21.Yüzyıl Yükseköğretim Sınıflarında Öğrenen Merkezli Öğrenme Ortamların Oluşturulması

Yıl 2016, Cilt: 7 Sayı: 13, 105 - 118, 01.12.2016

Mustafa Er

Öz

Toplumların iş gücünden beklediği yetkinlikler gün geçtikçe karmaşıklaşmakta ve eğitim kurumları
bu değişime paralel olarak öğrencilerin hem içerik bilgisine hâkimiyetini hem de problem çözme
becerilerini gerektiren çalışma ortamlarında başarılı olmalarını sağlayacak yeni stratejiler geliştirmek
zorunda kalmaktadır. Geleneksel yükseköğretim modelimiz 21.yüzyılın getirmiş olduğu zorlukları
karşılayamamaktadır. Yeni yüzyılın yükseköğretim kurumlarından beklentileri karşılamak için bu
kurumlar programlarını ve pedagojilerini gözden geçirmek durumundadır. Bu çalışmada, yazar yeni
ve karmaşık problemleri çözmeleri beklenen 21.yüzyıl öğrenenlerinin ihtiyaçlarına cevap verecek
öğretim ortamlarını değerlendirmektedir. Bu bağlamda, teknoloji, mezunlarımıza 21.yüzyılın
gerektirdiği temel yetkinlikleri kazandırmaya yönelik değerli bir araçtır. Yükseköğretim kurumlarının
asıl hedefi öğrencileri aktif bir şekilde öğrenme sürecine dâhil eden ve onları aktif takım üyeleri yapan
öğrenme ortamları oluşturmak olmalıdır. Teknoloji destekli öğrenme ortamları ile gerçekleştirilecek
olan anlamlı öğrenme, öğrenenlerin değişen koşullara uyum becerilerini geliştirmelerine ve gerçek
hayatta başarılı olmalarına yardımcı olabilir. Yapılandırmacı öğrenme platformlarının önemini
vurgulayan bu çalışmada, yükseköğretimde Teknoloji Destekli Aktif Öğrenme sınıflarının örnek
uygulamaları irdelenecektir. Ayrıca, öğrenen merkezli öğrenme ortamları oluşturma hususunda
öğretmenlerin, eğitim tasarımcılarının ve eğitim yöneticilerinin karşılaşacakları zorluklar ele alınacak
ve bu kapsamda eğitimcilerin üstlenecekleri yeni rolleri değerlendirilecektir.

Anahtar Kelimeler

Yükseköğretim, Teknoloji Destekli Aktif Öğrenme, 21.yy Zorlukları

Creating Learner-Centered Learning Environments in 21st Century Higher Education Classrooms

Öz

Workforce capabilities are evolving into complexity and educational institutions are to adopt new
strategies complied with this change in order to help the students to survive in sophisticated work
environments requiring not only mastery of the content knowledge but also problem solving skills.
Our traditional model of higher education is not meeting the 21st century challenges. In order to
respond the demands of the new era higher education institutions must revise their programs and
pedagogies. In this article, the author discusses the ways of fulfilling the needs of twenty-first-century
learners who are expected to solve novel and complex problems. In this respect technology is a
valuable tool for making our graduates acquire the core 21st century capabilities. Creating learning
environments enabling the students actively engaged in the learning process and making them active
team members should be the utmost goal of higher education classrooms. Meaningful learning
through technology enhanced learning environments can aid the learners to improve their
adaptability skills and succeed in real life situations. This paper emphasizing the importance of
constructivist learning platforms will focus on good practices of Technology Enhanced Active
Learning (TEAL) classrooms in higher education. Furthermore on the way of creating learner-centered
learning environments, the challenges that will be faced by teachers, instructional designers, and
educational administrators will be discussed and the new roles of the instructors will be elaborated.

Anahtar Kelimeler

Higher Education, Technology Enhanced Active Learning (TEAL), 21st Century Challenges.

Kaynakça

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