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İngilizce Öğrenmede Kişisel Öğrenme Ortamlarının Kullanımı: Anadolu Üniversitesi Açıköğretim Fakültesi Örneği

Yıl 2021, , 88 - 115, 05.01.2021
https://doi.org/10.18039/ajesi.739788

Öz

İnternet, eğitim alanında giderek önem kazanan eğitim teknolojilerinin önünü açarak, öğrenme sorumluluğunu öğrenciye bırakmıştır. Bu sürecin devamında, Kişisel Öğrenme Ortamları, öğrencilerin çevrimiçi platformlarda kendi öğrenmelerini organize etmelerinde aktif rollerini desteklemek adına önem kazanmıştır. Kişisel Öğrenme Ortamları, öğrenmenin kişisel boyutta yapılandırıldığı, planlandığı, paylaşıldığı ve yaşam boyu arşivlendiği platformlardır. Web 2.0 araçlarıyla oluşturulan bu ortamlar bireyselleştirilmiş izlencelerin tasarımına izin veren ve çevrimiçi katılımlı, bireysel ve grup etkinliklerini teşvik eden yapısıyla Açık ve Uzaktan Öğrenmeyi desteklemektedir. Bu çalışmada, kampüs dışında eğitim gören uzaktan öğrenenlerin yabancı dil olarak İngilizce öğrenmelerine yönelik oluşturdukları Kişisel Öğrenme Ortamları incelenmiştir. Bu bağlamda, bu çalışmanın temel amacı açık ve uzaktan öğrenme çerçevesinde Kişisel Öğrenme Ortamlarının İngilizce öğrenmede nasıl etkili, verimli ve çekici şekilde geliştirilebileceğine yönelik alan uzmanlarının ve uzaktan öğrenenlerin görüşlerini almaktır. Çalışma, tasarım tabanlı araştırmanın geliştirme döngüleri çerçevesinde yapılandırılmıştır. 2016-2017 Güz Döneminde (Mart-Eylül 2017) gerçekleştirilmiş olan araştırmanın katılımcılarını uzaktan öğrenenler ve alan uzmanları oluşturmaktadır. Tasarım tabanlı araştırma sürecinde nitel veriler toplanmış ve analiz edilmiştir. Araştırma sonunda, Kişisel Öğrenme Ortamlarına ilişkin bir tasarım çerçevesi önerisinde bulunulmuştur. Araştırma sorularına bağlı olarak ulaşılan verilere göre, Kişisel Öğrenme Ortamı, açık ve uzaktan öğrenme bağlamında kişisel öğrenme deneyimini destekleyen, tasarlanan ortamın benimsenmesini sağlayan ve İngilizce öğrenmeye yönelik genel beklentiyi karşılayan bir ortamdır. Ancak, öğrenmedeki bireysel farklılıklar nedeniyle her bir Kişisel Öğrenme Ortamı bireysel öğrenme gereksinime yönelik olarak oluşturulduğundan kişiye özgü olarak değerlendirilmelidir.

Destekleyen Kurum

Anadolu Üniversitesi

Proje Numarası

1607E573

Kaynakça

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Use of Personal Learning Environments in English Learning: An Example of Anadolu University Open Education Faculty

Yıl 2021, , 88 - 115, 05.01.2021
https://doi.org/10.18039/ajesi.739788

Öz

Internet paved the way for educational technologies which have gradually gained importance in the field of education and has passed the learning responsibility to the student. Succeeding this phase, Personal Learning Environments has gained a significance to support students’ active role of in organizing their own learning within online platforms. Personal Learning Environments are platforms where learning is structured personally, planned and archived for life. These environments created with Web 2.0 tools support Open and Distance Learning with a structure that allows the design of individualized syllabi and encourages online participation, individual and group activities. In this study, Personal Learning Environments created by distance learners studying off-campus to learn English as a foreign language were examined. In this regard, the main purpose of the study was to seek the opinions of field experts and distance learners on how Personal Learning Environments within the context of open and distance learning could be developed in an effective, efficient and attractive way. This study was structured within the development cycles of design-based research. The participants of the study, which was carried out in the 2016-2017 Fall Term (March-September 2017), were distance learners and field experts. Qualitative data were collected and analyzed in the design-based research process. At the end of the research, a design framework for Personal Learning Environments was proposed. According to the data obtained depending on the research questions, a Personal Learning Environment is an environment that supports the personal learning experience in the context of open and distance learning, ensures the adoption of the designed environment and meets the general expectation for learning English. However, due to individual differences in learning, each Personal Learning Environment should be evaluated individually as it is created for individual learning needs.

Proje Numarası

1607E573

Kaynakça

  • Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? Educause Review, 41(2), 32-44. https://er.educause.edu/articles/2006/1/web-20-a-new-wave-of-innovation-for-teaching-and-learning adresinden 01.12.2020 tarihinde erişilmiştir.
  • Alharbi, M., Platt, A. and Al-Bayatti, A. H. (2013). Personal learning environment. International Journal for e-Learning Security (IJeLS), 3(1-2), 280- 288. https://www.researchgate.net/publication/267574959_Personal_Learning_Environment adresinden 01.12.2020 tarihinde erişilmiştir.
  • Amiel, T., and Reeves, T. C. (2008). Design-based research and educational technology: Rethinking technology and the research agenda. Journal of Educational Technology & Society, 11(4), 29-40. https://www.jstor.org/stable/pdf/jeductechsoci.11.4.29.pdf adresinden 01.12.2020 tarihinde erişilmiştir.
  • Anderson, T. (2005). Design-based research and its application to a call centre innovation in distance education. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 31(2). https://www.learntechlib.org/p/42762/ adresinden 01.12.2020 tarihinde erişilmiştir.
  • Attwell, G. (2007). Personal learning environments-the future of eLearning? eLearning papers, 2(1), 1-8. https://www.researchgate.net/publication/228350341_Personal_Learning_Environments-the_future_of_eLearning adresinden 01.12.2020 tarihinde erişilmiştir.
  • Bannan-Ritland, B. (2003). The role of design in research: The integrative learning design framework. Educational Researcher, 32(1), 21-24. https://journals.sagepub.com/doi/10.3102/0013189X032001021 adresinden 01.12.2020 tarihinde erişilmiştir.
  • Bernard, H. Russell (1994). Research methods in anthropology: Qualitative and quantitative approaches (Second edition). Walnut Creek, CA: AltaMira
  • Cobb, P., Confrey, J., DiSessa, A., Lehrer, R., and Schauble, L. (2003). Design experiments in educational research. Educational researcher, 32(1), 9-13. https://journals.sagepub.com/doi/10.3102/0013189X032001009 adresinden 01.12.2020 tarihinde erişilmiştir.
  • Dabbagh, N., and Kitsantas, A. (2005). Using web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 33(5), 513–540. https://link.springer.com/article/10.1007/s11251-005-1278-3 adresinden 01.12.2020 tarihinde erişilmiştir.
  • Dabbagh, N., and Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3-8. https://www.sciencedirect.com/science/article/pii/S1096751611000467 adresinden 01.12.2020 tarihinde erişilmiştir.
  • D'Agustino, S. (Ed.). (2016). Creating teacher immediacy in online learning environments. Hershey, PA: IGI Global.
  • Derek, B. E. (2007). Learning 3.0: mobile, mobile, mobile. http://www.debaird.net/blendededunet/2007/02/learning_30_mob.html adresinden 01.12.2020 tarihinde erişilmiştir.
  • Farkas, M. (2012). Participatory technologies, pedagogy 2.0 and information literacy. Library Hi Tech, 30(1), 82-94. https://pdxscholar.library.pdx.edu/ulib_fac/73/ adresinden 01.12.2020 tarihinde erişilmiştir.
  • Fiedler, S. and Väljataga, T. (2013). Personal learning environments: A conceptual landscape revisited. eLearning Papers, 35(1),1-16. https://www.researchgate.net/publication/262876162_Personal_learning_environments_A_conceptual_landscape_revisited adresinden 01.12.2020 tarihinde erişilmiştir.
  • Goldstein, A. E. and Reiboldt, W. (2004). The multiple roles of low income, minority women in the family and community: A qualitative investigation. The Qualitative Report, 9(2), 241-265. https://nsuworks.nova.edu/tqr/vol9/iss2/4/ adresinden 01.12.2020 tarihinde erişilmiştir.
  • Gonella, L. and Panto, E. (2008). Didactic architectures and organization models: A process of mutual adaptation, eLearning Papers. 9(1), 1-12. https://www.researchgate.net/publication/28264179_Didactic_architectures_and_organization_models_a_process_of_mutual_adaptation adresinden 01.12.2020 tarihinde erişilmiştir.
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Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Nil Göksel 0000-0002-3447-2722

Mehmet Emin Mutlu

Proje Numarası 1607E573
Yayımlanma Tarihi 5 Ocak 2021
Gönderilme Tarihi 19 Mayıs 2020
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Göksel, N., & Mutlu, M. E. (2021). İngilizce Öğrenmede Kişisel Öğrenme Ortamlarının Kullanımı: Anadolu Üniversitesi Açıköğretim Fakültesi Örneği. Anadolu Journal of Educational Sciences International, 11(1), 88-115. https://doi.org/10.18039/ajesi.739788
AMA Göksel N, Mutlu ME. İngilizce Öğrenmede Kişisel Öğrenme Ortamlarının Kullanımı: Anadolu Üniversitesi Açıköğretim Fakültesi Örneği. AJESI. Ocak 2021;11(1):88-115. doi:10.18039/ajesi.739788
Chicago Göksel, Nil, ve Mehmet Emin Mutlu. “İngilizce Öğrenmede Kişisel Öğrenme Ortamlarının Kullanımı: Anadolu Üniversitesi Açıköğretim Fakültesi Örneği”. Anadolu Journal of Educational Sciences International 11, sy. 1 (Ocak 2021): 88-115. https://doi.org/10.18039/ajesi.739788.
EndNote Göksel N, Mutlu ME (01 Ocak 2021) İngilizce Öğrenmede Kişisel Öğrenme Ortamlarının Kullanımı: Anadolu Üniversitesi Açıköğretim Fakültesi Örneği. Anadolu Journal of Educational Sciences International 11 1 88–115.
IEEE N. Göksel ve M. E. Mutlu, “İngilizce Öğrenmede Kişisel Öğrenme Ortamlarının Kullanımı: Anadolu Üniversitesi Açıköğretim Fakültesi Örneği”, AJESI, c. 11, sy. 1, ss. 88–115, 2021, doi: 10.18039/ajesi.739788.
ISNAD Göksel, Nil - Mutlu, Mehmet Emin. “İngilizce Öğrenmede Kişisel Öğrenme Ortamlarının Kullanımı: Anadolu Üniversitesi Açıköğretim Fakültesi Örneği”. Anadolu Journal of Educational Sciences International 11/1 (Ocak 2021), 88-115. https://doi.org/10.18039/ajesi.739788.
JAMA Göksel N, Mutlu ME. İngilizce Öğrenmede Kişisel Öğrenme Ortamlarının Kullanımı: Anadolu Üniversitesi Açıköğretim Fakültesi Örneği. AJESI. 2021;11:88–115.
MLA Göksel, Nil ve Mehmet Emin Mutlu. “İngilizce Öğrenmede Kişisel Öğrenme Ortamlarının Kullanımı: Anadolu Üniversitesi Açıköğretim Fakültesi Örneği”. Anadolu Journal of Educational Sciences International, c. 11, sy. 1, 2021, ss. 88-115, doi:10.18039/ajesi.739788.
Vancouver Göksel N, Mutlu ME. İngilizce Öğrenmede Kişisel Öğrenme Ortamlarının Kullanımı: Anadolu Üniversitesi Açıköğretim Fakültesi Örneği. AJESI. 2021;11(1):88-115.