{"id":7828,"date":"2025-06-24T15:11:33","date_gmt":"2025-06-24T12:11:33","guid":{"rendered":"https:\/\/birimler.atauni.edu.tr\/ogretme-ve-ogrenmeyi-gelistirme-uygulama-ve-arastirma-merkezi\/?page_id=7828"},"modified":"2025-07-28T12:36:39","modified_gmt":"2025-07-28T09:36:39","slug":"avrupa-birligi","status":"publish","type":"page","link":"https:\/\/atauni.edu.tr\/ogretme-ve-ogrenmeyi-gelistirme-uygulama-ve-arastirma-merkezi\/avrupa-birligi\/","title":{"rendered":"\u0130zlenme"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"7828\" class=\"elementor elementor-7828\" data-elementor-post-type=\"page\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-3025f64 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"3025f64\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-7547885\" data-id=\"7547885\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-a45cc2a elementor-widget elementor-widget-text-editor\" data-id=\"a45cc2a\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>\u00a0<\/p><p><!-- Bootstrap\u2011tarz\u0131 8\/12 geni\u015flik: col\u2011lg\u20118 --><\/p><div class=\"container\"><div class=\"row justify-content-center\"><div class=\"col-lg-8\"><h1>Harmanlanm\u0131\u015f \u00d6\u011frenme Uygulamalar\u0131 \u0130zleme Anketi Raporu<\/h1><p>Bu rapor, akademisyenlerin derslerinde <strong>harmanlanm\u0131\u015f \u00f6\u011frenme<\/strong> (blended learning) y\u00f6ntemlerinin kullan\u0131m d\u00fczeyini, kullan\u0131lan dijital ara\u00e7 ve materyallerin etkinli\u011fini, \u00f6\u011fretim y\u00f6ntemlerinin etkisini ve ders tasar\u0131m\u0131 s\u00fcre\u00e7lerini de\u011ferlendiren bir anketin sonu\u00e7lar\u0131n\u0131 sunmaktad\u0131r.<\/p><nav aria-label=\"\u0130\u00e7indekiler\"><ul><li><a href=\"#kullanim\">Akademisyenlerin Kullan\u0131m D\u00fczeyi<\/a><\/li><li><a href=\"#ogretim\">\u00d6\u011fretim Y\u00f6ntemleri<\/a><\/li><li><a href=\"#degerlendirme\">De\u011ferlendirme &amp; Tasar\u0131m<\/a><\/li><li><a href=\"#materyal\">Materyal &amp; \u0130zlence<\/a><\/li><li><a href=\"#genel\">Genel De\u011ferlendirme<\/a><\/li><\/ul><\/nav><h2 id=\"kullanim\">Akademisyenlerin Kullan\u0131m D\u00fczeyi<\/h2><p>Anketin kat\u0131l\u0131mc\u0131lar\u0131 akademisyenlerin, derslerinde harmanlanm\u0131\u015f \u00f6\u011frenme ara\u00e7lar\u0131n\u0131 kullanma s\u0131kl\u0131\u011f\u0131na bak\u0131ld\u0131\u011f\u0131nda, %43,7\u2019lik bir kesim bu ara\u00e7lar\u0131 her zaman kulland\u0131\u011f\u0131n\u0131 belirtirken, %32\u2019si s\u0131kl\u0131kla, %17\u2019si bazen, %4,7\u2019si nadiren ve %2,6\u2019s\u0131 hi\u00e7 kullanmad\u0131\u011f\u0131n\u0131 ifade etmi\u015ftir.<\/p><p>Dijital medya ara\u00e7lar\u0131 kullan\u0131m\u0131na y\u00f6nelik olarak ise kat\u0131l\u0131mc\u0131lar\u0131n %35,4\u2019\u00fc bu ara\u00e7lar\u0131 her zaman, %35,2\u2019si s\u0131kl\u0131kla, %18,6\u2019s\u0131 bazen, %7,7\u2019si nadiren ve %3\u2019\u00fc hi\u00e7 kullanmad\u0131\u011f\u0131n\u0131 belirtmi\u015ftir.<\/p><p>\u0130\u00e7erik olu\u015fturma ve payla\u015f\u0131m ara\u00e7lar\u0131n\u0131 ise %16\u2019s\u0131 her zaman, %13,8\u2019i s\u0131kl\u0131kla, %19,8\u2019i bazen, %17,2\u2019si nadiren ve %33,2\u2019si hi\u00e7 kullanmad\u0131\u011f\u0131n\u0131 ifade etmi\u015ftir. Sosyal medya ara\u00e7lar\u0131 kullan\u0131m\u0131 ise %17,4\u2019l\u00fck bir kesim taraf\u0131ndan her zaman, %24,1\u2019i s\u0131kl\u0131kla, %19,2\u2019si bazen, %16,8\u2019i nadiren ve %22,5\u2019i hi\u00e7 kullan\u0131lmad\u0131\u011f\u0131 \u015feklinde de\u011ferlendirilmi\u015ftir.<\/p><p>Dijital materyallerin kalitesine ili\u015fkin de\u011ferlendirmelere bak\u0131ld\u0131\u011f\u0131nda ise kat\u0131l\u0131mc\u0131lar\u0131n %42,5\u2019i bu materyalleri \u00e7ok iyi, %32,4\u2019\u00fc iyi, %20,9\u2019u orta, %2,2\u2019si yetersiz ve %2\u2019si \u00e7ok yetersiz bulmu\u015ftur.<\/p><h2 id=\"ogretim\">\u00d6\u011fretim Y\u00f6ntemleri<\/h2><p>Akademisyenlerin derslerinde kulland\u0131klar\u0131 \u00f6\u011fretim y\u00f6ntemlerine y\u00f6nelik yap\u0131lan de\u011ferlendirmelere g\u00f6re, aktif \u00f6\u011frenme y\u00f6ntemleri %36,2 taraf\u0131ndan her zaman, %31\u2019i taraf\u0131ndan s\u0131kl\u0131kla, %19\u2019u taraf\u0131ndan bazen, %8,9\u2019u taraf\u0131ndan nadiren ve %4,9\u2019u taraf\u0131ndan hi\u00e7 kullan\u0131lmad\u0131\u011f\u0131 belirtilmi\u015ftir.<\/p><p>\u0130\u015fbirli\u011fine dayal\u0131 \u00f6\u011frenme y\u00f6ntemlerinin her zaman kullan\u0131ld\u0131\u011f\u0131n\u0131 belirtenlerin oran\u0131 %23,7, s\u0131kl\u0131kla kullananlar\u0131n oran\u0131 ise %16,4\u2019t\u00fcr. Bazen kulland\u0131\u011f\u0131n\u0131 belirtenlerin oran\u0131 %21,9, nadiren kullananlar\u0131n oran\u0131 ise %12,3\u2019t\u00fcr. Bu y\u00f6ntemi hi\u00e7 kullanmad\u0131\u011f\u0131n\u0131 belirtenlerin oran\u0131 ise %25,7\u2019dir.<\/p><p>Otantik \u00f6\u011frenme y\u00f6ntemlerinin kullan\u0131m\u0131 ise %21,5\u2019lik bir grup taraf\u0131ndan her zaman, %25,9\u2019luk bir grup taraf\u0131ndan s\u0131kl\u0131kla, %21,1\u2019lik bir grup taraf\u0131ndan bazen, %14,8\u2019lik bir grup taraf\u0131ndan nadiren ve %16,8\u2019lik bir grup taraf\u0131ndan ise hi\u00e7 kullan\u0131lmad\u0131\u011f\u0131 belirtilmi\u015ftir.<\/p><p>Ters y\u00fcz \u00f6\u011frenme modeli ise kat\u0131l\u0131mc\u0131lar\u0131n %15,8\u2019i taraf\u0131ndan her zaman, %15,2\u2019si taraf\u0131ndan s\u0131kl\u0131kla, %22,9\u2019u taraf\u0131ndan bazen, %15,2\u2019si taraf\u0131ndan nadiren ve %31\u2019i taraf\u0131ndan hi\u00e7 kullan\u0131lmad\u0131\u011f\u0131 ifade edilmi\u015ftir.<\/p><p>\u00d6\u011fretim y\u00f6ntemlerinin \u00f6\u011frencilerin \u00f6\u011frenme s\u00fcre\u00e7lerine katk\u0131s\u0131 ise olduk\u00e7a olumlu de\u011ferlendirilmi\u015ftir. Kat\u0131l\u0131mc\u0131lar\u0131n %44,1\u2019i kullan\u0131lan y\u00f6ntemlerin \u00e7ok katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 belirtirken, %39,9\u2019u orta d\u00fczeyde katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131, %8,9\u2019u az katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 ve %7,1\u2019i hi\u00e7 katk\u0131 sa\u011flamad\u0131\u011f\u0131n\u0131 ifade etmi\u015ftir.<\/p><h2 id=\"degerlendirme\">De\u011ferlendirme &amp; Tasar\u0131m<\/h2><p>Derslerde kullan\u0131lan \u00f6l\u00e7me ve de\u011ferlendirme y\u00f6ntemlerine y\u00f6nelik yap\u0131lan de\u011ferlendirmelere g\u00f6re, kat\u0131l\u0131mc\u0131lar\u0131n %45,1\u2019i bu y\u00f6ntemlerin \u00e7ok etkili oldu\u011funu, %43,1\u2019i ise orta d\u00fczeyde etkili buldu\u011funu belirtmi\u015ftir. Yaln\u0131zca %9,3\u2019l\u00fck bir grup bu y\u00f6ntemleri az etkili, %2,4\u2019l\u00fck bir grup ise hi\u00e7 etkili bulmam\u0131\u015ft\u0131r.<\/p><p>Ders tasar\u0131m\u0131yla ilgili yap\u0131lan de\u011ferlendirmelerde ise kat\u0131l\u0131mc\u0131lar\u0131n %92,9\u2019u ders i\u00e7eri\u011fini a\u00e7\u0131k ve anla\u015f\u0131l\u0131r buldu\u011funu, %90,1\u2019i \u00f6\u011frencilerin aktif kat\u0131l\u0131m\u0131n\u0131 te\u015fvik etti\u011fini ve %96,4\u2019\u00fc kullan\u0131lan ders materyallerinin ders hedefleriyle uyumlu oldu\u011funu ifade etmi\u015ftir.<\/p><h2 id=\"materyal\">Materyal &amp; \u0130zlence<\/h2><p>Ders materyallerinin \u00f6\u011frenme ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131lama d\u00fczeyine dair yap\u0131lan de\u011ferlendirmelere g\u00f6re, %29,8\u2019lik bir grup materyallerin \u00f6\u011frenme ihtiya\u00e7lar\u0131n\u0131 \u00e7ok iyi kar\u015f\u0131lad\u0131\u011f\u0131n\u0131 belirtirken, %38,9\u2019u bu materyallerin iyi, %26,1\u2019i orta, %3,6\u2019s\u0131 az ve %1,6\u2019s\u0131 hi\u00e7 kar\u015f\u0131lanmad\u0131\u011f\u0131n\u0131 ifade etmi\u015ftir.<\/p><p>Ayr\u0131ca, kat\u0131l\u0131mc\u0131lar\u0131n %92,7\u2019si d\u00f6nem ba\u015f\u0131nda ders izlencesini \u00f6\u011frencilerle payla\u015ft\u0131\u011f\u0131n\u0131 belirtmi\u015ftir. Ders izlencesinin dersi anlamaya ve organize olmaya katk\u0131s\u0131 ise %35\u2019lik bir grup taraf\u0131ndan \u00e7ok iyi d\u00fczeyde, %32,8\u2019i taraf\u0131ndan iyi d\u00fczeyde, %23,3\u2019\u00fc taraf\u0131ndan orta d\u00fczeyde, %5,9\u2019u taraf\u0131ndan az d\u00fczeyde ve %3\u2019\u00fc taraf\u0131ndan hi\u00e7 katk\u0131 sa\u011flanmad\u0131\u011f\u0131 \u015feklinde de\u011ferlendirilmi\u015ftir.<\/p><h2 id=\"genel\">Genel De\u011ferlendirme<\/h2><p>Anket sonu\u00e7lar\u0131 genel olarak de\u011ferlendirildi\u011finde, e\u011fitimde dijital ara\u00e7lar\u0131n, aktif \u00f6\u011frenme y\u00f6ntemlerinin ve i\u00e7eri\u011fin etkin bir \u015fekilde kullan\u0131ld\u0131\u011f\u0131n\u0131 ancak baz\u0131 alanlarda geli\u015ftirilmesi gereken noktalar\u0131n da bulundu\u011funu ortaya koymaktad\u0131r. \u00d6ncelikle, akademisyenlerin harmanlanm\u0131\u015f \u00f6\u011frenme ara\u00e7lar\u0131n\u0131 b\u00fcy\u00fck bir k\u0131sm\u0131n\u0131n aktif olarak kulland\u0131\u011f\u0131 g\u00f6r\u00fclmektedir.<\/p><p>\u00d6zellikle dijital medya ara\u00e7lar\u0131n\u0131n ve \u00e7evrimi\u00e7i i\u00e7erik payla\u015f\u0131m platformlar\u0131n\u0131n kullan\u0131m\u0131 yayg\u0131n olmakla birlikte, sosyal medya ara\u00e7lar\u0131 ve i\u00e7erik olu\u015fturma ve payla\u015fma ara\u00e7lar\u0131 gibi belirli dijital ara\u00e7lar\u0131n kullan\u0131m oranlar\u0131 daha d\u00fc\u015f\u00fck kalm\u0131\u015ft\u0131r. Bu, akademisyenlerin geleneksel \u00f6\u011fretim y\u00f6ntemlerine olan yatk\u0131nl\u0131klar\u0131n\u0131n hala devam etti\u011fini veya dijital ara\u00e7lar\u0131n s\u0131n\u0131f i\u00e7i etkile\u015fimlerde nas\u0131l daha etkili kullan\u0131labilece\u011fine dair daha fazla deste\u011fe ihtiya\u00e7 duyduklar\u0131n\u0131 g\u00f6steriyor.<\/p><p>Ayr\u0131ca, akademisyenlerin \u00f6\u011frenci kat\u0131l\u0131m\u0131n\u0131 te\u015fvik eden aktif \u00f6\u011frenme y\u00f6ntemlerini s\u0131kl\u0131kla kulland\u0131klar\u0131 g\u00f6zlemlenmi\u015ftir. Kat\u0131l\u0131mc\u0131lar\u0131n b\u00fcy\u00fck bir k\u0131sm\u0131, aktif \u00f6\u011frenme ve i\u015fbirli\u011fine dayal\u0131 \u00f6\u011frenme y\u00f6ntemlerinin e\u011fitimde \u00f6\u011frencilerin \u00f6\u011frenme s\u00fcre\u00e7lerine katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 belirtmi\u015f, ancak ters y\u00fcz \u00f6\u011frenme gibi daha yenilik\u00e7i y\u00f6ntemlerin daha d\u00fc\u015f\u00fck oranlarda kullan\u0131ld\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/p><p>Bu durum, akademisyenlerin geleneksel y\u00f6ntemlere daha fazla g\u00fcvendi\u011fini ve yenilik\u00e7i \u00f6\u011fretim modellerine y\u00f6nelik e\u011fitim ve te\u015fvike ihtiya\u00e7 duyduklar\u0131n\u0131 g\u00f6stermektedir. \u00d6zellikle, ters y\u00fcz \u00f6\u011frenme modelinin daha fazla benimsenmesi, \u00f6\u011fretim \u00fcyelerine \u00f6\u011frencilerin ba\u011f\u0131ms\u0131z \u00f6\u011frenme becerilerini geli\u015ftirme f\u0131rsat\u0131 sunabilir.<\/p><p>Dijital materyallerin kalitesi konusunda yap\u0131lan de\u011ferlendirmeler dikkate al\u0131nd\u0131\u011f\u0131nda, kat\u0131l\u0131mc\u0131lar\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011fu, kullan\u0131lan dijital materyallerin genel kalitesini iyi veya \u00e7ok iyi olarak de\u011ferlendirmi\u015ftir. Ancak, dijital materyallerin daha fazla \u00e7e\u015fitlendirilmesi ve \u00f6\u011frencilerin farkl\u0131 \u00f6\u011frenme stillerine hitap edebilecek \u015fekilde uyarlanmas\u0131 gerekti\u011fi de raporun bulgular\u0131ndan \u00e7\u0131kar\u0131labilecek \u00f6nemli bir sonu\u00e7tur.<\/p><p>Ayr\u0131ca, ders izlencesi ve materyal payla\u015f\u0131m\u0131 konular\u0131nda olduk\u00e7a olumlu sonu\u00e7lar elde edilmi\u015ftir. \u00c7o\u011fu akademisyen, ders izlencesinin \u00f6\u011frencilere net bir yol haritas\u0131 sundu\u011funu ve bu materyallerin \u00f6\u011frenme s\u00fcrecine katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 ifade etmi\u015ftir.<\/p><p>Akademisyenlerin \u00f6\u011frencilerin \u00f6\u011frenme ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131layacak materyaller sunma konusunda ba\u015far\u0131 sa\u011flad\u0131\u011f\u0131 g\u00f6r\u00fclse de, materyallerin i\u00e7erik kalitesi ve \u00f6\u011frenme hedefleriyle uyumu konusunda baz\u0131 iyile\u015ftirmeler yap\u0131labilir. Kat\u0131l\u0131mc\u0131lar\u0131n b\u00fcy\u00fck bir k\u0131sm\u0131 ders materyallerinin hedeflerle uyumlu oldu\u011funu belirtse de, materyallerin \u00f6\u011frencilerin farkl\u0131 \u00f6\u011frenme tarzlar\u0131na daha iyi hitap edecek \u015fekilde \u00e7e\u015fitlendirilmesi gerekti\u011fi g\u00f6r\u00fclmektedir.<\/p><p><!-- PDF indirme butonu --><\/p><div class=\"wp-block-button aligncenter\" style=\"margin: 2rem 0\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/ogem.atauni.edu.tr\/wp-content\/uploads\/2025\/04\/Harmanlanmis-Ogrenme-Uygulamalari-Egitimi-Izleme-Raporu.pdf\"><br \/>Raporu PDF Olarak \u0130ndir<br \/><\/a><\/div><\/div><p><!-- \/.col-lg-8 --><\/p><\/div><p><!-- \/.row --><\/p><\/div><p><!-- \/.container --><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>\u00a0 Harmanlanm\u0131\u015f \u00d6\u011frenme Uygulamalar\u0131 \u0130zleme Anketi Raporu Bu rapor, akademisyenlerin derslerinde harmanlanm\u0131\u015f \u00f6\u011frenme (blended learning) y\u00f6ntemlerinin kullan\u0131m d\u00fczeyini, kullan\u0131lan dijital ara\u00e7 ve materyallerin etkinli\u011fini, \u00f6\u011fretim y\u00f6ntemlerinin etkisini ve ders tasar\u0131m\u0131 s\u00fcre\u00e7lerini de\u011ferlendiren bir anketin sonu\u00e7lar\u0131n\u0131 sunmaktad\u0131r. Akademisyenlerin Kullan\u0131m D\u00fczeyi \u00d6\u011fretim Y\u00f6ntemleri De\u011ferlendirme &amp; Tasar\u0131m Materyal &amp; \u0130zlence Genel De\u011ferlendirme Akademisyenlerin Kullan\u0131m D\u00fczeyi Anketin kat\u0131l\u0131mc\u0131lar\u0131 akademisyenlerin, [&hellip;]<\/p>\n","protected":false},"author":666,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-7828","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/atauni.edu.tr\/ogretme-ve-ogrenmeyi-gelistirme-uygulama-ve-arastirma-merkezi\/wp-json\/wp\/v2\/pages\/7828","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/atauni.edu.tr\/ogretme-ve-ogrenmeyi-gelistirme-uygulama-ve-arastirma-merkezi\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/atauni.edu.tr\/ogretme-ve-ogrenmeyi-gelistirme-uygulama-ve-arastirma-merkezi\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/atauni.edu.tr\/ogretme-ve-ogrenmeyi-gelistirme-uygulama-ve-arastirma-merkezi\/wp-json\/wp\/v2\/users\/666"}],"replies":[{"embeddable":true,"href":"https:\/\/atauni.edu.tr\/ogretme-ve-ogrenmeyi-gelistirme-uygulama-ve-arastirma-merkezi\/wp-json\/wp\/v2\/comments?post=7828"}],"version-history":[{"count":8,"href":"https:\/\/atauni.edu.tr\/ogretme-ve-ogrenmeyi-gelistirme-uygulama-ve-arastirma-merkezi\/wp-json\/wp\/v2\/pages\/7828\/revisions"}],"predecessor-version":[{"id":8951,"href":"https:\/\/atauni.edu.tr\/ogretme-ve-ogrenmeyi-gelistirme-uygulama-ve-arastirma-merkezi\/wp-json\/wp\/v2\/pages\/7828\/revisions\/8951"}],"wp:attachment":[{"href":"https:\/\/atauni.edu.tr\/ogretme-ve-ogrenmeyi-gelistirme-uygulama-ve-arastirma-merkezi\/wp-json\/wp\/v2\/media?parent=7828"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}