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Bu çalışmanın amacı, açık ve uzaktan öğrenmede kullanılan basılı ve elektronik ders kitapları için içerik, dil ve anlatım, görsel tasarım, bireysel öğrenme ile yazılım ve teknoloji kategorilerinde değerlendirme kriterleri oluşturmaktır. Bu amaç doğrultusunda nitel araştırma yöntemlerinden doküman incelemesi kullanılmıştır. Bu kapsamda “açık ve uzaktan öğrenme ders materyalleri”, “açık öğretim ders kitapları”, “kitap hazırlama kriterleri”, “açık öğretimde bireysel öğrenme ilkesi” anahtar kelimeleri Türkçe ve İngilizce olarak YÖK Tez Merkezi, Google Scholar, ERIC ve Web of Science veri tabanlarında taranmıştır. Elde edilen veriler sonrasında 108 adet potansiyel kriter oluşturulmuştur. Bu kriterlerdeki benzer maddelerin elenmesi ile üç alan uzmanından alınan görüşler sonucunda kriter sayısı 70’e indirilmiş ve kriterler açık ve uzaktan öğrenme alan uzmanları tarafından önceden belirlenen beş başlık altında gruplandırılmıştır. Basılı ders kitapları dil ve anlatım, görsel tasarım, içerik ve bireysel öğrenme başlıkları altında incelenmişken, e-kitaplar ise bunlara ek olarak yazılım ve teknoloji boyutunu da içine alarak incelenmiş ve bulgularda bireysel öğrenme ile e-kitap başlığında kriterlerin az olduğu görülmüştür. Ayrıca, ders kitabı hazırlamayla ilgili çalışmaların sayısının fazla olduğu açık ve uzaktan öğrenme ders kitaplarının hazırlanmasında uyulması gereken kriterler ile ilgili çalışmaların ise az sayıda olduğu görülmüştür.
The objective of this study is to create criteria for evaluation in the categories of content, language and narrative, visual design, individual learning and software and technology for printed and electronic curricula used in open and remote learning. For this purpose, a document examination of the quality research methods was used. In this context, the keywords "open and remote learning curriculum materials", "open teaching curriculum books", "book preparation criteria", "individual learning principle in open teaching" are scanned in the YÖK Thesis Center, Google Scholar, ERIC and Web of Science databases in Turkish and English. Following the data obtained, 108 potential criteria were created. With the elimination of similar substances in these criteria and the opinions obtained from three field experts, the number of criteria has been reduced to 70 and the criteria have been grouped under five titles priorly determined by the experts in the field of open and remote learning. Based curriculum books were studied under language and narrative, visual design, content and individual learning titles, while e-books were studied by taking into account the size of software and technology, and findings showed that individual learning and e-book titles had little criteria. Moreover, the number of studies related to the preparation of the curriculum has been over and the number of studies related to the criteria to be met in the preparation of the open and remote learning curriculum has been reduced.
The present study was designed to investigate textbook development criteria for the evaluation of printed textbooks and e-books used in open and distance learning (ODL) concerning several categories including content, language and expression, visual design, individual learning, and software. To this end, the study was conducted using a qualitative research method known as document analysis. Several keywords including “distance learning course materials,” “open learning course materials,” “textbook development criteria,” and “individual learning principle in open learning” were used to search the online databases such as YÖK TEZ (Turkish Higher Education Council Dissertation Database), Google Scholar, ERIC, and Web of Science both in Turkish and English languages. The analysis identified a total of 108 potential criteria, and these criteria were then reduced to 70 criteria and divided into five categories by a group of three experts with relevant experience. These five categories included content, language and expression, visual design, individual learning, and software, of which the software category was evaluated for e-books alone. The results indicated that the categories, including visual design and language and expression, were the most commonly emphasized criteria, and individual learning, feedback, and e-book, were the most frequently investigated topics. Accordingly, it was revealed that although there is a large body of literature examining textbook development, there is a lack in the literature regarding textbook development criteria in ODL.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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