Manuel MEDINA-LABRADOR, Gustavo Rene GARCIA-VARGAS, Fernando MARROQUIN-CIENDUA
The dropout rate is the most significant disadvantage in Massive Open Online Courses (MOOC); most of the time, it exceeds 90%. This research compares the effect of cognitive bias, gamification, monetary compensation, and student characteristics (gender, age, years of education, student geographical location, and interest in the course certificate) on dropout. We use survival analysis to identify the predictors of dropout and its related factors. The results showed the lowest dropout (74.2%) for cognitive bias and gamification. The results showed that the Peanut effect bias favors the lowest risk of drop up. Likewise, the findings showed the interest in the final certificate as a predictor of retention to complete a four-week MOOC.
{"title":"EFFECTS OF BIAS, GAMIFICATION AND MONETARY COMPENSATION ON MOOC DROPOUTS","authors":"Manuel MEDINA-LABRADOR, Gustavo Rene GARCIA-VARGAS, Fernando MARROQUIN-CIENDUA","doi":"10.17718/tojde.1188166","DOIUrl":"https://doi.org/10.17718/tojde.1188166","url":null,"abstract":"The dropout rate is the most significant disadvantage in Massive Open Online Courses (MOOC); most of the time, it exceeds 90%. This research compares the effect of cognitive bias, gamification, monetary compensation, and student characteristics (gender, age, years of education, student geographical location, and interest in the course certificate) on dropout. We use survival analysis to identify the predictors of dropout and its related factors. The results showed the lowest dropout (74.2%) for cognitive bias and gamification. The results showed that the Peanut effect bias favors the lowest risk of drop up. Likewise, the findings showed the interest in the final certificate as a predictor of retention to complete a four-week MOOC.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research includes the first cycle of an application based on the integration of a MOOC given in the field of “writing” into the formal education curriculum to reinforce classroom teaching and support the learning process to improve English writing skills. It was carried out in the spring semester of the 2021-2022 academic year with 14 students studying in an English preparatory program at a Turkish state university. In this study, qualitative research method was adopted and the action research design was applied. The implementation was carried out within the scope of the Reading/Writing course in the program in question. As data collection tools, a semi-structured interview form, Self-directed Learning Scale, and students’ course completion scores in their chosen MOOCs were utilized. In addition, the articles written by the students at the end of the term within the scope of classroom evaluation were also used to support the research data. The first data obtained in this direction show that the majority of the participants could not go beyond the course selection and registration stage. Although the students mostly did not have problems in accessing technology and showed self-directed learner characteristics, they did not follow or complete these courses due to lack of motivation, technological problems, heavy course loads and health problems.
{"title":"SELF-DIRECTED LEARNING AND MOOC INTEGRATION INTO HIGHER EDUCATION EFL CLASSROOMS","authors":"Nazife SEN ERSOY, Yunus DOGAN","doi":"10.17718/tojde.1220697","DOIUrl":"https://doi.org/10.17718/tojde.1220697","url":null,"abstract":"This research includes the first cycle of an application based on the integration of a MOOC given in the field of “writing” into the formal education curriculum to reinforce classroom teaching and support the learning process to improve English writing skills. It was carried out in the spring semester of the 2021-2022 academic year with 14 students studying in an English preparatory program at a Turkish state university. In this study, qualitative research method was adopted and the action research design was applied. The implementation was carried out within the scope of the Reading/Writing course in the program in question. As data collection tools, a semi-structured interview form, Self-directed Learning Scale, and students’ course completion scores in their chosen MOOCs were utilized. In addition, the articles written by the students at the end of the term within the scope of classroom evaluation were also used to support the research data. The first data obtained in this direction show that the majority of the participants could not go beyond the course selection and registration stage. Although the students mostly did not have problems in accessing technology and showed self-directed learner characteristics, they did not follow or complete these courses due to lack of motivation, technological problems, heavy course loads and health problems.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, the concepts of interaction and digital divide in emergency remote education practices implemented due to the Covid-19 global pandemic are discussed, and the increasing importance of radio as a traditional mass communication tool in bridging the digital divide and structuring an interactive learning process is emphasized. In this article, the concepts of interaction and digital divide in emergency remote education practices implemented due to the Covid-19 global pandemic are discussed, and the increasing importance of radio as a traditional mass communication tool in bridging the digital divide and structuring an interactive learning process is emphasized. In this exploratory study, the main aim is to see the usefulness of university radio for education during the pandemic process by looking at the experiences gained during the Covid 19 pandemic period. The study examines the program preferences of the participants and reveals better program schedules and program types/themes that will be useful during the emergency education period. When the radio listening habits of Eskisehir Technical University students and academics are evaluated within the scope of emergency distance education applications, it is seen that radio broadcasts can be used as a powerful tool against the digital divide. Research findings show that there is a significant relationship between academic and students’ radio listening time. The factor analysis showed also revealed different factor groups for academics and students. Within the framework of radio program types, six basic factors were determined for both groups. When the learner-instructor interaction is evaluated within the framework of both broadcast times and broadcast types, it is understood that the two-way interaction process can be structured within this framework. The abstract should be about 150-200 words. The abstracts of the research papers should include the purpose, methodology, and results while the abstracts of theoretical papers should provide the general framework, special contributions to the literature, and major conclusions. The abstract should not contain any undefined abbreviations or unspecified references.
{"title":"DIGITAL DIVIDE AND EMERGENCY REMOTE EDUCATION: RECONSIDERING THE USE OF EDUCATIONAL RADIO DURING THE PANDEMIC","authors":"Burcin YERSEL, Basak KALKAN, Fikret ER, Arzu Celen OZER, Aysel Ulukan KORUL","doi":"10.17718/tojde.1101847","DOIUrl":"https://doi.org/10.17718/tojde.1101847","url":null,"abstract":"In this article, the concepts of interaction and digital divide in emergency remote education practices implemented due to the Covid-19 global pandemic are discussed, and the increasing importance of radio as a traditional mass communication tool in bridging the digital divide and structuring an interactive learning process is emphasized. In this article, the concepts of interaction and digital divide in emergency remote education practices implemented due to the Covid-19 global pandemic are discussed, and the increasing importance of radio as a traditional mass communication tool in bridging the digital divide and structuring an interactive learning process is emphasized. In this exploratory study, the main aim is to see the usefulness of university radio for education during the pandemic process by looking at the experiences gained during the Covid 19 pandemic period. The study examines the program preferences of the participants and reveals better program schedules and program types/themes that will be useful during the emergency education period. When the radio listening habits of Eskisehir Technical University students and academics are evaluated within the scope of emergency distance education applications, it is seen that radio broadcasts can be used as a powerful tool against the digital divide. Research findings show that there is a significant relationship between academic and students’ radio listening time. The factor analysis showed also revealed different factor groups for academics and students. Within the framework of radio program types, six basic factors were determined for both groups. When the learner-instructor interaction is evaluated within the framework of both broadcast times and broadcast types, it is understood that the two-way interaction process can be structured within this framework. The abstract should be about 150-200 words. The abstracts of the research papers should include the purpose, methodology, and results while the abstracts of theoretical papers should provide the general framework, special contributions to the literature, and major conclusions. The abstract should not contain any undefined abbreviations or unspecified references.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135406022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adamantia SPATIOTI, Ioannis KAZANIDIS, Jenny PANGE
Educational Design and Evaluation Models are important factors in e-learning as they provide guidance information for proper strategy organization pursuing both specific learning outcomes and ensuring the main elements of e-learning, such as self-regulation and collaborative learning. The examined educational models of ADDIE, Bloom, and Kirkpatrick are widely known and recognized as models for design and measuring the effectiveness of learning in order to achieve the best possible learning outcomes based on the needs of a specific target group in a specific educational context whether traditional or digital. Specifically, the ADDIE Model is a widely known learning design model used by many educational designers and training programmers to develop education and training programs. The Bloom Taxonomy is a method of building learning goals that follows the process of cognition. The Kirkpatrick Model is a method of evaluating the effectiveness of e-learning and educational programs in general, both in terms of training and business performance of learners. The purpose of this paper was both the investigation of the academic performance, the self-regulated learning and the collaborative learning in relation to the models of ADDIE, Kirkpatrick and Bloom in distance online environments and their effectiveness to the learning process. Meta-analysis was applied for research methodology. After a systematic literature review, we found that only 37 articles were appropriate for meta-analysis. Especially, 23 articles were on the ADDIE model, 9 articles were on the Kirkpatrick model and 5 articles were on the Bloom model. According to the results of this study, we found that all models apply to online process and meet different learning requirements. Regarding the cognitive performance of the trainees, all models supported the effectiveness of distance education. Moreover, the self-regulated learning and the collaborative learning, as factors inextricably linked to the effectiveness of the distance education, were examined in a small number studies in the above models. Finally, all three examined models reinforced students’ positive attitudes and perceptions, even while transferring the acquired knowledge to the workplace.
{"title":"EDUCATIONAL DESIGN AND EVALUATION MODELS OF THE LEARNING EFFECTIVENESS IN E-LEARNING PROCESS: A SYSTEMATIC REVIEW","authors":"Adamantia SPATIOTI, Ioannis KAZANIDIS, Jenny PANGE","doi":"10.17718/tojde.1177297","DOIUrl":"https://doi.org/10.17718/tojde.1177297","url":null,"abstract":"Educational Design and Evaluation Models are important factors in e-learning as they provide guidance information for proper strategy organization pursuing both specific learning outcomes and ensuring the main elements of e-learning, such as self-regulation and collaborative learning. The examined educational models of ADDIE, Bloom, and Kirkpatrick are widely known and recognized as models for design and measuring the effectiveness of learning in order to achieve the best possible learning outcomes based on the needs of a specific target group in a specific educational context whether traditional or digital. Specifically, the ADDIE Model is a widely known learning design model used by many educational designers and training programmers to develop education and training programs. The Bloom Taxonomy is a method of building learning goals that follows the process of cognition. The Kirkpatrick Model is a method of evaluating the effectiveness of e-learning and educational programs in general, both in terms of training and business performance of learners. The purpose of this paper was both the investigation of the academic performance, the self-regulated learning and the collaborative learning in relation to the models of ADDIE, Kirkpatrick and Bloom in distance online environments and their effectiveness to the learning process. Meta-analysis was applied for research methodology. After a systematic literature review, we found that only 37 articles were appropriate for meta-analysis. Especially, 23 articles were on the ADDIE model, 9 articles were on the Kirkpatrick model and 5 articles were on the Bloom model. According to the results of this study, we found that all models apply to online process and meet different learning requirements. Regarding the cognitive performance of the trainees, all models supported the effectiveness of distance education. Moreover, the self-regulated learning and the collaborative learning, as factors inextricably linked to the effectiveness of the distance education, were examined in a small number studies in the above models. Finally, all three examined models reinforced students’ positive attitudes and perceptions, even while transferring the acquired knowledge to the workplace.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, it is aimed to evaluate Anadolu University Open Education Faculty Call Center Services Associate Degree Program, which is carried out through open and distance education, according to learner views within the framework of Stufflebeam’s Context, Input, Process, Product (CIPP) Evaluation Model and to make suggestions for the development of the program. In the study in which Exploratory Sequential design, one of the mixed method research designs, was used; “Anadolu University Call Center Services Associate Degree Program Evaluation Questionnaire” was prepared to collect quantitative data. The questionnaire was applied online to learners who graduated from Anadolu University Open Education Faculty Call Center Services Associate Degree Program. Semi-structured interview questions were used to collect qualitative data. In the interpretation of quantitative data, percentage and frequency tables, mean and standard deviation values were used to compare and interpret the average score that can be obtained in the four dimensions (Context, Input, Process and Product) in the measurement tool and the average scores of the participants in these dimensions. In addition, the mean score values obtained in the sub-dimensions were analyzed and interpreted in terms of gender, age, marital status and employment status variables. Descriptive analysis method was used to analyze the qualitative data. The results revealed that the program objectives were determined in accordance with the expectations of the learners, learning resources were designed in accordance with the objectives, learning activities were carried out in accordance with the expectations of the participants and learning outcomes were achieved in the program.
本研究的目的是在Stufflebeam的情境、输入、过程、产品(CIPP)评估模型的框架下，根据学习者的观点，对阿纳多卢大学开放教育学院呼叫中心服务副学士课程进行开放和远程教育的评估，并为该课程的发展提出建议。在采用混合方法研究设计之一的探索性序贯设计的研究中;编制《阿纳多卢大学呼叫中心服务副学士学位课程评价问卷》，收集定量数据。该问卷在线应用于从阿纳多卢大学开放教育学院呼叫中心服务副学士课程毕业的学习者。采用半结构化访谈问题收集定性数据。在定量数据的解释中，使用百分比表和频率表、平均值和标准差值来比较和解释测量工具中四个维度(Context, Input, Process and Product)的平均得分和参与者在这些维度上的平均得分。此外，对各子维度的平均分进行了性别、年龄、婚姻状况和就业状况等变量的分析和解释。采用描述性分析方法对定性资料进行分析。结果表明，计划目标是根据学习者的期望确定的，学习资源是根据目标设计的，学习活动是根据参与者的期望进行的，学习成果是在计划中实现的。
{"title":"PROGRAM EVALUATION IN OPEN AND DISTANCE LEARNING: THE CASE OF OPEN EDUCATION SYSTEM CALL CENTER SERVICES ASSOCIATE DEGREE PROGRAM","authors":"Yagmur TUC, Nejdet KARADAG","doi":"10.17718/tojde.1284932","DOIUrl":"https://doi.org/10.17718/tojde.1284932","url":null,"abstract":"In this study, it is aimed to evaluate Anadolu University Open Education Faculty Call Center Services Associate Degree Program, which is carried out through open and distance education, according to learner views within the framework of Stufflebeam’s Context, Input, Process, Product (CIPP) Evaluation Model and to make suggestions for the development of the program. In the study in which Exploratory Sequential design, one of the mixed method research designs, was used; “Anadolu University Call Center Services Associate Degree Program Evaluation Questionnaire” was prepared to collect quantitative data. The questionnaire was applied online to learners who graduated from Anadolu University Open Education Faculty Call Center Services Associate Degree Program. Semi-structured interview questions were used to collect qualitative data. In the interpretation of quantitative data, percentage and frequency tables, mean and standard deviation values were used to compare and interpret the average score that can be obtained in the four dimensions (Context, Input, Process and Product) in the measurement tool and the average scores of the participants in these dimensions. In addition, the mean score values obtained in the sub-dimensions were analyzed and interpreted in terms of gender, age, marital status and employment status variables. Descriptive analysis method was used to analyze the qualitative data. The results revealed that the program objectives were determined in accordance with the expectations of the learners, learning resources were designed in accordance with the objectives, learning activities were carried out in accordance with the expectations of the participants and learning outcomes were achieved in the program.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Universities consider student satisfaction in order to improve the online education they give to students and to question the fulfillment of their responsibilities. Student satisfaction may depend not only on the educational institution but also on individual characteristics. One of these individual characteristics is flexibility, which requires multidimensional pedagogical responsibility in online learning environments. The aim of this study is to examine whether the flexibility of time management, the flexibility of teacher contact, and the flexibility of content predict online course satisfaction. In this research, the predictive relational research method was used. 1794 students participated in the research. During an academic term, students took an online Turkish II course at a university’s Distance Education Research and Application Center. According to the results of the analysis, the students’ three flexibility predicts their satisfaction and the model that explains their satisfaction is significant (R2=.60; p<.01). In the model, the variable that most explains student satisfaction is the flexibility of content. In addition, other variables explaining student satisfaction are students’ flexibility in teacher contact and their flexibility in time management. Based on the results of the research, implications, and suggestions are presented.
{"title":"EXAMINATION OF THE PREDICTION OF FLEXIBILITY FOR LEARNER SATISFACTION IN ONLINE COURSES","authors":"Arif AKCAY","doi":"10.17718/tojde.1179935","DOIUrl":"https://doi.org/10.17718/tojde.1179935","url":null,"abstract":"Universities consider student satisfaction in order to improve the online education they give to students and to question the fulfillment of their responsibilities. Student satisfaction may depend not only on the educational institution but also on individual characteristics. One of these individual characteristics is flexibility, which requires multidimensional pedagogical responsibility in online learning environments. The aim of this study is to examine whether the flexibility of time management, the flexibility of teacher contact, and the flexibility of content predict online course satisfaction. In this research, the predictive relational research method was used. 1794 students participated in the research. During an academic term, students took an online Turkish II course at a university’s Distance Education Research and Application Center. According to the results of the analysis, the students’ three flexibility predicts their satisfaction and the model that explains their satisfaction is significant (R2=.60; p&lt;.01). In the model, the variable that most explains student satisfaction is the flexibility of content. In addition, other variables explaining student satisfaction are students’ flexibility in teacher contact and their flexibility in time management. Based on the results of the research, implications, and suggestions are presented.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135406024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the sudden outbreak of the Covid-19 pandemic, the education sector adopted distance and online learning through several web-based systems. Then, considerations of educational practitioners concerning these systems would be of pivotal significance for revealing the quality of online language education. Moreover, the challenges they encountered while conducting e-lessons and proposed solutions would lead to improvement in the systems and encourage other shareholders in the school system to determine a new route map in light of the results. To that end, 28 volunteer English language instructors from 14 universities were recruited to attend the interviews. Accordingly, negative considerations of the instructors about exploiting the systems in foreign language classes were detected. As conclusive results regarding the challenges and suggestions of the participants cannot be reported through a system-based analysis, systemindependent offers were presented to policymakers and researchers. Finally, the researcher has drawn out a set of implications for future implementations.
{"title":"PERSPECTIVES OF ENGLISH LANGUAGE INSTRUCTORS ON POPULAR LEARNING MANAGEMENT SYSTEMS AND SOFTWARE","authors":"Zulal AYAR","doi":"10.17718/tojde.1247485","DOIUrl":"https://doi.org/10.17718/tojde.1247485","url":null,"abstract":"With the sudden outbreak of the Covid-19 pandemic, the education sector adopted distance and online learning through several web-based systems. Then, considerations of educational practitioners concerning these systems would be of pivotal significance for revealing the quality of online language education. Moreover, the challenges they encountered while conducting e-lessons and proposed solutions would lead to improvement in the systems and encourage other shareholders in the school system to determine a new route map in light of the results. To that end, 28 volunteer English language instructors from 14 universities were recruited to attend the interviews. Accordingly, negative considerations of the instructors about exploiting the systems in foreign language classes were detected. As conclusive results regarding the challenges and suggestions of the participants cannot be reported through a system-based analysis, systemindependent offers were presented to policymakers and researchers. Finally, the researcher has drawn out a set of implications for future implementations.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mohammed Kamal AFIFY, Abdulrazak Mohamed ALQOOT, Saffanah Abdel Kader ZEDAN
Distance education during emergencies requires planning, design, and goal setting to create an effective learning environment. Virtual distance education involves more than just uploading educational content; it is rather an educational process that provides choice for learners, as well as flexibility and responsibility for learning and academic support. In this context, the aim of this research is to determine the quality criteria for designing virtual classrooms with their different styles (synchronous, asynchronous, and blended), and organizing them into categories and criteria to verify the availability of the criteria required for learning in the virtual environment. Also, the research aims to propose a method for evaluating and measuring the extent to which virtual classrooms during emergency learning meet its design quality criteria. The study used the descriptive method and analysis processes to determine the quality aspects of the virtual classrooms design, to draw out the design criteria and quality indicators, and to explore the opinions of the research population on the importance of these criteria and their measurement indicators. A purposive population of (17) specialists in the field of educational design and e-learning participated in the study, all of whom hold a PhD degree in the specialty in order to systematize the list of criteria for designing the virtual classroom and the indicators for measuring them in light of emergency learning. The importance of this current research lies in its aim to contribute to the improvement of training and learning environments through virtual classrooms during emergency learning, and to provide a list of design criteria that benefit teachers and instructional designers, in addition to reconsidering the use of learning management system tools and electronic content with virtual classrooms in order to achieve the maximum benefit for students in achievement outcomes of their learning, especially in the context of emergency learning.
{"title":"CRITERIA FOR DESIGNING AND EVALUATING THE QUALITY OF VIRTUAL CLASSROOMS DURING EMERGENCY LEARNING","authors":"Mohammed Kamal AFIFY, Abdulrazak Mohamed ALQOOT, Saffanah Abdel Kader ZEDAN","doi":"10.17718/tojde.1110817","DOIUrl":"https://doi.org/10.17718/tojde.1110817","url":null,"abstract":"Distance education during emergencies requires planning, design, and goal setting to create an effective learning environment. Virtual distance education involves more than just uploading educational content; it is rather an educational process that provides choice for learners, as well as flexibility and responsibility for learning and academic support. In this context, the aim of this research is to determine the quality criteria for designing virtual classrooms with their different styles (synchronous, asynchronous, and blended), and organizing them into categories and criteria to verify the availability of the criteria required for learning in the virtual environment. Also, the research aims to propose a method for evaluating and measuring the extent to which virtual classrooms during emergency learning meet its design quality criteria. The study used the descriptive method and analysis processes to determine the quality aspects of the virtual classrooms design, to draw out the design criteria and quality indicators, and to explore the opinions of the research population on the importance of these criteria and their measurement indicators. A purposive population of (17) specialists in the field of educational design and e-learning participated in the study, all of whom hold a PhD degree in the specialty in order to systematize the list of criteria for designing the virtual classroom and the indicators for measuring them in light of emergency learning. The importance of this current research lies in its aim to contribute to the improvement of training and learning environments through virtual classrooms during emergency learning, and to provide a list of design criteria that benefit teachers and instructional designers, in addition to reconsidering the use of learning management system tools and electronic content with virtual classrooms in order to achieve the maximum benefit for students in achievement outcomes of their learning, especially in the context of emergency learning.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to reveal the trend of research on e-assessment in the field of educational sciences through scientific mapping and bibliometric analyses. For this purpose, the numerical distribution of research on e-assessment, citation analysis, research themes and the change of trend topics were examined. The publications to be examined were selected from WoS database according to PRISMA model, and 911 studies were included in the analysis. VOSviewer, Biblioshiny, Smart Bibliometrics and Leximancer software were used in data analysis. Apparently, there has been a significant increase in the number of research since 2005, and publications have been mostly produced in form of articles and papers. The most cited and the most productive countries are the USA, the United Kingdom and Australia, while the most cited journals are Assessment & Evaluation in Higher Education and British Journal of Educational Technology. An analysis of the keyword map revealed that the themes of technology and motivation, blended learning and collaboration, interaction and innovative approaches, validity and reliability, higher education, quality, basic disciplines and Covid-19 were frequently emphasized in the studies on e-assessment. An analysis of trend topics by years showed that, between 2010 and 2021, the trend topic distribution changed to include topics such as Covid-19, academic integrity, engagement, cheating, case study, and higher education. All these findings reveal that e-evaluation activities have displayed a development and transformation over time with the effect of developing technology, the pandemic, the spread of e-learning, the expansion of communication opportunities and many other factors.
{"title":"STATE OF RESEARCH ON E-ASSESSMENT IN EDUCATION: A BIBLIOMETRIC ANALYSIS","authors":"Betul TONBULOGLU","doi":"10.17718/tojde.1184218","DOIUrl":"https://doi.org/10.17718/tojde.1184218","url":null,"abstract":"This study aimed to reveal the trend of research on e-assessment in the field of educational sciences through scientific mapping and bibliometric analyses. For this purpose, the numerical distribution of research on e-assessment, citation analysis, research themes and the change of trend topics were examined. The publications to be examined were selected from WoS database according to PRISMA model, and 911 studies were included in the analysis. VOSviewer, Biblioshiny, Smart Bibliometrics and Leximancer software were used in data analysis. Apparently, there has been a significant increase in the number of research since 2005, and publications have been mostly produced in form of articles and papers. The most cited and the most productive countries are the USA, the United Kingdom and Australia, while the most cited journals are Assessment &amp; Evaluation in Higher Education and British Journal of Educational Technology. An analysis of the keyword map revealed that the themes of technology and motivation, blended learning and collaboration, interaction and innovative approaches, validity and reliability, higher education, quality, basic disciplines and Covid-19 were frequently emphasized in the studies on e-assessment. An analysis of trend topics by years showed that, between 2010 and 2021, the trend topic distribution changed to include topics such as Covid-19, academic integrity, engagement, cheating, case study, and higher education. All these findings reveal that e-evaluation activities have displayed a development and transformation over time with the effect of developing technology, the pandemic, the spread of e-learning, the expansion of communication opportunities and many other factors.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The online learning process necessitates the utilization of diverse and creative learning resources by teachers. Nevertheless, a preliminary analysis revealed that Whatsapp, Zoom, and PowerPoint continue to dominate the learning media landscape. The usage of these media has not been able to aid educators in developing dialogic exchanges in the learning process, particularly when it comes to the acquisition of language. On this basis, the objective of this research is to build dialogic-interactive media in language learning to enhance students’ speaking abilities in online learning. This is Research and Development (R&D) utilizing the Plomp Development paradigm (Preliminary Research, Prototyping Phase & Assessment Phase). In the Assessment Phase, researchers tested the products that had been developed to determine the practicality and effectiveness of the developed media. The research instruments are in the form of questionnaires, observation sheets and tests. The research subjects were students of MTsN 1 Padang. The results showed that dialogic-interactive media was effective in increasing students’ speaking skills in online learning.
{"title":"DIALOGIC-INTERACTIVE MEDIA IN ONLINE LEARNING: EFFECTIVENESS IN SPEAKING SKILLS","authors":"Atmazaki ATMAZAKI, Syahrul RAMADHAN, Vivi INDRIYANI","doi":"10.17718/tojde.1146195","DOIUrl":"https://doi.org/10.17718/tojde.1146195","url":null,"abstract":"The online learning process necessitates the utilization of diverse and creative learning resources by teachers. Nevertheless, a preliminary analysis revealed that Whatsapp, Zoom, and PowerPoint continue to dominate the learning media landscape. The usage of these media has not been able to aid educators in developing dialogic exchanges in the learning process, particularly when it comes to the acquisition of language. On this basis, the objective of this research is to build dialogic-interactive media in language learning to enhance students’ speaking abilities in online learning. This is Research and Development (R&amp;D) utilizing the Plomp Development paradigm (Preliminary Research, Prototyping Phase &amp; Assessment Phase). In the Assessment Phase, researchers tested the products that had been developed to determine the practicality and effectiveness of the developed media. The research instruments are in the form of questionnaires, observation sheets and tests. The research subjects were students of MTsN 1 Padang. The results showed that dialogic-interactive media was effective in increasing students’ speaking skills in online learning.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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