Türkiyede Uzaktan Afet Eğitimi Web Değerlendirmesi

Yıl 2013, , 53 - 60, 01.07.2013

Kubilay Kaptan Onur Yılmaz

https://doi.org/10.5824/1309-1581.2013.3.004.x

Öz

Depremde kayıpları azaltmak için bir tanım konularda okulması gereken, ulusal çapta ve düzgün bir şekilde yönetilmesi gerekenler tanımlanmalıdır. İlk olarak, deprem ve beşikten mezara kadar depreme hazırlık, ilgili eğitim ve araştırma önemi vurgulanmaktadır. İkinci olarak, risk azaltma sorunların başarılı bir çözüm için, yasal ve mali yapıları yanı sıra sosyal ve teknik kuruluşlar sunulmaktadır. Öneriler deprem sırasında ve sonrasında acil konular ile ilgili, ve aynı zamanda risk yönetimi, deprem öncesi hazırlıkları ile ilgili, afet yönetimi ile ilgili, verilir. Son olarak, binalar, onarım ve güçlendirme sorunları, deprem sigortası, tasarım ve bina inşaat denetimi envanteri ile ilgili sorunları tartışılmıştır. E-öğrenme yeni bilgisayarlı, multimedya ve telematik teknolojilerin benimsenmesi dayalı eğitim için yeni bir projedir. Bu uygulama öğretmen bazlı eğitimi, öğrenci bazlı eğitime çevirmiştir. Uygulama eğitim planlarında, organizasyon ve tabii yapısında, öğretmenler ve öğrenciler arasındaki senkron ve / veya asenkron etkileşimde, içerik yönetiminde ve eğitim metodolojisinde büyük bir esneklik sunmakta aynı zamanda izleme ve öğrenci değerlendirilmesi de yapabilmektedir. E-öğrenme büyük bir kaynaktır ve aynı zamanda afet eğitim alanında olası bir devrim temsil edebilir. Türkiyede, afet eğitimi ile ilgili bazı önemli web siteleri vardır. Bu web siteleri, iyi bir e-öğrenme ortamları sağlayıp sağlamadığı değerlendirmek için gözden geçirilir. Her web sitesi iki bağımsız yorumcu tarafından değerlendirilmiştir. Ortalama skorlar İki skor ortalaması alınarak elde edilmiştir. Mevcut 6 web sitelerinin toplam puanları 42 puan 28 puan (ortalama 34 +12 puan) değişmektedir. Sonuç olarak, bu rapor afet eğitim e-öğrenme Türkiyede hala ilkel olduğunu gösterdi. İyi afet eğitimi sağlamak için köklü bir e-öğrenme ortamı uygulamak ilk öncelik olmalıdır.

Anahtar Kelimeler

e-öğrenme, afet eğitiminde uzaktan eğitim, web tabanlı eğitim

Evaluation of Disaster Management E-Learning Webs in Turkey

Öz

It is emphasized that Turkey experiences frequent earthquakes, causing extensive losses to economy, life and limb. In order to mitigate the losses due earthquakes, a number of issues are identified to be studied and managed properly on a national scale. Firstly, the importance of education and research about earthquakes and earthquake preparedness, from cradle to grave, is stressed. Secondly, for a successful solution of the risk mitigation problems, the legislative and financial structures as well as the social and technical organizations are presented. Recommendations are given, concerning the disasters management, dealing with emergency matters during and after the earthquake, and also the risk management, dealing with preparations before the earthquake. Finally, the problems related to inventory of buildings, repair and retrofitting issues, earthquake insurance, supervision of design and construction of buildings are discussed. E-learning is a new project for education based on the adoption of new computerised, multimedia and telematic technologies. Its application has deeply changed the concept of a teacher-based teaching to a student-centred educational project. It offers a great flexibility in the educational methodology, in the administration of contents, in the synchronous and/or asynchronous interaction between teachers and students, in the organisation and in the structure of the course, in the educational plans, in the support, the tracking and the evaluation of the student. E-learning could represent a great resource and a possible revolution in the concept of education and in the field of disaster education as well. In Turkey, there are some important websites concerning disaster education. These websites are reviewed to evaluate if these sites provide good e-learning environments. The official websites concerning disaster education in Turkey are scorched and the websites are reviewed according to the established protocol. Each website has been evaluated by two independent reviewers. The average scores were obtained by averaging the two scores. Of the available 6 websites, the total scores of these 6 websites varied from 42 points to 28 points average 34+12 points . In conclusion, this report demonstrated that the e-learning of disaster education was still primitive in Turkey. It should be the first priority to implement a well-established e-learning environment to provide good disaster education.

Anahtar Kelimeler

e-learning, e-learning in disaster education, web based education

Kaynakça

• Whitman N, Schwenk TL. The Physician as teacher. Salt Lake City, UT: Whitman Associates; 1997.
• Fleetwood J, Vaught W, Feldman D, Gracely E, Kassutto Z, Novack D. MedEthEx Online: a computer‐based learning program in medical ethics and communication skills. Teach Learn Med 2000;12:96‐104.
• Ryan WJ. Online and in the classroom: the numbers and what they might mean. In: Community College Innovations Conference Boston, MA: League for Innovation in the Community College; 2002.
• Thirunarayanan MO, Pérez‐Prado A. Comparing Web‐based and classroom‐based learning: a quantitative study. Journal of Research on Technology in Education 2002;34:131‐137.
• Johnson SD, Aragon S, Shaik N, Palma‐ Rivas N. Comparative analysis of online vs. face to face instruction. In: De Bra P, Leggett JJ, editors. Proceedings of WebNet 99: World Conference on the WWW and Internet Charlottesville, VA: Association for the Advancement of Computing in Education (AACE); 1999.
• Mehta MP, Sinha P, Kanwar K, Inman A, Albanese M, Fahl W. Evaluation of Internetbasedoncologic teaching for medical students. J Cancer Educ 1998;13:197‐202.
• Hobbs GD, Moshinskie JF, Roden SK, Jarvis JL. A comparison of classroom and distance learning techniques for rural EMTI instruction. Prehosp Emerg Care 1998;2: 189‐91.
• Zucker DM, Asselin M. Migrating to the web: the transformation of a traditional RN to BS program. J Contin Educ Nurs 2003;34:86‐9
• Chan DH, Leclair K, Kaczorowski J. Problem‐ based small group learning via the Internetamongcommunityfamilyphysicians: a randomized controlled trial. MD Comput
• Leong SL, Baldwin CD, Adelman AM. Integrating Web‐based computer cases into a required clerkship: development and evaluation. Acad Med 2003;78:295‐301
• Radjenovic D, Wallace FL. Computerbased remote diabetes education for school personnel. Diabetes Technol Ther 2001;3:601‐7
• Chumley‐Jones HS, Dobbie A, Alford CL. Web‐based learning: sound educational method or hype? A review of the evaluation literature. Acad Med 2002;77(10 Suppl):S86‐93
• Lipman AJ, Sade RM, Glotzbach AL, Lancaster CJ, Marshall MF. The incremental value of Internet‐ based instruction as an adjunct to classroom instruction: a prospective randomized study. Acad Med 2001;76:1060‐1064
• Hay PJ, Katsikitis M. The ‘expert’ in problem‐based and case‐based learning: necessary or not. Med Educ 2001;35:22‐6
• Marshall JN, Stewart M, Ostbye T. Smallgroup CME using e‐mail discussions. Can it work? Can Fam Physician 2001;47:557‐63
• Spallek H, Pilcher E, Lee JY, Schleyer T. Evaluation of web‐based dental CE courses. J Dent Educ 2002;66:393‐404
• Harasim L, Hiltz SR, Teles L, Turoff M. Learning networks: a field guide to teaching and learning on‐line. Cambridge, MA: The MIT Press; 1995.
• Cohen JJ. Leading the Information Revolution. 1997. URL: http://www.academicmedicine.org/ accessed in Dec. 12, 2004.
• Goettner P. Effective e‐learning for healthcare. Health Management Technology 2000;21:63‐4
• Lessons of a virtual timetable. Economist 2001:1013
• Grundman JA, Wigton RS, Nickol D. A controlled trial of an interactive, webbased virtual reality program for teaching physical diagnosis skills to medical students. Acad Med 2000;75:5479