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Mooc-Based Personalized Learning Experience (ple) an Innovative Approach To Elective Courses
(Universität Potsdam, 2023) Özdemir, Paker Doğu; Bayer, Burak Can; Mercan, Duygu; Buyurucu, Gamze
This qualitative study explores the impact of Personalized Learning Experience (PLE) courses at a higher education institution from the perspective of undergraduate students. The PLE program requires students to take at least one of their elective courses in the form of MOOCs during their undergraduate studies. Drawing on interviews with six students across different faculties, the study identified four key themes that encapsulate the effects of PLE courses: (1) Certificate driven learning with a focus on occupation skill enhancement, (2) diverse course offerings to enhance personal and academic development, (3) learning flexibility, and (4) student satisfaction. The findings suggest that PLE courses offered through MOOC platforms allow students to broaden their academic horizons, gain valuable skills, and tailor their education to better align with their interests and goals. Furthermore, this study highlights the potential benefits of incorporating PLE courses in higher education institutions, emphasizing their role in promoting a more dynamic and student-centered learning environment.
Yeni Nesil Adaptif ve Dijital Platformların Blackboard ile Entegrasyonu ve Ters Yüz Öğrenme'deki (flipped Learning) Önemli Rolü
(2018) Dinçer, Özoran
Yeni Nesil Adaptif ve Dijital Platformların Blackboard ile Entegrasyonu ve Ters Yüz Öğrenme'deki (Flipped Learning) Önemli RolüAdaptif ve Dijital Platformlar, kağıda basılı kitaplardan dijital kitaplara yapılan geçişin bir devamı olarak, statik dijital kitaplardan dinamik, interaktif ve adaptif dijital kitaplara geçişin ürünleri olarak karşımıza çıkıyor. Peki bu akıllı kitaplar ders hocalığının, öğretmenliğin ortadan kalkmasını beraberinde getirecek mi? Sunumda MEF Üniversitesi'nde Ocak 2019'da başlattığımız Adaptif ve Dijital Platformların kullanımının yaygınlaştırılması sürecinde karşılaştığımız sorunlar ve ürettiğimiz çözümler üzerinden deneyimlerimizi paylaşacağız.
The Vital Role of Digital and Adaptive Learning Platforms in a Flipped Learning Approach
(OEB Global, 2018) Dinçer, Özoran
Flipped Classroom also referred as Flipped Learning is beneficial for because: It gives students the chance to expose to content before-class, as long as they want, when they want, and where they want, giving more control on the pace of consuming the content until they feel comfortable. Students are pre-exposed to the content before class where they work on basics of the content (lower levels of Bloom’s taxonomy), during the time saved from these basic knowledge transfer students can work more on the higher order learning (as referred in Bloom’s Taxonomy) with the help of the active learning in-class activities. Problem of Flipped Learning From Instructors side both preparing engaging pre-class content and in-class activities are highly demanding. More content and more activities means more need for more checkpoints on student understanding and skills development in the process, which also means creating more questions, more answers, doing more scoring and giving more feedback. From students side, while the pace and timing of the learning are customizable, the learning path, i.e. the questions students answer and the content provided are mostly same. There is not much occasion for personalization for individual learning experience. In most flipped learning designs pre-class activities also leave students alone, sometimes directly defined as “individual working space”, makes it highly challenging for students especially when they are totally stranger to a content and need immediate assistance and feedback. Flipped Learning coupled with Digital and Adaptive Learning Platforms offered by top textbook publishers has big impact on overcoming the mentioned problems. Digital and Adaptive Learning Platforms offer huge amount of highly rich content. Text, videos, questions, answers, etc… Instructors no longer spend time on repetitive tasks such as preparing questions, creating answers, solutions, grading, basic feedback and also lecturing. They can more focus on creating authentic in-class tasks and providing just-in-time and complex individual feedback to make sure the students are engaged and develop persistent skills. Will Digital and Adaptive Learning Platforms replace instructors? Probably not in the near feature. These platforms can be seen as cognitive assistants which automate repetitive tasks and personalize student learning experience by its computational power. With the help of these platforms Instructors will become more curators of the rich content provided and will focus more on creative aspects of the learning experience, such as authentic problems, cases, projects, etc. At MEF University, where flipped learning is embraced as institutional instructional philosophy including all Faculties and all Departments, we begin to complement our flipped learning approach with Digital and Adaptive Learning Platforms with a pilot period beginning from Spring 2017-2018. We will share our experience and take outs from this transition process including technological challenges and perspectives from students and instructors.

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