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Applicability of Inclusiveness in Higher Education

Year 2020, Volume: 16 Issue: 27, 672 - 699, 31.07.2020
https://doi.org/10.26466/opus.755015

Abstract

Participation in higher education has been expanding throughout the world. This has resulted in the fact that the mission of higher education that aims to enhance social justice and welfare for all in the society has gained significance and thus it has become a more important actor. The expansion of participation, though, has not exactly caused a real heterogeneity in the student composition especially in terms of learning outcomes. This is why the concept of inclusiveness was introduced into the discussions of the issues of equality and discrimination in higher education. This study aims to contribute to these discussions with an emphasis on learning cultures and learning communities, through opening paths of thought on how online learning or open and distance learning may increase inclusiveness in higher education. It appears that the literature on inclusiveness has mostly focused on the differences between the physical and mental capabilities of individuals, which needs to be changed. Open and distance learning could provide us with many opportunities in this direction.

References

  • Acedo, S. O., and Osuna, S. M. T. (2016). ECO European project: inclusive education through accessible MOOCs. In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (p. 881-886).
  • Allan, J., and Slee, R. (2008). Doing inclusive education research (Vol. 1). Rotterdam: Sense Publishers.
  • Altunoğlu, A. (2019). Kapsayıcı eğitim kavramının felsefi, sosyolojik ve psikolojik temelleri. Kuramdan Uygulamaya Kapsayıcı Eğitim (der. P. Oya Taneri ) içinde. Pegem: Ankara.
  • Baker, P. M., Bujak, K. R., and DeMillo, R. (2012). The evolving university: Disruptive change and institutional innovation. Procedia Computer Science, 14, 330-335.
  • Banks, J. A. (Ed.). (1996). Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives. New York: Teachers College Press.
  • Bates, T. (2010). New challenges for universities: Why they must change. In Changing cultures in higher education edited by D. Schneckenberg and U. D. Ehlers, (p. 15-25). Springer: Berlin, Heidelberg.
  • Bologna Process Implementation Report (2018). Publications office of the EU. 15 Mayıs 2020 tarihinde https://op.europa.eu/en/publication-detail/-/publication/2fe152b6-5efe-11e8-ab9c-01aa75ed71a1/languageen?WT.mc_id=Selectedpublications&WT.ria_c=677&WT.ria_f=706&WT.ria_ev=search adresinden erişilmiştir.
  • Boni, A., and Walker, M. (Eds.). (2013). Human development and capabilities: Re-imagining the university of the twenty-first century. Routledge.
  • Boni, A., Lopez-Fogues, A., and Walker, M. (2016). Higher education and the post-2015 agenda: A contribution from the human development approach. Journal of Global Ethics, 12(1), 17-28.
  • Bozkurt, A., Büyük, K., Kılınç, H., ve Özdamar, N. (2017). Kitlesel kaynak kullanımı ve yaşamboyu öğrenenler: Açıköğretim Fakültesi kalite elçileri örneği. eğitimde fatih projesi eğitim teknolojileri zirvesi 2017 (s.58-62), 17-18 Ekim. Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü: Ankara.
  • Carlson, D., and Apple, M. (Eds.). (1998). Power, knowledge, pedagogy: The meaning of democratic education in unsettling times. Colorado, CO: Westview Press.
  • Chatterjee, M., and Moore, P. (2009). Issues of inclusivity for online distance learners: an academic learning support perspective.
  • Collins, A., Azmat, F., and Rentschler, R. (2019). ‘Bringing everyone on the same journey’: revisiting inclusion in higher education. Studies in Higher Education, 44(8), 1475-1487.
  • Conole, G. (2012). Designing for learning in an open world. London, UK: Springer.
  • Cross J. (2010). They had People Called Professors…! Changing Worlds of Learning: Strengthening Informal Learning in Formal Institutions. In: Ehlers UD., Schneckenberg D. (eds) Changing Cultures in Higher Education. Springer: Berlin, Heidelberg.
  • Dayıoğlu, M., and Kırdar, M. G. (2019). Determinants of and trends in labor force participation of Women in Turkey (No. 2019/02). Boğaziçi University, Department of Economics.
  • Dewey, J. (1976). Individuality, equality, and superiority. In J. A. Boydston (Ed.), John Dewey: The middle works, 1899–1924, Vol. 13 (p. 295–300). Carbondale, IL: Southern Illinois University Press.
  • Dill, D. D. (1997). Accreditation, assessment, anarchy? The evolution of academic quality assurance policies in the United States. In J. Brennan, P. de Vries ve R. Williams (eds), Standards and quality in higher education (p. 15–43). London and Bristol: Jessica Kingsley Publishers.
  • Dolmage, J. T. (2017). Academic ableism: Disability and higher education. University of Michigan Press.
  • Eder, R. (2020). The remoteness of remote learning. Journal of Interdisciplinary Studies in Education, 9(1), 168-171.
  • Ehlers, U. D., and Schneckenberg, D. (Eds.). (2010). Changing cultures in higher education: Moving ahead to future learning. edited by D. Schneckenberg and U. D. Ehlers, Springer Science & Business Media.
  • Etzkowitz, H. and Kloftsen, M. (2005) The innovation region: Towards a theory of knowledge based regional development, R&D Management, 35(3).
  • Euler, D. (2010). Shaping learning cultures: A strategic challenge for universities. In Changing cultures in higher education edited by D. Schneckenberg and U. D. Ehlers (p. 75-84). Springer, Berlin, Heidelberg.
  • Eurostudent (2012). Annual Report. 15 Mayıs 2020 tarihinde https://www.eurostudent.eu/download_files/documents/QA_Report_WP6_240212.pdf adresinden erişilmiştir.
  • EuroStudent (2018). Overview and selected findings. 15 Mayıs 2020 tarihinde https://www.eurostudent.eu/download_files/documents/EUROSTUDENT_VI_short_report.pdf adresinden erişilmiştir.
  • Feixas, M., and F. Zellweger. 2010. Faculty development in context: Changing learning cultures in higher education. In Changing Cultures in Higher Education, edited by D. Schneckenberg and U. D. Ehlers, 85– 102. Heidelberg: Springer.
  • Fielding, H. (2016). Any time, any place: The myth of universal access and the semiprivate space of online education. Computers and Composition, 40, 103-114.
  • Ghislandi, P., Raffaghelli, J., and Yang, N. (2013). Mediated quality: an approach for the eLearning quality in higher education. International Journal of Digital Literacy and Digital Competence (IJDLDC), 4(1), 56-73.
  • Gilbert, J. (2005). Catching the knowledge wave? The knowledge society and the future of education. Wellington, New Zealand: New Zealand Council for Educational Research.
  • International Telecommunication Union – ITU. (2019). Measuring the Information Society Report 2019– Volume 1. Mayıs 15, 2020 tarihinde https://www.itu.int/en/ITU- D/Statistics/Documents/publications/misr2019/MISR-2019-Vol-1-E.pdf adresinden erişilmiştir.
  • Jongbloed, B. (2015). Universities as hybrid organizations: Trends, drivers, and challenges for the European university. International Studies of Management & Organization, 45(3), 207-225.
  • Kant, I. (2002). Ahlak metafiziğinin temellendirilmesi Çev. I. Kuçuradi, Ankara: Türkiye Felsefe Kurumu Yayınları.
  • Karadağ, E., ve Yücel, C. (2020). Yeni tip Koronavirüs pandemisi döneminde üniversitelerde uzaktan eğitim: Lisans öğrencileri kapsamında bir değerlendirme çalışması. Yükseköğretim Dergisi, doi:10.2399/yod.20.730688
  • Kaya, N. (2012). Türkiye’nin eğitim sisteminde azınlıklar ve ayrımcılık: Kavramsal çerçeve ve temel sorunlar. K. Çayır ve MA Ceyhan (der.), Ayrımcılık: Çok Boyutlu Yaklaşımlar, İstanbul: İstanbul Bilgi Üniversitesi Yayınları.
  • Kember, D. (1989). A longitudinal-process model of drop-out from distance education. The Journal of Higher Education, 60(3), 278-301.
  • Kezar, A., DePaola, T., and Scott, D. T. (2019). The gig academy: Mapping labor in the neoliberal university. Johns Hopkins University Press.
  • Kricke, M., and Neubert, S. (2017). Inclusive education as a democratic challenge—ambivalences of communities in Contexts of Power. Education Sciences, 7(1), 12.
  • Lu, H. (2016). Cultural Inclusiveness in Online Learning: Can Educational Technology Be a Solution? International Journal of Culture and History, 2(4).
  • McArthur, J. (2011). Reconsidering the social and economic purposes of higher education. Higher Education Research & Development, 30(6), 737-749.
  • McArthur, J. (2013). Rethinking knowledge within higher education: Adorno and social justice. A&C Black.
  • Nussbaum, M. (2006). Frontiers of justice: Disability, nationality, species membership. Cambridge, MA: The Belknap Press of Harvard University Press.
  • Oblinger, D., Oblinger, J. L., and Lippincott, J. K. (2005). Educating the net generation. Boulder, Colo.: EDUCAUSE.
  • Orr, D., M. Rimini and D. Van Damme (2015). Open educational resources: A catalyst for innovation, Educational Research and Innovation, OECD Publishing, Paris.
  • Orr, D., Weller, M. and Farrow, R. (2018). Models for online, open, flexible and technology enhanced higher education across the globe – a comparative analysis. International Council for Distance Education.
  • Ossiannilsson, E. (2019). Considerations for quality assurance of e-learning provision. In European Distance and E-Learning Network (EDEN) Conference Proceedings (No. 1, p. 222-230). European Distance and E-Learning Network.
  • Park, J. H., and Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-217.
  • Quinn, J. (2013). Drop-out and completion in higher education in Europe among students from underrepresented groups. An independent report authored for the European Commission. NESET: European Commission.
  • Rawls, J. (2009). A theory of justice. Harvard university press.
  • Rowland, S. (2006). The Enquiring University: n/a. McGraw-Hill Education (UK).
  • Sarıtaş, E., ve Barutçu, S. (2020). Öğretimde dijital dönüşüm ve öğrencilerin çevrimiçi öğrenmeye hazır bulunuşluğu: Pandemi döneminde Pamukkale Üniversitesi öğrencileri üzerinde bir araştırma. İnternet Uygulamaları ve Yönetimi Dergisi, 11(1), 5-22.
  • Schaffert, S. (2010). Strategic integration of open educational resources in higher education. In Changing Cultures in Higher Education edited by D. Schneckenberg and U. D. Ehlers, (p. 119-131). Springer: Berlin, Heidelberg.
  • Sclater, N. (2010). The organizational impact of open educational resources. In Changing cultures in higher education edited by D. Schneckenberg and U. D. Ehlers, (p. 485-497). Springer: Berlin, Heidelberg.
  • Shyman, E. (2013). Beyond equality in the American classroom: The case for inclusive education. Lexington Books.
  • Snauwaert, D. T. (2002). Cosmopolitan democracy and democratic education. Current Issues in Comparative Education, 4(2), 5-15.
  • Speece, M. (2012). Learning style, culture and delivery mode in online distance education, US-China Education Review, A 1, p. 1-12, 2012.
  • Telli Yamamato, G. ve Altun, D. (2020). Coronavirüs ve çevrimiçi (Online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25-34
  • UNESCO (2002). Forum on the impact of Open Courseware for higher education in developing countries final report. 15 Mayıs 2020 tarihinde http://unesdoc.unesco.org/images/0012/001285/128515e.pdf adresinden erişilmiştir.
  • UNESCO (2019). Guidelines for inclusion. Ensuring access to education for all. 28 Şubat 2020 tarihinde http://unesdoc.unesco.org/images/0014/001402/ 140224e.pdf adresinden erişilmiştir.
  • UNESCO (2020). National learning platforms and tools. 17 Mayıs 2020 tarihinde <https://en.UNESCO.org/themes/educationemergencies/coronavirus-schoolclosures/nationalresponses> adresinden erişildi.
  • Veen, W., and van Staalduinen, J. P. (2010). The Homo Zappiens and its consequences for learning in universities. In Changing Cultures in Higher Education (p. 323-337). Springer, Berlin, Heidelberg.
  • World Economic Forum (2018). The Global Competitiveness Report. 15 Mayıs 2020 tarihinde http://www3.weforum.org/docs/GCR2018/05FullReport/TheGlobalCompetitivenessReport2018.pdf adresinden erişilmiştir.
  • Wolter, A. (2013). Massification and diversity: has the expansion of higher education led to a changing composition of the student body? European and German experiences. Higher education reforms: looking back–looking forward, 202-220.
  • Yasmin, D. (2013) Application of the classification tree model in predicting learner dropout behaviour in open and distance learning, Distance Education, 34(2), 218-231.

Yükseköğretimde Kapsayıcılığın Uygulanabilirliği Üzerine bir Tartışma

Year 2020, Volume: 16 Issue: 27, 672 - 699, 31.07.2020
https://doi.org/10.26466/opus.755015

Abstract

Yükseköğretime katılım tüm dünyada giderek artan bir şekilde gerçekleşmektedir. Bu doğrultuda yükseköğretimin toplumun refahını ve sosyal adaleti sağlamaya yönelik misyonu ile öne çıktığı ve her zamankinden daha önemli bir aktör haline geldiği söylenebilir. Katılımın genişlemesi, toplumun tüm kesimlerinin dahil edilmesini kolaylaştırmış gibi görünse de pek çok ülkede bu genişleme ile öğrenci kitlesinin gerçek anlamda heterojen bir yapıya büründüğü görülmemiştir. Bu nedenle, eğitimde eşitlik ve ayrımcılığa karşıtlık temelinde ihtiyaç duyulan kapsayıcılık kavramı, yükseköğretimde de tartışılmaya başlanmıştır. Bu çalışma bu tartışmaya, kapsayıcılık literatüründe de henüz yeterli düzeyde değinilmemiş olan öğrenme kültürü ve öğrenme topluluğu olma kavramlarını temel alarak, öğrenme kültürleri, çevrimiçi öğrenme ve açık ve uzaktan öğrenmenin yükseköğretimi kapsayıcı hale getirmedeki rolü üzerinde düşünerek katılmayı amaçlamaktadır. Kapsayıcılığın literatürde genellikle bireylerin bedensel ve zihinsel yapabilirlik kapasitelerindeki farklılıklara bir vurguyla ele alındığı ortaya konmuş, daha anlamlı hale gelmesi için açık ve uzaktan öğrenmenin yükseköğretime sunduğu fırsatlar olduğu sonucuna varılmıştır.

References

  • Acedo, S. O., and Osuna, S. M. T. (2016). ECO European project: inclusive education through accessible MOOCs. In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (p. 881-886).
  • Allan, J., and Slee, R. (2008). Doing inclusive education research (Vol. 1). Rotterdam: Sense Publishers.
  • Altunoğlu, A. (2019). Kapsayıcı eğitim kavramının felsefi, sosyolojik ve psikolojik temelleri. Kuramdan Uygulamaya Kapsayıcı Eğitim (der. P. Oya Taneri ) içinde. Pegem: Ankara.
  • Baker, P. M., Bujak, K. R., and DeMillo, R. (2012). The evolving university: Disruptive change and institutional innovation. Procedia Computer Science, 14, 330-335.
  • Banks, J. A. (Ed.). (1996). Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives. New York: Teachers College Press.
  • Bates, T. (2010). New challenges for universities: Why they must change. In Changing cultures in higher education edited by D. Schneckenberg and U. D. Ehlers, (p. 15-25). Springer: Berlin, Heidelberg.
  • Bologna Process Implementation Report (2018). Publications office of the EU. 15 Mayıs 2020 tarihinde https://op.europa.eu/en/publication-detail/-/publication/2fe152b6-5efe-11e8-ab9c-01aa75ed71a1/languageen?WT.mc_id=Selectedpublications&WT.ria_c=677&WT.ria_f=706&WT.ria_ev=search adresinden erişilmiştir.
  • Boni, A., and Walker, M. (Eds.). (2013). Human development and capabilities: Re-imagining the university of the twenty-first century. Routledge.
  • Boni, A., Lopez-Fogues, A., and Walker, M. (2016). Higher education and the post-2015 agenda: A contribution from the human development approach. Journal of Global Ethics, 12(1), 17-28.
  • Bozkurt, A., Büyük, K., Kılınç, H., ve Özdamar, N. (2017). Kitlesel kaynak kullanımı ve yaşamboyu öğrenenler: Açıköğretim Fakültesi kalite elçileri örneği. eğitimde fatih projesi eğitim teknolojileri zirvesi 2017 (s.58-62), 17-18 Ekim. Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü: Ankara.
  • Carlson, D., and Apple, M. (Eds.). (1998). Power, knowledge, pedagogy: The meaning of democratic education in unsettling times. Colorado, CO: Westview Press.
  • Chatterjee, M., and Moore, P. (2009). Issues of inclusivity for online distance learners: an academic learning support perspective.
  • Collins, A., Azmat, F., and Rentschler, R. (2019). ‘Bringing everyone on the same journey’: revisiting inclusion in higher education. Studies in Higher Education, 44(8), 1475-1487.
  • Conole, G. (2012). Designing for learning in an open world. London, UK: Springer.
  • Cross J. (2010). They had People Called Professors…! Changing Worlds of Learning: Strengthening Informal Learning in Formal Institutions. In: Ehlers UD., Schneckenberg D. (eds) Changing Cultures in Higher Education. Springer: Berlin, Heidelberg.
  • Dayıoğlu, M., and Kırdar, M. G. (2019). Determinants of and trends in labor force participation of Women in Turkey (No. 2019/02). Boğaziçi University, Department of Economics.
  • Dewey, J. (1976). Individuality, equality, and superiority. In J. A. Boydston (Ed.), John Dewey: The middle works, 1899–1924, Vol. 13 (p. 295–300). Carbondale, IL: Southern Illinois University Press.
  • Dill, D. D. (1997). Accreditation, assessment, anarchy? The evolution of academic quality assurance policies in the United States. In J. Brennan, P. de Vries ve R. Williams (eds), Standards and quality in higher education (p. 15–43). London and Bristol: Jessica Kingsley Publishers.
  • Dolmage, J. T. (2017). Academic ableism: Disability and higher education. University of Michigan Press.
  • Eder, R. (2020). The remoteness of remote learning. Journal of Interdisciplinary Studies in Education, 9(1), 168-171.
  • Ehlers, U. D., and Schneckenberg, D. (Eds.). (2010). Changing cultures in higher education: Moving ahead to future learning. edited by D. Schneckenberg and U. D. Ehlers, Springer Science & Business Media.
  • Etzkowitz, H. and Kloftsen, M. (2005) The innovation region: Towards a theory of knowledge based regional development, R&D Management, 35(3).
  • Euler, D. (2010). Shaping learning cultures: A strategic challenge for universities. In Changing cultures in higher education edited by D. Schneckenberg and U. D. Ehlers (p. 75-84). Springer, Berlin, Heidelberg.
  • Eurostudent (2012). Annual Report. 15 Mayıs 2020 tarihinde https://www.eurostudent.eu/download_files/documents/QA_Report_WP6_240212.pdf adresinden erişilmiştir.
  • EuroStudent (2018). Overview and selected findings. 15 Mayıs 2020 tarihinde https://www.eurostudent.eu/download_files/documents/EUROSTUDENT_VI_short_report.pdf adresinden erişilmiştir.
  • Feixas, M., and F. Zellweger. 2010. Faculty development in context: Changing learning cultures in higher education. In Changing Cultures in Higher Education, edited by D. Schneckenberg and U. D. Ehlers, 85– 102. Heidelberg: Springer.
  • Fielding, H. (2016). Any time, any place: The myth of universal access and the semiprivate space of online education. Computers and Composition, 40, 103-114.
  • Ghislandi, P., Raffaghelli, J., and Yang, N. (2013). Mediated quality: an approach for the eLearning quality in higher education. International Journal of Digital Literacy and Digital Competence (IJDLDC), 4(1), 56-73.
  • Gilbert, J. (2005). Catching the knowledge wave? The knowledge society and the future of education. Wellington, New Zealand: New Zealand Council for Educational Research.
  • International Telecommunication Union – ITU. (2019). Measuring the Information Society Report 2019– Volume 1. Mayıs 15, 2020 tarihinde https://www.itu.int/en/ITU- D/Statistics/Documents/publications/misr2019/MISR-2019-Vol-1-E.pdf adresinden erişilmiştir.
  • Jongbloed, B. (2015). Universities as hybrid organizations: Trends, drivers, and challenges for the European university. International Studies of Management & Organization, 45(3), 207-225.
  • Kant, I. (2002). Ahlak metafiziğinin temellendirilmesi Çev. I. Kuçuradi, Ankara: Türkiye Felsefe Kurumu Yayınları.
  • Karadağ, E., ve Yücel, C. (2020). Yeni tip Koronavirüs pandemisi döneminde üniversitelerde uzaktan eğitim: Lisans öğrencileri kapsamında bir değerlendirme çalışması. Yükseköğretim Dergisi, doi:10.2399/yod.20.730688
  • Kaya, N. (2012). Türkiye’nin eğitim sisteminde azınlıklar ve ayrımcılık: Kavramsal çerçeve ve temel sorunlar. K. Çayır ve MA Ceyhan (der.), Ayrımcılık: Çok Boyutlu Yaklaşımlar, İstanbul: İstanbul Bilgi Üniversitesi Yayınları.
  • Kember, D. (1989). A longitudinal-process model of drop-out from distance education. The Journal of Higher Education, 60(3), 278-301.
  • Kezar, A., DePaola, T., and Scott, D. T. (2019). The gig academy: Mapping labor in the neoliberal university. Johns Hopkins University Press.
  • Kricke, M., and Neubert, S. (2017). Inclusive education as a democratic challenge—ambivalences of communities in Contexts of Power. Education Sciences, 7(1), 12.
  • Lu, H. (2016). Cultural Inclusiveness in Online Learning: Can Educational Technology Be a Solution? International Journal of Culture and History, 2(4).
  • McArthur, J. (2011). Reconsidering the social and economic purposes of higher education. Higher Education Research & Development, 30(6), 737-749.
  • McArthur, J. (2013). Rethinking knowledge within higher education: Adorno and social justice. A&C Black.
  • Nussbaum, M. (2006). Frontiers of justice: Disability, nationality, species membership. Cambridge, MA: The Belknap Press of Harvard University Press.
  • Oblinger, D., Oblinger, J. L., and Lippincott, J. K. (2005). Educating the net generation. Boulder, Colo.: EDUCAUSE.
  • Orr, D., M. Rimini and D. Van Damme (2015). Open educational resources: A catalyst for innovation, Educational Research and Innovation, OECD Publishing, Paris.
  • Orr, D., Weller, M. and Farrow, R. (2018). Models for online, open, flexible and technology enhanced higher education across the globe – a comparative analysis. International Council for Distance Education.
  • Ossiannilsson, E. (2019). Considerations for quality assurance of e-learning provision. In European Distance and E-Learning Network (EDEN) Conference Proceedings (No. 1, p. 222-230). European Distance and E-Learning Network.
  • Park, J. H., and Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-217.
  • Quinn, J. (2013). Drop-out and completion in higher education in Europe among students from underrepresented groups. An independent report authored for the European Commission. NESET: European Commission.
  • Rawls, J. (2009). A theory of justice. Harvard university press.
  • Rowland, S. (2006). The Enquiring University: n/a. McGraw-Hill Education (UK).
  • Sarıtaş, E., ve Barutçu, S. (2020). Öğretimde dijital dönüşüm ve öğrencilerin çevrimiçi öğrenmeye hazır bulunuşluğu: Pandemi döneminde Pamukkale Üniversitesi öğrencileri üzerinde bir araştırma. İnternet Uygulamaları ve Yönetimi Dergisi, 11(1), 5-22.
  • Schaffert, S. (2010). Strategic integration of open educational resources in higher education. In Changing Cultures in Higher Education edited by D. Schneckenberg and U. D. Ehlers, (p. 119-131). Springer: Berlin, Heidelberg.
  • Sclater, N. (2010). The organizational impact of open educational resources. In Changing cultures in higher education edited by D. Schneckenberg and U. D. Ehlers, (p. 485-497). Springer: Berlin, Heidelberg.
  • Shyman, E. (2013). Beyond equality in the American classroom: The case for inclusive education. Lexington Books.
  • Snauwaert, D. T. (2002). Cosmopolitan democracy and democratic education. Current Issues in Comparative Education, 4(2), 5-15.
  • Speece, M. (2012). Learning style, culture and delivery mode in online distance education, US-China Education Review, A 1, p. 1-12, 2012.
  • Telli Yamamato, G. ve Altun, D. (2020). Coronavirüs ve çevrimiçi (Online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25-34
  • UNESCO (2002). Forum on the impact of Open Courseware for higher education in developing countries final report. 15 Mayıs 2020 tarihinde http://unesdoc.unesco.org/images/0012/001285/128515e.pdf adresinden erişilmiştir.
  • UNESCO (2019). Guidelines for inclusion. Ensuring access to education for all. 28 Şubat 2020 tarihinde http://unesdoc.unesco.org/images/0014/001402/ 140224e.pdf adresinden erişilmiştir.
  • UNESCO (2020). National learning platforms and tools. 17 Mayıs 2020 tarihinde <https://en.UNESCO.org/themes/educationemergencies/coronavirus-schoolclosures/nationalresponses> adresinden erişildi.
  • Veen, W., and van Staalduinen, J. P. (2010). The Homo Zappiens and its consequences for learning in universities. In Changing Cultures in Higher Education (p. 323-337). Springer, Berlin, Heidelberg.
  • World Economic Forum (2018). The Global Competitiveness Report. 15 Mayıs 2020 tarihinde http://www3.weforum.org/docs/GCR2018/05FullReport/TheGlobalCompetitivenessReport2018.pdf adresinden erişilmiştir.
  • Wolter, A. (2013). Massification and diversity: has the expansion of higher education led to a changing composition of the student body? European and German experiences. Higher education reforms: looking back–looking forward, 202-220.
  • Yasmin, D. (2013) Application of the classification tree model in predicting learner dropout behaviour in open and distance learning, Distance Education, 34(2), 218-231.
There are 63 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Asu Altunoğlu 0000-0002-2649-5262

Publication Date July 31, 2020
Acceptance Date June 29, 2020
Published in Issue Year 2020 Volume: 16 Issue: 27

Cite

APA Altunoğlu, A. (2020). Yükseköğretimde Kapsayıcılığın Uygulanabilirliği Üzerine bir Tartışma. OPUS International Journal of Society Researches, 16(27), 672-699. https://doi.org/10.26466/opus.755015