This study aimed to examine the core issues and challenges with web-based distance education programs in Turkish higher education institutes. Formative research method, which is a qualitative research method in nature, was selected to analyze web-based distance education programs thoroughly. The study group comprised 4 higher education institutes, offering web-based distance education services in 2014-2015, located in different provinces of different geographical regions in Turkey, and with varying experiences. The research used interview transcripts from semi-structured interviews, documents (weekly reports, meeting reports, presentations, organization chart, and implementation procedures) shared by the distance education centers, and information gathered from their web sites. Primary research data were compiled from interviews with representatives of the distance education centers managing and upholding distance education services while the documents acquired from these centers were used to verify the interview findings. The study resulted in 9 core issues related to (1) program launching process, (2) legislation, (3) program structure, (4) instructional design, (5) assessment and evaluation, (6) communication and interaction, (7) support, (8) technical issues, and (9) program evaluation.

With the developments of information technologies there exists two different generations. One of these generations was born into the technology age and grew up with technology. The other one meet with technology in the late ages. Thus, they have different habits, different expectations and different learning preferences. In the meantime, with the developments in technology and Internet infrastructure, online learning environments have become popular as an alternative learning environment in higher education. The aim of this chapter is to guide instructors to design their online learning environments based on the new generation's needs and expectations. To learn about new generations' needs a survey questionnaire was conducted on higher education students. The results indicated that, todays' students spends a lot of time on the Internet specifically in social media environments and they commonly get connected to the Internet with their mobile phones which necessitates a new design in online learning environments.

Three-dimensional Multi-User Virtual Environments (MUVEs) are being increasingly used in many areas, and they are becoming more and more integrated with learning and teaching. MUVEs can be used in learning and teaching to facilitate student learning and collaboration. This study identified the effects of MUVEs on collaborative learning and social presence and investigated whether these effects varied by gender. The participants were sophomore students attending a programming language course. They used a MUVE for their group meetings as part of their collaborative work. They also held voice communication. A four-section questionnaire was administered to the students who attended the meetings, in which the researchers served as facilitators. Interviews were held with randomly selected students. In addition, the group project meetings were tape-recorded, and field notes were taken for each meeting. The results showed that the MUVE enabled the group members to exchange ideas in an authentic environment, and that the file-sharing platform used as a complement to the MUVE reinforced collaborative learning. As long as technical problems are prevented, effective collaborative learning can be achieved in these environments.

Bu çalışmanın amacı aday öğretmenlerin eğitim teknolojileri algısını metaforlar aracılığıyla belirlemektir. Çalışmanın örneklemini Ondokuz Mayıs Üniversitesi Eğitim Fakültesinde farklı alan uzmanlıklarında öğrenim görmekte olan 289 aday öğretmen oluşturmaktadır. Veri toplama süreci 2018-2019 Bahar döneminde gerçekleşmiştir. Aday öğretmenlere 2 bölümden oluşan bir Eğitim/Öğretim Teknolojileri Metafor Algısı Formu uygulanmıştır. Bu formun ilk bölümü demografik verilerden oluşmaktadır. İkinci bölümü ise katılımcıların eğitim/öğretim teknolojileri algısını görmek için “Eğitim/Öğretim teknolojisi … gibidir/benzerdir, çünkü …” ifadesini içeren açık uçlu bir sorudan oluşmaktadır. Bu formun birinci bölümünden elde edilen veriler tanımlayıcı istatistikler ile analiz edilirken ikinci bölümünden elde edilen metafor verileri de içerik analizi yöntemi ile analiz edilmiştir. Ayrıca elde edilen metaforların cinsiyete ve öğretmenlik alanlarına göre farklılık gösterip göstermediği ki-kare testi ile incelenmiştir. Katılımcılardan elde edilen verilere göre 270 farklı metafor ortaya çıkmıştır. İlk değerlendirmeler sonrasında 126 farklı metafor anlamlı bulunmuş ve bu metaforlara ait açıklamalar içerik analizine dahil edilmiştir. Bu metaforlar 6 kategori içerisinde yapılandırılmıştır. Bu kategoriler içerdikleri metafor yoğunluğuna göre sırasıyla şu şekildedir: (1) Kullanım amaçları, (2) Kapsam, (3) Öğretimsel avantajlar, (4) Dikkat edilmesi gereken nitelikler, (5) Kullanım gerekliliği ve (6) Yapısal özelliklerdir. Ayrıca ki-kare sonuçlarına göre ortaya çıkan kategorilerin cinsiyet ve öğretmenlik alanlarına göre anlamlı bir farklılık oluşturmadığı ortaya çıkmıştır. Çalışmanın bulgularına göre aday öğretmenlerin eğitim teknolojileri algısının teknoloji, teknoloji kullanımı, kapsam ve teknoloji kullanımının avantajları üzerine odaklandığı görülmektedir.

Along with the recent developments in technology, the paradigm of learning and teaching has changed with the changing demands of society and learners. A new learner-centered paradigm enforces the changes in the roles of teacher, learner, and the environment. Learning is not restricted with a place or time. Especially with the advance of technology-based environments including www, social networks, and online learning environments, people can reach information anytime/anywhere, which brings about various experiences for informal learning. The aim of this chapter is to present a guideline for the integration of formal and informal learning opportunities of technology in higher education. As a result of the study a guideline is presented for higher education. The guideline is focused on eight issues including (1) know your students, (2) update yourself, (3) be online, (4) provide sharing opportunities, (5) provide discussion opportunities, (6) keep information alive, (7) use learning analytics, and (8) support interdisciplinarity.