Motivators and barriers in the development of online communities of practice

Date

2010

Author

Baran, Bahar
Çağıltay, Kürşat

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Problem Durumu: Eğitim alanında yıllardan beri devam eden temel tartışmalardan birisi, öğrenmenin nasıl gerçekleştiği ile ilgilidir. “Uygulama Topluluğu” yaklaşımı, bu tartışmaya farklı bir bakış açısı getirmiştir. Bu yaklaşım, yetişkin insanları sosyal varlıklar olarak kabul eder ve öğrenmenin gerçekleşebilmesi için, onların sosyal etkileşim ortamlarında, aktif olarak bulunmaları gerektiğini savunur. Bilim insanları, öğretmenlerin “öğretmeyi öğrenme” sürecinde elde etmeleri gereken pratik bilgiyi kazanmaları için bilgi alışverişinde bulunacakları sosyal ortamların olması gerektiğini savunmaktadır. Türkiye’ de görev yapan öğretmenlerin hepsini bir araya toplayacak bu tür sosyal ortamları geleneksel eğitim sisteminde oluşturmak gerek maliyet ve gerekse teknik açıdan oldukça zordur. Bu sebeple, öğretmen eğitiminde İnternet’in kullanılması fikri oldukça ilgi çekicidir. Uygulama toplulukları fikri ve İnternet’in bir araya gelmesiyle birlikte “çevrimiçi uygulama toplulukları” çalışmaları ortaya çıkmıştır. Bu araştırma alanında en büyük problem, bu toplulukların üyelerini, topluluk içerisinde aktif tutmak, onların ortama katılımcı olmalarını sağlamak ve topluluğu uzun süreli yaşatabilmektir. Araştırmanın Amacı: Bu çalışma, öğretmenler için tasarlanmış çevrimiçi uygulama topluluğunun üyelerini, topluluk içerisinde aktif tutmak, ortama katılımcı olmalarını sağlamak ve topluluğu uzun süreli yaşatabilmek için gerekli, güdüleyici ve engelleyici faktörleri ortaya çıkartmayı amaçlamaktadır.

Subject Keywords

Internet

URI

https://hdl.handle.net/11511/52508
https://app.trdizin.gov.tr/makale/TVRBNE9URXpNdz09

Collections

Department of Computer Education and Instructional Technology, Article

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Citation Formats

B. Baran and K. Çağıltay, “Motivators and barriers in the development of online communities of practice,” pp. 79–96, 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/52508.