Uzaktan Eği̇ti̇m İş Süreci̇ni̇n Eği̇ti̇m 4.0 Perspekti̇fi̇yle Yeni̇den Yapilandirilmasi: Ki̇li̇s 7 Aralik Üni̇versi̇tesi̇ Örneği̇

Aktürk, Cemal

doi:10.20990/kilisiibfakademik.732510

Cited by 4 publications

(1 citation statement)

References 13 publications

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“…Bu zor şartlar altında eğitim hizmetlerinin aksatılmadan yürütülebilmesi amacıyla gerek MEB gerek YÖK hem birlikte hem ayrı ayrı uygulamalar yapmakta ve alt amaçlar doğrultusunda sürecin devam etmesi sağlanmaktadır (Kocayiğit & Uşun, 2020 Covid-19 sürecinin başlaması ile birlikte eğitim bilimleri alanında birçok akademik çalışma yapılmıştır. Çalışma konuları incelendiğinde; uzaktan eğitime yönelik akademik başarı, görüş, tutum, deneyim ve algı çalışmaları (Akkaş-Baysal vd., 2020;Alpaslan, 2020;Altuntaş-Yılmaz, 2020;Angoletto & Queiroz, 2020;Çakır & Arslan, 2020;Çavuşoğlu & Acar, 2020;Kocayiğit & Uşun, 2020;Kuloğlu, 2020;Kurnaz & Serçemeli, 2020;Motiejūnaitė-Schulmeister & Crosier, 2020;Orçanlı & Bekmezci, 2020;Yıldız & Seferoğlu, 2020;Yılmaz-Altuntaş vd., 2020;, Covid-19 sonrası yükseköğretim çalışmaları (Erkut, 2020), mesleki eğitimin Covid-19 ile mücadele sürecine katkıları (Özer, 2020), yüz yüze ve uzaktan eğitim derslerinin karşılaştırılması (Eroğlu & Kalaycı, 2020), uzaktan eğitim sistemlerinin incelenmesi (Aktürk, 2020;Başaran vd., 2020;Baytiyeh, 2019;Durak vd., 2020;Kaçan & Gelen, 2020), sosyal yaşam ve etik düzlem üzerine etkileri (Lin, 2020;Üstün & Özçiftçi, 2020;Wang et al, 2020), zorunlu derslerin öğretiminde uzaktan eğitim uygulamaları (Ak vd., 2020; Kocatürk-Kapucu & Uşun, 2020), uzaktan eğitimde sınav başarıları, ölçme ve değerlendirme çalışmaları (Baran, 2020;Solak vd., 2020), uzaktan eğitimde dijital ikiz teknolojisi (Göçen, 2020), Covid-19 sürecinde uzaktan eğitime yönelik sorunlar (Akbal & Akbal, 2020), uzaktan eğitim ve uygulamalı derslere yönelik çalışmalar (Kahraman, 2020), uzaktan eğitim sürecinde hizmet içi eğitim (Tekin, 2020)…”

Section: Introductionunclassified

Fen Bi̇li̇mleri̇ Eği̇ti̇mi̇ Kapsaminda Uzaktan Eği̇ti̇mde Kali̇te Standartlari Ve Paydaş Görüşleri̇

Yılmaz

2021

Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi

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The Covid-19 global pandemic, which started in 2019 and influenced the whole world, affects people in many ways. In terms of areas such as transportation, health, nutrition, accommodation, security, sports, and social activities, people have to live in a more limited and cautious way. As in many parts of social life, some novel, innovative and adaptive practices have started to be implemented in education services due to the Covid-19 pandemic. From this point of view, it was aimed to determine the stakeholder opinions about the quality standards for distance education within the scope of science education. The study group of the research consists of 96 faculty members, 124 science teachers and 168 pre-service science teachers, who were determined with convenience sampling. Qualitative and quantitative approaches were used together in the research process. Word association test and semi-structured open-ended interview questions were used to collect qualitative data. In the collection of quantitative data, a 5-point likert scale, the validity and reliability of which were previously fixed, was used. Descriptive and inferential statistical techniques and content analysis were included in the analysis of the data obtained. The results of the research show that it took time for the stakeholders to get used to the distance education process and that there were problems in content development at the beginning. However, it was found that distance education had become a part of life and emergency compulsory remote education practices had become much more qualified. Also, it was observed that there were differences between faculty members and teachers in adapting to distance education and determining quality standards, and these differences were shaped by various variables.

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Section: Introductionunclassified

Fen Bi̇li̇mleri̇ Eği̇ti̇mi̇ Kapsaminda Uzaktan Eği̇ti̇mde Kali̇te Standartlari Ve Paydaş Görüşleri̇

Yılmaz

2021

Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi

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Eğitimde Endüstri 4.0 ile İlişkili Kavramların Çok-Yüzeyli Rasch Ölçme Modeliyle Analizi

Talan¹

2022

The Journal of International Lingual Social and Educational Sciences

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The purpose of this research is to determine the opinions of academicians about the proficiency levels of industry 4.0 concepts in education. The opinions of the academicians were examined with the many-facet Rasch measurement model. The study group of the research consists of raters consisting of 13 academicians working in different regions of Turkey. According to the Rasch measurement model, the first of the three dimensions of the research consists of academicians as 13 raters (jury), the other dimension consists of nine concepts related to industry 4.0, and the third dimension consists of nine items (criteria) determined for these concepts. In the research, the concepts frequently used in industry 4.0 terminology: the internet of things, augmented reality, artificial intelligence, cyber security, cloud computing technology, wearable technologies, virtual reality, simulation technologies, big data and data analytics were examined in line with the opinions of academicians. As a result of the analysis, it was determined that the concepts of artificial intelligence, big data and data analytics, which are among the concepts related to industry 4.0, have the highest quality. On the other hand, in the research, it was concluded that the concepts of wearable technologies and cyber security had the lowest qualifications. On the other hand, in the research, it has been concluded that the concepts of wearable technologies and cyber security are the concepts with the lowest quality. In addition, it was concluded that the participants might have difficulties in organizing the teaching environments and preparing materials for Industry 4.0 related concepts examined in the research. On the other hand, the participants stated that they could continue their lifelong learning and personal development by using these concepts. As a result of the analysis, it was also determined that the juries differed from each other in terms of their severity and leniency. It has been concluded that the many facet Rasch measurement model can be used effectively in the evaluation of the concepts related to Industry 4.0 and provides quite useful results.

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Üniversite Öğrencilerinin Uzaktan Eğitime İlişkin Memnuniyet Algıları Üzerine Bir Araştırma

Talan¹

2022

Bayburt Eğitim Fakültesi Dergisi

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In this study, it was aimed to evaluate the opinions of university students on distance education and to examine their satisfaction with the application. Participants are consisted of 2224 distance education students who attend to common and compulsory courses in a university located in Southeast Anatolia Region in Turkey. At the end of the study, it was concluded that participants found that distance education courses in general were interesting and the fact that they took courses via distance education was effective in their learning. Additionally, it was found that students stated that it is advantageous to take common courses via distance education. In the study, it was concluded that the relationship between students' ages, computer use levels and daily computer use time and satisfaction factors was very low, positive and significant.

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Uzaktan Eği̇ti̇m İş Süreci̇ni̇n Eği̇ti̇m 4.0 Perspekti̇fi̇yle Yeni̇den Yapilandirilmasi: Ki̇li̇s 7 Aralik Üni̇versi̇tesi̇ Örneği̇

Cited by 4 publications

References 13 publications

Fen Bi̇li̇mleri̇ Eği̇ti̇mi̇ Kapsaminda Uzaktan Eği̇ti̇mde Kali̇te Standartlari Ve Paydaş Görüşleri̇

Fen Bi̇li̇mleri̇ Eği̇ti̇mi̇ Kapsaminda Uzaktan Eği̇ti̇mde Kali̇te Standartlari Ve Paydaş Görüşleri̇

Eğitimde Endüstri 4.0 ile İlişkili Kavramların Çok-Yüzeyli Rasch Ölçme Modeliyle Analizi

Üniversite Öğrencilerinin Uzaktan Eğitime İlişkin Memnuniyet Algıları Üzerine Bir Araştırma

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