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Açık ve uzaktan öğrenmede etkileşim üzerine bir bibliyometrik analiz çalışması

Yıl 2024, Cilt: 10 Sayı: 2, 55 - 95, 31.07.2024
https://doi.org/10.51948/auad.1509279

Öz

Açık ve uzaktan öğrenmenin hızla yaygınlaşması, etkileşim türlerinin ve bunların öğrenme çıktıları üzerindeki etkilerinin daha iyi anlaşılmasını gerektirmiştir. Bu çalışma Scopus veri tabanında 1988-2024 yılları arasında açık ve uzaktan öğrenmede etkileşim üzerine gerçekleştirilen makalelerin bibliyometrik analizini yapmayı hedeflemektedir. Araştırmanın amacını yerine getirebilmek için 1988-2024 yılları arasında yayınlanmış 602 makaleye ulaşılmıştır. Scopus veri tabanında bulunan 602 bilimsel makalenin bibliyometrik verileri VOSviewer 1.6.20 programı aracılığıyla analiz edilmiştir. Elde edilen veriler Scopus, VOSviewer ve Microsoft Office Excel programları aracılığıyla görselleştirilmiştir. Araştırmanın bulgularına göre, 602 çalışma 75 farklı ülkeden araştırmacılar tarafından gerçekleştirilmiştir. Açık ve uzaktan öğrenmede etkileşim çalışmalarında öncü kurum Malezya Teknoloji Üniversitesi’dir. Computers and Education Dergisi 22 yayın ve 1453 atıfla ilk sırada yer almaktadır. Araştırmalarda yer alan anahtar sözcükler incelendiğinde covid-19, işbirlikli öğrenme, sosyal bulunurluk, memnuniyet, öğrenme toplulukları, öğrenme analitikleri ve öz-denetimli öğrenme kavramları ön plana çıkmaktadır.

Kaynakça

  • Abubakar, Y. A. (2022). The Effects Of Quality, Interaction, Motivation, And User-Characteristics On Students’ Satisfaction And Learning In An Open And Distance Learning Environment (Doctoral dissertation). https://erepo.usm.my/entities/publication/a4c043f7-6afa-489b-aa90-9dc911092e1d/full
  • Aitokhuehi, O. (2022). How well are student teachers prepared for e-learning and teaching? a case study from the university of lagos. Teacher Education through Flexible Learning in Africa (TETFLE) , 3(1). https://doi.org/10.35293/tetfle.v3i1.4123
  • Al Mamun, M. A. & Lawrie, G. (2023). Student-content interactions: Exploring behavioral engagement with self-regulated inquiry-based online learning modules. Smart Learning Environments, 10(1), https://doi.org/10.1186/s40561-022-00221-x
  • Alismaiel, O., Cifuentes‐Faura, J., & Al-Rahmi, W. (2022). Online learning, mobile learning, and social media technologies: an empirical study on constructivism theory during the covid-19 pandemic. Sustainability, 14(18), 11134. https://doi.org/10.3390/su141811134
  • Anderson, T. (2003a). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2), 1–14. https://doi.org/10.19173/irrodl.v4i2.149
  • Anderson, T. (2003b). Modes of interaction in distance education: Recent developments and research questions. M. G. Moore ve W. G. Anderson (Ed.), Handbook of Distance Education, 1, 129–144.
  • Anderson, T. (2006). Interaction in learning and teaching on the educational semantic web. C. Juwah (Ed.), Interactions in online education: Implications for theory and practice (s. 141–155) içinde. Routledge.
  • Aria, M. & Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007
  • Artsın, M. (2020). Bir metin madenciliği uygulaması: VOSviewer. Eskişehir Teknik Üniversitesi Bilim Ve Teknoloji Dergisi B - Teorik Bilimler, 8(2), 344–354. https://dergipark.org.tr/en/pub/estubtdb/issue/56628/644637
  • Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A Meta-Analysis of Three Types of Interaction Treatments in Distance Education. Review of Educational Research, 79(3), 1243–1289. https://doi.org/10.3102/0034654309333844
  • Bozkurt, A. (2015). Sosyal ağlar ve yaşamboyu öğrenme deneyimi. Akademik Bilişim 2015, (s. 113–118). 4-6 Şubat 2015, Anadolu Üniversitesi, Eskişehir. https://www.researchgate.net/publication/335723613_Sosyal_aglar_ve_yasamboyu_ogrenme_deneyimi adresinden 19 Mayıs 2024 tarihinde alınmıştır. Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. AUAd, 6(3), 112–142.
  • Bozkurt, A. (2022). A retro perspective on blended/hybrid learning: systematic review, mapping and visualization of the scholarly landscape. Journal of Interactive Media in Education, 2022(1). https://doi.org/10.5334/jime.751
  • Chou, C. (2003). Interactivity and interactive functions in web-based learning systems: A technical framework for designers. British Journal of Educational Technology, 34(3), 265–279.
  • Debourgh, G. A. (2003). Predictors of student satisfaction in distance-delivered graduate nursing courses: what matters most? J. Prof. Nurs. 19, 149–163. DOI: 10.1016/S8755-7223(03)00072-3
  • Delahunty, J., Verenikina, I., & Jones, P. (2013). Socio-emotional connections: identity, belonging and learning in online interactions. A literature review. Technology, Pedagogy and Education, 23(2), 243–265. https://doi-org.offcampus.anadolu.edu.tr/10.1080/1475939X.2013.813405
  • Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging?. Journal of the Scholarship of Teaching and Learning, 10(2).
  • Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070
  • Elizondo-Garcia, J., & Gallardo, K. (2020). Peer feedback in learner-learner interaction practices: Mixed methods study on an xMOOC. Electronic Journal of e-Learning, 18(2), 122–135.
  • Fırat, M. ve Kabakçı Yurdakul, I. (2015). Eğitsel web arayüz tasarımında metaforlar: EMMA adımları. Bilişim Teknolojileri Dergisi, 8(1), 41-50. https://doi.org/10.17671/btd.57664
  • Fredericksen, E., Pickett, A., Shea, P., Pelz, W., & Swan, K. (2000). Student satisfaction and perceived learning with on-line courses: Principles and examples from the SUNY learning network. Journal of Asynchronous Learning Networks, 4(2). http://www.aln.org/publications/jaln/v4n2/v4n2_fredericksen.asp
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A bibliometric analysis study on interaction in open and distance learning

Yıl 2024, Cilt: 10 Sayı: 2, 55 - 95, 31.07.2024
https://doi.org/10.51948/auad.1509279

Öz

The accelerating diffusion of open and distance learning has encouraged a better understanding of the types of interactions and their effects on learning outcomes. This study aims to conduct a bibliometric analysis of the articles on interaction in open and distance learning between 1988 and 2024 in the Scopus database. In order to fulfill the aim of the study, 602 articles published between 1988 and 2024 were accessed. The bibliometric data of 602 scientific articles in the Scopus database were analyzed through the VOSviewer 1.6.20 program. The data obtained were visualized through Scopus, VOSviewer and Microsoft Office Excel programs. According to the findings of the study, 602 studies were accomplished by researchers from 75 different countries. The pioneering institution in interaction studies in open and distance learning is the Malaysian University of Technology. The Journal of Computers and Education is ranked first with 22 publications and 1453 citations. When the keywords in the articles are analyzed, the concepts of covid-19, collaborative learning, social presence, satisfaction, learning communities, learning analytics and self-regulated learning have come to the forefront.

Kaynakça

  • Abubakar, Y. A. (2022). The Effects Of Quality, Interaction, Motivation, And User-Characteristics On Students’ Satisfaction And Learning In An Open And Distance Learning Environment (Doctoral dissertation). https://erepo.usm.my/entities/publication/a4c043f7-6afa-489b-aa90-9dc911092e1d/full
  • Aitokhuehi, O. (2022). How well are student teachers prepared for e-learning and teaching? a case study from the university of lagos. Teacher Education through Flexible Learning in Africa (TETFLE) , 3(1). https://doi.org/10.35293/tetfle.v3i1.4123
  • Al Mamun, M. A. & Lawrie, G. (2023). Student-content interactions: Exploring behavioral engagement with self-regulated inquiry-based online learning modules. Smart Learning Environments, 10(1), https://doi.org/10.1186/s40561-022-00221-x
  • Alismaiel, O., Cifuentes‐Faura, J., & Al-Rahmi, W. (2022). Online learning, mobile learning, and social media technologies: an empirical study on constructivism theory during the covid-19 pandemic. Sustainability, 14(18), 11134. https://doi.org/10.3390/su141811134
  • Anderson, T. (2003a). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2), 1–14. https://doi.org/10.19173/irrodl.v4i2.149
  • Anderson, T. (2003b). Modes of interaction in distance education: Recent developments and research questions. M. G. Moore ve W. G. Anderson (Ed.), Handbook of Distance Education, 1, 129–144.
  • Anderson, T. (2006). Interaction in learning and teaching on the educational semantic web. C. Juwah (Ed.), Interactions in online education: Implications for theory and practice (s. 141–155) içinde. Routledge.
  • Aria, M. & Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007
  • Artsın, M. (2020). Bir metin madenciliği uygulaması: VOSviewer. Eskişehir Teknik Üniversitesi Bilim Ve Teknoloji Dergisi B - Teorik Bilimler, 8(2), 344–354. https://dergipark.org.tr/en/pub/estubtdb/issue/56628/644637
  • Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A Meta-Analysis of Three Types of Interaction Treatments in Distance Education. Review of Educational Research, 79(3), 1243–1289. https://doi.org/10.3102/0034654309333844
  • Bozkurt, A. (2015). Sosyal ağlar ve yaşamboyu öğrenme deneyimi. Akademik Bilişim 2015, (s. 113–118). 4-6 Şubat 2015, Anadolu Üniversitesi, Eskişehir. https://www.researchgate.net/publication/335723613_Sosyal_aglar_ve_yasamboyu_ogrenme_deneyimi adresinden 19 Mayıs 2024 tarihinde alınmıştır. Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. AUAd, 6(3), 112–142.
  • Bozkurt, A. (2022). A retro perspective on blended/hybrid learning: systematic review, mapping and visualization of the scholarly landscape. Journal of Interactive Media in Education, 2022(1). https://doi.org/10.5334/jime.751
  • Chou, C. (2003). Interactivity and interactive functions in web-based learning systems: A technical framework for designers. British Journal of Educational Technology, 34(3), 265–279.
  • Debourgh, G. A. (2003). Predictors of student satisfaction in distance-delivered graduate nursing courses: what matters most? J. Prof. Nurs. 19, 149–163. DOI: 10.1016/S8755-7223(03)00072-3
  • Delahunty, J., Verenikina, I., & Jones, P. (2013). Socio-emotional connections: identity, belonging and learning in online interactions. A literature review. Technology, Pedagogy and Education, 23(2), 243–265. https://doi-org.offcampus.anadolu.edu.tr/10.1080/1475939X.2013.813405
  • Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging?. Journal of the Scholarship of Teaching and Learning, 10(2).
  • Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070
  • Elizondo-Garcia, J., & Gallardo, K. (2020). Peer feedback in learner-learner interaction practices: Mixed methods study on an xMOOC. Electronic Journal of e-Learning, 18(2), 122–135.
  • Fırat, M. ve Kabakçı Yurdakul, I. (2015). Eğitsel web arayüz tasarımında metaforlar: EMMA adımları. Bilişim Teknolojileri Dergisi, 8(1), 41-50. https://doi.org/10.17671/btd.57664
  • Fredericksen, E., Pickett, A., Shea, P., Pelz, W., & Swan, K. (2000). Student satisfaction and perceived learning with on-line courses: Principles and examples from the SUNY learning network. Journal of Asynchronous Learning Networks, 4(2). http://www.aln.org/publications/jaln/v4n2/v4n2_fredericksen.asp
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  • Özsari, G. ve Aydin, C. H. (2024) Interaction preferences of distance learners in Turkey. Open Learning: The Journal of Open, Distance and e-Learning, 39(3), 258–279, DOI: 10.1080/02680513.2021.1981279
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  • Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23–49.
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Toplam 75 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Makaleler
Yazarlar

Enise Çınar 0009-0007-0642-054X

Gülsüm Orhan 0000-0001-8497-503X

Sedef Sezgin 0000-0002-9482-788X

Yayımlanma Tarihi 31 Temmuz 2024
Gönderilme Tarihi 3 Temmuz 2024
Kabul Tarihi 31 Temmuz 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 10 Sayı: 2

Kaynak Göster

APA Çınar, E., Orhan, G., & Sezgin, S. (2024). Açık ve uzaktan öğrenmede etkileşim üzerine bir bibliyometrik analiz çalışması. Açıköğretim Uygulamaları Ve Araştırmaları Dergisi, 10(2), 55-95. https://doi.org/10.51948/auad.1509279