Araştırma Makalesi
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MULTIMEDIA SHARING IN EDUCATIONAL RESEARCH: A CONTENT ANALYSIS

Yıl 2018, Cilt: 8 Sayı: 2, 35 - 66, 15.07.2018
https://doi.org/10.17943/etku.376359

Öz

The aim of
this study is to analyze the educational research on multimedia sharing systematically
to bring an overall perspective on existing literature.  For this purpose, content analysis of 48
articles indexed by SCI-Expanded and SSCI was conducted. These studies were
examined in terms of publication year, number of citations, underlying theory
and concepts, research paradigms, research designs, main focus, data collection
instruments, sample number and properties, application period, academic
disciplines, used platforms, journals which articles are published on and
variables/phenomena. Thanks to these comprehensive findings, the current study
will contributes to the field by providing information of alternative usage of
multimedia sharing platforms in education and will guide future research.

Kaynakça

  • Abeles, H. F., Hafeli, M., & Sears, C. (2014). Musicians crossing musical instrument gender stereotypes: A study of computer-mediated communication. Music Education Research, 16(3), 346-366. Alexa, (2017). The top 500 sites on the web. https://www.alexa.com/topsites adresinden erişilmiştir. Ali, A. Z. M., Samsudin, K., Hassan, M., & Sidek, S. F. (2011). Does screencast teaching software application needs narration for effective learning?. TOJET: The Turkish Online Journal of Educational Technology, 10(3), 76-82. Alloway, T. P., Horton, J., Alloway, R. G., & Dawson, C. (2013). Social networking sites and cognitive abilities: Do they make you smarter? Computers & Education, 63, 10-16. 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. Andersen, P. (2007). What is Web 2.0?: ideas, technologies and implications for education (Vol. 1, No. 1, pp. 1-64). Bristol: JISC. Azer, S. A., AlEshaiwi, S. M., AlGrain, H. A., & AlKhelaif, R. A. (2012). Nervous system examination on YouTube. BMC medical education, 12(1), 126. Balakrishnan, V. (2014). Using social networks to enhance teaching and learning experiences in higher learning institutions. Innovations in Education and Teaching International, 51(6), 595-606. Balakrishnan, V., Liew, T. K., & Pourgholaminejad, S. (2015). Fun learning with Edooware–A social media enabled tool. Computers & Education, 80, 39-47. Bansal, H. S., Taylor, S. F., & St. James, Y. (2005). “Migrating” to new service providers: Toward a unifying framework of consumers’ switching behaviors. Journal of the Academy of Marketing Science, 33(1), 96-115. Barton, D. (2012). Participation, deliberate learning and discourses of learning online. Language and Education, 26(2), 139-150. Benson, P. (2015). Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos. Language Learning and Technology, 19(3), 88–105. Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N., Rap, S., & Sakhnini, S. (2013). Can You Tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs. Chemistry Education Research and Practice, 14(3), 269-285. Chapman, S. J., Glasbey, J. C., Khatri, C., Kelly, M., Nepogodiev, D., Bhangu, A., & Fitzgerald, J. E. F. (2015). Promoting research and audit at medical school: evaluating the educational impact of participation in a student-led national collaborative study. BMC medical education, 15(1), 47. Chen, Y. T., Chou, Y. H., & Cowan, J. (2014). Concentrating on affective feedforward in online tutoring. British Journal of Educational Technology, 45(4), 694-706. Cheng, X., Dale, C., & Liu, J. (2007). Understanding the characteristics of internet short video sharing: YouTube as a case study. arXiv preprint arXiv:0707.3670. Cheng, X., Dale, C., & Liu, J. (2008, June). Statistics and social network of youtube videos. In Quality of Service, 2008. IWQoS 2008. 16th International Workshop on (pp. 229-238). IEEE. Christensson, C., & Sjöström, J. (2014). Chemistry in context: analysis of thematic chemistry videos available online. Chemistry Education Research and Practice, 15(1), 59-69. Cobo, C. (2013). Exploration of open educational resources in non-English speaking communities. The International Review of Research in Open and Distributed Learning, 14(2), 106-128. Davidson, C., Given, L. M., Danby, S., & Thorpe, K. (2014). Talk about a YouTube video in preschool: The mutual production of shared understanding for learning with digital technology. Australasian Journal of Early Childhood, 39(3), 76. Duffy, P. (2008). Engaging the YouTube Google-eyed generation: Strategies for using Web 2.0 in teaching and learning. Electronic Journal of E-learning, 6(2), 119-130. García, O., & Wei, L. (2014). Translanguaging and Education. In Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan UK. Garcia-Barriocanal, E., Sicilia, M. A., Sanchez-Alonso, S., & Lytras, M. (2011). Semantic annotation of video fragments as learning objects: a case study with YouTube videos and the Gene Ontology. Interactive Learning Environments, 19(1), 25-44. García-Martín, J., & García-Sánchez, J. N. (2013). Patterns of Web 2.0 tool use among young Spanish people. Computers & Education, 67, 105-120. Godwin-Jones, R. (2007). Digital video update: YouTube, flash, high-definition. Language Learning and Technology, 11(1), 16–21. Gosper, M., Malfroy, J., & McKenzie, J. (2013). Students' experiences and expectations of technologies: An Australian study designed to inform planning and development decisions. Australasian Journal of Educational Technology, 29(2), 268-283. Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT journal, 55(4), 347-353. Hafner, C. A. (2014). Embedding digital literacies in English language teaching: Students' digital video projects as multimodal ensembles. Tesol Quarterly, 48(4), 655-685. Hafner, C. A., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3), 68–86. Hoepfl, M. C. (1997). Choosing qualitative research: A primer for technology education researchers. Journal of Technology Education, 9(1), 47-63. http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html adresinden erişilmiştir. Housee, S. (2012). What’s the point? Anti-racism and students’ voices against Islamophobia. Race Ethnicity and Education, 15(1), 101-120. Jung, I., & Lee, Y. (2015). YouTube acceptance by university educators and students: a cross-cultural perspective. Innovations in education and teaching international, 52(3), 243-253. Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business horizons, 53(1), 59-68. Kawka, M., Larkin, K., & Danaher, P. A. (2011). Emergent learning and interactive media artworks: Parameters of interaction for novice groups. The International Review of Research in Open and Distributed Learning, 12(7), 40-55. Kim, D., Rueckert, D., Kim, D. J., & Seo, D. (2013). Students’ perceptions and experiences of mobile learning. Language Learning & Technology, 17(3), 52–73. Kitsantas, A., & Dabbagh, N. (2011). The role of Web 2.0 technologies in self‐regulated learning. New Directions for Teaching and Learning, 2011(126), 99-106. Koh, C. (2014). Exploring the use of Web 2.0 technology to promote moral and psychosocial development: Can YouTube work?. British Journal of Educational Technology, 45(4), 619-635. Krauskopf, K., Zahn, C., & Hesse, F. W. (2012). Leveraging the affordances of Youtube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology. Computers & Education, 58(4), 1194-1206. Kyriacou, C., & Zuin, A. (2016). Cyberbullying of teachers by students on YouTube: challenging the image of teacher authority in the digital age. Research Papers in Education, 31(3), 255-273. Lai, C. Y. (2016). Training nursing students' communication skills with online video peer assessment. Computers & Education, 97, 21-30. Lee, D. Y., & Lehto, M. R. (2013). User acceptance of YouTube for procedural learning: An extension of the Technology Acceptance Model. Computers & Education, 61, 193-208. Lei, P. L., Sun, C. T., Lin, S. S., & Huang, T. K. (2015). Effect of metacognitive strategies and verbal-imagery cognitive style on biology-based video search and learning performance. Computers & Education, 87, 326-339. Manca, S., & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of social media for teaching in higher education. Computers & Education, 95, 216-230. Marsh, J. (2016). ‘Unboxing’videos: co-construction of the child as cyberflâneur. Discourse: Studies in the Cultural Politics of Education, 37(3), 369-380. Mayora, C.A. (2009). Using YouTube to encourage authentic writing in EFL Classrooms. TESL Reporter, 42(1), 1–12. Mays, N., & Pope, C. (1995). Rigour and qualitative research. BMJ: British Medical Journal, 311(6997), 109. Nimako, S. G., & Winneba, K. G. (2012). Consumer switching behaviour: a theoretical review and research agenda. Research Journal of Social Science and Management, 2(3), 74-85. O’Mara, B., & Harris, A. (2016). Intercultural crossings in a digital age: ICT pathways with migrant and refugee-background youth. Race Ethnicity and Education, 19(3), 639-658. O’Mara, B., Gill, G. K., Babacan, H., & Donahoo, D. (2012). Digital technology, diabetes and culturally and linguistically diverse communities: A case study with elderly women from the Vietnamese community. Health Education Journal, 71(4), 491-504. Orús, C., Barlés, M. J., Belanche, D., Casaló, L., Fraj, E., & Gurrea, R. (2016). The effects of learner-generated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254-269. Özdemir, M. (2010). Nitel veri analizi: Sosyal bilimlerde yöntembilim sorunsalı üzerine bir çalışma. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 11(1). Preston, J. P., Moffatt, L., Wiebe, S., McAuley, A., Campbell, B., & Gabriel, M. (2015). The use of technology in Prince Edward Island (Canada) high schools: Perceptions of school leaders. Educational Management Administration & Leadership, 43(6), 989-1005. Quennerstedt, M. (2013). PE on YouTube–investigating participation in physical education practice. Physical Education and Sport Pedagogy, 18(1), 42-59. Quennerstedt, M. (2013). Practical epistemologies in physical education practice. Sport, Education and Society, 18(3), 311-333. Rabab, E.-S. H. E.-S., & Samar, E.-H. A. E.-R. E.-S. (2013). Video-based lectures: an emerging paradigm for teaching human anatomy and physiology to student nurses. Alexandria Journal of Medicine, 49(3), 215–222. Snelson, C., Rice, K., & Wyzard, C. (2012). Research priorities for YouTube and video‐sharing technologies: A Delphi study. British Journal of Educational Technology, 43(1), 119-129. Somdahl-Sands, K., & Belbas, B. (2012). Media representation of the Middle East: constructive student engagement in an online environment. Learning, Media and Technology, 37(3), 289-302. Somyürek, S., & Atasoy, B. (2012). How can Web 2.0 technologies provide innovative and effective learning opportunities? In S. Abramovich (Ed.), Computers and Education (Vol. 1): NY: Nova Science Publishers. Stowell, D., & Dixon, S. (2014). Integration of informal music technologies in secondary school music lessons. British Journal of Music Education, 31(1), 19-39. Sun, Y. C., & Yang, F. Y. (2015). I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202-219. Szeto, E., & Cheng, A. Y. N. (2014). Exploring the usage of ICT and YouTube for teaching: A study of pre-service teachers in Hong Kong. The Asia-Pacific Education Researcher, 23(1), 53-59. Szeto, E., Cheng, A. Y. N., & Hong, J. C. (2016). Learning with social media: How do preservice teachers integrate YouTube and social media in teaching?. The Asia-Pacific Education Researcher, 25(1), 35-44. Tan, E. (2013). Informal learning on YouTube: Exploring digital literacy in independent online learning. Learning, Media and Technology, 38(4), 463-477. Torres-Ramírez, M., García-Domingo, B., Aguilera, J., & De La Casa, J. (2014). Video-sharing educational tool applied to the teaching in renewable energy subjects. Computers & Education, 73, 160-177. Vatansever, Ç. ve Yılmaz, N. (2014). İnsan Kaynaklari Yöneti̇mi̇’ni̇n Görünen Yüzü: Fortune 500 İşletmeleri̇ Web İçeri̇k Anali̇zi̇. İş,Güç Endüstri İlişkileri ve İnsan Kaynakları Dergisi, 17(2). Waldron, J. (2013). User-generated content, YouTube and participatory culture on the Web: Music learning and teaching in two contrasting online communities. Music Education Research, 15(3), 257-274. Welsh, K. E., France, D., Whalley, W. B., & Park, J. R. (2012). Geotagging photographs in student fieldwork. Journal of Geography in Higher Education, 36(3), 469-480. Williams, R., Karousou, R., & Mackness, J. (2011). Emergent learning and learning ecologies in Web 2.0. The International Review of Research in Open and Distributed Learning, 12(3), 39-59. Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri: Seçkin Yayıncılık. Zengyan, C., Yinping, Y., & Lim, J. (2009). Cyber migration: An empirical investigation on factors affecting users’ switch intentions in social network sites. In Proceedings of the 42nd Hawaii International Conference on System Sciences-2009, Hawaii, USA.

EĞİTİM ARAŞTIRMALARINDA ÇOKLU-ORTAM PAYLAŞIMI: BİR İÇERİK ANALİZİ

Yıl 2018, Cilt: 8 Sayı: 2, 35 - 66, 15.07.2018
https://doi.org/10.17943/etku.376359

Öz

Bu çalışmanın amacı, çoklu ortam paylaşımı konusunun ele
alındığı eğitim araştırmalarını sistematik olarak analiz ederek, mevcut
literatür hakkında genel bir bakış açısı oluşturmaktır. Bu amaçla, SCI-Expanded
ve SSCI ile indekslenen 48 makalenin içerik analizi gerçekleştirilmiştir. Bu
çalışmalar, yayın yılı, atıf sayıları, temel alınan teori ve kavramlar,
araştırma paradigmaları, araştırma desenleri, araştırmaların ana odağı, veri
toplama araçları, örneklem sayısı ve özellikleri, uygulama süresi, alanları,
kullanılan ortamlar, çalışmaların yayınlandıkları dergiler ve ele alınan
değişkenler/fenomenler bakımından incelenmiştir. Elde edilen bu kapsamlı
bulgular sayesinde, mevcut çalışmanın, eğitimde multimedya paylaşım
platformlarının alternatif kullanımıyla ilgili bilgi sağlayarak alana katkıda
bulunacağı ve gelecekteki araştırmalara yol gösterici olacağı düşünülmektedir.

Kaynakça

  • Abeles, H. F., Hafeli, M., & Sears, C. (2014). Musicians crossing musical instrument gender stereotypes: A study of computer-mediated communication. Music Education Research, 16(3), 346-366. Alexa, (2017). The top 500 sites on the web. https://www.alexa.com/topsites adresinden erişilmiştir. Ali, A. Z. M., Samsudin, K., Hassan, M., & Sidek, S. F. (2011). Does screencast teaching software application needs narration for effective learning?. TOJET: The Turkish Online Journal of Educational Technology, 10(3), 76-82. Alloway, T. P., Horton, J., Alloway, R. G., & Dawson, C. (2013). Social networking sites and cognitive abilities: Do they make you smarter? Computers & Education, 63, 10-16. 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. Andersen, P. (2007). What is Web 2.0?: ideas, technologies and implications for education (Vol. 1, No. 1, pp. 1-64). Bristol: JISC. Azer, S. A., AlEshaiwi, S. M., AlGrain, H. A., & AlKhelaif, R. A. (2012). Nervous system examination on YouTube. BMC medical education, 12(1), 126. Balakrishnan, V. (2014). Using social networks to enhance teaching and learning experiences in higher learning institutions. Innovations in Education and Teaching International, 51(6), 595-606. Balakrishnan, V., Liew, T. K., & Pourgholaminejad, S. (2015). Fun learning with Edooware–A social media enabled tool. Computers & Education, 80, 39-47. Bansal, H. S., Taylor, S. F., & St. James, Y. (2005). “Migrating” to new service providers: Toward a unifying framework of consumers’ switching behaviors. Journal of the Academy of Marketing Science, 33(1), 96-115. Barton, D. (2012). Participation, deliberate learning and discourses of learning online. Language and Education, 26(2), 139-150. Benson, P. (2015). Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos. Language Learning and Technology, 19(3), 88–105. Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N., Rap, S., & Sakhnini, S. (2013). Can You Tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs. Chemistry Education Research and Practice, 14(3), 269-285. Chapman, S. J., Glasbey, J. C., Khatri, C., Kelly, M., Nepogodiev, D., Bhangu, A., & Fitzgerald, J. E. F. (2015). Promoting research and audit at medical school: evaluating the educational impact of participation in a student-led national collaborative study. BMC medical education, 15(1), 47. Chen, Y. T., Chou, Y. H., & Cowan, J. (2014). Concentrating on affective feedforward in online tutoring. British Journal of Educational Technology, 45(4), 694-706. Cheng, X., Dale, C., & Liu, J. (2007). Understanding the characteristics of internet short video sharing: YouTube as a case study. arXiv preprint arXiv:0707.3670. Cheng, X., Dale, C., & Liu, J. (2008, June). Statistics and social network of youtube videos. In Quality of Service, 2008. IWQoS 2008. 16th International Workshop on (pp. 229-238). IEEE. Christensson, C., & Sjöström, J. (2014). Chemistry in context: analysis of thematic chemistry videos available online. Chemistry Education Research and Practice, 15(1), 59-69. Cobo, C. (2013). Exploration of open educational resources in non-English speaking communities. The International Review of Research in Open and Distributed Learning, 14(2), 106-128. Davidson, C., Given, L. M., Danby, S., & Thorpe, K. (2014). Talk about a YouTube video in preschool: The mutual production of shared understanding for learning with digital technology. Australasian Journal of Early Childhood, 39(3), 76. Duffy, P. (2008). Engaging the YouTube Google-eyed generation: Strategies for using Web 2.0 in teaching and learning. Electronic Journal of E-learning, 6(2), 119-130. García, O., & Wei, L. (2014). Translanguaging and Education. In Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan UK. Garcia-Barriocanal, E., Sicilia, M. A., Sanchez-Alonso, S., & Lytras, M. (2011). Semantic annotation of video fragments as learning objects: a case study with YouTube videos and the Gene Ontology. Interactive Learning Environments, 19(1), 25-44. García-Martín, J., & García-Sánchez, J. N. (2013). Patterns of Web 2.0 tool use among young Spanish people. Computers & Education, 67, 105-120. Godwin-Jones, R. (2007). Digital video update: YouTube, flash, high-definition. Language Learning and Technology, 11(1), 16–21. Gosper, M., Malfroy, J., & McKenzie, J. (2013). Students' experiences and expectations of technologies: An Australian study designed to inform planning and development decisions. Australasian Journal of Educational Technology, 29(2), 268-283. Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT journal, 55(4), 347-353. Hafner, C. A. (2014). Embedding digital literacies in English language teaching: Students' digital video projects as multimodal ensembles. Tesol Quarterly, 48(4), 655-685. Hafner, C. A., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3), 68–86. Hoepfl, M. C. (1997). Choosing qualitative research: A primer for technology education researchers. Journal of Technology Education, 9(1), 47-63. http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html adresinden erişilmiştir. Housee, S. (2012). What’s the point? Anti-racism and students’ voices against Islamophobia. Race Ethnicity and Education, 15(1), 101-120. Jung, I., & Lee, Y. (2015). YouTube acceptance by university educators and students: a cross-cultural perspective. Innovations in education and teaching international, 52(3), 243-253. Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business horizons, 53(1), 59-68. Kawka, M., Larkin, K., & Danaher, P. A. (2011). Emergent learning and interactive media artworks: Parameters of interaction for novice groups. The International Review of Research in Open and Distributed Learning, 12(7), 40-55. Kim, D., Rueckert, D., Kim, D. J., & Seo, D. (2013). Students’ perceptions and experiences of mobile learning. Language Learning & Technology, 17(3), 52–73. Kitsantas, A., & Dabbagh, N. (2011). The role of Web 2.0 technologies in self‐regulated learning. New Directions for Teaching and Learning, 2011(126), 99-106. Koh, C. (2014). Exploring the use of Web 2.0 technology to promote moral and psychosocial development: Can YouTube work?. British Journal of Educational Technology, 45(4), 619-635. Krauskopf, K., Zahn, C., & Hesse, F. W. (2012). Leveraging the affordances of Youtube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology. Computers & Education, 58(4), 1194-1206. Kyriacou, C., & Zuin, A. (2016). Cyberbullying of teachers by students on YouTube: challenging the image of teacher authority in the digital age. Research Papers in Education, 31(3), 255-273. Lai, C. Y. (2016). Training nursing students' communication skills with online video peer assessment. Computers & Education, 97, 21-30. Lee, D. Y., & Lehto, M. R. (2013). User acceptance of YouTube for procedural learning: An extension of the Technology Acceptance Model. Computers & Education, 61, 193-208. Lei, P. L., Sun, C. T., Lin, S. S., & Huang, T. K. (2015). Effect of metacognitive strategies and verbal-imagery cognitive style on biology-based video search and learning performance. Computers & Education, 87, 326-339. Manca, S., & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of social media for teaching in higher education. Computers & Education, 95, 216-230. Marsh, J. (2016). ‘Unboxing’videos: co-construction of the child as cyberflâneur. Discourse: Studies in the Cultural Politics of Education, 37(3), 369-380. Mayora, C.A. (2009). Using YouTube to encourage authentic writing in EFL Classrooms. TESL Reporter, 42(1), 1–12. Mays, N., & Pope, C. (1995). Rigour and qualitative research. BMJ: British Medical Journal, 311(6997), 109. Nimako, S. G., & Winneba, K. G. (2012). Consumer switching behaviour: a theoretical review and research agenda. Research Journal of Social Science and Management, 2(3), 74-85. O’Mara, B., & Harris, A. (2016). Intercultural crossings in a digital age: ICT pathways with migrant and refugee-background youth. Race Ethnicity and Education, 19(3), 639-658. O’Mara, B., Gill, G. K., Babacan, H., & Donahoo, D. (2012). Digital technology, diabetes and culturally and linguistically diverse communities: A case study with elderly women from the Vietnamese community. Health Education Journal, 71(4), 491-504. Orús, C., Barlés, M. J., Belanche, D., Casaló, L., Fraj, E., & Gurrea, R. (2016). The effects of learner-generated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254-269. Özdemir, M. (2010). Nitel veri analizi: Sosyal bilimlerde yöntembilim sorunsalı üzerine bir çalışma. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 11(1). Preston, J. P., Moffatt, L., Wiebe, S., McAuley, A., Campbell, B., & Gabriel, M. (2015). The use of technology in Prince Edward Island (Canada) high schools: Perceptions of school leaders. Educational Management Administration & Leadership, 43(6), 989-1005. Quennerstedt, M. (2013). PE on YouTube–investigating participation in physical education practice. Physical Education and Sport Pedagogy, 18(1), 42-59. Quennerstedt, M. (2013). Practical epistemologies in physical education practice. Sport, Education and Society, 18(3), 311-333. Rabab, E.-S. H. E.-S., & Samar, E.-H. A. E.-R. E.-S. (2013). Video-based lectures: an emerging paradigm for teaching human anatomy and physiology to student nurses. Alexandria Journal of Medicine, 49(3), 215–222. Snelson, C., Rice, K., & Wyzard, C. (2012). Research priorities for YouTube and video‐sharing technologies: A Delphi study. British Journal of Educational Technology, 43(1), 119-129. Somdahl-Sands, K., & Belbas, B. (2012). Media representation of the Middle East: constructive student engagement in an online environment. Learning, Media and Technology, 37(3), 289-302. Somyürek, S., & Atasoy, B. (2012). How can Web 2.0 technologies provide innovative and effective learning opportunities? In S. Abramovich (Ed.), Computers and Education (Vol. 1): NY: Nova Science Publishers. Stowell, D., & Dixon, S. (2014). Integration of informal music technologies in secondary school music lessons. British Journal of Music Education, 31(1), 19-39. Sun, Y. C., & Yang, F. Y. (2015). I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202-219. Szeto, E., & Cheng, A. Y. N. (2014). Exploring the usage of ICT and YouTube for teaching: A study of pre-service teachers in Hong Kong. The Asia-Pacific Education Researcher, 23(1), 53-59. Szeto, E., Cheng, A. Y. N., & Hong, J. C. (2016). Learning with social media: How do preservice teachers integrate YouTube and social media in teaching?. The Asia-Pacific Education Researcher, 25(1), 35-44. Tan, E. (2013). Informal learning on YouTube: Exploring digital literacy in independent online learning. Learning, Media and Technology, 38(4), 463-477. Torres-Ramírez, M., García-Domingo, B., Aguilera, J., & De La Casa, J. (2014). Video-sharing educational tool applied to the teaching in renewable energy subjects. Computers & Education, 73, 160-177. Vatansever, Ç. ve Yılmaz, N. (2014). İnsan Kaynaklari Yöneti̇mi̇’ni̇n Görünen Yüzü: Fortune 500 İşletmeleri̇ Web İçeri̇k Anali̇zi̇. İş,Güç Endüstri İlişkileri ve İnsan Kaynakları Dergisi, 17(2). Waldron, J. (2013). User-generated content, YouTube and participatory culture on the Web: Music learning and teaching in two contrasting online communities. Music Education Research, 15(3), 257-274. Welsh, K. E., France, D., Whalley, W. B., & Park, J. R. (2012). Geotagging photographs in student fieldwork. Journal of Geography in Higher Education, 36(3), 469-480. Williams, R., Karousou, R., & Mackness, J. (2011). Emergent learning and learning ecologies in Web 2.0. The International Review of Research in Open and Distributed Learning, 12(3), 39-59. Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri: Seçkin Yayıncılık. Zengyan, C., Yinping, Y., & Lim, J. (2009). Cyber migration: An empirical investigation on factors affecting users’ switch intentions in social network sites. In Proceedings of the 42nd Hawaii International Conference on System Sciences-2009, Hawaii, USA.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Doç. Dr. Sibel Somyürek

Ayşenur Gülmez

Gizem Yıldız

Yayımlanma Tarihi 15 Temmuz 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 8 Sayı: 2

Kaynak Göster

APA Somyürek, D. D. S., Gülmez, A., & Yıldız, G. (2018). EĞİTİM ARAŞTIRMALARINDA ÇOKLU-ORTAM PAYLAŞIMI: BİR İÇERİK ANALİZİ. Eğitim Teknolojisi Kuram Ve Uygulama, 8(2), 35-66. https://doi.org/10.17943/etku.376359