Research Trends in Turkish Distance Education: A Content Analysis of Dissertations, 1986-2014

Bozkurt, Aras; Kumtepe, Evrim Genç; Kumtepe, Alper Tolga; Aydin, Irem Erdem; Bozkaya, Müjgan; Aydın, Cengiz Hakan

doi:10.1515/eurodl-2015-0010

Cited by 22 publications

(41 citation statements)

References 16 publications

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“…Similarly, Bozkurt et al (2015b) state that ignoring the use of theoretical or conceptual frameworks encourages researchers to report descriptive findings only. Anderson (2008) notes that theories allow researchers to make connections with other studies, provide deeper understanding of concepts, and facilitate the transformation of knowledge from one context to another.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015)

Bozkurt

Akgün-Özbek

Zawacki‐Richter

2017

IRRODL

Self Cite

141

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To fully understand the phenomenon of massive open online courses (MOOCs), it is important to identify and map trends and patterns in research on MOOCs. This study does so by reviewing 362 empirical articles published in peer-reviewed journals from 2008 to 2015. For the purpose of this study, content analysis and discourse analysis were employed to analyze the articles. Accordingly, the trend line showing the number of articles per year indicates that the extent of research on MOOCs is likely to increase in the coming years. In terms of research areas, the findings reveal an imbalance and three research areas out of fifteen constitute more than half of all research on MOOCs. With regard to types of MOOCs, related literature is dominated by research on xMOOCs. The discourse in MOOC articles takes a mostly neutral standpoint, articles with a positive outlook outweigh those that are negative, and there is an increase in a more critical discourse. Theoretical or conceptual studies are preferred by researchers, although MOOC research generally does not benefit from being viewed through theoretical or conceptual lenses.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015)

Bozkurt

Akgün-Özbek

Zawacki‐Richter

2017

IRRODL

Self Cite

141

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“…The most common parametric test is t-test. T-test is a widely applied test for many review studies (Bozkurt et al, 2015;Davies, Howell & Petrie, 2010). Regarding non-parametric tests, Wilcoxon test turns out to be used more frequently.…”

Section: Tests and Analysesmentioning

confidence: 99%

Content Analysis of Master Theses and Dissertations Based on Action Research

Durak

Yünkül

Akpinar

et al. 2016

Journal of Education and Training Studies

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Action Research (AR) is becoming popular in the field of education, and according to literature, it could be stated that AR studies have positive influence on practice in education. The present study aims at conducting content analysis of action research (AR) master theses and doctoral dissertations submitted at the level of Turkish higher education. A total of 10 master theses and 18 doctoral dissertations were analyzed to determine their action research type, keywords, theoretical framework, academic discipline, test and analysis, data collection tools, participants, variables and research interest and leader institutions. Furthermore, the action research purposes of these theses and dissertations were analyzed with qualitative methods. In this respect, the present study is thought to be significant in that by reviewing the action research theses/dissertations, it helps clarify the current status of the action research field in Turkey and determine the research trends in this area. As a result, more than half (57%) of theses/dissertations were determined to fall into the "Technical/scientific/collaborative" type. Besides, in relation to theoretical frameworks, "constructivism" was found to be dominant in the theses/dissertations analyzed. Interview and participant observation notes were the most popular data collection tools. Lastly, according to their statements of purpose, the theses/dissertations could be gathered under 3 themes: "development", "actualization", and "application".

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“…in various fields at the master's and doctoral levels, there are three ODL programs that offer master's (with and without thesis) and doctoral degrees (Kocdar & Karadag, 2015). Research trends in ODL in Turkey demonstrate that Anadolu University is the leading institution in terms of its contribution to ODL, where the specific focus has been on online learning processes (Bozkurt et al, 2015;Durak et al, 2017). In this context, it can be concluded that by investing in research and development, Anadolu University has contributed to the field of ODL by producing knowledge in an open university at scale, and by encouraging change and innovation for Turkish higher education.…”

Section: Learning Materials and Spacesmentioning

confidence: 99%

The Historical Development and Adaptation of Open Universities in Turkish Context

Bozkurt

2019

IRRODL

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Open and Distance Learning (ODL) has a long history, one marked by the emergence of open universities, which was a critical development in the ecology of openness. Open universities have taken on significant local and global roles within the framework of meeting the needs of their respective regions of influence, and as such, their roles have evolved over time. Against this background, the purpose of this research is to explore the open university phenomenon by examining the case of Anadolu University in Turkey, a mega university that has transformed into what is now a giga university. More specifically, the research first looks at openness in education and how the concept itself has led to the emergence of open universities, before turning attention to Anadolu University, which is a dual-mode, state university with around 3 million enrolled students. Other issues that are addressed as part of this research include the rise of ODL and how it positioned itself within Turkish higher education; the historical development of Anadolu University and its massiveness, in terms of student numbers and services provided; local and global ODL practices; learner profiles, learning materials and spaces; exams and assessment and evaluation processes; learner support services, and Anadolu University’s contribution, as an open university, to the field of ODL. The research shows that as an open university, Anadolu University has narrowed the information gap and digital divide, has enhanced equality of opportunity in education, and has provided lifelong learning opportunities. More importantly, as an institution that has gone beyond the conventional understanding of an open university, Anadolu University serves as a catalyst of change and innovation in its emergence as a role model for other higher education institutions. The following recommendations were able to be developed from the examinations of this study: (1) develop a definition of “openness” based on the changing paradigms of the 21st century and online learning, (2) enter into national and international collaborations between open universities, (3) adopt culturally relevant open pedagogies, (4) develop and design heutagogy-based curricula, and (5) unbundle ODL services in mega and giga universities.

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Research Trends in Turkish Distance Education: A Content Analysis of Dissertations, 1986-2014

Cited by 22 publications

References 16 publications

Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015)

Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015)

Content Analysis of Master Theses and Dissertations Based on Action Research

The Historical Development and Adaptation of Open Universities in Turkish Context

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