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

Yıl 2021, Cilt: 11 Sayı: 1, 88 - 115, 05.01.2021

Nil Göksel , Mehmet Emin Mutlu

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.

Anahtar Kelimeler

açık ve uzaktan öğrenme, kişisel öğrenme, kişisel öğrenme ortamı, yabancı dil olarak İngilizce öğrenimi, web 2.0

Destekleyen Kurum

Anadolu Üniversitesi

Proje Numarası

1607E573

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

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.

Anahtar Kelimeler

open and distance learning, personal learning, personal learning environment, English as a foreign language, web 2.0

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.
• Hafeez, A., Gujjar, A. A. and Noreen, Z. (2014). Demanding need of growing technologies in distance learning system. Turkish Online Journal of Distance Education, 15(4), 170-180. https://dergipark.org.tr/tr/pub/tojde/issue/16894/175993 adresinden 01.12.2020 tarihinde erişilmiştir.
• Harry, B., Sturges, K. M., and Klingner, J. K. (2005). Mapping the process: An exemplar of process and challenge in grounded theory analysis. Educational Researcher, 34(2), 3-13. https://journals.sagepub.com/doi/10.3102/0013189X034002003 adresinden 01.12.2020 tarihinde erişilmiştir.
• Haworth, R. (2016). Personal learning environments: A solution for self-directed learners. TechTrends, 60(4), 359-364. https://link.springer.com/article/10.1007/s11528-016-0074-z adresinden 01.12.2020 tarihinde erişilmiştir.
• Hussain, F. (2013). E-Learning 3.0= E-Learning 2.0+ Web 3.0? Journal of Research & Method in Education 3(3), 39-47. https://www.iosrjournals.org/iosr-jrme/papers/Vol-3%20Issue-3/H0333947.pdf?id=7373 adresinden 01.12.2020 tarihinde erişilmiştir.
• Kokila, V. and Phil, M. (2017). Technology in teaching English - what, why and how? Teaching of English language and literature. Language in India, 17(11), 76-82.
• Kelly, A. E. (2003). Theme issue: The role of design in educational research. Educational Researcher, 32(1), 3-4. https://journals.sagepub.com/doi/pdf/10.3102/0013189X032001003 adresinden 01.12.2020 tarihinde erişilmiştir.
• Kompen, R. T., Edirisingha, P., Canaleta, X., Alsina, M., and Monguet, J. M. (2019). Personal learning environments based on web 2.0 services in higher education. Telematics and Informatics, 38, 194-206. https://www.sciencedirect.com/science/article/pii/S0736585318306312 adresinden 01.12.2020 tarihinde erişilmiştir.
• Korhonen, A. M., Ruhalahti, S., and Veermans, M. (2019). The online learning process and scaffolding in student teachers’ personal learning environments. Education and Information Technologies, 24(1), 755-779. https://lacris.ulapland.fi/files/5952422/2020_Korhonen_Ruhalahti_Veermans_ManuscriptFinal.pdf adresinden 01.12.2020 tarihinde erişilmiştir.
• Kuzu, A., Çankaya, S. ve Mısırlı, Z. A. (2011). Tasarım tabanlı araştırma ve öğrenme ortamlarının tasarımı ve geliştirilmesinde kullanımı. Anadolu Journal of Educational Sciences International, 1(1), 19- 35. https://dergipark.org.tr/en/download/article-file/17509 adresinden 01.12.2020 tarihinde erişilmiştir.
• Laakkonen, I. (2011). Personal learning environments in higher education language courses: An informal and learner-centred approach. S. Thouësny and L. Bradley (Eds.), In Second language teaching and learning with technology: views of emergent researchers, (pp. 9-28), Dublin: Research-publishing.net. https://research-publishing.net/publication/chapters/978-1-908416-00-1/Laakkonen_4.pdf adresinden 01.12.2020 tarihinde erişilmiştir.
• Latham, G.P. and Locke, E.A. (2007). New developments in and directions for goal-setting research. European Psychologist, 12(4), 290-300. https://www.researchgate.net/publication/247399303_New_Developments_in_and_Directions_for_Goal-Setting_Research adresinden 01.12.2020 tarihinde erişilmiştir.
• McMillan, J. H. (2004). Educational research: Fundamentals for the consumer. Boston, NY: Pearson Education.
• Merriam, S. B. (2002). Qualitative research in practice: examples for discussion and analysis. San Francisco, CA: Jossey-Bass.
• Miranda, P., Isaias, P. and Costa, C. J. (2014). E-Learning and web generations: Towards web 3.0 and E-Learning 3.0. International Proceedings of Economics Development and Research, 81, 92-103. http://www.ipedr.com/vol81/015-ICERI2014-R00037.pdf adresinden 01.12.2020 tarihinde erişilmiştir.
• Milligan, C. D., Beauvoir, P., Johnson, M. W., Sharples, P., Wilson, S., and Liber, O. (2006). Developing a reference model to describe the personal learning environment. In European Conference on Technology Enhanced Learning ECTEL, (1-4 October, Crete, Greece), (pp. 506-511). Springer, Berlin, Heidelberg. https://link.springer.com/chapter/10.1007/11876663_44 adresinden 01.12.2020 tarihinde erişilmiştir.
• Mol, S., Kobayashi V., Kismihók G. and Zhao, C. (2016). Learning through goal setting. In LAK'16 Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, (April, 2016, Edinburgh United Kingdom), (pp. 512-513). Association for Computing Machinery, New York NY United States. https://dl.acm.org/doi/abs/10.1145/2883851.2883859 adresinden 01.12.2020 tarihinde erişilmiştir.
• Mott, J. and Wiley, D. (2009). Open for learning: the CMS and the open learning network. Technology & Social Media Education, 15(2). 3-22. http://ourspace.uregina.ca/handle/10294/2954 adresinden 01.12.2020 tarihinde erişilmiştir.
• Mutlu, M. E. (2014). Anadolu Üniversitesi Açıköğretim Sistemi öğrencileri için bir kişisel öğrenme ortamı çerçevesi. Eğitim ve Öğretim Araştırmaları Dergisi Journal of Research in Education and Teaching, 3(3), 119-134. http://www.jret.org/FileUpload/ks281142/File/11.mutlu.pdf adresinden 01.12.2020 tarihinde erişilmiştir.
• Panagiotidis, P. (2012). Personal learning environments for language learning. Social Technologies Research Journal, 2(2), 420-441. https://www3.mruni.eu/ojs/social-technologies/article/view/207 adresinden 01.12.2020 tarihinde erişilmiştir.
• Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oak, CA: Sage.
• Rovai, A. P. (2007). Facilitating online discussions effectively. Internet and Higher Education, 10(1), 77-88. https://doi.org/10.1016/j.iheduc.2006.10.001 adresinden 01.12.2020 tarihinde erişilmiştir.
• Saks, K. and Leijen, Ä. (2014). Distinguishing self-directed and self-regulated learning and measuring them in the E-learning Context. Procedia - Social and Behavioral Sciences, 112, 190-198. https://www.sciencedirect.com/science/article/pii/S1877042814011720 adresinden 01.12.2020 tarihinde erişilmiştir.
• Sangeetha, S. (2016). An efficacy of personal learning environment (PLE) tools among digital ımmigrants and digital natives in English classes. Language in India, 16(4), 86-92. http://www.languageinindia.com/april2016/sangeethapletools.pdf adresinden 01.12.2020 tarihinde erişilmiştir.
• Santoso, H.B., Fadhilah, S., Nurrohmah, I. and Goodridge, W. H. (2016). The usability and user experience evaluation of web-based online self-monitoring tool: case study human-computer interaction course. 4th International Conference on User Science and Engineering (i-USEr). (2016, Meleka, Malayisa), (pp. 122-127). IEEE. https://ieeexplore.ieee.org/document/7857946 adresinden 01.12.2020 tarihinde erişilmiştir.
• Schaffert, S. and Hilzensauer, W. (2008). On the way towards personal learning environments: Seven crucial aspects. eLearning Papers, 9(1), 1-10. https://www.researchgate.net/publication/28264175_On_the_way_towards_Personal_Learning_Environments_Seven_crucial_aspects adresinden 01.12.2020 tarihinde erişilmiştir.
• Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences. (4th ed.). New York, NY: Teachers College Press.
• Shaikh, Z. and Khoja, S. (2012). Role of teacher in personal learning environments. Digital Education Review 21(2):23-32. https://www.researchgate.net/publication/269392872_Role_of_Teacher_in_Personal_Learning_Environments adresinden 01.12.2020 tarihinde erişilmiştir.
• Sharples, M. (2000). The design of personal mobile technologies for lifelong learning. Computers & Education, 34(3-4), 177-193. https://www.sciencedirect.com/science/article/pii/S0360131599000445 adresinden 01.12.2020 tarihinde erişilmiştir.
• Shavelson, R., Phillips, D., Towne, L., and Feuer, M. (2003). On the science of educational design studies. Educational Researcher, 32(1), 25-28. https://journals.sagepub.com/doi/10.3102/0013189X032001025 adresinden 01.12.2020 tarihinde erişilmiştir.
• Sheeba, T., Begum, S. and Bernard, M. (2012). Semantic web to e-learning content. International Journal of Advanced Research in Computer Science and Software Engineering, 2(10), 58-66. https://www.researchgate.net/publication/322200719_Semantic_Web_to_E-Learning_Content adresinden 01.12.2020 tarihinde erişilmiştir.
• Sözler, S. ve Mutlu, M.E. (2015). Yükseköğretim kurumlarında kişisel öğrenme ortamlarının uygulanması. AB’15 –XVII. Akademik Bilişim Konferansı konferansında (4-6 Şubat 2015, Eskişehir) sunulan bildiri. http://ab.org.tr/ab15/kitap/201.pdf adresinden 01.12.2020 tarihinde erişilmiştir.
• Tu, C.-H., Sujo-Montes, L. E., Yen, C.-J., Chan, J.-Y. and Blocher, J. M. (2012). The integration of personal learning environments & open network learning environments. TechTrends, 56(3), 13-19. https://link.springer.com/article/10.1007/s11528-012-0571-7 adresinden 01.12.2020 tarihinde erişilmiştir.
• Valtonen, T., Hacklin, S., Dillon, P., Vesisenaho, M., Kukkonen, J., and Hietanen, A. (2012). Perspectives on personal learning environments held by vocational students. Computers & Education, 58(2), 732–739. https://www.sciencedirect.com/science/article/pii/S0360131511002429 adresinden 01.12.2020 tarihinde erişilmiştir.
• Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Harvard University Press, Cambridge, MA.
• Won, S., Wolters, C. A., and Mueller, S. A. (2017). Sense of belonging and self-regulated learning: Testing achievement goals as mediators. The Journal of Experimental Education, 86(3), 402-418. https://www.tandfonline.com/doi/full/10.1080/00220973.2016.1277337 adresinden 01.12.2020 tarihinde erişilmiştir.
• Yıldırım, A. ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. baskı). Ankara: Seçkin Yayıncılık.
• Zimmerman, B. J. and Paulsen, A. S. (1995). Self-monitoring during collegiate studying: An invaluable tool for academic self-regulation. P.R Pintrich (Ed.), In Understanding self-regulated learning (pp. 13-37). San Fransicco, CA: Jossey-Bass.
• Zimmerman B. J. (2000). Attaining self-regulation: A social cognitive perspective. M.Boekaerts, P. R. Pintrich, and M. Zeidner (Eds.), In Handbook of self-regulation (pp.13-39). New York, NY: Academic.
• Zimmerman, B. J., Schunk, D. H. and DiBenedetto, M. K. (2015). A personal agency view of self-regulated learning: The role of goal setting. F. Guat, H. Marsh, D. M. McInerney ve R. G. Craven (Eds.), In Self-concept, motivation, and identity: Underpinning success with research and practice (pp. 83-114). Charlotte, NC: Information Age.