Open and Distance Learning Models for Turkish Higher Education Institutions
Cengiz Hakan Aydin and Ali Ekrem Özkul
Anadolu University, Turkey
chaydin@anadolu.edu.tr, aeozkul@anadolu.edu.tr
The purpose of this paper is threefold: (1) to introduce the open and distance learning (ODL) context in Turkey; (2) to provide insight about the implementation models developed according to the requirements of this context; and (3) to get feedback regarding these models from the audience. These models are the interactive learning model, guided-study model, and self-study model. The interactive learning model requires limited number of students in each class (maximum of 25 students) and intensive interaction between faculty and students. In this model, the faculty should design and implement both structured and unstructured asynchronous and/or synchronous interactions with the students via various technologies such as videoconference, virtual meeting platforms, forums, discussion lists, chat rooms, and so forth. The guided study model also promotes interaction with students. However, in this model interaction can occur between teaching assistants, or facilitators, and the students. In other words, after the faculty develops satisfactory learning materials and designing the learning activities, several facilitators (teaching assistants, mentors, tutors, etc.) can be employed to guide students in their learning process and to help the faculty in teaching process. The self-study model, on the other hand, promotes self-regulated learning. Students are expected to acquire content knowledge, skills and attitudes by individually studying the instructional materials provided. These models are implemented according to country-specific requirements and limitations but they can also be used in countries with similar contextual characteristics.