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Hemşirelik Eğitiminde Yenilikçi Bir Öğrenme Yaklaşımı: İşbirlikli Öğrenme

Year 2020, Volume: 5 Issue: 1, 19 - 23, 31.01.2020

Abstract






Hemşirelik
Eğitiminde Yenilikçi Bir Öğrenme Yaklaşımı: İşbirlikli Öğrenme

Özet

Hemşirelik
eğitimi bilgi ve beceri açısından yeterli, mesleki değerlere bağlı ve
profesyonel hemşirelik rolünü benimsemiş hemşireler yetiştirmeyi amaç
edinmiştir. Bunun yanı sıra hemşirelerden liderlik, etkili iletişim kurma ve
kendi meslektaşları ve diğer sağlık profesyonelleri ile multidisipliner boyutta
gerçekleştirilebilecek işbirliği yapabilme becerilerine sahip olmaları
beklenmektedir. Ancak günümüz hemşirelik eğitiminin gerek artan öğrenci
sayıları, gerekse öğrenci sayısı karşısında yetersiz kalan öğretim elemanı
sayıları nedeni ile bu amacını geleneksel öğretim yöntemleri ile
gerçekleştiremediği görülmektedir. Geleneksel öğretim yöntemlerine karşı işbirlikli
öğrenme yöntemi ise hemşirelik eğitiminin amaçlarına hizmet edecek yenilikçi
bir öğrenme yaklaşımıdır.

Anahtar
Kelimeler: 
Hemşirelik
eğitimi, Hemşirelik öğrencileri, İşbirlikli öğrenme.

 



An
Innovative Learning Approach In Nursing Education: Cooperative Learning

Abstract 

The
main purpose of nursing education is to educate nursing student who are
competent in terms of knowledge and skills, who are adhering to professional
values and professional nursing role. In addition, they are expected to have
leadership, effective communication, and cooperative skills that can be
achieved at with their own colleagues and other health professionals within
multidisciplinary dimensions. However, today's nursing education can not be achieved
this objective with traditional teaching methods due to the increasing number
of students or inadequate teaching staff. Cooperative learning is an innovative
learning approach that will serve the purposes of nursing education.

Keywords: Nursing
education, Nursing students, Cooperative learning.

References

  • Ardahan, M., Akçasu, B., & Engin, E. (2010). Professional collaboration in students of medicine faculty and school of nursing. Nurse education today, 30(4), 350-354.
  • Arısoy, B. (2011). İşbirlikli öğrenme yönteminin ÖTBB ve TOT tekniklerinin 6. Sınıf öğrencilerinin matematik dersi ‘’istatistik ve olasılık’’ konusunda akademik başarı, kalıcılık ve sosyal beceri düzeylerine etkisi. Yüksek Lisans Tezi, Çukurova Üniversitesi, Adana.
  • Astra, I., Wahyuni, C., & Nasbey, H. (2015). Improvement of learning process and learning outcomes ın physics learning by using collaborative learning model of group ınvestigation at high school. Journal of Education and Practice, 6(11), 75-79.
  • Austria, M. J., Baraki, K., & Doig, A. K. (2013). Collaborative learning using nursing student dyads in the clinical setting. International Journal of Nursing Education Scholarship, 10(1), 73-80.
  • Baghcheghi, N., Koohestani, H. R., & Rezaei, K. (2011). A comparison of the cooperative and traditional methods ın theory classes on nursing students’ communication skills with patients at clinical settings. Nurse Education Today, 31(8), 877-882.
  • Basak, T., & Yildiz, D. (2014). Comparison of the effects of cooperative learning and traditional learning methods on the improvement of drug-dose calculation skills of nursing students undergoing internships. Health Education Journal, 73(3), 341-350.
  • Bayrakçeken, S., Doymuş, K., & Doğan, A. (2015). İşbirlikli öğrenme modeli ve uygulanması. Ankara: Pegem Akademi.
  • Berndt, J., Dinndorf-Hogenson, G., Herheim, R., Hoover, C., Lang, N., Neuwirth, J., & Tollefson, B. (2015). Collaborative classroom simulation (CCS): An innovative pedagogy using simulation in nursing education. Nursing Education Perspectives, 36(6), 401-402.
  • Boztepe, H., & Terzioğlu, F. (2013). Hemşirelik eğitiminde beceri değerlendirme. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 16(1), 57-64.
  • Boztepe, H., & Terzioğlu, F. (2015). Sağlık eğitiminde meslekler arası eğitim. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 18(3), 222-228.
  • Cason, M. L., Gilbert, G. E., Schmoll, H. H., Dolinar, S. M., Anderson, J., Nickles, B. M., ... & Schaefer, J. J. (2015). Cooperative learning using simulation to achieve mastery of nasogastric tube insertion. Journal of Nursing Education, 54(3), S47-S51.
  • Dembilio-Villar, T,, González-Chordá, V. M., Cervera-Gascch, Á., & Mena- Tudela, D. (2018). Cooperative learning and hand disinfection in nursing students. Investigacióny Educación en Enfermería, 36(2), 89- 100.
  • Efe, R., Hevedanlı, M., Ketani, Ş., Çakmak, Ö., & Efe, H.A. (2008). İşbirlikli öğrenme teori ve uygulama 1. Basım. Ankara: Eflatun Yayınevi.
  • El-Sayed, A. S. Z., Mousa, M. A. E. G. A. (2015). The Impact of Cooperatıve Learnıng in Teachıng Communıcatıon Skılls for Psychıatrıc Nursıng Students. The Eurasia Proceedings of Educational & Social Sciences, 3, 74-77.
  • Filiz, N.Y., & Dikmen, Y. (2017). Hemşirelik eğitiminde aktif öğrenme yöntemlerinin kullanımı: Jigsaw tekniği. Journal of Human Rhythm,3(3), 145-150.
  • Gillespie, B. M., Polit, D. F., Hamlin, L., & Chaboyer, W. (2012). Developing a model of competence in the operating theatre: Psychometric validation of the Perceived Perioperative Competence Scale- Revised. International Journal of Nursing Studies, 49(1), 90-101.
  • Glasersfeld, E. V. (1995). A constructivist approach to teaching. In: Steffe L. P. & Gale J.(eds.) Constructivism in education. Erlbaum, Hillsdale: 3–15. Available at http://www.vonglasersfeld.com/172
  • Goldsmith, M., Stewart, L., & Ferguson, L. (2006). Peer learning partnership : An ınnovative strategy to enhance skill acquisition in nursing students. Nurse Education Today, 26, 123-130.
  • Gömleksiz, M. (1997). Kubaşık öğrenme: Temel eğitim dördüncü sınıf öğrencilerinin matematik başarısı ve arkadaşlık ilişkileri üzerine deneysel bir çalışma (1. Basım). Adana: Baki Kitabevi.
  • Hasanpour-Dehkordi, A., & Solati, K. (2016). The efficacy of three learning methods collaborative, context-based learning and traditional, on learning, attitude and behaviour of undergraduate nursing students: integrating theory and practice. Journal of clinical and diagnostic research: JCDR, 10(4), VC01.
  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in University Teaching, 25(4), 1-26.
  • Johnson, D. W., Johnson, R.T., & Holubec, E. J. (2016). İşbirlikli öğrenme el kitabı (1. Baskı). Kocabaş, A. (Ed.). Ankara: Pegem Akademi.
  • Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47(4), 12-15.
  • Khosravani, S., Manoochehri, H., & Memarian, R. (2005). Developing critical thinking skills ın nursing students by group dynamics. The Internet Journal of Advanced Nursing Practice, 7(2), 1-14.
  • Ladyshewsky, R. K. (2006). Building cooperation in peer coaching relationships: Understanding the relationships between reward structure, learner preparedness, coaching skill and learner engagement. Physiotherapy, 92(1), 4-10.
  • Lapkin, S., Levett-Jones, T., & Gilligan, C. A. (2013). Systematic review of the effectiveness of ınterprofessional education in health Professional programs. Nurse Education Today, 22(2), 90-102.
  • Lin, Z. C. (2013). Comparison of technology-based cooperative learning with technology-based individual learning in enhancing fundamental nursing proficiency. Nurse Education Today, 33(5), 546-551.
  • Lunenburg, F. C. (2011). Critical thinking and constructivism techniques for ımproving student achievement. National Forum of Teacher Education Journal, 21(3), 1-9.
  • Masters, C., Baker, V. O., & Jodon, H. (2013). Multidisciplinary, teambased learning: The simulated ınterdisciplinary to multidisciplinary progressive-level education (SIMPLE©) approach. Clinical Simulation in Nursing, 9(5), 171-178.
  • McWilliams, L. A., Malecha, A., Langford, R., & Clutter, P. (2017). Comparisons of cooperative-based versus independent learning while using a Haptic Intravenous Simulator. Clinical Simulation in Nursing, 13(4), 154-160.
  • Meral, E., & Şimşek, U. (2014). Sosyal bilgiler dersinde işbirlikli öğrenme yöntemlerinin 6. Sınıf öğrencilerinin akademik başarılarına etkisi. Bilgisayar ve Eğitim Araştırmaları Dergisi, 2(4), 134-151.
  • Norman, J. (2012). Systematic review of the literature on simulation in nursing education. ABNF Journal, 23(2), 24-28.
  • Owen, A. M., & Ward-Smith, P. (2014). Collaborative learning in nursing simulation: near-peer teaching using standardized patients. Journal of Nursing Education, 53(3), 170-173.
  • Rıvaz, M., Momennasab, M., & Shokrollahı, P. (2015). Effect of collaborative testing on learning and retention of course content in nursing students. Journal of Advances in Medical Education & Professionalism, 3(4), 178-182.
  • Robinson, B. K., & Dearmon, V. (2013). Evidence-based nursing education: Effective use of ınstructional design and simulated learning environments to enhance knowledge transfer in undergraduate nursing students. Journal of Professional Nursing, 29(4), 203-209.
  • Saini, B., Shah, S., Kearey, P., Bosnic-Anticevich, S., Grootjans, J., & Armour, C. (2011). An interprofessional learning module on asthma health promotion. American Journal of Pharmaceutical Education, 75(2), 30-36.
  • Sarfo, F., & Elen, J. (2011). Investigating the impact of positive resource interdependence and individual accountability on students’ academic performance in cooperative learning. Electronic Journal of Research in Educational Psychology, 9(1), 73-94.
  • Saunders, A., Say, R., Visentin, D, & McCann, D. (2019). Evaluation of a collaborative testing approach to objective structured clinical examination (OSCE) in undergraduate nurse education: A survey study. Nurse Education in Practice, 35(2), 111-116.
  • Şimşek, Ü. (2005). İşbirlikçi öğrenme yönteminin fen bilgisi dersinin akademik başarı ve tutumuna etkisi. Yüksek Lisans Tezi, Atatürk Üniversitesi, Erzurum.
  • Titzer, J. L., Swenty, C. F., & Hoehn, W. G. (2012). An interprofessional simulation promoting collaboration and problem solving among nursing and allied health professional students. Clinical Simulation in Nursing, 8(8), e325-e333.
  • Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645.
  • Türk Dil Kurumu. Erişim tarihi: Kasım 2017. Erişim adresi: http://www.tdk.gov.tr/index.php?option=com_gts&arama=gts&guid=TDK.GTS.5a02c36057a055.00766169.
  • Van Der Vleuten, C. P. M., & Schuwirth, L. W. T. (2005). Assessing professional competence: From methods to programmes. Journal of Medical Education, 39(3), 309-317.
  • Yang, L., Jiang, D., Nie, H., & Tang, S. (2018). Research on the effect of cooperative learning model on nursing skills of practice nurses and standardized training of newly recruited nurses. Biomedical Research, 29(9), 1788-1791.
Year 2020, Volume: 5 Issue: 1, 19 - 23, 31.01.2020

Abstract

References

  • Ardahan, M., Akçasu, B., & Engin, E. (2010). Professional collaboration in students of medicine faculty and school of nursing. Nurse education today, 30(4), 350-354.
  • Arısoy, B. (2011). İşbirlikli öğrenme yönteminin ÖTBB ve TOT tekniklerinin 6. Sınıf öğrencilerinin matematik dersi ‘’istatistik ve olasılık’’ konusunda akademik başarı, kalıcılık ve sosyal beceri düzeylerine etkisi. Yüksek Lisans Tezi, Çukurova Üniversitesi, Adana.
  • Astra, I., Wahyuni, C., & Nasbey, H. (2015). Improvement of learning process and learning outcomes ın physics learning by using collaborative learning model of group ınvestigation at high school. Journal of Education and Practice, 6(11), 75-79.
  • Austria, M. J., Baraki, K., & Doig, A. K. (2013). Collaborative learning using nursing student dyads in the clinical setting. International Journal of Nursing Education Scholarship, 10(1), 73-80.
  • Baghcheghi, N., Koohestani, H. R., & Rezaei, K. (2011). A comparison of the cooperative and traditional methods ın theory classes on nursing students’ communication skills with patients at clinical settings. Nurse Education Today, 31(8), 877-882.
  • Basak, T., & Yildiz, D. (2014). Comparison of the effects of cooperative learning and traditional learning methods on the improvement of drug-dose calculation skills of nursing students undergoing internships. Health Education Journal, 73(3), 341-350.
  • Bayrakçeken, S., Doymuş, K., & Doğan, A. (2015). İşbirlikli öğrenme modeli ve uygulanması. Ankara: Pegem Akademi.
  • Berndt, J., Dinndorf-Hogenson, G., Herheim, R., Hoover, C., Lang, N., Neuwirth, J., & Tollefson, B. (2015). Collaborative classroom simulation (CCS): An innovative pedagogy using simulation in nursing education. Nursing Education Perspectives, 36(6), 401-402.
  • Boztepe, H., & Terzioğlu, F. (2013). Hemşirelik eğitiminde beceri değerlendirme. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 16(1), 57-64.
  • Boztepe, H., & Terzioğlu, F. (2015). Sağlık eğitiminde meslekler arası eğitim. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 18(3), 222-228.
  • Cason, M. L., Gilbert, G. E., Schmoll, H. H., Dolinar, S. M., Anderson, J., Nickles, B. M., ... & Schaefer, J. J. (2015). Cooperative learning using simulation to achieve mastery of nasogastric tube insertion. Journal of Nursing Education, 54(3), S47-S51.
  • Dembilio-Villar, T,, González-Chordá, V. M., Cervera-Gascch, Á., & Mena- Tudela, D. (2018). Cooperative learning and hand disinfection in nursing students. Investigacióny Educación en Enfermería, 36(2), 89- 100.
  • Efe, R., Hevedanlı, M., Ketani, Ş., Çakmak, Ö., & Efe, H.A. (2008). İşbirlikli öğrenme teori ve uygulama 1. Basım. Ankara: Eflatun Yayınevi.
  • El-Sayed, A. S. Z., Mousa, M. A. E. G. A. (2015). The Impact of Cooperatıve Learnıng in Teachıng Communıcatıon Skılls for Psychıatrıc Nursıng Students. The Eurasia Proceedings of Educational & Social Sciences, 3, 74-77.
  • Filiz, N.Y., & Dikmen, Y. (2017). Hemşirelik eğitiminde aktif öğrenme yöntemlerinin kullanımı: Jigsaw tekniği. Journal of Human Rhythm,3(3), 145-150.
  • Gillespie, B. M., Polit, D. F., Hamlin, L., & Chaboyer, W. (2012). Developing a model of competence in the operating theatre: Psychometric validation of the Perceived Perioperative Competence Scale- Revised. International Journal of Nursing Studies, 49(1), 90-101.
  • Glasersfeld, E. V. (1995). A constructivist approach to teaching. In: Steffe L. P. & Gale J.(eds.) Constructivism in education. Erlbaum, Hillsdale: 3–15. Available at http://www.vonglasersfeld.com/172
  • Goldsmith, M., Stewart, L., & Ferguson, L. (2006). Peer learning partnership : An ınnovative strategy to enhance skill acquisition in nursing students. Nurse Education Today, 26, 123-130.
  • Gömleksiz, M. (1997). Kubaşık öğrenme: Temel eğitim dördüncü sınıf öğrencilerinin matematik başarısı ve arkadaşlık ilişkileri üzerine deneysel bir çalışma (1. Basım). Adana: Baki Kitabevi.
  • Hasanpour-Dehkordi, A., & Solati, K. (2016). The efficacy of three learning methods collaborative, context-based learning and traditional, on learning, attitude and behaviour of undergraduate nursing students: integrating theory and practice. Journal of clinical and diagnostic research: JCDR, 10(4), VC01.
  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in University Teaching, 25(4), 1-26.
  • Johnson, D. W., Johnson, R.T., & Holubec, E. J. (2016). İşbirlikli öğrenme el kitabı (1. Baskı). Kocabaş, A. (Ed.). Ankara: Pegem Akademi.
  • Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47(4), 12-15.
  • Khosravani, S., Manoochehri, H., & Memarian, R. (2005). Developing critical thinking skills ın nursing students by group dynamics. The Internet Journal of Advanced Nursing Practice, 7(2), 1-14.
  • Ladyshewsky, R. K. (2006). Building cooperation in peer coaching relationships: Understanding the relationships between reward structure, learner preparedness, coaching skill and learner engagement. Physiotherapy, 92(1), 4-10.
  • Lapkin, S., Levett-Jones, T., & Gilligan, C. A. (2013). Systematic review of the effectiveness of ınterprofessional education in health Professional programs. Nurse Education Today, 22(2), 90-102.
  • Lin, Z. C. (2013). Comparison of technology-based cooperative learning with technology-based individual learning in enhancing fundamental nursing proficiency. Nurse Education Today, 33(5), 546-551.
  • Lunenburg, F. C. (2011). Critical thinking and constructivism techniques for ımproving student achievement. National Forum of Teacher Education Journal, 21(3), 1-9.
  • Masters, C., Baker, V. O., & Jodon, H. (2013). Multidisciplinary, teambased learning: The simulated ınterdisciplinary to multidisciplinary progressive-level education (SIMPLE©) approach. Clinical Simulation in Nursing, 9(5), 171-178.
  • McWilliams, L. A., Malecha, A., Langford, R., & Clutter, P. (2017). Comparisons of cooperative-based versus independent learning while using a Haptic Intravenous Simulator. Clinical Simulation in Nursing, 13(4), 154-160.
  • Meral, E., & Şimşek, U. (2014). Sosyal bilgiler dersinde işbirlikli öğrenme yöntemlerinin 6. Sınıf öğrencilerinin akademik başarılarına etkisi. Bilgisayar ve Eğitim Araştırmaları Dergisi, 2(4), 134-151.
  • Norman, J. (2012). Systematic review of the literature on simulation in nursing education. ABNF Journal, 23(2), 24-28.
  • Owen, A. M., & Ward-Smith, P. (2014). Collaborative learning in nursing simulation: near-peer teaching using standardized patients. Journal of Nursing Education, 53(3), 170-173.
  • Rıvaz, M., Momennasab, M., & Shokrollahı, P. (2015). Effect of collaborative testing on learning and retention of course content in nursing students. Journal of Advances in Medical Education & Professionalism, 3(4), 178-182.
  • Robinson, B. K., & Dearmon, V. (2013). Evidence-based nursing education: Effective use of ınstructional design and simulated learning environments to enhance knowledge transfer in undergraduate nursing students. Journal of Professional Nursing, 29(4), 203-209.
  • Saini, B., Shah, S., Kearey, P., Bosnic-Anticevich, S., Grootjans, J., & Armour, C. (2011). An interprofessional learning module on asthma health promotion. American Journal of Pharmaceutical Education, 75(2), 30-36.
  • Sarfo, F., & Elen, J. (2011). Investigating the impact of positive resource interdependence and individual accountability on students’ academic performance in cooperative learning. Electronic Journal of Research in Educational Psychology, 9(1), 73-94.
  • Saunders, A., Say, R., Visentin, D, & McCann, D. (2019). Evaluation of a collaborative testing approach to objective structured clinical examination (OSCE) in undergraduate nurse education: A survey study. Nurse Education in Practice, 35(2), 111-116.
  • Şimşek, Ü. (2005). İşbirlikçi öğrenme yönteminin fen bilgisi dersinin akademik başarı ve tutumuna etkisi. Yüksek Lisans Tezi, Atatürk Üniversitesi, Erzurum.
  • Titzer, J. L., Swenty, C. F., & Hoehn, W. G. (2012). An interprofessional simulation promoting collaboration and problem solving among nursing and allied health professional students. Clinical Simulation in Nursing, 8(8), e325-e333.
  • Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645.
  • Türk Dil Kurumu. Erişim tarihi: Kasım 2017. Erişim adresi: http://www.tdk.gov.tr/index.php?option=com_gts&arama=gts&guid=TDK.GTS.5a02c36057a055.00766169.
  • Van Der Vleuten, C. P. M., & Schuwirth, L. W. T. (2005). Assessing professional competence: From methods to programmes. Journal of Medical Education, 39(3), 309-317.
  • Yang, L., Jiang, D., Nie, H., & Tang, S. (2018). Research on the effect of cooperative learning model on nursing skills of practice nurses and standardized training of newly recruited nurses. Biomedical Research, 29(9), 1788-1791.
There are 44 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Derlemeler
Authors

Ayşe Demiray 0000-0003-3100-9115

Nagihan İlaslan 0000-0001-7895-040X

Publication Date January 31, 2020
Submission Date October 2, 2019
Published in Issue Year 2020 Volume: 5 Issue: 1

Cite

APA Demiray, A., & İlaslan, N. (2020). Hemşirelik Eğitiminde Yenilikçi Bir Öğrenme Yaklaşımı: İşbirlikli Öğrenme. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(1), 19-23.
AMA Demiray A, İlaslan N. Hemşirelik Eğitiminde Yenilikçi Bir Öğrenme Yaklaşımı: İşbirlikli Öğrenme. İKÇÜSBFD. January 2020;5(1):19-23.
Chicago Demiray, Ayşe, and Nagihan İlaslan. “Hemşirelik Eğitiminde Yenilikçi Bir Öğrenme Yaklaşımı: İşbirlikli Öğrenme”. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 5, no. 1 (January 2020): 19-23.
EndNote Demiray A, İlaslan N (January 1, 2020) Hemşirelik Eğitiminde Yenilikçi Bir Öğrenme Yaklaşımı: İşbirlikli Öğrenme. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 5 1 19–23.
IEEE A. Demiray and N. İlaslan, “Hemşirelik Eğitiminde Yenilikçi Bir Öğrenme Yaklaşımı: İşbirlikli Öğrenme”, İKÇÜSBFD, vol. 5, no. 1, pp. 19–23, 2020.
ISNAD Demiray, Ayşe - İlaslan, Nagihan. “Hemşirelik Eğitiminde Yenilikçi Bir Öğrenme Yaklaşımı: İşbirlikli Öğrenme”. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 5/1 (January 2020), 19-23.
JAMA Demiray A, İlaslan N. Hemşirelik Eğitiminde Yenilikçi Bir Öğrenme Yaklaşımı: İşbirlikli Öğrenme. İKÇÜSBFD. 2020;5:19–23.
MLA Demiray, Ayşe and Nagihan İlaslan. “Hemşirelik Eğitiminde Yenilikçi Bir Öğrenme Yaklaşımı: İşbirlikli Öğrenme”. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, vol. 5, no. 1, 2020, pp. 19-23.
Vancouver Demiray A, İlaslan N. Hemşirelik Eğitiminde Yenilikçi Bir Öğrenme Yaklaşımı: İşbirlikli Öğrenme. İKÇÜSBFD. 2020;5(1):19-23.



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