Akgün, Özcan Erkan

Profil fotoğrafı
 E-posta Adresi
ozcan.akgun@ihu.edu.tr
ORCID Profili
0000-0002-6486-0486
WoS Profili
E-3053-2018
Scopus Profili
36456896500
YÖK Araştırmacı Profili
91762F76EDEDAC7E
Google Akademik Profili
0s9hUb8AAAAJ&hl=tr&oi=ao
TR-Dizin Profili
711952
SOBİAD Profili
20434
Web Sitesi
akademik.ihu.edu.tr/tr/ozcan-akgun

Araştırma projeleri

Organizasyon Birimleri

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Organizasyon Birimi
Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
Eğitim Bilimleri Fakültemiz, kuram ve uygulamaların öğretildiği bir yer olmanın ötesinde, fikirlerin yeşerdiği, yeteneklerin geliştiği ve ömür boyu süren arkadaşlıkların kurulduğu dinamik ve çeşitlilik gösteren bir topluluktur.

Adı Soyadı

Özcan Erkan Akgün

İlgi Alanları

Instructional Design, Learning Design, Learning Development, e-Learning, Education, Educational Research Social Sciences - Other Topics

Kurumdaki Durumu

Aktif Personel

Filtreler

20241
Filtreleri Sıfırla

Ayarlar

Konu: Expert Opinion ×

Arama Sonuçları

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    Essential learner characteristics in distance education according to experts
    (Sakarya Üniversitesi, 2024) Akça, Güneş; Akgün, Özcan Erkan; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
    The importance and impact of distance education are increasing thereby making it imperative to study its effectiveness and efficiency as regards student success. In this study, we focused on the importance of factors related to student success and priorities in distance education according to experts. We conducted a literature review for developing a spectrum of variables, as well as a survey method for collecting expert views to determine their order of importance. We scanned WoS-indexed journals in the Web of Science database using these variables, adding the keywords “online learning” and “distance education” between 2010 and 2022 to calculate the frequencies of the variables in research papers to confirm our proposed variables. We took the views of 15 academics working in the field of distance education to determine their priorities. According to the results, self-regulation was the most important learner characteristic for success in distance education. This variable was followed by learning self-efficacy, motivation, technology self-efficacy, cognitive learning strategies, goal setting, metacognitive skills, attitude towards e-learning, locus of control, and academic self-concept. These variables should be considered in instructional design processes, and be monitored and developed in distance learners for success.