Orjinal Araştırma Makalesi | Akdeniz Eğitim Araştırmaları Dergisi 2017, Cil. 11(22) 38-52
Serkan İzmirli & Ömer Kırmacı
ss. 38 - 52 | Makale No: MANU-1712-16-0001.R1
Yayın tarihi: Aralık 24, 2017 | Okunma Sayısı: 224 | İndirilme Sayısı: 718
In this study, the training activities in order to teach online teaching competencies to educators at Turkish state universities were investigated. Survey design was used. Both quantitative and qualitative data were collected. Thirty distance education unit administrators or employees from 30 universities participated in the research. According to the results, the training needs of the educators were determined by only 11 universities’ distance education units. At 21 universities, the educators stated their training needs without being asked. In a large majority (f=24, 80%) of the universities, the training needs were determined in some way. In addition, almost all (f=27) universities provided training activities related to online teaching competencies. Most of the universities (f=26) provided trainings by their own units. Twenty-one universities preferred face-to-face training. Twelve universities had these trainings obligatory for their educators. Four universities stated that they presented a certificate at the end of the training. Eleven universities presented their trainings via an asynchronous platform. Moreover, 23 universities taught technological subjects in online teaching competency, eight universities taught pedagogical subjects, and only four universities taught both. However, universities need to teach on both subjects. Besides, the theory of andragogy and social, cognitive and teaching presence were not encountered in the contents of the training activities.
Anahtar Kelimeler: online teaching competency, online teaching, open and distance education, distance education
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APA 6th edition
Chicago 16th edition
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