f6\u011frenciler) i\u00e7in \u00fccretsiz olsa da, a\u00e7\u0131k e\u011fitimin hayata ge\u00e7irilmesi ve da\u011f\u0131t\u0131m\u0131 ile \u00f6\u011frencilerin desteklenmesi i\u00e7in bir tak\u0131m ger\u00e7ek masraflar bulunmakta ve bu masraflar\u0131n bir \u015fekilde kar\u015f\u0131lanmas\u0131 gerekmektedir. Nitekim, finansman\u0131 kamu kaynaklar\u0131ndan sa\u011flanan s\u00fcrd\u00fcr\u00fclebilir ve uygun bir e\u011fitim sistemi, halen daha herkese kaliteli e\u011fitim sa\u011flaman\u0131n en iyi yoludur. A\u00e7\u0131k e\u011fitimin di\u011fer bi\u00e7imleri, y\u00fcksek\u00f6\u011fretime tamamen a\u00e7\u0131k eri\u015fim amac\u0131na ula\u015fmada at\u0131lan ad\u0131mlard\u0131r.\r\n<h2>10.1.3 Y\u00fcksek\u00f6\u011fretimde a\u00e7\u0131k eri\u015fim<\/h2>\r\n<p class=\"Body\">1970\u2019lerde ve 1980\u2019lerde, giri\u015f i\u00e7in herhangi bir \u00f6n yeterlik talep etmeyen veya d\u00fc\u015f\u00fck bir \u00f6n yeterlik d\u00fczeyi talep eden a\u00e7\u0131k \u00fcniversitelerin say\u0131s\u0131nda h\u0131zl\u0131 bir art\u0131\u015f oldu. \u00d6rne\u011fin Birle\u015fik Krall\u0131k\u2019ta 1969 y\u0131l\u0131nda orta\u00f6\u011fretimi tamamlayan \u00f6\u011frencilerin y\u00fczde 10\u2019undan az\u0131 \u00fcniversiteye gidiyordu. \u0130ngiliz h\u00fck\u00fcmeti, herkese a\u00e7\u0131k bir uzaktan e\u011fitim \u00fcniversitesi olan A\u00e7\u0131k \u00dcniversite\u2019yi o zaman kurmu\u015ftu. A\u00e7\u0131k \u00dcniversite, \u00f6zel olarak tasarlanm\u0131\u015f bas\u0131l\u0131 metinler, televizyon ve radyo yay\u0131nlar\u0131 ve temel dersler i\u00e7in geleneksel \u00fcniversitelerde bir haftal\u0131k yat\u0131l\u0131 yaz kamplar\u0131n\u0131 kullanarak e\u011fitim veriyordu (Perry, 1976). A\u00e7\u0131ld\u0131\u011f\u0131 1971 y\u0131l\u0131nda 25 bin \u00f6\u011frenciyle ba\u015flayan <a href=\"http:\/\/www.open.ac.uk\/about\/main\/\">A\u00e7\u0131k \u00dcniversite<\/a>\u2019nin bug\u00fcn 200 binden fazla kay\u0131tl\u0131 \u00f6\u011frencisi bulunmaktad\u0131r. A\u00e7\u0131k \u00dcniversite, H\u00fck\u00fcmetin kalite g\u00fcvence ajanslar\u0131 taraf\u0131ndan e\u011fitim-\u00f6\u011fretim a\u00e7\u0131s\u0131ndan Birle\u015fik Krall\u0131\u011f\u0131n ilk on \u00fcniversitesi i\u00e7inde, ara\u015ft\u0131rma a\u00e7\u0131s\u0131ndan ise ilk 30 \u00fcniversitesi i\u00e7inde yer almaktad\u0131r. \u00d6\u011frenci memnuniyeti a\u00e7\u0131s\u0131ndan bak\u0131ld\u0131\u011f\u0131nda ise, 180\u2019den fazla \u00fcniversite i\u00e7erisinde birinci s\u0131radad\u0131r. Bug\u00fcn, A\u00e7\u0131k \u00dcniversite\u2019te kay\u0131tl\u0131 200 binden fazla \u00f6\u011frenci bulunmaktad\u0131r. Ancak, kurumun devlet hibeleri ve fonlar\u0131 taraf\u0131ndan finansman\u0131 art\u0131k yeterli olmay\u0131p, \u00f6\u011frencilerin farkl\u0131 bir tak\u0131m \u00fccretler \u00f6demesi gerekmektedir.<\/p>\r\nBug\u00fcn d\u00fcnya \u00fczerinde, Kanada da dahil (<a href=\"http:\/\/en.wikipedia.org\/wiki\/Athabasca_University\">Athabasca \u00dcniversitesi<\/a> ve <a href=\"http:\/\/en.wikipedia.org\/wiki\/T%C3%89LUQ\">T\u00e9luq<\/a>), devlet taraf\u0131ndan finanse edilen yakla\u015f\u0131k 100 a\u00e7\u0131k \u00fcniversite bulunmaktad\u0131r. Bu a\u00e7\u0131k \u00fcniversiteler, genellikle, \u00e7ok b\u00fcy\u00fckt\u00fcr. <a href=\"http:\/\/en.ouchn.edu.cn\/index.php\/about\/general-information\">\u00c7in A\u00e7\u0131k \u00dcniversitesi<\/a>\u2019nin bir milyondan fazla lisans \u00f6\u011frencisi ve 2.4 milyon lise \u00f6\u011frencisi vard\u0131r. T\u00fcrkiye\u2019deki <a href=\"http:\/\/ocw.metu.edu.tr\/file.php\/118\/Week10\/Lathchem_open-learning-AOF-2006.pdf\">Anadolu \u00dcniversitesi<\/a> A\u00e7\u0131k \u00d6\u011fretim Fak\u00fcltesi\u2019ne ise 1.2 milyon \u00f6\u011frenci kay\u0131tl\u0131d\u0131r. Benzer \u015fekilde Endonezya\u2019daki A\u00e7\u0131k \u00dcniversite\u2019nin (<a href=\"http:\/\/en.wikipedia.org\/wiki\/Universitas_Terbuka\">Universitas Terbuka<\/a>) yakla\u015f\u0131k yar\u0131m milyon, <a href=\"http:\/\/www.unisa.ac.za\/Default.asp?Cmd=ViewContent&amp;ContentID=3\">G\u00fcney Afrika \u00dcniversitesi<\/a>\u2019nin ise 350 bin kay\u0131tl\u0131 \u00f6\u011frencisi bulunmaktad\u0131r. Lisans derecesi veren bu b\u00fcy\u00fck ulusal a\u00e7\u0131k \u00fcniversiteler, aksi takdirde y\u00fcksek\u00f6\u011fretime eri\u015fim sa\u011flayamayacak olan milyonlarca \u00f6\u011frenciye \u00e7ok de\u011ferli bir hizmet sunmaktad\u0131r (konuyla ilgili kapsaml\u0131 bir de\u011ferlendirme i\u00e7in bkz. Daniel, 1998).\r\n<p class=\"Body\">ABD\u2019de devlet taraf\u0131ndan finanse edilen bir a\u00e7\u0131k \u00fcniversite yoktur. KA\u00c7D\u2019lerin ABD\u2019de bu kadar dikkat \u00e7ekmesinin ve ilgi g\u00f6rmesinin bir nedeni de budur. <a href=\"http:\/\/www.wgu.edu\/about_WGU\/overview\">Western Governors\u2019 \u00dcniversitesi<\/a> bir a\u00e7\u0131k \u00fcniversiteye en yak\u0131n y\u00fcksek\u00f6\u011fretim kurumudur. Phoenix \u00dcniversitesi gibi kar amac\u0131 g\u00fcden \u00fcniversiteler de, \u00f6zel sekt\u00f6rdeki bu a\u00e7\u0131\u011f\u0131 kapatmaktad\u0131r.<\/p>\r\n<p class=\"Body\">Genellikle kendi diplomalar\u0131n\u0131 veren ulusal a\u00e7\u0131k \u00fcniversitelerin yan\u0131 s\u0131ra, bir de <a href=\"http:\/\/oeru.org\/how-it-works\/\">OERu<\/a>\u2019dan bahsetmek gerekir. \u0130ngiliz Uluslar Toplulu\u011fu ve ABD \u00fcniversitelerinden olu\u015fan uluslararas\u0131 bir konsorsiyum olan OERu\u2019nun sundu\u011fu a\u00e7\u0131k eri\u015fim derslerle, \u00f6\u011frenciler ya ald\u0131klar\u0131 derslerin kredisini ortak \u00fcniversitelerden herhangi birinde sayd\u0131rabilmekte ya da kredilerini en fazla krediyi ald\u0131klar\u0131 \u00fcniversiteden bir lisans diplomas\u0131na d\u00f6n\u00fc\u015ft\u00fcrmelerine izin vermektedir. \u00d6\u011frenciler, ders de\u011ferlendirmesi i\u00e7in bir \u00fccret \u00f6demektedir.<\/p>\r\nA\u00e7\u0131k, uzaktan, esnek ve \u00e7evrimi\u00e7i \u00f6\u011frenmeyi \u2018en saf\u2019 haliyle \u00e7ok nadiren bulabiliriz. Hi\u00e7bir \u00f6\u011fretim sistemi tamamen a\u00e7\u0131k de\u011fildir. \u00d6rne\u011fin, t\u00fcm \u00f6\u011fretim sistemleri i\u00e7in asgari bir okuryazarl\u0131k d\u00fczeyi gerekir. Yani, a\u00e7\u0131k-l\u0131\u011f\u0131n dereceleri vard\u0131r. A\u00e7\u0131k-l\u0131\u011f\u0131n, teknoloji kullan\u0131m\u0131na yans\u0131malar\u0131 daha \u00f6zeldir. Hi\u00e7 kimsenin eri\u015fiminin k\u0131s\u0131tlanmayaca\u011f\u0131 s\u00f6yleniyorsa, herkesin eri\u015fimine a\u00e7\u0131k teknolojilerin kullan\u0131lmas\u0131 gerekir. Bir e\u011fitim kurumu \u00f6\u011frencilerini se\u00e7erken \u00f6zellikle se\u00e7ici davran\u0131yorsa, uzaktan e\u011fitim teknolojisinin se\u00e7iminde daha fazla esnekli\u011fe sahiptir. \u00d6rne\u011fin, \u00e7evrimi\u00e7i veya harmanlanm\u0131\u015f bir ders almak isteyen t\u00fcm \u00f6\u011frenciler, kendi bilgisayarlar\u0131n\u0131n ve \u0130nternet ba\u011flant\u0131lar\u0131n\u0131n olmas\u0131n\u0131 talep edebilir. Ancak, kurumun sorumlulu\u011fu b\u00fct\u00fcn \u00f6\u011frencilere a\u00e7\u0131k olmaksa bunu yapamaz. Ger\u00e7ekten a\u00e7\u0131k \u00fcniversiteler, teknolojinin e\u011fitsel uygulamalar\u0131nda her zaman biraz geride kalacakt\u0131r.\r\n\r\n\u00c7o\u011fu a\u00e7\u0131k \u00fcniversitenin ba\u015far\u0131s\u0131na ra\u011fmen, a\u00e7\u0131k \u00fcniversiteler kamp\u00fcs e\u011fitimi veren y\u00fcksek\u00f6\u011fretim kurumlar\u0131n\u0131n stat\u00fcs\u00fcne sahip de\u011fillerdir. A\u00e7\u0131k \u00fcniversitelerde, program\u0131 bitirme veya mezuniyet oranlar\u0131 genellikle \u00e7ok d\u00fc\u015f\u00fckt\u00fcr. \u0130ngiltere\u2019deki A\u00e7\u0131k \u00dcniversite\u2019ye devam eden \u00f6\u011frencilerin program\u0131 bitirme oran\u0131 y\u00fczde 22\u2019dir\u00a0(Woodley &amp; Simpson, 2014); ancak buna ra\u011fmen, programlar\u0131n b\u00fct\u00fcn\u00fc d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde \u00e7o\u011fu KA\u00c7D\u2019nin bitirme oran\u0131ndan hala daha y\u00fcksektir.\r\n\r\nSon olarak, a\u00e7\u0131k \u00fcniversitelerin baz\u0131lar\u0131 40 y\u0131ldan fazla s\u00fcredir hizmet vermektedir ve k\u0131smen b\u00fcy\u00fck \u00f6l\u00e7ekli olmalar\u0131 ve bas\u0131l\u0131 materyal ya da yay\u0131n gibi daha eski teknolojilere yapm\u0131\u015f olduklar\u0131 eski yat\u0131r\u0131mlar\u0131n b\u00fcy\u00fckl\u00fc\u011f\u00fc k\u0131smen de son teknolojilere sahip olmayan potansiyel \u00f6\u011frencilerin eri\u015fimini reddetmediklerinden, teknolojideki de\u011fi\u015fikliklerle k\u0131sa s\u00fcrede uyum g\u00f6sterememektedirler. Dolay\u0131s\u0131yla, g\u00fcn\u00fcm\u00fczde a\u00e7\u0131k \u00fcniversiteler hem a\u00e7\u0131k \u00f6\u011frenme pazar\u0131n\u0131n bir k\u0131sm\u0131n\u0131 ele ge\u00e7iren geleneksel \u00fcniversiteler hem de bir sonraki k\u0131sm\u0131n konusu olan a\u00e7\u0131k e\u011fitim kaynaklar\u0131 ve KA\u00c7D\u2019ler gibi yeni geli\u015fmeler taraf\u0131ndan tehdit alt\u0131ndad\u0131r.\r\n<div class=\"bcc-box bcc-info\">\r\n<h3 itemprop=\"educationalUse\">Etkinlik 10.1 Y\u00fcksek\u00f6\u011fretim isteyen herkese 'a\u00e7\u0131k' olmal\u0131 m\u0131d\u0131r?<\/h3>\r\n1. Y\u00fcksek\u00f6\u011fretime eri\u015fim herkese a\u00e7\u0131k olmal\u0131 m\u0131d\u0131r?\r\n\r\nE\u011fer evet ise, bu ilkeye eklenebilecek makul s\u0131n\u0131rlamalar neler olabilir?\r\n\r\nY\u00fcksek\u00f6\u011fretime a\u00e7\u0131k eri\u015fim sa\u011flanmas\u0131nda h\u00fck\u00fcmetin rol\u00fc (varsa) nedir?\r\n\r\nBu sorunun ilk k\u0131sm\u0131na yan\u0131t\u0131n\u0131z hay\u0131r ise, neden ilk ve orta\u00f6\u011fretim a\u00e7\u0131k olmal\u0131 ancak y\u00fcksek\u00f6\u011fretim a\u00e7\u0131k olmamal\u0131d\u0131r? Neden yaln\u0131zca para m\u0131d\u0131r, yoksa ba\u015fka sebepler de var m\u0131d\u0131r?\r\n\r\n2. Dijital \u00e7a\u011fda a\u00e7\u0131k \u00fcniversitelerin varl\u0131\u011f\u0131 devam etmeli midir?\r\n\r\n<\/div>\r\n<h2>Kaynak\u00e7a<\/h2>\r\n<span>Daniel, J. (1998)<\/span><span>\u00a0<\/span><em>Mega-Universities and Knowledge Media: Technology Strategies for Higher Education<\/em><span>. London: Kogan Page<\/span>\r\n\r\nPerry, W. (1976)<span>\u00a0<\/span><em>The Open University<\/em><span>\u00a0<\/span>Milton Keynes: Open University Press\r\n\r\nWoodley, A. and Simpson, O. (2014) \u2018Student drop-out: the elephant in the room\u2019 in\u00a0<span>Zawacki-Richter, O. and Anderson, T. (eds.) (2014)\u00a0<\/span><em><a href=\"http:\/\/www.aupress.ca\/index.php\/books\/120233\">Online Distance Education: Towards a Research Agenda <\/a><\/em><span>Athabasca AB: AU\u00a0Press, pp. 508<\/span>","rendered":"<figure id=\"attachment_708\" aria-describedby=\"caption-attachment-708\" style=\"width: 919px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/youtu.be\/MOqIotJrFVM\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2018\/11\/10.1-1024x572.jpg\" alt=\"\" width=\"919\" height=\"514\" class=\"wp-image-708\" srcset=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2018\/11\/10.1-1024x572.jpg 1024w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2018\/11\/10.1-300x168.jpg 300w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2018\/11\/10.1-768x429.jpg 768w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2018\/11\/10.1-65x36.jpg 65w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2018\/11\/10.1-225x126.jpg 225w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2018\/11\/10.1-350x196.jpg 350w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2018\/11\/10.1.jpg 1272w\" sizes=\"auto, (max-width: 919px) 100vw, 919px\" \/><\/a><figcaption id=\"caption-attachment-708\" class=\"wp-caption-text\">\u015eekil 10.1 &#8220;Yaln\u0131zca her \u00e7ocu\u011fun nitelikli e\u011fitim almas\u0131n\u0131 g\u00f6rmek isteyen ve buna kendini adam\u0131\u015f, biraz da inat\u00e7\u0131 bir insan\u0131m&#8230;&#8221;<br \/>Malala Yousafzai\u2019nin Nobel Bar\u0131\u015f \u00d6d\u00fcl\u00fc&#8217;n\u00fc almas\u0131 \u00fczerine yapt\u0131\u011f\u0131 konu\u015fma, 2014. Konu\u015fmay\u0131 izlemek i\u00e7in resmin \u00fczerine y-t\u0131klay\u0131n\u0131z.<\/figcaption><\/figure>\n<hr \/>\n<p>A\u00e7\u0131k e\u011fitim kaynaklar\u0131 (AEK) ve KA\u00c7D&#8217;lerin de etkisiyle, son y\u0131llarda a\u00e7\u0131k \u00f6\u011frenmeye olan ilgi artm\u0131\u015ft\u0131r. A\u00e7\u0131k e\u011fitim kaynaklar\u0131 ve KA\u00c7D&#8217;ler kendi i\u00e7lerinde \u00f6nemli geli\u015fmeler olsa da, bir b\u00fct\u00fcn olarak e\u011fitim \u00fczerindeki etkisi \u00e7ok daha b\u00fcy\u00fck olacak a\u00e7\u0131k e\u011fitimdeki geli\u015fmeleri g\u00f6lgede b\u0131rakmaktad\u0131r. Bu nedenle, bir ad\u0131m geriye gidip yaln\u0131zca a\u00e7\u0131k e\u011fitim kaynaklar\u0131 ve KA\u00c7D&#8217;leri de\u011fil genel anlamda a\u00e7\u0131k \u00f6\u011frenmeyi iyice anlamak gerekmektedir. B\u00f6yle bir anlay\u0131\u015f, a\u00e7\u0131k e\u011fitimdeki\u00a0 geli\u015fmeleri ve bu geli\u015fmelerin gelecekte \u00f6\u011frenme ve \u00f6\u011fretme \u00fczerinde sahip olaca\u011f\u0131 etkiyi daha iyi anlamam\u0131z\u0131 sa\u011flayacakt\u0131r.<\/p>\n<h2>10.1.1 Kavram olarak a\u00e7\u0131k e\u011fitim<\/h2>\n<p>A\u00e7\u0131k e\u011fitim, farkl\u0131 bi\u00e7imlerde kar\u015f\u0131m\u0131za \u00e7\u0131kabilir:<\/p>\n<ul>\n<li><em>herkes i\u00e7in e\u011fitim<\/em>: genellikle finansman\u0131 devlet taraf\u0131ndan kar\u015f\u0131lanan ve belli bir b\u00f6lgede ya\u015fayan herkesin ilk, orta ve y\u00fcksek\u00f6\u011fretime \u00fccretsiz olarak veya \u00e7ok d\u00fc\u015f\u00fck bir \u00fccretle eri\u015febilmeleri<\/li>\n<li><em>ge\u00e7erlili\u011fi kabul edilmi\u015f yeterlilikleri <\/em>kazand\u0131rmay\u0131 hedefleyen <em>programlara a\u00e7\u0131k eri\u015fim\u00a0 <\/em>(Genelde ulusal a\u00e7\u0131k \u00fcniversiteler taraf\u0131ndan verilir. Son d\u00f6nemde <a href=\"http:\/\/oeru.org\/how-it-works\/\">OERu<\/a>\u00a0olu\u015fumu da vermektedir)<\/li>\n<li><em>formal kredisi olmayan ders ve programlara a\u00e7\u0131k eri\u015fim <\/em>(Ders veya program\u0131n ba\u015far\u0131yla tamamlanmas\u0131 sonucunda rozet veya sertifika verilebilir. KA\u00c7D&#8217;ler buna iyi bir \u00f6rnektir)<\/li>\n<li>\u00f6\u011fretmen ve \u00f6\u011frencilerin \u00fccretsiz olarak kullanabildikleri <em>a\u00e7\u0131k e\u011fitim kaynaklar\u0131 <\/em>(MIT&#8217;de verilen derslerin video kay\u0131tlar\u0131n\u0131n ve dersi destekleyici materyallerin \u00fccretsiz olarak indirilip kullan\u0131labilece\u011fi MIT A\u00e7\u0131k Ders Malzemeleri iyi bir \u00f6rnektir)<\/li>\n<li><em>\u00f6\u011frencilerin \u00fccretsiz kullan\u0131m\u0131na a\u00e7\u0131k ders kitaplar\u0131<\/em><\/li>\n<li>ara\u015ft\u0131rma raporlar\u0131 ve makalelerin \u00fccretsiz olarak indirilebildi\u011fi<em> a\u00e7\u0131k ara\u015ft\u0131rma<\/em><\/li>\n<li>at\u0131fta bulunma ve payla\u015fma ko\u015fullar\u0131 sa\u011fland\u0131\u011f\u0131 takdirde herkesin kullan\u0131m\u0131na, yeniden kullan\u0131m\u0131na ve payla\u015f\u0131m\u0131na<em> a\u00e7\u0131k veri<\/em><\/li>\n<\/ul>\n<p>B\u00f6l\u00fcm 5&#8217;de incelenen KA\u00c7D&#8217;ler haricinde, bu geli\u015fmelerin her biri a\u015fa\u011f\u0131da detayl\u0131 olarak ele al\u0131nacakt\u0131r.<\/p>\n<h2>10.1.2 Herkes i\u00e7in e\u011fitim &#8211; y\u00fcksek\u00f6\u011fretim hari\u00e7<\/h2>\n<p class=\"Body\">A\u00e7\u0131k e\u011fitim temelde bir ama\u00e7t\u0131r, ya da bir e\u011fitim politikas\u0131\u2026 A\u00e7\u0131k e\u011fitimin en olmazsa olmaz \u00f6zelli\u011fi, \u00f6\u011frenmenin \u00f6n\u00fcndeki engellerin kald\u0131r\u0131lmas\u0131d\u0131r. Bunun anlam\u0131 okula gitmek i\u00e7in \u00f6nceden sahip olunmas\u0131 gereken bir tak\u0131m \u00f6n yeterliklerin olmamas\u0131, cinsiyet, ya\u015f veya inan\u00e7 ayr\u0131m\u0131n\u0131n yap\u0131lmamas\u0131, herkesin e\u011fitimi maddi olarak kar\u015f\u0131layabilmesi ve engelli \u00f6\u011frenciler i\u00e7in e\u011fitimin s\u00f6z konusu engellerin \u00fcstesinden gelecek \u015fekilde yap\u0131land\u0131r\u0131larak (g\u00f6rme engelli \u00f6\u011frenciler i\u00e7in ses kay\u0131tlar\u0131n\u0131n kullan\u0131lmas\u0131 gibi) eri\u015filebilir k\u0131l\u0131nmas\u0131d\u0131r. \u0130deal bir d\u00fcnyada, hi\u00e7 kimsenin a\u00e7\u0131k e\u011fitim programlar\u0131na eri\u015fiminin reddedilmemesi gerekir. Dolay\u0131s\u0131yla, a\u00e7\u0131k \u00f6\u011frenme hem esnek hem de \u00f6l\u00e7eklenebilir olmal\u0131d\u0131r.<\/p>\n<p class=\"Body\">Devlet taraf\u0131ndan finanse edilen e\u011fitim, a\u00e7\u0131k e\u011fitimin en kapsaml\u0131 ve en yayg\u0131n bi\u00e7imidir. \u00d6rne\u011fin \u0130ngiliz h\u00fck\u00fcmeti 1870 E\u011fitim Yasas\u0131\u2019n\u0131 kabul ederek \u0130ngiltere ve Galler\u2019deki 5-13 ya\u015f aras\u0131 t\u00fcm \u00e7ocuklar\u0131n okulla\u015fmas\u0131 i\u00e7in gerekli \u00e7er\u00e7eveyi yasala\u015ft\u0131rm\u0131\u015ft\u0131r. Ebeveynlerin \u00f6demesi gereken bir tak\u0131m \u00fccretler vard\u0131ysa da, bu yasayla e\u011fitim finansman\u0131n\u0131n b\u00fcy\u00fck \u00f6l\u00e7\u00fcde vergilerden kar\u015f\u0131lanaca\u011f\u0131 ve hi\u00e7bir \u00e7ocu\u011fun e\u011fitim hakk\u0131n\u0131n ekonomik nedenlerle elinden al\u0131namayaca\u011f\u0131 \u00f6ng\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Yasaya g\u00f6re, okullar, se\u00e7imle g\u00f6reve gelen yerel okul kurullar\u0131 taraf\u0131ndan y\u00f6netilecekti. Zaman ge\u00e7tik\u00e7e, ekonomik olarak geli\u015fmi\u015f \u00fclkelerde devletin finanse etti\u011fi e\u011fitimin kapsam\u0131 18 ya\u015f\u0131na kadar olan b\u00fct\u00fcn \u00e7ocuklar\u0131 kapsayacak \u015fekilde geni\u015flemi\u015ftir. UNESCO\u2019nun Herkes \u0130\u00e7in E\u011fitim (<a href=\"http:\/\/www.unesco.org\/new\/en\/education\/themes\/leading-the-international-agenda\/education-for-all\/\">Education for All<\/a> &#8211; EFA) hareketi, 164 ulusal h\u00fck\u00fcmet taraf\u0131ndan desteklenen ve t\u00fcm \u00e7ocuklara, gen\u00e7lere ve yeti\u015fkinlere kaliteli temel e\u011fitim verilmesine y\u00f6nelik k\u00fcresel bir taahh\u00fct niteli\u011fi ta\u015f\u0131maktad\u0131r. Buna ra\u011fmen, d\u00fcnya \u00fczerinde bug\u00fcn halen daha milyonlarca \u00e7ocuk e\u011fitim sisteminin d\u0131\u015f\u0131nda kalm\u0131\u015f durumdad\u0131r.<\/p>\n<p>Y\u00fcksek\u00f6\u011fretime eri\u015fim, k\u0131smen maddi sebeplerle k\u0131smen de liyakat a\u00e7\u0131s\u0131ndan \u00e7ok daha s\u0131n\u0131rl\u0131 olmu\u015ftur.\u00a0 \u00dcniversiteler, kendilerine ba\u015fvuran ki\u015filerin daha \u00f6nceki okullardaki s\u0131navlarda veya kurumsal giri\u015f s\u0131navlar\u0131nda elde ettikleri ba\u015far\u0131larla belirlenen akademik standartlar\u0131 kar\u015f\u0131lamalar\u0131n\u0131 beklemi\u015ftir. B\u00f6ylece, elit \u00fcniversiteler \u00f6\u011frenci kabul\u00fcnde \u00e7ok se\u00e7ici hale gelmi\u015flerdir. Bununla birlikte, II. D\u00fcnya Sava\u015f\u0131\u2019ndan sonra geli\u015fmi\u015f ekonomiye sahip \u00fclkelerde hem sosyal hem de ekonomik nedenlerle e\u011fitimli bir n\u00fcfusa olan talep \u00fcniversitelerin say\u0131s\u0131n\u0131n ve y\u00fcksek\u00f6\u011fretimin kapsam\u0131n\u0131n a\u015famal\u0131 olarak artmas\u0131yla sonu\u00e7lanm\u0131\u015ft\u0131r. \u0130statistiklere g\u00f6re, OECD\u2019ye \u00fcye \u00e7o\u011fu \u00fclkede ya\u015f grubunun kabaca y\u00fczde 35 ila 60\u2019\u0131 bir y\u00fcksek\u00f6\u011fretim kurumuna devam edecektir. \u00d6zellikle de i\u00e7inde ya\u015fad\u0131\u011f\u0131m\u0131z dijital \u00e7a\u011fda nitelikli \u00e7al\u0131\u015fanlara talep giderek art\u0131yor ve en iyi i\u015flerin b\u00fcy\u00fck \u00e7o\u011funlu\u011funa a\u00e7\u0131lan tek kap\u0131 da y\u00fcksek\u00f6\u011fretim\u2026 Bu nedenle de, y\u00fcksek\u00f6\u011fretime tam ve a\u00e7\u0131k eri\u015fimle ilgili bask\u0131 da paralel olarak artmaktad\u0131r.<\/p>\n<p>Bununla birlikte, B\u00f6l\u00fcm 1\u2019de g\u00f6rd\u00fc\u011f\u00fcm\u00fcz gibi, eri\u015fimin artan talebi kar\u015f\u0131layacak \u015fekilde geni\u015fletilmesi h\u00fck\u00fcmetler ve vergi m\u00fckellefleri \u00fczerindeki finansal y\u00fck\u00fc de art\u0131rmaktad\u0131r. 2008 y\u0131l\u0131nda ya\u015fanan mali krizi takiben, ABD\u2019deki bir\u00e7ok eyalet ciddi mali s\u0131k\u0131nt\u0131 i\u00e7erisine girmi\u015f ve sonu\u00e7 olarak ABD\u2019nin y\u00fcksek\u00f6\u011fretim sisteminde b\u00fcy\u00fck k\u0131s\u0131nt\u0131ya gidilmi\u015ftir. Dolay\u0131s\u0131yla, h\u00fck\u00fcmetler ve kurumlar, \u00e7aresizce finansman\u0131 art\u0131rmadan eri\u015fimi art\u0131rmaya y\u00f6nelik \u00e7\u00f6z\u00fcmler aramaya ba\u015flam\u0131\u015flard\u0131r. \u0130\u015fte, son d\u00f6nemde a\u00e7\u0131k e\u011fitime olan ilginin arka plan\u0131ndaki \u00e7er\u00e7eve budur.<\/p>\n<p>Sonu\u00e7 itibariyle, \u2018a\u00e7\u0131k\u2019 giderek daha fazla (ve belki de yan\u0131lt\u0131c\u0131 olarak) \u2018\u00f6zg\u00fcr\u2019 veya \u2018\u00fccretsiz\u2019 ile ili\u015fkilendirilmektedir. A\u00e7\u0131k materyaller kullan\u0131c\u0131lar (\u00f6\u011frenciler) i\u00e7in \u00fccretsiz olsa da, a\u00e7\u0131k e\u011fitimin hayata ge\u00e7irilmesi ve da\u011f\u0131t\u0131m\u0131 ile \u00f6\u011frencilerin desteklenmesi i\u00e7in bir tak\u0131m ger\u00e7ek masraflar bulunmakta ve bu masraflar\u0131n bir \u015fekilde kar\u015f\u0131lanmas\u0131 gerekmektedir. Nitekim, finansman\u0131 kamu kaynaklar\u0131ndan sa\u011flanan s\u00fcrd\u00fcr\u00fclebilir ve uygun bir e\u011fitim sistemi, halen daha herkese kaliteli e\u011fitim sa\u011flaman\u0131n en iyi yoludur. A\u00e7\u0131k e\u011fitimin di\u011fer bi\u00e7imleri, y\u00fcksek\u00f6\u011fretime tamamen a\u00e7\u0131k eri\u015fim amac\u0131na ula\u015fmada at\u0131lan ad\u0131mlard\u0131r.<\/p>\n<h2>10.1.3 Y\u00fcksek\u00f6\u011fretimde a\u00e7\u0131k eri\u015fim<\/h2>\n<p class=\"Body\">1970\u2019lerde ve 1980\u2019lerde, giri\u015f i\u00e7in herhangi bir \u00f6n yeterlik talep etmeyen veya d\u00fc\u015f\u00fck bir \u00f6n yeterlik d\u00fczeyi talep eden a\u00e7\u0131k \u00fcniversitelerin say\u0131s\u0131nda h\u0131zl\u0131 bir art\u0131\u015f oldu. \u00d6rne\u011fin Birle\u015fik Krall\u0131k\u2019ta 1969 y\u0131l\u0131nda orta\u00f6\u011fretimi tamamlayan \u00f6\u011frencilerin y\u00fczde 10\u2019undan az\u0131 \u00fcniversiteye gidiyordu. \u0130ngiliz h\u00fck\u00fcmeti, herkese a\u00e7\u0131k bir uzaktan e\u011fitim \u00fcniversitesi olan A\u00e7\u0131k \u00dcniversite\u2019yi o zaman kurmu\u015ftu. A\u00e7\u0131k \u00dcniversite, \u00f6zel olarak tasarlanm\u0131\u015f bas\u0131l\u0131 metinler, televizyon ve radyo yay\u0131nlar\u0131 ve temel dersler i\u00e7in geleneksel \u00fcniversitelerde bir haftal\u0131k yat\u0131l\u0131 yaz kamplar\u0131n\u0131 kullanarak e\u011fitim veriyordu (Perry, 1976). A\u00e7\u0131ld\u0131\u011f\u0131 1971 y\u0131l\u0131nda 25 bin \u00f6\u011frenciyle ba\u015flayan <a href=\"http:\/\/www.open.ac.uk\/about\/main\/\">A\u00e7\u0131k \u00dcniversite<\/a>\u2019nin bug\u00fcn 200 binden fazla kay\u0131tl\u0131 \u00f6\u011frencisi bulunmaktad\u0131r. A\u00e7\u0131k \u00dcniversite, H\u00fck\u00fcmetin kalite g\u00fcvence ajanslar\u0131 taraf\u0131ndan e\u011fitim-\u00f6\u011fretim a\u00e7\u0131s\u0131ndan Birle\u015fik Krall\u0131\u011f\u0131n ilk on \u00fcniversitesi i\u00e7inde, ara\u015ft\u0131rma a\u00e7\u0131s\u0131ndan ise ilk 30 \u00fcniversitesi i\u00e7inde yer almaktad\u0131r. \u00d6\u011frenci memnuniyeti a\u00e7\u0131s\u0131ndan bak\u0131ld\u0131\u011f\u0131nda ise, 180\u2019den fazla \u00fcniversite i\u00e7erisinde birinci s\u0131radad\u0131r. Bug\u00fcn, A\u00e7\u0131k \u00dcniversite\u2019te kay\u0131tl\u0131 200 binden fazla \u00f6\u011frenci bulunmaktad\u0131r. Ancak, kurumun devlet hibeleri ve fonlar\u0131 taraf\u0131ndan finansman\u0131 art\u0131k yeterli olmay\u0131p, \u00f6\u011frencilerin farkl\u0131 bir tak\u0131m \u00fccretler \u00f6demesi gerekmektedir.<\/p>\n<p>Bug\u00fcn d\u00fcnya \u00fczerinde, Kanada da dahil (<a href=\"http:\/\/en.wikipedia.org\/wiki\/Athabasca_University\">Athabasca \u00dcniversitesi<\/a> ve <a href=\"http:\/\/en.wikipedia.org\/wiki\/T%C3%89LUQ\">T\u00e9luq<\/a>), devlet taraf\u0131ndan finanse edilen yakla\u015f\u0131k 100 a\u00e7\u0131k \u00fcniversite bulunmaktad\u0131r. Bu a\u00e7\u0131k \u00fcniversiteler, genellikle, \u00e7ok b\u00fcy\u00fckt\u00fcr. <a href=\"http:\/\/en.ouchn.edu.cn\/index.php\/about\/general-information\">\u00c7in A\u00e7\u0131k \u00dcniversitesi<\/a>\u2019nin bir milyondan fazla lisans \u00f6\u011frencisi ve 2.4 milyon lise \u00f6\u011frencisi vard\u0131r. T\u00fcrkiye\u2019deki <a href=\"http:\/\/ocw.metu.edu.tr\/file.php\/118\/Week10\/Lathchem_open-learning-AOF-2006.pdf\">Anadolu \u00dcniversitesi<\/a> A\u00e7\u0131k \u00d6\u011fretim Fak\u00fcltesi\u2019ne ise 1.2 milyon \u00f6\u011frenci kay\u0131tl\u0131d\u0131r. Benzer \u015fekilde Endonezya\u2019daki A\u00e7\u0131k \u00dcniversite\u2019nin (<a href=\"http:\/\/en.wikipedia.org\/wiki\/Universitas_Terbuka\">Universitas Terbuka<\/a>) yakla\u015f\u0131k yar\u0131m milyon, <a href=\"http:\/\/www.unisa.ac.za\/Default.asp?Cmd=ViewContent&amp;ContentID=3\">G\u00fcney Afrika \u00dcniversitesi<\/a>\u2019nin ise 350 bin kay\u0131tl\u0131 \u00f6\u011frencisi bulunmaktad\u0131r. Lisans derecesi veren bu b\u00fcy\u00fck ulusal a\u00e7\u0131k \u00fcniversiteler, aksi takdirde y\u00fcksek\u00f6\u011fretime eri\u015fim sa\u011flayamayacak olan milyonlarca \u00f6\u011frenciye \u00e7ok de\u011ferli bir hizmet sunmaktad\u0131r (konuyla ilgili kapsaml\u0131 bir de\u011ferlendirme i\u00e7in bkz. Daniel, 1998).<\/p>\n<p class=\"Body\">ABD\u2019de devlet taraf\u0131ndan finanse edilen bir a\u00e7\u0131k \u00fcniversite yoktur. KA\u00c7D\u2019lerin ABD\u2019de bu kadar dikkat \u00e7ekmesinin ve ilgi g\u00f6rmesinin bir nedeni de budur. <a href=\"http:\/\/www.wgu.edu\/about_WGU\/overview\">Western Governors\u2019 \u00dcniversitesi<\/a> bir a\u00e7\u0131k \u00fcniversiteye en yak\u0131n y\u00fcksek\u00f6\u011fretim kurumudur. Phoenix \u00dcniversitesi gibi kar amac\u0131 g\u00fcden \u00fcniversiteler de, \u00f6zel sekt\u00f6rdeki bu a\u00e7\u0131\u011f\u0131 kapatmaktad\u0131r.<\/p>\n<p class=\"Body\">Genellikle kendi diplomalar\u0131n\u0131 veren ulusal a\u00e7\u0131k \u00fcniversitelerin yan\u0131 s\u0131ra, bir de <a href=\"http:\/\/oeru.org\/how-it-works\/\">OERu<\/a>\u2019dan bahsetmek gerekir. \u0130ngiliz Uluslar Toplulu\u011fu ve ABD \u00fcniversitelerinden olu\u015fan uluslararas\u0131 bir konsorsiyum olan OERu\u2019nun sundu\u011fu a\u00e7\u0131k eri\u015fim derslerle, \u00f6\u011frenciler ya ald\u0131klar\u0131 derslerin kredisini ortak \u00fcniversitelerden herhangi birinde sayd\u0131rabilmekte ya da kredilerini en fazla krediyi ald\u0131klar\u0131 \u00fcniversiteden bir lisans diplomas\u0131na d\u00f6n\u00fc\u015ft\u00fcrmelerine izin vermektedir. \u00d6\u011frenciler, ders de\u011ferlendirmesi i\u00e7in bir \u00fccret \u00f6demektedir.<\/p>\n<p>A\u00e7\u0131k, uzaktan, esnek ve \u00e7evrimi\u00e7i \u00f6\u011frenmeyi \u2018en saf\u2019 haliyle \u00e7ok nadiren bulabiliriz. Hi\u00e7bir \u00f6\u011fretim sistemi tamamen a\u00e7\u0131k de\u011fildir. \u00d6rne\u011fin, t\u00fcm \u00f6\u011fretim sistemleri i\u00e7in asgari bir okuryazarl\u0131k d\u00fczeyi gerekir. Yani, a\u00e7\u0131k-l\u0131\u011f\u0131n dereceleri vard\u0131r. A\u00e7\u0131k-l\u0131\u011f\u0131n, teknoloji kullan\u0131m\u0131na yans\u0131malar\u0131 daha \u00f6zeldir. Hi\u00e7 kimsenin eri\u015fiminin k\u0131s\u0131tlanmayaca\u011f\u0131 s\u00f6yleniyorsa, herkesin eri\u015fimine a\u00e7\u0131k teknolojilerin kullan\u0131lmas\u0131 gerekir. Bir e\u011fitim kurumu \u00f6\u011frencilerini se\u00e7erken \u00f6zellikle se\u00e7ici davran\u0131yorsa, uzaktan e\u011fitim teknolojisinin se\u00e7iminde daha fazla esnekli\u011fe sahiptir. \u00d6rne\u011fin, \u00e7evrimi\u00e7i veya harmanlanm\u0131\u015f bir ders almak isteyen t\u00fcm \u00f6\u011frenciler, kendi bilgisayarlar\u0131n\u0131n ve \u0130nternet ba\u011flant\u0131lar\u0131n\u0131n olmas\u0131n\u0131 talep edebilir. Ancak, kurumun sorumlulu\u011fu b\u00fct\u00fcn \u00f6\u011frencilere a\u00e7\u0131k olmaksa bunu yapamaz. Ger\u00e7ekten a\u00e7\u0131k \u00fcniversiteler, teknolojinin e\u011fitsel uygulamalar\u0131nda her zaman biraz geride kalacakt\u0131r.<\/p>\n<p>\u00c7o\u011fu a\u00e7\u0131k \u00fcniversitenin ba\u015far\u0131s\u0131na ra\u011fmen, a\u00e7\u0131k \u00fcniversiteler kamp\u00fcs e\u011fitimi veren y\u00fcksek\u00f6\u011fretim kurumlar\u0131n\u0131n stat\u00fcs\u00fcne sahip de\u011fillerdir. A\u00e7\u0131k \u00fcniversitelerde, program\u0131 bitirme veya mezuniyet oranlar\u0131 genellikle \u00e7ok d\u00fc\u015f\u00fckt\u00fcr. \u0130ngiltere\u2019deki A\u00e7\u0131k \u00dcniversite\u2019ye devam eden \u00f6\u011frencilerin program\u0131 bitirme oran\u0131 y\u00fczde 22\u2019dir\u00a0(Woodley &amp; Simpson, 2014); ancak buna ra\u011fmen, programlar\u0131n b\u00fct\u00fcn\u00fc d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde \u00e7o\u011fu KA\u00c7D\u2019nin bitirme oran\u0131ndan hala daha y\u00fcksektir.<\/p>\n<p>Son olarak, a\u00e7\u0131k \u00fcniversitelerin baz\u0131lar\u0131 40 y\u0131ldan fazla s\u00fcredir hizmet vermektedir ve k\u0131smen b\u00fcy\u00fck \u00f6l\u00e7ekli olmalar\u0131 ve bas\u0131l\u0131 materyal ya da yay\u0131n gibi daha eski teknolojilere yapm\u0131\u015f olduklar\u0131 eski yat\u0131r\u0131mlar\u0131n b\u00fcy\u00fckl\u00fc\u011f\u00fc k\u0131smen de son teknolojilere sahip olmayan potansiyel \u00f6\u011frencilerin eri\u015fimini reddetmediklerinden, teknolojideki de\u011fi\u015fikliklerle k\u0131sa s\u00fcrede uyum g\u00f6sterememektedirler. Dolay\u0131s\u0131yla, g\u00fcn\u00fcm\u00fczde a\u00e7\u0131k \u00fcniversiteler hem a\u00e7\u0131k \u00f6\u011frenme pazar\u0131n\u0131n bir k\u0131sm\u0131n\u0131 ele ge\u00e7iren geleneksel \u00fcniversiteler hem de bir sonraki k\u0131sm\u0131n konusu olan a\u00e7\u0131k e\u011fitim kaynaklar\u0131 ve KA\u00c7D\u2019ler gibi yeni geli\u015fmeler taraf\u0131ndan tehdit alt\u0131ndad\u0131r.<\/p>\n<div class=\"bcc-box bcc-info\">\n<h3 itemprop=\"educationalUse\">Etkinlik 10.1 Y\u00fcksek\u00f6\u011fretim isteyen herkese &#8216;a\u00e7\u0131k&#8217; olmal\u0131 m\u0131d\u0131r?<\/h3>\n<p>1. Y\u00fcksek\u00f6\u011fretime eri\u015fim herkese a\u00e7\u0131k olmal\u0131 m\u0131d\u0131r?<\/p>\n<p>E\u011fer evet ise, bu ilkeye eklenebilecek makul s\u0131n\u0131rlamalar neler olabilir?<\/p>\n<p>Y\u00fcksek\u00f6\u011fretime a\u00e7\u0131k eri\u015fim sa\u011flanmas\u0131nda h\u00fck\u00fcmetin rol\u00fc (varsa) nedir?<\/p>\n<p>Bu sorunun ilk k\u0131sm\u0131na yan\u0131t\u0131n\u0131z hay\u0131r ise, neden ilk ve orta\u00f6\u011fretim a\u00e7\u0131k olmal\u0131 ancak y\u00fcksek\u00f6\u011fretim a\u00e7\u0131k olmamal\u0131d\u0131r? Neden yaln\u0131zca para m\u0131d\u0131r, yoksa ba\u015fka sebepler de var m\u0131d\u0131r?<\/p>\n<p>2. Dijital \u00e7a\u011fda a\u00e7\u0131k \u00fcniversitelerin varl\u0131\u011f\u0131 devam etmeli midir?<\/p>\n<\/div>\n<h2>Kaynak\u00e7a<\/h2>\n<p><span>Daniel, J. (1998)<\/span><span>\u00a0<\/span><em>Mega-Universities and Knowledge Media: Technology Strategies for Higher Education<\/em><span>. London: Kogan Page<\/span><\/p>\n<p>Perry, W. (1976)<span>\u00a0<\/span><em>The Open University<\/em><span>\u00a0<\/span>Milton Keynes: Open University Press<\/p>\n<p>Woodley, A. and Simpson, O. (2014) \u2018Student drop-out: the elephant in the room\u2019 in\u00a0<span>Zawacki-Richter, O. and Anderson, T. (eds.) (2014)\u00a0<\/span><em><a href=\"http:\/\/www.aupress.ca\/index.php\/books\/120233\">Online Distance Education: Towards a Research Agenda <\/a><\/em><span>Athabasca AB: AU\u00a0Press, pp. 508<\/span><\/p>\n","protected":false},"author":43,"menu_order":2,"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-707","chapter","type-chapter","status-publish","hentry"],"part":688,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/707","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=707"}],"version-history":[{"count":6,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/707\/revisions"}],"predecessor-version":[{"id":784,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/707\/revisions\/784"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/parts\/688"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/707\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=707"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=707"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=707"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=707"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}