Tolga GÜYER, Şeyhmus AYDOĞDU, Bilal ATASOY, Mertcan ÜNAL, Akça Okan YÜKSEL

Delphi Tekniği Kullanılarak Kritik ve Öncelikli Öğrenme Analitiği Göstergelerinin Belirlenmesi

Öğrenme analitikleri eğitim ortamlarının ve paydaşlarının objektif ölçümlerle anlaşılabilmesine imkân sağlaması, bu ortamlarda yaşanan sorunlara çözüm sunması ve bu ortamların daha verimli hale getirilmesine yönelik yeni yaklaşımlar sunması nedeniyle üzerine dikkatleri çeken bir konu haline gelmiştir. Öğrenme analitiği göstergeleri ise, henüz öğrenme problemleri ile ilişkilendirilmemiş, ancak e-öğrenme ortamlarında kullanılabilecek türde analitiklerdir. Bir bakıma öğrenme analitiği adaylarıdır. Bu çalışmanın amacı gelişim aşamasında görülen öğrenme analitiklerinin temellerine değinmenin yanı sıra, araştırmacı ve uygulamacılara e-öğrenme ortamlarında kullanabilecekleri öğrenme analitiği göstergelerine ilişkin bir liste sunmaktır. Çalışmada, alanyazın taramasından elde edilen göstergelerin yanı sıra Delphi tekniği kullanılarak uzmanların fikir birliğine vardıkları göstergelere de ulaşılmıştır. Çalışma için geliştirilen çevrimiçi platform aracılığıyla yürütülen Delphi panelleri yaklaşık 1 yıl sürmüş, 22 uzman ile başlayan süreç 11 uzman ile 4 tur sonunda tamamlanmıştır. Çalışmada demografik, betimsel ve algoritmik üst başlıklarında toplam 41 maddeden oluşan öğrenme analitiği göstergesine ulaşılmıştır. Bu listenin gerek öğrenme analitiklerini kullanarak öğrenme ortamlarında nesnel kararlar almaya çalışan uygulayıcılara gerekse de öğrenme analitiği ile ilgili konularda çalışmayı düşünen araştırmacılara katkı sağlayacağı düşünülmektedir.

Determination of Critical and Priority Learning Analytics Indicators Using Delphi Technique

Learning analytics has become a subject that attracts attention because it allows educational environments and stakeholders to be understood through objective measurements, provides solutions to problems experienced in these environments and offers new approaches to making these environments more efficient. Learning analytics indicators are the kind of analytics that have not yet been associated with learning problems, but can be used in e-learning environments. In a way, they are candidates for learning analytics. The purpose of this study is to provide a list of learning analytics indicators that researchers and practitioners can use in e-learning environments, as well as addressing the basics of learning analytics seen in the development phase. In this study, in addition to the indicators obtained from the literature review, the indicators that the experts concurred on were reached by using the Delphi technique as well. Delphi panels conducted through the online platform developed for the study lasted about 1 year, the process that started with 22 experts was completed at the end of 4 rounds with 11 experts. In the study, learning analytics indicator consisting of 41 items in demographic, descriptive and algorithmic headings was reached. It is believed that this list will contribute both to practitioners who try to make objective decisions in learning environments using learning analytics, as but also to researchers who are considering working on issues related to learning analytics.

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