Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2010
Tezin Dili: İngilizce
Öğrenci: Levent Durdu
Danışman: MUHAMMET YAŞAR ÖZDEN
Özet:The purpose of this study is to examine in detail how a computer education teacher utilizes an online learning environment. The study tries to explore how a computer education teacher uses information technologies in classroom instruction, which methods s/he uses during integration process of the online learning environment, how s/he solves the problems s/he faced and his/her expectations from an online learning environment. Furthermore, based on the experiences of the computer education teacher use of online learning environments by other subject area teachers were pursued. In this study, within the framework of qualitative research paradigm a case study was conducted in the form of action research. Qualitative research methods were used. A computer education teacher formed the participant of the study with attributes of matching with the purpose and according to predetermined criteria. Results revealed that the teacher used the online learning environment to support his instruction. Implementation section of the online learning environment was preferred mostly. Use of online learning environment enabled the teacher to spare much time for dealing with students individually, providing other information source, and increasing students’ interest. The teacher utilized the online learning environment for preparing and supporting instruction: Preparing and providing alternative examples, supporting the evaluation process, and assigning homework. Integration of online learning environment is affected by content of lesson, content provided by the environment, and learning materials. The teacher perceived that his students became aware of responsibility of their own learning, become aware of information can be reached from other sources and were much active and participating more to the lessons. The computer teacher perceived that other subject teachers needed technical support, showed lack of access to technology resources, and lack of learning materials to enhance their classroom instruction with technology.