Sanal yükseköğretim uygulamalarının karşılaştırmalı olarak incelenmesi
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Date
2006
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Eğitim Bilimleri Enstitüsü
Abstract
The research was conducted in order to make comparative analysis ofvirtual higher education applications. The research is conducted in surveymodel. The study group consists of total 300 institutes providing virtualeducation in the fall, spring and summer semesters of 2004; 246 in USA, 10in Australia, 3 in South Africa, 10 in India, 21 in UK, 6 in Japan, 4 in Turkey.The information has been collected by online questionnaire. Theapplication of the questionnaire has taken 40 weeks during March-November2004. Only 135 institutes have replied. Valid 133 questionnaires coverapproximately 44% of the study group.Questionnaires saved in the online database have been transferred toSPSS by external database connection. In regards of the researchobjectives, the data collected has been analyzed on computer and by usingSPSS statistics package program. In data analysis frequency (f), percentage(%) and arithmetic mean ( Ã ) have been used. In comparisons of country,institute, year, and other variables, che-square test, independent t-Test andone way variance analysis (F Test) have been used. Kruskal-Wallis H testand Mann-Whitney U test have been used.Although virtual education applications differentiate in choices andapplications in different countries, education levels and types, aftercompletion of the data analysis it is seen that study group consists of peoplewhom are graduate and undergraduate level, personal users havingeducation expectations, between the ages of 26-35 and working full time.They mostly offer programs providing undergraduate and graduate educationin social sciences, giving accredited document, certificate and title. It is seenthat most of the instructors have taken a planned education and they aremostly working as full time instructors and they are taking technical support.Financial resources are obtained from fees taken from students and theresources are mostly used for personnel costs. In applications centraladministration and organization take place and it is seen that they interferewith universities, for physical facilities they use information process centersand virtual classrooms, and for infrastructure and support services they useinformation process services.It is seen that while in the teaching process they use bothsynchronous and asynchronous presentation technologies; in order tosupport course content they use e-mail, web, cd, and course booktechnologies to provide basic learning environment function; they preferdifferent environments to cover face to face education needs; they take selflearning and collaboration as basis and they take projects and term paperevaluations serious; they mostly prefer multiple choice tests and they usuallymake virtual courses exams through the internet.Regarding the characteristics of their institutions? applications, thestudy group have agreed on mostly to connection and being dependent onconnection opportunities. A significant difference between their institutions?characteristics and the model for developing computer labs, when they hadstarted to provide virtual lessons and presentation technologies used hasbeen found. An insignificant difference between the places of virtualeducation, certification, accreditation, planed education of personnel andmaking exams through the internet was found.
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Eğitim ve Öğretim