Author
Aras Bozkurt
Other affiliations: University of South Africa
Bio: Aras Bozkurt is an academic researcher from Anadolu University. The author has contributed to research in topics: Distance education & Open education. The author has an hindex of 19, co-authored 106 publications receiving 1890 citations. Previous affiliations of Aras Bozkurt include University of South Africa.
Papers
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Abstract: At the end of the day, the lesson learnt was so simple... With online and offline connections, the world is a global village (McLuhan, 1962) and a butterfly flapping its wings in Asia can cause a hurricane all around the world (Lorenz, 1972). Currently, it seems that the global education system is in the middle of this hurricane. These times, where we are all witnessing developments warily, are certainly interesting and strange, but the hope is that lessons will have been learned once things hopefully return to normal. Though there were early warnings to be prepared (White, Ramirez, Smith, & Plonowski, 2010) and already ongoing interruptions to education (Briggs, 2018; GCPEA, 2018), this is the first crisis to occur on the global scale in the digital knowledge age, and there will be socio-cultural, economic, and political consequences in the wake of this crisis. In other words, the educational landscape will feel the rush of air from the butterfly’s flapping wings to the full extent.
607 citations
Anadolu University1, International Christian University2, Deakin University3, Princess Nora bint Abdul Rahman University4, University of the Republic5, National Scientific and Technical Research Council6, American University in Cairo7, Far Eastern University8, University of South Africa9, University of Minnesota10, Open University of Catalonia11, Aristotle University of Thessaloniki12, Lille University of Science and Technology13, Dublin City University14, Oklahoma State University–Stillwater15, Monterrey Institute of Technology and Higher Education16, University College London17, University of Béjaïa18, University of Victoria19, Ambedkar University Delhi20, University of Cambridge21, Fontys University of Applied Sciences22, National University of the Littoral23, University of Perpignan24, École Polytechnique25
TL;DR: In this paper, the authors present a collaborative reaction that narrates the overall view, reflections from the K-12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62,7% of the whole world population.
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K-12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62,7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.
452 citations
TL;DR: In this article, the authors explored the current trends in the field of distance education research during the period of 2009-2013 and identified the most commonly used keywords, and the most frequently cited authors and studies in distance education.
Abstract: This study intends to explore the current trends in the field of distance education research during the period of 2009-2013. The trends were identified by an extensive review of seven peer reviewed scholarly journals: The American Journal of Distance Education (AJDE), Distance Education (DE), The European Journal of Open, Distance and e-Learning (EURODL), The Journal of Distance Education (JDE), The Journal of Online Learning and Technology (JOLT), Open Learning: The Journal of Open, Distance and e-Learning (OL) and The International Review of Research in Open and Distributed Learning (IRRODL). A total of 861 research articles was reviewed. Mainly content analysis was employed to be able to analyze the current research. Also, a social network analysis (SNA) was used to interpret the interrelationship between keywords indicated in these articles. Themes were developed and the content of the articles in the selected journals were coded according to categories derived from earlier studies. The results were interpreted using descriptive analysis (frequencies) and social network analysis. The reporting of the results were organized into the following categories: research areas, theoretical and conceptual frameworks, variables, methods, models, strategies, data collection and analysis methods, and the participants. The study also identified the most commonly used keywords, and the most frequently cited authors and studies in distance education. The findings obtained in this study may be useful in the exploration of potential research areas and identification of neglected areas in the field of distance education.
226 citations
31 Aug 2020
TL;DR: In this paper, a meta-forlar grubunda metaforlar GRUBDA is proposed, i.e., a metaforlasam boyu ogrenme, ogretimsel bulunusluk, yapilandirilmis ogrenm, topluluk hissi, ozerklik, zaman ve mekan bagimsizlik, icsel motivasyon ve erisebilirlik temalari ortaya cikmistir.
Abstract: Koronavirus (Covid-19) pandemisiyle beraber tum egitim kurumlari kapatilmis, egitimin devamliligini saglamak uzere (acil) uzaktan egitim uygulamalari devreye sokulmustur. Bu surecten yuksekogretim kadar ilk ve ortaogretim duzeyindeki ogrenciler de etkilenmistir. Bu baglamda bu calisma ilkogretim ogrencilerinin pandemi suresince edindikleri deneyimleri nitel olgubilim (fenomenoloji) calismasi kapsaminda metafor analiziyle incelemistir. Calismada olumlu metafor grubunda kolaylastirici, yasam boyu ogrenme, ogretimsel bulunusluk, yapilandirilmis ogrenme, topluluk hissi, ozerklik, zaman ve mekan bagimsizlik, icsel motivasyon ve erisebilirlik temalari ortaya cikmistir. Olumsuz metaforlar grubunda ise yalnizlik duygusu, yapaylik, sosyallesme, dissal motivasyon, izolasyon, iletisimsizlik, psikolojik uzaklik, kalite, esitsizlik, anindalik ve duyussal yakinlik temalari ortaya cikmistir. Calisma sonucuna gore uzaktan egitimde kuram ve uygulamanin dengeli bir sekilde uygulanmasinin ve buna gore ogretim tasarimi yapilmasinin anlamli ogrenme deneyimleri saglayacagi dusunulmektedir.
147 citations
TL;DR: The trend line showing the number of articles per year indicates that the extent of research on MOOCs is likely to increase in the coming years, and an imbalance is revealed and three research areas out of fifteen constitute more than half of all research onMOOCs.
Abstract: To fully understand the phenomenon of massive open online courses (MOOCs), it is important to identify and map trends and patterns in research on MOOCs. This study does so by reviewing 362 empirical articles published in peer-reviewed journals from 2008 to 2015. For the purpose of this study, content analysis and discourse analysis were employed to analyze the articles. Accordingly, the trend line showing the number of articles per year indicates that the extent of research on MOOCs is likely to increase in the coming years. In terms of research areas, the findings reveal an imbalance and three research areas out of fifteen constitute more than half of all research on MOOCs. With regard to types of MOOCs, related literature is dominated by research on xMOOCs. The discourse in MOOC articles takes a mostly neutral standpoint, articles with a positive outlook outweigh those that are negative, and there is an increase in a more critical discourse. Theoretical or conceptual studies are preferred by researchers, although MOOC research generally does not benefit from being viewed through theoretical or conceptual lenses.
121 citations
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Book•
01 Jan 2012
Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
10,294 citations
TL;DR: In this article, a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers is presented.
Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.
4,931 citations
20 Jan 2017
TL;DR: The Grounded Theory: A Practical Guide through Qualitative Analysis as mentioned in this paper, a practical guide through qualitative analysis through quantitative analysis, is a good starting point for such a study.
Abstract: การวจยเชงคณภาพ เปนเครองมอสำคญอยางหนงสำหรบทำความเขาใจสงคมและพฤตกรรมมนษย การวจยแบบการสรางทฤษฎจากขอมล กเปนหนงในหลายระเบยบวธการวจยเชงคณภาพทกำลงไดรบความสนใจ และเปนทนยมเพมสงขนเรอยๆ จากนกวชาการ และนกวจยในสาขาสงคมศาสตร และศาสตรอนๆ เชน พฤตกรรมศาสตร สงคมวทยา สาธารณสขศาสตร พยาบาลศาสตร จตวทยาสงคม ศกษาศาสตร รฐศาสตร และสารสนเทศศกษา ดงนน หนงสอเรอง “ConstructingGrounded Theory: A Practical Guide through Qualitative Analysis” หรอ “การสรางทฤษฎจากขอมล:แนวทางการปฏบตผานการวเคราะหเชงคณภาพ” จะชวยใหผอานมความรความเขาใจถงพฒนาการของปฏบตการวจยแบบสรางทฤษฎจากขอมล ตลอดจนแนวทาง และกระบวนการปฏบตการวจยอยางเปนระบบ จงเปนหนงสอทควรคาแกการอานโดยเฉพาะนกวจยรนใหม เพอเปนแนวทางในการนำความรความเขาใจไประยกตในงานวจยของตน อกทงนกวจยผเชยวชาญสามารถอานเพอขยายมโนทศนดานวจยใหกวางขวางขน
4,417 citations
01 Jan 2001
TL;DR: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers.
Abstract: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.
2,940 citations