Kesintisiz (Dikişsiz) Öğrenme: Bir Derleme Çalışması

Yıl 2016, Cilt: 3 Sayı: 6, 1 - 22, 30.10.2016

Süleyman Nihat Şad , Aziz İlhan , Serdal Poçan

Öz

Bu çalışmanın amacı özgün adı seamless learning olan ve ülkemizde eğitim literatürüne yeni giren kesintisiz (dikişsiz) öğrenme kavramına
ilişkin yapılmış çalışmalara ait bir derleme sunmaktır.  Bu genel amaç doğrultusunda ulusal ve uluslararası
veri tabanları “seamless learning”, “mobile seamless learning” ve “seamless”
anahtar kelimeleri kullanılarak taranmıştır. Tarama sonucunda ulaşılan toplam
39 çalışma incelenerek kesintisiz (dikişsiz)
öğrenme kavramıyla ilgili alan yazının en belirgin özellikleri
derlenmiştir. Bilimsel çalışmalar, yayınlanma yılı, çalışmanın yapıldığı ülke,
çalışma grubu/katılımcılar, çalışmada ele alınan ders/konu alanı, araştırmanın
amacı, bulguları, sonuçları ve önerileri başlıkları altında kategorize
edilmiştir. Yapılan derleme sonucunda kesintisiz öğrenmeyle ilgili araştırma
trendinin özellikle 2013 yılında belirgin bir artış göstermeye başladığı, çalışmaların
özellikle uzak doğu (Singapur, Hong Kong, Tayvan) ve ABD’de yoğunlaştığı,
ilköğretim öğrencileriyle yapılan çalışmalar ile kuramsal çalışmaların
ağırlıkta olduğu, konu alanı itibariyle de yabancı dil öğretimi ve fen bilgisi
öğretiminin ön plana çıktığı görülmüştür. Çalışmaların amaçları, bulguları,
sonuç ve önerileri açısından yapılan inceleme sonucunda araştırmalar kavramsallaştırma, kesintisiz öğrenme ortamı tasarımı, ilişkili alanlar ve akademik
başarı olmak üzere dört kategori altında betimlenerek sunulmuştur.

Anahtar Kelimeler

Kesintisiz öğrenme, mobil kesintisiz öğrenme, kesintisiz öğrenme ortamı, yaygın öğrenme

Seamless Learning: A Review Study

Öz

The purpose
of this study is to present a review on seamless (continuous) learning recently
introduced into the education literature in Turkey. In line with this primary
purpose, the national and international databases were searched using the key
words “seamless learning”, “mobile seamless learning” and “seamless”. A total
of 39 studies yielded as a result of the search were analyzed and the most
salient characteristics of literature on seamless learning were reviewed. Those
scientific studies were categorized according to their year of publication,
place of study, target group/participants, studied subject field or theme, and the
purposes, results and recommendations of the studies. As a result of the review
it was seen that the research trends in seamless learning began to increase significantly
by 2013, most of the studies have been conducted in far east (e.g. Singapore,
Hong Kong, Taiwan and the USA), studies done with elementary students and
theoretical papers outnumber others, and thematically teaching foreign
languages and science as subjects were studied more within the domain of
seamless learning. The analysis of the studies in terms of their purposes,
results and recommendations yielded accounts about seamless learning under four
categories, i.e. conceptualization, designing a seamless learning environment,
relevant issues, and academic performance.

Anahtar Kelimeler

Seamless learning, mobile seamless learning, seamless learning space, seamless flipped learning, ubiquitous learning

Kaynakça

• Bell, S. J. (2000). creating learning libraries in support of seamless learning cultures. College & Undergraduate Libraries. 6(2), 45-58. doi: 10.1300/ J106v06n02_05.
• Boticki, I., & So, H. J. (2010). Quiet captures: A tool for capturing the evidence of seamless learning with mobile devices. In Proceedings of the 9th International Conference of the Learning Sciences-Volume 1 (pp. 500-507). International Society of the Learning Sciences.
• Bozkurt, A. (2015). Mobil öğrenme: her zaman, her yerde kesintisiz öğrenme deneyimi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(2), 65-81.
• Chai, C. S., Wong, L. H., & King, R. B. (2016). Surveying and modeling students’ motivation and learning strategies for mobile-assisted seamless chinese language learning. Educational Technology & Society, 19(3), 170–180.
• Chan, T. W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., ... & Soloway, E. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(01), 3-29.
• Chen W., Peter S., So H.-J., Toh,Y., & Looi Chee-Kit (2010). Extending students’ learning spaces: Technology-supported seamless Learning. International Society of the Learning Sciences, 1, 484- 491.
• Chen Y. , Wang Y. , Kinshuk & Chen, N.-S. (2014). Is Flip enough? Or should we use the Flipped model instead? Computers & Education, 79, 16-27.
• Foomani, E.M. ve Hedayati, M. (2016). A seamless learning design for mobile assisted language learning: an ıranian context. English Language Teaching, 9(5), 206-213.
• Fößl, T., Ebner, M., Schön, S., & Holzinger, A. (2016). A field study of a video supported seamless-learning-setting with elementary learners. Educational Technology & Society, 19 (1), 321–336
• Hwang, G.-J. Lai, C.-L. & Wang, S.-Y. (2015) Seamless flipped learning: a mobile technology enhanced flipped classroom with effective learning strategies. Journal of Computers in Education. 2(4), 449–473 doi: 10.1007/s40692-015-0043-0.
• Kahn, J. S., Wood, A., Wiesen, E. (1999). Student perceptions of college counseling center services. Journal of College Student Psychotherapy, 14(1), 69-80. doi: 10.1300/J035v14n01_06.
• Keppell, M. (2014). Personalised Learning strategies for higher education. International Perspectives on Higher Education Research (12). JAI Press, Bingley, WA. United Kingdom 3-21.
• Kong,S.C. & Song, Y. (2013). A principle-based pedagogical design framework for developing constructivist learning in a seamless learning environment: A teacher development model for learning and teaching in digital classrooms. British Journal of Educational Technology. 44(6),209-212. doi:10.1111/bjet.12073.
• Kong,S.C. & Song, Y.(2014). The ımpact of a principle-based pedagogical design on ınquiry- based learning in a seamless learning environment in Hong Kong. Educational Technology & Society, 17 (2), 127–141.
• Kuh, G.D. (1996). Guiding principles for creating seamless learning environments for undergraduates. Journal of College Student Development, 37(2), 135-148.
• Lan, Y. J., & Lin, Y. T. (2016). Mobile seamless technology enhanced CSL oral communication. Educational Technology & Society, 19(3), 335–350.
• Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W., & Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology, 41(2), 154-169.
• Looi, C.-K., Wong, L.-H. & Milrad, M. (2015). Guest editorial: special issue on seamless, ubiquitous, and contextual learning. IEEE Transactions on Learning Technologies, 8(1), 2-4 doi:10.1109/TLT.2014.2387455
• Luckin, R. (2008). The learner centric ecology of resources: A framework for using technology to scaffold learning. Computers & Education, 50(2), 449-462.
• Malandrino, D., Manno I., Palmieri, G., Scarano, V., Tateo, L., Casola, D., Ferrante, I., & Foresta, F.(2015). A tailorable ınfrastructure to enhance mobile seamless learning. IEEE Transactions on Learning Technologies, 8(1), 18- 30 doi:. 10.1109/TLT.2014.2365026.
• Marin, V. I., Jääskelä, P., Häkkinen, P., Juntunen, M., Rasku-Puttonen, H., & Vesisenaho, M. (2016). Seamless learning environments in higher education with mobile devices and examples. International Journal of Mobile and Blended Learning, 8(1), 51-68.
• Marrero, T., & Beckett, A. (2005). Freshman Interest Groups: Creating seamless learning communities to enhance student success. In Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition.
• Milrad, M., Wong, L.-H., Sharples, M., Hwang, G.-J., Looi, C.-K. & Ogata, H. (2013). Seamless learning: an ınternational perspective on next generation technology enhanced learning. In Z. L. Berge & L. Y. Muilenburg (eds.) Handbook of Mobile Learning, (pp. 95-108). New York: Routledge.
• Otero, N., Milrad, M. & Rogers, Y. (2011) Challenges in designing seamless-learning scenarios: affective and emotional effects on external representations International Journal of Mobile Learning and Organisation, 5(1), 15-27.
• Özdamlı, F. (2013) Effectiveness of cloud systems and social networks in ımproving self-directed learning abilities and developing positive seamless learning perceptions. Journal of Universal Computer Science, 19(5), 602-618.
• Seow, P., Zhang, B.,Chen, W., Looi C.-K. & Tan, N. (2009) Designing a seamless learning environment to learn reduce, reuse and recycle in environmental education. International Journal of Mobile Learning and Organisation, 3(1),60-83.
• Sert, G., Kurtoğlu, M., Akıncı, A. ve Seferoğlu S. S. (2012). Öğretmenlerin teknoloji kullanma durumlarını inceleyen araştırmalara bir bakış: bir içerik analizi çalışması. Akademik Bilişim (1)3, 1-8.
• Sharples, M.(2015). Seamless learning despite context. In L.-H. Wong et al. (eds.), Seamless Learning in the Age of Mobile Connectivity (pp. 41-55). Singapore: Springer Science+Business Media. doi: 10.1007/978-981-287-113-8_2.
• So H.-J., Kim, I. & Looi C.-K.(2008) Seamless mobile learning: possibilities and challenges arising from the singapore experience. Educational Technology International, 9, 97-121.
• Song,Y. (2013). Developing a framework for examining the “niche” for mobile-assisted seamless learning from an ecological perspective. British Journal of Educational Technology, 44(5), 167-170. doi:10.1111/bjet.12069.
• Song, Y. (2014) “Bring Your Own Device (BYOD)” for seamless science inquiry in a primary school. Computers & Education, 74, 50–60.
• Song Y. & Kong S. C. (2014). Going beyond textbooks: a study on seamless science inquiry in an upper primary class. Educational Media International, 51(3), 226–236. doi:10.1080/09523987.2014.968450.
• Tabuenca, B., Kalz, M. & Specht,M.(2014a). Lifelong Learning Hub: A seamless tracking tool for mobile learning. Springer International Publishing.8719,534-537.
• Tabuenca, B., Kalz, M. & Specht,M. (2014b). NFC Learn Tracker: Seamless support for learning with mobile and sensor technology. Welten Institute, Research Centre for Learning, Teaching and Technology Open University of the Netherlands.
• Tavşancıl, E. ve Aslan, E. (2001). İçerik analizi ve uygulama örnekleri, İstanbul: Epsilon Yayıncılık.
• Toh Y. , So H.-J. , Seow P. , Chen W. & Looi C.-K. (2013). Seamless learning in the mobile age: a theoretical and methodological discussion on using cooperative inquiry to study digital kids on-themove. Media and Technology, 38(3), 301-318. doi: 10.1080/17439884.2012.666250.
• Wong L.-H.(2012) A learner-centric view of mobile seamless learning. British Journal of Educational Technology, 43(1), 19-23. doi:10.1111/j.1467-8535.2011.01245.x.
• Wong, L.-H. & Looi.C.-K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364–2381.
• Wong, L.-H. (2013a). Enculturating self-directed learners through a facilitated seamless learning process framework. Technology, Pedagogy and Education, 22(3), 319-338. doi: 10.1080/1475939X.2013.778447.
• Wong, L.-H. (2013b). Analysis of students’ after-school mobile-assisted artifact creation processes in a seamless language learning environment. Educational Technology & Society, 16(2), 198–211.
• Wong, L. H., Chen, W., & Jan, M. (2012). How artefacts mediate small‐group co‐creation activities in a mobile‐assisted seamless language learning environment?. Journal of Computer Assisted Learning, 28(5), 411-424.
• Yetik, E. ve Keskin, N.Ö. (2016) Açık ve uzaktan eğitimde kesintisiz öğrenme yaklaşımının kullanımı. Eğitim ve Öğretim Araştırmaları Dergisi, 5(1), 98-103.
• Zhang, B. H. Looi, C-K.(2011). Developing a sustainable education innovation for seamless learning. National Institute of Education. 15, 2148–2154 doi:10.1016/j.sbspro.2011.04.069