BibTex RIS Kaynak Göster

-

Yıl 2014, Cilt: 29 Sayı: 29-1, 61 - 73, 23.07.2014

Ahmet Başal Mehmet Gürol

Öz

Foreign language education in Turkey has been criticized as being not entirely functional throughout the literature. Implementing effective teaching materials into the foreign language learning environments may serve as a solution to the problem. The aim of this study is to investigate the effects of learning objects (LOs), cutting-edge materials, on the achievement of learners in web-based language learning environments. To this end, this study was conducted in English I Course at the Department of Computer Programming at a Turkish medium state university in 2010-2011 Fall Semester. Seventy LOs appropriate for a six-week long lecture program were integrated into the learning management system (LMS) of the institution. Achievement tests were administered as pre and posttest to the study groups consisted of 118 students and results were analysing using SPSS. The findings indicate that web-based language education supported by LOs has a significant effect on students’ achievement scores in the experimental group and LOs can be utilized in language education settings.

Anahtar Kelimeler

Learning objects; distance education; web-based distance education; foreign language education

Kaynakça

  • Ally, M. (2004). Designing effective learning objects for distance education. In Online Education Using Learning Objects, ed. R. McGreal, 87-97. London: Routledge Falmer.
  • Armitage, N., & Bowerman, C. (2005): The LOM Approach—A CALL for Concern?, Computer Assisted Language Learning, 18(1-2), 109-118.
  • Azar, B., & Hagen, S. A. (2006). Basic English grammar (3 rd Ed.). Pearson Education Limited.
  • Baruque, L. B., & Melo, R. N. (2004). Learning theory and instructional design using learning objects. Journal of Educational Multimedia and Hypermedia, 13(4), 343-370.
  • Blake, R. J., & Delforge, A. M. (2004). Language learning at a distance: Spanish without walls. Selected papers from the 2004 NFLRC Symposium. Retrieved September 22, 2010 from http://nflrc.hawaii.edu/NetWorks /NW44/Blake.htm.
  • Çakıroğlu, Ü. (2010). Ortaöğretim 9. sınıf matematik müfredatına uygun öğrenme nesnelerinin tasarlanması, uygulanması ve değerlendirilmesi. Yayımlanmamış Doktora Tezi. Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon.
  • Cebeci, Z. (2003). Öğrenim nesnelerine giriş. Elektronik Sosyal Bilimler Dergisi, 2(2), 1-6.
  • Çelik, S., & Keser H. (2010). Veri yönlendirmeli öğrenme yaklaşımının öğrencilerin sözcüksel yeterlikleri üzerindeki etkisi. Education and Science. 35(138), 169-183.
  • Ceylan, B. (2008). Öğrenme nesnelerinin tasarimi ve öğrenme süreçlerinde kullaniminin öğrencilerin başari düzeylerine etkisi ile öğrenme süreçlerine katkilari. Yayımlanmamış Yüksek Lisans Tezi. Fen Bilimleri Enstitüsü, Ege Üniversitesi, İzmir.
  • Chun, D. M., & Plass, J. L. (2000). Networked multimedia environments for second language acquisition. In M. Warshauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 151-170). New York: Cambridge University Press.
  • Cochrane, T. (2007). Developing interactive multimedia learning objects using QuickTime. Computers in Human Behavior, 23, 2596-2640.
  • Compton, L. K. L. (2009). Preparing language teachers to teach language online: A look at skills, roles, and responsibilities, Computer Assisted Language Learning, 22:1,73-99.
  • Demiray, U., & Sever, S. (2009). The challenges for marketing distance education in online environment. Eskisehir: Anadolu University.
  • Downes, S. (2004). The learning marketplace: Meaning, metadata and content syndication in the learning object economy. Retrieved October 02, 2010 from http://www.downes.ca/files/book3.pdf.
  • Galloway, D. & Peterson-Bidoshi, K. (2008): The case for dynamic exercise systems in language learning, Computer Assisted Language Learning, 21(1), 1-8.
  • Gibbons, A. S., Nelson, J., & Richards, R. (2000). The nature and origin of instructional objects. In D. A. Wiley (Ed.), The Instructional use of learning objects. Retrieved December 10, 2010 from http://reusability.org/read/chapters/gibbons.doc.
  • Griffiths, J., Stubbs, G., & Watkins, M. (2007). From course notes to granules: A guide to deriving Learning Object components. Computers in Human Behaviour, 23(6), 2696-2720.
  • Hannewald, R. (2009). Learning Objects: Projects, Potentials, and Pitfalls. In: Marriott, Rita and Torres, Patricia eds, Handbook of Research on e-Learning Methodologies for Language Acquisition. (104-119). IGI global.
  • Harman, K., & Koohang, A. (2005). Discussion board: A learning object. Interdisciplinary Journal of Knowledge and Learning Objects, 1,67-77. Retrieved January 11, 2010 from http://ijello.org/Volume1/v1p067-077Harman.pdf.
  • Holmberg, B. (2005). Teaching foreign language skills by distance education methods: Some basic considerations. In B. Holmberg, et al. (eds.) Distance education and languages: evolution and change. (55-71). Clevedon: Multilingual Matters.
  • Jonassen, D., & Reeves, T. (1996). Learning with technology: Using computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 693-719). New York: Macmillan.
  • Karaman, S. (2005). Öğrenme nesnelerine dayali bir içerik geliştirme sisteminin hazirlanmasi ve öğretmen adaylarinin nesne yaklaşimi ile içerik geliştirme profillerinin belirlenmesi. Yayınlanmamış Doktora Tezi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü, Erzurum.
  • Kartal, E. (2005). Bilişim-İletişim Teknolojileri ve dil öğretim endüstrisi. The Turkish Online Journal of Educational Technology – TOJET, 4(4), 82-87.
  • Kay, R. H. (2009). The role of learning objects in distance learning. In Patricia Rogers, et al. (2nd eds) Encyclopedia of Distance Learning. IGI global.
  • Kay, R. H., & Knaack, L. (2007). Evaluating the learning in learning objects. Open Learning, 22(1),5-28.
  • Kay,R. H., & Knaack, L. (2008). Investigating the use of learning objects in secondary school mathematics. Interdisciplinary Journal of E-Learning and Learning Objects, 4, 269-289. Retrieved January 01, 2011 from http://ijello.org.
  • Kuo, R.J., & Chen, J.A. (2004). A decision support system for order selection in electronic commerce based on fuzzy neural network supported by real-coded genetic algorithm. Expert Systems with Applications, 26(2): 141-154.
  • Lück, K. (2008). Web-based Foreign Language Reading: Affective and productive outcomes. CALICO Journal, 25(2), 305-3
  • McGreal, R. (2004). Learning objects: A practical definition. International Journal of Instructional Technology and Distance Learning (IJITDL), 9(1). Retrieved July 10, 2010 fromhttp://www.itdl.org/Journal/Sep_04/article02.htm. Means, B. (1994). Using technology to advance educational goals. In B. Means (Ed.), Technology and education reform: The reality behind the promise (pp. 1-22). San Fransisco: Jossey-Bass Publishers.
  • Mirici, İ. H. (2009). Marketing of foreign language education via distance education. Editors: Ugur Demiray, Serdar Sever, The challenges for marketing distance education in online environment (585-609). Eskisehir: Anadolu University.
  • Moisey, S.D., Ally, M., & Spencer, B. (2006). Factors affecting the development and use of learning objects, American Journal of Distance Education, (1), 21-34.
  • Murday, K., Ushida, E., & Chenoweth, N.A. (2008): Learners' and teachers' perspectives on language online , Computer Assisted Language Learning, 21:2, 125-142.
  • Muzio, J. A., Heins, T., & Mundell, R. (2002). Experiences with reusable e-learning objects from theory to practice. Internet and Higher Education, 2002(1),21–34.
  • Nielson, K., & Gonzalez-Lloret, M. (2010). Effective online foreign language courses: Theoretical framework and practical application. EUROCALL Review, 17.
  • Nurmi S., & Jaakola, T. (2006a) Effectiveness of learning objects in various instructional settings. Learning, Media and Technology, 31(3), 233-247.
  • Nurmi, S., & Jaakkola, T. (2006b). Promises and pitfalls of learning objects. Learning. Media and Technology, 31(3), 269-28
  • Paulsen, P. (2001). New era trends and technologies in foreign language learning: An Annotated Bibliography. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning. Retreived April 16, 2011 from http://imej.wfu.edu/articles.
  • Polsani, P. R. (2003). Use and abuse of reusable learning objects. Journal of Digital Information, 3(4). Retreived July 20, 2011 from http://journals.tdl.org/jodi/article/viewArticle/89/88#.
  • Rehak, D. R., & Mason, R. D. (2003). Keeping the learning in learning objects. In: A. Littlejohn (Ed.), (pp. 20-34) Reusing online resources: a sustainable approach to elearning London: Kogan Page.
  • Roy, M. (2004). Overview of learning objects: Educause Evolving Technologies Committee.
  • Seljan, S., Banek M., Špiranec, S. & Lasić-Lazić, J. (2006). CALL (Computer-Assisted Language Learning) and distance learning. Proceedings of the 29th International convention MIPRO 2006. Rijeka, 2006. pp. 145-150.
  • Soon, G.Y., Suan, N.A., Baniamin, R.M.R., & Mamat, W.A.W. (2004). Technology and foreign language learning: student perceptions on the feasibility of using WBI (Web-Based Instruction) to supplement the on-campus foreign language courses in UiTM. Retrieved March 12, 2012 from http://www.readingmatrix.com.
  • Sosteric, M., & Hesemeier, S. (2004). A first step towards a theory of learning objects. In R. McGreal (Ed.), Online education using learning objects. (30-39). London: RoutledgeFalmer.
  • Türel, Y. K. (2008). Öğrenme nesneleri ile zenginleştirilmiş öğretim ortamlarının öğrenci başarıları tutumları ve motivasyonları üzerine etkisi. Yayımlanmamış Doktora Tezi. Fırat Üniversitesi, Sosyal Bilimler Enstitüsü, Elazığ. Uşun, S., & Kömür, S. ( 2009). Marketing of distance learning in ELT programs. Editors: Ugur Demiray, Assist. Prof. Dr.N. Serdar Sever, The challenges for marketing distance education in online environment (541-584). Eskisehir: Anadolu University.
  • White, C. (2005).Towards a learner-based theory of distance language learning: The concept of the learner-context interface. In B. Holmberg, et al. (eds.), Distance education and languages: evolution and change. (55-71). Clevedon: Multilingual Matters.
  • White C. (2006). Distance learning of foreign languages. Language Teaching, 39, 247-264. Retreived September 10, 2010 from http://language.la.psu.edu/~thorne/tifle2008/White_2006_DistanceL2.pdf.
  • Wiley, D. A. (2000a). Learning object design and Sequencing Theory. Yayınlanmamış Doktora Tezi. Brigham Young University. Retrieved October 08, 2010 from http://www.opencontent.org/docs/dissertation.pdf.
  • Wiley, D. A. (2000b). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. A. Wiley (Ed.), The instructional use of learning objects: online version. Retrieved October 08, 2010 from http://reusability.org/read/chapters/wiley.doc
  • Wiley, D.A. (2007). The learning objects literature. Retrieved September 22, 2010 from http://www.opencontent.org/docs/wiley-lo-review-final.pdf.
  • Yarar, S. (2010). Flash programında kavram karikatürleri ile desteklenerek hazırlanmış öğrenme nesnelerinin sosyal bilgiler dersinde kullanılması. Yayımlanmamış Yüksek Lisans Tezi. Rize Üniversitesi, Sosyal Bilimler Enstitüsü, Rize.

Effects of Learning Objects on the Academic Achievement of Students in Web-Based Foreign Language Learning

Yıl 2014, Cilt: 29 Sayı: 29-1, 61 - 73, 23.07.2014

Ahmet Başal Mehmet Gürol

Öz

Türkiye’deki yabancı dil eğitimi, alandaki çoğu uzman tarafından işlevsel bulunmaktadır. Uygun materyaller kullanmak bu yetersizliği gidermeye yardımcı olacak yollardan bir tanesidir. Bu çalışmanın amacı materyal geliştirmede son teknoloji materyallerden birisi olan öğrenme nesnelerinin (ÖN) web-tabanlı yabancı dil eğitimi bağlamında öğrencilerin başarısı üzerine etkilerini irdelemektir. Bu amaçla, çalışma 2010-2012 güz yarıyılında Türkiye’deki bir devlet üniversitesinde eğitim gören Bilgisayar Programcılığı bölümü öğrencilerine sunulan İngilizce I dersinde yürütülmüştür. Altı haftalık ders programına uygun olan 70 ÖN kuruma ait Öğrenme Yönetim Sistemine (ÖYS) entegre edilmiştir. 118 öğrenciden oluşan çalışma gruplarına araştırmacı tarafından geliştirilen başarı testi ön ve son-test olarak uygulanmıştır. Bulgular ÖN’lerle desteklenen web-tabanlı yabancı dil eğitiminin deney grubundaki öğrencilerin başarı puanlarında anlamlı bir etkiye sahip olduğunu ve ÖN’lerin bu tür öğrenme ortamlarında yabancı dil eğitimini geliştirmek için kullanılabileceğini göstermektedir.

Anahtar Kelimeler

Öğrenme nesneleri uzaktan eğitim web-tabanlı uzaktan eğitim yabancı dil eğitimi

Kaynakça

  • Ally, M. (2004). Designing effective learning objects for distance education. In Online Education Using Learning Objects, ed. R. McGreal, 87-97. London: Routledge Falmer.
  • Armitage, N., & Bowerman, C. (2005): The LOM Approach—A CALL for Concern?, Computer Assisted Language Learning, 18(1-2), 109-118.
  • Azar, B., & Hagen, S. A. (2006). Basic English grammar (3 rd Ed.). Pearson Education Limited.
  • Baruque, L. B., & Melo, R. N. (2004). Learning theory and instructional design using learning objects. Journal of Educational Multimedia and Hypermedia, 13(4), 343-370.
  • Blake, R. J., & Delforge, A. M. (2004). Language learning at a distance: Spanish without walls. Selected papers from the 2004 NFLRC Symposium. Retrieved September 22, 2010 from http://nflrc.hawaii.edu/NetWorks /NW44/Blake.htm.
  • Çakıroğlu, Ü. (2010). Ortaöğretim 9. sınıf matematik müfredatına uygun öğrenme nesnelerinin tasarlanması, uygulanması ve değerlendirilmesi. Yayımlanmamış Doktora Tezi. Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon.
  • Cebeci, Z. (2003). Öğrenim nesnelerine giriş. Elektronik Sosyal Bilimler Dergisi, 2(2), 1-6.
  • Çelik, S., & Keser H. (2010). Veri yönlendirmeli öğrenme yaklaşımının öğrencilerin sözcüksel yeterlikleri üzerindeki etkisi. Education and Science. 35(138), 169-183.
  • Ceylan, B. (2008). Öğrenme nesnelerinin tasarimi ve öğrenme süreçlerinde kullaniminin öğrencilerin başari düzeylerine etkisi ile öğrenme süreçlerine katkilari. Yayımlanmamış Yüksek Lisans Tezi. Fen Bilimleri Enstitüsü, Ege Üniversitesi, İzmir.
  • Chun, D. M., & Plass, J. L. (2000). Networked multimedia environments for second language acquisition. In M. Warshauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 151-170). New York: Cambridge University Press.
  • Cochrane, T. (2007). Developing interactive multimedia learning objects using QuickTime. Computers in Human Behavior, 23, 2596-2640.
  • Compton, L. K. L. (2009). Preparing language teachers to teach language online: A look at skills, roles, and responsibilities, Computer Assisted Language Learning, 22:1,73-99.
  • Demiray, U., & Sever, S. (2009). The challenges for marketing distance education in online environment. Eskisehir: Anadolu University.
  • Downes, S. (2004). The learning marketplace: Meaning, metadata and content syndication in the learning object economy. Retrieved October 02, 2010 from http://www.downes.ca/files/book3.pdf.
  • Galloway, D. & Peterson-Bidoshi, K. (2008): The case for dynamic exercise systems in language learning, Computer Assisted Language Learning, 21(1), 1-8.
  • Gibbons, A. S., Nelson, J., & Richards, R. (2000). The nature and origin of instructional objects. In D. A. Wiley (Ed.), The Instructional use of learning objects. Retrieved December 10, 2010 from http://reusability.org/read/chapters/gibbons.doc.
  • Griffiths, J., Stubbs, G., & Watkins, M. (2007). From course notes to granules: A guide to deriving Learning Object components. Computers in Human Behaviour, 23(6), 2696-2720.
  • Hannewald, R. (2009). Learning Objects: Projects, Potentials, and Pitfalls. In: Marriott, Rita and Torres, Patricia eds, Handbook of Research on e-Learning Methodologies for Language Acquisition. (104-119). IGI global.
  • Harman, K., & Koohang, A. (2005). Discussion board: A learning object. Interdisciplinary Journal of Knowledge and Learning Objects, 1,67-77. Retrieved January 11, 2010 from http://ijello.org/Volume1/v1p067-077Harman.pdf.
  • Holmberg, B. (2005). Teaching foreign language skills by distance education methods: Some basic considerations. In B. Holmberg, et al. (eds.) Distance education and languages: evolution and change. (55-71). Clevedon: Multilingual Matters.
  • Jonassen, D., & Reeves, T. (1996). Learning with technology: Using computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 693-719). New York: Macmillan.
  • Karaman, S. (2005). Öğrenme nesnelerine dayali bir içerik geliştirme sisteminin hazirlanmasi ve öğretmen adaylarinin nesne yaklaşimi ile içerik geliştirme profillerinin belirlenmesi. Yayınlanmamış Doktora Tezi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü, Erzurum.
  • Kartal, E. (2005). Bilişim-İletişim Teknolojileri ve dil öğretim endüstrisi. The Turkish Online Journal of Educational Technology – TOJET, 4(4), 82-87.
  • Kay, R. H. (2009). The role of learning objects in distance learning. In Patricia Rogers, et al. (2nd eds) Encyclopedia of Distance Learning. IGI global.
  • Kay, R. H., & Knaack, L. (2007). Evaluating the learning in learning objects. Open Learning, 22(1),5-28.
  • Kay,R. H., & Knaack, L. (2008). Investigating the use of learning objects in secondary school mathematics. Interdisciplinary Journal of E-Learning and Learning Objects, 4, 269-289. Retrieved January 01, 2011 from http://ijello.org.
  • Kuo, R.J., & Chen, J.A. (2004). A decision support system for order selection in electronic commerce based on fuzzy neural network supported by real-coded genetic algorithm. Expert Systems with Applications, 26(2): 141-154.
  • Lück, K. (2008). Web-based Foreign Language Reading: Affective and productive outcomes. CALICO Journal, 25(2), 305-3
  • McGreal, R. (2004). Learning objects: A practical definition. International Journal of Instructional Technology and Distance Learning (IJITDL), 9(1). Retrieved July 10, 2010 fromhttp://www.itdl.org/Journal/Sep_04/article02.htm. Means, B. (1994). Using technology to advance educational goals. In B. Means (Ed.), Technology and education reform: The reality behind the promise (pp. 1-22). San Fransisco: Jossey-Bass Publishers.
  • Mirici, İ. H. (2009). Marketing of foreign language education via distance education. Editors: Ugur Demiray, Serdar Sever, The challenges for marketing distance education in online environment (585-609). Eskisehir: Anadolu University.
  • Moisey, S.D., Ally, M., & Spencer, B. (2006). Factors affecting the development and use of learning objects, American Journal of Distance Education, (1), 21-34.
  • Murday, K., Ushida, E., & Chenoweth, N.A. (2008): Learners' and teachers' perspectives on language online , Computer Assisted Language Learning, 21:2, 125-142.
  • Muzio, J. A., Heins, T., & Mundell, R. (2002). Experiences with reusable e-learning objects from theory to practice. Internet and Higher Education, 2002(1),21–34.
  • Nielson, K., & Gonzalez-Lloret, M. (2010). Effective online foreign language courses: Theoretical framework and practical application. EUROCALL Review, 17.
  • Nurmi S., & Jaakola, T. (2006a) Effectiveness of learning objects in various instructional settings. Learning, Media and Technology, 31(3), 233-247.
  • Nurmi, S., & Jaakkola, T. (2006b). Promises and pitfalls of learning objects. Learning. Media and Technology, 31(3), 269-28
  • Paulsen, P. (2001). New era trends and technologies in foreign language learning: An Annotated Bibliography. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning. Retreived April 16, 2011 from http://imej.wfu.edu/articles.
  • Polsani, P. R. (2003). Use and abuse of reusable learning objects. Journal of Digital Information, 3(4). Retreived July 20, 2011 from http://journals.tdl.org/jodi/article/viewArticle/89/88#.
  • Rehak, D. R., & Mason, R. D. (2003). Keeping the learning in learning objects. In: A. Littlejohn (Ed.), (pp. 20-34) Reusing online resources: a sustainable approach to elearning London: Kogan Page.
  • Roy, M. (2004). Overview of learning objects: Educause Evolving Technologies Committee.
  • Seljan, S., Banek M., Špiranec, S. & Lasić-Lazić, J. (2006). CALL (Computer-Assisted Language Learning) and distance learning. Proceedings of the 29th International convention MIPRO 2006. Rijeka, 2006. pp. 145-150.
  • Soon, G.Y., Suan, N.A., Baniamin, R.M.R., & Mamat, W.A.W. (2004). Technology and foreign language learning: student perceptions on the feasibility of using WBI (Web-Based Instruction) to supplement the on-campus foreign language courses in UiTM. Retrieved March 12, 2012 from http://www.readingmatrix.com.
  • Sosteric, M., & Hesemeier, S. (2004). A first step towards a theory of learning objects. In R. McGreal (Ed.), Online education using learning objects. (30-39). London: RoutledgeFalmer.
  • Türel, Y. K. (2008). Öğrenme nesneleri ile zenginleştirilmiş öğretim ortamlarının öğrenci başarıları tutumları ve motivasyonları üzerine etkisi. Yayımlanmamış Doktora Tezi. Fırat Üniversitesi, Sosyal Bilimler Enstitüsü, Elazığ. Uşun, S., & Kömür, S. ( 2009). Marketing of distance learning in ELT programs. Editors: Ugur Demiray, Assist. Prof. Dr.N. Serdar Sever, The challenges for marketing distance education in online environment (541-584). Eskisehir: Anadolu University.
  • White, C. (2005).Towards a learner-based theory of distance language learning: The concept of the learner-context interface. In B. Holmberg, et al. (eds.), Distance education and languages: evolution and change. (55-71). Clevedon: Multilingual Matters.
  • White C. (2006). Distance learning of foreign languages. Language Teaching, 39, 247-264. Retreived September 10, 2010 from http://language.la.psu.edu/~thorne/tifle2008/White_2006_DistanceL2.pdf.
  • Wiley, D. A. (2000a). Learning object design and Sequencing Theory. Yayınlanmamış Doktora Tezi. Brigham Young University. Retrieved October 08, 2010 from http://www.opencontent.org/docs/dissertation.pdf.
  • Wiley, D. A. (2000b). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. A. Wiley (Ed.), The instructional use of learning objects: online version. Retrieved October 08, 2010 from http://reusability.org/read/chapters/wiley.doc
  • Wiley, D.A. (2007). The learning objects literature. Retrieved September 22, 2010 from http://www.opencontent.org/docs/wiley-lo-review-final.pdf.
  • Yarar, S. (2010). Flash programında kavram karikatürleri ile desteklenerek hazırlanmış öğrenme nesnelerinin sosyal bilgiler dersinde kullanılması. Yayımlanmamış Yüksek Lisans Tezi. Rize Üniversitesi, Sosyal Bilimler Enstitüsü, Rize.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Ahmet Başal Bu kişi benim

Mehmet Gürol Bu kişi benim

Yayımlanma Tarihi 23 Temmuz 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 29 Sayı: 29-1

Kaynak Göster

APA Başal, A., & Gürol, M. (2014). Effects of Learning Objects on the Academic Achievement of Students in Web-Based Foreign Language Learning. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29-1), 61-73.