Sürdürülebilir Kalkınma Amaçları
Yayınlar
- MakaleAçık Erişim2026Scopus SJRQ1Multi-level Emergency Remote Teaching Framework for K–12 Distance Education: A Stakeholder-based Qualitative Study
Kayali, Bünyami; Karaman, Selçuk
This study develops a multi-level Emergency Remote Teaching (ERT) framework for K–12 distance education, grounded in the experiences of students, teachers, parents, and administrators during the COVID-19 pandemic. Prior ERT research has predominantly focused on single stakeholder groups or produced descriptive findings without synthesizing perspectives into a structured response model. Using a qualitative case study design, semi-structured interviews were conducted with 100 participants (25 per stakeholder group) selected through maximum variation sampling. Thematic content analysis was employed to identify convergent and divergent priorities across groups, which were subsequently mapped onto the five layers of the Holistic Analytical Layer Framework (HALF): policy, system, program, course, and activity, based on their functional relevance to each layer. Findings indicate that digital infrastructure functions as a foundational system-level prerequisite shared across all stakeholder groups, while pedagogical, psychosocial, and governance priorities diverge by role. Teachers emphasized assessment reliability and instructional continuity; students highlighted engagement and psychosocial support; parents stressed communication and guidance mechanisms; while administrators prioritized governance flexibility and decision-making autonomy. The resulting framework positions ERT not as an isolated emergency improvisation but as a coordinated, multi-layered response architecture that aligns stakeholder expectations across interconnected educational layers and supports the coordination of policy, infrastructure, programmatic planning, and instructional practices during crisis periods. The study contributes to the distance education literature by transforming multi-stakeholder perspectives into an integrated framework and extending the aspplication of HALF to emergency education contexts. For e-learning practice, the framework offers school administrators and policymakers a concrete diagnostic tool for auditing crisis-preparedness across governance, infrastructure, and instructional layers, while offering teacher educators a basis for designing professional development that addresses both technical and psychosocial readiness for remote instruction. Given its single-region, qualitative design, the framework should be understood as a context-sensitive foundation for future empirical validation rather than a universally transferable model.
- MakaleAçık Erişim2023Scopus SJRQ3An Investigation of Digital Transformation Activities of Higher Education in Türkiye
Yavuz, Mehmet; Kayalı, Bünyami; Karaman, Selçuk
This study aimed to examine the digital transformation activities of universities. The document analysis method was used in the study, one of the qualitative research methods. In this context, the websites of 207 universities were examined using the "Digital transformation activities form of universities" developed by the researchers. The data were analyzed by content analysis method. As a result of the analysis, six broad themes, also called dimensions in the current study, emerged, such as research, education, culture, process, technology, and community service regarding digital transformation activities of higher education institutions. Infrastructure studies, educational activities for research and supply and the use of smart systems to provide various cooperation opportunities are discussed within the scope of the research dimension. There are online scientific studies, online education programs, digital resources, and open access opportunities in the education dimension. As for the culture dimension, online manager activities for corporate culture, training of trainers, culture-arts and scientific activities took place. With the transfer of business processes to the digital environment, corporate promotion and communication activities were included in the process dimension. In the technology dimension, smart systems, smart campus applications and innovative technologies took place. Finally, the scope of community service compromised related units, university-industry cooperation activities and social activities. As a result, universities carry out activities to support processes such as education, research, management, and cooperation and to realize them in digital environments. For this purpose, it can be said that they perform effective and efficient processes by using various intelligent systems.
AtıfScopus7OpenAlex10
İncele - MakaleAçık Erişim2022Öğretmenlerin etkileşimli tahta kullanımlarının iyileştirilmesine yönelik insan performans teknolojileri uygulaması
Karaman, Selçuk; Kayali, Bünyami
Çalışmanın amacı öğretmenlerin etkileşimli tahta kullanımlarının iyileştirmesine yönelik İnsan Performans Teknolojileri (İPT) çözümlerinin geliştirilmesi ve değerlendirilmesidir. Bu amaç doğrultusunda etkileşimli tahta kullanımına engel olan faktörler (bilgi, olanak ve motivasyon vb.) belirlenerek, bu faktörlerin ortadan kaldırılmalarını sağlayacak müdahaleler tasarlanmış ve uygulanmıştır. Çalışmada Gelişimsel Araştırma yöntemi kullanılmıştır. Çalışma grubunda bir devlet okulunda görev yapan beş farklı branş öğretmeni bulunmaktadır. Çalışma kapsamında veriler gözlem ve yarı yapılandırılmış görüşme formları kullanılarak elde edilmiştir. Elde edilen veriler betimsel analiz ve içerik analizi yöntemleriyle analiz edilerek, yüzde ve frekansları sunulmuştur. Uygulama öncesinde ve sonrasında öğretmenlerin etkileşimli tahta kullanım düzeylerinin belirlenmesine yönelik gözlem ve görüşmeler gerçekleştirilmiştir. Müdahaleler sonrasında öğretmenlerin derslerde etkileşimli tahta kullanımına yönelik algılarında iyileşme görülmüştür. Müdahale sonrası öğretmenlerin etkileşimli tahta kullanım sürelerinde önemli bir artış görülürken elde edilen en önemli sonuçlardan biri ise etkileşimli tahta kullanım niteliğinin yani tahtanın ders içeresindeki kullanım yeri ve amacının değişim göstermesi olmuştur. Öğretmenler etkileşimli tahtaların sunuş ve gösteri özelliklerini daha fazla kullanmaya başlarken tahta kullanımları derslerin sunuş kısımlarında yoğunlaşmıştır.
- MakaleYalnız künye2018The using of video files as a lesson finalizer in the e-books developed for tablets: a design-based research
Yıldırım, Gürkan; Karaman, Selçuk
Today, significant improvements are experienced in e-book and tablet computer technologies as in direct proportion to each other. These technologies are often found place for theirselves in educational environments. Positive developments in this direction are also experienced in our country. From this point of view, the use of existing technologies that are becoming increasingly widespread in learning environments and analysing of user opinions in depth is considered significant. Within the scope of this study, it was aimed to be determined the user opinions about the application of video texts developed for e-books prepared for tablet computers as lesson finalizer. In this context, design based research method was preferred within the scope of the study. The study group consists of 22 participants selected from approximately 800 first grade students enrolled in the Social Services Department of Atatürk University Faculty of Open University. However, after the first cycle, it was continued to study with a total of 20 participants, 11 boys and 9 girls because of that 2 of participants had left. Semi-structured interview forms from qualitative data collection tools were used as a data collection tool in the study. Content analysis method, which is an inductive method, was used in the analysis of the interviews with the participants. In the study, learners deem necessary that video texts in the summary part of the lesson should be used. However, the sort of video, the number of video used in the content and the scope of video are seen to be effective in the summary section of the using of video. The learners noted that the using of video texts in the summary section is effective in terms of repetition, persistency, summarization, completion of missing and supporting of learning. It is thought that the excessive using of video in the lecturing negatively affects the views on video use. In the e-books developed for tablets, while, the video type and number of videos are effective in the using of video texts as a lesson finalizer, it can be said that preparing short videos which briefly describe the summary of the lesson, highlight important points and make subsequent studies easier are important.
