{"title":"2011 - 2020年土耳其在线远程教育研究生毕业论文研究","authors":"İ. A. Güdekli, Hasan Cem Çelik, Pelin Oduncu","doi":"10.2399/yod.21.808250","DOIUrl":null,"url":null,"abstract":"Today, the rapidly developing structure of new communication technologies has offered alternatives to traditional education. While distance education, which is one of these alternatives, has rapidly spread all over the world with the democratization of internet access, it has been the subject of debates ranging from whether it can be an alternative to traditional education, whether students and lecturers are ready for distance education, how successfully they can adapt to it, and the adequacy of the infrastructure to the applicability of the applied courses. Besides, while the graduate theses provide a rich literature in terms of determining the current status, nature, and service quality of distance education, it is very important to reveal how distance education has been handled in these studies and which of its dimensions have remained neglected. This study was subjected to the content analysis of 257 graduate theses which were published in Turkey from 2011 (when distance education began to be regulated by law) to 2020. The results indicate that the number of the studies on the subject has been on the rise as of 2019, are concentrated in certain universities and departments of science, the study subjects and the sample are predominantly composed of students, quantitative research methods are mostly used as the data collection tool, and that the communicative dimension of distance education has been ignored.","PeriodicalId":42261,"journal":{"name":"Yuksekogretim Dergisi","volume":" ","pages":""},"PeriodicalIF":0.1000,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Study of the Graduate Theses on Online Distance Education in Turkey Submitted between 2011 and 2020\",\"authors\":\"İ. A. Güdekli, Hasan Cem Çelik, Pelin Oduncu\",\"doi\":\"10.2399/yod.21.808250\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Today, the rapidly developing structure of new communication technologies has offered alternatives to traditional education. While distance education, which is one of these alternatives, has rapidly spread all over the world with the democratization of internet access, it has been the subject of debates ranging from whether it can be an alternative to traditional education, whether students and lecturers are ready for distance education, how successfully they can adapt to it, and the adequacy of the infrastructure to the applicability of the applied courses. Besides, while the graduate theses provide a rich literature in terms of determining the current status, nature, and service quality of distance education, it is very important to reveal how distance education has been handled in these studies and which of its dimensions have remained neglected. This study was subjected to the content analysis of 257 graduate theses which were published in Turkey from 2011 (when distance education began to be regulated by law) to 2020. The results indicate that the number of the studies on the subject has been on the rise as of 2019, are concentrated in certain universities and departments of science, the study subjects and the sample are predominantly composed of students, quantitative research methods are mostly used as the data collection tool, and that the communicative dimension of distance education has been ignored.\",\"PeriodicalId\":42261,\"journal\":{\"name\":\"Yuksekogretim Dergisi\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.1000,\"publicationDate\":\"2022-04-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Yuksekogretim Dergisi\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2399/yod.21.808250\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Yuksekogretim Dergisi","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2399/yod.21.808250","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A Study of the Graduate Theses on Online Distance Education in Turkey Submitted between 2011 and 2020
Today, the rapidly developing structure of new communication technologies has offered alternatives to traditional education. While distance education, which is one of these alternatives, has rapidly spread all over the world with the democratization of internet access, it has been the subject of debates ranging from whether it can be an alternative to traditional education, whether students and lecturers are ready for distance education, how successfully they can adapt to it, and the adequacy of the infrastructure to the applicability of the applied courses. Besides, while the graduate theses provide a rich literature in terms of determining the current status, nature, and service quality of distance education, it is very important to reveal how distance education has been handled in these studies and which of its dimensions have remained neglected. This study was subjected to the content analysis of 257 graduate theses which were published in Turkey from 2011 (when distance education began to be regulated by law) to 2020. The results indicate that the number of the studies on the subject has been on the rise as of 2019, are concentrated in certain universities and departments of science, the study subjects and the sample are predominantly composed of students, quantitative research methods are mostly used as the data collection tool, and that the communicative dimension of distance education has been ignored.