Uzaktan eğitimde kavramsal dönüşüm: 2006-2023 döneminde yaşanan değişimler ve geleceğe yönelik eğilimler

Yıl 2025, Cilt: 15 Sayı: 1, 733 - 764, 23.03.2025

Hüseyin Özçınar

https://doi.org/10.48146/odusobiad.1613383

Öz

Uzaktan eğitim, artan teknolojik yenilikler ve değişen toplumsal gereksinimlerle birlikte, eğitim alanının en fazla ve hızlı değişen alt alanlarından bir olarak öne çıkmaktadır. Bu bağlamda, bu çalışmanın amacı uzaktan eğitim alanının 2006-2023 yılları arasındaki kavramsal dönüşümünün incelenmesidir.Bu amaçla alanın önde gelen dergileri olan American Journal of Distance Education ve Distance Education dergilerinde yayımlanan 853 araştırma ve derleme makalesinin tam metinleri anlamsal değişim tespiti ve anlamsal ağ analizi yöntemleri ile incelenmiştir. SciBERT modeli kullanılarak gerçekleştirilen anlamsal değişim tespiti analizleri, "öğrenci", "andragoji", "bilgi", "sanal" ve "teknoloji" kavramlarının en fazla anlam değişimine uğrayan terimler olduğunu ortaya koymuştur. Alanın makro düzeydeki yapısını ortaya koymak için gerçekleştirilen anlamsal ağ analizi sonuçları, uzaktan eğitim alanının 2010 öncesinde web-tabanlı öğrenme ve senkron iletişim kavramlarının etrafında yapılandığını, 2010'lu yıllarda MOOC ve öğrenme analitiğinin, son yıllarda ise yapay zeka ve dijital dönüşüm kavramlarının merkezi konuma geçtiğini göstermiştir. Bulgular, uzaktan eğitimin basit bir erişim modelinden çok boyutlu bir öğrenme ekosistemine dönüştüğünü; özellikle COVID-19 sonrası dönemde yapay zeka destekli kişiselleştirilmiş öğrenme, uyarlanabilir öğretim ve esnek programları kapsayan bir yapıya evrildiğini ortaya koymaktadır.

Anahtar Kelimeler

Uzaktan eğitim, anlam değişimi tespiti, anlamsal ağ analizi, dijital dönüşüm

Conceptual transformation in distance education: Changes in the period 2006-2023 and future trends

Öz

Distance education stands out as one of the most rapidly changing sub-fields in the field of education with increasing technological innovations and changing social needs. In this context, the aim of this study is to examine the conceptual transformation of the field of distance education between 2006 and 2023. For this purpose, the full texts of 853 research and review articles published in the leading journals of the field, American Journal of Distance Education and Distance Education, were analyzed by semantic change detection and semantic network analysis methods. The semantic change detection analysis using the SciBERT model revealed that the terms “student”, “andragogy”, “knowledge”, “virtual” and “technology” were the most frequently changed terms. The results of the semantic network analysis conducted to reveal the macro-level structure of the field showed that the field of distance education was structured around the concepts of web-based learning and synchronous communication before 2010, MOOCs and learning analytics in the 2010s, and artificial intelligence and digital transformation in recent years. The findings reveal that distance education has evolved from a simple access model to a multidimensional learning ecosystem; especially in the post-COVID-19 period, it has evolved into a structure that includes AI-supported personalized learning, adaptive teaching and flexible programs.

Anahtar Kelimeler

Distance education, semantic change detection, semantic network analysis, digital transformation

Kaynakça

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