Turkish Online Journal of Distance Education最新文献

{"title":"THE IMPACT OF DIGITAL TRANSFORMATION AND LEADERSHIP ON ORGANIZATIONAL RESILIENCE IN DISTANCE EDUCATION INSTITUTION: HIGHER-ORDER SEM APPROACH","authors":"Firmansyah Firmansyah, Gustriza Erda, Arie Wibowo Khurniawan","doi":"10.17718/tojde.1260433","DOIUrl":"https://doi.org/10.17718/tojde.1260433","url":null,"abstract":"To overcome the difficulty and unprecedented suspensions due to the COVID-19 pandemic, every organization is required to consider strategic steps to sustain, one of which is by implementing digital transformation and developing leadership capability. This study aims to determine the impact of digital transformation and leadership capability in maintaining the organization, particularly in distance education. This study used questionnaires distributed to 402 students to obtain their opinions on digital transformation, leadership capability, and organizational resilience in Universitas Terbuka, a founder of distance education institutions in Indonesia. Data were analyzed using descriptive and Higher-Order Structural Equation Modeling analysis. Based on the modelling, it is shown that the modelling had a good value of the Goodness of Fit Indicator through a standardized loading factor (SLF) more than the tolerable loading factor limit (>0.50). The Variance Extracted (VE) and Construct Reliability (CR) values also showed that the questions on every indicator used in this study were sufficiently measurable and reliable. The results of hypothesis testing indicated that there was a positive and significant impact of digital transformation and leadership capability on the organızatıonal resılıence of Universitas Terbuka.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140767636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AN EVALUATION OF PERSONALIZED LEARNING BY ONLINE INFORMAL EDUCATION IN CASE OF DESIGN EDUCATION","authors":"Zehra Tugba Guzel","doi":"10.17718/tojde.1242199","DOIUrl":"https://doi.org/10.17718/tojde.1242199","url":null,"abstract":"The advent of digital technology has enabled the development of alternative learning methods that enable personalized education to meet the demands of the modern era. Regardless of geographical location and time, online education facilitates the provision of personalized learning opportunities through asynchronous or synchronous recording. Thanks to Covid-19, the rapid adaptation of formal education to digital environments promoted individualization and self-directed learning. The increasing use of design software in architectural education due to digitalization promotes integrating synchronous or asynchronous extracurricular training into the individual learning process. By exploring the diversity of informal online education programs in design software, this study aims to identify the contributions and limitations of informal learning in personalization. Examining the context of a five-day online workshop and a 21-day course can provide new perspectives through a multidisciplinary environment of discussion and practice, even in a short period of time. These programs provide education and training for skilled designers who have their own unique perspectives and techniques on design. Participants' economic situation regarding course fees introduces a competitive medium, which restricts learning accessibility in any scenarioMoreover, excluding these educational programs from transcripts due to imprecise evaluation conditions results in unfairness. With equal access and fair and accurate evaluation mechanisms, informal online education can help professionals develop unique, global, and harmonious perspectives.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140791175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PROFICIENCY OF TEACHERS' PERCEPTIONS OF DISTANCE EDUCATION AND TECHNOLOGY USAGE COMPETENCIES: A META-ANALYSIS STUDY","authors":"Savas Varlik","doi":"10.17718/tojde.1267729","DOIUrl":"https://doi.org/10.17718/tojde.1267729","url":null,"abstract":"In this meta-analysis study, it was aimed to examine the perceptions of distance education and the effect size of technology usage competencies by using meta-analysis method. In the meta-evaluation carried for this purpose, twenty-eight studies that met the criteria for inclusion in the research were reached. By combining these studies, 11.797 sample groups were studied. In order to reach a general decision in the research, a funnel plot graph was drawn before statistical calculations were made. Statistical calculations were performed in order to make a general impression decision about the publication bias in the funnel plot diagram. When the statistical analysis results and the diagram graph results were combined, it was determined that there was no publication bias in the studies included in the study. Then, a heterogeneity test was performed to determine the model type of the research. According to the results of the heterogeneity test, it was decided that this research should be interpreted according to the type of random effects model. For heterogeneity, publication type, school type, and branches were aimed as moderators. It was observed that the meta-analysis study had a small distribution of perceptions of distance education and technology usage competencies, that the variables of publication type, school type and distribution departments did not have a moderator unit in the calculations done on the moderator, but it was concluded that the effect sizes of the studies published as articles, the studies carried out in secondary education institutions and the studies on mathematics teachers had a relatively larger effect size than the others.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140767976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"GRIT, RETENTION AND STUDENT SUCCESS IN A SOUTH AFRICAN DISTANCE EDUCATION INSTITUTION: A POSTGRADUATE TRIAD?","authors":"Kelly Young, A. Fynn","doi":"10.17718/tojde.1314600","DOIUrl":"https://doi.org/10.17718/tojde.1314600","url":null,"abstract":"Psychological grit has gained substantial interest among traditional higher education practitioners, with many seeking the link between grit, academic performance and retention. The literature pertaining to distance education cohorts is scant, however, especially within the South African context, which holds unique challenges for accessing and completing a tertiary qualification. This study made use of a non-experimental design and used Grit-S and demographic data combined with records of student performance and progression to ascertain grit’s role in determining retention and degree completion at a mega distance education institution in South Africa. The sample comprised 775 honours students who registered for their qualification for the first time in 2017. Results from the final structural model highlighted the significant influence of perseverance and first-to-second year retention on student success (operationalised at qualification completion). A subsequent binary logistic regression revealed odds ratios of 1.98 (CI: 1.45 – 2.69) and 12.15 (CI: 7.40 - 19.95), respectively. The final model explained 24% of the variance in qualification completion rates, with the biggest contributor being first-to-second year retention (β = .45; p < .01). These results and subsequent implications are discussed.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140757871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A RESEARCH ON THE EFFICIENCY OF DISTANCE EDUCATION IN UNIVERSITIES DURING THE PANDEMIC","authors":"Baris Bulunmaz, Ramazan Bilge","doi":"10.17718/tojde.1330509","DOIUrl":"https://doi.org/10.17718/tojde.1330509","url":null,"abstract":"During the pandemic period, there have been such upheavals from production methods to distribution strategies, and from supply methods to corporate functioning. Accordingly, it would not be wrong to say that all companies and sectors, regardless of national or international, are part of this fundamental transformation. When the education sector was evaluated from the same perspective, it is possible to say that it is one of the sectors most affected by the differences created by this pandemic. For instance, very soon after the pandemic, almost all higher education institutions switched to distance education activities instead of face-to-face education. This study aims to examine the effects of the devastation caused by the pandemic on students at the higher education level in the context of efficiency. In this research, the criteria has been set as which university students’ efficiency was achieved during the distance education process, and the research included 1604 participants from 15 universities, who formed the study’s sample. The data obtained was subjected to reliability and validity analysis, and it was by using the SPSS program, and the results were examined with different dimensions.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140759179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE INVESTIGATION OF ORGANIZATIONAL CULTURE ELEMENTS AND TYPOLOGIES IN A GIGA OPEN UNIVERSITY: ANADOLU UNIVERSITY OPEN EDUCATION FACULTY 40TH YEAR RESEARCH","authors":"Güzin Kıyık Kıcır, Asuman Altunoğlu","doi":"10.17718/tojde.1329147","DOIUrl":"https://doi.org/10.17718/tojde.1329147","url":null,"abstract":"Organizational culture acts as the mortar that connects the bricks. Every institution has its own unique culture which has been adopted and shared by all employees over the years. As establishment stories, ways of doing business, and communication styles change, culture also adopts itself to these in a way that is specific to that organization. Since there is no single understanding of culture covering all types of institutions, research has focused on classifying the concept of organizational culture according to types and concentrated on situational studies. As in for-profit businesses, culture is also significant in organizations that prioritize social goals. In this research, an academic organization within the realm of public institutions is discussed. The purpose of the article is to reveal the functioning of the elements that make up the organizational culture of the Open Education Faculty in the institution and the types of culture that are seen as dominant in the organization. In the case study, semi-structured interviews were conducted with the managers who have taken important roles in the history of the institution, and the documents containing information about the faculty culture were analyzed. The results of the qualitative content analysis revealed that Anadolu University Open Education Faculty has a strong and established culture, and this contributes to the work done and institutional development. Considering the dominant cultural styles in the institution; it is noteworthy that it started as an effective, collaborative, dynamic and work-based culture. With the institutional growth being experienced over time, the faculty culture has evolved towards a more protective, bureaucratic, and analytical one due to the difficulties in the organizational environment and the risks in the decisions taken. However, considering the scope, structural features, and stakeholder diversity of open education at home and abroad, the faculty still maintains a dynamic, collaborative and developmental cultural style with its ability to coordinate between units, its flexibility to respond to environmental changes, and its efforts to take innovative steps.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140756274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DEVELOPMENT OF INSTAGRAM-BASED LEARNING MEDIA TO INCREASE STUDENTS LEARNING INTEREST IN ACID-BASE MATERIALS","authors":"Afiz Baghiz Syafruddin, H. Widarti, Deni Ainur Rokhim","doi":"10.17718/tojde.1312770","DOIUrl":"https://doi.org/10.17718/tojde.1312770","url":null,"abstract":"This study aims to determine the feasibility of Instagram-based chemistry learning media and the results of increasing student interest in learning acid-base material in everyday life with a multi-representation approach. The method used in this study is the ADDIE research and development model (Analysis, Design, Development, Implementation, and Evaluation). The research population is SMAN 3 Sidoarjo students, with the sample used being 89 students who carry out learning using Instagram in acid-base material in everyday life. Quantitative data was obtained from material and media validation results, as well as an analysis of student interest in learning before and after using the media. Qualitative data were obtained by analyzing descriptive questions of student learning interest in chemistry questionnaires. The results of the research on developing Instagram-based chemistry learning media on acid-base materials in everyday life with a multi-representation approach were obtained: 1) the feasibility of learning media developed based on the results of the assessment of materials and media by expert validators was included in the very feasible category; 2) the increase in students' learning motivation is in the medium category with a standard gain value of 0.40.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140785821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TEACHERS' READINESS FOR BLENDED LEARNING, THEIR REASONS, CHALLENGES, AND SUGGESTIONS FOR PRACTISING BLENDED LEARNING","authors":"Aysegul LİMAN KABAN, Esra Yataganbaba, Alev Ateş Çobanoğlu, Mehmet Kokoc","doi":"10.17718/tojde.1210124","DOIUrl":"https://doi.org/10.17718/tojde.1210124","url":null,"abstract":"This study aims to understand the experiences of Turkish teachers in blended learning, the challenges they encountered, and their recommendations in this regard. The authors adapted the Blended Teaching Readiness Instrument (BTRI) (Archibald et al., 2021) to Turkish. Secondly, the reasons, challenges, and suggestions of teachers regarding blended learning were investigated. A total of 325 Turkish teachers were selected as the participant group in this survey. A criterion purposeful sampling method was used in the data collection process. The statistical analysis led to the conclusion that the BTRI, which was translated into Turkish, is a valid and reliable tool for measuring teachers’ levels of readiness for blended learning in Turkiye and it can also be used to gauge the readiness of teachers. ort he qualitative aspect, inductive content analysis was used for analyzing open-ended questions of the instrument. The study both served as a reflection of Turkish teachers’ positive and negative experiences regarding blended learning practices and a scale adaptation study for measuring the blended teaching readiness of Turkish teachers. It is considered that the results can help both pre-service and in-service teachers to be sensitive toward their blended teaching competencies. This study also has the potential for informing teacher education departments to equip prospective teachers with required disciplinary knowledge along with digital competencies.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140771930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AN EVALUATION OF TEACHERS' VIEWS ON OPEN EDUCATIONAL RESOURCES","authors":"Nilgün Tosun, Soner Altintas","doi":"10.17718/tojde.1143357","DOIUrl":"https://doi.org/10.17718/tojde.1143357","url":null,"abstract":"The objective of this study is to determine the ways in-service teachers in Türkiye make use of open educational resources and their opinions on using them. For this purpose, the explanatory sequential design has been employed. 588 teachers have participated in the quantitative part of the study; and ten have participated in the qualitative part on a voluntary basis. Data collection instruments have been (a) a personal information form developed by the researchers comprised of 16 questions and (b) a semi-structured interview form with 3 questions. The personal information form has been administered online to participants via social media. Whereas the interviews have been conducted using Zoom teleconferencing software. According to the findings, more than half of the teachers are knowledgeable on the matter of open educational resources and information resources consist of social media. It has been determined that female teachers make greater use of open educational resources than males. It has been established that the most significant affordance of open educational resources is the way it saves time and space for teachers, whereas lack of time and knowledge are the primary obstacles against using open educational resources. Additionally, the opinions of teachers show a demand from their employing organizations towards activities for raising awareness towards the matter of open educational resources and it has been shown that they wish to be encouraged on this matter. It has also been expressed that they expect quantitative and qualitative improvement of the resources provided by the Ministry of National Education, as well as support and cooperation on the use of open educational resources.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140797346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"VIRTUAL SIGN LANGUAGE INTERPRETATIONS IN OPEN AND DISTANCE EDUCATION: A PROBE INTO ‘ENABLERS’ AND ‘CONSTRAINTS’","authors":"S. Ngubane, O. Adigun","doi":"10.17718/tojde.1309128","DOIUrl":"https://doi.org/10.17718/tojde.1309128","url":null,"abstract":"In line with the philosophy of inclusion and various legislative instruments which encourage ‘education for all’, ODL institutions have made provision for sign language interpreters (SLIs) to facilitate participation for deaf students. Although, some studies have examined issues of virtual learning and the ODL programme; a paucity of studies assessing virtual sign language interpretation (VSLI) in remote educational activities is evident. Therefore, a research study was instituted to probe into perceived enablers and or constraints of providing VSLI during the Covid-19 lockdown in Nigeria. Based on the Job Demand Resources Model, two research questions were raised and answered in this paper. This study adopted the qualitative research design and seven SLIs who had participated in virtual teaching and learning activities during the lockdown were purposively selected to participate in the study. Semi-structured interviews were used for data collection, and the data collected were coded and analysed thematically through using an iterative process. Government policies and the empathetic nature of SLIs were found to be enablers of VSLI, while four themes, namely epileptic power supply; internet connectivity; lack of institutional support and the comprehensibility of deaf students who attended remote lectures were found to serve as barriers to effective and efficient VSLI. Based on the findings, appropriate recommendations were made.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140790517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}