• AI provides several possibilities to improve assessment, but it also poses some threats to onli... more • AI provides several possibilities to improve assessment, but it also poses some threats to online assessment. • While educational institutions are looking for ways to make maximum use of the opportunities offered by AI tools for assessment processes, they should take measures to prevent these tools from being an element of cheating in online assessment. • Open and distance learning institutions, especially those that assess students online through assignments and projects, should bear greater responsibility for developing new assessment designs for fair assessment. The purpose of this study is to examine the impact of artificial intelligence (AI) on online assessment in the context of opportunities and threats based on the literature. To this end, 19 articles related to the AI tool ChatGPT and online assessment were analysed through rapid literature review. In the content analysis, the themes of "AI's assistance role", "automatic grading and feedback", "improving assessment" and "time benefit" were obtained in the opportunities category, while the themes of "academic integrity concern", "reliability issues" and "adaptability issues" were obtained in the threats category. The impact of AI on online assessment was explained within the scope of these themes. The results revealed that the most emphasis was placed on "improving assessment" themes in the opportunities category, and "academic integrity concern" themes in the threats category. At the end of this preliminary review, it was revealed that more studies investigating the integration of AI to online assessment are needed and all educational institutions, especially distance education institutions, should take measures to ensure the ethical use of AI. Article Info: Research Article
The Turkish Online Journal of Distance Education, Sep 30, 2023
In this study, it is aimed to evaluate Anadolu University Open Education Faculty Call Center Serv... more In this study, it is aimed to evaluate Anadolu University Open Education Faculty Call Center Services Associate Degree Program, which is carried out through open and distance education, according to learner views within the framework of Stufflebeam's Context, Input, Process, Product (CIPP) Evaluation Model and to make suggestions for the development of the program. In the study in which Exploratory Sequential design, one of the mixed method research designs, was used; "Anadolu University Call Center Services Associate Degree Program Evaluation Questionnaire" was prepared to collect quantitative data. The questionnaire was applied online to learners who graduated from Anadolu University Open Education Faculty Call Center Services Associate Degree Program. Semi-structured interview questions were used to collect qualitative data. In the interpretation of quantitative data, percentage and frequency tables, mean and standard deviation values were used to compare and interpret the average score that can be obtained in the four dimensions (Context, Input, Process and Product) in the measurement tool and the average scores of the participants in these dimensions. In addition, the mean score values obtained in the sub-dimensions were analyzed and interpreted in terms of gender, age, marital status and employment status variables. Descriptive analysis method was used to analyze the qualitative data. The results revealed that the program objectives were determined in accordance with the expectations of the learners, learning resources were designed in accordance with the objectives, learning activities were carried out in accordance with the expectations of the participants and learning outcomes were achieved in the program.
Teknolojinin sundugu olanaklar sayesinde ogrenen basarisinin cevrimici ortamlarda degerlendirilme... more Teknolojinin sundugu olanaklar sayesinde ogrenen basarisinin cevrimici ortamlarda degerlendirilmesi giderek yayginlasmaktadir. Son yillarda basta acik universiteler olmak uzere bircok universitenin e-degerlendirme araclarini kullandigi gozlenmektedir. Ote yandan, e-degerlendirme uygulamalarinda guvenlige ve ogrenen kimliginin dogru teshis edilmesine iliskin sorunlar sinavlarin gecerli ve guvenilir olarak gerceklestirilmesini engellemektedir. Bu yazinin amaci, Avrupa Komisyonu Horizon 2020 kapsaminda desteklenen ve e-degerlendirme konusunda Avrupa’nin oncu projelerinden biri olan TeSLA Projesi’ni tanitmaktir. Katalonya Acik Universitesi’nden Dr. Anna Elena Guerrero’nun koordinatorlugunde yurutulen TeSLA, ogrenme ortamlari icin uyarlanabilen ve guvenilir bir e-degerlendirme sisteminin tasarimi, gelistirilmesi, uygulanmasi ve degerlendirilmesini icermektedir.
In chapter 1, the author provides a broad overview of research in technology integration and soci... more In chapter 1, the author provides a broad overview of research in technology integration and sociopolitical education environment in Australia, USA, United Kingdom, Singapore and South Korea. In Australia education policy agendas are determined at the national level, but administered on a state or territory. In the USA, recent curriculum development, classroom practices and school education reform determine technology policy agendas. In the UK, as a government agency, British Educational Communications and Technology Agency (BECTA) supports technology integration in the country. Singapore has implemented technology in its education system by three-step Masterplan since 1997. In South Korea, technology integration movement was initiated in the 1980s, and was ultimately implemented in an initiative called the Plan for the Renovation of Education 5.31 which is proposed by the Education Renovation Committee in 1995.
Uygulamalar ve Tarih İncelemeleri derslerini alan 486 öğrenen araştırmanın örneklemini oluşturmak... more Uygulamalar ve Tarih İncelemeleri derslerini alan 486 öğrenen araştırmanın örneklemini oluşturmaktadır. Araştırma tarama modelinde, nicel ve tekil desende tasarlanmıştır. Araştırmada veriler çevrim içi olarak uygulanan bir ölçme aracı ile toplanmıştır. Uygulanan ölçme aracının güvenirlik katsayısı 0.84 olarak hesaplanmıştır. Yapı geçerliliğini test etmek için yapılan faktör analizi sonucuna göre Kaiser-Meyer-Olkin (KMO)= 0.82 ve Bartlett testi χ 2 = 1944.141; p= 0.000 bulunmuştur. Araştırmada temel bileşenler analizi ile ölçme aracının faktör yapısı belirlenmiş, tek faktörlü bir yapı elde edilmiştir. Bu yapı "öğrenenlerin ödevlere ilişkin memnuniyeti" şeklinde adlandırılmıştır. Faktör yük değerlerinin .685 ve üzerinde olduğu görülmüştür. Tek faktöre ilişkin varyans oranı %59.254'tür. Öğrenenlerin memnuniyetleri yaş, cinsiyet ve aldıkları ders değişkenleri açısından incelenmiştir. Elde edilen bulgular, öğrenenlerin memnuniyetlerinin yaş ve alınan ders değişkenlerine göre anlamlı düzeyde farklılaştığını göstermiştir. Genel olarak öğrenenlerin ödevlerden memnun oldukları görülmüştür.
Turkish Online Journal of Educational Technology, Oct 1, 2020
The study examines assessment and evaluation procedures in mega universities. Within the scope of... more The study examines assessment and evaluation procedures in mega universities. Within the scope of the study, the literature focusing on mega universities offering open and distance education and their assessment and evaluation systems were examined first. Later, the results of the questionnaire administered in the study-specific mega universities to support the findings obtained from the literature were presented. The results of the study showed that assessment tools used by mega universities to determine the achievement levels of learners considerably vary and the most frequently applied assessment tool was found to be multiple-choice tests. Finally, the study also revealed that the number of the learners and raters was the main determinant factor affecting the choice of assessment tools used in these institutions.
Online assessment of student learning is becoming widespread owing to the opportunities that tech... more Online assessment of student learning is becoming widespread owing to the opportunities that technology offers. Many universities, especially open universities, have been using e-assessment tools in recent years. On the other hand, issues regarding security and identification of learners prevent implementing valid and reliable e-assessment practices. The purpose of this paper is to introduce TeSLA Project which is funded by the European Commission in the context of Horizon 2020, a pioneering project in e-assessment in Europe. Coordinated by Dr. Anna Elena Guerrero from the Open University of Catalonia, TeSLA Project involves designing, developing, implementing and evaluating an adaptive trust-based e-assessment system.
Akran degerlendirmesi, ogrenen basarisinin degerlendirilmesinde kullanilan yontemlerden biri olup... more Akran degerlendirmesi, ogrenen basarisinin degerlendirilmesinde kullanilan yontemlerden biri olup, ogrenenlerin belli olcutler cercevesinde birbirlerini degerlendirme sureci olarak tanimlanabilir. Akran degerlendirmesi daha cok yuz yuze egitim ortamlarinda kullanilmaktadir. Acik ve uzaktan ogrenme kurumlarinda akran degerlendirmesinin kullanimi sinirli olup, ozellikle acik universitelerde gerceklestirilen degerlendirme uygulamalari icerisinde akran degerlendirmesinin payi dusuktur. Ote yandan, 2008 yilindan itibaren Kitlesel Acik Cevrimici Derslerin ortaya cikmasiyla akran degerlendirmesi populer olmus, bir degerlendirme araci olarak acik ve uzaktan ogrenme kurumlarinda ve acik universitelerde daha fazla dikkat cekmeye baslamistir. Bu kapsamda arastirmanin amaci, Turkiye’de bir acik ve uzaktan ogrenme kurumunda uzaktan ogrenenlerin akran degerlendirmesine yonelik goruslerini belirlemektir. Bu amacla 20 uzaktan ogrenen ile yari yapilandirilmis gorusmeler yapilmistir. Veriler betimsel...
Bu calismada, Anadolu Universitesi Acikogretim Sisteminde sinav sorularinin hazirlanmasinda gorev... more Bu calismada, Anadolu Universitesi Acikogretim Sisteminde sinav sorularinin hazirlanmasinda gorev alan soru yazarlarinin kendilerine yonelik olarak gerceklestirilen olcme ve degerlendirme seminerlerine iliskin gorusleri incelenmistir. Elde edilen sonuclar, seminerlerin soru yazarlarinin soru hazirlama teknikleri, madde analizi inceleme ve yorumlama konularindaki bilgi ve becerilerini artirdigini ortaya koymustur.
Acik ve uzaktan ogrenme sistemlerinde coktan secmeli sorularin cesitli turleri sinavlarda kullani... more Acik ve uzaktan ogrenme sistemlerinde coktan secmeli sorularin cesitli turleri sinavlarda kullanilmaktadir. Bunlar geleneksel coktan secmeli, oncullu, bosluk doldurma turu ve eslestirme turu sorulardir. Bu sorularin herhangi birisinin daha zor ya da kolay olup olmadigini belirlemek onemlidir. Ayrica bu soru tiplerinden birinin daha ayirt edici oldugunu belirlemek de sinav gecerliligi acisindan onemlidir. Bu calismada gucluk ve ayirt ediciliklerin soru turune gore anlamli farklilik gosterip gostermedigi belirlenmeye calisilmistir. Bu amacla Anadolu Universitesi Acikogretim sinavlarinin 2017-2018 guz doneminde donem sonu sinavinda kullanilmis olan 9296 soruda geleneksel coktan secmeli, oncullu, bosluk doldurma ve eslestirme turu sorularin gucluk ve ayirt edicilikleri birbirleriyle karsilastirilmistir. Bosluk doldurma sorularinin diger sorulara gore daha kolay ve daha ayirt edici oldugu bulunmustur.
Turkish Online Journal of Educational Technology, 2016
This is a descriptive study which intends to determine whether the difficulty and discrimination ... more This is a descriptive study which intends to determine whether the difficulty and discrimination indices of the multiple-choice questions show differences according to cognitive levels of the Bloom’s Taxonomy, which are used in the exams of the courses in a business administration bachelor’s degree program offered through open and distance learning in a public university in Turkey, and to obtain the opinions of the learners on the cognitive levels of the questions. The study population consisted of 905 multiple questions which were asked in the midterm, final, and make-up exams in the 11 major area courses. Quantitative data were gathered from item analysis reports. As well as that, qualitative data were obtained via semi-structured interviews with 20 learners. As a result, although some learners stated that they answered applying-level questions more easily, the learners were generally observed to answer the remembering and understanding-level questions more easily than the applyin...
Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2021
Çoktan seçmeli testler açık ve uzaktan öğrenmede öğrenenlerin değerlendirilmesinde yaygın olarak ... more Çoktan seçmeli testler açık ve uzaktan öğrenmede öğrenenlerin değerlendirilmesinde yaygın olarak kullanılan objektif ölçme araçlarından biridir. Bunun en önemli nedeni, çoktan seçmeli testlerin uygulama ve değerlendirme açısından kullanışlı olmasıdır. Şans başarısı içermesi çoktan seçmeli testlere yöneltilen en önemli eleştirilerdendir. Çoktan seçmeli testlerde şans başarısını ortadan kaldırmak için çeşitli yöntemler denenmiştir. Bu yöntemlerden biri de yanıtlayıcıların cevabını bilmedikleri soruları boş bırakmalarını gerektiren yanlış cevapların doğru cevap sayısını eksiltmesi uygulamasıdır. Bu çalışmada, Anadolu Üniversitesi Açıköğretim Sistemi’nde yüz yüze gerçekleştirilen 2019-2020 Öğretim Yılı Güz Dönemi ara ve dönem sonu sınavlarında 3’ü sözel ve 3’ü sayısal olmak üzere toplam 6 derste öğrenenlerin çoktan seçmeli soruları boş bırakma davranışları incelenmiştir. Madde analizi verilerine göre testlerden yüksek puan alan (üst grup) ve düşük puan alan (alt grup) öğrenenlerin sorul...
In this study, it is aimed to evaluate the Anadolu University Open Education Faculty Turkish Lang... more In this study, it is aimed to evaluate the Anadolu University Open Education Faculty Turkish Language and Literature Undergraduate Program, which is carried out through open and distance education, according to the learner views within the framework of Stufflebeam's Context, Input, Process, Product (CIPP) Evaluation Model. In the study, explanatory method (QUANTITATIVE → qualitative), one of the mixed method research designs, was used. The study group of the research consists of learners who graduated from the Program. Both quantitative and qualitative data were collected in the study between 14 June-19 July 2019. Quantitative data were collected through the "Turkish Language and Literature Program Evaluation Questionnaire" prepared according to the CIPP Model. While there are 4 items about personal information in the first part of the questionnaire, in the second part, a total of 60 items were included; 16 items on the context dimension, 10 items on the input dimension, 24 items on the process dimension and 10 items on the product dimension. 335 graduates answered the questionnaire. Qualitative data in the study were collected from 10 learners who graduated from the Program in 2018 and 2019, and participated in semistructured interviews. Percentage and frequency tables, one-sample t-test, and one-way analysis of variance (ANOVA) were used in the analysis of quantitative data. Qualitative data were analyzed by descriptive analysis method. According to the results obtained; the participants think that the program objectives have been determined in accordance with the needs of the learners, the learning resources have been designed in accordance with the objectives of the program, the learning activities have been carried out in accordance with the learners' expectations and the determined learning outcomes in the program have been achieved. However, while no significant difference was observed in the scores of the learners in context, input, process and product dimensions according to gender, age and marital status, a difference in favor of employees was observed in the process dimension according to working status. In addition, with the descriptive analysis * Bu makale, Anadolu Üniversitesi Sosyal Bilimler Enstitüsü Uzaktan Eğitim Anabilim Dalında hazırlanan yüksek lisans çalışmasından üretilmiştir.
altında incelenebilir. Bu çalışmada, karşılaşılan sorunlar ele alınarak bu sorunlara getirilen çö... more altında incelenebilir. Bu çalışmada, karşılaşılan sorunlar ele alınarak bu sorunlara getirilen çözümler üzerinde durulacaktır.
Açıköğretim uygulamaları ve araştırmaları dergisi, Jan 27, 2021
Covid-19 pandemisi başta sağlık olmak üzere yaşamın bütün alanlarını etkilemiş, eğitim alanında b... more Covid-19 pandemisi başta sağlık olmak üzere yaşamın bütün alanlarını etkilemiş, eğitim alanında bazı zorunlu uygulamaları beraberinde getirmiştir. Eğitim kurumları öğretim ve ölçme değerlendirme etkinliklerini yeni duruma göre düzenlemek zorunda kalmıştır. Bu kapsamda açık ve uzaktan eğitim alanında dünyanın öncü kurumları arasında yer alan Anadolu Üniversitesi'nde, Açıköğretim Sistemi'nde 2019-2020 Bahar Döneminden itibaren öğrencilerin değerlendirilmesinde ilk kez büyük kitlelere yönelik çevrimiçi sınav uygulamasına geçilmiştir. Bu çalışmada, Anadolu Üniversitesi Açıköğretim Sistemi'nde Covid-19 pandemisi döneminde gerçekleştirilen çevrimiçi sınav uygulamalarının sınav hazırlık süreçlerine etkileri tartışılmış ve bu süreçte yapılması gerekenler hakkında ileriye dönük çözüm önerileri geliştirilmiştir.
Turkish Online Journal of Qualitative Inquiry, 2017
One of the basic challenges in distance education is motivational issues that distance learners e... more One of the basic challenges in distance education is motivational issues that distance learners encounter because of the factors such as separation in time and space from teachers, other learners, and learning sources. In an effort to minimize this drawback and increase learners' participation into learning processes by motivating distant learners, new approaches such as gamification have been integrated in distance education. Gamification is one of the
• AI provides several possibilities to improve assessment, but it also poses some threats to onli... more • AI provides several possibilities to improve assessment, but it also poses some threats to online assessment. • While educational institutions are looking for ways to make maximum use of the opportunities offered by AI tools for assessment processes, they should take measures to prevent these tools from being an element of cheating in online assessment. • Open and distance learning institutions, especially those that assess students online through assignments and projects, should bear greater responsibility for developing new assessment designs for fair assessment. The purpose of this study is to examine the impact of artificial intelligence (AI) on online assessment in the context of opportunities and threats based on the literature. To this end, 19 articles related to the AI tool ChatGPT and online assessment were analysed through rapid literature review. In the content analysis, the themes of "AI's assistance role", "automatic grading and feedback", "improving assessment" and "time benefit" were obtained in the opportunities category, while the themes of "academic integrity concern", "reliability issues" and "adaptability issues" were obtained in the threats category. The impact of AI on online assessment was explained within the scope of these themes. The results revealed that the most emphasis was placed on "improving assessment" themes in the opportunities category, and "academic integrity concern" themes in the threats category. At the end of this preliminary review, it was revealed that more studies investigating the integration of AI to online assessment are needed and all educational institutions, especially distance education institutions, should take measures to ensure the ethical use of AI. Article Info: Research Article
The Turkish Online Journal of Distance Education, Sep 30, 2023
In this study, it is aimed to evaluate Anadolu University Open Education Faculty Call Center Serv... more In this study, it is aimed to evaluate Anadolu University Open Education Faculty Call Center Services Associate Degree Program, which is carried out through open and distance education, according to learner views within the framework of Stufflebeam's Context, Input, Process, Product (CIPP) Evaluation Model and to make suggestions for the development of the program. In the study in which Exploratory Sequential design, one of the mixed method research designs, was used; "Anadolu University Call Center Services Associate Degree Program Evaluation Questionnaire" was prepared to collect quantitative data. The questionnaire was applied online to learners who graduated from Anadolu University Open Education Faculty Call Center Services Associate Degree Program. Semi-structured interview questions were used to collect qualitative data. In the interpretation of quantitative data, percentage and frequency tables, mean and standard deviation values were used to compare and interpret the average score that can be obtained in the four dimensions (Context, Input, Process and Product) in the measurement tool and the average scores of the participants in these dimensions. In addition, the mean score values obtained in the sub-dimensions were analyzed and interpreted in terms of gender, age, marital status and employment status variables. Descriptive analysis method was used to analyze the qualitative data. The results revealed that the program objectives were determined in accordance with the expectations of the learners, learning resources were designed in accordance with the objectives, learning activities were carried out in accordance with the expectations of the participants and learning outcomes were achieved in the program.
Teknolojinin sundugu olanaklar sayesinde ogrenen basarisinin cevrimici ortamlarda degerlendirilme... more Teknolojinin sundugu olanaklar sayesinde ogrenen basarisinin cevrimici ortamlarda degerlendirilmesi giderek yayginlasmaktadir. Son yillarda basta acik universiteler olmak uzere bircok universitenin e-degerlendirme araclarini kullandigi gozlenmektedir. Ote yandan, e-degerlendirme uygulamalarinda guvenlige ve ogrenen kimliginin dogru teshis edilmesine iliskin sorunlar sinavlarin gecerli ve guvenilir olarak gerceklestirilmesini engellemektedir. Bu yazinin amaci, Avrupa Komisyonu Horizon 2020 kapsaminda desteklenen ve e-degerlendirme konusunda Avrupa’nin oncu projelerinden biri olan TeSLA Projesi’ni tanitmaktir. Katalonya Acik Universitesi’nden Dr. Anna Elena Guerrero’nun koordinatorlugunde yurutulen TeSLA, ogrenme ortamlari icin uyarlanabilen ve guvenilir bir e-degerlendirme sisteminin tasarimi, gelistirilmesi, uygulanmasi ve degerlendirilmesini icermektedir.
In chapter 1, the author provides a broad overview of research in technology integration and soci... more In chapter 1, the author provides a broad overview of research in technology integration and sociopolitical education environment in Australia, USA, United Kingdom, Singapore and South Korea. In Australia education policy agendas are determined at the national level, but administered on a state or territory. In the USA, recent curriculum development, classroom practices and school education reform determine technology policy agendas. In the UK, as a government agency, British Educational Communications and Technology Agency (BECTA) supports technology integration in the country. Singapore has implemented technology in its education system by three-step Masterplan since 1997. In South Korea, technology integration movement was initiated in the 1980s, and was ultimately implemented in an initiative called the Plan for the Renovation of Education 5.31 which is proposed by the Education Renovation Committee in 1995.
Uygulamalar ve Tarih İncelemeleri derslerini alan 486 öğrenen araştırmanın örneklemini oluşturmak... more Uygulamalar ve Tarih İncelemeleri derslerini alan 486 öğrenen araştırmanın örneklemini oluşturmaktadır. Araştırma tarama modelinde, nicel ve tekil desende tasarlanmıştır. Araştırmada veriler çevrim içi olarak uygulanan bir ölçme aracı ile toplanmıştır. Uygulanan ölçme aracının güvenirlik katsayısı 0.84 olarak hesaplanmıştır. Yapı geçerliliğini test etmek için yapılan faktör analizi sonucuna göre Kaiser-Meyer-Olkin (KMO)= 0.82 ve Bartlett testi χ 2 = 1944.141; p= 0.000 bulunmuştur. Araştırmada temel bileşenler analizi ile ölçme aracının faktör yapısı belirlenmiş, tek faktörlü bir yapı elde edilmiştir. Bu yapı "öğrenenlerin ödevlere ilişkin memnuniyeti" şeklinde adlandırılmıştır. Faktör yük değerlerinin .685 ve üzerinde olduğu görülmüştür. Tek faktöre ilişkin varyans oranı %59.254'tür. Öğrenenlerin memnuniyetleri yaş, cinsiyet ve aldıkları ders değişkenleri açısından incelenmiştir. Elde edilen bulgular, öğrenenlerin memnuniyetlerinin yaş ve alınan ders değişkenlerine göre anlamlı düzeyde farklılaştığını göstermiştir. Genel olarak öğrenenlerin ödevlerden memnun oldukları görülmüştür.
Turkish Online Journal of Educational Technology, Oct 1, 2020
The study examines assessment and evaluation procedures in mega universities. Within the scope of... more The study examines assessment and evaluation procedures in mega universities. Within the scope of the study, the literature focusing on mega universities offering open and distance education and their assessment and evaluation systems were examined first. Later, the results of the questionnaire administered in the study-specific mega universities to support the findings obtained from the literature were presented. The results of the study showed that assessment tools used by mega universities to determine the achievement levels of learners considerably vary and the most frequently applied assessment tool was found to be multiple-choice tests. Finally, the study also revealed that the number of the learners and raters was the main determinant factor affecting the choice of assessment tools used in these institutions.
Online assessment of student learning is becoming widespread owing to the opportunities that tech... more Online assessment of student learning is becoming widespread owing to the opportunities that technology offers. Many universities, especially open universities, have been using e-assessment tools in recent years. On the other hand, issues regarding security and identification of learners prevent implementing valid and reliable e-assessment practices. The purpose of this paper is to introduce TeSLA Project which is funded by the European Commission in the context of Horizon 2020, a pioneering project in e-assessment in Europe. Coordinated by Dr. Anna Elena Guerrero from the Open University of Catalonia, TeSLA Project involves designing, developing, implementing and evaluating an adaptive trust-based e-assessment system.
Akran degerlendirmesi, ogrenen basarisinin degerlendirilmesinde kullanilan yontemlerden biri olup... more Akran degerlendirmesi, ogrenen basarisinin degerlendirilmesinde kullanilan yontemlerden biri olup, ogrenenlerin belli olcutler cercevesinde birbirlerini degerlendirme sureci olarak tanimlanabilir. Akran degerlendirmesi daha cok yuz yuze egitim ortamlarinda kullanilmaktadir. Acik ve uzaktan ogrenme kurumlarinda akran degerlendirmesinin kullanimi sinirli olup, ozellikle acik universitelerde gerceklestirilen degerlendirme uygulamalari icerisinde akran degerlendirmesinin payi dusuktur. Ote yandan, 2008 yilindan itibaren Kitlesel Acik Cevrimici Derslerin ortaya cikmasiyla akran degerlendirmesi populer olmus, bir degerlendirme araci olarak acik ve uzaktan ogrenme kurumlarinda ve acik universitelerde daha fazla dikkat cekmeye baslamistir. Bu kapsamda arastirmanin amaci, Turkiye’de bir acik ve uzaktan ogrenme kurumunda uzaktan ogrenenlerin akran degerlendirmesine yonelik goruslerini belirlemektir. Bu amacla 20 uzaktan ogrenen ile yari yapilandirilmis gorusmeler yapilmistir. Veriler betimsel...
Bu calismada, Anadolu Universitesi Acikogretim Sisteminde sinav sorularinin hazirlanmasinda gorev... more Bu calismada, Anadolu Universitesi Acikogretim Sisteminde sinav sorularinin hazirlanmasinda gorev alan soru yazarlarinin kendilerine yonelik olarak gerceklestirilen olcme ve degerlendirme seminerlerine iliskin gorusleri incelenmistir. Elde edilen sonuclar, seminerlerin soru yazarlarinin soru hazirlama teknikleri, madde analizi inceleme ve yorumlama konularindaki bilgi ve becerilerini artirdigini ortaya koymustur.
Acik ve uzaktan ogrenme sistemlerinde coktan secmeli sorularin cesitli turleri sinavlarda kullani... more Acik ve uzaktan ogrenme sistemlerinde coktan secmeli sorularin cesitli turleri sinavlarda kullanilmaktadir. Bunlar geleneksel coktan secmeli, oncullu, bosluk doldurma turu ve eslestirme turu sorulardir. Bu sorularin herhangi birisinin daha zor ya da kolay olup olmadigini belirlemek onemlidir. Ayrica bu soru tiplerinden birinin daha ayirt edici oldugunu belirlemek de sinav gecerliligi acisindan onemlidir. Bu calismada gucluk ve ayirt ediciliklerin soru turune gore anlamli farklilik gosterip gostermedigi belirlenmeye calisilmistir. Bu amacla Anadolu Universitesi Acikogretim sinavlarinin 2017-2018 guz doneminde donem sonu sinavinda kullanilmis olan 9296 soruda geleneksel coktan secmeli, oncullu, bosluk doldurma ve eslestirme turu sorularin gucluk ve ayirt edicilikleri birbirleriyle karsilastirilmistir. Bosluk doldurma sorularinin diger sorulara gore daha kolay ve daha ayirt edici oldugu bulunmustur.
Turkish Online Journal of Educational Technology, 2016
This is a descriptive study which intends to determine whether the difficulty and discrimination ... more This is a descriptive study which intends to determine whether the difficulty and discrimination indices of the multiple-choice questions show differences according to cognitive levels of the Bloom’s Taxonomy, which are used in the exams of the courses in a business administration bachelor’s degree program offered through open and distance learning in a public university in Turkey, and to obtain the opinions of the learners on the cognitive levels of the questions. The study population consisted of 905 multiple questions which were asked in the midterm, final, and make-up exams in the 11 major area courses. Quantitative data were gathered from item analysis reports. As well as that, qualitative data were obtained via semi-structured interviews with 20 learners. As a result, although some learners stated that they answered applying-level questions more easily, the learners were generally observed to answer the remembering and understanding-level questions more easily than the applyin...
Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2021
Çoktan seçmeli testler açık ve uzaktan öğrenmede öğrenenlerin değerlendirilmesinde yaygın olarak ... more Çoktan seçmeli testler açık ve uzaktan öğrenmede öğrenenlerin değerlendirilmesinde yaygın olarak kullanılan objektif ölçme araçlarından biridir. Bunun en önemli nedeni, çoktan seçmeli testlerin uygulama ve değerlendirme açısından kullanışlı olmasıdır. Şans başarısı içermesi çoktan seçmeli testlere yöneltilen en önemli eleştirilerdendir. Çoktan seçmeli testlerde şans başarısını ortadan kaldırmak için çeşitli yöntemler denenmiştir. Bu yöntemlerden biri de yanıtlayıcıların cevabını bilmedikleri soruları boş bırakmalarını gerektiren yanlış cevapların doğru cevap sayısını eksiltmesi uygulamasıdır. Bu çalışmada, Anadolu Üniversitesi Açıköğretim Sistemi’nde yüz yüze gerçekleştirilen 2019-2020 Öğretim Yılı Güz Dönemi ara ve dönem sonu sınavlarında 3’ü sözel ve 3’ü sayısal olmak üzere toplam 6 derste öğrenenlerin çoktan seçmeli soruları boş bırakma davranışları incelenmiştir. Madde analizi verilerine göre testlerden yüksek puan alan (üst grup) ve düşük puan alan (alt grup) öğrenenlerin sorul...
In this study, it is aimed to evaluate the Anadolu University Open Education Faculty Turkish Lang... more In this study, it is aimed to evaluate the Anadolu University Open Education Faculty Turkish Language and Literature Undergraduate Program, which is carried out through open and distance education, according to the learner views within the framework of Stufflebeam's Context, Input, Process, Product (CIPP) Evaluation Model. In the study, explanatory method (QUANTITATIVE → qualitative), one of the mixed method research designs, was used. The study group of the research consists of learners who graduated from the Program. Both quantitative and qualitative data were collected in the study between 14 June-19 July 2019. Quantitative data were collected through the "Turkish Language and Literature Program Evaluation Questionnaire" prepared according to the CIPP Model. While there are 4 items about personal information in the first part of the questionnaire, in the second part, a total of 60 items were included; 16 items on the context dimension, 10 items on the input dimension, 24 items on the process dimension and 10 items on the product dimension. 335 graduates answered the questionnaire. Qualitative data in the study were collected from 10 learners who graduated from the Program in 2018 and 2019, and participated in semistructured interviews. Percentage and frequency tables, one-sample t-test, and one-way analysis of variance (ANOVA) were used in the analysis of quantitative data. Qualitative data were analyzed by descriptive analysis method. According to the results obtained; the participants think that the program objectives have been determined in accordance with the needs of the learners, the learning resources have been designed in accordance with the objectives of the program, the learning activities have been carried out in accordance with the learners' expectations and the determined learning outcomes in the program have been achieved. However, while no significant difference was observed in the scores of the learners in context, input, process and product dimensions according to gender, age and marital status, a difference in favor of employees was observed in the process dimension according to working status. In addition, with the descriptive analysis * Bu makale, Anadolu Üniversitesi Sosyal Bilimler Enstitüsü Uzaktan Eğitim Anabilim Dalında hazırlanan yüksek lisans çalışmasından üretilmiştir.
altında incelenebilir. Bu çalışmada, karşılaşılan sorunlar ele alınarak bu sorunlara getirilen çö... more altında incelenebilir. Bu çalışmada, karşılaşılan sorunlar ele alınarak bu sorunlara getirilen çözümler üzerinde durulacaktır.
Açıköğretim uygulamaları ve araştırmaları dergisi, Jan 27, 2021
Covid-19 pandemisi başta sağlık olmak üzere yaşamın bütün alanlarını etkilemiş, eğitim alanında b... more Covid-19 pandemisi başta sağlık olmak üzere yaşamın bütün alanlarını etkilemiş, eğitim alanında bazı zorunlu uygulamaları beraberinde getirmiştir. Eğitim kurumları öğretim ve ölçme değerlendirme etkinliklerini yeni duruma göre düzenlemek zorunda kalmıştır. Bu kapsamda açık ve uzaktan eğitim alanında dünyanın öncü kurumları arasında yer alan Anadolu Üniversitesi'nde, Açıköğretim Sistemi'nde 2019-2020 Bahar Döneminden itibaren öğrencilerin değerlendirilmesinde ilk kez büyük kitlelere yönelik çevrimiçi sınav uygulamasına geçilmiştir. Bu çalışmada, Anadolu Üniversitesi Açıköğretim Sistemi'nde Covid-19 pandemisi döneminde gerçekleştirilen çevrimiçi sınav uygulamalarının sınav hazırlık süreçlerine etkileri tartışılmış ve bu süreçte yapılması gerekenler hakkında ileriye dönük çözüm önerileri geliştirilmiştir.
Turkish Online Journal of Qualitative Inquiry, 2017
One of the basic challenges in distance education is motivational issues that distance learners e... more One of the basic challenges in distance education is motivational issues that distance learners encounter because of the factors such as separation in time and space from teachers, other learners, and learning sources. In an effort to minimize this drawback and increase learners' participation into learning processes by motivating distant learners, new approaches such as gamification have been integrated in distance education. Gamification is one of the
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Papers by Nejdet KARADAG