STUDENTS' PREFERENCES AND VIEWS ABOUT LEARNING IN A SMART MOOC INTEGRATED WITH INTELLIGENT TUTORING

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dc.authorscopusid57031921300
dc.authorscopusid57441372000
dc.authorscopusid57440868200
dc.authorscopusid6505550873
dc.authorscopusid57040542700
dc.authorscopusid57213629100
dc.authorscopusid56470437300
dc.contributor.authorYılmaz, Gizem Karaoğlan
dc.contributor.authorTepgeç, Mustafa
dc.contributor.authorMüftüoğlu, Cennet Terzi
dc.contributor.authorSulak, Sema
dc.contributor.authorŞahin, Muhittin
dc.contributor.authorAydın, Furkan
dc.contributor.authorYılmaz, Ramazan
dc.date.accessioned2024-09-19T15:41:13Z
dc.date.available2024-09-19T15:41:13Z
dc.date.issued2021
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description18th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2021 -- 13 October 2021 through 15 October 2021 -- Virtual, Online -- 174791en_US
dc.description.abstractMassive Open Online Courses (MOOCs) have become widespread all around the world since their conceptualization, both in terms of the number of students enrolled and the number of courses available. Some issues or learner needs in these environments, such as accreditation, quality of assessment and scaffolding for left-behind learners, have also surfaced as a result of rise in popularity. Profiling learners, using scaffolding strategies, structuring the assessment in a dynamic and effective manner, monitoring performance, and providing feedback/feedforward based on learning analytics are all expected to be valuable solutions to these issues. In this study, it is aimed to describe student views on the MOOC platform, which has the above-mentioned features and was designed and developed according to the AGILE software development model. Participants of this case study consist of 53 undergraduate students from three different universities. The data was collected using a questionnaire and semi-structured form both of which were developed by the researchers. The findings obtained were considered under these themes: benefits, disliked aspects, preferences in different learning contexts, ease of use, features open to improvement. Findings based on both quantitative and qualitative interpretations are presented on each theme. The findings of this study are limited to student views. In the later stages, authentic usage circumstances can be presented by taking into log data as a data source. © 2021 Virtual Simulation Innovation Workshop, SIW 2021. All rights reserved.en_US
dc.description.sponsorshipTUBITAK, (119K430); Türkiye Bilimsel ve Teknolojik Araştirma Kurumu, TÜBITAKen_US
dc.identifier.endpage110en_US
dc.identifier.isbn978-989870433-7
dc.identifier.scopus2-s2.0-85124079283en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage103en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12483/14093
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherIADIS Pressen_US
dc.relation.ispartof18th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2021en_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAGILE modelen_US
dc.subjectIntelligent tutoringen_US
dc.subjectLearning analyticsen_US
dc.subjectMOOCsen_US
dc.titleSTUDENTS' PREFERENCES AND VIEWS ABOUT LEARNING IN A SMART MOOC INTEGRATED WITH INTELLIGENT TUTORINGen_US
dc.typeConference Objecten_US

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