{"title":"PROGRAM EVALUATION IN OPEN AND DISTANCE LEARNING: THE CASE OF OPEN EDUCATION SYSTEM CALL CENTER SERVICES ASSOCIATE DEGREE PROGRAM","authors":"Yagmur TUC, Nejdet KARADAG","doi":"10.17718/tojde.1284932","DOIUrl":null,"url":null,"abstract":"In this study, it is aimed to evaluate Anadolu University Open Education Faculty Call Center Services Associate Degree Program, which is carried out through open and distance education, according to learner views within the framework of Stufflebeam’s Context, Input, Process, Product (CIPP) Evaluation Model and to make suggestions for the development of the program. In the study in which Exploratory Sequential design, one of the mixed method research designs, was used; “Anadolu University Call Center Services Associate Degree Program Evaluation Questionnaire” was prepared to collect quantitative data. The questionnaire was applied online to learners who graduated from Anadolu University Open Education Faculty Call Center Services Associate Degree Program. Semi-structured interview questions were used to collect qualitative data. In the interpretation of quantitative data, percentage and frequency tables, mean and standard deviation values were used to compare and interpret the average score that can be obtained in the four dimensions (Context, Input, Process and Product) in the measurement tool and the average scores of the participants in these dimensions. In addition, the mean score values obtained in the sub-dimensions were analyzed and interpreted in terms of gender, age, marital status and employment status variables. Descriptive analysis method was used to analyze the qualitative data. The results revealed that the program objectives were determined in accordance with the expectations of the learners, learning resources were designed in accordance with the objectives, learning activities were carried out in accordance with the expectations of the participants and learning outcomes were achieved in the program.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Turkish Online Journal of Distance Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17718/tojde.1284932","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
In this study, it is aimed to evaluate Anadolu University Open Education Faculty Call Center Services Associate Degree Program, which is carried out through open and distance education, according to learner views within the framework of Stufflebeam’s Context, Input, Process, Product (CIPP) Evaluation Model and to make suggestions for the development of the program. In the study in which Exploratory Sequential design, one of the mixed method research designs, was used; “Anadolu University Call Center Services Associate Degree Program Evaluation Questionnaire” was prepared to collect quantitative data. The questionnaire was applied online to learners who graduated from Anadolu University Open Education Faculty Call Center Services Associate Degree Program. Semi-structured interview questions were used to collect qualitative data. In the interpretation of quantitative data, percentage and frequency tables, mean and standard deviation values were used to compare and interpret the average score that can be obtained in the four dimensions (Context, Input, Process and Product) in the measurement tool and the average scores of the participants in these dimensions. In addition, the mean score values obtained in the sub-dimensions were analyzed and interpreted in terms of gender, age, marital status and employment status variables. Descriptive analysis method was used to analyze the qualitative data. The results revealed that the program objectives were determined in accordance with the expectations of the learners, learning resources were designed in accordance with the objectives, learning activities were carried out in accordance with the expectations of the participants and learning outcomes were achieved in the program.
本研究的目的是在Stufflebeam的情境、输入、过程、产品(CIPP)评估模型的框架下,根据学习者的观点,对阿纳多卢大学开放教育学院呼叫中心服务副学士课程进行开放和远程教育的评估,并为该课程的发展提出建议。在采用混合方法研究设计之一的探索性序贯设计的研究中;编制《阿纳多卢大学呼叫中心服务副学士学位课程评价问卷》,收集定量数据。该问卷在线应用于从阿纳多卢大学开放教育学院呼叫中心服务副学士课程毕业的学习者。采用半结构化访谈问题收集定性数据。在定量数据的解释中,使用百分比表和频率表、平均值和标准差值来比较和解释测量工具中四个维度(Context, Input, Process and Product)的平均得分和参与者在这些维度上的平均得分。此外,对各子维度的平均分进行了性别、年龄、婚姻状况和就业状况等变量的分析和解释。采用描述性分析方法对定性资料进行分析。结果表明,计划目标是根据学习者的期望确定的,学习资源是根据目标设计的,学习活动是根据参与者的期望进行的,学习成果是在计划中实现的。
期刊介绍:
The Turkish Online Journal of Distance Education (TOJDE) is a peer-reviewed quarterly e-journal. International in scope, this scholarly e-journal publishes refereed articles focusing on the issues and challenges of providing theory, research and information services to global learners in any kind of distance education or open learning applications. TOJDE will particularly strive to meet the continuing education needs of practitioners and educators by providing a forum for the discussion of extended learning strategies, policies and practices, and trends in information technology as they impact the delivery of student support services for distance learners and faculties.