BibTex RIS Kaynak Göster

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Yıl 2014, Cilt: 8 Sayı: 1, 231 - 256, 01.06.2014
https://doi.org/10.12973/nefmed.2014.8.1.a10

Öz

–Several colleges and universities are experimenting with Massive Open Online Courses (MOOCs) that offer students free access to contents of many courses to reach more students and it rapidly continues to grow within higher education programs especially in the US. Through a review of the literature, I decided to write a paper to inform related to MOOCs studies (like, what is it, the importance, how it works, who governs, its pedagogy, problems and meaning for future learning) to our audiences. In general, it can be summarized the major goals of MOOCs are: extending reach and access; building and maintaining brand; improving the economics by reducing costs or increasing revenues; improving educational outcomes; innovation and conducting research on teaching and learning

Kaynakça

  • Alcorn, B., Christensen, G., & Emanuel, E. J. (2014). Who takes MOOCs?. The New Republic, Issue of December 30, 2013 & January 6, 2014, 12-13.
  • Agarwal, P. K., Bain, P. M., & Chamberlain, R. W. (2012).The value of applied research: Retrieval practice improves classroom learning and recommendations from a teacher, a principal, and a scientist. Educational Psychology Review, 24(3), 437–448. http://dx.doi.org/10.1007/s10648-012-9210-2.
  • Allen, E., & Seaman, J. (2005). Growing by degrees: Online education in the United States, 2005. Newburyport, Mass.: Sloan Consortium, at http://sloanconsortium.org /resources/ growing_by_degrees.pdf. (Erişim tarihi 20 Mayıs 2014).
  • Allen, E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Survey Research Group Report. Retrieved from: http://sloanconsortium.org/publications/survey/changing_course_2012. (Erişim tarihi: 19 Mayıs 2014).
  • Allen, E., & Seaman, J. (2014). Grade Change: Tracking online education in the United States. Babson Survey Research Group Report. Retrieved from: http://sloanconsortium.org/publications/survey/grade-change-2013. (Erişim tarihi: 19 Mayıs 2014).
  • Barber, M., Donnelly, K., & Rizvi, S. (2013). An avalanche is coming. Institute for Public Policy Research, London, UK. Retrieved from: http://www.ippr.org/publication/55/ 10432/ an-avalanche -is-coming-higher-education-and-the-revolution-ahead(Erişim tarihi: 19 Mayıs 2014).
  • Barker, K., & Wendel, T. (2001). E–learning: Studying Canada’s virtual secondary schools. Research Series No:8. Kelowna, B.C.: Society for the Advancement of Excellence in Education.
  • Belanger, Y. & Thornton, J. (2013). Bioelectricity: A Quantitative Approach Duke University’s First MOOC. Online erişim: http://dukespace.lib.duke.edu/dspace/ bitstream/handle/10161/6216/ Duke_Bioelectricity_MOOC_Fall2012.pdf (Erişim tarihi 1 Mayıs 2014).
  • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta–analysis of the empirical literature. Review of Educational Research, 74(3), 379–439.http://dx.doi.org/10.3102/0034654307400 3379.
  • Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one–to–one tutoring. Educational Researcher, 13(6),4–16. Doi: 10.3102/0013189X013006004.
  • Bloom, B. S. (1968). Learning for mastery. Durham, N.C.: Regional Education Laboratory for the Carolinas and Virginia.
  • Bloxham, S., & West, A. (2004). Understanding the rules of the game: Marking peer assessment as a medium for developing students’ conceptions of assessment. Assessment & Evaluation in Higher Education, 29(6), 721–733. http://dx.doi.org/ 10.1080/0260293042000227254.
  • Breslow, L. Pritchard, D., DeBoer, J., Stump, G. S. and Ho, A.D. (2013). Studying Learning in the Worldwide Classroom Research into edX's First MOOC. Research & Practice in Assesment, 8,13-25.
  • Cavanaugh, C., Gillan, K. J.,Kromrey, J., Hess, M., & Blomeyer, R. (2004). The effects of distance education on K–12 student outcomes a meta–analysis, at http://faculty.education.ufl.edu/cathycavanaugh/docs/EffectsDLonK-12Students1.pdf, (Erişim tarihi: 19 Mayıs 2014).
  • Cormier, D., & Siemens, G. (2010). Through the open door: open courses as research, learning, and engagement. EDUCAUSE Review, 2010, 45(4) 30-39. Retrieved from: http://www.educause.edu/ero/article/through-open-door-open-courses-research- learning-and-engagement. (Erişim tarihi: 19 Mayıs 2014).
  • Crispin, W. (2012) MOOCs and other ed-tech bubbles. Edtechnow.net. Retrieved from http://edtechnow.net/2012/12/29/moocs-and-other-ed-tech-bubbles. (Erişim 20.05.14)
  • Crooks,T.J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58 (4), 438–481.http://dx.doi.org/10.3102/0034654305 8004438.
  • Coutere, B.D. (2014). To MOOC or not to MOOC. Treaning Journal, January 2014, 18-22.
  • Darabi, A., Arrastia, M.C., Nelson, D. W., Cornille, T., & Liang, X. (2011). Cognitive presence in asynchrnous online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27(3), 216–227.http://dx.doi.org/10.1111/j. 1365-2729.2010.00392.x.
  • Davidson, C. (2012). What can MOOCs teaching us about learning? Retrieved from http://hastac.org/blogs/cathy-david son/2012/10/01/what-can-moocs-teach-us-about- learning. (Erişim tarihi: 19 Mayıs 2014).
  • Doris, W. (2011). Reviews, [Review of the Book ‘Opening up Education: The Collective Advancement of Education Through Open Technology, Open Content, and Open Knowledge,’ by T. Iiyoshi & M. S. Vijay Kumar, Eds.], Journal of Web Librarianship 5: 1, 75–77.
  • Downes, S. (2011). Connectivism' and Connective Knowledge. Huffpost Education, January 5, 2011. (Erişim tarihi: 19 Mayıs 2014).
  • Downes, S. (2008). Places to go: Connectivism & connective knowledge. Innovate, 5(1). Retrieved from: http://www.innovateonline.info/index.php?view=article&id=668 (Erişim tarihi: 19 May 2014).
  • Falchikov, N. (2001). Learning together: Peer tutoring in higher education. New York: Routledge Falmer.
  • Ferenstein, G. (2013). Online education is replacing physical colleges at a crazy fast pace. Retrieved from http://techcrunch.com/2013/02/11/a-huge-month-online- education-is- replacing-physical-colleges-at-a-crazy-fast-pace/ (Erişim tarihi: 19 Mayıs 2014).
  • Glance, D. (2013). The teaching and learning foundations of MOOCs. (Erişim tarihi Mayıs, 2004). Url: http://theconversation.com/the-teaching-and-learning-foundations-of- moocs-14644 (Erişim tarihi: 19 Mayıs 2014).
  • Graham, C. R., & Misanchuk, M., (2005). Computer–mediated learning groups. In: M. Khosrow–Pour (ed.). Encyclopedia of Information Science and Technology, pp. 502– 507.
  • Hardesty, L. (2012, July 16). Lessons learned from MITs’s prototype course. MIT News. Retrieved from http://web.mit. edu/newsoffice/2012/mitx-edx-first-course-recap- 0716.html (Erişim tarihi: 19 Mayıs 2014).
  • Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning, 11(1), 19-42.
  • Ho, A. D., Reich, J., Nesterko, S. O., Seaton, D. T., Mullaney, T., Waldo, J., & Chuang, I. (2014). HarvardX and MITx: The first year of open online courses. HarvardX and MITx Working Paper No. 1. Retrieved from: http://papers.ssrn.com/sol3/ papers.cfm?abstract_ id=2381263. (Erişim tarihi: 19 Mayıs 2014).
  • Jakson, N. M. (2013). What Shapes the future? Business Officer, 38-45. Online erişim: http://www.nacubo.org/Business_Officer_Magazine/Magazine_Archives/JulyAugust_ 2013/Stretching_Campus_Boundaries/Mind_the_MOOCs.html. (Erişim 19.05.14)
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Kitlesel Açık Çevrimiçi Dersleri (KAÇD) Nedir? Ve Öğrenme İçin Bizlere Neler Vaad Ediyor?: KAÇD’ler Hakkında İnceleme-Değerlendirme Makalesi

Yıl 2014, Cilt: 8 Sayı: 1, 231 - 256, 01.06.2014
https://doi.org/10.12973/nefmed.2014.8.1.a10

Öz

Daha çok Amerikan kolej ve üniversitelerince sunulan Kitlesel Açık Çevrimiçi Dersleri (KAÇD), öğrencilere birçok dersin içeriğine ücretsiz olarak ulaşım imkânı sağlamakla daha fazla öğrenciye ulaşmayı hedeflemektedir. Bu tip dersler günden güne yüksek öğretimde popülerleşerek gelişmeye devam etmektedir. Bu dersler ile ilgili olarak yayımlanan makalelerden yola çıkarak bu derslerin neler olduğu, önemi, nasıl çalıştığı, nasıl ortaya çıktığı, amaçları, pedagojisi, geleceği ve öğrenme için neler ifade ettiği hususlarında birçok soruya cevap vererek okuyuculara bu tür çalışmalar hakkında bilgi vermek amaçlanmıştır. Kitlesel Açık Çevrimiçi Derslerinin genel olarak ana hedefleri şu şekilde özetlenebilir: Ulaşım ve kullanımı yaygınlaştırmak, marka oluşturup devamlılığını sağlamak, giderleri azaltarak veya gelirleri arttırarak ekonomiyi güçlendirmek, eğitim çıktılarını arttırmak, yenilik ve öğretme ve öğrenme üzerine araştırmalar yapmak.

Kaynakça

  • Alcorn, B., Christensen, G., & Emanuel, E. J. (2014). Who takes MOOCs?. The New Republic, Issue of December 30, 2013 & January 6, 2014, 12-13.
  • Agarwal, P. K., Bain, P. M., & Chamberlain, R. W. (2012).The value of applied research: Retrieval practice improves classroom learning and recommendations from a teacher, a principal, and a scientist. Educational Psychology Review, 24(3), 437–448. http://dx.doi.org/10.1007/s10648-012-9210-2.
  • Allen, E., & Seaman, J. (2005). Growing by degrees: Online education in the United States, 2005. Newburyport, Mass.: Sloan Consortium, at http://sloanconsortium.org /resources/ growing_by_degrees.pdf. (Erişim tarihi 20 Mayıs 2014).
  • Allen, E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Survey Research Group Report. Retrieved from: http://sloanconsortium.org/publications/survey/changing_course_2012. (Erişim tarihi: 19 Mayıs 2014).
  • Allen, E., & Seaman, J. (2014). Grade Change: Tracking online education in the United States. Babson Survey Research Group Report. Retrieved from: http://sloanconsortium.org/publications/survey/grade-change-2013. (Erişim tarihi: 19 Mayıs 2014).
  • Barber, M., Donnelly, K., & Rizvi, S. (2013). An avalanche is coming. Institute for Public Policy Research, London, UK. Retrieved from: http://www.ippr.org/publication/55/ 10432/ an-avalanche -is-coming-higher-education-and-the-revolution-ahead(Erişim tarihi: 19 Mayıs 2014).
  • Barker, K., & Wendel, T. (2001). E–learning: Studying Canada’s virtual secondary schools. Research Series No:8. Kelowna, B.C.: Society for the Advancement of Excellence in Education.
  • Belanger, Y. & Thornton, J. (2013). Bioelectricity: A Quantitative Approach Duke University’s First MOOC. Online erişim: http://dukespace.lib.duke.edu/dspace/ bitstream/handle/10161/6216/ Duke_Bioelectricity_MOOC_Fall2012.pdf (Erişim tarihi 1 Mayıs 2014).
  • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta–analysis of the empirical literature. Review of Educational Research, 74(3), 379–439.http://dx.doi.org/10.3102/0034654307400 3379.
  • Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one–to–one tutoring. Educational Researcher, 13(6),4–16. Doi: 10.3102/0013189X013006004.
  • Bloom, B. S. (1968). Learning for mastery. Durham, N.C.: Regional Education Laboratory for the Carolinas and Virginia.
  • Bloxham, S., & West, A. (2004). Understanding the rules of the game: Marking peer assessment as a medium for developing students’ conceptions of assessment. Assessment & Evaluation in Higher Education, 29(6), 721–733. http://dx.doi.org/ 10.1080/0260293042000227254.
  • Breslow, L. Pritchard, D., DeBoer, J., Stump, G. S. and Ho, A.D. (2013). Studying Learning in the Worldwide Classroom Research into edX's First MOOC. Research & Practice in Assesment, 8,13-25.
  • Cavanaugh, C., Gillan, K. J.,Kromrey, J., Hess, M., & Blomeyer, R. (2004). The effects of distance education on K–12 student outcomes a meta–analysis, at http://faculty.education.ufl.edu/cathycavanaugh/docs/EffectsDLonK-12Students1.pdf, (Erişim tarihi: 19 Mayıs 2014).
  • Cormier, D., & Siemens, G. (2010). Through the open door: open courses as research, learning, and engagement. EDUCAUSE Review, 2010, 45(4) 30-39. Retrieved from: http://www.educause.edu/ero/article/through-open-door-open-courses-research- learning-and-engagement. (Erişim tarihi: 19 Mayıs 2014).
  • Crispin, W. (2012) MOOCs and other ed-tech bubbles. Edtechnow.net. Retrieved from http://edtechnow.net/2012/12/29/moocs-and-other-ed-tech-bubbles. (Erişim 20.05.14)
  • Crooks,T.J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58 (4), 438–481.http://dx.doi.org/10.3102/0034654305 8004438.
  • Coutere, B.D. (2014). To MOOC or not to MOOC. Treaning Journal, January 2014, 18-22.
  • Darabi, A., Arrastia, M.C., Nelson, D. W., Cornille, T., & Liang, X. (2011). Cognitive presence in asynchrnous online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27(3), 216–227.http://dx.doi.org/10.1111/j. 1365-2729.2010.00392.x.
  • Davidson, C. (2012). What can MOOCs teaching us about learning? Retrieved from http://hastac.org/blogs/cathy-david son/2012/10/01/what-can-moocs-teach-us-about- learning. (Erişim tarihi: 19 Mayıs 2014).
  • Doris, W. (2011). Reviews, [Review of the Book ‘Opening up Education: The Collective Advancement of Education Through Open Technology, Open Content, and Open Knowledge,’ by T. Iiyoshi & M. S. Vijay Kumar, Eds.], Journal of Web Librarianship 5: 1, 75–77.
  • Downes, S. (2011). Connectivism' and Connective Knowledge. Huffpost Education, January 5, 2011. (Erişim tarihi: 19 Mayıs 2014).
  • Downes, S. (2008). Places to go: Connectivism & connective knowledge. Innovate, 5(1). Retrieved from: http://www.innovateonline.info/index.php?view=article&id=668 (Erişim tarihi: 19 May 2014).
  • Falchikov, N. (2001). Learning together: Peer tutoring in higher education. New York: Routledge Falmer.
  • Ferenstein, G. (2013). Online education is replacing physical colleges at a crazy fast pace. Retrieved from http://techcrunch.com/2013/02/11/a-huge-month-online- education-is- replacing-physical-colleges-at-a-crazy-fast-pace/ (Erişim tarihi: 19 Mayıs 2014).
  • Glance, D. (2013). The teaching and learning foundations of MOOCs. (Erişim tarihi Mayıs, 2004). Url: http://theconversation.com/the-teaching-and-learning-foundations-of- moocs-14644 (Erişim tarihi: 19 Mayıs 2014).
  • Graham, C. R., & Misanchuk, M., (2005). Computer–mediated learning groups. In: M. Khosrow–Pour (ed.). Encyclopedia of Information Science and Technology, pp. 502– 507.
  • Hardesty, L. (2012, July 16). Lessons learned from MITs’s prototype course. MIT News. Retrieved from http://web.mit. edu/newsoffice/2012/mitx-edx-first-course-recap- 0716.html (Erişim tarihi: 19 Mayıs 2014).
  • Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning, 11(1), 19-42.
  • Ho, A. D., Reich, J., Nesterko, S. O., Seaton, D. T., Mullaney, T., Waldo, J., & Chuang, I. (2014). HarvardX and MITx: The first year of open online courses. HarvardX and MITx Working Paper No. 1. Retrieved from: http://papers.ssrn.com/sol3/ papers.cfm?abstract_ id=2381263. (Erişim tarihi: 19 Mayıs 2014).
  • Jakson, N. M. (2013). What Shapes the future? Business Officer, 38-45. Online erişim: http://www.nacubo.org/Business_Officer_Magazine/Magazine_Archives/JulyAugust_ 2013/Stretching_Campus_Boundaries/Mind_the_MOOCs.html. (Erişim 19.05.14)
  • Karpicke, J. D., & Grimaldi, P. J. (2012). Retrieval–based learning: A perspective for enhancing meaningful learning. Educational Psychology Review, 24 (3), 401–418. DOI:10.1007/s10648-012-9202-2
  • Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865) (15 February), 966–968.
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  • Khan, S (2012). The one world schoolhouse: Education reimagined. London: Hodder & Stoughton.
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  • Kop, R (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. International Review of Research in Open and Distance Learning, 12 (3), 19-38.
  • Kozma, R., Zucker, A., Espinoza, R. C., McGhee, R., Yarnall, L., Zalles, D., & Lewis, A. (2000). The online course experience: Evaluation of the Virtual High School’s third year of implementation, 1999–2000. Menlo Park, Calif.: SRI International, at http://www.govhs.org/Images/SRIEvals/$file/SRIAnnualReport2000.pdf (Erişim tarihi 20 Mayıs 2014).
  • Lapsley, R., Kulik, B., Moody, R., & Arbaugh,J. B. (2008). Is identical really identical? An investigation of equivalency theory and online learning. Journal of Educators Online, 5(1), at http://www.thejeo.com/Archives/Volume5Number1/LapsleyetalPaper.pdf (Erişim tarihi 20 Mayıs 2014)
  • Larkin, J. H. (1983). The role of problem representation in physics, in Mental Models (Eds) Gentner, D., and Stevens, A. Lawrence Erlbaum: Mahwah, New Jersey.
  • Lederman, D. (2013). Expanding Pathways to MOOC Credit. Inside Higher Education. Retrieved from http://www.insidehighered.com/news/2013/02/07/ace-deems-5 - massive-open-courses-worthy-credit.
  • Lewin, T. (2012). College of future could be come one, come all. New York Times (19 November), at http://www.nytimes.com/2012/11/20/education/colleges-turn-to-crowd- sourcing- courses.html. (Erişim tarihi 20 Mayıs 2014)
  • Lindsey, S. (2012). 5 education providers offering MOOCs now or in the future. Retrieved from http://www.educationdive.com/news/5-mooc-providers/44506/ (Erişim 20.05.14)
  • Long, T. (2012). A new higher education online business model: Open and non-profit. Retrieved from blogs. reuters.com/muniland/2012/09/15/a- new-higher-education- online-business- model.html. (Erişim tarihi 20 Mayıs 2014)
  • Lu, J., & Law,N. (2012). Online peer assessment: Effects of cognitive and affective feedback. Instructional Science, 40(2), 257–275.http://dx.doi.org/10.1007/s11251-011-9177-2
  • Maki, R. H., Maki, W.S., Patterson,M., & Whittaker, P. D. (2000). Evaluation of a Web– based introductory psychology course: I. Learning and satisfaction in on–line versus lecture courses. Behavior Research Methods, Instruments, & Computers, 32(2), 230– 239. http://dx.doi.org/10.3758/BF03207788.
  • Means, B., Toyama, Y., Murphy, R., Bakia, M.,& Jones, K. (2010). Evaluation of evidence– based practices in online learning: A meta–analysis and review of online learning studies. Washington, D.C.:U.S. Department of Education, at http://www2.ed.gov/ rschstat/eval/tech/evidence-based-practices /finalreport.pdf. (Erişim tarihi 20.05.14)
  • Norvig, P. (2012). Peter Norvig: The 100,000–student classroom. at http://www.ted.com /talks/peter_norvig_the_100_000_student_classroom.html. (Erişim tarihi 20.05.14)
  • Orn, S. (2012). Napster, Udacity, and the Academy Clay Shirky. at http://www.kennykellogg. com /2012/11/napster-udacity-and-academy-clay-shirky.htm. (Erişim 20.05.14)
  • Pappano, L (2012). The Year of the MOOC-The New York Times. Retrrived from http://www.nytimes.com /2012/11/04/education/edlife/massive-open-online-courses- are-multiplying-at-a-rapid-pace.html?pagewanted=all&_r=0.
  • Seaton, D. R., Bergner, Y., Chuang, I., Mitros, P., & Pritchard, D. E. (2013). Who does what in a massive open online course? Communications of the ACM, 57 (4), 58-85. DOI:10.1145/2500876.
  • Shachar, M., & Neumann, Y. (2003). Differences between traditional and distance education academic performances: A meta–analytic approach. International Review of Research in Open and Distance Learning, 4(2), at http://www.irrodl.org/index.php/irrodl/ article/view/153.(Erişim tarihi 20 Mayıs 2014)
  • Sluijsmans,D., Brand–Gruwel, S., van Merriënboer, J., & Martens, R .L. (2004). Training teachers inpeer–assessment skills: Effects on performance and perceptions. Innovations in Education and Teaching International, 41 (1), 59–78.http://dx.doi.org /10.1080/1470329032000172720
  • Smith, H., Cooper, A., & Lancaster, L. (2002). Improving the quality of undergraduate peer assessment: A case for student and staff development. Innovations in Education and Teaching International, 39(1),71–81.http://dx.doi.org/10.1080/13558000110102904
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  • Stefani, L. A. J. (1998). Assessment in partnership with learners. Assessment & Evaluation in Higher Education, 23(4), 339–350.http://dx.doi.org/10.1080/0260293980230402
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  • URL-1, (2014). Açıköğretim Sistemi.online olarak erişilebilir. (Erişim tarihi: 30 Nisan 2014) http://w2.anadolu.edu.tr/aos/aos_tanitim/aos.aspx
  • URL-2 (2013). Benefits and Challenges of a MOOC. http://moocguide.wikispaces.com/2.+ Benefits+and+challenges+of+a+MOOC. Retrieved on September 2, 2013.
  • URL-3, 2014. Bill and Melinda Gates Foundation. Massive Open Online Courses,  http://www.educause.edu/library/massive-open-online-course-mooc (Erişim 7.04.14).
  • Voss, B.D. (2013). Massive Open Online Courses (MOOCs): A Primer for University and College Board Members. (Erişim tarihi Mayıs, 2014). Url: http://agb.org/sites/ agb.org/files/report_2013_MOOCs.pdf
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  • Young, J. R. (2012). Providers of free MOOC’s now charge employers for access to student data. Chronicle of Higher Education (4 December), at http://chronicle.com/article/ Providers-of-Free-MOOCs-Now/136117/. (Erişim tarihi 20 Mayıs 2014)
  • Zimmerman, L. (2011). Critical Importance of Social Interaction in Online Courses. ETC Journal. Retrieved from: http://etcjournal.com/2011/01/02/7050/ (Erişim tarihi 12.05.14) 
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Neşet Demirci Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2014
Gönderilme Tarihi 2 Ocak 2015
Yayımlandığı Sayı Yıl 2014 Cilt: 8 Sayı: 1

Kaynak Göster

APA Demirci, N. (2014). Kitlesel Açık Çevrimiçi Dersleri (KAÇD) Nedir? Ve Öğrenme İçin Bizlere Neler Vaad Ediyor?: KAÇD’ler Hakkında İnceleme-Değerlendirme Makalesi. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 8(1), 231-256. https://doi.org/10.12973/nefmed.2014.8.1.a10