Özoran, Dinçer

Profile Picture
Profile URL
https://hdl.handle.net/20.500.11779/2655
Name Variants
Dinçer, Özoran
Job Title
Email Address
ozorand@mef.edu.tr
Main Affiliation
01. MEF University
Status
Former Staff
Website
ORCID ID
0000-0002-6785-0486
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID

Sustainable Development Goals

2

ZERO HUNGER
ZERO HUNGER Logo

0

Research Products

16

PEACE, JUSTICE AND STRONG INSTITUTIONS
PEACE, JUSTICE AND STRONG INSTITUTIONS Logo

0

Research Products

1

NO POVERTY
NO POVERTY Logo

0

Research Products

11

SUSTAINABLE CITIES AND COMMUNITIES
SUSTAINABLE CITIES AND COMMUNITIES Logo

0

Research Products

7

AFFORDABLE AND CLEAN ENERGY
AFFORDABLE AND CLEAN ENERGY Logo

0

Research Products

10

REDUCED INEQUALITIES
REDUCED INEQUALITIES Logo

0

Research Products

3

GOOD HEALTH AND WELL-BEING
GOOD HEALTH AND WELL-BEING Logo

0

Research Products

6

CLEAN WATER AND SANITATION
CLEAN WATER AND SANITATION Logo

0

Research Products

9

INDUSTRY, INNOVATION AND INFRASTRUCTURE
INDUSTRY, INNOVATION AND INFRASTRUCTURE Logo

1

Research Products

12

RESPONSIBLE CONSUMPTION AND PRODUCTION
RESPONSIBLE CONSUMPTION AND PRODUCTION Logo

0

Research Products

5

GENDER EQUALITY
GENDER EQUALITY Logo

0

Research Products

14

LIFE BELOW WATER
LIFE BELOW WATER Logo

0

Research Products

13

CLIMATE ACTION
CLIMATE ACTION Logo

0

Research Products

15

LIFE ON LAND
LIFE ON LAND Logo

0

Research Products

8

DECENT WORK AND ECONOMIC GROWTH
DECENT WORK AND ECONOMIC GROWTH Logo

0

Research Products

17

PARTNERSHIPS FOR THE GOALS
PARTNERSHIPS FOR THE GOALS Logo

0

Research Products

4

QUALITY EDUCATION
QUALITY EDUCATION Logo

0

Research Products
This researcher does not have a Scopus ID.
This researcher does not have a WoS ID.
Scholarly Output

5

Articles

0

Views / Downloads

1301/15795

Supervised MSc Theses

0

Supervised PhD Theses

0

WoS Citation Count

0

Scopus Citation Count

0

WoS h-index

0

Scopus h-index

0

Patents

0

Projects

0

WoS Citations per Publication

0.00

Scopus Citations per Publication

0.00

Open Access Source

3

Supervised Theses

0

JournalCount
Blackboard Akademik Adaptasyon Günü1
Blackboard Francophone Meeting1
OEB Global 20181
TLC Europe '181
Yüksek Öğrenimde Dijitalleşme ve E-Öğrenme Etkinliği1
Current Page: 1 / 1

Scopus Quartile Distribution

Quartile distribution chart data is not available

Competency Cloud

GCRIS Competency Cloud

Filters

2018 - 20195
Reset filters

Settings

Scholarly Output Search Results

Now showing 1 - 5 of 5
  • Thumbnail Image
    Conference Object
    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.
  • Thumbnail Image
    Conference Object
    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.
  • Thumbnail Image
    Conference Object
    Adaptation à l'apprentissage Adaptatif Avec Blackboard: Le Cas de l'université MEF
    (2018) Dinçer, Özoran
    Expliqué les application de l'apprentissage numerique et adaptif chez l'Université MEF Leadership de la directionEngagement/ investissement institutionnelInfrastructure robuste, fiableEnseignement et apprentissage efficacesSoutien au personnel universitaire (enseignant & admin.) et aux étudiantsPrise de décision fondée sur des données probantes
  • Thumbnail Image
    Conference Object
    Dijital dönüşümün filizlenmesi için gerekli koşullar: MEF’te öğrendiklerimiz
    (2019) Dinçer, Özoran
    Aşağıdaki Adımlara göre MEF'teki dönüşümü nasıl yönettiğimizi açıklıyoruz: 6 Characteristics To Increase Technology Adoption -Thorpe, L. (2015) 1 - Leadership from the top 2 - Institutional commitment and investment 3 - Robust and reliable infrastructure 4 - Effective and available support for academic staff 5 - Ability to demonstrate the benefits to the student and staff experience 6 - Evidence-based decision-making and a continuous cycle of improvement
  • Thumbnail Image
    Conference Object
    Adapting to adaptive learning with Blackboard, the case of MEF University
    (2018) Özoran, Dinçer
    Adaptive learning (AL) systems are long studied but only recently begin to make an impact in education. As MEF, a Flipped University who embraced Flipped Learning Approach in its all faculties, we also got interested in integration of these systems. Each AL platform has its own design of UI and UX. Already learning an LMS is a challenge, understanding how a brand new platform works may hinder student motivation for learning. Blackboard Learn, being the number one prefered LMS platform in the world in higher education, has integration options with most of AL platforms. This integration facilitates to navigate and focus more on the learning tasks and experience for students. While having a solid and widely used LMS is an advantage, there are still challenges in adapting AL systems for an institution. Individual adoption of Instructors results with student resistance, as they have to pay extra fee for the platform. When students reject to pay, then Instructor cannot implement his course design. At MEF, first contact with AL platforms happened thanks to individual efforts of some instructors. Once we see the potential, we asked different platforms for trial this semester and now we have unlimited access to two big platforms and promised them to pay as an Institution. In approximately 20 courses (%5 of total) we use AL and to understand the effectiveness of these platforms, we will use six level ACUE Effective Practice Framework©: faculty engagement, faculty learning, faculty implementation, student engagement, course-level student outcomes and institutional outcomes.