Bibliometric Analysis of Hidden Curriculum in Distance Education During the Pandemic Period: A New Dimension in Hidden Curriculum

Öz

This study aims to investigate the reflection of the hidden curriculum on scientific studies during the distance education process during the pandemic period, the changes in the concept of the hidden curriculum, and the contributions of these changes to the previously discussed concept of the hidden curriculum. For this purpose, the bibliographic mapping method was applied. 882 scientific studies on the hidden curriculum conducted between 2020 and 2024 were accessed through the "Web of Science" database, and the analysis was performed. In the analysis, the "co-occurrence" method and the "complete count" method were adopted as the data type, keywords were taken as the analysis unit, and "five" was determined as the threshold value. As a result of the research, it was seen that many keywords such as race, discrimination, gender, attitude, and sexual orientation were mostly addressed, as it was before the pandemic. However, it was determined that concepts such as "communication, boredom, health equality, obstacles, health" were also given importance in the studies within the scope of the hidden curriculum during the distance education period during the pandemic. As a result of the research, the classification previously made regarding the hidden curriculum was updated, and a new dimension was developed as "virtual environment as an educational field". In addition, nine different general concepts emerged as a result of the analysis, and it was seen that these concepts mostly addressed individual characteristics, therefore, it was revealed that individual characteristics were at the centre of the hidden curriculum in the distance education process.

Anahtar Kelimeler

• Implicit program
• COVID-19
• distance education
• individual characteristics
• bibliographic mapping

Pandemi Dönemi Uzaktan Eğitim Sürecinde Örtük Programın Bibliyometrik Analizi: Örtük Programda Yeni Bir Boyut

Öz

Bu çalışmanın amacı, pandemi döneminde uzaktan eğitim sürecinde örtük programın bilimsel çalışmalara yansımasını, örtük program kavramındaki değişimleri ve bu değişimlerin daha önce ele alınan örtük program kavramına sağladığı katkıları araştırmaktır. Bu amaçla bibliyografik haritalama yöntemi uygulanmıştır. Öncelikle, "Web of Science" veri tabanı aracılığıyla örtük program ile ilgili 2020-2024 yılları arasında gerçekleştirilen 882 bilimsel araştırmalara erişilmiştir ve analiz gerçekleştirilmiştir. Analizde “eş-oluşum” yöntemi ile veri tipi olarak “tam sayım” metodu benimsenmiş, analiz birimi olarak anahtar kelimeler alınmış, eşik değer olarak da “beş” belirlenmiştir. Araştırma sonucunda çoğunlukla pandemi öncesinde de olduğu gibi ırk, ayrımcılık, cinsiyet, tutum, cinsel tercih gibi birçok anahtar kelimenin ele alındığı görülmüştür. Ancak pandemi sürecinde uzaktan eğitim döneminde “iletişim, bıkkınlık, sağlık eşitliği, engeller, sağlık” gibi kavramlara da örtük program kapsamındaki çalışmalarda ağırlık verildiği tespit edilmiştir. Araştırma sonucunda daha önce örtük programa ilişkin yapılmış olan sınıflama güncellenmiş, “bir eğitim alanı olarak sanal ortam” şeklinde yeni bir boyut geliştirilmiştir. Ayrıca analiz sonucunda dokuz farklı genel kavram ortaya çıkmış ve bu kavramlarda çoğunlukla bireysel özelliklerin ele alındığı görülmüş, bu sebeple örtük programın merkezinde uzaktan eğitim sürecinde bireysel özeliklerin olduğu ortaya koyulmuştur.

Anahtar Kelimeler

• Örtük program
• COVID-19
• uzaktan eğitim
• bireysel özellikler
• bibliyografik haritalama

Kaynakça

1. Abroampa, W. K. (2020). The hidden curriculum and the development of latent skills: The praxis. Journal of Curriculum and Teaching, 9(2), 70. https://doi.org/10.5430/jct.v9n2p70
2. Arslan, E. (2022). Sosyal bilim araştırmalarında VOSviewer ile bibliyometrik haritalama ve örnek bir uygulama. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 22(2), 33–56.
3. Arslan, S., & Akbulut, N. (2018). Hidden curriculum and educational stress. Kastamonu Eğitim Dergisi, 26(4), 1111–1119. https://doi.org/10.24106/kefdergi.398650
4. Bilgin, A., & Oksal, A. (2018). Kültürel Kimlik ve Eğitim. Academy Journal of Educational Sciences, 2(1), 82–90. https://doi.org/10.31805/acjes.346729
5. Browning, D. M., Meyer, E. C., Truog, D., & Solomon, M. Z. (2007). Difficult conversations in health care: Cultivating relational learning to address the hidden curriculum. Academic Medicine, 82(9).
6. Callon, M., Courtial, J.-P., Turner, W. A., & Bauin, S. (1983). From translations to problematic networks: An introduction to co-word analysis. Social Science Information, 22(2), 191–235. https://doi.org/10.1177/053901883022002003
7. Can, Y. (2023). İngilizce yazma becerileri için öğretmen destekli yapay zekâ kullanımı, “Write and Improve.” XI. Uluslararası Eğitim Programları ve Öğretim Kongresi, 100–103.
8. Can, Y., & Bardakci, S. (2022). Teachers’ opinions on (urgent) distance education activities during the pandemic period. Advances in Mobile Learning Educational Research, 2(2), 351–374. https://doi.org/10.25082/amler.2022.02.005

9. Can, Y., & Güven, M. (2024a). Hidden curriculum: A theoretical study. In Kübra Dilek Tankız (Ed.), Eğitim programları ve öğretim alanında uluslararası araştırmalar (1st ed.). Eğitim Yayınevi. www.kitapmatik.com.tr
10. Can, Y., & Güven, M. (2024b). Hidden currriculum: A theoretical study. In K. D. Tankız (Ed.), Eğitim Programları ve Öğretim Alanında Uluslararası Araştırmalar-I (1st ed., pp. 159–200). Eğitim Yayınevi.
11. Chiu, T. K. F., Moorhouse, B. L., Chai, C. S., & Ismailov, M. (2023). Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot. Interactive Learning Environments, 32(7), 3240–3256. https://doi.org/10.1080/10494820.2023.2172044
12. Chiu, T. K. F., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4(December 2022), 100118. https://doi.org/10.1016/j.caeai.2022.100118
13. Cobo, M. J., López-Herrera, A. G., Herrera-Viedma, E., & Herrera, F. (2011). Science mapping software tools: Review, analysis, and cooperative study among tools. Journal of the American Society for Information Science and Technology, 62(7). https://doi.org/10.1002/asi.21525
14. Ding, X., & Yang, Z. (2022). Knowledge mapping of platform research: a visual analysis using VOSviewer and CiteSpace. Electronic Commerce Research, 22(3), 787–809. https://doi.org/10.1007/s10660-020-09410-7
15. Driessen, J., & Hearn, R. (2024). Development of hidden curriculum skills in a COVID-19 vaccination centre. Clinical Teacher, 21(2). https://doi.org/10.1111/tct.13642
16. Duran, A. (2023). Öğretmen adaylarının örtük program algılarının belirlenmesi. Elektronik Sosyal Bilimler Dergisi, 22(88), 1895–1909. https://doi.org/10.17755/esosder.1289107
17. Durdukoca, Ş. F. (2022). Okul öncesi öğretmenlerinin eğitim etkinliklerinin düzeni açısından örtük program uygulamalarını kullanma düzeyleri. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 11(4), 2070–2092. https://doi.org/10.15869/itobiad.1121290
18. Ebadi, S., & Amini, A. (2024). Examining the roles of social presence and human-likeness on Iranian EFL learners’ motivation using artificial intelligence technology: a case of CSIEC chatbot. Interactive Learning Environments, 32(2), 655–673. https://doi.org/10.1080/10494820.2022.2096638
19. Gaufberg, E. H., Batalden, M., Sands, R., & Bell, S. K. (2010). The hidden curriculum: What can we learn from third-year medical student narrative reflections? Academic Medicine, 85(11), 1709–1716. https://doi.org/10.1097/ACM.0b013e3181f57899
20. Goastellec, G., & Ruiz, G. (2015). Finding an apprenticeship: hidden curriculum and social consequences. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.01441
21. Golden, S. H., Purnell, T., Levine, D. M., & Nguyen, T. H. (2014). A community-engaged cardiovascular health disparities research training curriculum: Implementation and preliminary outcomes. Acad Med, 89(10), 1348–1356. https://doi.org/10.1097/ACM.0000000000000426
22. Gunio, M. J. (2021). Determining the influences of a hidden curriculum on students’ character development using the illuminative evaluation model. Journal of Curriculum Studies Research, 3(2), 194–206. https://doi.org/10.46303/jcsr.2021.11
23. Haristiani, N. (2019). Artificial Intelligence (AI) Chatbot as Language Learning Medium: An inquiry. Journal of Physics: Conference Series, 1387(1). https://doi.org/10.1088/1742-6596/1387/1/012020
24. Hopkins, L., Saciragic, L., Kim, J., & Posner, G. (2016). The Hidden Curriculum: Exposing the Unintended Lessons of Medical Education. https://doi.org/10.7759/cureus.845
25. Jing, Y., Wang, C., Chen, Z., Shen, S., & Shadiev, R. (2024). A bibliometric analysis of studies on technology-supported learning environments: Hot topics and frontier evolution. In Journal of Computer Assisted Learning (Vol. 40, Issue 3, pp. 1185–1200). John Wiley and Sons Inc. https://doi.org/10.1111/jcal.12934
26. Kavgaoğlu, D., & Fer, S. (2020). Örtük program, resmi program ve okul dışı etmenlerin değerleri kazandırma etkililiğinin incelenmesi. İstanbul Gelişim Üniversitesi Sosyal Bilimler Dergisi, 7(2), 404–420. https://doi.org/10.17336/igusbd.450338 Kelly, S. (2019). Nursing Ethics. https://doi.org/10.1177/0969733019881714
27. Kian, M., Ehsangar, H., & Izanloo, B. (2020). The Effect of hidden curriculum on creativity and social skills: The perspective of elementary schools. Social Behavior Research & Health, 4, 487–496. https://doi.org/10.18502/sbrh.v4i1.2828
28. Kirst, M., Shankardass, K., Singhal, S., Lofters, A., Muntaner, C., & Quiñonez, C. (2017). Addressing health inequities in Ontario, Canada: what solutions do the public support? SpringerM Kirst, K Shankardass, S Singhal, A Lofters, C Muntaner, C QuiñonezBMC Public Health, 2017•Springer, 17(1), 1–9. https://doi.org/10.1186/S12889-016-3932-X
29. Kurtuldu, M. K., & Aksu, C. (2015). Evaluation on learning styles of candidate music teachers according various variables. SED, 3(2). https://doi.org/10.7816/sed-03-02-01
30. Lee, H. J. (2010). Intervention in School and Clinic. https://doi.org/10.1177/1053451210378162
31. Li, Y., Zhang, X., Dai, D. Y., & Hu, W. (2021). Curriculum innovation in times of the COVID-19 pandemic: The thinking-based instruction theory and its application. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.601607
32. Magnuson, K., Kelchen, R., Duncan, G., Schindler, H., Shager, H., & Yoshikawa, H. (2016). Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2015.12.021
33. Maynard, E., Warhurst, A., & Fairchild, N. (2023). Covid-19 and the lost hidden curriculum: locating an evolving narrative ecology of Schools-in-Covid. Pastoral Care in Education, 41(3), 325–345. https://doi.org/10.1080/02643944.2022.2093953
34. McGivern, M. (2012). Encountering culture through gender norms in international education: The case of volunteers in Ecuador. Research in Comparative and International Education, 7(1), 105–114. https://doi.org/10.2304/rcie.2012.7.1.105
35. Michalec, B. (2011). Health: https://doi.org/10.1177/136345931140395
36. Morris, S. A., & Van Der Veer Martens, B. (2008). Mapping research specialties. In Annual Review of Information Science and Technology (Vol. 42). https://doi.org/10.1002/aris.2008.1440420113
37. Nahardani, S. Z., Salami, M. R., Keshavarzi, M. H., & Mirmoghtadaie, Z. (2022). The hidden curriculum in online education based on systematized review. Shiraz E Medical Journal, 23(4). https://doi.org/10.5812/semj.105445
38. Njoku, A., & Wakeel, F. (2019). Infusing health disparities awareness Into public health curricula at a rural midwestern university. Pedagogy in Health Promotion, 5(2), 139–146. https://doi.org/10.1177/2373379918786746;WEBSITE:WEBSITE:SAGE;JOURNAL:JOURNAL:PHPA;WGROUP:STRING:PUBLICATION
39. Özaydınlık, K. (2015). Toplumsal cinsiyet temelinde Türkiye’de kadın ve eğitim. Sosyal Politika Çalışmaları Dergisi, 14(33). https://doi.org/10.21560/spcd.03093
40. Özdemir, N. (2018). The relationship between hidden curriculum perception and university life quality in sports education. Universal Journal of Educational Research, 6(4), 742–750. https://doi.org/10.13189/ujer.2018.060417
41. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Journal of Clinical Epidemiology, 134, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001
42. Perianes-Rodriguez, A., Waltman, L., & van Eck, N. J. (2016). Constructing bibliometric networks: A comparison between full and fractional counting. Journal of Informetrics, 10(4), 1178–1195. https://doi.org/10.1016/j.joi.2016.10.006
43. Peterson, H. (2019). A Women-Only Leadership Development Program: Facilitating Access to Authority for Women in Swedish Higher Education? https://doi.org/10.3390/socsci8050137
44. Pritchard, A. (1969). Statistical bibliography or bibliometrics? Journal of Documentation, 25(4).
45. Rahmanto, A., & Indah, R. N. (2023). Artificial Intelligences in English Teaching and Learning: A Systematic Research Review. Journal of English Education and Linguistcs, 7(1), 167–175. https://scholar.google.co.id
46. Rogers, D. A., Boehler, M. L., Roberts, N. K., & Johnson, V. (2012). Using the hidden curriculum to teach professionalism during the surgery clerkship. Journal of Surgical Education, 69(3), 423–427. https://doi.org/10.1016/j.jsurg.2011.09.008
47. Rossouw, N., & Frick, L. (2023). A conceptual framework for uncovering the hidden curriculum in private higher education. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2191409
48. Sarikhani, Y., Shojaei, P., Rafiee, M., & Delavari, S. (2020). Analyzing the interaction of main components of hidden curriculum in medical education using interpretive structural modeling method. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-02094-5
49. Sudore, R. L., Mehta, K. M., Simonsick, E. M., Harris, T. B., Newman, A. B., Satterfield, S., Rosano, C., Rooks, R. N., Rubin, S. M., Ayonayon, H. N., & Yaffe, K. (2006). Limited literacy in older people and disparities in health and healthcare access. Journal of the American Geriatrics Society, 54(5), 770–776. https://doi.org/10.1111/j.1532-5415.2006.00691.x
50. Talu, A. A., & Tezci, E. (2023). Örtük program yaklaşımı: Bir ölçek geliştirme çalışması. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 36(2), 560–594. https://doi.org/10.19171/uefad.1277015
51. Tepeköylü, Ö., Soytürk, M., & Çamlıyer, H. (2009). Beden eğitimi ve spor yüksekokulu (BESYO) öğrencilerinin iletişim becerisi algılarının bazı değişkenler açısından incelenmesi. Beden Eğitimi ve Spor Bilimleri Dergisi, VII(3), 115–124.
52. Tiwari, H. P. (2024). Artificial Intelligence in the classroom: Revolutionizing English language teaching. Journal of English Teaching and Linguistics Studies (JET Li), 6(1), 42–59. https://doi.org/10.55215/jetli.v6i1.9757
53. Tor-Lafcı, D., & Engin, C. (2023). Examining the hidden curriculum of the physical environment in higher education. Yuzunci Yil Universitesi Egitim Fakultesi Dergisi, 20(2). https://doi.org/10.33711/yyuefd.1284795
54. Tuncel, İ., & Demirel, Ö. (2018). Değerlendirme sürecinin örtük program açısından incelenmesi. Pamukkale University Journal of Social Sciences Institute, 221–230. https://doi.org/10.30794/pausbed.414827
55. Uleanya, C. (2022). Hidden curriculum versus transition from onsite to online: A review following COVID-19 pandemic outbreak. In Cogent Education (Vol. 9, Issue 1). Taylor and Francis Ltd. https://doi.org/10.1080/2331186X.2022.2090102
56. van Eck, N., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538.
57. Wang, T., Lund, B. D., Marengo, A., Pagano, A., Mannuru, N. R., Teel, Z. A., & Pange, J. (2023). Exploring the potential impact of Artificial Intelligence (AI) on international students in higher education: Generative AI, Chatbots, analytics, and international student success. Applied Sciences (Switzerland), 13(11). https://doi.org/10.3390/app13116716
58. Yaylacı, A. F., & Beldağ, A. (2018). Değerler eğitimi ve güncel tartışmalar: Gazete haberlerine ilişkin bir eleştirel söylem analizi. Sakarya University Journal of Education, 8(1), 139–155. https://doi.org/10.19126/suje.382369
59. Yıldırım, R., & Aşçı, M. (2020). Öğretmen adaylarının örtük program kaynaklı stres algılarının örgüt kültürü açısından değerlendirilmesi. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 18(1), 219–232. https://doi.org/10.18026/cbayarsos.637905
60. Yıldız, D. G., & Bümen, N. T. (2013). Kubaşık öğrenme ve anlaşmazlık çözümü eğitimi ile bütünleştirilmiş öğretim programının akademik başarı ve sosyal problem çözme becerisine etkisi. Turkish Journal of Education, 2(4). www.turje.orgTURJEwww.turje.org
61. Yüksel, S. (2004). Örtük program: Eğitimde saklı uygulamalar. Nobel Yayıncılık.
62. Yurtseven, N. (2019). Öğretimi planlama ve uygulama sürecinde örtük programın rolüne ilişkin öğretmen görüşlerinin incelenmesi. Ulusal Eğitim Akademisi Dergisi, 1(3), 62–83.
63. Zou, B., Guan, X., Shao, Y., & Chen, P. (2023). Supporting speaking practice by social network-based Interaction in artificial intelligence (AI)-assisted language learning. Sustainability (Switzerland), 15(4). https://doi.org/10.3390/su15042872