Uzaktan Eğitimde Kitlesel Açık Çevrimiçi Derslerin Destekleyici Rolü ve Öğrencilerin Dijital Okuryazarlık Düzeylerine Etkisi

Öz

Çalışmanın amacı, yükseköğretim öğrencilerine sunulan Kitlesel Açık Çevrimiçi Ders (KAÇD) destekli çevrimdışı dijital okuryazarlık dersinin öğrencilerin dijital okuryazarlık düzeylerine etkisinin belirlenmesidir. Çalışmada araştırma yöntemi olarak çoklu yöntem (multi-method) yaklaşımı tercih edilmiştir. Bu kapsamda ilk araştırma sorusuna nicel araştırma yöntemlerinden tek grup ön test- son test deneysel desen ile ikinci araştırma sorusuna ise nitel araştırma yöntemlerinden durum çalışması yöntemi kullanılarak cevap aranmıştır. Çalışma kapsamında elde edilen bulgulara göre KAÇD destekli çevrimdışı dijital okuryazarlık dersinin öğrencilerin dijital okuryazarlık düzeylerini anlamlı şekilde artırdığı görülmektedir. Ölçek faktörleri arasında etik ve sorumluluk faktörü en yüksek, profesyonel üretim faktörü en düşük anlamlı farklılık değerine sahip olmuştur. Katılımcıların uygulamaya yönelik genel olarak olumlu bir deneyime sahip oldukları görülmektedir. Çalışma sonucunda KAÇD destekli çevrimdışı dijital okuryazarlık eğitiminin etik ve sorumluluk faktörleri üzerinde önemli bir etkisi olduğu, kapsamlı müfredat ihtiyacı ve dijital teknolojilerin uygulanmasında altyapı ve güven engellerinin aşılması gibi önlemler sayesinde KAÇD destekli çevrimdışı dijital okuryazarlık eğitimleri öğrencilerin daha ileri düzey teknik becerilerinin geliştirilmesine katkı sağlayacağı görülmektedir.

Anahtar Kelimeler

• KAÇD
• Kitlesel Açık Çevrimiçi Ders
• Dijital Okuryazarlık
• Yükseköğretim
• Çevrimdışı
• Asenkron

The Supporting Role of Massive Open Online Courses in Distance Education and Their Effect on Students' Digital Literacy Levels

Öz

The study aims to investigate the effect of the Massive Open Online Course (MOOC) supported offline digital literacy course on higher education students' digital literacy levels. A mixed-methods approach was employed, combining quantitative and qualitative research methods. The first research question was addressed using a pretest-posttest experimental design from quantitative research methods, while the second research question was explored through a case study from qualitative research methods. The study reveals that MOOC-supported offline digital literacy education significantly impacts students’ understanding of ethics and responsibility. It also emphasizes the need for a comprehensive curriculum and overcoming infrastructure and trust barriers in implementing digital technologies to further develop students’ technical skills. Overall, the findings of the study show that MOOC-supported offline digital literacy education contributes to the development of students' advanced technical skills. Ethics and responsibility demonstrated the highest significant difference among the scale factors, while professional production exhibited the lowest scores. It is seen that the participants had a generally positive experience with the application and the course. As a result of the study, it was found that MOOC-supported offline digital literacy education has a significant effect on students’ understanding of ethics and responsibility. Additionally, the study suggests that MOOC-supported offline digital literacy education enhances students' advanced technical skills through measures such as the need for a comprehensive curriculum and overcoming infrastructure and trust barriers in applying digital technologies.

Anahtar Kelimeler

• MOOC
• Massive Open Online Course
• Digital Literacy
• Higher Education
• Asynchronous

Kaynakça

1. Adiawaty, S., Oci, M., Siminto, S., & Ermindyawati, L. (2023). Adaptive strategies for 21st century learning: Digital literacy and learning outcomes in contemporary Indonesian higher education. International Journal of Teaching and Learning, 1(2), 115-127.
2. Akman, A. (2024). Dijital okuryazarlık becerilerine ilişkin öğrenci algıları. Ömer Halisdemir Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 17(3), 538–561.
3. Aksoy, N. C., Karabay, E., & Aksoy, E. (2021). Sınıf öğretmenlerinin dijital okuryazarlık düzeylerinin incelenmesi. Selçuk İletişim, 14(2), 859-894. https://doi.org/10.18094/josc.871290
4. AlQaidoom, H., & Shah, A. (2020, December). Digital literacy of educators and their attitude towards MOOC platform in arab world. In 2020 IEEE 7th International Conference on Engineering Technologies and Applied Sciences (ICETAS) (pp. 1-6). IEEE.
5. Alvarez-Perez, Y., Perestelo-Perez, L., Rivero-Santana, A., Wagner, A. M., Torres-Castaño, A., Toledo-Chávarri, A., ... & IC-Health Project Consortium. (2021). Cocreation of massive open online courses to improve digital health literacy in diabetes: Pilot mixed methods study. JMIR Diabetes, 6(4), e30603. https://doi.org/10.2196/30603
6. Balakrishnan, R., & Jeyshankar, R. (2019). Digital literacy skills of the aspirants of competitive examinations in the Anna Centenary Library, Chennai: A study. Library Philosophy and Practice (e-journal), 2339. https://digitalcommons.unl.edu/libphilprac/2339
7. Banuari, N., Pasaribu, D. S. O., & Handini, R. (2023). Analysis of digital literacy understanding of students of Mahkota Tricom Unggul University towards digital skills and digital safety. International Journal of Accounting, Management, Economics and Social Sciences (IJAMESC), 1(5), 637-647. https://doi.org/10.61990/ijamesc.v1i5.86
8. Banyoi, V., Kharkivska, O., Shkurko, H., & Yatskiv, M. (2023). Tools for implementing distance learning during the war: Experience of Uzhhorod National University, Ukraine. Arab World English Journal (AWEJ) Special Issue on Communication and Language in Virtual Spaces. https://doi.org/10.31235/osf.io/zw8hg

9. Biezā, K. E. (2020). Digital literacy: Concept and definition. International Journal of Smart Education and Urban Society (IJSEUS), 11(2), 1-15. https://doi.org/10.4018/IJSEUS.2020040101
10. Bozkurt, F., & Çoşkun, D. (2018). 21. yy okuryazarlığı: Öğretmen adaylarının medya algılarına genel bir bakış. Erciyes İletişim Dergisi, 5(4), 493-511. https://doi.org/10.17680/erciyesiletisim.381046
11. Bozkurt, Ö. A. (2015). Kitlesel Açık Çevrimiçi Dersler (Massive Open Online Courses- MOOCs) ve sayısal bilgi çağında yaşamboyu öğrenme fırsatı. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(1), 56-81.
12. Buckingham, D. (2010) Defining digital literacy. Bachmair, B. (Ed.), Medienbildung in neuen kulturräumen (s. 59-71) içinde. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92133-4_4
13. Buzzetto-Hollywood, N. A., Elobeid, M., & Elobaid, M. E. (2018). Addressing information literacy and the digital divide in higher education. Interdisciplinary Journal of e-Skills and Lifelong Learning, 14, 077-093. https://doi.org/10.28945/4029
14. Chatwattana, P. (2021). A MOOC system with self-directed learning in a digital university. Global Journal of Engineering Education, 23(2), 134-142.
15. Coldwell-Neilson, J., Armitage, J. A., Wood-Bradley, R. J., Kelly, B., & Gentle, A. (2019). Implications of updating digital literacy – A case study in an optometric curriculum. Issues in Informing Science and Information Technology, 16, 33-49. https://doi.org/10.28945/4285
16. Çelikkaya, T., & Köşker, C. (2023). Sosyal bilgiler öğretmenlerinin dijital okuryazarlık beceri yeterlilik düzeyleri (Kırşehir örneği). Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 36(1), 344-371.
17. Dang, A., Khanra, S., & Kagzi, M. (2022). Barriers towards the continued usage of massive open online courses: A case study in India. The International Journal of Management Education, 20(1), 100562. https://doi.org/10.1016/j.ijme.2021.100562
18. Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education, 3. http://wwwjime.open.ac.uk/jime/article/viewArticle/2012-18/html
19. Daungtod, S. (2019, Ocak). A study of digital literacy of 1st year computer education students faculty of education Nakhon Phanom University. Proceedings of the 10th International Conference on E-Education, E-Business, E-Management and E-Learning, 241-244. https://doi.org/10.1145/3306500.3306541
20. deWaard, I., Koutropoulos, A., Keskin, N., Abajian, S. C., Hogue, R., Rodriguez, C. O., & Gallagher, M. S. (2011, October). Exploring the MOOC format as a pedagogical approach for mLearning. In Proceedings of 10th World Conference on Mobile and Contextual Learning (pp. 138-145). http://mlearn.bnu.edu.cn/The_Ten_Outstanding_Papers.html
21. Dinata, K. B. (2021). Literasi digital dalam pembelajaran daring. Eksponen, 11(1), 20-27. https://doi.org/10.47637/eksponen.v11i1.368
22. Doğan, T., & Benzer, S. (2023). Fen bilimleri öğretmenlerinin dijital okuryazarlık düzeylerinin çeşitli değişkenlere göre incelenmesi. Journal of Individual Differences in Education, 5(1), 14-30.
23. Dowell, M. M. S. (2019). Toward a working definition of digital literacy. In Advanced methodologies and technologies in library science, information management, and scholarly inquiry (pp. 118-129). IGI Global. https://doi.org/10.4018/978-1-5225-7659-4.ch010
24. Eshet, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106.
25. Eshet, Y. (2007). Teaching online: Survival skills for the effective teacher. SIGCSE Bulletin Inroads, 39(2), 16-18. https://doi.org/10.1145/1272848.1272862
26. Farid, A. (2023). Literasi digital sebagai jalan penguatan pendidikan karakter di era Society 5.0. Cetta: Jurnal Ilmu Pendidikan, 6(3), 580-597. https://doi.org/10.37329/cetta.v6i3.2603
27. Forutanian, S. (2021). Exploring the components of digital literacy curriculum: EFL and IT instructors’ voice. Journal of English Language Teaching and Applied Linguistics, 3(1), 25-34. https://doi.org/10.32996/jeltal.2021.3.1.4
28. Greaves, L. (2011, Haziran). A survey of Higher Education students’ digital literacy skills: A tale from two Universities. In EdMedia+ Innovate Learning (ss. 773-782). Association for the Advancement of Computing in Education (AACE).
29. Gutierrez-Angel, N., Sanchez-Garcia, J. N., Mercader-Rubio, I., Garcia-Martin, J., & Brito-Costa, S. (2022). Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021. Frontiers in Psychology, 13, 896800. https://doi.org/10.3389/fpsyg.2022.896800
30. Gwynne, P. (2014). Study reveals value of online learning. Physics World, 27(11), 12. https://doi.org/10.1088/2058-7058/27/11/20
31. Hasanah, U., Rahayu, S., & Anggraini, A. I. (2022). Improving prospective basic education teachers’ capabilities on digital literacy: A systematic literature review. Al Ibtida: Jurnal Pendidikan Guru MI, 9(2), 417-429. https://doi.org/10.24235/al.ibtida.snj.v9i2.10339
32. Haya, A. F., Kurniawati, K., Hardiyanti, N., & Saputri, I. A. (2023). Pentingnya penerapan literasi digital dalam meningkatkan kreativitas peserta didik di sekolah dasar. Tsaqofah, 3(5), 850-862. https://doi.org/10.58578/tsaqofah.v3i5.1491
33. Kim, S.W., (2016). MOOCs in higher education. Virtual learning. Intech Open Science.
34. Ma, N., Li, Y. M., Guo, J. H., Laurillard, D., & Yang, M. (2023). A learning model for improving in-service teachers’ course completion in MOOCs. Interactive Learning Environments, 31(9), 5940-5955. https://doi.org/10.1080/10494820.2021.2025405
35. Ma, X., Ji, Q., & Xiao, Y. (2020). Research on the development of self-built online open courses in the new era. Learning & Education, 9(2), 82-84. https://doi.org/10.18282/l-e.v9i2.1408
36. Maden, S., Maden, A., & Banaz, E. (2018). Ortaokul 5. sınıf Türkçe ders kitaplarının dijital okuryazarlık bağlamında değerlendirilmesi. Uluslararası Sosyal Araştırmalar Dergisi, 11(55), 685-695. https://doi.org/10.17719/jisr.20185537239
37. Marseno, R., Kusuma, W. A., & Saleh, A. R. (2014). Identifikasi literasi informasi dalam rangka pengembangan kurikulum di sekolah dasar. Jurnal Pustakawan Indonesia, 13(1).
38. Matos, P., Barbas, M. P., de Barros Dias, I. M., & Falé, I. (2017). UPTAKE ICT–MOOC on digital employability. In 10th Annual International Conference of Education, Research and Innovation (Vol. 1, pp. 1351-1357). https://doi.org/10.21125/iceri.2017.0437
39. Meadows, L. A., & Sekaquaptewa, D. (2013). The influence of gender stereotypes on role adoption in student teams. In 2013 ASEE Annual Conference & Exposition (pp. 23-1217). https://doi.org/10.18260/1-2--22602
40. Mendoza-Gonzalez, R. (2017). User-centered design strategies for massive open online courses (MOOCs). International Journal of e-Collaboration, 13(1), 188-190. https://doi.org/10.1080/02680513.2017.1316189
41. Mohamed, U. U. E., & Ali, A. M. (2018, July). Massive Open Online Courses (MOOCs) and their effect on learners' motivation. In 2018 International Conference on Information and Communication Technology for the Muslim World (ICT4M) (pp. 249-253). IEEE.
42. Mokhtari, F. (2023). Fostering digital literacy in higher education: Benefits, challenges and implications. International Journal of Linguistics, Literature and Translation, 6(10), 160-167. https://doi.org/10.32996/ijllt.2023.6.10.19
43. Moldagali, M., Kazartsev, E., Abisheva, S., Sabirova, R., & Moldagaliyeva, R. (2023). Taking knowledge from websites- The tool of knowledge acquisition process. Pedagogy and Psychology, 56(3), 65-71. https://doi.org/10.51889/2960-1649.2023.15.3.007
44. Murray, M. C., & Pérez, J. (2014). Unraveling the digital literacy paradox: How higher education fails at the fourth literacy. Issues in Informing Science and Information Technology, 11, 85-100. http://iisit.org/Vol11/IISITv11p085-100Murray0507.pdf
45. Murtadho, M. I., Rohmah, R. Y., Jamilah, Z., & Furqon, M. (2023). The role of digital literacy in improving students’ competence in digital era. AL-WIJDÃN Journal of Islamic Education Studies, 8(2), 253-260. https://doi.org/10.58788/alwijdn.v8i2.2328
46. Nikou, S., & Aavakare, M. (2021). An assessment of the interplay between literacy and digital technology in higher education. Education and Information Technologies, 26(4), 3893-3915. https://doi.org/10.1007/s10639-021-10451-0
47. Nikou, S., De Reuver, M., & Mahboob Kanafi, M. (2022). Workplace literacy skills—how information and digital literacy affect adoption of digital technology. Journal of Documentation, 78(7), 371-391. https://doi.org/10.1108/JD-12-2021-0241
48. Özerbaş, M. A., & Kuralbаyeva, A. (2018). Türkiye ve Kazakistan öğretmen adaylarının dijital okuryazarlık düzeylerinin incelenmesi. MSKU Eğitim Fakültesi Dergisi, 5(1), 16-25. https://doi.org/10.21666/muefd.314761
49. Özkul, A., E. (2008). Açık eğitim kaynakları girişimi ve ulusal açık ders malzemeleri konsorsiyumu. XIII. Türkiye'de İnternet Konferansı. 22-23 Aralık 2008, Orta Doğu Teknik Üniversitesi, Ankara. http://inet-tr.org.tr/inetconf12/bildiri/56.doc
50. Purmayanti, D. (2022). The Challenges of implementing digital literacy in teaching and learning activities for EFL learners in Indonesia. BATARA DIDI: English Language Journal, 1(2), 101-110. https://doi.org/10.56209/badi.v1i2.38
51. Qiao, L., & He, J. (2016). Practice of Massive Open Online Courses and existed problems. Education Research Frontier, 6(4).
52. Reddy, P., Chaudhary, K., & Hussein, S. (2023). A digital literacy model to narrow the digital literacy skills gap. Heliyon, 9(4). https://doi.org/10.1016/j.heliyon.2023.e14878
53. Reddy, P., Sharma, B., & Chaudhary, K. (2022). Digital literacy: A review in the South Pacific. Journal of Computing in Higher Education, 34(1), 83-108. https://doi.org/10.1007/s12528-021-09280-4
54. Rodriguez, D. (2020). Using a mini-MOOC to develop teacher digital literacy. In Master of Contemporary Educatıon Symposıum (p. 29).
55. Romadhon, M. S., Purwandari, B., Eitiveni, I., & Purwaningsih, M. (2023). Analysis of factors influencing the successful use of Massive Open Online Courses (MOOCs) to prepare digital talent. Journal of Educational Science and Technology, 9(2), 128-143. https://doi.org/10.26858/est.v9i1.44936
56. Schonard, M. (2018). The underlying causes of the digital gender gap and possible solutions for en-hanced digital inclusion of women and girls. Brussels: European Parliament, Policy Department for Citi-zen’s Rights and Constitutional Affairs.
57. Sharples, M. (2000). The design of personal mobile technologies for lifelong learning. Computers & Education, 34(3), 177-193.
58. Siswanto, I., Wu, M., Widowati, A., & Wakid, M. (2022). The influence of internal motivation and digital literacy towards students’ proactivity. Jurnal Pendidikan Indonesia, 11(3), 501-509. https://doi.org/10.23887/jpiundiksha.v11i3.43730
59. Soyemi, O., Ojo, A., & Abolarin, M. (2018). Digital literacy skills and MOOC participation among lecturers in a private university in Nigeria. Library Philosophy and Practice, 2018, 1851.
60. Stripling, B. (2010). Teaching students to think in the digital environment: Digital literacy and digital inquiry. School Library Monthly, 26(8), 16-19.
61. Supriya, K., Mead, C., Anbar, A. D., Caulkins, J. L., Collins, J. P., Cooper, K. M., ... & Brownell, S. E. (2021). Undergraduate biology students received higher grades during COVID-19 but perceived negative effects on learning. In Frontiers in Education (Vol. 6). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.759624
62. Şahin, H., & Kalkan, M. (2022). Okul öncesi öğretmen adaylarının dijital okuryazarlık düzeylerinin incelenmesi. Dijital Teknolojiler ve Eğitim Dergisi, 1(1), 26-38.
63. Tashakkori, A., & Creswell, J. W. (2007). Exploring the nature of research questions in mixed methods research. Journal of Mixed Methods Research, 1(3), 207-211.
64. Tobías-Martínez, M. A., & Fuentes-Esparrell, J. A. (2019). Open Educational Resources and MOOC: The digital literacy of english as a foreign language. Revista Espacios, 40(14), 14.
65. Tohara, A. J. T. (2021). Exploring digital literacy strategies for students with special educational needs in the digital age. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(9), 3345-3358. https://doi.org/10.17762/turcomat.v12i9.5741
66. Tryma, K. (2023). Designing and creating MOOCs: The experience of the University of Bayreuth. International Scientific Journal of Universities and Leadership, 15, 103-112. https://doi.org/10.31874/2520-6702-2023-15-103-112
67. Vivek, R., & Nanthagopan, Y. (2021). Review and comparison of multi-method and mixed method application in research studies. European Journal of Management Issues, 29(4), 200-208.
68. Weninger, C. (2022). Skill versus social practice? Some challenges in teaching digital literacy in the university classroom. Tesol Quarterly, 56(3), 1016-1028. https://doi.org/10.1002/tesq.3134
69. Yanling, G., Xiaojie, W., Zhenhai, W., & Wenyin, Z. (2019, September). Reform of classroom teaching model based on online open course. In 2019 3rd International Seminar on Education, Management and Social Sciences (ISEMSS 2019) (pp. 639-642). Atlantis Press. https://doi.org/10.2991/isemss-19.2019.128
70. Yazıcıoğlu, A., Yaylak, E., & Genç, G. (2020). Okulöncesi ve sınıf öğretmen adaylarının dijital okuryazarlık düzeyleri. ODÜ Sosyal Bilimler Araştırmaları Dergisi, 10(2), 274-286.
71. YÖK. (2019). YÖK’ün “Yükseköğretimde Dijital Dönüşüm Projesi”nde imzalar atıldı. https://www.yok.gov.tr/Sayfalar/Haberler/agri-dijital-donusum-tanitimtoplantisi.aspx
72. Yustika, G. P., & Iswati, S. (2020). Digital literacy in formal online education: A short review. Dinamika Pendidikan, 15(1), 66-76. https://doi.org/10.15294/dp.v15i1.23779
73. Zhu, M., Sarı, A., & Lee, M.M., (2017). A systematic review of research methods and topics of the empirical MOOC literature (2014–2016). The Internet and Higher Education, 37, 31-39.