Açık ve Uzaktan Öğrenmede Sorularla Zenginleştirilmiş Etkileşimli Video Kullanımı
Year 2017,
Volume: 18 Issue: 2, 93 - 113, 29.12.2017
Serpil Koçdar
Abdulkadir Karadeniz
,
Aras Bozkurt
,
Köksal Büyük
Abstract
Bu çalışmanın amacı, uzaktan öğrenenlere yönelik geliştirilen sorularla zenginleştirilmiş etkileşimli videoların kullanımına ilişkin öğrenenlerin görüşlerinin alınması ve bu görüşlere bağlı olarak kullanılabilirlik, öğrenen memnuniyeti ve gereklilik düzeylerinin araştırılmasıdır. Araştırma kesitsel tarama çalışması olarak desenlenmiştir. Araştırmada 2393 öğrenenden anketle nicel veriler toplanmıştır. Bunun yanı sıra, öğrenme analitikleri, video altlarına eklenen puanlamalar ve hata bildirim verileri kullanılmıştır. Araştırmada elde edilen bulgulara göre öğrenenler sorularla zenginleştirilmiş etkileşimli videoları kolay kullanılabilir ve faydalı bulduklarını belirterek bu videoların etkili, verimli ve çekici öğrenme deneyimi yaşamalarına katkıda bulunduğunu söylemişlerdir. Ayrıca, araştırmada öğrenenlerin sorularla zenginleştirilmiş etkileşimli videoları kullanma konusunda memnuniyet düzeyleri yüksek bulunmuş olup, öğrenenler bu tür videoların yaygınlaştırılmasını istemektedirler.
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- Xiao, J. (2017). Learner-content interaction in distance education: The weakest link in interaction research. Distance Education, 38(1), 123-135.
- Van Den Boom, G., Paas, F., Van Merrienboer, J.J.G., Van Gog, T. (2004). Reflection prompts and tutor feedback in a web-based learning environment: Effects on students’ self-regulated learning competence. Computers in Human Behavior, 20(4), 551–567.
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Year 2017,
Volume: 18 Issue: 2, 93 - 113, 29.12.2017
Serpil Koçdar
Abdulkadir Karadeniz
,
Aras Bozkurt
,
Köksal Büyük
References
- Anadolu Üniversitesi. (2017). Öğrenci sayıları. https://www.anadolu.edu.tr/ universitemiz/say ilarla-universitemiz/ogrenci-sayilari/2016-2017-ogrenci-sayilari/eylul-2016
- Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. İçinde M. G. Moore (ed.), Handbook of distance education (pp. 129-144). Mahwah, NJ.: Erlbaum.
- Aydın, C. H. (2011). Açık ve uzaktan öğrenme: Öğrenci adaylarının bakış açısı. Ankara: Pegem Akademi.
- Bakla, A. (2017). Interactive videos in foreign language instruction: A new gadget in your toolbox. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 124-137.
- Butler, D. L., ve P.H. Winne. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65 (3), 245–281.
- Cherrett, T., Wills, G., Price, J., Maynard, S., & Dror, I. E. (2009). Making training more cognitively effective: Making videos interactive. British Journal of Educational Technology, 40(6), 1124–1134.
- Daft, R. & Lengel, R. (1984). Information richness: A new approach to managerial behavior and organization design. İçinde B. M. Staw & L. L. Cummings (Eds.), Research in organizational behavior (pp.191- 233). Greenwich, CT: JAI Press.
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- Dong, C., & Goh, P. S. (2015). Twelve tips for the effective use of videos in medical education. Medical Teacher, 37(2), 140-145.
- Garrison, D.R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2 (2-3), 87-105.
- Geri, N., Winer, A., & Zaks, B. (2017). Probing the effect of interactivity in online video lectures on the attention span of students: A learning analytics approach. Chais Konferansı’nda sunulan bildiri. İsrail.
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- Gibbs G., Simpson, C., & Macdonald, R. (2003). Improving student learning through changing assessment – A conceptual and practical framework. EARLI Konferansı’nda sunulan bildiri, Padova.
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- Kearsley, G. (1995). The nature and value of interaction in distance learning. Distance Education Symposium 3: Interaction’da sunulan bildiri, University Park, Pennsylvania State University.
- Koçdar, S. (2006). Uzaktan eğitim ders kitaplarının geribildirim açısından değerlendirilmesi: Anadolu Üniversitesi’nin uzaktan eğitim veren İşletme ve İktisat Fakülteleri örneği (Yüksek lisans tezi). http://libra.anadolu.edu.tr/libra.aspx?IS=DETAY&SP=5240973534497324&N1 =&N2=&KN=354053 adresinden alınmıştır.
- Lawson, T. J., Bodle, J.H., Houlette, M. A., & Haubner, R.R. (2006). Guiding questions enhance student learning from educational videos. Teaching of Psychology, 33(1). 31-33.
- Mandernach, B. J. (2005). Relative effectiveness of computer-based and human feedback for enhancing student learning. The Journal of Educators Online, 2(1), 1-17.
- Mason, B. J., & Bruning, R.H. (2001). Providing feedback in computer-based instruction: What the research tells us. CLASS Research Report No. 9. Center for Instructional Innovation, University of Nebraska-Lincoln.
- Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52.
- McIsaac, M. S., & Gunawardena, C. N. (1996). Distance education. İçinde D. H. Jonassen (Ed.), Handbook of research for educational communications and technology: A project of the Association for Educational Communications and Technology (pp. 403–437). New York: Simon & Schuster Macmillan.
- Merkt, M., Weigand, S., Heier, A., & Schwan, S. (2011). Learning with videos vs. learning with print: The role of interactive features. Learning and Instruction, 21, 687-704.
- Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. Belmont, CA: Wadsworth-Cengage Learning.
- Pridemore, D. R., & Klein, J. D. (1991). Control of feedback in computer-assisted instruction. Educational Technology Research and Development, 39(4), 27-32.
- Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos: Learning to tie nautical knots. Learning and Instruction, 14, 293–305.
- Uğur, S., & Okur, M. R. (2016). Açık ve uzaktan öğrenmede etkileşimli video kullanımı. AUAd, 2(4), 104-126.
- Xiao, J. (2017). Learner-content interaction in distance education: The weakest link in interaction research. Distance Education, 38(1), 123-135.
- Van Den Boom, G., Paas, F., Van Merrienboer, J.J.G., Van Gog, T. (2004). Reflection prompts and tutor feedback in a web-based learning environment: Effects on students’ self-regulated learning competence. Computers in Human Behavior, 20(4), 551–567.
- Vural, O. F. (2013). The impact of a question-embedded video-based learning tool on e-learning. Educational Sciences: Theory and Practice, 13(2), 1315-1323.
- Wachtler, J., Hubmann, M., Zöhrer, H., & Ebner, M. (2016). An analysis of the use and effect of questions in interactive learning-videos. Smart Learning Environments, 3(13), 1-16.
- Wachtler, J., Khalil, M., Taraghi, B., & Ebner, M. (2016). On using learning analytics to track the activity of interactive MOOC videos. LAK’16 Konferansı’nda SE@VBL 2016 Çalıştayı, Edinburgh, Scotland.
- Wilson, A.D. (2016). The flipped approach: The use of embedded questions in math videos (Yüksek lisans tezi). https://search.proquest.com/docview/1803639473?pq-origsite=gscholar adresinden ulaşılabilir.
- Zhang, D., Zhou, L., Briggs, R.O., & Nunamaker, J.F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Managemt, 43(1),15-27