Araştırma Makalesi
BibTex RIS Kaynak Göster

Uzaktan öğrenenler tarafından üretilen YouTube videolarında akran desteğini keşfetmek

Yıl 2022, , 32 - 63, 31.01.2022
https://doi.org/10.51948/auad.999006

Öz

Öğrenme sürecinde güçlüklerle karşılaşan uzaktan öğrenenlerin başvurdukları destek kaynaklarından biri de akranlarıdır. Bilgi ve deneyim sahibi öğrenenlerin arkadaşlarına çeşitli konularda yardım etmesiyle gerçekleşen akran desteği, öğrenme deneyimini olumlu yönde etkilemektedir. Akran desteğinin öğrenenler arası etkileşim ve iş birliğinden doğduğunu söylemek mümkündür. Teknolojinin gelişmesi, öğrenenlerin etkileşim kanallarını zenginleştirmektedir. Uzaktan öğrenenler, gerekli gördükleri konular hakkında kendi ürettikleri içerikleri YouTube üzerinden yayınlayarak akranlarına destek olmaktadırlar. Bu çalışmanın amacı, uzaktan öğrenenlerin YouTube videolarında hangi stratejileri kullanarak akranlarına destek olduklarını keşfetmektir. Durum çalışması olarak desenlenen araştırma kapsamında, uzaktan öğrenenler tarafından üretilmiş ve en az 30 bin izlenme sayısına ulaşmış 10 video içerik analizi yöntemiyle incelenmiştir. Çalışma sonunda uzaktan öğrenenlerin videolarında akranlarına destek olurken şu stratejilerden yararlandıkları tespit edilmiştir: Kişisel deneyimlerle anlatma, çalışma yöntemi önerme, konuşma dili kullanma, teşvik etme ve uygulamalı anlatma.

Kaynakça

  • Alston, G. D., & Ellis-Hervey, N. (2015). Exploring the nonformal adult educator in twenty-first century contexts using qualitative video data analysis techniques. Learning, Media and Technology, 40(4), 502-513. https://doi.org/10.1080/17439884.2014.968168
  • Androutsopoulos, J. (2013). Participatory culture and metalinguistic discourse: Performing and negotiating German dialects on YouTube. Discourse, 2(0), 47-71.
  • Asbee, D. S., & Simpson, O. (1998). Partners, families and friends: Student support of the closest kind. Open Learning: The Journal of Open, Distance and e-Learning, 13(3), 56-59. https://doi.org/10.1080/0268051980130309
  • Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance education, 27(2), 139-153. https://doi.org/10.1080/01587910600789498
  • Benevenuto, F., Duarte, F., Rodrigues, T., Almeida, V. A., Almeida, J. M., & Ross, K. W. (2008). Understanding video interactions in youtube. Proceedings of the 16th ACM international conference on Multimedia (pp. 761-764).
  • Benson, P. (2015). Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos. Language Learning & Technology, 19(3), 88-105.
  • Bothma, F., & Monteith, J. D. (2004). Self-regulated learning as a prerequisite for successful distance learning. South African Journal of Education, 24(2), 141-147.
  • Bourdages, L., & Delmotte, C. (2001). La persistance aux études universitaires à distance. Journal of Distance Education, 16(2), 23-36.
  • Burgess, J. (2008). 'All your chocolate rain are belong to us'?: Viral video, YouTube and the dynamics of participatory culture. Video vortex reader: Responses to YouTube, 101-109.
  • Burgess, J., & Green, J. (2009). The entrepreneurial vlogger: Participatory culture beyond the professional/amateur divide (pp. 89-107). National Library of Sweden.
  • Contreras-Castillo, J., Favela, J., Pérez-Fragoso, C., & Santamarı́a-del-Angel, E. (2004). Informal interactions and their implications for online courses. Computers & Education, 42(2), 149-168. https://doi.org/10.1016/S0360-1315(03)00069-1
  • Cha, M., Kwak, H., Rodriguez, P., Ahn, Y. Y., & Moon, S. (2007). I tube, you tube, everybody tubes: analyzing the world's largest user generated content video system. Proceedings of the 7th ACM SIGCOMM conference on Internet measurement (pp. 1-14).
  • Chau, C. (2010). YouTube as a participatory culture. New directions for youth development, 2010(128), 65-74.
  • Cheng, X., Dale, C., & Liu, J. (2008). Statistics and social network of YouTube videos. In 2008 16th Interntional Workshop on Quality of Service (pp. 229-238). IEEE.
  • Coggins, C. C. (1988). Learner: Preferred learning styles and their impact on completion of external degree programs. American Journal of Distance Education, 2(1), 25-37.
  • Coldeway, D. O. (1986). Learner characteristics and success. Distance education in Canada, 46, 81-87.
  • Collis, B., Winnips, K., & Moonen, J. (2000). Structured support versus learner choice via the World Wide Web (WWW): Where is the payoff? Journal of Interactive Learning Research, 11(2), 163–196.
  • Creswell, J. W. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
  • Daugherty, T., Eastin, M. S., & Bright, L. (2008). Exploring consumer motivations for creating user-generated content. Journal of interactive advertising, 8(2), 16-25. https://doi.org/10.1080/15252019.2008.10722139
  • De Smet, M., Van Keer, H., & Valcke, M. (2008). Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour. Computers & Education, 50(1), 207-223. https://doi.org/10.1016/j.compedu.2006.05.001
  • Evans, M. J., & Moore, J. S. (2013). Peer tutoring with the aid of the Internet. British Journal of Educational Technology, 44(1), 144-155. doi:10.1111/j.1467-8535.2011.01280.x
  • Falchikov, N. (2003). Learning together: Peer tutoring in higher education. Routledge.
  • Fetter, S., Berlanga, A. J., & Sloep, P. (2010). Fostering social capital in a learning network: laying the groundwork for a peer-support Service. International Journal of Learning Technology, 5(4), 388-400.
  • Garrison, D. R. (1987). Researching dropout in distance education. Distance education, 8(1), 95-101.
  • Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. https://doi.org/10.1016/j.iheduc.2009.10.003
  • Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Introduction to applied thematic analysis. Applied thematic analysis, 3(20), 1-21. https://dx.doi.org/10.4135/9781483384436
  • Güçlü, İ. (2019). Sosyal bilimlerde nitel araştırma yöntemleri teknik-yaklaşım-uygulama. Ankara: Nobel Akademik Yayıncılık.
  • Hall, H., & Davison, B. (2007). Social software as support in hybrid learning environments: The value of the blog as a tool for reflective learning and peer support. Library & information science research, 29(2), 163-187. https://doi.org/10.1016/j.lisr.2007.04.007
  • Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. B. (2009). Optimizing knowledge sharing in learning networks through peer tutoring. IADIS International Conference Cognition and Exploratory Learning in Digital Age, Springer.
  • Jung, I., & Hong, S. (2014). An elaborated model of student support to allow for gender considerations in Asian distance education. International Review of Research in Open and Distributed Learning, 15(2), 170-188. https://doi.org/10.19173/irrodl.v15i2.1604
  • Keegan, D. (1996). Foundations of Distance Education (3rd edition). London Routledge.
  • Kember, D. (1989). A longitudinal-process model of drop-out from distance education. The Journal of Higher Education, 60(3), 278-301.
  • Krumm, J., Davies, N., & Narayanaswami, C. (2008). User-generated content. IEEE Pervasive Computing, 7(4), 10-11.
  • Lee, C. S., Osop, H., Goh, D. H. L., & Kelni, G. (2017). Making sense of comments on YouTube educational videos: a self-directed learning perspective. Online Information Review. https://doi.org/10.1108/OIR-09-2016-0274
  • Luscombe, B. (2015). You Tube's view master. Time, 186(9/10), 70-75.
  • Merriam, Sharan B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). San Francisco, CA: Jossey-Bass
  • McLoughlin, C. (2002). Learner support in distance and networked learning environments: Ten dimensions for successful design. Distance Education, 23(2), 149-162. https://doi.org/10.1080/0158791022000009178
  • Miethe, T. D., & Drass, K. A. (1999). Exploring the social context of instrumental and expressive homicides: An application of qualitative comparative analysis. Journal of Quantitative Criminology, 15(1), 1-21.
  • Moore, M. G., & Kearsley, G. G. (1996). Distance education: A system view. Wadsworth.
  • Poellhuber, B., Chomienne, M., & Karsenti, T. (2008). The effect of peer collaboration and collaborative learning on self-efficacy and persistence in a learner-paced continuous intake model. International Journal of E-Learning & Distance Education/Revue internationale du e-learning et la formation à distance, 22(3), 41-62.
  • Powell, R., Conway, C., & Ross, L. (1990). Effects of student predisposing characteristics on student success. Journal of Distance Education, 5(1), 20-37.
  • Reid, A. (2010). Social media, public pedagogy, and the end of private learning. Handbook of Public Pedagogy. Education and Learning Beyond Schooling. New York: Routledge, 194-200.
  • Rekkedal, T. (1985). Introducing the Personal Tutor/Counsellor in the System of Distance Education. Project Report 2. Stabek.
  • Roberts, D. (1984). Ways and means of reducing early student drop‐out rates. Distance Education, 5(1), 50-71.
  • Roscoe, R. D., & Chi, M. T. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors’ explanations and questions. Review of educational research, 77(4), 534-574. 10.3102/0034654307309920
  • Rossiter, M., & Garcia, P. A. (2010). Digital storytelling: A new player on the narrative field. New directions for adult and continuing education, 126, 37-48.
  • Sampson, N. (2003). Meeting the needs of distance learners. Language learning & technology, 7(3), 103-118.
  • Sindoni, M. G. (2011). Online conversations: A sociolinguistic investigation into young adults’ use of videochats. Classroom Discourse, 2(2), 219-235. https://doi.org/10.1080/19463014.2011.614055
  • Susarla, A., Oh, J. H., & Tan, Y. (2012). Social networks and the diffusion of user-generated content: Evidence from YouTube. Information systems research, 23(1), 23-41. http://dx.doi.org/10.1287/isre.1100.0339
  • Sweet, R. (1986). Student dropout in distance education: An application of Tinto's model. Distance education, 7(2), 201-213.
  • Tait, A. (2000). Planning student support for open and distance learning. Open Learning: The Journal of Open, Distance and e-Learning, 15(3), 287-299.
  • Tait, A. (2014). From place to virtual space: Reconfiguring student support for distance and e-learning in the digital age. Open Praxis, 6(1), 5-16. http://dx.doi.org/10.5944/openpraxis.6.1.102
  • Taplin, M., Yum, J. C., Jegede, O., Fan, R. Y., & Chan, M. S. C. (2001). Help-seeking strategies used by high-achieving and low-achieving distance education students. Journal of Distance Education, 16(1), 56-69.
  • Taylor, M. (1986). Learning for self-direction in the classroom: The pattern of a transition process. Studies in Higher Education, 11(1), 55-72.
  • Think with Google. (2017). The Values of YouTube Study. https://www.thinkwithgoogle.com/marketing-strategies/video/self-directed-learning-youtube/ Erişim tarihi: 28.06.2021
  • Thorpe, M. (2002). Rethinking learner support: The challenge of collaborative online learning. Open Learning: The Journal of Open, Distance and e-Learning, 17(2), 105-119. https://doi.org/10.1080/02680510220146887a
  • Tolson, A. (2010). A new authenticity? Communicative practices on YouTube. Critical discourse studies, 7(4), 277-289. https://doi.org/10.1080/17405904.2010.511834
  • Wattenhofer, M., Wattenhofer, R., & Zhu, Z. (2012). The YouTube social network. In Sixth international AAAI conference on weblogs and social media.
  • Westera, W., & Wagemans, L. (2007). Help me! Online learner support through the self-organised allocation of peer tutors. 13th International Conference on Technology Supported Learning & Training, 105-107. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.573.5896&rep=rep1&type=pdf Erişim tarihi: 28.06.2021
  • Wong, W. K., Chan, T. W., Chou, C. Y., Heh, J. S., & Tung, S. H. (2003). Reciprocal tutoring using cognitive tools. Journal of Computer Assisted Learning, 19, 416-428.
  • Yamada, M., & Akahori, K. (2009). Awareness and performance through self-and partner's image in videoconferencing. Calico Journal, 27(1), 1-25.
  • Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). Sage.
Yıl 2022, , 32 - 63, 31.01.2022
https://doi.org/10.51948/auad.999006

Öz

Kaynakça

  • Alston, G. D., & Ellis-Hervey, N. (2015). Exploring the nonformal adult educator in twenty-first century contexts using qualitative video data analysis techniques. Learning, Media and Technology, 40(4), 502-513. https://doi.org/10.1080/17439884.2014.968168
  • Androutsopoulos, J. (2013). Participatory culture and metalinguistic discourse: Performing and negotiating German dialects on YouTube. Discourse, 2(0), 47-71.
  • Asbee, D. S., & Simpson, O. (1998). Partners, families and friends: Student support of the closest kind. Open Learning: The Journal of Open, Distance and e-Learning, 13(3), 56-59. https://doi.org/10.1080/0268051980130309
  • Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance education, 27(2), 139-153. https://doi.org/10.1080/01587910600789498
  • Benevenuto, F., Duarte, F., Rodrigues, T., Almeida, V. A., Almeida, J. M., & Ross, K. W. (2008). Understanding video interactions in youtube. Proceedings of the 16th ACM international conference on Multimedia (pp. 761-764).
  • Benson, P. (2015). Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos. Language Learning & Technology, 19(3), 88-105.
  • Bothma, F., & Monteith, J. D. (2004). Self-regulated learning as a prerequisite for successful distance learning. South African Journal of Education, 24(2), 141-147.
  • Bourdages, L., & Delmotte, C. (2001). La persistance aux études universitaires à distance. Journal of Distance Education, 16(2), 23-36.
  • Burgess, J. (2008). 'All your chocolate rain are belong to us'?: Viral video, YouTube and the dynamics of participatory culture. Video vortex reader: Responses to YouTube, 101-109.
  • Burgess, J., & Green, J. (2009). The entrepreneurial vlogger: Participatory culture beyond the professional/amateur divide (pp. 89-107). National Library of Sweden.
  • Contreras-Castillo, J., Favela, J., Pérez-Fragoso, C., & Santamarı́a-del-Angel, E. (2004). Informal interactions and their implications for online courses. Computers & Education, 42(2), 149-168. https://doi.org/10.1016/S0360-1315(03)00069-1
  • Cha, M., Kwak, H., Rodriguez, P., Ahn, Y. Y., & Moon, S. (2007). I tube, you tube, everybody tubes: analyzing the world's largest user generated content video system. Proceedings of the 7th ACM SIGCOMM conference on Internet measurement (pp. 1-14).
  • Chau, C. (2010). YouTube as a participatory culture. New directions for youth development, 2010(128), 65-74.
  • Cheng, X., Dale, C., & Liu, J. (2008). Statistics and social network of YouTube videos. In 2008 16th Interntional Workshop on Quality of Service (pp. 229-238). IEEE.
  • Coggins, C. C. (1988). Learner: Preferred learning styles and their impact on completion of external degree programs. American Journal of Distance Education, 2(1), 25-37.
  • Coldeway, D. O. (1986). Learner characteristics and success. Distance education in Canada, 46, 81-87.
  • Collis, B., Winnips, K., & Moonen, J. (2000). Structured support versus learner choice via the World Wide Web (WWW): Where is the payoff? Journal of Interactive Learning Research, 11(2), 163–196.
  • Creswell, J. W. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
  • Daugherty, T., Eastin, M. S., & Bright, L. (2008). Exploring consumer motivations for creating user-generated content. Journal of interactive advertising, 8(2), 16-25. https://doi.org/10.1080/15252019.2008.10722139
  • De Smet, M., Van Keer, H., & Valcke, M. (2008). Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour. Computers & Education, 50(1), 207-223. https://doi.org/10.1016/j.compedu.2006.05.001
  • Evans, M. J., & Moore, J. S. (2013). Peer tutoring with the aid of the Internet. British Journal of Educational Technology, 44(1), 144-155. doi:10.1111/j.1467-8535.2011.01280.x
  • Falchikov, N. (2003). Learning together: Peer tutoring in higher education. Routledge.
  • Fetter, S., Berlanga, A. J., & Sloep, P. (2010). Fostering social capital in a learning network: laying the groundwork for a peer-support Service. International Journal of Learning Technology, 5(4), 388-400.
  • Garrison, D. R. (1987). Researching dropout in distance education. Distance education, 8(1), 95-101.
  • Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. https://doi.org/10.1016/j.iheduc.2009.10.003
  • Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Introduction to applied thematic analysis. Applied thematic analysis, 3(20), 1-21. https://dx.doi.org/10.4135/9781483384436
  • Güçlü, İ. (2019). Sosyal bilimlerde nitel araştırma yöntemleri teknik-yaklaşım-uygulama. Ankara: Nobel Akademik Yayıncılık.
  • Hall, H., & Davison, B. (2007). Social software as support in hybrid learning environments: The value of the blog as a tool for reflective learning and peer support. Library & information science research, 29(2), 163-187. https://doi.org/10.1016/j.lisr.2007.04.007
  • Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. B. (2009). Optimizing knowledge sharing in learning networks through peer tutoring. IADIS International Conference Cognition and Exploratory Learning in Digital Age, Springer.
  • Jung, I., & Hong, S. (2014). An elaborated model of student support to allow for gender considerations in Asian distance education. International Review of Research in Open and Distributed Learning, 15(2), 170-188. https://doi.org/10.19173/irrodl.v15i2.1604
  • Keegan, D. (1996). Foundations of Distance Education (3rd edition). London Routledge.
  • Kember, D. (1989). A longitudinal-process model of drop-out from distance education. The Journal of Higher Education, 60(3), 278-301.
  • Krumm, J., Davies, N., & Narayanaswami, C. (2008). User-generated content. IEEE Pervasive Computing, 7(4), 10-11.
  • Lee, C. S., Osop, H., Goh, D. H. L., & Kelni, G. (2017). Making sense of comments on YouTube educational videos: a self-directed learning perspective. Online Information Review. https://doi.org/10.1108/OIR-09-2016-0274
  • Luscombe, B. (2015). You Tube's view master. Time, 186(9/10), 70-75.
  • Merriam, Sharan B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). San Francisco, CA: Jossey-Bass
  • McLoughlin, C. (2002). Learner support in distance and networked learning environments: Ten dimensions for successful design. Distance Education, 23(2), 149-162. https://doi.org/10.1080/0158791022000009178
  • Miethe, T. D., & Drass, K. A. (1999). Exploring the social context of instrumental and expressive homicides: An application of qualitative comparative analysis. Journal of Quantitative Criminology, 15(1), 1-21.
  • Moore, M. G., & Kearsley, G. G. (1996). Distance education: A system view. Wadsworth.
  • Poellhuber, B., Chomienne, M., & Karsenti, T. (2008). The effect of peer collaboration and collaborative learning on self-efficacy and persistence in a learner-paced continuous intake model. International Journal of E-Learning & Distance Education/Revue internationale du e-learning et la formation à distance, 22(3), 41-62.
  • Powell, R., Conway, C., & Ross, L. (1990). Effects of student predisposing characteristics on student success. Journal of Distance Education, 5(1), 20-37.
  • Reid, A. (2010). Social media, public pedagogy, and the end of private learning. Handbook of Public Pedagogy. Education and Learning Beyond Schooling. New York: Routledge, 194-200.
  • Rekkedal, T. (1985). Introducing the Personal Tutor/Counsellor in the System of Distance Education. Project Report 2. Stabek.
  • Roberts, D. (1984). Ways and means of reducing early student drop‐out rates. Distance Education, 5(1), 50-71.
  • Roscoe, R. D., & Chi, M. T. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors’ explanations and questions. Review of educational research, 77(4), 534-574. 10.3102/0034654307309920
  • Rossiter, M., & Garcia, P. A. (2010). Digital storytelling: A new player on the narrative field. New directions for adult and continuing education, 126, 37-48.
  • Sampson, N. (2003). Meeting the needs of distance learners. Language learning & technology, 7(3), 103-118.
  • Sindoni, M. G. (2011). Online conversations: A sociolinguistic investigation into young adults’ use of videochats. Classroom Discourse, 2(2), 219-235. https://doi.org/10.1080/19463014.2011.614055
  • Susarla, A., Oh, J. H., & Tan, Y. (2012). Social networks and the diffusion of user-generated content: Evidence from YouTube. Information systems research, 23(1), 23-41. http://dx.doi.org/10.1287/isre.1100.0339
  • Sweet, R. (1986). Student dropout in distance education: An application of Tinto's model. Distance education, 7(2), 201-213.
  • Tait, A. (2000). Planning student support for open and distance learning. Open Learning: The Journal of Open, Distance and e-Learning, 15(3), 287-299.
  • Tait, A. (2014). From place to virtual space: Reconfiguring student support for distance and e-learning in the digital age. Open Praxis, 6(1), 5-16. http://dx.doi.org/10.5944/openpraxis.6.1.102
  • Taplin, M., Yum, J. C., Jegede, O., Fan, R. Y., & Chan, M. S. C. (2001). Help-seeking strategies used by high-achieving and low-achieving distance education students. Journal of Distance Education, 16(1), 56-69.
  • Taylor, M. (1986). Learning for self-direction in the classroom: The pattern of a transition process. Studies in Higher Education, 11(1), 55-72.
  • Think with Google. (2017). The Values of YouTube Study. https://www.thinkwithgoogle.com/marketing-strategies/video/self-directed-learning-youtube/ Erişim tarihi: 28.06.2021
  • Thorpe, M. (2002). Rethinking learner support: The challenge of collaborative online learning. Open Learning: The Journal of Open, Distance and e-Learning, 17(2), 105-119. https://doi.org/10.1080/02680510220146887a
  • Tolson, A. (2010). A new authenticity? Communicative practices on YouTube. Critical discourse studies, 7(4), 277-289. https://doi.org/10.1080/17405904.2010.511834
  • Wattenhofer, M., Wattenhofer, R., & Zhu, Z. (2012). The YouTube social network. In Sixth international AAAI conference on weblogs and social media.
  • Westera, W., & Wagemans, L. (2007). Help me! Online learner support through the self-organised allocation of peer tutors. 13th International Conference on Technology Supported Learning & Training, 105-107. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.573.5896&rep=rep1&type=pdf Erişim tarihi: 28.06.2021
  • Wong, W. K., Chan, T. W., Chou, C. Y., Heh, J. S., & Tung, S. H. (2003). Reciprocal tutoring using cognitive tools. Journal of Computer Assisted Learning, 19, 416-428.
  • Yamada, M., & Akahori, K. (2009). Awareness and performance through self-and partner's image in videoconferencing. Calico Journal, 27(1), 1-25.
  • Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). Sage.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Mustafa Çağatay Tok 0000-0002-0509-2368

Yayımlanma Tarihi 31 Ocak 2022
Yayımlandığı Sayı Yıl 2022

Kaynak Göster

APA Tok, M. Ç. (2022). Uzaktan öğrenenler tarafından üretilen YouTube videolarında akran desteğini keşfetmek. Açıköğretim Uygulamaları Ve Araştırmaları Dergisi, 8(1), 32-63. https://doi.org/10.51948/auad.999006