Research Article
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Bir KAÇD’nin tasarım ve uygulama sürecinin eğitmen deneyimleri açısından incelenmesi

Year 2020, Volume: 28 Issue: 6, 2535 - 2551, 30.11.2020
https://doi.org/10.24106/kefdergi.763555

Abstract

Kitlesel Açık Çevrimiçi Dersler (KAÇD) eğitim alanındaki son yıllardaki gelişmelerde geniş ölçekli bir etkiye sahiptir. Bu derslerin tasarımı, özellikle çevrimiçi ve açık öğrenme kavramlarına yeni boyutlar kazandırmış ve öğretim tasarımı sürecine yönelik yeni bakış açılarının gelişmesine katkı sağlamıştır. Bilgi ve iletişim çağında değişen öğrenen ihtiyaçları, beklentileri ve profilleri de bu süreçte yeni tanımlamalar kazanmıştır. Öğrenen deneyimlerine yönelik çalışmalar mevcutken, geniş ölçekli olan bu derslerin tasarlanması ve bu sürecin öğreticiler açısından incelenmesine yönelik ise daha fazla çalışma yapılması gerektiği belirlenmiştir. Bu çerçevede, bu çalışmanın asıl amacı hem öğrenen hem de öğretici bakış açısına sahip olan kişilerin KAÇD ile ilgili yaşadıkları deneyimler dahilinde düşüncelerini, yaşadıkları zorlukları ve muhtemel çözüm önerilerini ortaya koymaktır. Çalışmanın ikincil amacı ise bir KAÇD ortamının tasarım ve uygulanma sürecini detaylı incelemektir. Bu amaçlar çerçevesinde, bu çalışma tekli durum çalışması olarak tasarlanmış olup, durum hayata geçirilen bir KAÇD ortamı olarak belirlenmiştir. Çalışma verileri bu dersin tasarım ve uygulama sürecinde yer alan 10 kişiden oluşmakta olup, veriler nitel veri analiz yöntemiyle yorumlanmıştır. Çalışmanın sonuçlarına göre hem öğrenen hem de eğitmen deneyimlerine yönelik görüşler genelde olumlu olup özellikle bu süreçlerin profesyonel, mesleki ve bireysel gelişime katkı sağladığı fikrinde uzlaşılmıştır. Öğrenen deneyimlerinde ortaya çıkan zorluklar iletişim, motivasyon başlıklarında toplanırken, eğitmenlerin yaşadıkları zorluklar ise tasarım, uygulama ve değerlendirme başlıkları altında incelenmiştir. Bu çalışmada ortaya çıkan sonuçlara göre, öncesinde çevrimiçi öğrenme deneyimi olan eğitmenlerin KAÇD ortamını tasarlama sürecinde karşılaştıkları zorluklar, bu tarz öğrenme ortamların nasıl tasarlanacağından ziyade yüksek katılımcı sayısının beraberinde getirdiği yeni durumlarla nasıl baş edeceklerine yönelik durumlar ve stratejileri içermektedir.

Supporting Institution

TÜBİTAK

Project Number

2214-A

Thanks

Bu çalışmanın yapılmasını 2214-A numaralı doktora sırası araştırma bursuyla mümkün kılan TÜBİTAK’a teşekkürlerimizi sunarız.

References

  • Alario-Hoyos, C., Pérez-Sanagustín, M., Cormier, D., & Kloos, C. D. (2014). Proposal for a conceptual framework for educators to describe and design MOOCs. Journal of Universal Computer Science, 20(1), 6–23.
  • Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Oakland, CA: Babson Survey Research Group and Quahog Research Group LLC.
  • Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28-38.
  • Askeroth, J.H., & Richardson, J.C. (2019). Instructor perceptions of quality learning in MOOCs they teach. Online Learning, 23(4), 135-159. doi:10.24059/olj.v23i4.2043
  • Belanger, Yvonne; & Thornton, Jessica (2013). Bioelectricity: A Quantitative Approach Duke University’s First MOOC. Retrieved from https://hdl.handle.net/10161/6216.
  • Branch, R. M., & Dousay, T. A. (2015). Survey of instructional design models (5th ed.). Bloomington, IN: Association for Educational Communications & Technology.
  • Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D. & Seaton, D. T. (2013). Studying learning in the worldwide classroom: research into edX’s first MOOC. Research & Practice in Assessment, 8, 13–25.
  • Bonk, C. (2016). Keynote: What is the state of e-learning? Reflections on 30 ways learning is changing. Journal of Open, Flexible and Distance Learning, 20(2), 6–20.
  • Clark, D. (2013). MOOCs: Taxonomy of 8 types of MOOC. Donald Clark Plan B [Blog post]. Retrieved from http://donaldclarkplanb.blogspot.co.uk/2013/04/moocs- taxonomy-of-8-types-of-mooc.html
  • Conole, G. (2014). A new classification schema for MOOCs. The International Journal for Innovation and Quality in Learning, 2(3), 65-77.
  • Cordero, A., Jordan, C., Sanabria, E., & Torregrosa, J. R. (2015). Towards a Better Learning Models Through OCWs and MOOCs. International Journal of Artificial Intelligence and Interactive Multimedia, 3(4).
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Upper Saddle River, NJ: Pearson.
  • D'Antoni, S. (2008). Open Educational Resources the way forward, deliberations of an international community of interest. UNESCO. Retrieved from http://stoa.usp.br/liliansta/files/-1/2843/OER+Way+Forward+final+version.pdf
  • DeBoer, J., Ho, A. D., Stump, G. S., & Breslow, L. (2014). Changing “Course”: Reconceptualizing Educational Variables for Massive Open Online Courses. Educational Researcher, 43(2), 74 –84.
  • Deshpande, A. & Chukhlomin V. (2017). What Makes a Good MOOC: A Field Study of Factors Impacting Student Motivation to Learn. American Journal of Distance Education, 31(4), 275-293, doi: 10.1080/08923647.2017.1377513
  • Downes, S. (2012). Connectivism and connective knowledge: Essays on meaning and learning networks. Retrieved from https://www.oerknowledgecloud.org/archive/Connective_Knowledge-19May2012.pdf
  • Driscoll, M. (2000). Psychology of learning for instruction (2nd ed.). Boston, MA: Pearson.
  • Duval, E., & Wiley, D. (2010). Guest Editorial: Open Educational Resources. IEEE Transactions on Learning Technologies, 3 (2), 83-84.
  • Evans, S., & Myrick, J. G. (2015). How MOOC instructors view the pedagogy and purposes of massive open online courses. Distance Education, 36(3), 295–311. doi:10.1080/01587919.2015.1081736
  • Fini, A. (2009). The technological dimension of a massive open online course: The case of the CCK08 course tools. International Review of Research in Open and Distance Learning, 10(5), 1-26.
  • Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45-58.
  • Jacoby, J. (2014). The disruptive potential of the Massive Open Online Course: A literature review. Journal of Open, Flexible and Distance Learning, 18(1).
  • Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses. In Proceedings of the Third International Conference on Learning Analytics and Knowledge, LAK 2013. Leuven, Belgium.
  • Liu, M., Kang, J., & McKelroy E. (2015). Examining learners’ perspective of taking a MOOC: reasons, excitement, and perception of usefulness, Educational Media International, 52(2), 129-146, doi: 10.1080/09523987.2015.1053289
  • Liyanagunawardena, T. R., Lundqvist, K., Mitchell, R., Warburton, S., & Williams, S. A. (2019). A MOOC Taxonomy Based on Classification Schemes of MOOCs. European Journal of Open Distance and E-Learning, 22(1), 85-103.
  • Lowenthal, P., Snelson, C., & Perkins, R. (2018). Teaching massive, open, online, courses (MOOCs): Tales from the front line. International Review of Research in Open and Distributed Learning, 19(3). doi:10.19173/irrodl.v19i3.3505
  • Macleod, H., Haywood, J., Woodgate, A., & Alkhatnai, M. (2015). Emerging patterns in MOOCs: Learners, course designs and directions. TechTrends: Linking Research & Practice to Improve Learning, 59, 56–63. doi:10.1007/s11528-014-0821-y
  • McAuley, A., Stewart, B., Siemens, G. & Cormier, D. (2010). The MOOC model for digital practice. University of Prince Edward Island. Retrieved from https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/MOOC_Final.pdf
  • Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jone, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. Washington, D.C
  • Milheim, W. D. (2013). Massive Open Online Courses (MOOCs): Current Applications and Future Potential. Educational Technology, 53(3), 38-42.
  • Murphy, A. (2013). Open educational practices in higher education: Institutional Adoption and Challenges. Distance Education , 34 (2), 201-217.
  • Najafi, H., Rolheiser, C., Harrison, L., & Håklev, S. (2015). University of Toronto instructors’ experiences with developing MOOCs. The International Review of Research in Open and Distributed Learning, 16(3). doi:10.19173/irrodl.v16i3.2073
  • O’Connor, K. (2014). MOOCs, institutional policy and change dynamics in higher education. Higher Education, 68(5), 623–635.
  • Park, Y., Jung, I., & Reeves T. C. (2015) Learning from MOOCs: a qualitative case study from the learners’ perspectives. Educational Media International, 52(2), 72-87, doi: 10.1080/09523987.2015.1053286
  • Parr, C. (2013). Coursera founder: Mooc credits aren’t the real deal. Times Higher Education, Retrieved from: https://www.timeshighereducation.com/coursera-founder-mooc-credits-arent-the-real-deal/2001085.article
  • Peter, S., & Deimann, M. (2013). On the role of openness in education: A historical reconstruction. Open Praxis, 5(1), 7-14.
  • Pilli, O., & Admiraal, W. (2016). A taxonomy for Massive Open Online Courses. Contemporary Educational Technology, 7(3), 223-240.
  • Pozon-Lopez, I, Higueras-Castillo, E., Munoz-Leiva, F., & Liebana-Cabanillas, F. J. (2020). Perceived user satisfaction and intention to use massive open online courses (MOOCs). Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-020-09257-9
  • Richter, S. L., & Krishnamurthi, M. (2014). Preparing Faculty for Teaching a MOOC: Recommendations from Research and Experience. International Journal of Information and Educational Technology, 4(5).
  • Sanchez-Gordon, S., & Luján-Mora, S. (2014, March). MOOCs gone wild. Proceedings of the 8th International Technology, Education and Development Conference (INTED 2014), p. 1449-1458, Valencia (Spain).
  • Sari, A. R., Bonk, C. J., & Zhu, M. (2020). MOOC instructor designs and challenges: what can be learned from existing MOOCs in Indonesia and Malaysia? Asia Pacific Education Review, 21, 143-166.
  • Siemens, G. (2013). Massive Open Online Courses: Innovation in education? In McGreal, R., Kinuthia W., & Marshall S. (Eds.). Open Educational Resources: Innovation, Research and Practice. Commonwealth of Learning: Athabasca University
  • Spector, J. M. (2014). Remarks on MOOCs and Mini-MOOCs. Educational Technology Research Development, 62(385), 385-392.
  • Stracke, C. M., Texeira, A. M., Vassiliadis, B., Tan, E. Pinto, M. T., Kameas, A., & Sgouropoulou, C. (2018). Gap between MOOC designers' and MOOC learners' perspectives on interaction and experiences in MOOCs: Findings from the Global MOOC Quality Survey 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT), Mumbai, 2018, pp. 1-5, doi: 10.1109/ICALT.2018.00007.
  • Toven-Lindsey, B., Rhoads, R. A., & Lozano, J. B. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. Computers & Education, 24, 1-12.
  • Veletsianos, G., & Shepherdson, P. (2016). A systematic analysis and synthesis of the empirical MOOC literature published in 2013–2015. The International Review of Research in Open and Distributed Learning, 17(2). http://dx.doi.org/10.19173/irrodl.v17i2.2448
  • Weller, M., Jordan, K., DeVries, I., & Rolfe, V. (2018). Mapping the Open Education Landscape: Citation Network Analysis of Historical Open and Distance Education Research. Open Praxis, 10(2), 109–126. https://doi.org/10.5944/openpraxis.10.2.822
  • Wiley, D. (2014, March 5). The Access Compromise and the 5th R [blog post]. Iterating toward openness. Retrieved from https://opencontent.org/blog/archives/3221
  • Xiong, Y, & Suen, H. K. (2018). Assessment approaches in massive open online courses: Possibilities, challenges and future directions. Int Rev Educ, 64, 241-263. https://doi.org/10.1007/s11159-018-9710-5
  • Yin, R. K. (2009). Case Study Research Design and Methods. California: Sage Publications, Inc.
  • Yuan, L., & Powell, S. (2013). MOOCs and Open Education: Implications for Higher Education. JISC CETIS. doi:10.13140/2.1.5072.8320.
  • Zhu, M., Bonk, C.J., & Sari, A.R. (2018). Instructor experiences designing MOOCs in higher education: Pedagogical, resource, and logistical considerations and challenges. Online Learning, 22(4), 203-241. doi:10.24059/olj.v22i4.1495
  • Zutshi, S., O’Hare, S., & Rodafinos, A. (2013). Experiences in MOOCs: The Perspective of Students. American Journal of Distance Education, 27, 218-227.
Year 2020, Volume: 28 Issue: 6, 2535 - 2551, 30.11.2020
https://doi.org/10.24106/kefdergi.763555

Abstract

Project Number

2214-A

References

  • Alario-Hoyos, C., Pérez-Sanagustín, M., Cormier, D., & Kloos, C. D. (2014). Proposal for a conceptual framework for educators to describe and design MOOCs. Journal of Universal Computer Science, 20(1), 6–23.
  • Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Oakland, CA: Babson Survey Research Group and Quahog Research Group LLC.
  • Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28-38.
  • Askeroth, J.H., & Richardson, J.C. (2019). Instructor perceptions of quality learning in MOOCs they teach. Online Learning, 23(4), 135-159. doi:10.24059/olj.v23i4.2043
  • Belanger, Yvonne; & Thornton, Jessica (2013). Bioelectricity: A Quantitative Approach Duke University’s First MOOC. Retrieved from https://hdl.handle.net/10161/6216.
  • Branch, R. M., & Dousay, T. A. (2015). Survey of instructional design models (5th ed.). Bloomington, IN: Association for Educational Communications & Technology.
  • Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D. & Seaton, D. T. (2013). Studying learning in the worldwide classroom: research into edX’s first MOOC. Research & Practice in Assessment, 8, 13–25.
  • Bonk, C. (2016). Keynote: What is the state of e-learning? Reflections on 30 ways learning is changing. Journal of Open, Flexible and Distance Learning, 20(2), 6–20.
  • Clark, D. (2013). MOOCs: Taxonomy of 8 types of MOOC. Donald Clark Plan B [Blog post]. Retrieved from http://donaldclarkplanb.blogspot.co.uk/2013/04/moocs- taxonomy-of-8-types-of-mooc.html
  • Conole, G. (2014). A new classification schema for MOOCs. The International Journal for Innovation and Quality in Learning, 2(3), 65-77.
  • Cordero, A., Jordan, C., Sanabria, E., & Torregrosa, J. R. (2015). Towards a Better Learning Models Through OCWs and MOOCs. International Journal of Artificial Intelligence and Interactive Multimedia, 3(4).
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Upper Saddle River, NJ: Pearson.
  • D'Antoni, S. (2008). Open Educational Resources the way forward, deliberations of an international community of interest. UNESCO. Retrieved from http://stoa.usp.br/liliansta/files/-1/2843/OER+Way+Forward+final+version.pdf
  • DeBoer, J., Ho, A. D., Stump, G. S., & Breslow, L. (2014). Changing “Course”: Reconceptualizing Educational Variables for Massive Open Online Courses. Educational Researcher, 43(2), 74 –84.
  • Deshpande, A. & Chukhlomin V. (2017). What Makes a Good MOOC: A Field Study of Factors Impacting Student Motivation to Learn. American Journal of Distance Education, 31(4), 275-293, doi: 10.1080/08923647.2017.1377513
  • Downes, S. (2012). Connectivism and connective knowledge: Essays on meaning and learning networks. Retrieved from https://www.oerknowledgecloud.org/archive/Connective_Knowledge-19May2012.pdf
  • Driscoll, M. (2000). Psychology of learning for instruction (2nd ed.). Boston, MA: Pearson.
  • Duval, E., & Wiley, D. (2010). Guest Editorial: Open Educational Resources. IEEE Transactions on Learning Technologies, 3 (2), 83-84.
  • Evans, S., & Myrick, J. G. (2015). How MOOC instructors view the pedagogy and purposes of massive open online courses. Distance Education, 36(3), 295–311. doi:10.1080/01587919.2015.1081736
  • Fini, A. (2009). The technological dimension of a massive open online course: The case of the CCK08 course tools. International Review of Research in Open and Distance Learning, 10(5), 1-26.
  • Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45-58.
  • Jacoby, J. (2014). The disruptive potential of the Massive Open Online Course: A literature review. Journal of Open, Flexible and Distance Learning, 18(1).
  • Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses. In Proceedings of the Third International Conference on Learning Analytics and Knowledge, LAK 2013. Leuven, Belgium.
  • Liu, M., Kang, J., & McKelroy E. (2015). Examining learners’ perspective of taking a MOOC: reasons, excitement, and perception of usefulness, Educational Media International, 52(2), 129-146, doi: 10.1080/09523987.2015.1053289
  • Liyanagunawardena, T. R., Lundqvist, K., Mitchell, R., Warburton, S., & Williams, S. A. (2019). A MOOC Taxonomy Based on Classification Schemes of MOOCs. European Journal of Open Distance and E-Learning, 22(1), 85-103.
  • Lowenthal, P., Snelson, C., & Perkins, R. (2018). Teaching massive, open, online, courses (MOOCs): Tales from the front line. International Review of Research in Open and Distributed Learning, 19(3). doi:10.19173/irrodl.v19i3.3505
  • Macleod, H., Haywood, J., Woodgate, A., & Alkhatnai, M. (2015). Emerging patterns in MOOCs: Learners, course designs and directions. TechTrends: Linking Research & Practice to Improve Learning, 59, 56–63. doi:10.1007/s11528-014-0821-y
  • McAuley, A., Stewart, B., Siemens, G. & Cormier, D. (2010). The MOOC model for digital practice. University of Prince Edward Island. Retrieved from https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/MOOC_Final.pdf
  • Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jone, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. Washington, D.C
  • Milheim, W. D. (2013). Massive Open Online Courses (MOOCs): Current Applications and Future Potential. Educational Technology, 53(3), 38-42.
  • Murphy, A. (2013). Open educational practices in higher education: Institutional Adoption and Challenges. Distance Education , 34 (2), 201-217.
  • Najafi, H., Rolheiser, C., Harrison, L., & Håklev, S. (2015). University of Toronto instructors’ experiences with developing MOOCs. The International Review of Research in Open and Distributed Learning, 16(3). doi:10.19173/irrodl.v16i3.2073
  • O’Connor, K. (2014). MOOCs, institutional policy and change dynamics in higher education. Higher Education, 68(5), 623–635.
  • Park, Y., Jung, I., & Reeves T. C. (2015) Learning from MOOCs: a qualitative case study from the learners’ perspectives. Educational Media International, 52(2), 72-87, doi: 10.1080/09523987.2015.1053286
  • Parr, C. (2013). Coursera founder: Mooc credits aren’t the real deal. Times Higher Education, Retrieved from: https://www.timeshighereducation.com/coursera-founder-mooc-credits-arent-the-real-deal/2001085.article
  • Peter, S., & Deimann, M. (2013). On the role of openness in education: A historical reconstruction. Open Praxis, 5(1), 7-14.
  • Pilli, O., & Admiraal, W. (2016). A taxonomy for Massive Open Online Courses. Contemporary Educational Technology, 7(3), 223-240.
  • Pozon-Lopez, I, Higueras-Castillo, E., Munoz-Leiva, F., & Liebana-Cabanillas, F. J. (2020). Perceived user satisfaction and intention to use massive open online courses (MOOCs). Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-020-09257-9
  • Richter, S. L., & Krishnamurthi, M. (2014). Preparing Faculty for Teaching a MOOC: Recommendations from Research and Experience. International Journal of Information and Educational Technology, 4(5).
  • Sanchez-Gordon, S., & Luján-Mora, S. (2014, March). MOOCs gone wild. Proceedings of the 8th International Technology, Education and Development Conference (INTED 2014), p. 1449-1458, Valencia (Spain).
  • Sari, A. R., Bonk, C. J., & Zhu, M. (2020). MOOC instructor designs and challenges: what can be learned from existing MOOCs in Indonesia and Malaysia? Asia Pacific Education Review, 21, 143-166.
  • Siemens, G. (2013). Massive Open Online Courses: Innovation in education? In McGreal, R., Kinuthia W., & Marshall S. (Eds.). Open Educational Resources: Innovation, Research and Practice. Commonwealth of Learning: Athabasca University
  • Spector, J. M. (2014). Remarks on MOOCs and Mini-MOOCs. Educational Technology Research Development, 62(385), 385-392.
  • Stracke, C. M., Texeira, A. M., Vassiliadis, B., Tan, E. Pinto, M. T., Kameas, A., & Sgouropoulou, C. (2018). Gap between MOOC designers' and MOOC learners' perspectives on interaction and experiences in MOOCs: Findings from the Global MOOC Quality Survey 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT), Mumbai, 2018, pp. 1-5, doi: 10.1109/ICALT.2018.00007.
  • Toven-Lindsey, B., Rhoads, R. A., & Lozano, J. B. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. Computers & Education, 24, 1-12.
  • Veletsianos, G., & Shepherdson, P. (2016). A systematic analysis and synthesis of the empirical MOOC literature published in 2013–2015. The International Review of Research in Open and Distributed Learning, 17(2). http://dx.doi.org/10.19173/irrodl.v17i2.2448
  • Weller, M., Jordan, K., DeVries, I., & Rolfe, V. (2018). Mapping the Open Education Landscape: Citation Network Analysis of Historical Open and Distance Education Research. Open Praxis, 10(2), 109–126. https://doi.org/10.5944/openpraxis.10.2.822
  • Wiley, D. (2014, March 5). The Access Compromise and the 5th R [blog post]. Iterating toward openness. Retrieved from https://opencontent.org/blog/archives/3221
  • Xiong, Y, & Suen, H. K. (2018). Assessment approaches in massive open online courses: Possibilities, challenges and future directions. Int Rev Educ, 64, 241-263. https://doi.org/10.1007/s11159-018-9710-5
  • Yin, R. K. (2009). Case Study Research Design and Methods. California: Sage Publications, Inc.
  • Yuan, L., & Powell, S. (2013). MOOCs and Open Education: Implications for Higher Education. JISC CETIS. doi:10.13140/2.1.5072.8320.
  • Zhu, M., Bonk, C.J., & Sari, A.R. (2018). Instructor experiences designing MOOCs in higher education: Pedagogical, resource, and logistical considerations and challenges. Online Learning, 22(4), 203-241. doi:10.24059/olj.v22i4.1495
  • Zutshi, S., O’Hare, S., & Rodafinos, A. (2013). Experiences in MOOCs: The Perspective of Students. American Journal of Distance Education, 27, 218-227.
There are 53 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Research Article
Authors

Secil Tisoglu 0000-0001-5668-3769

Kadir Yücel Kaya 0000-0001-7561-980X

Project Number 2214-A
Publication Date November 30, 2020
Acceptance Date December 2, 2020
Published in Issue Year 2020 Volume: 28 Issue: 6

Cite

APA Tisoglu, S., & Kaya, K. Y. (2020). Bir KAÇD’nin tasarım ve uygulama sürecinin eğitmen deneyimleri açısından incelenmesi. Kastamonu Education Journal, 28(6), 2535-2551. https://doi.org/10.24106/kefdergi.763555

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