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E-Öğrenme Ortamları ve Öğrenme Analitikleri

Yıl 2021, Cilt 14, Sayı 3, 327 - 336, 31.07.2021
https://doi.org/10.17671/gazibtd.709798

Öz

2020 yılı Horizon raporunda da vurgulandığı üzere, son yıllarda etkili öğrenme ortamları tasarlamak için ele alınan kavramlardan biri de öğrenme analitikleridir. Öğretim teknolojileri alanında, öğrenme analitiklerinin 10 yıllık bir geçmişi olmasına rağmen henüz gelişiminin erken aşamalarında olduğu düşünülmektedir. Öğrenme analitiklerinin kullanılabilmesi için eğitim bilimleri, istatistik, matematik, makine öğrenmesi ve yazılım geliştirme gibi disiplinler arası pek çok bilgi ve beceriye ihtiyaç duyulmaktadır. Bu çalışmanın amacı, öğrenme analitiklerinin e-öğrenme ortamları açısından potansiyelini ortaya koyarak öğretim tasarımcıları ve uygulayıcılar tarafından daha fazla tanınmasını sağlamaktır. Bu bağlamda, öğrenme analitiklerinin kapsamı, uygulama alanları ve aşamaları açıklanmaktadır. Ayrıca, öğrenme analitiklerinde kullanılan göstergeler, veri kaynakları, araç ve sistemler sunulmaktadır. Öğrenme analitiği süreç modeli ile öğrenme analitiği sunan öğrenme panellerinin kullanımı özetlenmektedir. Son olarak, bu konudaki güvenlik, etik ve standartlaşma kavramları ile ilgili çalışmalardaki sınırlıklar tartışılmaktadır.

Kaynakça

  • P. Long, G. Siemens, “Penetrating the fog: analytics in learning and education”, Italian Journal of Educational Technology, 22(3), 132-137, 2014.
  • M. Brown, M. McCormack, J. Reeves, D. C. Brook, S. Grajek, B. Alexander, K. Gannon, 2020 Educause Horizon Report Teaching and Learning Edition, 2-58, EDUCAUSE, 2020.
  • R. Ferguson, A. Brasher, D. Clow, A. Cooper, G. Hillaire, J. Mittelmeier, R. Vuorikari, Research evidence on the use of learning analytics: Implications for education policy, 2016.
  • A. Bozkurt, “Öğrenme analitiği: e-öğrenme, büyük veri ve bireyselleştirilmiş öğrenme”, Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(4), 55-81, 2016.
  • J. W. Ahn, P. Brusilovsky, “Adaptive visualization for exploratory information retrieval”, Information Processing & Management, 49(5), 1139-1164, 2013.
  • J. Gwizdka, I. Spence, “Implicit measures of lostness and success in web navigation”, Interacting with Computers, 19(3), 357-369, 2007.
  • R. Azevedo, “Understanding the complex nature of self-regulatory processes in learning with computer-based learning environments: An introduction”, Metacognition and Learning, 2(2-3), 57-65, 2007.
  • S. K. D’mello, S. D. Craig, A. Witherspoon, B. Mcdaniel, A. Graesser “Automatic detection of learner’s affect from conversational cues”, User modeling and user-adapted interaction, 18(1-2), 45-80, 2008.
  • L. Bol, J. K. Garner “Challenges in supporting self-regulation in distance education environments”, Journal of Computing in Higher Education, 23(2-3), 104-123, 2011.
  • D. Jeske, J. Backhaus, C. Stamov Roßnagel, “Self‐regulation during e‐learning: using behavioural evidence from navigation log files”, Journal of Computer Assisted Learning, 30(3), 272-284, 2014.
  • T. Güyer, A. Çebi, “Türkiye’deki uyarlanabilir eğitsel hiper ortam çalışmalarına yönelik içerik analizi”, Eğitim ve Bilim, 40(178), 2015.
  • S. Somyürek, H. İ. Yalın, “Adaptive learning systems: Supporting navigation with customized suggestions”, Journal of Human Sciences, 11(1), 55-77, 2014.
  • M. Fırat, “Eğitim teknolojileri araştırmalarında yeni bir alan: öğrenme analitikleri”, Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 2015.
  • R. Baker, G. Siemens, Learning analytics and educational data mining, Cambridge Handbook of the Learning Sciences (2nd ed). Cambridge Univ. Press: New York, NY, 253-272, 2014.
  • K. R. Koedinger, R. S. Baker, K. Cunningham, A. Skogsholm, B. Leber, J. Stamper, “A data repository for the EDM community: The PSLC DataShop”, Handbook of educational data mining, 43, 43-56, 2010.
  • J. P. Campbell, P. B. DeBlois, D. G. Oblinger, “Academic analytics: A new tool for a new era”, EDUCAUSE review, 42(4), 40, 2007.
  • P. Lal, “Designing online learning strategies through analytics”, In Online Tutor 2.0: Methodologies and Case Studies for Successful Learning, 1-15, IGI Global, 2014.
  • M. Bienkowski, M. Feng, B. Means, “Enhancing teaching and learning through educational data mining and learning analytics: An issue brief”, US Department of Education, Office of Educational Technology, 1, 1-57, 2012.
  • A. L. Dyckhoff, D. Zielke, M. Bültmann, M. A. Chatti, U. Schroeder, “Design and implementation of a learning analytics toolkit for teachers”, Journal of Educational Technology & Society, 15(3), 58-76, 2012.
  • M. Scheffel, H. Drachsler, S. Stoyanov, M. Specht, “Quality Indicators for Learning Analytics”, Educational Technology & Society, 17 (4), 117–132, 2014.
  • J. A. Ruipérez-Valiente, P. J. Muñoz-Merino, D. Leony, C. Kloos, “ALAS-KA: A learning analytics extension for better understanding the learning process in the Khan Academy platform” Computers in Human Behavior, 47, 139-148, 2015.
  • A. L. Dyckhoff, V. Lukarov, A. Muslim, M. A. Chatti, U. Schroeder, “Supporting action research with learning analytics”, Third International Conference on Learning Analytics and Knowledge, 220-229, Nisan 2013.
  • T. Güyer, S. Somyürek, B. Atasoy, H. Yurdugül, M. Ünal, Ş. Aydoğdu, “Öğrenme Analitiği Göstergelerinin Sınıflandırılması”, 6th International Instructional Technologies & Teacher Education Symposium (ITTES 2018), Edirne, Türkiye, 12-14 Eylül 2018.
  • R. Bodily, K. Verbert, “Trends and issues in student-facing learning analytics reporting systems research”, Seventh international learning analytics & knowledge conference, 309-318, Mart, 2017.
  • D. Prasad, R. Totaram, T. Usagawa, “A framework for open textbooks analytics system”, TechTrends, 60(4), 344-349, 2016.
  • T. Richter, J. Naumann, S. Noller, “LOGPAT: A semi-automatic way to analyze hypertext navigation behavior”, Swiss Journal of Psychology/Schweizerische Zeitschrift für Psychologie/Revue Suisse de Psychologie, 62(2), 113, 2003.
  • K. Kitto, A. Bakharia, M. Lupton, D. Mallet, J. Banks, P, Bruza, ... G. Siemens, “The connected learning analytics toolkit”, Sixth International Conference on Learning Analytics & Knowledge, 548-549, Nisan 2016.
  • K. Verbert, E. Duval, J. Klerkx, S. Govaerts, J. L. Santos, “Learning analytics dashboard applications”, American Behavioral Scientist, 57(10), 1500-1509, 2013.
  • B. A. Schwendimann, M. J. Rodriguez-Triana, A. Vozniuk, L. P. Prieto, M. S. Boroujeni, A. Holzer, ... P. Dillenbourg, “Perceiving learning at a glance: A systematic literature review of learning dashboard research”, IEEE Transactions on Learning Technologies, 10(1), 30-41, 2016.
  • K. Börner, D. E. Polley, Visual insights: A practical guide to making sense of data, MIT Press, 2014.
  • B. M. Baker, A conceptual framework for making knowledge actionable through capital formation, Doktora Tezi, University of Maryland University College, 2007.
  • I. Jivet, M. Scheffel, M. Specht, H. Drachsler, “License to evaluate: Preparing learning analytics dashboards for educational practice”, 8th International Conference on Learning Analytics and Knowledge, 31-40, Mart, 2018.
  • Y. S. Tsai, V. Kovanović, D. Gašević, “Connecting the dots: An exploratory study on learning analytics adoption factors, experience, and priorities”, The Internet and Higher Education, 50, 100794, 2021.
  • D. Tzimas, S. Demetriadis, “Ethical issues in learning analytics: a review of the field”, Educational Technology Research and Development, 69, 1101-1133, 2021.
  • M. Wolpers, J. Najjar, K. Verbert, E. Duval, “Tracking actual usage: the attention metadata approach”, Educational Technology and Society, 10(3), 106-121, 2007.
  • R. Ferguson, “Learning analytics: drivers, developments and challenges”, International Journal of Technology Enhanced Learning, 4(5/6), 304-317, 2012.
  • Internet: Family Educational Rights and Privacy Act (FERPA), https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html, 06.01.2020.
  • S. Slade, A. Tait, Global guidelines: Ethics in learning analytics, 2019.
  • Z. Papamitsiou, A. A. Economides, “Learning analytics and educational data mining in practice: A systematic literature review of empirical evidence”, Journal of Educational Technology & Society, 17(4), 49-64, 2014.
  • J. Samuelsen, W. Chen, B. Wasson, “Integrating multiple data sources for learning analytics—review of literature”, Research and Practice in Technology Enhanced Learning, 14(1), 11, 2019.
  • A. Nguyen, T. Tuunanen, L. Gardner, D. Sheridan, “Design principles for learning analytics information systems in higher education”, European Journal of Information Systems, 1-28, 2020.
  • C. Schumacher, D. Ifenthaler, “Investigating prompts for supporting students' self-regulation–A remaining challenge for learning analytics approaches?”, The Internet and Higher Education, 49, 100791, 2021.
  • A. A. Mubarak, H. Cao, S. A. Ahmed, “Predictive learning analytics using deep learning model in MOOCs’ courses videos”, Education and Information Technologies, 26(1), 371-392, 2021.
  • M. A. Chatti, A. L. Dyckhoff, U. Schroeder, U H. Thüs, “A reference model for learning analytics”, International Journal of Technology Enhanced Learning, 4(5-6), 318-331, 2013.
  • S. Slade, P. Prinsloo, “Learning analytics: Ethical issues and dilemmas”, American Behavioral Scientist, 57(10), 1510-1529, 2013.
  • S. Dawson, S. Joksimovic, O. Poquet, G. Siemens, "Increasing the impact of learning analytics", 9th international conference on learning analytics & knowledge, 446-455, 2019.
  • S. D. Teasley, “Learning analytics: where information science and the learning sciences meet”, Information and Learning Sciences, 120(1/2), 59-73, 2019.
  • S. El Alfy, J. M. Gómez, A. Dani, “Exploring the benefits and challenges of learning analytics in higher education institutions: a systematic literature review”, Information Discovery and Delivery, 2019.
  • Y. Gülbahar, H. Ilgaz, “Premise of learning analytics for educational context: Through concept to practice”, Bilişim Teknolojileri Dergisi, 7(3), 20, 2014.
  • E. Tutsun, “Öğrenme analitikleri ve yükseköğretimdeki uygulama alanları”, Bilişim Teknolojileri Dergisi, 13(3), 243-254, 2020.

E-Learning Environments and Learning Analytics

Yıl 2021, Cilt 14, Sayı 3, 327 - 336, 31.07.2021
https://doi.org/10.17671/gazibtd.709798

Öz

As highlighted in the 2020 Horizon report, one of the concepts that have been handled to design effective learning environments is learning analytics. Although learning analytics has only a decade of history in the field of instructional technologies, it is thought to be at an early stage of development. Many interdisciplinary knowledge and skills such as educational sciences, statistics, mathematics, machine learning, and software engineering needed to use learning analytics. This study aims to reveal the potential of learning analytics in terms of e-learning environments and trying to ensure greater recognition by instructional designers and practitioners. In this context, the scope of learning analytics, its application areas and stages are explained. Additionally, indicators, data sources and some tools and systems are presented. The learning analytics process model and the learning panels that offer learning analytics are summarized. Finally the concepts of security, ethics, and standardization around learning analytics and the limitations in the relevant studies are discussed.

Kaynakça

  • P. Long, G. Siemens, “Penetrating the fog: analytics in learning and education”, Italian Journal of Educational Technology, 22(3), 132-137, 2014.
  • M. Brown, M. McCormack, J. Reeves, D. C. Brook, S. Grajek, B. Alexander, K. Gannon, 2020 Educause Horizon Report Teaching and Learning Edition, 2-58, EDUCAUSE, 2020.
  • R. Ferguson, A. Brasher, D. Clow, A. Cooper, G. Hillaire, J. Mittelmeier, R. Vuorikari, Research evidence on the use of learning analytics: Implications for education policy, 2016.
  • A. Bozkurt, “Öğrenme analitiği: e-öğrenme, büyük veri ve bireyselleştirilmiş öğrenme”, Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(4), 55-81, 2016.
  • J. W. Ahn, P. Brusilovsky, “Adaptive visualization for exploratory information retrieval”, Information Processing & Management, 49(5), 1139-1164, 2013.
  • J. Gwizdka, I. Spence, “Implicit measures of lostness and success in web navigation”, Interacting with Computers, 19(3), 357-369, 2007.
  • R. Azevedo, “Understanding the complex nature of self-regulatory processes in learning with computer-based learning environments: An introduction”, Metacognition and Learning, 2(2-3), 57-65, 2007.
  • S. K. D’mello, S. D. Craig, A. Witherspoon, B. Mcdaniel, A. Graesser “Automatic detection of learner’s affect from conversational cues”, User modeling and user-adapted interaction, 18(1-2), 45-80, 2008.
  • L. Bol, J. K. Garner “Challenges in supporting self-regulation in distance education environments”, Journal of Computing in Higher Education, 23(2-3), 104-123, 2011.
  • D. Jeske, J. Backhaus, C. Stamov Roßnagel, “Self‐regulation during e‐learning: using behavioural evidence from navigation log files”, Journal of Computer Assisted Learning, 30(3), 272-284, 2014.
  • T. Güyer, A. Çebi, “Türkiye’deki uyarlanabilir eğitsel hiper ortam çalışmalarına yönelik içerik analizi”, Eğitim ve Bilim, 40(178), 2015.
  • S. Somyürek, H. İ. Yalın, “Adaptive learning systems: Supporting navigation with customized suggestions”, Journal of Human Sciences, 11(1), 55-77, 2014.
  • M. Fırat, “Eğitim teknolojileri araştırmalarında yeni bir alan: öğrenme analitikleri”, Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 2015.
  • R. Baker, G. Siemens, Learning analytics and educational data mining, Cambridge Handbook of the Learning Sciences (2nd ed). Cambridge Univ. Press: New York, NY, 253-272, 2014.
  • K. R. Koedinger, R. S. Baker, K. Cunningham, A. Skogsholm, B. Leber, J. Stamper, “A data repository for the EDM community: The PSLC DataShop”, Handbook of educational data mining, 43, 43-56, 2010.
  • J. P. Campbell, P. B. DeBlois, D. G. Oblinger, “Academic analytics: A new tool for a new era”, EDUCAUSE review, 42(4), 40, 2007.
  • P. Lal, “Designing online learning strategies through analytics”, In Online Tutor 2.0: Methodologies and Case Studies for Successful Learning, 1-15, IGI Global, 2014.
  • M. Bienkowski, M. Feng, B. Means, “Enhancing teaching and learning through educational data mining and learning analytics: An issue brief”, US Department of Education, Office of Educational Technology, 1, 1-57, 2012.
  • A. L. Dyckhoff, D. Zielke, M. Bültmann, M. A. Chatti, U. Schroeder, “Design and implementation of a learning analytics toolkit for teachers”, Journal of Educational Technology & Society, 15(3), 58-76, 2012.
  • M. Scheffel, H. Drachsler, S. Stoyanov, M. Specht, “Quality Indicators for Learning Analytics”, Educational Technology & Society, 17 (4), 117–132, 2014.
  • J. A. Ruipérez-Valiente, P. J. Muñoz-Merino, D. Leony, C. Kloos, “ALAS-KA: A learning analytics extension for better understanding the learning process in the Khan Academy platform” Computers in Human Behavior, 47, 139-148, 2015.
  • A. L. Dyckhoff, V. Lukarov, A. Muslim, M. A. Chatti, U. Schroeder, “Supporting action research with learning analytics”, Third International Conference on Learning Analytics and Knowledge, 220-229, Nisan 2013.
  • T. Güyer, S. Somyürek, B. Atasoy, H. Yurdugül, M. Ünal, Ş. Aydoğdu, “Öğrenme Analitiği Göstergelerinin Sınıflandırılması”, 6th International Instructional Technologies & Teacher Education Symposium (ITTES 2018), Edirne, Türkiye, 12-14 Eylül 2018.
  • R. Bodily, K. Verbert, “Trends and issues in student-facing learning analytics reporting systems research”, Seventh international learning analytics & knowledge conference, 309-318, Mart, 2017.
  • D. Prasad, R. Totaram, T. Usagawa, “A framework for open textbooks analytics system”, TechTrends, 60(4), 344-349, 2016.
  • T. Richter, J. Naumann, S. Noller, “LOGPAT: A semi-automatic way to analyze hypertext navigation behavior”, Swiss Journal of Psychology/Schweizerische Zeitschrift für Psychologie/Revue Suisse de Psychologie, 62(2), 113, 2003.
  • K. Kitto, A. Bakharia, M. Lupton, D. Mallet, J. Banks, P, Bruza, ... G. Siemens, “The connected learning analytics toolkit”, Sixth International Conference on Learning Analytics & Knowledge, 548-549, Nisan 2016.
  • K. Verbert, E. Duval, J. Klerkx, S. Govaerts, J. L. Santos, “Learning analytics dashboard applications”, American Behavioral Scientist, 57(10), 1500-1509, 2013.
  • B. A. Schwendimann, M. J. Rodriguez-Triana, A. Vozniuk, L. P. Prieto, M. S. Boroujeni, A. Holzer, ... P. Dillenbourg, “Perceiving learning at a glance: A systematic literature review of learning dashboard research”, IEEE Transactions on Learning Technologies, 10(1), 30-41, 2016.
  • K. Börner, D. E. Polley, Visual insights: A practical guide to making sense of data, MIT Press, 2014.
  • B. M. Baker, A conceptual framework for making knowledge actionable through capital formation, Doktora Tezi, University of Maryland University College, 2007.
  • I. Jivet, M. Scheffel, M. Specht, H. Drachsler, “License to evaluate: Preparing learning analytics dashboards for educational practice”, 8th International Conference on Learning Analytics and Knowledge, 31-40, Mart, 2018.
  • Y. S. Tsai, V. Kovanović, D. Gašević, “Connecting the dots: An exploratory study on learning analytics adoption factors, experience, and priorities”, The Internet and Higher Education, 50, 100794, 2021.
  • D. Tzimas, S. Demetriadis, “Ethical issues in learning analytics: a review of the field”, Educational Technology Research and Development, 69, 1101-1133, 2021.
  • M. Wolpers, J. Najjar, K. Verbert, E. Duval, “Tracking actual usage: the attention metadata approach”, Educational Technology and Society, 10(3), 106-121, 2007.
  • R. Ferguson, “Learning analytics: drivers, developments and challenges”, International Journal of Technology Enhanced Learning, 4(5/6), 304-317, 2012.
  • Internet: Family Educational Rights and Privacy Act (FERPA), https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html, 06.01.2020.
  • S. Slade, A. Tait, Global guidelines: Ethics in learning analytics, 2019.
  • Z. Papamitsiou, A. A. Economides, “Learning analytics and educational data mining in practice: A systematic literature review of empirical evidence”, Journal of Educational Technology & Society, 17(4), 49-64, 2014.
  • J. Samuelsen, W. Chen, B. Wasson, “Integrating multiple data sources for learning analytics—review of literature”, Research and Practice in Technology Enhanced Learning, 14(1), 11, 2019.
  • A. Nguyen, T. Tuunanen, L. Gardner, D. Sheridan, “Design principles for learning analytics information systems in higher education”, European Journal of Information Systems, 1-28, 2020.
  • C. Schumacher, D. Ifenthaler, “Investigating prompts for supporting students' self-regulation–A remaining challenge for learning analytics approaches?”, The Internet and Higher Education, 49, 100791, 2021.
  • A. A. Mubarak, H. Cao, S. A. Ahmed, “Predictive learning analytics using deep learning model in MOOCs’ courses videos”, Education and Information Technologies, 26(1), 371-392, 2021.
  • M. A. Chatti, A. L. Dyckhoff, U. Schroeder, U H. Thüs, “A reference model for learning analytics”, International Journal of Technology Enhanced Learning, 4(5-6), 318-331, 2013.
  • S. Slade, P. Prinsloo, “Learning analytics: Ethical issues and dilemmas”, American Behavioral Scientist, 57(10), 1510-1529, 2013.
  • S. Dawson, S. Joksimovic, O. Poquet, G. Siemens, "Increasing the impact of learning analytics", 9th international conference on learning analytics & knowledge, 446-455, 2019.
  • S. D. Teasley, “Learning analytics: where information science and the learning sciences meet”, Information and Learning Sciences, 120(1/2), 59-73, 2019.
  • S. El Alfy, J. M. Gómez, A. Dani, “Exploring the benefits and challenges of learning analytics in higher education institutions: a systematic literature review”, Information Discovery and Delivery, 2019.
  • Y. Gülbahar, H. Ilgaz, “Premise of learning analytics for educational context: Through concept to practice”, Bilişim Teknolojileri Dergisi, 7(3), 20, 2014.
  • E. Tutsun, “Öğrenme analitikleri ve yükseköğretimdeki uygulama alanları”, Bilişim Teknolojileri Dergisi, 13(3), 243-254, 2020.

Ayrıntılar

Birincil Dil Türkçe
Konular Bilgisayar Bilimleri, Bilgi Sistemleri
Bölüm Makaleler
Yazarlar

Sibel SOMYÜREK (Sorumlu Yazar)
GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
0000-0001-7803-1438
Türkiye


Tolga GÜYER
GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
Türkiye


Bilal ATASOY Bu kişi benim
GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
Türkiye


Mertcan ÜNAL
GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
0000-0001-6779-6902
Türkiye

Destekleyen Kurum TUBİTAK
Proje Numarası 117R050
Teşekkür Bu çalışma TÜBİTAK 117R050 nolu projenin sağladığı destekle tamamlanmıştır.
Yayımlanma Tarihi 31 Temmuz 2021
Yayınlandığı Sayı Yıl 2021, Cilt 14, Sayı 3

Kaynak Göster

Bibtex @derleme { gazibtd709798, journal = {Bilişim Teknolojileri Dergisi}, issn = {1307-9697}, eissn = {2147-0715}, address = {}, publisher = {Gazi Üniversitesi}, year = {2021}, volume = {14}, pages = {327 - 336}, doi = {10.17671/gazibtd.709798}, title = {E-Öğrenme Ortamları ve Öğrenme Analitikleri}, key = {cite}, author = {Somyürek, Sibel and Güyer, Tolga and Atasoy, Bilal and Ünal, Mertcan} }
APA Somyürek, S. , Güyer, T. , Atasoy, B. & Ünal, M. (2021). E-Öğrenme Ortamları ve Öğrenme Analitikleri . Bilişim Teknolojileri Dergisi , 14 (3) , 327-336 . DOI: 10.17671/gazibtd.709798
MLA Somyürek, S. , Güyer, T. , Atasoy, B. , Ünal, M. "E-Öğrenme Ortamları ve Öğrenme Analitikleri" . Bilişim Teknolojileri Dergisi 14 (2021 ): 327-336 <https://dergipark.org.tr/tr/pub/gazibtd/issue/64349/709798>
Chicago Somyürek, S. , Güyer, T. , Atasoy, B. , Ünal, M. "E-Öğrenme Ortamları ve Öğrenme Analitikleri". Bilişim Teknolojileri Dergisi 14 (2021 ): 327-336
RIS TY - JOUR T1 - E-Öğrenme Ortamları ve Öğrenme Analitikleri AU - Sibel Somyürek , Tolga Güyer , Bilal Atasoy , Mertcan Ünal Y1 - 2021 PY - 2021 N1 - doi: 10.17671/gazibtd.709798 DO - 10.17671/gazibtd.709798 T2 - Bilişim Teknolojileri Dergisi JF - Journal JO - JOR SP - 327 EP - 336 VL - 14 IS - 3 SN - 1307-9697-2147-0715 M3 - doi: 10.17671/gazibtd.709798 UR - https://doi.org/10.17671/gazibtd.709798 Y2 - 2021 ER -
EndNote %0 Bilişim Teknolojileri Dergisi E-Öğrenme Ortamları ve Öğrenme Analitikleri %A Sibel Somyürek , Tolga Güyer , Bilal Atasoy , Mertcan Ünal %T E-Öğrenme Ortamları ve Öğrenme Analitikleri %D 2021 %J Bilişim Teknolojileri Dergisi %P 1307-9697-2147-0715 %V 14 %N 3 %R doi: 10.17671/gazibtd.709798 %U 10.17671/gazibtd.709798
ISNAD Somyürek, Sibel , Güyer, Tolga , Atasoy, Bilal , Ünal, Mertcan . "E-Öğrenme Ortamları ve Öğrenme Analitikleri". Bilişim Teknolojileri Dergisi 14 / 3 (Temmuz 2021): 327-336 . https://doi.org/10.17671/gazibtd.709798
AMA Somyürek S. , Güyer T. , Atasoy B. , Ünal M. E-Öğrenme Ortamları ve Öğrenme Analitikleri. Bilişim Teknolojileri Dergisi. 2021; 14(3): 327-336.
Vancouver Somyürek S. , Güyer T. , Atasoy B. , Ünal M. E-Öğrenme Ortamları ve Öğrenme Analitikleri. Bilişim Teknolojileri Dergisi. 2021; 14(3): 327-336.
IEEE S. Somyürek , T. Güyer , B. Atasoy ve M. Ünal , "E-Öğrenme Ortamları ve Öğrenme Analitikleri", Bilişim Teknolojileri Dergisi, c. 14, sayı. 3, ss. 327-336, Tem. 2021, doi:10.17671/gazibtd.709798