Uzaktan Eğitimde Kitlesel Açık Çevrimiçi Derslerin Destekleyici Rolü ve Öğrencilerin Dijital Okuryazarlık Düzeylerine Etkisi

Abstract

Çalışmanın amacı, yükseköğretim öğrencilerine sunulan Kitlesel Açık Çevrimiçi Ders (KAÇD) destekli çevrimdışı dijital okuryazarlık dersinin öğrencilerin dijital okuryazarlık düzeylerine etkisinin belirlenmesidir. Çalışmada araştırma yöntemi olarak çoklu yöntem (multi-method) yaklaşımı tercih edilmiştir. Bu kapsamda ilk araştırma sorusuna nicel araştırma yöntemlerinden tek grup ön test- son test deneysel desen ile ikinci araştırma sorusuna ise nitel araştırma yöntemlerinden durum çalışması yöntemi kullanılarak cevap aranmıştır. Çalışma kapsamında elde edilen bulgulara göre KAÇD destekli çevrimdışı dijital okuryazarlık dersinin öğrencilerin dijital okuryazarlık düzeylerini anlamlı şekilde artırdığı görülmektedir. Ölçek faktörleri arasında etik ve sorumluluk faktörü en yüksek, profesyonel üretim faktörü en düşük anlamlı farklılık değerine sahip olmuştur. Katılımcıların uygulamaya yönelik genel olarak olumlu bir deneyime sahip oldukları görülmektedir. Çalışma sonucunda KAÇD destekli çevrimdışı dijital okuryazarlık eğitiminin etik ve sorumluluk faktörleri üzerinde önemli bir etkisi olduğu, kapsamlı müfredat ihtiyacı ve dijital teknolojilerin uygulanmasında altyapı ve güven engellerinin aşılması gibi önlemler sayesinde KAÇD destekli çevrimdışı dijital okuryazarlık eğitimleri öğrencilerin daha ileri düzey teknik becerilerinin geliştirilmesine katkı sağlayacağı görülmektedir.

Keywords

• KAÇD
• Kitlesel Açık Çevrimiçi Ders
• Dijital Okuryazarlık
• Yükseköğretim
• Çevrimdışı
• Asenkron

The Supporting Role of Massive Open Online Courses in Distance Education and Their Effect on Students' Digital Literacy Levels

Abstract

The study aims to investigate the effect of the Massive Open Online Course (MOOC) supported offline digital literacy course on higher education students' digital literacy levels. A mixed-methods approach was employed, combining quantitative and qualitative research methods. The first research question was addressed using a pretest-posttest experimental design from quantitative research methods, while the second research question was explored through a case study from qualitative research methods. The study reveals that MOOC-supported offline digital literacy education significantly impacts students’ understanding of ethics and responsibility. It also emphasizes the need for a comprehensive curriculum and overcoming infrastructure and trust barriers in implementing digital technologies to further develop students’ technical skills. Overall, the findings of the study show that MOOC-supported offline digital literacy education contributes to the development of students' advanced technical skills. Ethics and responsibility demonstrated the highest significant difference among the scale factors, while professional production exhibited the lowest scores. It is seen that the participants had a generally positive experience with the application and the course. As a result of the study, it was found that MOOC-supported offline digital literacy education has a significant effect on students’ understanding of ethics and responsibility. Additionally, the study suggests that MOOC-supported offline digital literacy education enhances students' advanced technical skills through measures such as the need for a comprehensive curriculum and overcoming infrastructure and trust barriers in applying digital technologies.

Keywords

• MOOC
• Massive Open Online Course
• Digital Literacy
• Higher Education
• Asynchronous

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