Systematic analysis of theses made using learning analytics in Türkiye

Öz

This research aims to examine the theses made using learning analytics in Türkiye. For this purpose, the theses published in the Higher Education Council Thesis Center with the keyword "learning analytics" were searched, and 11 doctoral and 10 master's theses published between 2014 and June 2022 were examined. The preferred analysis method was content analysis. The aims, research method, data collection tools, data analysis approaches, participants/sample and keywords of the theses were examined. The study’s findings show that the theses made using learning analytics aim to (1) predict academic progress and determine the factors affecting success, (2) analyze student behaviours and (3) evaluate the usefulness of the developed monitoring systems. Quantitative (n=10) and mixed methods (n=11) were preferred as research methods in theses, but no study was found in which only qualitative methods were preferred. Although learning management systems represent the majority, it has been shown that questionnaires, scales, interviews, observations, and achievement assessments are used as data-gathering tools. It was determined that for the data analysis, hypothesis testing, machine learning techniques, content analyses, and descriptive statistical analyses were used. Higher education students make up the majority of the samples of the theses. A total of 72 different keywords were used 108 times in the theses examined. Apart from "learning analytics" used to identify theses, the most frequently used keywords are "educational data mining", "open and distance learning", "online learning environments", "learning management systems" and "self-regulated learning". It was given information on Turkish postgraduate theses in the field of learning analytics.

Anahtar Kelimeler

• Learning analytics
• document analysis
• postgraduate theses.

Türkiye'de öğrenme analitikleri kullanılarak yapılan tezlerin sistematik incelenmesi

Öz

Bu araştırmanın amacı, Türkiye’de öğrenme analitiği kullanılarak yapılan tezleri incelemektir. Bu amaçla anahtar kelimeleri arasında “Öğrenme analitiği” veya “Öğrenme analitikleri” bulunan ve Yüksek Öğretim Kurulu Tez Merkezinde yayımlanan tezler araştırılmış, 2014 - Haziran 2022 tarihleri arasında yayımlanan 11 doktora ve 10 yüksek lisans tezi incelemeye tabi tutulmuştur. Analiz için içerik analizi yöntemi tercih edilmiştir. Tezlerin amaçları, araştırma yöntemi, veri toplama araçları, veri analiz yaklaşımları, katılımcıları/örneklemi ve anahtar kelimeleri incelenmiştir. Araştırma sonucunda öğrenme analitiği kullanılarak yapılan tezlerin (1) akademik ilerlemeyi tahmin etme ve başarıyı etkileyen unsurları belirleme, (2) öğrenci davranışlarını analiz etme ve (3) geliştirilen izleme sistemlerinin kullanışlılığını tespit etmeyi amaçladığı görülmüştür. Tezlerde araştırma yöntemi olarak nicel (n=10) ve karma yöntemler (n=11) tercih edilmiş, sadece nitel yöntemlerin tercih edildiği çalışmaya rastlanmamıştır. Çoğunlukla öğrenme yönetim sistemleri olmakla beraber anketlerin, ölçeklerin, görüşmelerin, gözlemlerin ve başarı testlerinin veri toplama aracı olarak kullanıldığı tespit edilmiştir. Verilerin analizi için hipotez testlerinin, makine öğrenmesi algoritmalarının, içerik analizlerinin ve betimsel istatistiki analizlerin yapıldığı belirlenmiştir. Tezlerin örneklemleri büyük çoğunlukla yüksek öğrenim öğrencilerinden oluşmaktadır. İncelenen tezlerde toplam 72 farklı anahtar kelime 108 defa kullanılmıştır. Tezlerin belirlenmesi için kullanılan “öğrenme analitiği / öğrenme analitikleri” dışında en sık kullanılan anahtar kelimeler “eğitsel veri madenciliği”, “açık ve uzaktan öğrenme”, “çevrimiçi öğrenme ortamları”, “öğrenme yönetim sistemleri” ve “öz düzenlemeli öğrenme” olarak belirlenmiştir. Türkiye’de öğrenme analitiği alanında yapılan lisansüstü tezlere dair bilgi sahibi olunması sağlanmıştır.

Anahtar Kelimeler

• Öğrenme analitikleri
• doküman incelemesi
• lisansüstü tezler.

Kaynakça

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