E-Öğrenme Ortamları ve Öğrenme Analitikleri

Year 2021, Volume: 14 Issue: 3, 327 - 336, 31.07.2021

Sibel Somyürek , Tolga Güyer , Bilal Atasoy Mertcan Ünal

https://doi.org/10.17671/gazibtd.709798

Cited By: 4

Abstract

2020 yılı Horizon raporunda da vurgulandığı üzere, son yıllarda etkili öğrenme ortamları tasarlamak için ele alınan kavramlardan biri de öğrenme analitikleridir. Öğretim teknolojileri alanında, öğrenme analitiklerinin 10 yıllık bir geçmişi olmasına rağmen henüz gelişiminin erken aşamalarında olduğu düşünülmektedir. Öğrenme analitiklerinin kullanılabilmesi için eğitim bilimleri, istatistik, matematik, makine öğrenmesi ve yazılım geliştirme gibi disiplinler arası pek çok bilgi ve beceriye ihtiyaç duyulmaktadır. Bu çalışmanın amacı, öğrenme analitiklerinin e-öğrenme ortamları açısından potansiyelini ortaya koyarak öğretim tasarımcıları ve uygulayıcılar tarafından daha fazla tanınmasını sağlamaktır. Bu bağlamda, öğrenme analitiklerinin kapsamı, uygulama alanları ve aşamaları açıklanmaktadır. Ayrıca, öğrenme analitiklerinde kullanılan göstergeler, veri kaynakları, araç ve sistemler sunulmaktadır. Öğrenme analitiği süreç modeli ile öğrenme analitiği sunan öğrenme panellerinin kullanımı özetlenmektedir. Son olarak, bu konudaki güvenlik, etik ve standartlaşma kavramları ile ilgili çalışmalardaki sınırlıklar tartışılmaktadır.

Keywords

öğrenme analitikleri, e-öğrenme, güvenlik, etik, standartlar

Supporting Institution

TUBİTAK

Project Number

117R050

Thanks

Bu çalışma TÜBİTAK 117R050 nolu projenin sağladığı destekle tamamlanmıştır.

E-Learning Environments and Learning Analytics

Abstract

As highlighted in the 2020 Horizon report, one of the concepts that have been handled to design effective learning environments is learning analytics. Although learning analytics has only a decade of history in the field of instructional technologies, it is thought to be at an early stage of development. Many interdisciplinary knowledge and skills such as educational sciences, statistics, mathematics, machine learning, and software engineering needed to use learning analytics. This study aims to reveal the potential of learning analytics in terms of e-learning environments and trying to ensure greater recognition by instructional designers and practitioners. In this context, the scope of learning analytics, its application areas and stages are explained. Additionally, indicators, data sources and some tools and systems are presented. The learning analytics process model and the learning panels that offer learning analytics are summarized. Finally the concepts of security, ethics, and standardization around learning analytics and the limitations in the relevant studies are discussed.

Keywords

learning analytics, e-learning, security, privacy, ethics, standards

Project Number

117R050

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