Akademik Veri Yönetim Sistemi
TechTrends, 2025 (ESCI, Scopus)
This qualitative single case study describes and examines the implementation of the Lee and Hannafin's "Own it, Learn it, Share it" (OLSit) framework (2016) in enhancing student-centered learning (SCL) in an online graduate class. The case involves ten graduate students at a private university enrolled in Foundations of Educational Technology course. The researchers examined various course components, including course design (e.g., schedule, content, assignments, syllabus, etc.), student forum discussions, assignment submissions, interactions within the class, and perceptions regarding the implementation of the framework's components via semi-structured interviews. Key findings highlight the role of autonomy, scaffolding, and authentic audience engagement in fostering active learning. Students benefited from clear course objectives, flexible syllabus design, and goal-setting opportunities. Scaffolding, including the use of rubrics, feedback, and interactive activities, supported student engagement and learning progression. However, the effectiveness of peer feedback varied, with some students finding it less beneficial than lecturer feedback. The study underscores the importance of organization, active participation, and collaborative discussions in creating a productive learning environment. Recommendations include enhancing peer interaction and providing clear instructions for students with varying levels of autonomy. The findings suggest that the OLSit framework has the potential to enhance online education by offering a scalable, adaptable model that empowers educators to create more engaging, student-centered learning environments. Future studies should further investigate the framework's impact in diverse educational contexts.