Öğretmen Eğitiminde Mobil Öğrenmenin Kullanımındaki Eğilimlerin Gözden Geçirilmesi

Yıl 2022, , 1 - 25, 29.06.2022

Yusuf Ziya Olpak , Huseyin Ates

https://doi.org/10.53694/bited.1076330

Öz

Bu çalışma, öğretmen eğitiminde mobil öğrenmenin kullanımındaki son eğilimleri ortaya çıkarmayı amaçlamıştır. Bu kapsamda 11 Kasım 2020 tarihine kadar yayınlanmış olan ve bu araştırmanın kriterlerini karşılayan makaleler incelenmiştir. Sonuç olarak, SSCI'de indekslenen 58 makale için sistematik inceleme ve bibliyometrik analiz yapılmıştır. Araştırma sonuçlarına göre; 2016 yılı en çok çalışmanın yayınlandığı yıl olmakla beraber, incelenen araştırmalarda en çok kullanılan anahtar kelimenin “mobil öğrenme” ve özet bölümlerinde en çok kullanılan kelimenin ise “öğretmen” olduğu görülmüştür. Sonuçlar ayrıca en çok çalışmanın yapıldığı kıtanın Asya kıtası olduğunu ve ABD'nin en fazla çalışmanın yapıldığı ülke olduğunu göstermiştir. Ayrıca en çok kullanılan araştırma yöntemleri nicel araştırmalar iken, anket en çok tercih edilen veri toplama aracı olmuştur. En sık kullanılan örnekleme yöntemi, örneklem grubu ve örneklem büyüklüğü sırasıyla amaçlı örnekleme, öğretmenler ve 1-50 arasında katılımcıya sahip araştırmalardır. Ayrıca, araştırmanın diğer bulguları sunulmuş, tartışılmış ve önerilerde bulunulmuştur. Çalışma sonuçları; araştırmacılar, öğretmenler ve politika yapıcılar için öğretmen eğitiminde mobil öğrenmenin kullanımıyla ilgili araştırma eğilimleri hakkında farklı bir bakış açısı sunmaktadır.

Anahtar Kelimeler

mobil öğrenme, öğretmen eğitimi, sistematik inceleme, bibliyometrik analiz

Review of Trends in the Use of Mobile Learning in Teacher Education

Öz

The present study purposed to examine recent trends in mobile learning in teacher education. In this context, articles were reviewed until November 11, 2020 that met the research criteria. As a result, systematic review and bibliometric analysis were conducted for 58 articles indexed in SSCI. According to the results of the study, 2016 was the year in which the most studies were published. The results also showed that the continent with the most studies were Asia and the USA was the country where the most studies were carried out. In addition, quantitative articles were the most used research methods and questionnaire was the most preferred data collection tool. The most commonly used sampling method, sampling group, and sampling size are purposive sampling, teachers, and 1-50, respectively. Other results of the study were presented and discussed and some suggestions were provided. The study results can gain insights for teachers, scholars, and policymakers into tendencies in the use of mobile learning in teacher education.

Anahtar Kelimeler

mobile learning, teacher education, systematic review, bibliometric analysis

Kaynakça

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