Učinci COVID-19 pandemije na obrazovanje na daljinu u visokom obrazovanju: bibliometrijsko istraživanje

This study aimed to examine the COVID-19 effect on distance education in higher education in the pre-COVID-19 pandemic (January to November 2019) and post- COVID-19 pandemic periods (December 2019 and January to December 2020). Two different meta-data sets, consisting of 580 articles for the pre-COVID-19 period and 746 for the post-COVID-19 period, obtained by querying the Web of Science database, were used for analysis. SciMAT and Vosviewer software were used for bibliometric analysis. Publications from the two different periods were compared according to keywords, words from abstracts, based on the criteria using co-occurrence and co-word analysis. The results of the keyword co-occurrence analysis show that the keywords “e-learning” and “online learning” were used more in the post-COVID-19 period compared to the pre-pandemic period. In the pre-pandemic period, the thematic trend of academic studies largely aligned with students and satisfaction. However, in the post-pandemic period, the research trend was mostly toward such themes as video lectures and web 2.0 technologies. The research results show that the impact of COVID-19 was reflected in the research published in the post-pandemic period, with the interest in e-learning and online learning increasing in higher education, alongside a trend towards investigating the delivery of instruction rather than conducting student-centered studies.Ovo istraživanje imalo je za cilj ispitati učinke COVID-19 pandemije na obrazovanje na daljinu u području visokoga obrazovanja u periodu prije COVID-19 pandemije (od siječnja do studenoga 2019.) i poslijepandemijskom razdoblju (prosinac 2019. i od siječnaj do prosinca 2020.). Za analizu korištena su dva niza metapodataka koji su obuhvatili 580 radova iz predpandemijskoga perioda i 746 radova iz razdoblja nakon pandemije izazvane Covid-19 virusom, a dobiveni su pretraživanjem Web of Science baze podataka. SciMAT i Vosviewer programi korišteni su za provođenje bibliometrijske analize. Uspoređene su publikacije iz dva spomenuta razdoblja u odnosu na ključne riječi i riječi iz sažetaka, prema kriterijima zasnovanim na analizi zajedničkih riječi i njihova istodobnoga pojavljivanja. Rezultati istovremenoga pojavljivanja ključnih riječi pokazuju da su riječi „e-učenje” i „online učenje” više korištene u poslijepandemijskom nego u predpandemijskom razdoblju, u kojemu su se teme istraživanja u velikoj mjeri odnosile na studente i zadovoljstvo. Ipak, u postpandemijskom razdoblju sklonost istraživača većinom se odnosila na teme poput videopredavanja i mrežne 2.0 tehnologije. Rezultati istraživanja pokazuju da je učinak pandemije COVID-19 vidljiv u istraživanjima objavljenima u poslijepandemijskom razdoblju, s porastom interesa za e-učenje i online učenje u visokom obrazovanju te većom sklonosti istraživanju osiguravanja poučavanja nego tema vezanih za studente

Augmented Reality in Turkey with Researchers' Comments for Educational Use: Problems, Solutions and Suggestions

Augmented reality (AR) is a technology to supplement existing reality with additional information, descriptions and helpful images with the help of technology and therefore ensure the reality to be perceived more qualified and well-rounded. In this study, views and comments about problems, solutions and suggestions on using AR were gathered from researchers who accomplished an applied study on AR. The phenomenological design, in qualitative framework, was used in the study. The purpose of the study is to investigate direct experiencers views on AR technologies. We tried to find out answer the following questions about augmented reality applications: “On which target group could it be used more effectively?”, “On which learning domain (cognitive, affective, psychomotor) could it be more influential?”, “Which teaching and learning methods could it be used with?”, “What are the problems encountered during design, development and application process?”, “What are the subject fields that need to be considered for using it more effectively in educational sciences field?”, “In which situations could it be used for education?”, and “How should it be designed?”. According to the results, suggestions are presented about technical concerns, learning materials and instructional methods for developers, educators, and feature researchers for using AR effectively in education