Artificial intelligence (AI) technologies are used in many dimensions of our lives, including education. Motivated by the increasing use of AI technologies and the current state of the art, this study examines research on AI from the perspective of online distance education. Following a systematic review protocol and using data mining and analytics approaches, the study examines a total of 276 publications. Accordingly, time trend analysis increases steadily with a peak in recent years, and China, India, and the United States are the leading countries in research on AI in online learning and distance education. Computer science and engineering are the research areas that make the most of the contribution, followed by social sciences. t-SNE analysis reveals three dominant clusters showing thematic tendencies, which are as follows: (1) how AI technologies are used in online teaching and learning processes, (2) how algorithms are used for the recognition, identification, and prediction of students’ behaviors, and (3) adaptive and personalized learning empowered through artificial intelligence technologies. Additionally, the text mining and social network analysis identified three broad research themes, which are (1) educational data mining, learning analytics, and artificial intelligence for adaptive and personalized learning; (2) algorithmic online educational spaces, ethics, and human agency; and (3) online learning through detection, identification, recognition, and prediction.

Gender diversity and equality have a significant influence on policymaking regarding sustainable development, environmental issues, and urbanism. This study examines the general bibliometric outlook and research patterns of publications on gender equality, urbanism, and sustainability to provide a general perspective on the relevant literature and trends for institutions and scholars who wish to conduct research within the framework of gender, sustainability, and urbanism. The findings of this study show that there are a limited number of studies dealing with gender equality, sustainability, and urbanism. The study analyzed 308 papers in total, utilizing data mining and analytics techniques such as t-SNE and SNA for a systematic review process. The study utilized the PRISMA protocol as the research method. The results showed that research on the frame of gender, sustainability, and urbanism peaked in 2021, and the top countries for studying gender, sustainability, and urbanism are the USA, the UK, Spain, and China. The research fields that contributed the most were those dealing with environmental studies and green and sustainable technologies, followed by those dealing with business and women’s studies. The following three thematically inclined clusters were revealed by the t-SNE analysis: (1) Gender Diversity, Corporate Sustainability, and Board Governance; (2) Gender, Environmental Sustainability, Sustainable Development, and Policy Agenda; and (3) Gender, Sustainable Urbanism, and Community Development. The findings of the study revealed that fostering gender equality with policies such as gender mainstreaming, as in SDG 5 and SDG 11, and gender equality strategies of the EU or UN will help to overcome discrimination against women in the urban space and empower sustainable development.

Along with the Covid-19 pandemic lockdowns experienced, educational institutions of every level conveyed their learning environments to digital environments mostly utilizing online video conference technology. These environments, which were basically designed as communication technologies, were used intensively in online classes in this process where the learner and the instructor were at a distance. This study aimed to examine camera sharing in online learning environments where online video conference applications were used during the Covid–19 pandemic in terms of interaction. This study used a mixed-method and explanatory sequential design model. Whether learners, the participants of this study, shared their camera during online classes and what they thought about learner-learner and learner–instructor interaction was structured through data collection processes using both quantitative and qualitative methods. The findings of the research reveal that the learners in online classes are hesitant about sharing their cameras (for reasons of privacy, distraction, concern, etc.). On the other hand, the learners expressed their opinions that especially the camera sharing made by the instructor (for reasons such as contributing to focus, providing feedback, feeling valued, etc.) increases the interaction.

Bu araştırmada, dijital yerlilerin öğrenme süreçlerinde infografiklerin nasıl kullanılabileceğine ilişkin önerilerin sunulduğu kuramsal bir çerçevenin geliştirilmesi amaçlanmıştır. Bu amaçla, dijital yerlilerin öğrenme süreçlerinde infografiklerin nasıl kullanılabileceği sorusu, araştırmanın ana sorusu olarak belirlenmiştir. Nitel bir bakış açısıyla desenlenen bu araştırmada, araştırma modeli olarak döküman incelemesi yöntemi tercih edilmiştir. Bu bağlamda, ulusal ve uluslararası alanyazın taraması yapılarak ulaşılan tema ve ana temalardan dijital yerlilerin öğrenme süreçlerinde infografiklerin kullanımına ilişkin kuramsal bir çerçeve geliştirilmiştir. Araştırma kapsamında sunulan kuramsal çerçevenin dayanağını Tapscott (2009) tarafından tanımlanan dijital yerlilerin özellikleri ile Smiciklas (2012) tarafından infografik kavramının üstün yönlerini ifade etmede kullanılan ilkeler oluşturmaktadır. Sonuç olarak, araştırma kapsamında geliştirilen kuramsal çerçevenin, dijital yerliler ve infografik konularında araştırma yapmak isteyen kurum/kuruluşlara, araştırmacılara ve öğrenenlere yol gösterici nitelikte olduğu söylenebilir. Buna ek olarak, gelecekte yapılacak çalışmalar için benzer konunun farklı teknolojilerle ve farklı gruplarla geniş kapsamda çalışılması, araştırma kapsamında sunulan kuramsal çerçevenin geliştirilerek uygulamaya dayalı bir araştırmaya dönüştürülmesi araştırmanın önerileri arasında yer almaktadır.