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ANALYSIS OF THE NEW GENERATION MASSIVE OPEN ONLINE COURSES (MOOCs) IN MEDIA AND COMMUNICATION EDUCATION: AN APPROACH TO DETERMINE THE KEY COMPETENCIES

Year 2017, Issue: 52, 1 - 24, 20.07.2017

Uğur Bakan Ufuk Bakan

https://doi.org/10.17064/iuifd.333058

Abstract

Modern education requirements tend to bring about new educational environments, in accordance with information and communication technologies. In this regard, massive open online courses (MOOCs) have come into prominence as part of the new generation of educational systems, due to its infrastructure and facilities. Currently, there are more than one million students taking courses on MOOC sites across a variety of disciplines. Therefore, this study analyzed 16 courses in media and communication science offered through MOOCs. The data was collected from January to August 2016 through 22 different MOOC platforms. The quality of the MOOCs was determined by using course surveys, based on David Merrill’s (2002) five first principles of instructional design (i.e., problems, activated, demonstrated, applied, integrated). The results showed that media education offered through MOOC platforms are better suited for high-quality learners. Since several courses in communication are provided through such platforms in Turkey, the findings of this study can contribute to the diversification and development of media education materials in the country.

Keywords

MOOC Media and Communication Education E-learning

References

  • Afşar, B. & Ata, R. (2015). Architectural design of multi-agent massive open online courses (MOOCs) with Gaia methodology. Mugla Journal of Science and Technology, 1(2), 41-47. doi:10.22531/muglajsci.210009
  • Barabási, A. L., (2002). Linked: The New Science of Networks, Cambridge, MA: Perseus Publishing.
  • Baggaley, J. (2013). MOOC rampant. Distance Education, 34(3), 368-378. doi:10.1080/01587919.2013.835768
  • Beseda, J. & Machát, Z. (2014). MOOCs as a tool for new media education? Applied Technologies and Innovations, 10(2), 55-59. doi:10.15208/ati.2014.09
  • Beseda, J. & Machát. Z. (2012). Tactile Generation. In Beseda, J., Machát, Z. and Simandlová, T. (Eds.), 7th DisCo Conference Reader: New Media and Education (74-80). CHES: Prague.
  • Bulger, M., Bright, J., Cobo, C. (2015). The real component of virtual learning: motivations for facetoface MOOC meetings in developing and industrialised countries. Information, Communication & Society, 18(10), 1200-1216. doi:10.1080/1369118x.2015.1061571
  • Canvas Network. (n.d.). Retrieved September 16, 2016 from the Canvas Network: https://www.canvas.net
  • Clark, R. C. & Mayer, R. E. (2003). E-Learning and the Science of Instruction. San Francisco: Jossey-Bass Pfeiffer.
  • Coursera. (n.d.). Retrieved September 16, 2016 from the Coursera Courses and Specializations: https://www.coursera.org/courses
  • Daniel, J. (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. Journal of Interactive Media in Education, 2012(3), 18. doi:10.5334/2012-18
  • Dargut, T., Torun, F., Erdem, M. (2016). Uzaktan Eğitim Araştırmaları Üzerine Kesitsel Bir Alan Yazın İncelemesi, AUAd, 2(1), 71-93.
  • de Waard, I. (2013). mMOOC design: Ubiquitous, open learning in the cloud. In Z.L. Berge & L.Y. Muilenburg (Eds.), Handbook of mobile learning (356-368). New York & London: Routledge.
  • Demirci, N. (2013). What is Massive Open Online Courses (MOOCs) and What is promising us for learning?: A Review-evaluative Article about MOOCs. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 8(1), 231-256. doi:10.12973/nefmed.2014.8.1.a10
  • Ebben, M. & Murphy, J. S. (2014). Unpacking MOOC scholarly discourse: a review of nascent MOOC scholarship. Learning, Media and Technology, 39(3), 328-345. doi:10.1080/17439884.2013.878352
  • EdX. (n.d.). Retrieved September 16, 2016 from the EdX Courses: https://www.edx.org/course
  • Ergüney, M. (2015). Uzaktan Eğitimin Geleceği: MOOC (MASSIVE OPEN ONLINE COURSE). Eğitim ve Öğretim Araştırmaları Dergisi, 4(4), 15-22.
  • FutureLearn. (n.d.). Retrieved September 16, 2016 from the FutureLearn Online Courses: https://www.futurelearn.com/courses
  • Harris, L. & Molesworth, M. (2016). Engaging students and MOOC learners through social media. Social Media for Learning in Higher Education, 2015 Conference Proceedings, 1-8. doi:10.7190/socmedhe/2015/9
  • İnceoğlu, Y. (2007). Medyayı Doğru Okumak. In N. Türkoğlu & M. C. Şimşek (Eds.), Medya Okuryazarlığı. İstanbul: Kalemus Yayınları.
  • Kadenze. (n.d.). Retrieved September 16, 2016 from the Kadenze Courses: https://www.kadenze.com/courses
  • Khalil, H. & Ebner, M. (2015). “How Satisfied Are You With Your MOOC?”—A Research Study About Interaction in Huge Online Courses. Journalism and Mass Communication, 5(12), 629-639. doi:10.17265/2160-6579/2015.12.003
  • Kellner, D. & Share, J. (2005). Toward Critical Media Literacy: Core concepts, debates, organizations, and policy. Discourse: Studies in the Cultural Politics of Education, 26(3), 369-386. doi:10.1080/01596300500200169
  • Kim, Y. J. & Hollingshead, A. B. (2015). Online Social Influence: Past, Present, and Future. Annals of the International Communication Association, 39(1), 163-192. doi:10.1080/23808985.2015.11679175
  • Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distance Learning, 12(3), 19-38.
  • Loizzo, J. ve Ertmer, P. A. (2016). MOOCocracy: the learning culture of massive open online courses. Educational Technology Research and Development, 64(6), 1013-1032. doi:10.1007/s11423-016-9444-7
  • Luke, C. (1994). Feminist pedagogy and critical media literacy. Journal of Communication Inquiry, 18(2), 30-47.
  • Margaryan, A. & Collis, B. (2005). Design criteria for work-based learning: Merrill’s First Principles of Instruction expanded. British Journal of Educational Technology, 36(5), 725-738.
  • Marques, J. A. (2013). Short history of MOOCs and distance learning. MOOC News & Reviews. Retrieved from http://moocnewsandreviews.com/a-short-history-of-moocs-and-distancelearning
  • Masters, K. (2011). A brief guide to understanding MOOCs. The Internet Journal of Medical Education, 1(2), 1-6. doi:10.5580/1f21.a
  • Mcquail, D. & Windahl, S. (1997). İletişim Modelleri -Kitle İletişim Çalışmalarında- (K. Yumlu, Trans.). Ankara: İmge Kitabevi.
  • Merrill, M. D., Drake, L., Lacy, M. J., Pratt, J., & ID2 Research Group. (1996). Reclaiming instructional design. Educational Technology, 36(5), 5-7.
  • Merrill, M.D. (2013). First principles of instruction: Identifying and designing effective, efficient and engaging instruction. Hoboken, NJ: Pfeiffer/John Wiley & Sons.
  • Merrill, M.D. (2009). First principles of instruction. In C.M. Reigeluth, & A. Carr (Eds.), Instructional design theories and models: Building a common knowledge base (3-26). New York: Routledge/Taylor and Francis.
  • Merrill, M.D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.
  • Marzano, R. J., Pickering, D. J., Pollock, J. E. (2001). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Pappano, L. (2012, November 2). The Year of the MOOC. The New York Times. Retrieved from: http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-aremultiplying-at-a-rapid-pace.html
  • Pomerol, J.-C., Epelboin, Y., Thoury, C. (2015). MOOCs: Design, Use and Business Models. John Wiley & Sons. doi:10.1002/9781119081364
  • Postman, N. (1987). The Blurring of Childhood and the Media. Religious Education, 82(2), 293-295. doi:10.1080/0034408870820214
  • Ravenscroft, A. (2011). Dialogue and Connectivism: A New Approach to Understanding and Promoting Dialogue-Rich Networked Learning. International Review of Research in Open and Distance Learning, 12(3), 139-160.
  • Rodriguez, C. O. (2012). MOOCs and the AI-Stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, 3, 1-13.
  • Rosenshine, B. (1997). Advances in research on instruction. In E. J. Lloyd, E. J. Kameanui & D. Chard (Eds.), Issues in Educating Students with Disabilities (197-221). Mahwah, NJ: Lawrence Erlbaum.
  • Saadatdoost, R., Sim, A. T. H., Jafarkarimi, H., Hee, J. M. (2016). Understanding the Setting of a MOOC: International Journal of Information and Communication Technology Education, 12(1), 77-98. doi:10.4018/ijicte.2016010107
  • Siemens, G. (2005). Connectivism: A Learning Theory for a Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
  • Sherman, E., Chomsky, N. (1999). Medya Halka Nasıl Evet Dedirtir? (İ. Kaplan, Trans.). İstanbul: Minerva Yayınları.
  • Tapscott, D. (2009). Grown up digital: How the net generation is changing world. New York: McGrawHill Professional.
  • Yamada, T. (2014). The MOOC phenomenon : The issues of the forthcoming online course platforms in post-MOOC. Journal of Information Processing and Management, 57(6), 367-375. doi:10.1241/johokanri.57.367
  • Yaman, S. (2005). İlköğretim Öğrencilerinin Fen Bilgisi Dersine Bakış Açılarını Belirlemeye Yönelik Bir Araştırma. Kastamonu Eğitim Dergisi, 14(1), 339-346.
  • Yuan, L., & Powell, S. (2013). MOOCs and open education: Implications for higher education. Retrieved from: http://publications.cetis.org.uk/2013/667
  • Weatherall, A., Gallois, C., Pittam, J. (2001). Language and Social Interaction: Taking Stock and Looking Forward. Annals of the International Communication Association, 24(1), 363-384. doi:10.1080/23808985.2001.11678994

MEDYA VE İLETİŞİM EĞİTİMİNDE YENİ NESİL KİTLESEL AÇIK ÇEVRİMİÇİ DERSLERİN ANALİZİ: TEMEL YETKİNLİKLERİ BELİRLEMEYE YÖNELİK BİR YAKLAŞIM

Year 2017, Issue: 52, 1 - 24, 20.07.2017

Uğur Bakan Ufuk Bakan

https://doi.org/10.17064/iuifd.333058

Abstract

Çağdaş eğitim gereksinimleri, bilgi ve iletişim teknolojileri doğrultusunda, yeni eğitim ortamları meydana getirmektedir. Kitlesel Açık Çevrimiçi Dersler (KAÇD) alt yapısı ve sağladığı olanaklarla yeni nesil eğitim sistemleri içerisinde ön plana çıkmaktadır. Günümüzde bir milyondan fazla öğrenci KAÇD sitelerinde çeşitli disiplinlerde ders almaktadır. Bu çalışmada KAÇD’de yer alan 16 medya ve iletişim bilimleriyle ilgili dersler analiz edilmiştir. Ocak-Ağustos 2016 tarihleri arasında sekiz aylık bir dönemde iki bağımsız kişi derslere katılarak, deneyimlerini “Ders Tarama” ve “Genişletilmiş Pebble-in-the-Pond Öğretin Tasarlama Kontrol Listesi”ne göre kodlamıştır. KAÇD’lerin kalitesinin değerlendirilmesinde kullanılmak üzere hazırlanan bu ölçekler David Merrill’in (2002) temel beş öğretim prensiplerine (problem, aktivasyon, sunum, uygulama ve entegrasyon) göre uygulanmıştır. Ülkemizdeki iletişim fakültelerinin eğitim programlarında yer alan birçok ders KAÇD’lerde yer almaktadır. Bu çalışma ülkemizdeki medya eğitiminde kullanılan materyallerin çeşitlendirilmesi ve geliştirilmesi için önemli bir kaynak sunacaktır. Araştırma sonuçlarına göre KAÇD’lerdeki medya programlarının öğrenciler için daha kaliteli olabilmesi beklenmektedir.

Keywords

Kitlesel Açık Çevrimiçi Dersler Medya ve İletişim Eğitimi E-öğrenim

References

  • Afşar, B. & Ata, R. (2015). Architectural design of multi-agent massive open online courses (MOOCs) with Gaia methodology. Mugla Journal of Science and Technology, 1(2), 41-47. doi:10.22531/muglajsci.210009
  • Barabási, A. L., (2002). Linked: The New Science of Networks, Cambridge, MA: Perseus Publishing.
  • Baggaley, J. (2013). MOOC rampant. Distance Education, 34(3), 368-378. doi:10.1080/01587919.2013.835768
  • Beseda, J. & Machát, Z. (2014). MOOCs as a tool for new media education? Applied Technologies and Innovations, 10(2), 55-59. doi:10.15208/ati.2014.09
  • Beseda, J. & Machát. Z. (2012). Tactile Generation. In Beseda, J., Machát, Z. and Simandlová, T. (Eds.), 7th DisCo Conference Reader: New Media and Education (74-80). CHES: Prague.
  • Bulger, M., Bright, J., Cobo, C. (2015). The real component of virtual learning: motivations for facetoface MOOC meetings in developing and industrialised countries. Information, Communication & Society, 18(10), 1200-1216. doi:10.1080/1369118x.2015.1061571
  • Canvas Network. (n.d.). Retrieved September 16, 2016 from the Canvas Network: https://www.canvas.net
  • Clark, R. C. & Mayer, R. E. (2003). E-Learning and the Science of Instruction. San Francisco: Jossey-Bass Pfeiffer.
  • Coursera. (n.d.). Retrieved September 16, 2016 from the Coursera Courses and Specializations: https://www.coursera.org/courses
  • Daniel, J. (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. Journal of Interactive Media in Education, 2012(3), 18. doi:10.5334/2012-18
  • Dargut, T., Torun, F., Erdem, M. (2016). Uzaktan Eğitim Araştırmaları Üzerine Kesitsel Bir Alan Yazın İncelemesi, AUAd, 2(1), 71-93.
  • de Waard, I. (2013). mMOOC design: Ubiquitous, open learning in the cloud. In Z.L. Berge & L.Y. Muilenburg (Eds.), Handbook of mobile learning (356-368). New York & London: Routledge.
  • Demirci, N. (2013). What is Massive Open Online Courses (MOOCs) and What is promising us for learning?: A Review-evaluative Article about MOOCs. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 8(1), 231-256. doi:10.12973/nefmed.2014.8.1.a10
  • Ebben, M. & Murphy, J. S. (2014). Unpacking MOOC scholarly discourse: a review of nascent MOOC scholarship. Learning, Media and Technology, 39(3), 328-345. doi:10.1080/17439884.2013.878352
  • EdX. (n.d.). Retrieved September 16, 2016 from the EdX Courses: https://www.edx.org/course
  • Ergüney, M. (2015). Uzaktan Eğitimin Geleceği: MOOC (MASSIVE OPEN ONLINE COURSE). Eğitim ve Öğretim Araştırmaları Dergisi, 4(4), 15-22.
  • FutureLearn. (n.d.). Retrieved September 16, 2016 from the FutureLearn Online Courses: https://www.futurelearn.com/courses
  • Harris, L. & Molesworth, M. (2016). Engaging students and MOOC learners through social media. Social Media for Learning in Higher Education, 2015 Conference Proceedings, 1-8. doi:10.7190/socmedhe/2015/9
  • İnceoğlu, Y. (2007). Medyayı Doğru Okumak. In N. Türkoğlu & M. C. Şimşek (Eds.), Medya Okuryazarlığı. İstanbul: Kalemus Yayınları.
  • Kadenze. (n.d.). Retrieved September 16, 2016 from the Kadenze Courses: https://www.kadenze.com/courses
  • Khalil, H. & Ebner, M. (2015). “How Satisfied Are You With Your MOOC?”—A Research Study About Interaction in Huge Online Courses. Journalism and Mass Communication, 5(12), 629-639. doi:10.17265/2160-6579/2015.12.003
  • Kellner, D. & Share, J. (2005). Toward Critical Media Literacy: Core concepts, debates, organizations, and policy. Discourse: Studies in the Cultural Politics of Education, 26(3), 369-386. doi:10.1080/01596300500200169
  • Kim, Y. J. & Hollingshead, A. B. (2015). Online Social Influence: Past, Present, and Future. Annals of the International Communication Association, 39(1), 163-192. doi:10.1080/23808985.2015.11679175
  • Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distance Learning, 12(3), 19-38.
  • Loizzo, J. ve Ertmer, P. A. (2016). MOOCocracy: the learning culture of massive open online courses. Educational Technology Research and Development, 64(6), 1013-1032. doi:10.1007/s11423-016-9444-7
  • Luke, C. (1994). Feminist pedagogy and critical media literacy. Journal of Communication Inquiry, 18(2), 30-47.
  • Margaryan, A. & Collis, B. (2005). Design criteria for work-based learning: Merrill’s First Principles of Instruction expanded. British Journal of Educational Technology, 36(5), 725-738.
  • Marques, J. A. (2013). Short history of MOOCs and distance learning. MOOC News & Reviews. Retrieved from http://moocnewsandreviews.com/a-short-history-of-moocs-and-distancelearning
  • Masters, K. (2011). A brief guide to understanding MOOCs. The Internet Journal of Medical Education, 1(2), 1-6. doi:10.5580/1f21.a
  • Mcquail, D. & Windahl, S. (1997). İletişim Modelleri -Kitle İletişim Çalışmalarında- (K. Yumlu, Trans.). Ankara: İmge Kitabevi.
  • Merrill, M. D., Drake, L., Lacy, M. J., Pratt, J., & ID2 Research Group. (1996). Reclaiming instructional design. Educational Technology, 36(5), 5-7.
  • Merrill, M.D. (2013). First principles of instruction: Identifying and designing effective, efficient and engaging instruction. Hoboken, NJ: Pfeiffer/John Wiley & Sons.
  • Merrill, M.D. (2009). First principles of instruction. In C.M. Reigeluth, & A. Carr (Eds.), Instructional design theories and models: Building a common knowledge base (3-26). New York: Routledge/Taylor and Francis.
  • Merrill, M.D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.
  • Marzano, R. J., Pickering, D. J., Pollock, J. E. (2001). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Pappano, L. (2012, November 2). The Year of the MOOC. The New York Times. Retrieved from: http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-aremultiplying-at-a-rapid-pace.html
  • Pomerol, J.-C., Epelboin, Y., Thoury, C. (2015). MOOCs: Design, Use and Business Models. John Wiley & Sons. doi:10.1002/9781119081364
  • Postman, N. (1987). The Blurring of Childhood and the Media. Religious Education, 82(2), 293-295. doi:10.1080/0034408870820214
  • Ravenscroft, A. (2011). Dialogue and Connectivism: A New Approach to Understanding and Promoting Dialogue-Rich Networked Learning. International Review of Research in Open and Distance Learning, 12(3), 139-160.
  • Rodriguez, C. O. (2012). MOOCs and the AI-Stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, 3, 1-13.
  • Rosenshine, B. (1997). Advances in research on instruction. In E. J. Lloyd, E. J. Kameanui & D. Chard (Eds.), Issues in Educating Students with Disabilities (197-221). Mahwah, NJ: Lawrence Erlbaum.
  • Saadatdoost, R., Sim, A. T. H., Jafarkarimi, H., Hee, J. M. (2016). Understanding the Setting of a MOOC: International Journal of Information and Communication Technology Education, 12(1), 77-98. doi:10.4018/ijicte.2016010107
  • Siemens, G. (2005). Connectivism: A Learning Theory for a Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
  • Sherman, E., Chomsky, N. (1999). Medya Halka Nasıl Evet Dedirtir? (İ. Kaplan, Trans.). İstanbul: Minerva Yayınları.
  • Tapscott, D. (2009). Grown up digital: How the net generation is changing world. New York: McGrawHill Professional.
  • Yamada, T. (2014). The MOOC phenomenon : The issues of the forthcoming online course platforms in post-MOOC. Journal of Information Processing and Management, 57(6), 367-375. doi:10.1241/johokanri.57.367
  • Yaman, S. (2005). İlköğretim Öğrencilerinin Fen Bilgisi Dersine Bakış Açılarını Belirlemeye Yönelik Bir Araştırma. Kastamonu Eğitim Dergisi, 14(1), 339-346.
  • Yuan, L., & Powell, S. (2013). MOOCs and open education: Implications for higher education. Retrieved from: http://publications.cetis.org.uk/2013/667
  • Weatherall, A., Gallois, C., Pittam, J. (2001). Language and Social Interaction: Taking Stock and Looking Forward. Annals of the International Communication Association, 24(1), 363-384. doi:10.1080/23808985.2001.11678994
There are 49 citations in total.

Details

Journal Section Articles
Authors

Uğur Bakan

Ufuk Bakan This is me

Publication Date July 20, 2017
Published in Issue Year 2017 Issue: 52

Cite

APA Bakan, U., & Bakan, U. (2017). MEDYA VE İLETİŞİM EĞİTİMİNDE YENİ NESİL KİTLESEL AÇIK ÇEVRİMİÇİ DERSLERİN ANALİZİ: TEMEL YETKİNLİKLERİ BELİRLEMEYE YÖNELİK BİR YAKLAŞIM. İstanbul Üniversitesi İletişim Fakültesi Dergisi | Istanbul University Faculty of Communication Journal(52), 1-24. https://doi.org/10.17064/iuifd.333058
AMA Bakan U, Bakan U. MEDYA VE İLETİŞİM EĞİTİMİNDE YENİ NESİL KİTLESEL AÇIK ÇEVRİMİÇİ DERSLERİN ANALİZİ: TEMEL YETKİNLİKLERİ BELİRLEMEYE YÖNELİK BİR YAKLAŞIM. İstanbul Üniversitesi İletişim Fakültesi Dergisi | Istanbul University Faculty of Communication Journal. July 2017;(52):1-24. doi:10.17064/iuifd.333058
Chicago Bakan, Uğur, and Ufuk Bakan. “MEDYA VE İLETİŞİM EĞİTİMİNDE YENİ NESİL KİTLESEL AÇIK ÇEVRİMİÇİ DERSLERİN ANALİZİ: TEMEL YETKİNLİKLERİ BELİRLEMEYE YÖNELİK BİR YAKLAŞIM”. İstanbul Üniversitesi İletişim Fakültesi Dergisi | Istanbul University Faculty of Communication Journal, no. 52 (July 2017): 1-24. https://doi.org/10.17064/iuifd.333058.
EndNote Bakan U, Bakan U (July 1, 2017) MEDYA VE İLETİŞİM EĞİTİMİNDE YENİ NESİL KİTLESEL AÇIK ÇEVRİMİÇİ DERSLERİN ANALİZİ: TEMEL YETKİNLİKLERİ BELİRLEMEYE YÖNELİK BİR YAKLAŞIM. İstanbul Üniversitesi İletişim Fakültesi Dergisi | Istanbul University Faculty of Communication Journal 52 1–24.
IEEE U. Bakan and U. Bakan, “MEDYA VE İLETİŞİM EĞİTİMİNDE YENİ NESİL KİTLESEL AÇIK ÇEVRİMİÇİ DERSLERİN ANALİZİ: TEMEL YETKİNLİKLERİ BELİRLEMEYE YÖNELİK BİR YAKLAŞIM”, İstanbul Üniversitesi İletişim Fakültesi Dergisi | Istanbul University Faculty of Communication Journal, no. 52, pp. 1–24, July 2017, doi: 10.17064/iuifd.333058.
ISNAD Bakan, Uğur - Bakan, Ufuk. “MEDYA VE İLETİŞİM EĞİTİMİNDE YENİ NESİL KİTLESEL AÇIK ÇEVRİMİÇİ DERSLERİN ANALİZİ: TEMEL YETKİNLİKLERİ BELİRLEMEYE YÖNELİK BİR YAKLAŞIM”. İstanbul Üniversitesi İletişim Fakültesi Dergisi | Istanbul University Faculty of Communication Journal 52 (July 2017), 1-24. https://doi.org/10.17064/iuifd.333058.
JAMA Bakan U, Bakan U. MEDYA VE İLETİŞİM EĞİTİMİNDE YENİ NESİL KİTLESEL AÇIK ÇEVRİMİÇİ DERSLERİN ANALİZİ: TEMEL YETKİNLİKLERİ BELİRLEMEYE YÖNELİK BİR YAKLAŞIM. İstanbul Üniversitesi İletişim Fakültesi Dergisi | Istanbul University Faculty of Communication Journal. 2017;:1–24.
MLA Bakan, Uğur and Ufuk Bakan. “MEDYA VE İLETİŞİM EĞİTİMİNDE YENİ NESİL KİTLESEL AÇIK ÇEVRİMİÇİ DERSLERİN ANALİZİ: TEMEL YETKİNLİKLERİ BELİRLEMEYE YÖNELİK BİR YAKLAŞIM”. İstanbul Üniversitesi İletişim Fakültesi Dergisi | Istanbul University Faculty of Communication Journal, no. 52, 2017, pp. 1-24, doi:10.17064/iuifd.333058.
Vancouver Bakan U, Bakan U. MEDYA VE İLETİŞİM EĞİTİMİNDE YENİ NESİL KİTLESEL AÇIK ÇEVRİMİÇİ DERSLERİN ANALİZİ: TEMEL YETKİNLİKLERİ BELİRLEMEYE YÖNELİK BİR YAKLAŞIM. İstanbul Üniversitesi İletişim Fakültesi Dergisi | Istanbul University Faculty of Communication Journal. 2017(52):1-24.
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