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Açık ve Uzaktan Öğrenmede Yararlanılan Etkileşimli E-Kitaplarda Yer Alan Ders Tanıtım Videoları Üzerine Bir İnceleme

Yıl 2025, Cilt: 15 Sayı: 1, 79 - 94, 30.04.2025

Mustafa Çağatay Tok , Cengiz Hakan Aydın

Öz

Zengin görsel ve işitsel anlatım olanaklarına sahip olan videodan, açık ve uzaktan öğrenme alanında çeşitli biçimlerde yararlanılmaktadır. Videonun kullanıldığı dikkat çeken platformlardan biri de uzaktan öğrenenlere yönelik etkileşimli e-kitaplardır. Bu bağlamda etkileşimli e-kitaplarda kullanılan video ders içeriklerinin yanı sıra tanıtıcı videoların da nasıl üretilmesi gerektiği bir araştırma konusu olarak öne çıkmaktadır. Bu araştırmanın amacı, etkileşimli e-kitaplarda kullanılan farklı mekânlarda çekilmiş ders tanıtım videolarını, öğreten bulunurluğu ve sosyal bulunurluk bağlamında incelemektir. Eşzamanlı iç içe geçmiş araştırma modeli ile gerçekleştirilen araştırmanın katılımcılarını Anadolu Üniversitesi Açıköğretim Fakültesi öğrencilerinden gönüllülük esasına göre yer almış 30 kişi oluşturmaktadır. Araştırmada, nicel verilerin toplanması için Araştırmaya Dayalı Öğrenme Topluluğu ölçeğinden uyarlanan anketten, nitel verilerin toplanması için de açık uçlu sorulardan yararlanılmıştır. Elde edilen bulgulara bakıldığında stüdyoda çekilen ders tanıtım videosunun en yüksek öğreten bulunurluğunu sağladığı görülmektedir. Öğretim üyesinin ofisinde çekilen videonun ise sınıfta çekilen videoya göre daha yüksek öğreten bulunurluğunu sağladığı tespit edilmektedir. Öğrenenlerin sosyal bulunurluk düzeyleri bağlamında elde edilen bulgular ise stüdyoda çekilen ders tanıtım videosunun görece yüksek bir sosyal bulunurluk düzeyini sağladığı, ofiste çekilen videonun ise sınıfta çekilen videoya göre daha yüksek bir sosyal bulunurluk düzeyi sağladığı tespit edilmektedir. Öğrenenlerin tercihleri bağlamında elde edilen bulgular ise öğrenenlerin, stüdyoda çekilen ders tanıtım videosunu tercih ettiklerini göstermektedir. Eğitsel videoların tasarlandığı yapım öncesi aşamada cevaplanması gereken sorulardan biri olan mekân seçimi konusunda bu araştırmada elde edilen sonuçların yol gösterici olduğu söylenebilir.

Anahtar Kelimeler

Eğitsel Video Sosyal Bulunurluk Öğreten Bulunurluğu.

Kaynakça

  • Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12(3), 3-22.
  • Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 663-668.
  • Arbaugh, B., Cleveland-Innes, M., Diaz, S., Ice, P., Garrison, D. R., Richardson, J. C., & Swan, K. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3-4), 133-136.
  • Aydın, C. H. (2011). Açık ve uzaktan öğrenme: Öğrenci adaylarının bakış açısı. Pegem Akademi.
  • Borup, J., West, E. R., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15, 195-202.
  • Bozkurt, A., & Bozkaya, M. (2015). Evaluation criteria for interactive e-books for open and distance learning. The International Review of Research in Open and Distributed Learning, 16(5), 58-62.
  • Cennamo, S. K. (1993). Learning from video: Factors influencing learners’ preconceptions and invested mental effort. Educational Technology Research and Development, 41(3), 33-45.
  • Cheveigne, S., & Veron, E. (1996). Science on TV: Forms and reception of science programmes on French television. Public Understanding of Science, 5(3), 231-259.
  • Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: Production and evaluation of student use. Innovations in Education and Teaching International, 44(4), 387-389.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
  • Creswell, J. W. (2004). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
  • Creswell, J. W. (2006). Understanding mixed methods research. Sage.
  • Davison, G., Murphy, S., & Wong, R. (2005, Temmuz). The use of eBooks and interactive multimedia as alternative forms of technical documentation. In Proceedings of the 23rd Annual International Conference on Design of Communication: Documenting & Designing for Pervasive Information, USA, 108-115.
  • Draus, P. J., Curran, M. J., & Trempus, M. S. (2014). The influence of instructor-generated video content on student satisfaction with and engagement in asynchronous online classes. Merlot Journal of Online Learning and Teaching, 10(2), 240-254.
  • Fill, K., & Ottewill, R. (2007). Sink or swim: Taking advantage of developments in video streaming. Innovations in Education and Teaching International, 43(4), 397-408.
  • Fritze, Y., & Nordkvelle, Y. T. (2003). Comparing lectures: Effects of the technological context of the studio. Education and Information Technologies, 8(4), 327-343.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
  • Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. Routledge.
  • Garrison, D. R., Cleveland-Innes, M., & Fung, T. (2004). Student role adjustment in online communities of inquiry: Model and instrument validation. Journal of Asynchronous Learning Networks, 8(2), 61-74.
  • Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72.
  • Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues and future directions. The Internet and Higher Education, 10(3), 157-172.
  • Garrison, D. R., & Cleveland-Innes, M. F. (2010). Foundations of distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 13-25). Routledge.
  • Gonzales, J. C., Guzman, J. L., Dormido, S., & Berenguel, M. (2013). Development of interactive books for control education. IFAC Proceedings Volumes, 46(17), 150-155.
  • Hilgenberg, C., & Tolone, W. (2000). Student perceptions of satisfaction and opportunities for critical thinking in distance education by interactive video. American Journal of Distance Education, 14(3), 59-73.
  • Homer, B. D., Plass, J. L., & Blake, L. (2008). The effects of video on cognitive load and social presence in multimedia-learning. Computers in Human Behaviour, 24, 786-797.
  • Ice, P., Swan, K., Diaz, S., Kupczynski, L., & Swan-Dagen, A. (2010). An analysis of students’ perceptions of the value and efficacy of instructor’s auditory and text-based feedback modalities across multiple conceptual levels. Journal of Educational Computing Research, 43(1), 113-134.
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
  • Johnson, B., & Turner, L. (2003). Data collection strategies in mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 297-319). Sage.
  • Kara, M., & Keş, Y. (2016). Bir öğrenme aracı olarak etkileşimli e-kitap. Art-e Sanat Dergisi, 9(17), 189-209.
  • Koumi, J. (2006). Designing video and multimedia for open and flexible learning. Routledge.
  • Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.
  • Mayer, R. E. (2009). Multimedia learning. Cambridge University Press.
  • Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view. Wadsworth.
  • Peters, O. (2003). Learning with new media in distance education. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 87-112). Lawrence Erlbaum Associates.
  • Rao, S. S. (2003). Electronic books: A review and evaluation. Library Hi-Tech, 21(1), 85-93.
  • Rourke, L., Anderson, T., Garrison, R. D., & Archer, W. (2001). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14(2), 50-71.
  • Shea, P. (2006). A study of students’ sense of learning community in online environments. Journal of Asynchronous Learning Networks, 10(1), 35-44.
  • Shea, P., Li, S. C., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. The Internet and Higher Education, 9(3), 175-190.
  • Shea, P., Hayes, S., Smith, S. U., Vickers, J., Bidjerano, T., Pickett, A., & Jian, S. (2012). Learning presence: Additional research on a new conceptual element within the community of inquiry framework. The Internet and Higher Education, 15(2), 89-95.
  • Swan, K., Richardson, J., Ice, P., Shea, P., Cleveland-Innes, M., Diaz, S., & Garrison, R. (2008). Validating a measurement tool of presence in online communities of inquiry. E-mentor, 2(24). https://www.e-mentor.edu.pl/artykul/index/numer/24/id/543
  • Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education. Allyn & Bacon.
  • Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Applied Social Research Methods Series. Sage.
  • The Community of Inquiry. (t.y.). CoI survey. https://coi.athabascau.ca/coi-model/coi-survey/
  • Wetzel, C. D., Radtke, P. H., & Stern, H. W. (1994). Review of the effectiveness of video media in instruction. Erlbaum.
  • Wisher, A. R., & Curnow, K. C. (2003). Video-based instruction in distance learning: From motion pictures to the internet. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 315-330). Lawrence Erlbaum Associates.
  • Zhang, D., Zhao, L. J., Zhou, L., & Nunamaker, F. J. (2004). Can e-learning replace classroom learning? Communications of the ACM, 47(5), 75-79.

A Study on Course Introduction Videos in Interactive e-books Used in Open and Distance Learning

Yıl 2025, Cilt: 15 Sayı: 1, 79 - 94, 30.04.2025

Mustafa Çağatay Tok , Cengiz Hakan Aydın

Öz

Video, with its rich visual and auditory qualities, is used in various ways in the field of open and distance learning. One notable platform where video is utilized is interactive e-books for distance learners. In this context, the design of educational video content used in interactive e-books becomes an important research topic. The aim of this research is to examine course introduction videos in interactive e-books, shot in different locations, in the context of teaching presence and social presence. The research was conducted using the concurrent nested research model. The participants consisted of 30 volunteers from Anadolu University’s Open Education Faculty. In this study, a questionnaire adapted from the Community of Inquiry index was used to collect quantitative data, while open-ended questions were employed to gather qualitative data. According to the findings, the course introduction video shot in the studio resulted in the highest level of teaching presence. Additionally, it was found that the video shot in the lecturer’s office led to a higher teaching presence than the video shot in the classroom. Regarding social presence, the findings indicated that the course introduction video shot in the television studio produced a relatively high level of social presence, while the video shot in the office resulted in a higher social presence than the one shot in the classroom. Considering the learners’ preferences, it was observed that they preferred the course introduction video shot in the studio. The results of this research provide valuable insights regarding the choice of shooting location, a key decision to be made during the pre-production stage of educational video design.

Anahtar Kelimeler

Educational Video Social Presence Teaching Presence.

Kaynakça

  • Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12(3), 3-22.
  • Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 663-668.
  • Arbaugh, B., Cleveland-Innes, M., Diaz, S., Ice, P., Garrison, D. R., Richardson, J. C., & Swan, K. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3-4), 133-136.
  • Aydın, C. H. (2011). Açık ve uzaktan öğrenme: Öğrenci adaylarının bakış açısı. Pegem Akademi.
  • Borup, J., West, E. R., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15, 195-202.
  • Bozkurt, A., & Bozkaya, M. (2015). Evaluation criteria for interactive e-books for open and distance learning. The International Review of Research in Open and Distributed Learning, 16(5), 58-62.
  • Cennamo, S. K. (1993). Learning from video: Factors influencing learners’ preconceptions and invested mental effort. Educational Technology Research and Development, 41(3), 33-45.
  • Cheveigne, S., & Veron, E. (1996). Science on TV: Forms and reception of science programmes on French television. Public Understanding of Science, 5(3), 231-259.
  • Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: Production and evaluation of student use. Innovations in Education and Teaching International, 44(4), 387-389.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
  • Creswell, J. W. (2004). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
  • Creswell, J. W. (2006). Understanding mixed methods research. Sage.
  • Davison, G., Murphy, S., & Wong, R. (2005, Temmuz). The use of eBooks and interactive multimedia as alternative forms of technical documentation. In Proceedings of the 23rd Annual International Conference on Design of Communication: Documenting & Designing for Pervasive Information, USA, 108-115.
  • Draus, P. J., Curran, M. J., & Trempus, M. S. (2014). The influence of instructor-generated video content on student satisfaction with and engagement in asynchronous online classes. Merlot Journal of Online Learning and Teaching, 10(2), 240-254.
  • Fill, K., & Ottewill, R. (2007). Sink or swim: Taking advantage of developments in video streaming. Innovations in Education and Teaching International, 43(4), 397-408.
  • Fritze, Y., & Nordkvelle, Y. T. (2003). Comparing lectures: Effects of the technological context of the studio. Education and Information Technologies, 8(4), 327-343.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
  • Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. Routledge.
  • Garrison, D. R., Cleveland-Innes, M., & Fung, T. (2004). Student role adjustment in online communities of inquiry: Model and instrument validation. Journal of Asynchronous Learning Networks, 8(2), 61-74.
  • Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72.
  • Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues and future directions. The Internet and Higher Education, 10(3), 157-172.
  • Garrison, D. R., & Cleveland-Innes, M. F. (2010). Foundations of distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 13-25). Routledge.
  • Gonzales, J. C., Guzman, J. L., Dormido, S., & Berenguel, M. (2013). Development of interactive books for control education. IFAC Proceedings Volumes, 46(17), 150-155.
  • Hilgenberg, C., & Tolone, W. (2000). Student perceptions of satisfaction and opportunities for critical thinking in distance education by interactive video. American Journal of Distance Education, 14(3), 59-73.
  • Homer, B. D., Plass, J. L., & Blake, L. (2008). The effects of video on cognitive load and social presence in multimedia-learning. Computers in Human Behaviour, 24, 786-797.
  • Ice, P., Swan, K., Diaz, S., Kupczynski, L., & Swan-Dagen, A. (2010). An analysis of students’ perceptions of the value and efficacy of instructor’s auditory and text-based feedback modalities across multiple conceptual levels. Journal of Educational Computing Research, 43(1), 113-134.
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
  • Johnson, B., & Turner, L. (2003). Data collection strategies in mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 297-319). Sage.
  • Kara, M., & Keş, Y. (2016). Bir öğrenme aracı olarak etkileşimli e-kitap. Art-e Sanat Dergisi, 9(17), 189-209.
  • Koumi, J. (2006). Designing video and multimedia for open and flexible learning. Routledge.
  • Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.
  • Mayer, R. E. (2009). Multimedia learning. Cambridge University Press.
  • Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view. Wadsworth.
  • Peters, O. (2003). Learning with new media in distance education. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 87-112). Lawrence Erlbaum Associates.
  • Rao, S. S. (2003). Electronic books: A review and evaluation. Library Hi-Tech, 21(1), 85-93.
  • Rourke, L., Anderson, T., Garrison, R. D., & Archer, W. (2001). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14(2), 50-71.
  • Shea, P. (2006). A study of students’ sense of learning community in online environments. Journal of Asynchronous Learning Networks, 10(1), 35-44.
  • Shea, P., Li, S. C., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. The Internet and Higher Education, 9(3), 175-190.
  • Shea, P., Hayes, S., Smith, S. U., Vickers, J., Bidjerano, T., Pickett, A., & Jian, S. (2012). Learning presence: Additional research on a new conceptual element within the community of inquiry framework. The Internet and Higher Education, 15(2), 89-95.
  • Swan, K., Richardson, J., Ice, P., Shea, P., Cleveland-Innes, M., Diaz, S., & Garrison, R. (2008). Validating a measurement tool of presence in online communities of inquiry. E-mentor, 2(24). https://www.e-mentor.edu.pl/artykul/index/numer/24/id/543
  • Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education. Allyn & Bacon.
  • Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Applied Social Research Methods Series. Sage.
  • The Community of Inquiry. (t.y.). CoI survey. https://coi.athabascau.ca/coi-model/coi-survey/
  • Wetzel, C. D., Radtke, P. H., & Stern, H. W. (1994). Review of the effectiveness of video media in instruction. Erlbaum.
  • Wisher, A. R., & Curnow, K. C. (2003). Video-based instruction in distance learning: From motion pictures to the internet. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 315-330). Lawrence Erlbaum Associates.
  • Zhang, D., Zhao, L. J., Zhou, L., & Nunamaker, F. J. (2004). Can e-learning replace classroom learning? Communications of the ACM, 47(5), 75-79.
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Yükseköğretim Çalışmaları (Diğer)
Bölüm Ampirik Araştırma
Yazarlar

Mustafa Çağatay Tok 0000-0002-0509-2368

Cengiz Hakan Aydın 0000-0002-9186-1791

Erken Görünüm Tarihi 30 Nisan 2025
Yayımlanma Tarihi 30 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 15 Sayı: 1

Kaynak Göster

APA Tok, M. Ç., & Aydın, C. H. (2025). Açık ve Uzaktan Öğrenmede Yararlanılan Etkileşimli E-Kitaplarda Yer Alan Ders Tanıtım Videoları Üzerine Bir İnceleme. Yükseköğretim Dergisi, 15(1), 79-94. https://doi.org/10.53478/yuksekogretim.1329169
 Kapak Resmi İndir

Yayıncı

34633
Vedat Dalokay Caddesi No: 112 Çankaya 06670 ANKARA

(+90) (212) 513 48 24
tuba-her@tuba.gov.tr 

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Yükseköğretim Dergisi / TÜBA Higher Education Research/Review (TÜBA-HER), dergide yayımlanan makalelerde ifade edilen görüşleri resmî olarak benimsememekte ve derginin basılı ya da çevrim içi sürümlerinde yer alan herhangi bir ürün veya hizmet reklamı konusunda garanti vermemektedir. Yayımlanan makalelerin bilimsel ve hukuki sorumluluğu yazarlara aittir.


Makalelerle birlikte gönderilen resim, şekil, tablo vb. materyaller özgün olmalı ya da daha önce yayımlanmışlarsa, hem basılı hem de çevrim içi sürümlerde yayımlanmak üzere eser sahibinden alınmış yazılı izinle birlikte sunulmalıdır. Yazarlar, makaleleri yayımlanmak üzere kabul edildiğinde tüm yayın haklarını derginin yayıncısı olan Türkiye Bilimler Akademisine (TÜBA) devrettiklerini kabul ederler. Yayımlanan tüm içeriklerin (metin ve görsel materyaller) telif hakları dergiye aittir. Dergide yayımlanmak üzere kabul edilen makaleler için telif hakkı ya da başka bir ad altında ödeme yapılmaz ve yazar(lar)dan makale işlem ücreti alınmaz; ancak yeniden baskı (reprint) talepleri yazarın sorumluluğundadır.

Bilimsel bilgi ve araştırmalara küresel açık erişimi teşvik etmek amacıyla TÜBA, çevrim içi olarak yayımlanan tüm içeriklerin (aksi belirtilmedikçe) okuyucular, araştırmacılar ve kurumlar tarafından serbestçe kullanılmasına izin vermektedir. Bu kullanım, eserin kaynağının belirtilmesi koşuluyla ve ticari amaç dışında, herhangi bir değişiklik yapılmaksızın Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) lisansı kapsamında mümkündür. Ticari kullanım için lütfen yayıncı ile iletişime geçiniz.