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Year 2014, Volume: 8 Issue: 1, 231 - 256, 01.06.2014
https://doi.org/10.12973/nefmed.2014.8.1.a10

Abstract

–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

References

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  • 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).
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  • 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).
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Kitlesel Açık Çevrimiçi Dersleri (KAÇD) Nedir? Ve Öğrenme İçin Bizlere Neler Vaad Ediyor?: KAÇD’ler Hakkında İnceleme-Değerlendirme Makalesi

Year 2014, Volume: 8 Issue: 1, 231 - 256, 01.06.2014
https://doi.org/10.12973/nefmed.2014.8.1.a10

Abstract

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.

References

  • 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).
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There are 70 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Neşet Demirci

Publication Date June 1, 2014
Submission Date January 2, 2015
Published in Issue Year 2014 Volume: 8 Issue: 1

Cite

APA Demirci, N. (2014). Kitlesel Açık Çevrimiçi Dersleri (KAÇD) Nedir? Ve Öğrenme İçin Bizlere Neler Vaad Ediyor?: KAÇD’ler Hakkında İnceleme-Değerlendirme Makalesi. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 8(1), 231-256. https://doi.org/10.12973/nefmed.2014.8.1.a10