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Leadership Role Of Turkey For Icdeeewa: Leadership Role Of Turkey Among Distance Education Institutions From Balkans, South Eastern Europe, Baltics, Turkics, Cacousian, The Middle East Arab Peninsula To North Africa Regional Map, Ugur Demiray
Ugur Demiray
This chapter will mention the distance education practices in Turkey, and will examine and discuss the role of leadership which should be undertaken by Turkey in the region of Eastern Europe, Scandinavia, Baltic, Turkic, Caucasian, the Middle East and North Africa regions. International distance education organizations in the world are not well organized and functional in this area or for the regional distance education institutions in the name of educational institutionalism. To fill this gap, it will be argued that Turkey might have a leadership role in the distance education field in this region and can be organize the practices …
Tojde: Electronic Publishing And A Review Of Ten Years’ Experience In Turkey, Yasin -. Ozarslan, Jale Balaban Salı, Ugur -. Demiray
Tojde: Electronic Publishing And A Review Of Ten Years’ Experience In Turkey, Yasin -. Ozarslan, Jale Balaban Salı, Ugur -. Demiray
Ugur Demiray
This review examines The Turkish Online Journal of Distance Education (TOJDE) over a ten years period from 2000-2010. The study provides an opportunity to examine publishing activities such as number of published articles, authors, research topics and methods, and analyses of TOJDE’s website such as time users stay on site and user profiles. After a content analysis, the articles are reviewed according to the selected criteria. These data were categorized according to emerging themes. Most parts of the data were analysed using descriptive statistics, and presented with tables and figures. The results can be used to review current distance education …
E-Learning Practices Revised: A Compiling Analysis On 38 Countries, (2012),, Ugur Demiray
E-Learning Practices Revised: A Compiling Analysis On 38 Countries, (2012),, Ugur Demiray
Ugur Demiray
In January 2010, a two-volume book (e-learning practices, Demiray et al., 2010) was produced, describing the situation and realities of information technologies in general and learning technologies in particular for 38 countries - including both “so-called” developing and developed areas within Europe and neighbouring countries. All of the countries in the book were reviewed following a fixed structured, departing from a portrayal of the country, continuing with a description of the educational system, technological infrastructure and finalising with a detailed depiction on the state-of-the-art in learning technologies and the classroom. One of the many merits of the book is not …
Türkiye’De E-Öğrenme: Gelişmeler Ve Uygulamalar-Iii, Ugur Demiray
Türkiye’De E-Öğrenme: Gelişmeler Ve Uygulamalar-Iii, Ugur Demiray
Ugur Demiray
Sevigili okurlar bir kez daha merhaba… Sizlerle ya da en azından bir bölümünüz ile çeşitli akademik ortamlarda bulunduk, tartıştık ve paylaştı. Bu kez yine sizinle bir paylaşıjm ortamı olarak TÜRKİYE’DE E-ÖĞRENME: Gelişmeler ve Uygulamalar II adlı çalışmada birlikteyiz. Birincisi geçtiğimiz 2010 yılında iki baskı yapan ve tükenen TÜRKİYE’DE E-ÖĞRENME: Gelişmeler ve Uygulamalar başlıklı kitap çalışması idi. Bu kitap çalışmasına 31 yazar arkadaşımız, 23 bölüm ile katkıda bulunmuşlardı. Kitaba bölüm yazamayan ya da bu fırsatı kaçırdığını belirten arkadaşlarımızın talebi üzerine elinizdeki bu II. Kitap çalışmasına gençakademisyen arkadaşlarımızdan 41 i 26 bölüm hazırlayarak katılılmda bulundular kendilerine bize duydukları güven için teşekkür ediyoruz. …
E-Learning Practices Revised: A Compiling Analysis On 38 Countries,, Ugur Demiray, Carlos Machodo
E-Learning Practices Revised: A Compiling Analysis On 38 Countries,, Ugur Demiray, Carlos Machodo
Ugur Demiray
In January 2010, a two-volume book (e-learning practices, Demiray et al., 2010) was produced, describing the situation and realities of information technologies in general and learning technologies in particular for 38 countries - including both “so-called” developing and developed areas within Europe and neighbouring countries. All of the countries in the book were reviewed following a fixed structured, departing from a portrayal of the country, continuing with a description of the educational system, technological infrastructure and finalising with a detailed depiction on the state-of-the-art in learning technologies and the classroom. One of the many merits of the book is not …