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: 2017
Öğrenci: SEÇİL TISOĞLU
Danışman: KÜRŞAT ÇAĞILTAY
Özet:The first purpose of this study is to provide a detailed perspective for the use and integration of Open Educational Resources (OER) into chemistry laboratory courses through the students’, faculty members’ and teaching assistants’ perspective. Specifically, the factors affected the use and integration of OERs into general laboratory course context through systemic perspective was explained in detailed. The second purpose of this study is to present the impact of these resources on users’ perceived performances. The OERs, which were prepared for General Chemistry Laboratory course, are provided in video and virtual formats as an optional choice for the use through the laboratory course in METU OpenCourseWare (OCW) website. Through the purposes of this study, case study method was followed in line with the system theory as a theoretical perspective. The participants of this study were freshmen students who took General Chemistry course, and the faculty members and teaching assistants that were responsible for this course. The data was conducted through two semesters within different qualitative (from two responsible departments (Metallurgical and Materials Engineering & Mining Engineering) and quantitative (from the departments that are responsible for 111/112 course) data collection methods. The results of the study showed that personal, course (system) related, resources related and policy issues had major roles on the use and integration of the OERs into the formal education context. In addition, the creation of the OERs did not provide a path for the use of the resources, rather the system components, policy practices and users’ behaviors, expectations and motives should be considered to provide sustainable usage and integration of the resources. In line with these inferences, when the OERs were used, the effects on the users’ perceived performances displayed more satisfactory results on their affective and psychomotor experiences.