UYARLANABİLİR EĞİTSEL İÇERİKLİ WEB ORTAMLARININ TASARIM İLKELERİ: ÖĞRENEN MODELİ

Uyarlanabilir çevrimiçi öğrenme ortamlarında öğrenen modeline yönelik tasarım ilkelerinin belirlendiği çalışma, karma yöntemli karşılaştırmalı türden ilişkisel tarama modeli deseninde tasarlanmıştır. İlkelerinin belirlenme süreci, bağıl önemlilik ve bulguların sağlamlığı olmak üzere iki boyutta gerçekleştirilmiştir. İlkelerin geliştirilmesi ve ilkelere yönelik bağıl önemliliğin belirlenmesi amacıyla yapılandırılmış çevrimiçi Delphi yönteminde faydalanılmıştır. Elde edilen ilkelere yönelik bulguların sağlamlığının belirlenmesi amacıyla, alanyazın taraması sonucu elde edilen araştırma verilerinin çözümlenmesinde içerik analizi ile birlikte bulguların sağlamlığı değerlendirme ölçütleri kullanılmıştır. Geleneksel Delphi çalışmasına kıyasla önceden tanımlanmış daha yapılandırılmış bir ilk anket turunu içeren çalışmada, 90 (%92) uzmanın yanıtları geçerli sayılmış ve bu uzmanlar çalışma grubunu oluşturmuştur. İlkelerin belirlenmesinde aritmetik ortalama, ilk çeyrek kayma, standart sapmadan yararlanılan çalışmanın ilk turunda uzmanlarca 17 ilke belirlenmiş, 15 ilke üzerinde uzmanların uzlaşıya ulaşmalarıyla dört tur uygulanan Delphi yöntemi son bulmuştur. Ayrıca, uygulama sonucunda elde edilen ilkelerin tamamına yönelik, güvenilirlik analizi (Croanbach Alpha) ve sınıf-içi korelasyon katsayısı (ICC) değerleri hesaplanmıştır. Delphi yöntemiyle belirlenen ilkeler doğrultusunda, öğrenen modelleye ilişkin 480 araştırma içerik analizi ile çözümlenmiş ve bulguların sağlamlığı ölçütlerine göre kategorik değerlendirme yapılmıştır. Çalışma sonucunda uzmanların bağıl önemlilik ölçütlerine göre, 13 ilkede neredeyse mükemmel uzlaşma ve 2 ilkede ise önemli derecede uzlaşma sağlandığı belirlenmiştir. Bulguların sağlamlığı değerlendirme ölçütlerine göre yapılan kategorik değerlendirme sonucunda ise, 14 ilkede güçlü araştırma desteği ve 1 ilkede ise orta dereceli (yeterli) araştırma desteği sağlandığı belirlenmiştir. Ayrıca, çalışma sonucunda elde edilen gözlemciler arası uyumunun (ICC=.926) yüksek düzeyde olduğu sonucuna ulaşılmıştır. Çalışmada elde edilen ilkeler gerek alanyazın gerekse alan uzmanlarının ortak eğilimlerini göstermektedir.

Anahtar Kelimeler:

uyarlanabilir, uyarlanabilir öğrenme, uyarlanabilir öğrenme ortamları, öğrenen modeli, yapılandırılmış çevrimiçi delphi yöntemi

THE DESIGN PRINCIPLES OF WEB ENVIRONMENTS WITH ADAPTIVE EDUCATIONAL CONTENT: LEARNER MODEL

This study, which aimed at determining the design principles towards the learner model in adaptive online learning environments, employed relational screening model. Determination of the principles was performed in two phases which are relative importance and robustness in the findings. Modified online Delphi method was utilised to develop the principles and to determine the relative importance. In order to assess the robustness in the findings, for the analysis of the data that were obtained by literature review, content analysis and evaluation criteria for the robustness of the findings was used. In the study, which involved a predefined and more structured first lap of survey, the responses of 90 experts (92%) were considered valid and they constituted the study group. During the first lap of the study, 17 principles were identified by utilising arithmetic mean, first quartile deviation and standard deviation, and the Delphi method ended after the consensus of the experts on 15 principles after four laps. Furthermore, the values of reliability analysis (Croanbach Alpha) and intraclass coefficient of correlation (ICC) of the principles were calculated. In accordance with the principles which were determined by using Delphi method, 480 studies related to learner model were analysed by using content analysis, and categorical assessment was done by considering the robustness in the findings. The criterion for the relative importance of the experts showed almost excellent agreement on all 13 principles and significant agreement on 2 principles. After the categorical evaluation of the robustness in the findings, it was noted that 14 principles showed strong research support and 1 principle showed moderate (sufficient) research support. Moreover, the agreement on principles between the observers (ICC=.926) was found high. The principles obtained through the study indicate the common inclinations both in the literature and of the domain experts.

Keywords:

adaptive, adaptive learning, adaptive learning environments, learner model, modified online delphi method,

PDF

___

Alexander, W. ve Serfass, R. (1999). Futuring tools for strategic quality planning in education. Milwaukee, WI: American Society for Quality Press.
Benyon, D. R. ve Murray, D. M. (1993). Adaptive systems; from intelligent tutoring to autonomous agents. Knowledge-Based Systems, 6(4), 197-219.
Brunk, B. (2003). A framework for understanding the privacy space. PhD Thesis. University of North Carolina, Chapel Hill.
Brusilovsky, P. (1999), Adaptive and ıntelligent technologies for web-based education. In C. Rollinger and C. Peylo (Eds.), Special issue on intelligent systems and teleteaching, Künstliche Intelligenz, 4, 19-25.
Brusilovsky, P. (1996). Methods and techniques of adaptive hypermedia. User Modeling and User-Adapted Interaction, 6(2-3), 87-129.
Brusilovsky, P. (1998). Methods and techniques of adaptive hypermedia. P. Brusilovsky, A. Kobsa and J. Vassileva (Eds.), Adaptive hypertext and hypermedia (1-44). Boston: Kluwer Academic Pub.
Brusilovsky, P. (2001). Adaptive hypermedia. User Modeling and User-Adapted Instruction, 11(1-2), 87-110.
Brusilovsky, P. (2003). Adaptive navigation support in educational hypermedia: The role of student knowledge level and the case for meta-adaptation. British Journal of Educational Technology, 34(4), 487-497.
Brusilovsky, P. ve Millán E. (2007). User models for adaptive hypermedia and adaptive educational systems. In P. Brusilovsky, A. Kobsa & W. Neidl (Eds), The Adaptive Web: Methods and Strategies of Web Personaliza¬tion, LNCS 4321 (pp. 3-53). Springer, Berlin/Heidelberg.
Brusilovsky, P. ve Nijhawan, H. (2002). A framework for adaptive e-learning based on distributed re-usable learning activities. In M. Driscoll, & T. C. Reeves (Eds.), Proceedings of World Conference on E-Learning, E-Learn 2002 (pp. 154-161). Montreal, Canada.
Brusilovsky, P. ve Peylo, C. (2003). Adaptive and intelligent web-based educational systems. International Journal of Artificial Intelligence in Education, 13(2), 156-169.
Burgos, D., Tattersall, T. ve Koper, R. (2006). Representing Adaptive E-Learning Strategies in IMS Learning Design. TENCompetence Conference. Sofia, Bulgaria.
Cabannis, K. (2001). Counselling and computer technology in the new millennium: An Internet Delphi study. PhD Thesis. Virginia Polytechnic Institute and State University.
Chen, C.-M. (2009). Personalized e-learning system with self-regulated learning assisted mechanisms for promoting learning performance. Expert Systems with Applications, 36, 8816–8829.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. (2nd ed.). Thousand Oaks, CA: Sage.
Custer, R. L., Scarcella, J. A. ve Stewart, B. R. (1999). The modified Delphi technique - a rotational modification. Journal of Vocational and Technical Education, 15(2), 50-58.
Çetinkaya, L. (2013). Uyarlanabilir eğitsel içerikli web ortamlarının tasarım ilkeleri (Yayınlanmamış doktora tezi). Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
Dennis, A. R., Wixom, B. H. ve Roth, R. M. (2006). Systems analysis and design. Hoboken: John Wiley & Sons.
Dillon-Marable, E. ve Valentine, T. (2006). Optimizing computer technology integration. Adult Basic Education, 16(2), 99-117.
Cross, D. D. (2002). Determining standards for sources of free information on the Internet for inclusion in academic library holdings by 2010. PhD Thesis. East Tennessee State University.
Everitt, B. (1996). Making sense of statistics in psychology. Oxford: Oxford University Press.
Güyer, T. ve Çebi, A. (2015). Türkiye’deki Uyarlanabilir Eğitsel Hiper Ortam Çalışmalarına Yönelik İçerik Analizi. Eğitim ve Bilim, 40(178), 61-83.
Gwet, K. (2001) Handbook of inter-rater reliability. Gaithersburg: StatAxis Publishing.
Jameson, A. (2003). Adaptive interfaces and agents. In J. Jacko & A. Sears (Eds.), Human-computer interaction handbook (pp. 305–330). Mahwah, NJ: Erlbaum.
Jones, V. ve Jo, J. H. (2004). Ubiquitous learning environment: an adaptive teaching system using ubiquitous technology. Beyond the Comfort Zone: Proceedings of the 21st ASCILITE Conference (pp. 468-474). Perth: School of Information Technology Griffith University Gold Coast.
Kavanagh, M. J. ve Thite, M. (2009). Human resource information systems: Basics, applications, and future directions. Los Angeles: Sage
King, R. J. (2007). A decision-making framework for total ownership cost management of complex systems: a delphi study. PhD Thesis. University of Phoenix.
Knutov, E., De Bra, P. ve Pechenizkiy, M. (2009). AH 12 years later: a comprehensive survey of adaptive hypermedia methods and techniques. New Review of Hypermedia & Multimedia, 15(1), 5-38. Taylor & Francis, UK.
Knutov, E., De Bra, P. ve Pechenizkiy, M. (2011). Generic Adaptation Framework: a Process-Oriented Perspective. JODI: Journal Of Digital Information, 12(1), 1-22.
Kobsa, A., Koenemann, J. ve Pohl, W. (2001). Personalized Hypermedia Presentation Tecniques for improving Online Customer Relationships. The Knowledge Engineering Review, 16, 111-155.
Koch, N. (2000). Software Engineering for Adaptive Hypermedia Systems: Reference Model, Modeling Techniques and Development Process. PhD Thesis. Ludwig-Maximilians-University of Munich.
Leavitt, M. ve Shneiderman, B. (2004). Research Based Web-Design & Usability Guidelines. Washington: GSA Book.
Lee, J. ve Park, O. (2008). Adaptive instructional systems (3nd ed.). In J. M. Spector, M. D. Merrill, J.v. Merrienboer & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (pp. 469-484). New York: Taylor Francis.
Linstone, H.A. ve Turoff, M. (Eds.) (2002). The delphi method: Techniques and applications. http://www.is.njit.edu/pubs/delphibook/delphibook.pdf adresinden 1 Mart 2012’de alınmıştır.
MacDonald, J. E. (2003). An exploration of the use of an online Delphi method within an advocacy group. PhD Thesis. University of Toronto, Canada.
Maxwell, J. A. (1996). Qualitative research design: An interpretative approach. Thousand Oaks, CA: Sage.
Papanikolaou, K. A., Grigoriadou, M., Kornilakis, H. ve Magoulas, G. D. (2003). Personalizing the interaction in a web-based educational hypermedia system: the case of INSPIRE. User Modelling and User Adapted Interaction, 13(3), 213-267.
Pollard, C. ve Pollard, R. (2004). Research priorities in educational technology: A Delphi study. Journal of Research on Technology in Education, 37(2), 145–160.
Reigeluth, C. M. (1996). A new paradigm of ISD? Educational Technology & Society, 36(3), 13-20.
Shah, H. A. ve Tillman, T. S. (2011). An international delphi study to build a foundation for an undergraduate level lean manufacturing curriculum. International Transaction Journal of Engineering, Management & Applied Sciences & Technologies, 9(3), 521-530.
Shute, V. J. ve Towle, B. (2003). Adaptive E-Learning. Educational Psychologist, 38, 105-114.
Shute, V. J. ve Zapata-Rivera, D. (2008). Adaptive technologies (3nd ed.). In J. M. Spector, M. D.
Simon, M. K. (2006). Dissertation and scholarly research: Recipes for success. Dubuque, IA: Kendall Hunt.
Merril, J. J. G. van Merriënboer & M. Driscoll (Eds.), Handbook ofresearch on educational communications and technology (pp. 277-294). New York, NY: Taylor and Francis.
Sommerville, I. (2007). Software engineering. Harlow: Addison-Wesley.
Stoyanov, S. ve Kirschner, P. (2004). Expert concept mapping method for defining the characteristics of adaptive e-learning: ALFANET project case. Educational Technology, Research & Developement, 52(2). 41-56.
Surjono, H. (2009). The development of an adaptive e-learmng system based on the e learning style diversity of visual-auditory-kinesthetic. The International Seminar On ICT For Education, Yogyakarta State University, Indonesia.
Tashakkori, A. ve Teddlie, C. B. (2003). Handbook of mixed methods in social and behavioral research. Thousand Oaks, CA: Sage.
Weber, G., Kuhl, H. -C. ve Weibelzahl, S. (2001). Developing adaptive internet based courses with the authoring system NetCoach. Lecture Notes in Computer Science, 2266, 226–238.
Youdas JW, Carey JR. ve Garrett TR (1991) Reliability of measurements of cervical spine range of motion—comparison of three methods. Physical Therapy, 71(2). 98-104.