Uzaktan eğitim ortamlarında sosyal yazılım kullanımının kabulünü etkileyen faktörlerin belirlenmesine yönelik bir çalışma

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ødø1'(.ø/(5

KISALTMALAR ... x

SEMBOLLER ... xii

7$%/2/ø67(6ø ... xiii

ù(.ø//ø67(6ø ... xvi

g=(7««« ... xviii

SUMMARY ... xix

*ø5øù«« ... 1

%g/h08=$.7$1(öø7ø09((öø76(/%ø5$5$d2/$5$.626<$/ YAZILIM ... 12

1.1 8]DNWDQ(÷LWLP ... 12

1.1.1 dHYULPLoL(÷LWLP ... 14

1.1.2 .DUPD(÷LWLP ... 15

1.1.3 'D÷ÕQÕN(÷LWLP ... 16

1.2 g÷UHWLPGHQg÷UHQPH\H*HoLúg÷UHQFL0HUNH]OLg÷UHQPH ... 18

1.3 (÷LWVHO%LU$UDo2ODUDN6RV\DO<D]ÕOÕPODU ... 21

1.3.1 6RV\DO<D]ÕOÕP.DYUDPÕYH'L÷HU.DYUDPODU ... 21

1.3.2 6RV\DO<D]ÕOÕPYHøQWHUQHWLQ7DULKVHO*HOLúLPOHUL ... 23

1.3.2.1 6RV\DO<D]ÕOÕPODUÕQ7DULKVHO*HOLúLPL ... 23

1.3.2.2 øQWHUQHWLQ7DULKVHO*HOLúLPL ... 25

1.3.3 6RV\DO<D]ÕOÕPODUÕQ7HPHO)RQNVL\RQODUÕ ... 28

1.3.4 Sosyal Medya Ekolojisi ... 29

1.3.4.1 øQWHUQHW*QFHVL ... 30

1.3.4.2 0LNUR*QFH ... 30

1.3.4.3 Viki ... 30

1.3.4.4 6RV\DO$÷ODU ... 31

1.3.4.5 dHYULPLoL)RUXPODU ... 31

1.3.4.6 Sos\DOøPOHPH ... 32

1.3.4.7 FoWR÷UDI3D\ODúÕPÕ ... 32

1.3.4.8 Video 3D\ODúÕPÕ ... 32

vi

1.3.4.9 $QOÕN0HVDMODúPD... 33

1.3.4.10ViGHR0HVDMODúPD ... 33

1.3.4.11dRN%DVLW%HVOHPH ... 33

1.3.4.126HVYH*|UQW<D\ÕQFÕOÕ÷Õ ... 34

1.3.4.13Elektronik Portfolyo ... 34

1.3.4.14Elektronik Kitap ... 34

1.3.4.15EtkiOHúLPOL(OHNWURQLN7DKWDODU ... 35

1.3.4.16Oyunlar ve Benzetim... 35

1.3.5 (÷LWVHO6RV\DO<D]ÕOÕP ... 36

1.3.5.1 (÷LWVHO6RV\DO<D]ÕOÕPODUÕQ$YDQWDMODUÕ ... 37

1.3.5.2 (÷LWVHO6RV\DO<D]ÕOÕPODUÕQ.XOODQÕPÕQGD.DUúÕODúÕODELOHFHN6RUXQODU 39 1.3.6 8]DNWDQ(÷LWLPGH(÷LWVHO 6RV\DO<D]ÕOÕPODUÕQ.XOODQÕODELOLUOL÷L ... 42

%g/h07(.12/2-ø.$%8/9(.8//$1,0,1$<g1(/ø.02'(//(5 ... 44

2.1 7HNQRORML.DEXOYH.XOODQÕPÕ ... 44

2.1.1 %LOLúLP7HNQRORMLOHUL.DEXOYH.XOODQÕPÕQDøOLúNLQ0RGHOOHU ... 45

2.1.1.1 $UDoVDOOÕN7HRULOHUL ... 45

2.1.1.2 0DQWÕNOÕ(\OHP7HRULVL ... 46

2.1.1.3 3ODQOÕ'DYUDQÕú7HRULVL ... 48

2.1.1.4 $\UÕúWÕUÕOPÕú3ODQOÕ'DYUDQÕú7HRULVL ... 49

2.1.1.5 Teknoloji Kabul Modeli ... 52

2.1.1.6 Teknoloji Kabul Modeli 2 ... 55

2.1.1.7 %LUOHúWLULOPLú7HNQRORML.DEXOYH.XOODQÕP7HRULVL ... 56

2.1.1.8 Teknoloji Kabul Modeli 3 ... 61

2.2 7HNQRORML.DEXOYH.XOODQÕPÕQD<|QHOLNdDOÕúPDODU ... 63

2.2.1 6RV\DO<D]ÕOÕPODUÕQ.DEXOYH.XOODQÕPÕQD<|QHOLNdDOÕúPDODU... 69

2.2.2 7HNQRORML .DEXO YH .XOODQÕPÕ dDOÕúPDODUÕQD <|QHOLN (OHúWLULOHU YH <HQL (÷LOLPOHU ... 70

2.3 7HNQRORML .DEXO YH .XOODQÕPÕQD <|QHOLN 0RGHOOHULQ $UDúWÕUPD 3UREOHPL %D÷ODPÕQGD'H÷HUOHQGLULOPHVL ... 73

vii

%g/h0$5$ù7,50$<g17(0ø ... 77

3.1 $UDúWÕUPD3UREOHPL ... 77

3.2 $UDúWÕUPD7DVDUÕPÕ ... 78

3.3 7HPHO$UDúWÕUPD<DNODúÕPODUÕ ... 79

3.4 .DUPD$UDúWÕUPD<DNODúÕPODUÕ ... 81

3.4.1 .DUPD$UDúWÕUPD<DNODúÕPODUÕQÕQ.XOODQÕP*HUHNoHOHUL ... 83

3.4.2 .DUPD$UDúWÕUPD<DNODúÕPÕQÕQ6HoLPLQGH(WNLOL.ULWHUOHU ... 85

3.4.3 %DúOÕFD.DUPD$UDúWÕUPD<DNODúÕPODUÕ ... 86

3.5 0HYFXWdDOÕúPDøoLQ8\JXQ$UDúWÕUPD<DNODúÕPÕQÕQ%HOLUOHQPHVL ... 87

3.5.1 0HYFXWdDOÕúPDøoLQ8\JXQ$UDúWÕUPD7DVDUÕPÕQÕQ%HOLUOHQPHVL ... 91

3.5.1.1 $UDúWÕUPDGD<DUDUODQÕODn 9HUL(GLQLPL<|QWHPOHUL ... 92

3.5.1.2 $UDúWÕUPDGD<DUDUODQÕODn 9HUL$QDOL]L<|QWHPOHUL ... 94

$1$/øZ VE BULGULAR %g/h0.$/ø7$7ø)$ù$0$ ... 99

4.1 Kalitatif Veri Edinimi ... 99

4.2 .DOLWDWLI9HULOHULQ.RGODQPDVÕ ... 100

4.2.1 .DOLWDWLI9HUL$QDOL]L3URJUDPODUÕYH4'$0LQHU ... 100

4.2.2 <HUOHúLN.XUDP ... 101

4.2.2.1 gQFO.RGODPDYH9HUL.DWHJRUL]DV\RQX ... 103

4.2.2.2 2UWD']H\.RGODPD ... 106

4.2.2.3 7HRULN(QWHJUDV\RQYHøOHUL']H\.RGODPD ... 112

4.2.2.4 (÷LWVHO6RV\DO<D]ÕOÕP.DEXOQH<|QHOLN7HRULN0RGHO ... 118

4.3 $UDúWÕUPD+LSRWH]OHULQLQ*HOLúWLULOPHVL ... 119

4.3.1 %HNOHQWLOHUYH%R\XWODUÕ... 119

4.3.1.1 g÷UHQFL± g÷UHQFL(WNLOHúLPL ... 120

4.3.1.2 g÷UHQFL± +RFD(WNLOHúLPL ... 120

4.3.1.3 7HNQRORML.DWNÕVÕ ... 121

4.3.2 (QGLúHOHUYH%R\XWODUÕ ... 121

4.3.2.1 $OJÕODQDQg÷UHQFL(QJHOL ... 121

4.3.2.2 $OJÕODQDQ+RFD(QJHOL ... 122

viii

4.3.2.3 <R÷XQ7HNQRORML(QJHOL ... 122

4.3.3 Tutum ... 122

4.3.3.1 $OJÕODQDQ.XOODQÕP.ROD\OÕ÷Õ ... 122

4.3.3.2 $OJÕODQDQ)D\GD ... 123

4.4 $UDúWÕUPD0RGHOLQLQ*QFHOOHQPHVL ... 124

%g/h0.$17ø7$7ø)$ù$0$ ... 126

5.1 .DQWLWDWLI(QVWUPDQÕQ*HOLúWLULOPHVL ... 126

5.1.1 øIDGH+DYX]XQXQ2OXúWXUXOPDVÕ ... 127

5.1.2 7DVODNgOoHN± Uzman Paneli ... 127

5.1.3 7DVODNgOoHN± 3LORWdDOÕúPD ... 128

5.1.4 1LKDLgOoHN± 6DKDdDOÕúPDVÕ ... 130

5.2 <DSÕVDO(úLWOLN0RGHOOHPHVL ... 131

5.2.1 <DSÕVDO(úLWOLN0RGHOOHPHVL6WUDWHMLOHUL ... 132

5.2.2 <DSÕVDO(úLWOLN0RGHOOHPHVLQGH7HPHO.DYUDPODUYH6HPEROOHU ... 132

5.2.3 <DSÕVDO(úLWOLN0RGHOOHPHVLYH'R÷UXOD\ÕFÕ)DNW|U$QDOL]L ... 135

5.3 <DSÕVDO0RGHOLQ'H÷HUOHQGLUPH6UHFL ... 135

5.3.1 Kantitatif Veri Edinimi ... 137

5.3.2 $oÕNOD\ÕFÕ)DNW|r Analizi ... 139

5.3.3 'R÷UXOD\ÕFÕ)DNW|U$QDOL]L ... 141

5.3.3.1 Modelin Tahmin Edilmesi (1. Dereceden DFA) ... 142

5.3.3.2 8\XPXQ'H÷HUOHQGLULOPHVL ... 145

5.3.3.2.1 gQHULOHQ 0RGHOLQ gOoP 0RGHOL øoLQ 8\XPXQ 'H÷HUOHQGLULOPHVL « ... 147

5.3.3.3 0RGHOLQ']HQOHQPHVL ... 147

5.3.3.3.1 gOoP0RGHOLLoLQ0RGLILNDV\RQøQGHNVOHUL ... 148

5.3.3.3.2 ETK )DNW|ULoLQ')$YH0RGLILNDV\RQODU ... 148

5.3.3.3.3 TEK )DNW|ULoLQ')$YH0RGLILNDV\RQODU ... 150

5.3.3.3.4 Ag( )DNW|ULoLQ')$YH0RGLILNDV\RQODU « ... 151

5.3.3.3.5 YTE )DNW|ULoLQ')$YH0RGLILNDV\RQODU ... 152

5.3.3.3.6 Ag( )DNW|ULoLQ')$YH0RGLILNDV\RQODU ... 153

ix

5.3.3.3.7 AF )DNW|ULoLQ')$YH0RGLILNDV\RQODU ... 153

5.3.3.3.8 AKK )DNW|ULoLQ')$YH0RGLILNDV\RQODU ... 154

5.3.3.3.9 ETK ± TEK )DNW|UOHULLoLQ')$YH0RGLILNDV\RQODU ... 155

5.3.3.3.10 Ag( ± YTE )DNW|UOHULLoLQ')$YH0RGLILNDV\RQODU ... 156

5.3.3.3.11 Ag( ± AHE )DNW|UOHULLoLQ')$YH0RGLILNDV\RQODU... 157

5.3.3.3.12 YTE ± AHE )DNW|UOHULLoLQ')$YH0RGLILNDV\RQODU ... 157

5.3.3.3.13 Ag( ± YTE ± AHE )DNW|UOHULLoLQ')$YH0RGLILNDV\RQODU .... 158

5.3.3.3.14 ETK ± TEK - Ag( ± YTE ± AHE )DNW|UOHUL LoLQ ')$ YH Modifikasyonlar ... 159

5.3.3.3.15 AF ± AKK )DNW|UOHULLoLQ')$YH0RGLILNDV\RQODU ... 161

5.3.3.3.16 AF ± AKK ± KN )DNW|UOHULLoLQ')$YH0RGLILNDV\RQODU ... 162

5.3.3.4 0RGHOLQ*YHQLUOLNYH*HoHUOLN$oÕVÕQGDQ'H÷HUOHQGLULOPHVL ... 168

5.3.3.5 øNLQFL'HUHFHGHQ)DNW|U$QDOL]L ... 171

5.3.3.5.1 0RGHOLQ*YHQLUOLNYH*HoHUOLN$oÕVÕQGDQ'H÷HUOHQGLULOPHVL ... 174

5.3.4 Yol Analizi ... 175

5.3.4.1 $UDúWÕUPD0RGHOLøoLQ<RO$QDOL]L ... 176

5.3.4.1.1 $UDúWÕUPD0RGHOLøoLQ<RO$QDOL]L%XOJXODUÕ ... 179

5.3.4.1.2 %XOJXODUÕQ.XUDPVDO7HPHOdHUoHYHVLQGH'H÷HUOHQGirilmesi ... 181

6218d/$59(g1(5ø/(5 ... 185

.$<1$.d$ ... 196

EKLER«« ... 222

g=*(d0øù ... 261

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: Technology Acceptance Model (Teknoloji Kabul Modeli)

7HNQRORML.DWNÕVÕ : Teknoloji Kabul Modeli : Teknoloji Kabul Modeli 2 : Teknoloji Kabul Modeli 3

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SEMBOLLER

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ࣘ ࢾ ࢿ ࣀ

(J]RMHQ'H÷LúNHQ

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xiii

7$%/2/ø67(6ø

Tablo 1: 8]DNWDQ(÷LWLPLQ7DULKVHO*HOLúLP$úDPDODUÕ ... 14

Tablo 2: øQWHUQHW7HNQRORMLOHULQGHQ)D\GDODQPD2UDQODUÕQD*|UH'HUV7UOHUL ... 16

Tablo 3: g÷UHWLFL0HUNH]OL<DNODúÕPøOHg÷UHQFL0HUNH]OL<DNODúÕPÕQ.DUúÕODúWÕUÕOPDVÕ ... 20

Tablo 4: 6RV\DO<D]ÕOÕPÕQ*HOLúLP6UHFLQGH%DúOÕFD*HOLúPHOHU ... 24

Tablo 5: øQWHUQHW7HPHOLQGH<DúDQDQ%DúOÕFD.URQRORMLN*HOLúPHOHU ... 27

Tablo 6: (÷LWVHO6RV\DO<D]ÕOÕP.XOODQÕPÕQÕQ)D\GDODUÕ ... 37

Tablo 7: (÷LWVHO6RV\DO<D]ÕOÕPODUÕQ.XOODQÕPÕQGD.DUúÕODúÕODELOHFHN6RUXQODU ... 40

Tablo 8: $UDoVDOOÕN7HRULOHULQLQ7HRULN%LOHúHQOHULøoLQ.XOODQÕODQ(WLNHWOHU ... 46

Tablo 9: 7.0¶GH$OJÕODQDQ)D\GD'H÷LúNHQLQLQgQFO2Oarak Dahil Edilen Harici 'H÷LúNHQOHU ... 55

Tablo 10: %LUOHúWLULOPLú7HNQRORML.DEXOYH.XOODQÕP7HRULVL¶QGH.XOODQÕODQ0RGHOOHU ve Teoriler ... 57

Tablo 11: %DúOÕFD7HNQRORML.DEXO0RGHOL$UDúWÕUPDODUÕ ... 64

Tablo 12: 7HPHO$UDúWÕUPD<DNODúÕPODUÕ ... 80

Tablo 13: .DUPD$UDúWÕUPD<DNODúÕPODUÕøoLQ.XOODQÕODQ.DYUDPODU ... 82

Tablo 14: .DUPD$UDúWÕUPD<DNODúÕPODUÕQÕQ.XOODQÕP*HUHNoHOHUL ... 84

Tablo 15: %DúOÕFD.DUPD<DNODúÕP7UOHUL7DVDUÕPODUÕQÕQ7LSLN.DUDNWHULVWLNOHUL ... 88

Tablo 16: KaUPD<|QWHP7DVDUÕPODUÕøoLQgQHULOHQ.DOLWDWLIYH.DQWLWDWLI9HUL(GLQLPL 3URVHGUOHUL ... 93

Tablo 17: .DUPD<|QWHP7DVDUÕPODUÕøoLQgQHULOHQ.DOLWDWLIYH.DQWLWDWLI9HUL$QDOL]L 3URVHGUOHUL ... 95

Tablo 18: .DOLWDWLIdDOÕúPDgUQHNOHPLQH$LW7DQÕPOD\ÕFÕøVWDWLVWLNOHU ... 100

Tablo 19: gQFO.RGODPDYH9HUL.DWHJRUL]DV\RQX- Beklentiler ... 104

Tablo 20: gQFO.RGODPDYH9HUL.DWHJRUL]DV\RQX- (QGLúHOHU... 105

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Sakarya University Institute of Social Sciences ^{2 SUMMARY} Abstract of PhD Thesis Title of the Thesis: A Study on Determining the Factors Affecting the Use of Social Software in Distance Education

Author: Adem AKBIYIK Supervisor: 3URI'U(UPDQ&2ù.81

Date: 02 November 2012 Nu. of Pages: xix (pre text) + 261 (main body) Department: Business Subfield: Production Management & Marketing

Advancements in the field of communication technologies and their reflections in daily life have made the Internet one of the biggest necessities of mankind. Social software tools are one of the most commonly used Today¶V Internet technologies, which offer a myriad of different services. The popularity of social software ±especially among younger generations- has arisen the question of whether distance learners are willing to use these technologies for educational purposes. This study attempts to address this issue by developing and testing a hybrid technology acceptance model taking into consideration GLVWDQFHOHDUQHUV¶H[SHFWDWLRQVDQGFRQFHUQVDERXWVRFLDOVRIWZDUH

In order to examine distance learners' behavioral intention to use social software, their expectations and concerns were integrated with prior technology acceptance models, suggesting a hybrid acceptance model. Exploratory and confirmatory factor analyses were performed to test the reliability and validity of the measurement model. The structural equation modeling technique was also used to evaluate the hypothesized model.

The proposed model explained 48% of the variance of behavioral intention (R²=,48) indicating that expectations (interaction and technological contribution) and concerns (perceived peer barrier, perceived tutor barrier, and unfettered technology) about social VRIWZDUH KDYH D TXLWH VWURQJ DQG VWDWLVWLFDOO\ VLJQLILFDQW LQIOXHQFH RQ GLVWDQFH OHDUQHUV¶

usage intention through the mediation of perceived usefulness and perceived ease of use.

Keywords: Social Software, Educational Social Software, Distance Learning, Distance Learner, TAM, Technology Acceptance Model, SEM, Structural Equational Modeling

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3

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4

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GLNNDWHDOPDPDVÕQHGHQL\OHHOHúWLULOPHNWHGLU (Garrison ve Shale, 1987; Verduin ve Clark, 1991).

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WHNQRORMLNX\JXODPDYH|÷UHQPHVUHoOHULQLNDSVDPDNWÕU(Urdan ve Weggen, 2000)

14 Tablo 1:

8]DNWDQ(÷LWLPLQ7DULKVHO*HOLúLP$úDPDODUÕ

Kaynak: UNESCO. (2002). Open and Distance Learning. 20 $UDOÕN tarihinde UNESCO - KWWSXQHVGRFXQHVFRRUJLPDJHVHSGIDGUHVLQGHQDOÕQGÕ, s. 24-25.

1.1.1 dHYULPLoL(÷LWLP

øQWHUQHWLQ JHOLúPHVL YH \D\JÕQODúPDVÕ VD\ÕVDOODúWÕUÕODUDN HOHNWURQLN RUWDPD DNWDUÕODQ

ELOJLOHULQ LOHWLúLPLQGH ]DPDQ YH PHNDQ ED÷ÕPOÕOÕ÷ÕQÕ RUWDGDQ NDOGÕUPD LPNDQÕ

VXQPDNWDGÕU¶OÕ\ÕOODUGDH÷LWLPKL]PHWOHULQGH\DUGÕPFÕDUDoODU oRNOXRUWDPDUDoODUÕ olaUDN NXOODQÕODQ ELOJLVD\DU YH LOHWLúLP WHNQRORMLOHUL LQWHUQHWLQ VXQGX÷X LPNDQODU LOH

H÷LWLP KL]PHWLQLQ EWQ XQVXUODUÕQÕQ YHULOGL÷L RUWDPODU RODUDN NDUúÕPÕ]D oÕNPDNWDGÕU

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LOH GHVWHNOHQHQ EDVÕOÕ PDWHU\DOOHU HVDV DOÕQÕU (WNLOHúLP

\|QWHPL PHNWXS YH GL÷HU \D]ÕOÕ YH EDVÕO G|NPDQODUÕQ SRVWD

\ROXLOHLOHWLPLQHWLFHVLQGHJHUoHNOHúWLULOLU

(÷LWVHOTelevizyon ve Radyo Sistemi

(Y WHPHOOL ELUH\VHO |÷UHQFLOHUH \D GD \] \]H HWNLOHúLPH

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WHVOLPDW WHNQRORMLVLQL NXOODQÕU NDUDVDO X\GX Nablolu TV ve UDG\R\D\ÕQODUÕ %D]ÕVLVWHPOHUVÕQÕUOÕVHVYHYLGHR-konferans ED÷ODQWÕODUÕVXQDUODU

dRNOX2UWDP

Sistemleri

Metin, ses, video ve bilgisayar temelli materyalleri kapsar ve JHQHOOLNOH ELUH\OHUH \D GD JUXSODUD \] \]H |÷UHQFL GHVWH÷L

sunar. $oÕNQLYHUVLWHOHULQNXOODQGÕ÷ÕEX\DNODúÕPGD|÷UHQLP

ELUH\VHOGH÷LOX]PDQPHG\DX]PDQÕELOLúLPX]PDQÕLoHULN

WDVDUÕPÕ X]PDQÕ YH |÷UHPH X]PDQÕ WDNÕPODUÕQ oDOÕúPDODUÕ

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HULúLPH LPNDQ YHUHQ E|\OHFH e-posta, bilgisayar NRQIHUDQVODUÕ YH GX\XUX SDQRODUÕ YE ]HULQGHQ |÷UHWPHQ-

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HWNLOHúLPOHUH VHQNURQ \D GD DVHQNURQ RODUDN LPNDQ YHUHQ

sistemlerdir.

15

|÷UHQFLOHUH GHUV PDWHU\DOOHULQH VÕQÕI DUNDGDúODUÕQD YH |÷UHWLP \HOHULQH oHYULPLoL

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6DQDO VÕQÕI RUWDPÕQGD |÷UHQFLOHULQ |÷UHWLP \HVL YH ELUELUOHUL LOH HWNLOHúLPLQH LPNDQ

veren oHYULPLoL|÷UHQPH sistemleri; e-NLWDSGHUVOHUOHLOJLOLVOD\WODUHWNLOHúLPOLJUDILNYH

WDEORODUYLGHRYHVHVDNWDUÕPÕYEKL]PHWOHULVXQDQSODWIRUPODURODUDNWDVDUODQPDNWDGÕU

dHYULPLoL |÷UHQPH RUWDPODUÕQÕQ HQ |QHPOL DYDQWDMODUÕ LVWHQLOHQ PHNDQGD LVWHQLOHQ

]DPDQYHKÕ]GD|÷UHQPHLPNDQÕLOHHVQHNELU|÷UHQPHRUWDPÕVXQPDODUÕGÕU%XQDNDUúÕQ

oHYULPLoL|÷UHQPHRUWDPODUÕQÕQED]ÕGH]DYDQWDMODUÕGDV|]NRQXVXGXU(Bleimann, 2004;

Muir, 2001): ]DPDQEWoHYH|÷UHWPHQNRQXVXQGD\R÷XQND\QDNNXOODQÕPÕJHUHNWLULU

LoHULN KDWDODUÕ oRN GDKD |QHP ND]DQÕU WHNQRORML VRUXQODUÕ |÷UHQFLOHUH PDOL\HWL

X\JXODPDLoHUHQED]ÕGHUVOHULQVXQXPXQGD\HWHUVL]NDOÕQPDVÕVRUXODUDHú]DPDQOÕ\DQÕW

LPNDQODUÕNÕVÕWOÕYH|÷UHQFLOHULoLQVRV\DOELUL]RODV\RQV|]NRQXVXGXU Sosyal izolasyon ED]Õ |÷UHQFLOHULQ |÷UHQPH RUWDPÕ WHUFLKOHULQGH oHYULPLoL |÷UHQPH\L JHUL SODQGD

WXWPDODUÕQÕQ EDúOÕFD QHGHQL RODUDN J|UOPHNWHGLU (Maddux, 2004). Bu nokWDGD H÷LWLP

NXUXPODUÕ HWNLOHúLP LPNDQÕQÕ DUWÕUDFDN \HQL QHVLO X]DNWDQ H÷LWLP RUWDPODUÕQÕ

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RUWDPODUÕ YH oHYULPLoL |÷UHQPH RUWDPODUÕ |÷UHQFLOHULQ GDKD ID]OD HWNLOHúLP RUWDPÕ

bulPDODUÕDGÕQDELUDUD\DJHWLULOGL÷LNDUPD|÷UHWLPRUWDPODUÕGÕU

1.1.2 .DUPD(÷LWLP

.DUPD|÷UHWLP\DNODúÕPÕoRNIDUNOÕX\JXODPDODUÕNDSVDPDNODELUOLNWHJHQHORODUDN\]

\]H|÷UHQPHYHoHYULPLoLND\QDNODUÕQNRPELQDV\RQXRODUDNWDQÕPODQPDNWDGÕU (Mason ve Rennie, 2008) .DUPD |÷UHWLP \DNODúÕPÕ |÷UHQFLOHUH VÕQÕI DUNDGDúODUÕ YH |÷UHWLP

\HOHULLOHoHYULPLoL\DGDoHYULPGÕúÕWUOHUGHGDKDID]ODHWNLOHúLPLPNDQÕVXQPDNWDGÕU (Allen ve Seaman, 2003).

Karma |÷UHWLPLQ WHPHOLQGHNL YDUVD\ÕP oHYULPLoL \|QWHPOHUL NXOODQPDQÕQ

DYDQWDMODUÕQÕQ DQODúÕOPDVÕQÕQ \DQÕ VÕUD \] \]H HWNLOHúLPLQ GR÷DVÕQGDQ JHOHQ

DYDQWDMODUÕQÕQ ROGX÷XGXU(Clark ve James, 2005). Bu noktada, niversitelerin akademik faaliyetlerinde internet teknolojilerinden faydalanma seviyeleriQGHIDUNOÕOÕNODUDgiderek, GHUVOHULQ\DSÕODUÕQDYHJHUHNVLQLPOHULQHJ|UHLQWHUQHWWHNQRORMLOHULQGHQ\DUDUODQDUDNHQ

X\JXQ|÷UHQPHRUWDPÕQÕROXúWXUPDJD\UHWLLoHULVLQGHGLUOHU7DEOR2).

16 Tablo 2:

øQWHUQHW7HNQRORMLOHULQGHQ)D\GDODQPD 2UDQODUÕQD*|UH'HUV7UOHUL

Kaynak: Allen, E., Seaman, J., & Garret, R. (2007). Blending In:The Extent and Promise of Blended Education in the United States. 20 $UDOÕN  WDULKLQGH 7KH 6ORDQ &RQVRUWLXP

KWWSVORDQFRQVRUWLXPRUJVLWHVGHIDXOWILOHV%OHQGLQJB,QSGIDGUHVLQGHQDOÕQGÕ, s. 5.

(÷LWLP NXUXPODUÕQÕQ |÷UHQFL PHUNH]OL ELU DQOD\ÕúOD |÷UHQPH VWLOOHULQH X\JXQ RODUDN

X]DNWDQH÷LWLPLQELUoRNIDUNOÕDODQÕQGDQ\DUDUODQDUDNWDVDUODPD\DoDOÕúWÕNODUÕ|÷UHQme RUWDPÕLVHJQP]GHX]DNWDQH÷LWLPNDYUDPÕLOH VÕNoDELUOLNWHDQÕODQGD÷ÕQÕNH÷LWLP

(distributed education) NDYUDPÕGÕU .DUPD H÷LWLPGH |÷UHQPH IDDOL\HWOHUL ELU NDPSV

RUWDPÕQGDRODELOLUNHQFR÷UDILGD÷ÕOÕPROPD]VDROPD]NRúXOGH÷LOGLUGD÷ÕQÕNH÷LWLPde

\]\]HH÷LWLPGHQX]DNWDQH÷LWLPHNDGDUWPH÷LWLPX\JXODPDODUÕQGD\DUDUODQÕOabilse de \]\]HH÷LWLPROPD]VDROPD]NRúXOGH÷LOGLU (Mason ve Rennie, 2008).

1.1.3 'D÷ÕQÕN(÷LWLP

'D÷ÕQÕN H÷LWLP JHQHOOLNOH |÷UHQFL PHUNH]OL ELU |÷UHQPH RUWDPÕ ROXúWXUPD DPDoOÕ WHNQRORMLOHUDUDFÕOÕ÷Õ\ODHú]DPDQOÕVHQNURQ\DGDHú]DPDQVÕ]DVHQNURQRODUDNED]Õ

\]\]H|÷UHQPHHWNLOHúLPOHULQLQNRPELQDV\RQXRODUDNWDQÕPODQDELOLU (Lefoe, 2003).

'D÷ÕQÕNH÷LWLP |÷UHQFLOHUNDPSVRUWDPÕQGDROVXQ\DGD ROPDVÕQ|÷UHQPHRUWDPODUÕQÕQ

|÷UHQPHWDU]ODUÕQDHQX\JXQRODFDNúHNLOGHGH÷LúWLULOHUHNHWNLOHúLPLYHLúELUOL÷LQLDUWÕUDQ

|÷UHQPHRUWDPODUÕVXQPD\ÕDPDoODU (Mason ve Rennie, 2008:25).

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