Açık ve Uzaktan Öğrenenlerin Öğrenme Ortam Tercihleriyle Kültürel Özellikleri Arasındaki İlişki

Bu çalışmanın amacı, açık ve uzaktan öğrenenlerin öğrenme ortam tercihlerinin Hofstede’nin kültürel boyutlarından Bireycilik ve Toplulukçuluk boyutuna göre farklılık gösterip göstermediğinin belirlenmesidir. Bu amaçla bir anket hazırlanmış, Anadolu Üniversitesi Açıköğretim Fakültesindeki 420 öğrenciye uygulanmıştır. Bu ankette öğrenenlerin kültürel özelliklerini belirleyebilmek için Bireycilik-Toplulukçuluk Ölçeği (Individualism-Collectivism Scale) ölçeği kulanılmıştır. Aynı zamanda ankette öğrencilere sistemin kendilerine sunduğu öğrenme ortamlarından hangilerini kullanmayı tercih ettikleri sorulmuştur. Araştırmada kesitsel araştırma modeli kullanılmıştır. Analiz sonuçlarına göre öğrencilerin en çok kullandıkları ortam, e-öğrenme hizmetlerindeki deneme sınavlarını uygulama olurken, en az kullanılan ortam ise, akademik danışmanlık etkinliklerine katılma olmuştur. Bunun yanında, açık ve uzaktan öğrenenlerin öğrenme ortam tercihlerinin bireycilik ve toplulukçuluk eğilimlerine göre farklılaştığı gözlemlenmiştir. Araştırma bireycilik eğilimi gösteren öğrenenlerin toplulukçuluk gösterenlere göre çevrimiçi deneme sınavlarını daha fazla tercih ettiklerini ortaya koymuştur. Bunun yanında, toplulukçuluk eğilimi gösteren öğrenenlerin bireycilik eğilimi gösterenlere göre eşzamanlı danışmanlık hizmetlerini daha fazla tercih ettikleri saptanmıştır

Presence 2005: the eighth annual international workshop on presence, 21-23 September, 2005 University College London (Conference proceedings)

OVERVIEW (taken from the CALL FOR PAPERS) Academics and practitioners with an interest in the concept of (tele)presence are invited to submit their work for presentation at PRESENCE 2005 at University College London in London, England, September 21-23, 2005. The eighth in a series of highly successful international workshops, PRESENCE 2005 will provide an open discussion forum to share ideas regarding concepts and theories, measurement techniques, technology, and applications related to presence, the psychological state or subjective perception in which a person fails to accurately and completely acknowledge the role of technology in an experience, including the sense of 'being there' experienced by users of advanced media such as virtual reality. The concept of presence in virtual environments has been around for at least 15 years, and the earlier idea of telepresence at least since Minsky's seminal paper in 1980. Recently there has been a burst of funded research activity in this area for the first time with the European FET Presence Research initiative. What do we really know about presence and its determinants? How can presence be successfully delivered with today's technology? This conference invites papers that are based on empirical results from studies of presence and related issues and/or which contribute to the technology for the delivery of presence. Papers that make substantial advances in theoretical understanding of presence are also welcome. The interest is not solely in virtual environments but in mixed reality environments. Submissions will be reviewed more rigorously than in previous conferences. High quality papers are therefore sought which make substantial contributions to the field. Approximately 20 papers will be selected for two successive special issues for the journal Presence: Teleoperators and Virtual Environments. PRESENCE 2005 takes place in London and is hosted by University College London. The conference is organized by ISPR, the International Society for Presence Research and is supported by the European Commission's FET Presence Research Initiative through the Presencia and IST OMNIPRES projects and by University College London

Scripting intercultural computer-supported collaborative learning in higher education

Introduction of computer-supported collaborative learning (CSCL), specifically in an intercultural learning environment, creates both challenges and benefits. Among the challenges are the coordination of different attitudes, styles of communication, and patterns of behaving. Among the benefits are the sharing of culturally diverse knowledge, hands-on preparation for working in an international climate. Five empirical studies reported in this dissertation were conducted to identify and respond to the cultural issues influencing collaborative learning in both face-to-face and online modes of communication. The ultimate goal of the fives taken together was to develop an instructional script for fostering collaboration and bridging intercultural differences in culturally diverse groups engaged in CSCL. The total sample for the present research included over 500 students representing a total of 55 countries. Both quantitative and qualitative analyses were undertaken in the studies. The findings of this dissertation suggest that the scripting approach can foster collaboration and bridge intercultural differences in culturally diverse groups working in a CSCL environment