Nil GÖKSEL (BA, MA, PhD) | Anadolu University (original) (raw)

TEZ (MA-Dissertation in Turkish) by Nil GÖKSEL (BA, MA, PhD)

Bu araştırma, Üniversite-Toplum İşbirliği çerçevesinde Second Life (SL) sanal platformunda gerçek... more Bu araştırma, Üniversite-Toplum İşbirliği çerçevesinde Second Life (SL) sanal
platformunda gerçekleşen öğrenen-ders yöneticisi etkileşimi üzerine uzaktan
eğitim uzmanlarının görüşlerini almayı amaçlayan bir durum çalışmasıdır.
Araştırmada, Sanal Gerçeklik, Second Life modeli ile değerlendirilmiştir. Bu
amaç doğrultusunda Second Life sanal ağ platformunda yer alan sayısal (dijital)
toplulukların öğrenen-ders yöneticisi etkileşimleri, Akıl Araçları Modeli
(Jonassen,1996) ve Etkileşim-İletişim Kuramı (Holmberg, 1989) çerçevesinde
tartışılmıştır. Etkileşim, bireysel ve işbirlikçi öğrenme etkinliklerinin ilkeleri bir
matris (dizey) içinde değerlendirilmiştir. Bu ilkeler doğrultusunda oluşturulan yarı
yapılandırılmış, açık uçlu anket soruları, yurt dışından dört (4) uzaktan eğitim
uzmanına ePosta yoluyla gönderilmiştir. Çok kapsamlı verilmiş olan yanıtlar,
gönüllülük esasına dayandırılarak toplanmıştır.
Öğrenen-ders yöneticisi etkileşimi üzerine 36 matrise dayalı soruya ilişkin 189
tema ve 185 ana tema elde edilmiştir. Sonuçlar, Second Life platformunun sınırlı
yapısıyla eÖğrenme açısından etkin bir ortam olmadığı ve uygun andragojik ve
iletişimsel tasarımlamalara gereksinim duyduğu yönündedir.

PAPERS (Conf.) by Nil GÖKSEL (BA, MA, PhD)

Icosresse_Proceedings, 2021

As the world closed schools due to the pandemic, distance education became the lifeline for conne... more As the world closed schools due to the pandemic, distance education became the lifeline for connecting teaching and learning. For the pandemic, there were additional variables encountered, such as the rapid timeframe, the large number of faculty and students involved, lack of infrastructure, lack of online teaching experience, unknown perspectives and attitudes towards teaching online and more. Along with the shortcomings found, there were also positive aspects of a large number of students and instructors interacting in an online system within the scope of Emergency Remote Teaching (ERT). In this connection, this paper intends to share lessons learnt during the pandemic for higher education institutions in Turkey and China. Through the lessons learnt, the authors also provide updated considerations when designing face-to-face or online courses and suggestions to make course syllabus more flexible in case there is a need for transition of the courses in other modes in the future.

In parallel with the development of the internet based information technologies to be used open a... more In parallel with the development of the internet based information technologies to be used open and distance learning, a considerable improvement has also been observed in e-learning. Thanks to this development, individuals have become learners who direct, plan and share their learning environments according to their own learning needs. Personal Learning Environments (PLEs) that can be enriched with the ever-evolving Web 2.0 tools enable learners to create an archive of what they will have for life. In other words, PLEs consist of systems that learners can individually manage their own learning, and systems that feed self-regulation. In this regard, the authors of this work will shed light on how PLEs are used in elearning via giving existing examples in literature. The authors will also make remarks on foreign language learning through PLEs. To this end, examples of bookmarks that could be used within PLEs will be given.

Our lives have become more fast-paced and hectic than ever before! We communicate, interact and l... more Our lives have become more fast-paced and hectic than ever before! We communicate, interact and learn online. In this regard, Intelligent Personal Assistants (IPAs) play a pivotal role in creating a frame with its convenience service that offers a simple, fast and hassle-free connection on which users can communicate through Natural Language Processing (NLP). In other words, IPAs may facilitate human-machine interaction in which users can become active participants during online interaction. In this regard, this study explores IPAs and identifies key concepts by examining existing literature. For this purpose, the research benefited from social network analysis (SNA) and covered 34 years of research (From 1983 to 2017). To this end, the research sampled keywords of the 274 publications according to their co-occurrences and visualized overall IPA network within the scope of the sampled publications. With a special focus on educational context, the research findings revealed six major themes: (1) Intelligent assistants exist in diverse forms (2) artificial intelligence as the soul of the intelligent systems (3) spoken conversation between human and nonhuman entities (4) rising concerns (5) human-machine interaction and (6) machine to machine interaction. The research discusses these themes and further reveals the potential of IPAs for educational use. By providing suggestions on how to use IPAs in online learning processes (e.g.: e-learning, m-learning, and u-learning) the research concludes that IPAs emerge as a promising emerging research area and considering the technologies employed, the evolution of IPAs can go beyond our imaginations.

There is extensive literature which shares the effectiveness of collaborative learning. Instructi... more There is extensive literature which shares the effectiveness of collaborative learning. Instructional strategies,
which have been used to guide collaboration efforts include derivatives of inquirybased
learning such as
project based, problem based, experiential, service and challenge based learning. Initially, the World Wide
Web allowed greater ease of connecting to educators, hence the potential for collaboration increased. The
significant advantage, which was provided with the Web 2.0 era, was to accelerate the opportunities for
educational innovations through social networks in which educators and learners are able to engage in a two
way interaction both individually and in groups, collaboratively. The authors of this study believe that many of
these innovations align directly with the premise of connectivism. In this study, Educational Social Networking
Sites (SNSs) such as Twitter, LinkedIn, Classroom 2.0, Facebook, Google Plus, Plurk Educator’s PLN, Sophia,
Learn Central, ISTE Community, WhoTeaches Edutopia, Technology Integration in Education, The 21st Century
Teacher, Better Lesson Diipo, Intel Education Teachers Engage Community, Everloop, Edudemic, K12
Advantage, Collaborative Translation and Second Life virtual worlds will be investigated in terms of
educational connectedness and efficacy. Specific examples will be examined which highlight the power of
social networking for effective teaching and learning within the scope of Distance Education and Open
Educational Resources (OER).
Key Words: Educational Social Networking Sites (SNSs), Connectivism, Collaboration, Distance Education, OER.

Augmented Reality (AR) is a system in which a real-world environment is augmented and enriched by... more Augmented Reality (AR) is a system in which a real-world environment is augmented and enriched by computer-generated input such as 3D video-graphic displays, photographs, written notes and sound effects. AR as a relatively new concept combines computer-generated virtual objects and real objects in a simulated milieu of Virtual Worlds (VWs). Within VWs, data from multiple web services such as Google, YouTube, Del.icio.us, Yahoo, and Flickr are used to form mash-up models. Mash-ups make learning interfaces more engaging for e-learners and become a foremost educational application that facilitates virtual online learning. In this context, the paper provides an overview of mash-up models utilized in VWs within the frame of creative and critical thinking skills [12] and highlights groundbreaking advances of AR technology. Distance, online and higher education through AR is also discussed by the authors.

Keywords: Augmented Reality (AR), Virtual Worlds (VWs), mash-ups, creative and critical thinking skills

The considerable changes in distance learning related technologies and Web 2.0 tools direct new i... more The considerable changes in distance learning related technologies and Web 2.0 tools direct new immersive platforms to serve on the concept of avatar-driven interactions. In this sense, the immersive learning platforms, like Second Life (SL), embrace innovative forms of network based settings for effective community interactions. SL, as an interactive learning milieu, conducts 3D interactions and active education within the context of Instructional Systems Design (ISD) which makes learning experiences efficient for both the tutor and learners on the platform designed on social networking. The platform gives an appropriate service to its users to be part of an instructional application of virtual worlds in where learners become connected though online activities. Within the learning theories existing nowadays, instructional designers, who are working in 3D environment like SL, are using mainly cognitive theory and constructivist strategy of learning. According to cognitive learning theory, people learn in different ways that are individually contextual and new trends in Instructional Design (ID) had to address these differences. There are number of already approbated instructional models, which are used widely in the process of creation learning courses for 3D environments. The most frequently used model is ADDIE (Assess–Design–Develop–Implement– Evaluate), and the model PIE (Plan-Integrate–Evaluate), that is relatively new and become increasingly popular as it allows easy integration of technology in the classroom-oriented (virtual or real) teaching. Based on the above mentioned concerns, this paper will examine the instructional design models used to create immersive courses within SL. Further, the paper will collect ideas on the instructional tools and technologies used for designing SL courses as these new technologies used in this environment draws heavily on andragogy. The paper will also clarify the obstacles on virtual learning through SL and make suggestions for the active immersive learning within the context of Distance Education.

Keywords: Second Life (SL); avatar-driven interaction; Instructional Systems Design (ISD); immersive learning platforms; 3D; instructional models, cognitive theory; ADDIE; PIE

The ascendant virtual network site, Second Life (SL) might be respected as a 3-D multicultural so... more The ascendant virtual network site, Second Life (SL) might be respected as a 3-D multicultural source providing cyber interactions for learners worldwide. Second Life offers an opportunity of close connection on a virtual pattern in where digital groups can construct their own meaning. The platform demonstrates the concept of effective interaction where not only virtual, but also communal collaborative learning occurs. As highlighted by Moe (2008), SL is a semi-structured dynamic environment with no scores, winners, levels, or an end-strategy. The milieu has a prominent reputation in terms of informal learning and user engagement within cyber interactions; however, there are also opposite ideas that presume SL as a limited structure that needs appropriate, andragogical and communicational design in order to generate positive interaction. Although there has been a significant increase in educational activities, modules and learning objects in SL over the past several years, a similar increase has not been observed in the area of instruments readily available to assess learning. This paper will present the literature and resources on currently available assessment tools in-world, as well as ideas on the possibilities which SL could provide synchronous and asynchronous formative assessment opportunities, which may be more challenging in traditional face-to-face or classroom settings. The ability to capitalize on a highly interactive, constructive learning environment, which allows learners to learn, check their learning and also regulate their own paths for learning, has been seen as a powerful learning strategy for informal learning. Second Life enables the learner and course owners to create these dynamic environments, with fewer restrictions that historically seen and possibly enhance learner’s ability to learn anywhere, anytime and by alternate methods. In this paper, the authors’ main objective is to explore current assessment instruments within the scope of learner-course owner interactions and analyze cyber interactions by focusing on specific samples on SL.
Key Words: Second Life, Virtual Worlds, Formative Assessment, Informal Education

Lifelong Learning (LLL) has been a remarkable response to people-centered educational demand of 2... more Lifelong Learning (LLL) has been a remarkable response to people-centered educational demand of 21st century. In order to provide effective formal, non-formal, and informal learning, immersive educational activities undertaken throughout life should be aimed to create a learning society in which people can experience individual and collective learning with no constrains of time or location. The concept of lifelong learning within the context of distance immersive education encompasses diverse 3D activities. The three dimensional, Web-based structured activities supported by distance learning technologies can be viewed as interactive tools which foster LLL. In this perspective, Second Life (SL) can be regarded as one of the learning simulation milieus that allow learners to participate in various educational LLL activities in individual or group forms. The following paper examines how SL, taking advantage of its simulative nature and the possibility for creative interaction among participants, which are also common in games, allows the learners to participate in immersive constructivist learning activities. The paper will also touch on the current uses of SL as a tool for LLL, as well as its potentials for further development according to the current trends in adult education. Further, the authors will discuss its limitations and will make suggestions towards a more complete pedagogical use.

Keywords: Second Life (SL), Lifelong Learning, immersive education, 3D, virtual game

Thanks to new communicational tools which lead to generate a globally reached, fast and inexpensi... more Thanks to new communicational tools which lead to generate a globally reached, fast and inexpensive virtual world for interactive collaborations among digital communities of people including academics, learners, professionals and even pensioners in cyberspace. It is a well known fact that individual learning caused by different personal needs has been gaining remarkable importance and therefore, a need to form flexible learning based on online communication system has occurred in recent decades. In this context, the main purpose of this study is to analyze the Interactive Communications through Second Life (SL) as the 3-D Virtual Reality World. In this world, residents are allowed to participate in not only individual, but also group activities. In this context, the main purpose of this paper is to discuss how to build interactive communications for youth-at-risk through SL as a collective practice.

Key Words: Second Life, Collective Practices, Flexible Learning, Adult Learning

Second Life (SL) is one of the best known virtual lands, and enables online personae called avata... more Second Life (SL) is one of the best known virtual lands, and enables online personae called avatars to live out and experience a second life. SL symbolizes a utopian world- the place where the femininity is free from the restrictions of political and societal norms built upon obedience, devotion and classification. The authors hope that this paper will elucidate and highlight how conservative, suppressed or geek woman identities in real-life can turn into free spirited three-dimensional avatars desperately willing to lose ties to real life. How and why the digitally living-pictorial women characters embody themselves? What are the driving forces for the altered egos to create their ideal selves on changing their docile bodies into winged creatures with stiletto heels?

Keywords: Second Life (SL), fused identities, online personae, feminine personhood

ARTICLES by Nil GÖKSEL (BA, MA, PhD)

Turkish Online Journal of Distance Education, 2022

Information and communication technologies have been transforming the way we teach and learn. Eit... more Information and communication technologies have been transforming the way we teach and learn. Either for facilitating teaching practices or for making learning more interesting and joyful for the learners, artificial intelligence-based applications are utilized in recent years. In this connection, this study intends to examine if automated feedback and teacher feedback contribute to academic writing achievement and whether they differ in their effect on achievement in learning English as a foreign language in an open and distant learning context. The participants of the study were open education faculty students in a higher education institution in Turkey. In this quasi-experimental quantitative study repeated measures design was adopted. the participants were given writing tasks each week in a nine-week writing activity and they received feedback from their English language teachers for the first three tasks, and they received feedback from the software for the last three tasks. All participants wrote an English text as a diagnostic test at the beginning of the process. At the end of the teacher and software feedback phases, they took post-tests. All grades were statistically analyzed in order to find any effect of regular feedback either from a language teacher or from an online software on academic writing achievement. Results revealed significant differences between the diagnostic test and two achievement tests. Participants tended to improve their academic writing skills by taking regular feedback, and it was observed that the writing scores increased slightly more when receiving feedback from teachers compared to automated feedback software.

English as Foreign Language International Journal (EFLIJ), 2022

Distance learners can be accepted as autonomous, self-regulated learners who can design their own... more Distance learners can be accepted as autonomous, self-regulated learners who can design their own learning processes since they are active users of Information Communication Technologies (ICTs). With this perspective, the first aim of this study was to detect the usage frequency of self-regulated learning skills and digital literacy skills; and to find out if there was a correlation between these skills of Open Education Faculty (OEF) students' English learning. The succeeding aim of the study was to find out if there was a significant relationship between digital literacy skills and selfregulated learning skills of the OEF students in terms of age, gender, English proficiency levels and duration of ICT use. To reach these aims, the data were gathered from a total of 203 students by using Digital Literacy Scale and Self-Regulated Learning Skills Scale. The results divulged that students' self-regulated learning perception levels increase in parallel with their digital literacy skill levels. Based on the results, various implications were drawn from the study in order to raise students' awareness towards Digital Literacy Skills and Self-Regulated Learning Strategies.

OPUS International Journal of Society Researches, 2021

This study aims to examine to what extent are the students aware of the AI based systems used in ... more This study aims to examine to what extent are the students aware of the AI based systems used in language learning. The design of the study was determined as a quantitative research method. For this purpose, a web-based questionnaire was applied to 204 students with A1 and A2 English levels enrolled in the Open Education Faculty, and thus data were collected about the students' views on Artificial Intelligence-based systems that they use to improve their English speaking and writing skills. The data obtained from the students were analyzed using descriptive statistical procedures such as frequency and percentage analysis. The findings of the study revealed that many of the distance education students do not have an idea whether AI-based applications have an effect on improving their English 'speaking' skills. It also showed that most students who participated in this study had no idea whether these practices had an effect on improving their English 'writing' skills. In this context, the study proves that students are limitedly aware of Artificial Intelligence-based systems used while learning foreign languages, and therefore, more studies on the subject should be conducted and these systems should be introduced to students.

Asian Journal of Distance Education, 2020

This study offers an explanatory case study research that reflects on how the motivational design... more This study offers an explanatory case study research that reflects on how the motivational design based supplementary activities are used in a social network site, namely Facebook, affect online EFL learners’ process of learning. The participants consistedof 105 online EFL learners who contributed to the study on a voluntary basis. The data was gathered over a three-week period through a web-based open-ended questionnaire compiled by the researchers. The findings of the study indicate that using supplementary activities given on Facebook has a significant contribution to online distance EFL learners’ course interest, motivation, volition, and academic performance. Besides, the supplementary activities sway the learners to persist in and make an effort to reach the learning goals. Based on the findings collected in this study, the authors posit that Facebook, as a powerful social network site, could be used as a supportive milieu for open and distance learning courses conducted for English Language Learning. In addition to the findings mentioned above, suggestions for future research directions and implications for practice are discussed.

The purpose of this study was to investigate whether a sense of community could be enhanced via l... more The purpose of this study was to investigate whether a sense of community could be enhanced via learning activities delivered through a Face-book group within a self-paced distance-learning course. A closed Facebook group was created for a voluntary English as a foreign language course. Four types of learning activities were delivered via the Facebook group including both synchronous and asynchronous structured activities, and synchronous and asynchronous unstructured activities. The study was designed as convergent mixed-method study. Quantitative data were gathered from a total of 179 students by using the Classroom Community Scale; quantitative data were concurrently gathered from 17 students via semi-structured interviews. The results revealed that the sense of community among learners was found to be high, however , the type of learning activities had no effect on building a sense of community. The study was intended to guide teachers, instructors, administrators and practitioners interested in designing and delivering self-paced open and distance learning courses.

Massive Open Online Courses (MOOCs) designed upon the idea of free, open and worldwide knowledge ... more Massive Open Online Courses (MOOCs) designed upon the idea of free, open and worldwide knowledge sharing, have been an out-spread response to global educational needs of distant learners since 2008. In this connection, MOOCs have a pivotal importance for not only providing educational equality for millions, but being a unique opportunity for supporting students at a distance as well. Also within the ascent of mobile learning in education field in the last decade, MOOCs have got a new dimension; that is learning any time at any place. Keeping these views in mind, the focal aim of this paper is to provide a general overview on the emergence of MOOCs, the different types of MOOCs, the dimensions of these MOOC types, their typologies as well as to provide a specific examination on e/m learning integration in the context of formal, non-formal and informal learning.

The virtual worlds warranted by innovative distance learning technologies are viewed as effective... more The virtual worlds warranted by innovative distance learning technologies are viewed as effective immersive tools for education. Second Life (SL), in this context, has emerged as a new Web-based structure, provides interactive learning space in where real selves are represented via three-dimensional (3D) images. On the immersive lands of SL, the digital personae can be represented through 3D images called avatars. While the debates are on effective individual learning in distance learning over the past decades, SL, in this regard, has been gaining a noticeable attention with its flexible form in which avatars are allowed to be active participants in individual or group forms. In order to utilize from the virtual learning systems like SL, course owners and designers should be aware of the online representation of the avatars and the analyze those driving forces results with online learning from an avatar perspective

In late 2012, the New York Times called 2013 as the year of the MOOCs or Massive Open Online Cour... more In late 2012, the New York Times called 2013 as the year of the MOOCs or Massive Open Online Courses. Over the past two years, MOOCs have been one of the trendiest approaches to teaching online. One of the attractions of a MOOC is the idea of sharing knowledge with a large world-wide audience free of charge in online environments. Another major potential game-changer is type of institutions offering courses, which include Stanford (Coursera/Udacity), MIT and Harvard University (EdX). In this connection, the MOOC phenomenon created a networked milieu designed within the context of e-learning that has not only been providing educational equality, but has also been meeting the demands of higher education in a wider scale. In this study, the authors’ aim is to reinterpret the overview on MOOCs as an educational innovation and discuss its dimensions within e-learning.

This paper divulges the results of a master thesis study that evaluates the learner-course owner ... more This paper divulges the results of a master thesis study that evaluates the learner-course owner (instructor) interaction within University-Community Partnerships (UCPs) by giving samples on SL milieu. The study briefly demystifies 3D interaction in virtual reality. The dimensions of immersive learning and learner-course owner (instructor) interaction are explored within the theoretical frame of Mindtool Model (Jonassen, 1996) and Interaction-Communication Theory (Holmberg, 1989). The foundations of learning and communication are appraised on a matrix from which semi-structured and open-ended survey questions are formulated. The SL platform is assessed in terms of qualitative analyses of matrix based-foundations which are sent to four (4) distance education experts across the world. With the survey responses collected on a voluntary basis, 189 themes and 185 main themes on learner-course owner interaction are generated. The results demonstrate that Second Life as a learning mindtool uses Internet-based distance learning technologies effectively; however, it still needs appropriate andragogical adjustments for the efficacy of online interaction.

Icosresse_Proceedings, 2021

Keywords: Augmented Reality (AR), Virtual Worlds (VWs), mash-ups, creative and critical thinking skills

Keywords: Second Life (SL); avatar-driven interaction; Instructional Systems Design (ISD); immersive learning platforms; 3D; instructional models, cognitive theory; ADDIE; PIE

Keywords: Second Life (SL), Lifelong Learning, immersive education, 3D, virtual game

Key Words: Second Life, Collective Practices, Flexible Learning, Adult Learning

Keywords: Second Life (SL), fused identities, online personae, feminine personhood

Turkish Online Journal of Distance Education, 2022

English as Foreign Language International Journal (EFLIJ), 2022

OPUS International Journal of Society Researches, 2021

Asian Journal of Distance Education, 2020

by Emel G. G., Ela Akgün Özbek, Gökhan Deniz Dinçer, Nil GÖKSEL (BA, MA, PhD), Aras Bozkurt, Hasan Ucar, Nazife SEN ERSOY, Sezan Sezgin, Emel GULER, Sibel Yilmazel, and Cengiz Hakan AYDIN

International Review of Research in Open and Distributed Learning, 2015

This study intends to explore the current trends in the field of distance education research duri... more This study intends to explore the current trends in the field of distance education research during the period of 2009-2013. The trends were identified by an extensive review of seven peer reviewed scholarly journals: The American Journal of Distance Education (AJDE), Distance Education (DE), The European Journal of Open, Distance and e-Learning (EURODL), The Journal of Distance Education (JDE), The Journal of Online Learning and Technology (JOLT), Open Learning: The Journal of Open, Distance and e-Learning (OL) and The International Review of Research in Open and Distributed Learning (IRRODL). A total of 861 research articles was reviewed. Mainly content analysis was employed to be able to analyze the current research. Also, a social network analysis (SNA) was used to interpret the interrelationship between keywords indicated in these articles. Themes were developed and the content of the articles in the selected journals were coded according to categories derived from earlier studies. The results were interpreted using descriptive analysis (frequencies) and social network analysis. The reporting of the results were organized into the following categories: research areas, theoretical and conceptual frameworks, variables, methods, models, strategies, data collection and analysis methods, and the participants. The study also identified the most commonly used keywords, and the most frequently cited authors and studies in distance education. The findings obtained in this study may be useful in the exploration of potential research areas and identification of neglected areas in the field of distance education.

In a technology dominated world, useful and timely information can be accessed quickly via Intell... more In a technology dominated world, useful and timely information can be accessed quickly via Intelligent Personal Assistants (IPAs). By the use of these assistants built into mobile operating systems, daily electronic tasks of a user can be accomplished 24/7. Such tasks like taking dictation, getting turn-by-turn directions, vocalizing email messages, reminding daily appointments, setting reminders, responding any factual questions and invoking apps can be completed by IPAs such as Apple's Siri, Google Now and Microsoft Cortana. The mentioned assistants programmed within Artificial Intelligence (AI) do create an interaction between human and computer through a natural language used in digital communication. In this regard, the overall purpose of this study is to examine the potential use of IPAs that use advanced cognitive computing technologies and Natural Language Processing (NLP) for learning. To achieve this purpose, the working system of IPAs is reviewed briefly within the scope of AI that has recently become smarter to predict, comprehend and carry out multi-step and complex requests of users.

Media Rich Instruction- Connecting Curriculum to All Learners is edited by Rosemary Papa. The boo... more Media Rich Instruction- Connecting Curriculum to All Learners is edited by Rosemary Papa. The book was published by Springer in 2015. The book is 311 pages. The ISBNs of the book are as following: ISBN 978-3-319-00151-7 and ISBN 978-3-319-00152-4 (eBook). DOI number of the book is: 10.1007/978-3-319-00152-4.

Augmented Reality is a system that blend augmentation with reality to enrich learning environment... more Augmented Reality is a system that blend augmentation with reality to enrich learning environments. In an online environment supported by Augmented Reality technologies, learners can enhance their learning visions actively. This book, in this regard, aims to provide some insights and samples on Augmented Reality. Concisely, the book designates interactive, interesting and entertaining applications of Augmented Reality and Mobile Technologies within open and distance learning.

authors here aim to rethink on the terms e-mediated and personalised instruction in higher educat... more authors here aim to rethink on the terms e-mediated and personalised instruction in higher education.

The specific focus of this edited book is to point out the core policies, initiatives and interna... more The specific focus of this edited book is to point out the core policies, initiatives and international practices of Distance Education in connection with open and free accessed resources. The book aims to provide a roadmap for the existing and possible opportunities for new technologies and educational paradigms within the scope of lifelong learning. Concisely, the book addresses Open Education through the potential of Open Educational Resources (OER) and the new trends of Massive Open Online Courses (MOOCs). To designate the issues mentioned above, the book covers 17 chapters: Chapter 1 New Models of Open and Distributed Learning by Stephen Downes In Chapter 1, the author looks into the evoluation of new educational trends and technological developments in social learning, personal learning, and MOOCs. The chapter displays new models of open and distributed learning, based on the notions of free share and open access. Chapter 2 Survey and Reflection of Open Education Policies by Junfeng Yang and Kinshuk Chapter 2 is about the concept of Open Education (OE) in general. OE's different dimensions, educational perspectives, overall and specific policies and the critical analysis for those policies from various countries and regions are all examined closer. Shortly, the chapter illustrates the OER movement with its sustainable development approaches, production, distribution and promotion.

Michael Simonson, Sharon Smaldino, Michael Albright ve Susan Zvacek tarafından 2012 yılında beşin... more Michael Simonson, Sharon Smaldino, Michael Albright ve Susan Zvacek tarafından 2012 yılında beşinci basımı çıkartılan, Teaching and Learning at a Distance: Foundations of Distance Education (Uzaktan Öğretme ve Öğrenme: Uzaktan Eğitimin Temelleri) adlı eser, üç ana bölümden ve 12 üniteden oluşmaktadır. Birinci kısımda kısaca uzaktan eğitimde kuram ve araştırma, ikinci kısımda uzaktan eğitim ortamlarında gereksinim duyulan pratik beceriler ve bilgiler, üçüncü kısımda ise uzaktan eğitim ortamlarında ortaya çıkan yönetsel ve idari konular ele alınmıştır. Her bölüm kendi içinde öncelikli olarak ünitenin hedeflerini özetlemekte ve bu hedeflerle bağlantılı olarak konu sonu soruları ile bitmektedir.

İlgili alanyazında açık ve uzaktan eğitim alanının gelişim, işleyişi ve tüm boyutlarının kavranma... more İlgili alanyazında açık ve uzaktan eğitim alanının gelişim, işleyişi ve tüm boyutlarının kavranmasında başyapıt olan yayınlar vardır. Michael Moore ve Greg Kearsley tarafından 2011 yılında üçüncü basımı yapılan, Uzaktan Eğitim: Çevrimiçi Öğrenmede Sistem Yaklaşımı (Distance Education: A Systems View of Online Learning) adlı kitap söz konusu bu yapıtlardan biridir. Moore ve Kearsley, bu çalışmalarında açık ve uzaktan eğitimin önemine vurgu yaparak, alanın gelişim evrelerini ayrıntılı bir biçimde okurlarıyla paylaşmışlardır. Bu nedenle kitap, açık ve uzaktan öğrenme alanında çalışan akademisyenler ve araştırmacıların bu disipline bir sistem yaklaşımıyla bakmalarını sağlaması açısından önemlidir. On iki ünitesi olan bu kitap, açık ve uzaktan eğitimi tarih, kuram, eğitsel tasarım ilkeleri ve örgütsel yapılanma bağlamında bir bütün olarak ele almıştır. Bu çalışmanın temel amacı ise Moore ve Kearsley’in Uzaktan Eğitim: Çevrimiçi Öğrenmede Sistem Yaklaşımı adlı yapıtlarının genel bir özetini yaparak, okuyucuların ilgisine sunmaktır.

This book, which has a pivotal importance on indicating both past and the present progress of Mas... more This book, which has a pivotal importance on indicating both past and the present progress of Massive Open Online Courses (MOOCs), is edited by prominent authors including CEOs of various companies and non-profit organizations, directors and conspicuous scholars. The above-mentioned authors who work in the field of open and distance education and instructional technology specifically focused on the endless debate on re-architecting higher education through MOOCS to serve a broader population with diversified learning. The learning needs are discussed in terms of constant learning as well. In this regard, the book's central point is to analyze MOOCs as a response to larger societal needs related to education and training. As a new concept for thinking and operationalizing innovation of learning, the main theme: MOOCs, are examined in 8 parts throughout the book. Within these parts, the basis of unique opportunities for constant learning is aimed to be introduced. The book also aims to unify the ideas of contributors, leaders and innovators from different regions and nations in order to discuss the key issues related to current progress, concerns, and constraints of MOOCs and open and distance education in general. In response to these issues, 8 different parts are covered as below: PART 1 MOOCS AND OPEN EDUCATION: HISTORICAL AND CRITICAL REFLECTIONS Part 1 primarily focuses on the history of open education and the ongoing conversation regarding the key problems, criticisms, concerns, barriers and constraints related to MOOCs. In Chapter 1, David Wiley discusses the idea of " open " and the damage done to this idea by MOOCs. The chapter addresses critical disputes related to MOOCs and open education infrastructure of future.

The focal point of this edited book is to define Distance Education Expert (DEE) by analyzing and... more The focal point of this edited book is to define Distance
Education Expert (DEE) by analyzing and discussing the required
qualifications of DEE under the titles of definition, general
characteristics, skills and professional knowledge. While having
a debate on the recently mentioned concerns related to DEE, the
dimensions of management, communication, pedagogy,
technology and evaluation of Distance Education fields are also
discussed.

Kişilerin ses kayıtlarını dinlediği önemli mecralardan biri, açık ve uzaktan öğrenme alanıdır. Bu... more Kişilerin ses kayıtlarını dinlediği önemli mecralardan biri, açık ve uzaktan öğrenme alanıdır. Bu çalışmanın amacı, Anadolu Üniversitesi Açıköğretim Sisteminde öğrenim gören bireylerin sesli malzeme kullanımlarını çeşitli açılardan incelemektir. Kişilerin sesli malzemeler hakkındaki fikirleri, malzemeleri kullanım tercihleri, malzemeleri kullanmayan kişilerin kullanmayış sebepleri, sesli malzeme kullanımının başarıya etkisi gibi temalar araştırılmıştır. Araştırmada önce nitel, sonra nicel verilerin derlendiği "Keşfedici Ardışık Karma Yöntem" tercih edilmiştir. Nitel bölümde veriler 20 kişiden yarı-yapılandırılmış görüşmelerle, nicel bölümde 4.232 kişiden anketle ve Açıköğretim Sistemine kayıtlı olan tüm öğrenenleri içine alan öğrenme analitikleriyle toplanmıştır. Nitel veriler betimsel analiz yöntemiyle, nicel veriler IBM SPSS V.25 programı aracılığıyla çözümlenmiştir. Araştırma sonuçlarına göre bireyler sesli malzemeleri genel olarak beğenmekte; en çok evlerinde, cep telefonu aracılığıyla dinlemektedir. Edinilen sonuçlar sonrası, sesli malzemelerin daha etkin uygulanabilmesi için önerilerde bulunulmuştur.

İnönü Üniversitesi Eğitim Fakültesi Dergisi, 2022

Due to the Covid-19 pandemic period that the education world has faced recently, many higher educ... more Due to the Covid-19 pandemic period that the education world has faced recently, many higher education institutions in the world and also in Turkey have had to make a rapid and unprepared transition to emergency distance education. In this process, the courses planned and conducted within the framework of the distance education system under normallife conditions have started to be given via recordings under the name of emergency distance education during the Covid-19 period. In order to understand the efficiency of courses, this study aims to examine the views of the Open Education Faculty students regarding the online live course recordings offered in English courses during the Covid-19 period. In the study, which was designed with the survey model, a webbased questionnaire was applied to 4088 students with A1 and A2 English levels registered in the Open Education Faculty (OEF). Quantitative data obtained for the study were analyzed using descriptive statistical procedures such as frequency and percentage analysis. According to the findings of the research, learners who try to complete the A1-A2 level English courses remotely within Anadolu University Open Education Faculty had positive educational experiences regarding the lessons taught during the pandemic period. In this context, the study compiles the views on technical, educational and psychological factors that affect OEF students' comprehension of the recorded lessons, and suggestions are presented for future studies.

AJESI, 2021

İnternet, eğitim alanında giderek önem kazanan eğitim teknolojilerinin önünü açarak, öğrenme soru... more İnternet, eğitim alanında giderek önem kazanan eğitim teknolojilerinin önünü açarak, öğrenme sorumluluğunu
öğrenciye bırakmıştır. Bu sürecin devamında, Kişisel Öğrenme Ortamları, öğrencilerin çevrimiçi platformlarda kendi
öğrenmelerini organize etmelerinde aktif rollerini desteklemek adına önem kazanmıştır. Kişisel Öğrenme Ortamları,
öğrenmenin kişisel boyutta yapılandırıldığı, planlandığı, paylaşıldığı ve yaşam boyu arşivlendiği platformlardır. Web
2.0 araçlarıyla oluşturulan bu ortamlar bireyselleştirilmiş izlencelerin tasarımına izin veren ve çevrimiçi katılımlı,
bireysel ve grup etkinliklerini teşvik eden yapısıyla Açık ve Uzaktan Öğrenmeyi desteklemektedir. Bu çalışmada,
kampüs dışında eğitim gören uzaktan öğrenenlerin yabancı dil olarak İngilizce öğrenmelerine yönelik oluşturdukları
Kişisel Öğrenme Ortamları incelenmiştir. Bu bağlamda, bu çalışmanın temel amacı açık ve uzaktan öğrenme
çerçevesinde Kişisel Öğrenme Ortamlarının İngilizce öğrenmede nasıl etkili, verimli ve çekici şekilde
geliştirilebileceğine yönelik alan uzmanlarının ve uzaktan öğrenenlerin görüşlerini almaktır. Çalışma, tasarım tabanlı
araştırmanın geliştirme döngüleri çerçevesinde yapılandırılmıştır. 2016-2017 Güz Döneminde (Mart-Eylül 2017)
gerçekleştirilmiş olan araştırmanın katılımcılarını uzaktan öğrenenler ve alan uzmanları oluşturmaktadır. Tasarım
tabanlı araştırma sürecinde nitel veriler toplanmış ve analiz edilmiştir. Araştırma sonunda, Kişisel Öğrenme
Ortamlarına ilişkin bir tasarım çerçevesi önerisinde bulunulmuştur. Araştırma sorularına bağlı olarak ulaşılan verilere
göre, Kişisel Öğrenme Ortamı, açık ve uzaktan öğrenme bağlamında kişisel öğrenme deneyimini destekleyen,
tasarlanan ortamın benimsenmesini sağlayan ve İngilizce öğrenmeye yönelik genel beklentiyi karşılayan bir ortamdır.
Ancak, öğrenmedeki bireysel farklılıklar nedeniyle her bir Kişisel Öğrenme Ortamı bireysel öğrenme gereksinime
yönelik olarak oluşturulduğundan kişiye özgü olarak değerlendirilmelidir.

Bu çalışmanın amacı Yapay Zekâ teknolojileriyle tasarlanan Siri, Cortana ve Google Now gibi Akıll... more Bu çalışmanın amacı Yapay Zekâ teknolojileriyle tasarlanan Siri, Cortana ve Google Now gibi Akıllı Kişisel Yardımcıların
gelişim evrelerini ve gelecekte öngörülen kullanım rollerini tartışmaktır. Çalışmanın farklı bölümlerinde akıllı yardımcıların
günlük yaşam, sağlık ve eğitim alanlarındaki uygulamalarına kısaca yer verilmiş ve diyalog örnekleri tablolaştırılmıştır. Doğal
Dil İşleme algoritmalarıyla geliştirilen yapısı ile kullanıcıların yaşamlarını kolaylaştıran bu akıllı yazılımlar ve sanal ben’leri
telefon görüşmesi, mesaj gönderme, alarm kurma, not alma, internet üzerinden bilgi tarama, takvim etkinliklerini düzenleme ve
takip etme gibi özelliklere sahiptirler. Çalışmada yardımcıların bu özelliklerinin yanı sıra kullanıcılara yabancı dil öğreniminde
sağladıkları 7/24 diyalog olanakları da ayrıca vurgulanmıştır.

Web 2.0 araçlarının desteklediği eğitsel sosyal ağlar sağladıkları çevrimiçi etkileşim sayesinde ... more Web 2.0 araçlarının desteklediği eğitsel sosyal ağlar sağladıkları çevrimiçi etkileşim sayesinde bireylerin uzaktan öğrenmelerine ve akademik gelişimlerine destek veren platformlardır. Bireysel öğrenmenin yanı sıra sosyal öğrenmenin desteklenmesinde işe koşulan bu tür eğitsel ortamlar, etkileşimli iletişimin gelişmesi ve yaygınlaşması açısından son yıllarda oldukça dikkat çekici bir ivme kazanmıştır. Bu çalışmada, eğitsel sosyal ağ ortamları literatür bağlamında tanımlanmış ve var olan uygulamalar örnekleriyle sunularak, eğitsel etkililik ortaya konmaya çalışılmıştır.

Açık ve Uzaktan Öğrenmenin Dijital Dönüşüm Boyutu , 2022

Bu kitabın basım, yayım ve satış hakları Pegem Akademi Yay. Eğt. Dan. Hizm. Tic. AŞ'ye aittir. An... more Bu kitabın basım, yayım ve satış hakları Pegem Akademi Yay. Eğt. Dan. Hizm. Tic. AŞ'ye aittir. Anılan kuruluşun izni alınmadan kitabın tümü ya da bölümleri, kapak tasarımı; mekanik, elektronik, fotokopi, manyetik kayıt ya da başka yöntemlerle çoğaltılamaz, basılamaz ve dağıtılamaz. Bu kitap, T.C. Kültür ve Turizm Bakanlığı bandrolü ile satılmaktadır. Okuyucularımızın bandrolü olmayan kitaplar hakkında yayınevimize bilgi vermesini ve bandrolsüz yayınları satın almamasını diliyoruz. Pegem Akademi Yayıncılık, 1998 yılından bugüne uluslararası düzeyde düzenli faaliyet yürüten uluslararası akademik bir yayınevidir. Yayımladığı kitaplar; Yükseköğretim Kurulunca tanınan yükseköğretim kurumlarının kataloglarında yer almaktadır. Dünyadaki en büyük çevrimiçi kamu erişim kataloğu olan WorldCat ve ayrıca Türkiye'de kurulan Turcademy.com tarafından yayınları taranmaktadır, indekslenmektedir. Aynı alanda farklı yazarlara ait 1000'in üzerinde yayını bulunmaktadır. Pegem Akademi Yayınları ile ilgili detaylı bilgilere http://pegem.net adresinden ulaşılabilmektedir.

Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments, 2022

Amid the vast spread of the coronavirus pandemic, educational institutions have shifted to online... more Amid the vast spread of the coronavirus pandemic, educational institutions have shifted to online learning across the world. In this connection, people of different cultures are experiencing a rigid period in which mainly school administrators, instructors, and students have to teach and learn at a distance due to corona restrictions. In this context, institutions that have already adopted the principles of ODL and have integrated these principles into their online courses utilized the promises that extend further educational opportunities and potentials from the beginning of the corona process. Therefore, the primary aim of this chapter is to shed light to the promises and pitfalls of ODL in terms of the steps to be taken and the necessary features of an appropriate course design. In addition, this chapter is intended to contribute to the related literature with the updated sources of recent developments during corona lockdown and guide professionals, researchers, and instructors who would benefit from theoretical and practical knowledge for effective distance course design.

Motivation, Volition, and Engagement in Online Distance Learning, 2021

Education community has once again understood how important open and distance learning applicatio... more Education community has once again understood how important open and distance learning applications are, as education is limited to the home with the effect of the global pandemic. In fact, some institutions, which have been planning to take steps towards digitalization, suddenly had to switch to emergency remote teaching applications with the effect of the pandemic. The most important factor in turning this situation into an advantage is that motivation, volition, and engagement are included in the theoretical applications. In the transition from theory to practice, there might be some factors caused by the pandemic, such as internet access problems, long-term social isolation, anxiety, or lack of motivation towards online learning. When evaluated within the aforementioned contexts, the central objective of this chapter is to focus on currently existing academic motivational problems and to discuss approaches, learning methods, and educational models that can be applied throughout the COVID-19 isolation.

Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy, 2021

We live in a period when schools are involuntarily closed; human life gradually slowed down and c... more We live in a period when schools are involuntarily closed; human life gradually slowed down and came to a halt due to a pandemic, but distance education is already underway. While some higher education institutions have been struggling to meet distance education, the ones that have currently provided distance education in many parts of the world continued to maintain their existing educational systems in the time of the pandemic. In this connection, the central objective of this paper is to explore how online solutions and attempts have been defined under the term of “emergency remote education” since the first outbreak of the pandemic and how pandemic pedagogy during COVID-19 has contributed to emergency remote education and online education both in the world and specifically in Turkey. As there has been a gradual shift in higher education lately, this chapter is a response to educational crisis specifically for English teaching and learning at a distance from a positive perspective.

Handbook of Research on Learning in the Age of Transhumanism, 2019

Though only a dream a while ago, artificial intelligence (AI) has become a reality, being now par... more Though only a dream a while ago, artificial intelligence (AI) has become a reality, being now part of our routines and penetrating every aspect of our lives, including education. It is still a field in its infancy, but as time progresses, we will witness how AI evolves and explore its untapped potential. Against this background, this chapter examines current insights and future perspectives of AI in various contexts, such as natural language processing (NLP), machine learning, and deep learning. For this purpose, social network analysis (SNA) is used as a guide for the interpretation of the key concepts in AI research from an educational perspective. The research identified three broad themes: (1) adaptive learning, personalization and learning styles, (2) expert systems and intelligent tutoring systems, and (3) AI as a future component of educational processes.

Bu çalışmada bireyler arası iletişime yön veren, ses ve anlam bakımından ortak öğeler ve kurallar... more Bu çalışmada bireyler arası iletişime yön veren, ses ve anlam bakımından ortak öğeler ve kurallardan yararlanan, sistematik, sosyal, kültürel ve dinamik bir ileti aracı olarak adlandırılan dilin ve bunun dijital ortamdaki yansıması olan İnternet Dilinin Açık ve Uzaktan Öğrenmedeki önemine yer verilmiştir. Ek olarak, dilin tanımı, özellikleri, küresel bağlamdaki önemi ayrıntılı olarak ele alınmış ve öğrenenler arası eğitsel iletişimin sağlandığı ortak küresel dilin yeni formu olan İnternet Dili -Netspeak- kavramı kullanım örnekleriyle incelenmiştir. Çalışmada ayrıca, İnternet Dili ve Eğitsel Etkileşimlilik olguları, İletişim Ortamları Zenginliği Kuramı (Media Richness Theory) ve Sosyal Bulunuşluk (Social Presence) algısı bağlamlarında tartışılmıştır.

Bilgi ve iletiĢim teknolojilerindeki geliĢimin hızlı devinimine uyum sağlama sürecinde, devamlı o... more Bilgi ve iletiĢim teknolojilerindeki geliĢimin hızlı devinimine
uyum sağlama sürecinde, devamlı olarak yenilenen teknoloji
uygulamaları, öğrenen bireylerin kendilerini geliĢtirmelerinde ve
onlara yaĢam boyu öğrenmeyi temel alan iĢe vuruk becerilerin
kazandırılmasında önem taĢımaktadır. Teknoloji tabanlı bu yeni
öğrenme uygulamaları, eğitimin iletiĢime dayalı olarak verildiği
sanal platformları, e-öğrenme ortamları olarak desenlemekte ve
öğrenen kullanıcılara sunmaktadır. Bu bölümde, bir e-öğrenme
ortamı olan Second Life platformu, Türkiye‟de var olan
uygulamaları bağlamında tartıĢılmıĢ ve geleceğe yönelik uygun eğitsel tasarımların yapılandırılması için önerilerde
bulunulmuĢtur.

Kaynak Gösterme Göksel, N. (2018). Kişisel Öğrenme Ortamının İngilizce öğreniminde kullanımı (edi... more Kaynak Gösterme
Göksel, N. (2018). Kişisel Öğrenme Ortamının İngilizce öğreniminde kullanımı (editöre mektup). AUAd, 4(3), 16-22.
16
Kişisel öğrenme ortamının İngilizce öğreniminde kullanımı
Öğr. Gör. Dr. Nil GÖKSELa
aAnadolu Üniversitesi Yabancı Diller Yüksekokulu, ESKİŞEHİR
Özet
21. yüzyıl öğrenmesinin gerekliliği, yeni eğitim teknolojilerini sürekli takip edebilen ve etkili öğrenenler olma adına mevcut bilgi birikimini arşivleyebilen öğrenenlere dönüşmektir. Kişisel Öğrenme Ortamları, bu bağlamda, kullanıcıların öğrenme gereksinimleri için etkili bir eğitim aracı olarak kullanılabilir. Öğrenme gereksinimlerine yönelik bireylerin tasarladıkları bir araç koleksiyonu olarak, Kişisel Öğrenme Ortamları, öğrencilerin öğrenme deneyimlerine ait etkinlikleri yerine getirebilecekleri ve öğrenme arşivlerini oluşturabilecekleri, yönlendirebilecekleri ve paylaşabilecekleri zenginleştirilmiş alanlar haline gelmiştir. Bu bağlamda, bu çalışmanın en çarpıcı yönü, Kişisel Öğrenme Ortamlarının açık ve uzaktan öğrenmede nasıl kullanıldığına dikkat çekmektir. Yazar ayrıca, yabancı dil olarak İngilizce öğrenme konusunu yer imlerindeki tasarımların örneklerini vererek açıklamaktadır.

İnternetin gelişiyle eğitim teknolojileri yükseköğretimde öğrenen ve öğreten rollerini değiştirmi... more İnternetin gelişiyle eğitim teknolojileri yükseköğretimde öğrenen ve öğreten rollerini değiştirmiştir. Bu rol değişimini takiben, Kişisel Öğrenme Ortamları (KÖO) ile gerekli bir beceri olarak görünen kişisel öğrenme, öğrenenlerin Web 2.0 araçlarıyla oluşturulan çevrimiçi ortamlarındaki öğrenmelerini organize etmedeki aktif rollerini desteklemiştir. Bu bağlamda, bu çalışmanın odak noktası KÖO'larını, Açık ve Uzaktan Öğrenmedeki bireysel üretkenlik bağlamında gözden geçirmektir. Anahtar Sözcükler: Kişisel Öğrenme Ortamları (KÖO), Web 2.0 araçları, bireysel üretkenlik, Açık ve Uzaktan Öğrenme (Abstract With the advent of Internet, educational technologies have started to change the roles of learners and teachers in higher education. Succeeding this role change, learning personalization with Personal Learning Environments (PLEs) seems to be a required ability, which mainly supports the active role of students in organizing their own learning within online platforms built upon Web 2.0 tools. In this respect, the focal point of this study is to review PLEs with regard to personal productivity revealed in Open and Distance Learning)

II. INTERNATIONAL ANKARA MULTIDISCIPLINARY STUDIES CONGRESS, 2021

In this new normalized period in which the masses suddenly find themselves in; teaching staff, st... more In this new normalized period in which the masses suddenly find themselves in; teaching staff, students, school administrators and parents had to be physically confined away from each other. The education of these groups was urgently regulated according to the principles of online
education and the curriculum, which was normally prepared for face-to-face courses, had to be transferred to online milieus in a very short time. In this context, while some higher education institutions made rapid transition to this new and unexpected period, others experienced
significant difficulties. Although these difficulties were tried to be supported at a distance via information and communication technologies, there are still obscurities for future practices. In order to evaluate the current educational situation in detail, this study will examine the educational activities carried out in the Covid-19 period in Turkey and Georgia within the scope of Open and Distance Learning. Therefore, the researchers will focus on key elements of online teaching, self-regulation of learners, external regulation of instructors and home-based online education throughout Covid-19 pandemic. Thus, online foreign language teaching/learning will be discussed in detail and ideas will be generated as to whether online education is a choice, challenge or the best solution during the pandemic.

There have been path-breaking developments in technology, which are considered to be essential to... more There have been path-breaking developments in technology, which are considered to be essential to ease human lives in terms of health, informatics, business and most strikingly education. These developments specifically in education become inevitable and need to get close attention. Artificial Intelligence, with a technological system that can learn on its own, has become capable of pretending humans with its prominent features designed upon Machine Learning, Deep Learning and Natural Language Processing. When machine-human interaction is predicted to be long-term, it seems possible to use Artificial Intelligence based systems that can be utilized actively to learn and teach a foreign language. With its language recognition features, Artificial Intelligence supported Intelligent Language Tutoring Systems, may assist learners to gain receptive skills like reading listening, and productive skills like writing-speaking. These intelligent systems can identify language errors and provide immediate feedback within the scope of Open and Distance Learning. In this connection, the central aim of this study is to review the working system of Intelligent Language Tutoring Systems (ILTSs) and to examine the potential use of Artificial Intelligence in foreign language learning.

With the sudden existence of the coronavirus pandemic in the world, open and distance learning in... more With the sudden existence of the coronavirus pandemic in the world, open and distance learning inevitably was put on the agenda. In this context, hundreds of educational institutions and billions of students around the world have been affected by corona restrictions and have had to stay away from face-to-face milieus of learning. In reducing ‘distance’ experienced involuntarily by many of the students, ‘virtual interaction’ between learner-learner, instructor-learner and learner-content had gained more importance in this period. When interaction as the primary goal of the educational process is taken into account within the context of Emergency Remote Education (ERE), interaction seems to have a very essential role in maintaining effective online learning, creating inner motivation, enhancing self-regulated learning, and fostering digital literacy skills of both instructors and learners. In this connection, course design is a core element for reaching students in online environments, so it needs close attention. While planning the course design, the diversity of the learners, scope of the course, relevance in course content, time-space differences and assessment tools should be chosen and revised carefully as the students have to be away from their instructors due to Covid-19. Therefore, the focal aim of this study is to underline the essential factors for a suitable course design in terms of Course Structure, Content, Measurement and Evaluation, Formative Design, Multimedia Materials, Course Accessibility and Usability.

International Symposium on Business, Economics & Education - Ankara Turkey, 2021

The humanity is going through a rather challenging experience where the masses have to be educate... more The humanity is going through a rather challenging experience where the masses have to be educated at a distance. In this regard, distance education has become an approach that has to be taken into consideration for the health and safety of the world. Learners who have been away from their known interactive face-to-face milieus, had to adapt a "new normal" system of education namely Emergency Distance Education (ERE). ERE as a solution to the challenging period of Covid-19, has been put into practice with the efforts of educational institutions with already existing and/or currently digitalized resources. While trying to grasp what ERE is and how it works, informal learning has also integrated into ERE in which alternative and unplanned methods of delivering instruction can be given at a distance. In this connection, being an alternative form for conventional learning, making learning flexible and relevant, being apart from a rigid curriculum and offering a considerable degree of learning autonomy, Facebook can be regarded as the technology-enhanced informal learning environment. Playing a pivotal role in informal learning during the time of Covid-19, Facebook may facilitate virtual communication that flourish active learning via visuals, private/public information, videos for self and group expressions, liked/disliked contents, posted messages and chats with emoticons. Based upon these aspects, the author of this study posit that Facebook, as an online connector, could be used as a useful tool to enhance interaction not only in social but also educational context. Keeping these ideas in mind, this study focuses on the current literature regarding the educational value of Facebook in the time of Covid-19, and discusses aspects in connection with foreign language learning in terms of sense of community, online group interaction, and self-paced learning.

Web-based-seminars, abbreviated as ‘Webinars’ are one of the most advanced Computer-mediated comm... more Web-based-seminars, abbreviated as ‘Webinars’ are one of the most advanced Computer-mediated communication (CMC) systems. These supportive means provide round up meetings for Distance Education students within online classes with no walls. Webinars, designed onto Elluminate, Adobe Acrobat Connect, Live Meeting, let students learn collaboratively and interactively via licensed or open resources, textual information in the form of hyperlinks, audiovisual images, e-books, streaming videos, online chat opportunities and virtual debates on the target course. All these supportive on-screen-tools help learners to participate in course sessions more actively.
To strengthen our understanding of Webinars, this paper focuses on learning and teaching dimensions of webinars in terms of online learning technologies and real-time interaction through Web. The specific webinar experiences of an online course students will also be explored and revealed by referring Anadolu University’s ongoing evolvement on Distance Education attempts.

Key Words: Web-based-seminars, Webinars, Distance Education

The developing and changing aspects of Distance Education have let our learning experiences be di... more The developing and changing aspects of Distance Education have let our learning experiences be different than before. Till date, we have been learning mostly on traditional basis; however, today we become the vital part of a learning community in which we connect through online interactions. Within the scope of learning, courses in which learners are directed to educational social networks are mainly designed within cognitive and constructivist perspectives.
The profound changes in Distance Education have constantly renovated the aspects of learning experiences. In this connection, there seems to be a great interest towards milieus that can contribute to positive, collaborative and equivalent learning experiences on social networks. With no constrains of time or location, learners have become able to participate in immersive constructivist learning activities.
Based on the above mentioned concerns, this paper’s focal aim is to divulge the learning experiences on social networks by giving specific samples from Edmodo and Facebook. The paper will also clarify the pros and cons of both sites in terms of formal, and informal learning activities within the context of Distance Education.

Key Words: Social Networks, Edmodo, Facebook

We continue to invite female academics working at the universities in our country in the field of... more We continue to invite female academics working at the universities in our country in the field of distance education. We publish their opinions about "women's education and distance education" and their contributions to the field of distance education in women's point of view. The guest of this issue is one of the faculty members in Anadolu University School of Foreign Languages: Instructor Dr. Nil GÖKSEL.

Adam Akademi Sosyal Bilimler Dergisi

Bu çalışmanın amacı, çevrim içi ölçme-değerlendirme etkinliklerinde kimlik tanıma ve doğrulaması ... more Bu çalışmanın amacı, çevrim içi ölçme-değerlendirme etkinliklerinde kimlik tanıma ve doğrulaması yapılmasını sağlayacak bir sistemin kullanımının, öğrencilerin görüşlerini ne yönde etkilediğini ve öğrencilerin kullanım deneyimlerini belirlemektir. Çalışma, Avrupa Komisyonu tarafından finanse edilen H2020 Programı çerçevesinde TeSLA Projesi (Öğrenme için Güvene dayalı Uyarlanabilir bir e-Değerlendirme Sistemi) kapsamında gerçekleştirilmiştir. Çevrim içi değerlendirmede kimlik tanıma ve doğrulama için yüz tanıma, ses tanıma, klavye dinamikleri, yazma stili ve intihal araçlarını içeren TeSLA Sistemi, Türkiye’de bir devlet üniversitesinin farklı fakültelerinde 12 lisans ve lisansüstü dersinde bir öğretim dönemi boyunca test edilmiştir. Çalışmanın katılımcılarını üçüncü pilot çalışmanın ilk aşamasında TeSLA sistemini kullanan 231 üniversite öğrencisi oluşturmaktadır. Nicel bir tarama çalışması olarak tasarlanan araştırmada veriler uygulama öncesi ve sonrasında olmak üzere bir ön anket ve...

International Journal of Emerging Technologies in Learning (iJET), 2018

The purpose of this study was to investigate whether a sense of community could be enhanced via l... more The purpose of this study was to investigate whether a sense of community could be enhanced via learning activities delivered through a Facebook group within a self-paced distance-learning course. A closed Facebook group was created for a voluntary English as a foreign language course. Four types of learning activities were delivered via the Facebook group including both syn-chronous and asynchronous structured activities, and synchronous and asyn-chronous unstructured activities. The study was designed as convergent mixed-method study. Quantitative data were gathered from a total of 179 students by using the Classroom Community Scale; quantitative data were concurrently gathered from 17 students via semi-structured interviews. The results revealed that the sense of community among learners was found to be high, however, the type of learning activities had no effect on building a sense of community. The study was intended to guide teachers, instructors, administrators and practition...

Açıköğretim Uygulamaları ve Araştırmaları Dergisi

Kişilerin ses kayıtlarını dinlediği önemli mecralardan biri, açık ve uzaktan öğrenme alanıdır. Bu... more Kişilerin ses kayıtlarını dinlediği önemli mecralardan biri, açık ve uzaktan öğrenme alanıdır. Bu çalışmanın amacı, Anadolu Üniversitesi Açıköğretim Sisteminde öğrenim gören bireylerin sesli malzeme kullanımlarını çeşitli açılardan incelemektir. Kişilerin sesli malzemeler hakkındaki fikirleri, malzemeleri kullanım tercihleri, malzemeleri kullanmayan kişilerin kullanmayış sebepleri, sesli malzeme kullanımının başarıya etkisi gibi temalar araştırılmıştır. Araştırmada önce nitel, sonra nicel verilerin derlendiği “Keşfedici Ardışık Karma Yöntem” tercih edilmiştir. Nitel bölümde veriler 20 kişiden yarı-yapılandırılmış görüşmelerle, nicel bölümde 4.232 kişiden anketle ve Açıköğretim Sistemine kayıtlı olan tüm öğrenenleri içine alan öğrenme analitikleriyle toplanmıştır. Nitel veriler betimsel analiz yöntemiyle, nicel veriler IBM SPSS V.25 programı aracılığıyla çözümlenmiştir. Araştırma sonuçlarına göre bireyler sesli malzemeleri genel olarak beğenmekte; en çok evlerinde, cep telefonu aracı...

The International Review of Research in Open and Distributed Learning, 2015