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This article presents a longitudinal study of global teaching and learning experiences during the Covid-19 pandemic. The study is based on material presented in two articles written 1 year apart from each other by a group of 84 authors from 20 countries. The first article, ‘Teaching in the Age of Covid-19’, consists of short testimonies and workspace photographs collected between 18 March and 5 May 2020. The second article, ‘Teaching in the Age of Covid-19 – One Year Later’, consists of short testimonies and workspace photographs collected between 17 March and 31 May 2021. This material is analysed in several different ways. Some parts of the paper treat the testimonies as personal, positional, narratives, while other parts of the paper examine the testimonies for what they represent as data. Readers are invited to read the original testimonies, view the original images and move back and forth between both narratives and data. As narratives, each author has demonstrated their individual postdigital positionality through praxis. As data, these mutually constitutive accounts offer a much larger, powerful commentary, on the position of educators across the globe during this pandemic. The discussion and conclusion blend the two understandings into a postdigital data-narrato-logy, where data and narrative interact in ways similar to interactions between theory and practice within the concept of praxis.
Petar Jandrić; Aras Bozkurt; Miranda McKee; Sarah Hayes. Teaching in the Age of Covid-19 - A Longitudinal Study. Postdigital Science and Education 2021, 1 -28.
AMA StylePetar Jandrić, Aras Bozkurt, Miranda McKee, Sarah Hayes. Teaching in the Age of Covid-19 - A Longitudinal Study. Postdigital Science and Education. 2021; ():1-28.
Chicago/Turabian StylePetar Jandrić; Aras Bozkurt; Miranda McKee; Sarah Hayes. 2021. "Teaching in the Age of Covid-19 - A Longitudinal Study." Postdigital Science and Education , no. : 1-28.
Lesley Gourlay; Networked Learning Editorial Collective (NLEC); José Luis Rodríguez-Illera; Elena Barberà; Maha Bali; Daniela Gachago; Nicola Pallitt; Chris Jones; Siân Bayne; Stig Børsen Hansen; Stefan Hrastinski; Jimmy Jaldemark; Chryssa Themelis; Magda Pischetola; Lone Dirckinck-Holmfeld; Adam Matthews; Kalervo N. Gulson; Kyungmee Lee; Brett Bligh; Patricia Thibaut; Marjan Vermeulen; Femke Nijland; Emmy Vrieling-Teunter; Howard Scott; Klaus Thestrup; Tom Gislev; Marguerite Koole; Maria Cutajar; Sue Tickner; Ninette Rothmüller; Aras Bozkurt; Tim Fawns; Jen Ross; Karoline Schnaider; Lucila Carvalho; Jennifer K. Green; Mariana Hadžijusufović; Sarah Hayes; Laura Czerniewicz; Jeremy Knox. Networked Learning in 2021: A Community Definition. Postdigital Science and Education 2021, 3, 326 -369.
AMA StyleLesley Gourlay, Networked Learning Editorial Collective (NLEC), José Luis Rodríguez-Illera, Elena Barberà, Maha Bali, Daniela Gachago, Nicola Pallitt, Chris Jones, Siân Bayne, Stig Børsen Hansen, Stefan Hrastinski, Jimmy Jaldemark, Chryssa Themelis, Magda Pischetola, Lone Dirckinck-Holmfeld, Adam Matthews, Kalervo N. Gulson, Kyungmee Lee, Brett Bligh, Patricia Thibaut, Marjan Vermeulen, Femke Nijland, Emmy Vrieling-Teunter, Howard Scott, Klaus Thestrup, Tom Gislev, Marguerite Koole, Maria Cutajar, Sue Tickner, Ninette Rothmüller, Aras Bozkurt, Tim Fawns, Jen Ross, Karoline Schnaider, Lucila Carvalho, Jennifer K. Green, Mariana Hadžijusufović, Sarah Hayes, Laura Czerniewicz, Jeremy Knox. Networked Learning in 2021: A Community Definition. Postdigital Science and Education. 2021; 3 (2):326-369.
Chicago/Turabian StyleLesley Gourlay; Networked Learning Editorial Collective (NLEC); José Luis Rodríguez-Illera; Elena Barberà; Maha Bali; Daniela Gachago; Nicola Pallitt; Chris Jones; Siân Bayne; Stig Børsen Hansen; Stefan Hrastinski; Jimmy Jaldemark; Chryssa Themelis; Magda Pischetola; Lone Dirckinck-Holmfeld; Adam Matthews; Kalervo N. Gulson; Kyungmee Lee; Brett Bligh; Patricia Thibaut; Marjan Vermeulen; Femke Nijland; Emmy Vrieling-Teunter; Howard Scott; Klaus Thestrup; Tom Gislev; Marguerite Koole; Maria Cutajar; Sue Tickner; Ninette Rothmüller; Aras Bozkurt; Tim Fawns; Jen Ross; Karoline Schnaider; Lucila Carvalho; Jennifer K. Green; Mariana Hadžijusufović; Sarah Hayes; Laura Czerniewicz; Jeremy Knox. 2021. "Networked Learning in 2021: A Community Definition." Postdigital Science and Education 3, no. 2: 326-369.
The field of distance education (DE) is dynamic and constantly evolving; it reflects and adapts according to changes in socio-cultural, demographic, political, and technological domains. Thus, there is a need to understand past and present activities in the field, in order to better inform future research. The main purpose of this study was to examine DE research through data mining and analytics approaches, using social network analysis (SNA) and text mining to conduct a bibliographic analysis. The findings highlighted three main strands of DE research: (a) issues related to open education; (b) the design, support, and quality assurance of online DE; and (c) the implementation and use of educational technology, media, and digital tools. SNA of the bibliometric data identified pivotal theoretical contributions, including that the fields of distance education and educational technology converge. The article concludes with recommendations for future research directions.
Aras Bozkurt; Olaf Zawacki-Richter. Trends and Patterns in Distance Education (2014–2019): A Synthesis of Scholarly Publications and a Visualization of the Intellectual Landscape. The International Review of Research in Open and Distributed Learning 2021, 22, 19 -45.
AMA StyleAras Bozkurt, Olaf Zawacki-Richter. Trends and Patterns in Distance Education (2014–2019): A Synthesis of Scholarly Publications and a Visualization of the Intellectual Landscape. The International Review of Research in Open and Distributed Learning. 2021; 22 (2):19-45.
Chicago/Turabian StyleAras Bozkurt; Olaf Zawacki-Richter. 2021. "Trends and Patterns in Distance Education (2014–2019): A Synthesis of Scholarly Publications and a Visualization of the Intellectual Landscape." The International Review of Research in Open and Distributed Learning 22, no. 2: 19-45.
Artificial intelligence (AI) has penetrated every layer of our lives, and education is not immune to the effects of AI. In this regard, this study examines AI studies in education in half a century (1970–2020) through a systematic review approach and benefits from social network analysis and text-mining approaches. Accordingly, the research identifies three research clusters (1) artificial intelligence, (2) pedagogical, and (3) technological issues, and suggests five broad research themes which are (1) adaptive learning and personalization of education through AI-based practices, (2) deep learning and machine Learning algorithms for online learning processes, (3) Educational human-AI interaction, (4) educational use of AI-generated data, and (5) AI in higher education. The study also highlights that ethics in AI studies is an ignored research area.
Aras Bozkurt; Abdulkadir Karadeniz; David Baneres; Ana Guerrero-Roldán; M. Rodríguez. Artificial Intelligence and Reflections from Educational Landscape: A Review of AI Studies in Half a Century. Sustainability 2021, 13, 800 .
AMA StyleAras Bozkurt, Abdulkadir Karadeniz, David Baneres, Ana Guerrero-Roldán, M. Rodríguez. Artificial Intelligence and Reflections from Educational Landscape: A Review of AI Studies in Half a Century. Sustainability. 2021; 13 (2):800.
Chicago/Turabian StyleAras Bozkurt; Abdulkadir Karadeniz; David Baneres; Ana Guerrero-Roldán; M. Rodríguez. 2021. "Artificial Intelligence and Reflections from Educational Landscape: A Review of AI Studies in Half a Century." Sustainability 13, no. 2: 800.
Blockchain is an online decentralized and distributed ledger technology that has the ability to keep and track records in a safe, verifiable, and transparent manner. More significantly, it has an infrastructure that is compatible with Web 3.0, which offers great potential for lifelong learning. This chapter explains the different modalities of learning (formal, non-formal, informal), blockchain technology, and its current use in educational processes. Based on the findings, the authors suggest that blockchain technology can be used to connect and interlink different educational experiences that occur in different educational modalities, enabling us to evaluate educational processes holistically and thus promote lifelong learning through the use of cutting-edge technologies.
Aras Bozkurt; Hasan Ucar. Blockchain Technology as a Bridging Infrastructure Among Formal, Non-Formal, and Informal Learning Processes. Research Anthology on Adult Education and the Development of Lifelong Learners 2021, 959 -970.
AMA StyleAras Bozkurt, Hasan Ucar. Blockchain Technology as a Bridging Infrastructure Among Formal, Non-Formal, and Informal Learning Processes. Research Anthology on Adult Education and the Development of Lifelong Learners. 2021; ():959-970.
Chicago/Turabian StyleAras Bozkurt; Hasan Ucar. 2021. "Blockchain Technology as a Bridging Infrastructure Among Formal, Non-Formal, and Informal Learning Processes." Research Anthology on Adult Education and the Development of Lifelong Learners , no. : 959-970.
The open nature of online networked spaces enables diverse participation from all around the globe, raising cultural diversity as a paramount issue within the learning perspective. In this context, the purpose of this research is to examine participation and engagement patterns in online networked learning spaces in terms of cultural dimensions. The findings of this research have demonstrated that there is diversity in both time and space. The geographical distribution demonstrates that most of the participation originates from developed, Western, Anglo-Saxon cultures. Diversity in time creates its own loop, in which interactions were fed continuously and terms, such as day and night, sync and async have blurred borders. The English language is dominant over other languages and learners predominantly participate from those countries where English is spoken as a native or official language. In terms of cultural perspectives, the findings indicate that there is cultural dominancy as well as cultural diversity in online networked learning spaces.
Aras Bozkurt; Müjgan Yazıcı; Irem Erdem Aydın. Cultural Diversity and Its Implications in Online Networked Learning Spaces. Research Anthology on Developing Effective Online Learning Courses 2021, 1823 -1849.
AMA StyleAras Bozkurt, Müjgan Yazıcı, Irem Erdem Aydın. Cultural Diversity and Its Implications in Online Networked Learning Spaces. Research Anthology on Developing Effective Online Learning Courses. 2021; ():1823-1849.
Chicago/Turabian StyleAras Bozkurt; Müjgan Yazıcı; Irem Erdem Aydın. 2021. "Cultural Diversity and Its Implications in Online Networked Learning Spaces." Research Anthology on Developing Effective Online Learning Courses , no. : 1823-1849.
The purpose of this chapter is to present the similarities and differences of three learning communities: communities of practice (CoPs), professional learning communities (PLCs), and professional learning networks (PLNs). For this purpose, researchers adopted a qualitative phenomenological approach and interviews with three connected educators and content area experts were conducted regarding their views, perceptions, and experiences of the various learning communities and how technology (specifically Twitter) is used as part of their learning in an open community. Additionally, the interviews helped explain the current practices in community development and support, the evolution from a lurker to a contributor to a community leader, and the evolution from a community to a network.
Heather Robinson; Whitney Kilgore; Aras Bozkurt. Learning Communities. Research Anthology on Facilitating New Educational Practices Through Communities of Learning 2021, 347 -365.
AMA StyleHeather Robinson, Whitney Kilgore, Aras Bozkurt. Learning Communities. Research Anthology on Facilitating New Educational Practices Through Communities of Learning. 2021; ():347-365.
Chicago/Turabian StyleHeather Robinson; Whitney Kilgore; Aras Bozkurt. 2021. "Learning Communities." Research Anthology on Facilitating New Educational Practices Through Communities of Learning , no. : 347-365.
In this current era of the fourth industrial revolution, the fifth generation of distance education has held out hopes of unique opportunities for engineering. With the aim of investigating the field of engineering through distance education, this study conducted a systematic review involving text‐mining and social network analysis to examine 120 publications on this topic. The time trend analysis found that there has been a steadily increasing interest in engineering through distance education. Analysis of subject areas revealed that a considerable amount of the publications on engineering through distance education falls under the social sciences subject area, suggesting that there is a need for more interdisciplinary studies. In examining the geographical distribution of the publications, it was observed that most contributions come from the United States, a developed country that has invested heavily in educating students through distance education. The research patterns identified through text‐mining and social network analysis revealed three major themes: (I) technology‐enhanced distance engineering education, (II) e‐learning and m‐learning, and (III) virtual and remote labs.
Serpil Kocdar; Aras Bozkurt; Tulay Goru Dogan. Engineering through distance education in the time of the fourth industrial revolution: Reflections from three decades of peer reviewed studies. Computer Applications in Engineering Education 2020, 29, 931 -949.
AMA StyleSerpil Kocdar, Aras Bozkurt, Tulay Goru Dogan. Engineering through distance education in the time of the fourth industrial revolution: Reflections from three decades of peer reviewed studies. Computer Applications in Engineering Education. 2020; 29 (4):931-949.
Chicago/Turabian StyleSerpil Kocdar; Aras Bozkurt; Tulay Goru Dogan. 2020. "Engineering through distance education in the time of the fourth industrial revolution: Reflections from three decades of peer reviewed studies." Computer Applications in Engineering Education 29, no. 4: 931-949.
This paper reports on the first stage of an international comparative study for the project “Digital educational architectures: Open learning resources in distributed learning infrastructures–EduArc”, funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries’ political structure organisation. The discussion and conclusion point at the importance of understanding each country’s context and culture, in order to understand the differences between them, as well as the challenges they face.
Victoria I. Marín; Melissa Bond; Olaf Zawacki-Richter; Cengiz H. Aydin; Svenja Bedenlier; Aras Bozkurt; Dianne Conrad; Insung Jung; Yasar Kondakci; Paul Prinsloo; Adnan Qayyum; Jennifer Roberts; Albert Sangrà; Patricia J. Slagter Van Tryon; George Veletsianos; Junhong Xiao. A Comparative Study of National Infrastructures for Digital (Open) Educational Resources in Higher Education. Open Praxis 2020, 12, 241 -256.
AMA StyleVictoria I. Marín, Melissa Bond, Olaf Zawacki-Richter, Cengiz H. Aydin, Svenja Bedenlier, Aras Bozkurt, Dianne Conrad, Insung Jung, Yasar Kondakci, Paul Prinsloo, Adnan Qayyum, Jennifer Roberts, Albert Sangrà, Patricia J. Slagter Van Tryon, George Veletsianos, Junhong Xiao. A Comparative Study of National Infrastructures for Digital (Open) Educational Resources in Higher Education. Open Praxis. 2020; 12 (2):241-256.
Chicago/Turabian StyleVictoria I. Marín; Melissa Bond; Olaf Zawacki-Richter; Cengiz H. Aydin; Svenja Bedenlier; Aras Bozkurt; Dianne Conrad; Insung Jung; Yasar Kondakci; Paul Prinsloo; Adnan Qayyum; Jennifer Roberts; Albert Sangrà; Patricia J. Slagter Van Tryon; George Veletsianos; Junhong Xiao. 2020. "A Comparative Study of National Infrastructures for Digital (Open) Educational Resources in Higher Education." Open Praxis 12, no. 2: 241-256.
This paper presents a review of distance education literature published in the Turkish Online Journal of Distance Education (TOJDE) to describe the status thereof and to identify gaps and priority areas in distance education research based on a validated classification of research areas. The articles (N = 784) published between 2000 and 2015 were reviewed for this study. Findings indicated that issues related to educational technology are a popular research area in articles published in TOJDE. Nearly all the articles are theoretical/descriptive, quantitative, or qualitative in nature. According to publication and authorship patterns, TOJDE is an international journal with a special ability to reflect developments in its near region in the field of distance education.
Cengiz Hakan; Olaf Zawacki-Richter; Aras Bozkurt. A Review and Content Analysis of the Turkish Online Journal of Distance Education Publications Between 2000 and 2015. EDEN Conference Proceedings 2020, 217 -225.
AMA StyleCengiz Hakan, Olaf Zawacki-Richter, Aras Bozkurt. A Review and Content Analysis of the Turkish Online Journal of Distance Education Publications Between 2000 and 2015. EDEN Conference Proceedings. 2020; (1):217-225.
Chicago/Turabian StyleCengiz Hakan; Olaf Zawacki-Richter; Aras Bozkurt. 2020. "A Review and Content Analysis of the Turkish Online Journal of Distance Education Publications Between 2000 and 2015." EDEN Conference Proceedings , no. 1: 217-225.
Aras Bozkurt. Educational Technology Research Patterns in the Realm of the Digital Knowledge Age. Journal of Interactive Media in Education 2020, 2020, 18 .
AMA StyleAras Bozkurt. Educational Technology Research Patterns in the Realm of the Digital Knowledge Age. Journal of Interactive Media in Education. 2020; 2020 (1):18.
Chicago/Turabian StyleAras Bozkurt. 2020. "Educational Technology Research Patterns in the Realm of the Digital Knowledge Age." Journal of Interactive Media in Education 2020, no. 1: 18.
Suzan Koseoglu; Tugba Ozturk; Hasan Ucar; Engin Karahan; Aras Bozkurt. 30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning. Journal of Interactive Media in Education 2020, 2020, 1 .
AMA StyleSuzan Koseoglu, Tugba Ozturk, Hasan Ucar, Engin Karahan, Aras Bozkurt. 30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning. Journal of Interactive Media in Education. 2020; 2020 (1):1.
Chicago/Turabian StyleSuzan Koseoglu; Tugba Ozturk; Hasan Ucar; Engin Karahan; Aras Bozkurt. 2020. "30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning." Journal of Interactive Media in Education 2020, no. 1: 1.
Online learning practices have gained momentum as a result of the developments in network technologies and an increase in the capacity of current technological devices that are used to deliver learning. While up-to-date studies have examined the online learning readiness of traditional higher education learners, there remains a need to examine it in a large scale open and distance learning university. Therefore, the purpose of this study is to examine online learning readiness through quantitative cross-sectional and explanatory correlational research designs. The study included 6,507 open and distance learners enrolled in a giga university. By employing the valid and reliable Online Learning Readiness Scale (OLRS), multivariate and correlational analysis were used to interpret research findings. The findings revealed that the demographics of Open and Distance Learning (ODL) learners can be used as an indicator of online learning readiness and that there is a need for adaptive, personalized online learning systems. Moreover, there is a statistical significance between the time spent online and online learning readiness. The research further revealed that there is a correlation between online learning readiness and ODL learners’ preferred technological devices.
Mehmet Firat; Aras Bozkurt. Variables affecting online learning readiness in an open and distance learning university. Educational Media International 2020, 57, 112 -127.
AMA StyleMehmet Firat, Aras Bozkurt. Variables affecting online learning readiness in an open and distance learning university. Educational Media International. 2020; 57 (2):112-127.
Chicago/Turabian StyleMehmet Firat; Aras Bozkurt. 2020. "Variables affecting online learning readiness in an open and distance learning university." Educational Media International 57, no. 2: 112-127.
Suzan Koseoglu; Aras Bozkurt; Leo Havemann. Critical Questions for Open Educational Practices. Distance Education 2020, 41, 153 -155.
AMA StyleSuzan Koseoglu, Aras Bozkurt, Leo Havemann. Critical Questions for Open Educational Practices. Distance Education. 2020; 41 (2):153-155.
Chicago/Turabian StyleSuzan Koseoglu; Aras Bozkurt; Leo Havemann. 2020. "Critical Questions for Open Educational Practices." Distance Education 41, no. 2: 153-155.
This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and distance learning, international education issues in open education, open educational practices and scholarship, open educational resources, MOOCs, prior learning accreditation and recognition, and learner characteristics are considered, following the framework of macro, meso, and micro levels of research in open and distance learning. Implications for future research at the macro, meso, and micro levels are then provided.
Olaf Zawacki-Richter; Dianne Conrad; Aras Bozkurt; Cengiz Hakan Aydin; Svenja Bedenlier; Insung Jung; Joachim Stöter; George Veletsianos; Lisa Marie Blaschke; Melissa Bond; Andrea Broens; Elisa Bruhn; Carina Dolch; Marco Kalz; Yasar Kondakci; Victoria Marin; Kerstin Mayrberger; Wolfgang Müskens; Som Naidu; Adnan Qayyum; Jennifer Roberts; Albert Sangrà; Frank Senyo Loglo; Patricia J. Slagter Van Tryon; Junhong Xiao. Elements of Open Education: An Invitation to Future Research. The International Review of Research in Open and Distributed Learning 2020, 21, 1 .
AMA StyleOlaf Zawacki-Richter, Dianne Conrad, Aras Bozkurt, Cengiz Hakan Aydin, Svenja Bedenlier, Insung Jung, Joachim Stöter, George Veletsianos, Lisa Marie Blaschke, Melissa Bond, Andrea Broens, Elisa Bruhn, Carina Dolch, Marco Kalz, Yasar Kondakci, Victoria Marin, Kerstin Mayrberger, Wolfgang Müskens, Som Naidu, Adnan Qayyum, Jennifer Roberts, Albert Sangrà, Frank Senyo Loglo, Patricia J. Slagter Van Tryon, Junhong Xiao. Elements of Open Education: An Invitation to Future Research. The International Review of Research in Open and Distributed Learning. 2020; 21 (3):1.
Chicago/Turabian StyleOlaf Zawacki-Richter; Dianne Conrad; Aras Bozkurt; Cengiz Hakan Aydin; Svenja Bedenlier; Insung Jung; Joachim Stöter; George Veletsianos; Lisa Marie Blaschke; Melissa Bond; Andrea Broens; Elisa Bruhn; Carina Dolch; Marco Kalz; Yasar Kondakci; Victoria Marin; Kerstin Mayrberger; Wolfgang Müskens; Som Naidu; Adnan Qayyum; Jennifer Roberts; Albert Sangrà; Frank Senyo Loglo; Patricia J. Slagter Van Tryon; Junhong Xiao. 2020. "Elements of Open Education: An Invitation to Future Research." The International Review of Research in Open and Distributed Learning 21, no. 3: 1.
Murat Artsin; Serpil Koçdar; Aras Bozkurt. Examination of Self-Regulated Learning Skills of Learners in the Context of Massive Open Online Courses. Anadolu Journal Of Educational Sciences International 2020, 1 -30.
AMA StyleMurat Artsin, Serpil Koçdar, Aras Bozkurt. Examination of Self-Regulated Learning Skills of Learners in the Context of Massive Open Online Courses. Anadolu Journal Of Educational Sciences International. 2020; ():1-30.
Chicago/Turabian StyleMurat Artsin; Serpil Koçdar; Aras Bozkurt. 2020. "Examination of Self-Regulated Learning Skills of Learners in the Context of Massive Open Online Courses." Anadolu Journal Of Educational Sciences International , no. : 1-30.
Hasan Ucar; Aras Bozkurt; Aylin Öztürk; Alper Tolga Kumtepe. Investigation of Distance Learners’ Volitional Competence. Anadolu Journal Of Educational Sciences International 2020, 10, 303 -323.
AMA StyleHasan Ucar, Aras Bozkurt, Aylin Öztürk, Alper Tolga Kumtepe. Investigation of Distance Learners’ Volitional Competence. Anadolu Journal Of Educational Sciences International. 2020; 10 (1):303-323.
Chicago/Turabian StyleHasan Ucar; Aras Bozkurt; Aylin Öztürk; Alper Tolga Kumtepe. 2020. "Investigation of Distance Learners’ Volitional Competence." Anadolu Journal Of Educational Sciences International 10, no. 1: 303-323.
The purpose of this chapter is to present the similarities and differences of three learning communities: communities of practice (CoPs), professional learning communities (PLCs), and professional learning networks (PLNs). For this purpose, researchers adopted a qualitative phenomenological approach and interviews with three connected educators and content area experts were conducted regarding their views, perceptions, and experiences of the various learning communities and how technology (specifically Twitter) is used as part of their learning in an open community. Additionally, the interviews helped explain the current practices in community development and support, the evolution from a lurker to a contributor to a community leader, and the evolution from a community to a network.
Heather Robinson; Whitney Kilgore; Aras Bozkurt. Learning Communities. The Black Experience and Navigating Higher Education Through a Virtual World 2020, 72 -91.
AMA StyleHeather Robinson, Whitney Kilgore, Aras Bozkurt. Learning Communities. The Black Experience and Navigating Higher Education Through a Virtual World. 2020; ():72-91.
Chicago/Turabian StyleHeather Robinson; Whitney Kilgore; Aras Bozkurt. 2020. "Learning Communities." The Black Experience and Navigating Higher Education Through a Virtual World , no. : 72-91.
Seamless learning is a form of learning whereby, regardless of location, the learning process, as it relates to learning needs and readiness, can continue through the aid of technology. Seamless learning environments are spaces that can be accessed independent of time and place through mobile or stationary devices, and that are equipped with technologies capable of meeting learning needs. With the advancements in technology, seamless learning environments are becoming increasingly popular. In this regard, the design of environments that are suitable for seamless learning in open and distance learning (ODL) fields is of critical importance. This study aimed to determine the criteria for the design of seamless learning environments in the context of ODL. In line with this aim, the Delphi technique, a qualitative research approach, was used. A total of 47 criteria under 10 different themes were identified in the study.
Erkan Yetik; Nilgun Ozdamar; Aras Bozkurt. Seamless Learning Design Criteria in the Context of Open and Distance Learning. The Black Experience and Navigating Higher Education Through a Virtual World 2020, 106 -127.
AMA StyleErkan Yetik, Nilgun Ozdamar, Aras Bozkurt. Seamless Learning Design Criteria in the Context of Open and Distance Learning. The Black Experience and Navigating Higher Education Through a Virtual World. 2020; ():106-127.
Chicago/Turabian StyleErkan Yetik; Nilgun Ozdamar; Aras Bozkurt. 2020. "Seamless Learning Design Criteria in the Context of Open and Distance Learning." The Black Experience and Navigating Higher Education Through a Virtual World , no. : 106-127.
Blockchain is an online decentralized and distributed ledger technology that has the ability to keep and track records in a safe, verifiable, and transparent manner. More significantly, it has an infrastructure that is compatible with Web 3.0, which offers great potential for lifelong learning. This chapter explains the different modalities of learning (formal, non-formal, informal), blockchain technology, and its current use in educational processes. Based on the findings, the authors suggest that blockchain technology can be used to connect and interlink different educational experiences that occur in different educational modalities, enabling us to evaluate educational processes holistically and thus promote lifelong learning through the use of cutting-edge technologies.
Aras Bozkurt; Hasan Ucar. Blockchain Technology as a Bridging Infrastructure Among Formal, Non-Formal, and Informal Learning Processes. Practical Perspectives on Educational Theory and Game Development 2020, 1 -15.
AMA StyleAras Bozkurt, Hasan Ucar. Blockchain Technology as a Bridging Infrastructure Among Formal, Non-Formal, and Informal Learning Processes. Practical Perspectives on Educational Theory and Game Development. 2020; ():1-15.
Chicago/Turabian StyleAras Bozkurt; Hasan Ucar. 2020. "Blockchain Technology as a Bridging Infrastructure Among Formal, Non-Formal, and Informal Learning Processes." Practical Perspectives on Educational Theory and Game Development , no. : 1-15.