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This research is aimed to determine effects of restriction measures implemented in Turkey during COVID 19 pandemic throughout detecting variations in the “number of cases daily”, “test positivity rate daily”, and “number of death daily” according to different restriction periods. In order to be able to analyze on the basis of cases declared as standard, the periods of restriction measures between November 18, 2020 and November 17, 2021 were included in the research. The data of the Ministry of Health was used as the source. When making statistical assessment for the "number of cases per day" and the "test positivity rate per day", we evaluated each restriction period to cover the first 10 days after the end of this period. When comparing the “daily death numbers”, we evaluated each restriction period to include the daily death numbers for the first 21 days after the end of that period. The highest means were seen for all three parameters examined during “revised local decision-making phase”. These mean are 57,396 for number of cases per day, 18.4 for test positivity rate per day, 351 for number of deaths per day. This period is the only period in which the means for "number of cases" and "number of deaths" are higher than the first period, which is the reference period, and for these parameters, a statistically significant difference is detected with the reference period (p

Objective: To determine the change in the quality of life (QoL) of patients who applied to a tertiary outpatient clinic according to their COVID-19 status. Methods: This cross-sectional study comprised 1 370 participants. Short form-12 (SF-12), which includes Physical Component Summary (PCS) and Mental Component Summary (MCS) domains, was used to evaluate the QoL. Different linear regression models created using PCS-12 and MCS-12 were dependent variables. Results: A total of 19.2% of participants had acute COVID-19, and 8.4% had long COVID-19. The most common sypmtoms were fatigue (72.6%), headache (42.5%), and joint pain (39.8%) in patients with long COVID-19. The model including all participants showed that long COVID-19 reduced the QoL in multivariate analysis for both MCS and PCS, while acute COVID-19 had no significant effect on the QoL comparing with those without COVID-19. Model that included participants with COVID-19 showed that long COVID-19 negatively affected the QoL in the multivariate model for PCS-12 and MCS-12. Variables that were significant in the multivariate model for those who had long COVID-19 were having a chronic disease and presence of ongoing symptoms. Females were disadvantaged for PCS-12 and MCS-12 in the multivariate models including all participants, and models including participants who have had COVID-19. Low educational group were disadvantaged for PCS-12 in the multivariate model including all participants. This group were also disadvantaged for PCS-12 and MCS-12 in the multivariate models including participants who had COVID-19. Conclusions: In studies, acute COVID-19 and long COVID-19 should be treated as separate categories. The effects of long COVID-19 should be considered when providing and planning health services. The effect of gender, and education, on QoL shows that health inequalities continue to be effective during the pandemic period.

Bu çalışmada Malatya Kervansaray tarihi mekânının ve diğer bazı mekânların üçboyutlu sanal gerçeklik ortamında gezilmesinin ardından bu sanal gerçeklikortamlarına yönelik kullanıcı görüşlerinin alınması amaçlanmıştır. Çalışmanınbir diğer amacı sanal gerçeklik uygulamalarında ortaya çıkabilecek problemleribelirlemek ve bu problemlere çözüm önerileri sunabilmektir. Çalışmaya birdevlet üniversitesinin farklı bölümlerinde okumakta olan 20 öğrenci katılmıştır.Çalışmaya katılan her bir kullanıcı sanal gerçeklik gözlüğü kullanarak sanalgerçeklik ortamında en az 10 dakika zaman geçirerek bir deneyim yaşamıştır. Çalışmadabiçimlendirici araştırma tekniği kullanılmıştır. Çalışmadaki verileraraştırmacılar tarafından geliştirilen “Sanal Gerçeklik Ortamları DeğerlendirmeGörüşme Formu” ile elde edilmiş, veriler içerik analizi yapılarakyorumlanmıştır. Çalışma sonunda kullanıcılar sanal gerçeklik ortamlarınınpotansiyel avantajlarını ve sanal gerçeklik ortamlarında ortaya çıkabilecekpotansiyel problemleri belirtmiştir. Ayrıca sanal gerçeklik ortamlarının nasıldaha iyi hale getirilebileceği yönünde kullanıcılar tarafından bir takımönerilerde bulunulmuştur. Çalışma sonunda kullanıcı görüşleri ve önerileridoğrultusunda sanal gerçeklik ortamlarını daha etkili hale getirebilmek içinaraştırmacılar tarafından bir takım çözüm önerileri sunulmuştur.

Advances in ICTs have rendered tremendous changes in the understanding of public administration mandatory. To keep pace with these continuous changes, governments have been trying to offer some of their services online over the last two decades. Governments all over Europe and world design and create comprehensive web sites to fulfill these purposes.E-Government web portal in Turkey:E-government web portal in Turkey can be given as a representative example of one of these web sites. E-government web portal is a comprehensive web site designed by paying attention to user needs with the aim of offering government services to the citizens. It aims to reduce institutions’ and clerks’ work load, make government services more easily available, and provide quality, fast, non-stop and secure services for all citizens. E-government web portal in Turkey came into use on 18th of January 2008. It became available on mobile platforms on 7th of October 2009. A total of 1739 services are provided with the collaboration of 289 government institutions (E-Government web portal, 2016). The number of users enrolled in the web site is over 31 million now. As for another statistics, 53.2% of the Internet users in Turkey benefit from E-government services (TUIK, 2015). The number of services and users continuously increase. With the help of these improvements, Turkey has been ranked as the 8th amongst 33 countries in terms of being user focused according to e-government measurement study (European Union, 2015, as cited in Demirel, 2016).Usability:With the help of proliferation of the tools that can be used, the concept of usability gained traction. ISO (International Organization for Standardization) defined usability as the extent to which a product ensures effectiveness, efficiency, and satisfaction in a specified context of use for achieving specified goals by specified users (ISO 9241-11, 1998). Likewise, Shneiderman and Plaisant (2004) focused more on efficiency and satisfaction components of usability. They explained the concept of usability with the time required for users to learn system to successfully carry out a specified task, retention of the information learnt during the interaction with the system, performance of the system, mistakes made by users, and users’ subjective satisfaction level. In usability studies, many different methods such as participatory-based design, expert evaluation, think aloud procedure, scales, and eye-tracking are used (Yeniad, Mazman, Tüzün, & Akbal, 2011).Significance:Determining usability of a web site is of great significance since users’ perceived ease of use and satisfaction indicates the success of design of web sites (Insfran & Fernandez, 2008). However, little is known if citizens from various background in Turkey can effectively and efficiently make use of e-government web portal. If an average citizen cannot utilize this web site, this endeavor is doomed to yield dismal results. All in all, it is lame to try to be e-government without making its citizens e-citizens first. Therefore, if they are not found to be so, relevant precautions such as arranging information literacy courses to address this issue might have to be taken. On the other hand, European e-Government (2016) initiatives aim to ensure digital transformation of member governments by means of modernizing public administration in the upcoming 5 years. In this context, it is very significant to determine if citizens can use this web site. Hence, the purpose of this study is to help authorities improve e-government web portal in Turkey by eliciting usability problems of it. To reach this goal, threeresearch questions were determined.1) How effectively do authentic participants use E government web portal?2) How efficiently do authentic participants use E-government web portal?3) How satisfied are authentic participants with using E-government web portal?MethodThe method of this study is usability testing. The prime purpose of usability tests is to enhance the usability of the product being tested (Dumas & Redish, 1999). Besides, eye-tracking method was employed amongst usability testing methods.Study Group:In usability studies, it is indicated that 5 authentic users are sufficient to identify 85% of all usability problems (Nielsen, 1993, 2000). Therefore, 7 volunteering authentic users participated in this study. Participants’ ages range between 18 and 49, 5 of whom were male.Data Collection Tools:Five data collection tools were utilized in this study, the first of which was participant information form. It includes personal data of users such as occupation, age, and gender. Second one was the satisfaction form containing 3 open-ended questions. Third one was authentic tasks form which incorporated 5 authentic tasks. These three forms were checked by all researchers and a field expert. The fourth one was the eye-tracking device. Using this device, eye-movements of the participants were recorded. To do that, Tobii T120 desktop eye-tracking device and Tobii Studio 3.3.0 software were used. As for the fifth data collection tool, an observation form was used. That is to say, researchers observed authentic participants trying to complete authentic tasks and took notes.Data Collection Process:First, participants were informed about the aim of the study. After that participants filled in the participant information form. Then participants read the introduction and eye-tracking device was calibrated. After that, authentic tasks were given to the participants. After the study, participants were asked to fill in the satisfaction form.Data Analysis:Completed tasks and tasks’ completion duration were determined. Frequencies, percentage, minimum, maximum, mean, and total durations were reported. Analyzing eye-tracking data, metrics of fixation count, fixation duration, heap map, gaze plot and area of interests were used. Besides, after reaching a consensus with other researchers 5 area of interests were created. These are (1) main page, (2) search and personal, (3) menus, (4) current information, (5) announcements and mostly used. To analyze the qualitative data of the study, first, all the answers given to the questions in satisfaction form were transcribed. In this way, a 395-word document was obtained. Afterwards, every researcher separately analyzed the documents. To keep the data anonymous, names of the participants were coded.Expected OutcomesP1 and P4 fixated on the profile area (which is in search and personal area, and necessary to fixate on to be able to complete T1 many times; however, they were not able to complete the T1. This is because they were not able to detect this area was clickable. Therefore, it can be suggested that this area should be larger and has some indications showing that it is clickable. Current information area covers much more area than the menu, and search and personal ones do. What is worse, current information area is located at the very center of the page. Considering the aim of the current information area is to inform people about the newest added services on E-government web portal and no one reported they sign in E-government web portal for that purpose, it can be recommended that current information area should be made smaller and placed anywhere away from the center of the screen. Participants using search bar conducted faster searches. For example, after P6 detected search bar, its search performance soared. Similarly, P2 could not detect the search bar, but knowing its affordances it invented its own method. It used Windows shortcut CTRL+F to carry out search, which is not feasible because only the open page can be searched within this method. In short, menu and search bar areas can be expanded and current information area can be shrinked. Besides, search bar can be made more visible by moving it to the center of the screen. Actually this modification to the E-government web portal uttered by P6: “Tasks are easily get done through search bar. But search bar should be more in sight.” In conclusion, E-government web portal can be designed like Google search engine in order to maximize the visibility and search efficiency.

Occupational health and safety (OHS) issues might be considered one of the main considerations among European countries as many employees encounter dangerous workplace conditions during work. Therefore, decision makers in these countries have initiated related projects to reduce the number of occupational accidents. Turkey is one of those countries that training activities have become mandatory due to a current OHS legislation amendment. In every workplace there are some OHS risks. It is well known that taking required precautions prior to occupational accidents is much more efficient and effective than doing it subsequently. In fact, only 2 percent of these OHS risks are unpreventable, whereas the remaining risks can be prevented easily (Kilkis & Demir, 2012). In Turkey, every year approximately 77.000 occupational accidents occur. More than 1000 employees lose their lives, while more than 5.000 employees become permanently disabled due to these occupational accidents (Korkmaz & Avsalli, 2012). In the institution, where this study was conducted, approximately 30.000 employees work. OHS training in the institution consists of theoretical and practical parts. In the practical part, when the necessity of gathering thousands of employees in various training centers and duration of those trainings are considered, it is obvious that OHS training activities would cost much and could cause administrative problems for the institution. Hence, the institution has decided to deliver theoretical part of the OHS training online in order to cope with this issue. Purpose: In this study, an online learning module on OHS, which had been previously developed by one of the biggest public institutions in Turkey, was improved. As the process of implementing improved learning materials takes much time, only preliminary findings were shared. The purpose of this study is twofold: first, to share the results of the impact of previous learning materials and staff’s thoughts about them; and secondly, to discuss features of new learning materials and process of improving them. Theoretical Framework: As the theoretical framework, Ricketts’s (2015) nine suggestions pertaining how to write safety stories were chosen so as to help designers write digital stories related to OHS. Besides, Cinar’s (2012) experience-based e-course design model was used to facilitate the process of improving the learning materials. Method Formative research method of Reigeluth and Frick (1999) was adopted as the study’s methodology. Approximately 9070 employees currently working at the institution filled in the online survey on the LMS. Staff were asked to answer nine survey questions related to their experience, attitude and thoughts about OHS module delivered via online learning. It should be noted that this survey was developed and administered by the institution at the end of the training without proving its reliability and validity. Since the number of the participants were quite high, this scale was used just to give some idea about staff’s experience, thoughts and attitudes towards OHS training. In addition to nine close-ended questions in the survey, there was also one open-ended question at the end to obtain staff’s detailed suggestions regarding how to deliver online learning more effectively. In line with Cinar’s (2012) suggestions, design team visited the institution to gain the broader sense of organizational culture. Then, OHS legislations and previous learning materials were examined carefully by each member of the design team. In order to analyze current situation of OHS training in the institution, survey results and staff’s posts on the LMS discussion board were also examined. After the analysis, it was agreed to write safety stories and use formative evaluation activities. An LMS, which had been previously used by the institution, was decided to be used in order to deliver the learning materials developed with an e-learning software. Safety stories and learning materials were shown to a line manager of the institution and a field expert to obtain their feedbacks. Following this, the design team checked the learning materials and gave feedback to each other. In this way, bugs and spelling errors were fixed. Finally, two short tutorial videos were recorded with the purpose of aiding staff to get used to new learning materials. Expected Outcomes As for findings, in a nutshell, previous learning materials lacked engagement, interaction, visuality, authenticity, and formative evaluation. Some staff of the institution demanded face-to-face OHS training claiming it was such an important training activity that it could not be risked by delivering via online learning. Possibly due to lack of visuality, many of the staff reported learning materials as quite boring. Another finding from the analysis indicates that institution’s staff request the learning materials to be customized to their workplace to better understand authentic implementation of the legislation. That is to say, rather than being generic to all institutional staff, they want it to encompass specific examples for each job title. Another one of the most prevalent complaints about the training was about the legislation’s applicability in workplaces. Personnel do not believe managers know regulations and are eager to implement those in the institution. In addition, some personnel expressed that an evaluation is necessary to be able to monitor to what extent the staff have learnt from the learning materials. As it is aimed to improve previous learning materials, it is expected to raise the awareness of OHS to reduce the number of occupational accidents in the institution. In addition, the new learning materials consist of different activities to enrich learning process, which can also be expected to contribute to interaction and engagement. By doing this, the legislations could be learnt easier and more effectively. Not only do improved learning materials contribute to learning process in a way of taking courses such as drag and drop activities, they might also promote transformative learning with safety stories to adapt the legislations to the staff’s workplaces. Finally, we expect to make contribution to the OHS field in order to improve training activities in different workplaces.

Gerek devlet kurumlarının gerekse özel kuruluşların en önemli hedeflerinden birisi çalışanlarının iş performanslarını yükselterek kurumların verimliliğini arttırmaktır. Bu noktada, mesleki eğitim çerçevesinde düzenlenen hizmetiçi eğitim etkinliklerinin kurumsal gelişimde önemli bir yeri vardır. Oyunların eğitsel kullanımının yaygınlığı ve etkililiği düşünüldüğünde oyunların iş yeri bağlamında hizmet içi eğitim için de kullanılabileceği düşünülmektedir. Bu nedenle bu çalışma kapsamında büyük bir devlet kurumunda hizmetiçi eğitimlerine devam eden çalışanların bir COTS (commercial off-the-shelf, raf üstü ticari oyun) oyunu olan Railroad Tycoon 2’yi oynadıktan sonra çeşitli değişkenlere yönelik tutum ve motivasyonlarındaki değişim incelenmiştir. Bunun yanı sıra kurum çalışanları ve kurs eğitmenlerinin bu oyunun eğitsel kullanımına yönelik görüş ve düşünceleri de incelenmiştir. Araştırmada karma araştırma yöntemlerinden gömülü tasarım tercih edilmiştir. Nicel yöntemlerden zayıf deneysel desenlerden tek-grup öntest-sontest deseni kullanılmıştır. Bununla birlikte uygulama sürecinde nitel veri toplama yöntemlerinden katılımcı olmayan yapılandırılmamış gözlem, süreç sonunda ise kursiyerler ve eğitmenlerle görüşmeler yapılmıştır. Araştırmanın çalışma grubunu büyük bir devlet kurumunda çalışan 28 katılımcı (16 mühendis, 12 tekniker), nitel örneklemini ise 6 katılımcı (4 kursiyer, 2 kurs eğitmeni) oluşturmuştur. Araştırmada 6 farklı veri toplama aracı kullanılmıştır. Bunlar; demografik bilgiler anketi, mesleğe yönelik tutum ölçeği, derse yönelik motivasyon ölçeği, oyuna yönelik motivasyon ölçeği, yarı yapılandırılmış kursiyer görüşme formu ve yarı yapılandırılmış eğitmen görüşme formudur. Uygulama süreci 4 hafta sürmüştür. İlk hafta oyun hakkında bilgilendirme ve ilk ölçek uygulaması yapılmıştır. İkinci hafta oyun 1 ders saati boyunca uygulanmıştır. Üçüncü hafta son testler uygulanmış ve son hafta ise yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Bu çalışma kapsamında Rairoad Tycoon 2 oyunu kullanılmıştır. Bir tren benzetimi olan olan oyun 1998 yılında özel bir şirket tarafından geliştirilmiştir. Oyunda çeşitli türde tren rayları döşenebilmekte, bu raylara çeşitli türlerde trenler yerleştirilebilmekte, demir yolları aracılığıyla dünyanın farklı şehirleri birbirine bağlanarak ham madde ticareti yapılabilmekte ve şehirlerde şirketler kurulabilmektedir. Railroad Tycoon 2 oyununun orjinal dili İngilizce olduğu ve kurum çalışanları genellikle İngilizceyi iyi derecede bilmedikleri için oyunun kritik bölümleri araştırmacılar tarafından Türkçe’ye çevrilmiştir. Ayrıca oyuna Türkiye bağlamına özgü içerik de eklenerek oyun Türk kültürüne de uyarlanmıştır. Araştırma sonucunda çalışanların mesleklerine yönelik tutumları ve kursa yönelik motivasyonlarının oyun uygulamasından sonra istatistiksel olarak anlamlı bir değişim göstermediği görülmüştür. Bunun yanı sıra, çalışanların oyuna yönelik motivasyonları ile kursa yönelik motivasyonları arasında orta büyüklükte anlamlı bir ilişki bulunurken, oyuna yönelik motivasyon ile mesleğe yönelik tutumları arasında istatistiksel olarak anlamlı olmayan bir ilişki bulunmuştur. Araştırmanın nitel bulgularına gelindiğinde; uygulamanın kısalığı, oyunun belirli iş kolları ile ilişkilendirilmek istenmesi, oyunun oryantasyon için kullanımı, oyunun içsel motivasyonu sağlayan özellikleri (meydan okuma ve kontrol) gibi temaların ortaya çıktığı görülmektedir.

As the Internet is fast emerging, its World Wide Web is becoming an increasingly powerful, global, interactive, and dynamic medium for delivering instruction. Some institutions are using the Web to provide instruction and training. Increasing numbers of these institutions offering Web-based courses are recognizing the fact that the Web is a viable medium of learning and instruction. The Web, as a medium of learning and instruction, has the potential to support the creation of well-designed resources, such as Web-based instruction (WBI). In this study the theory of Web-based instruction is studied. Additionally design, development, and implementation of a prototype Web-based course is implemented. This study is divided into three parts. First part contains web based teaching and web in distance learning. Second part contains design of user interface for web based teaching, design of distance learning applications and usability testing for web sites. Last part contains design and implementation of a web based course., İnternet hızla gelişirken, WWW (World Wide Web) de öğretimin aktarılması için güçlü, etkileşimli ve dinamik bir araç haline gelmektedir. Birçok yüksek öğretim kurumu eğitim ve öğretim sağlamak için web’i kullanmaktadır. Web-tabanlı öğretim sağlayan bu kurumlardan birçoğu web’in eğitim ve öğretim için uygun bir araç olduğu gerçeğini algılamaktadır.Bir eğitim ve öğretim aracı olarak web, web-tabanlı öğretim gibi iyi tasarlanmış kaynakların oluşturulmasını destekleye­cek potansiyele sahiptir.Bu çalışmada web-tabanlı eğitimin teorisi incelenmiştir. Ayrıca örnek bir web-tabanlı ders tasarlanmış, geliştirilmiş ve tamamlanmıştır. Bu çalışma iki kısımdan oluşmaktadır. Birinci kısımda web tabanlı öğretim ve uzaktan öğretimde web konusu incelenmektedir. İkinci kısımda ise web tabanlı öğretim için kullanıcı arabirimi tasarımı, uzaktan eğitim uygulamalarının tasarımı ve kullanışlılık testleri ile bir web tabanlı kursun oluşturulması ve tamamlanması anlatılmaktadır.

This study examines the potential of virtual reality applications developed for head-mounted displays as effective course support materials. Designed case, a type of formative research, was utilized. The study included two pilot implementations and one implementation. In the first pilot implementation Oculus Rift DK2, in the second pilot implementation Samsung Gear VR SM-R323 and in the implementation Oculus Rift DK2 and VR Box 2.0 goggles were used. Five students participated in each pilot. The implementation consisted of 96 students, 32 students per experimental groups (experimental 1 and experimental 2) and a comparison group. Experimental group 1 participated in theoretical lectures and virtual reality applications, experimental group 2 participated only in virtual reality applications, and the comparison group participated only in theoretical lectures. Fire knowledge test was applied to all students before and after the implementation. Additionally, “Presence Questionnaire in Virtual Environments” and “Three-Dimensional Virtual Learning Environments Evaluation Scale” were applied to experimental groups. In addition, students’ and lecturers’ opinions about virtual reality applications were obtained through semi-structured interviews. After the implementation, the achievement of the experimental and comparison groups increased statistically. The highest increase was found in experimental group 1 and the lowest increase was found in the comparison group. Virtual reality applications have created a high level of presence for all students in the experimental groups. The participants expressed positive opinions about virtual reality applications. It was concluded that virtual reality applications could be used as an effective course support material in formal learning environments. Bu çalışmada başa takılı görüntüleyiciler için geliştirilmiş sanal gerçeklik uygulamalarının etkili bir ders destek materyali olma potansiyeli incelenmiştir. Çalışmada biçimlendirici araştırma yönteminin tasarım vakası alt yöntemi kullanılmıştır. Çalışma iki pilot uygulama ve bir nihai uygulama olmak üzere üç aşamada gerçekleştirilmiştir. Birinci pilot uygulamada Oculus Rift DK2, ikinci pilot uygulamada Samsung Gear VR SM-R323, nihai uygulamada ise Oculus Rift DK2 ve VR Box 2.0 sanal gerçeklik gözlükleri kullanılmıştır. Her birine beş olmak üzere pilot uygulamalara toplam 10 öğrenci katılmıştır. İki deney (deney 1 ve deney 2) ve bir karşılaştırma grubunun her birine 32 olmak üzere nihai uygulamaya toplam 96 öğrenci katılmıştır. Bunun yanında ilk pilot uygulamaya bir, nihai uygulamaya üç öğretim elemanı dâhil olmuştur. Deney 1 grubu kuramsal ders anlatımı ve sanal gerçeklik uygulamalarına, deney 2 grubu sadece sanal gerçeklik uygulamalarına, karşılaştırma grubu ise sadece kuramsal ders anlatımına katılmıştır. Uygulama öncesi ve sonrası bütün öğrencilere yangın bilgi testi uygulanmıştır. Uygulama sonrası ise deney gruplarında ek olarak sanal ortamda buradalık ölçeği ve üç boyutlu sanal öğrenme ortamları değerlendirme ölçeği uygulanmıştır. Ayrıca yarı yapılandırılmış görüşme formları aracılığıyla öğrenci ve öğretim elemanlarından sanal gerçeklik uygulamalarına yönelik görüşleri alınmıştır. Uygulama sonrası deney ve karşılaştırma gruplarının ders başarıları istatistiksel olarak anlamlı şekilde artmıştır. En yüksek artış deney 1, en düşük artış ise karşılaştırma grubunda bulunmuştur. Sanal gerçeklik uygulamaları, deney gruplarında bulunan öğrencilerin tamamında yüksek seviyede buradalık algısı yaratmıştır. Katılımcılar genel olarak sanal gerçeklik uygulamalarına yönelik olumlu görüş bildirmiştir. Bulgular incelendiğinde sanal gerçeklik uygulamalarının sınıf ortamında etkili bir ders destek materyali olarak kullanılabileceği sonucuna varılmıştır.

This study proposed to determine the main components needed in web-based distance education programs in order to improve the effectiveness of today s increasing number of web-based distance education programs.Formative method, out of several qualitative research patterns, was selected and adopted to thoroughly analyse web-based distance education programs. Bu çalışmada günümüzde sayıları hızla artan web tabanlı uzaktan eğitim programlarının daha etkin bir hale getirilmesi için web tabanlı uzaktan eğitim programlarında bulunması gereken ana bileşenlere yönelik bir öneri ortaya konarak bu bileşenlere ait alt ölçütlerin tanımlanması yapılmıştır.Araştırma deseni olarak nitel araştırma yöntemlerinden biçimlendirici (formative) araştırma yöntemi kullanılmıştır. Araştırmanın çalışma grubunu web tabanlı uzaktan eğitim hizmeti sunan 4 yükseköğretim kurumu oluşturmaktadır.

In this study, through analyzing the process of converting the existing courses to online format and sharing the experiences of unique design, a design model is suggested, which aims to help individuals willing to convert courses to online format. The participants were 13 graduate students (M.A., and Ph.D.) who enrolled in the postgraduate course “CEIT-620 Course Design in Distance Education” offered by the department of Computer Education and Instructional Technology (CEIT) at Hacettepe University. Using the formative research, one of the qualitative research methods, the study investigated the process in which two research teams converted two existing courses to online format to reveal and verify the elements of the design model. In addition to the log cases kept by the designers, individual and focus group interviews were held during the data collection. In order to collect demographic information, the participants were given a data survey at the very beginning of the design process. The designers’ personal webpages that they created before the study commenced were used in the data analysis. The log cases and the focus group interviews yielded 104 pages of transcripts, which were subjected to content analysis and coded by two researchers concurrently. 77 pages of transcript collected during the individual interviews were used to verify the other data and the elements of the model that emerged at the end of the study. The data collected through the demographic data survey were analyzed calculating frequencies and percentages. Bu çalışmada yerleşik derslerin web ortamına aktarılma süreci incelenip, bu süreçte yaşanılan özgün tasarım deneyimleri paylaşılarak, dersleri internet ortamına taşımayı düşünen kişilere yol gösterecek bir tasarım modeli önerilmiştir. Araştırma grubunu Hacettepe Üniversitesi Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) bölümünde lisansüstü seviyede verilen “BTÖ-620 Uzaktan Eğitimde Ders Tasarımı” dersini alan 13 yüksek lisans ve doktora öğrencisi oluşturmuştur. Nitel araştırma yöntemlerinden biçimlendirici araştırma tekniğinin kullanıldığı çalışmada tasarım modeli unsurlarını ortaya çıkarmak ve doğrulamak adına halihazırda verilen iki dersin iki proje takımı tarafından web-tabanlı hale getirilme süreci derinlemesine incelenmiştir. Veri toplama sürecinde tasarımcılar tarafından tutulan seyir defterleri yanında bireysel ve odak grup görüşme tekniklerinden yararlanılmıştır. Demografik bilgilerinin belirlenmesi amacıyla tasarım sürecinin başında katılımcılara bir veri anketi uygulanmıştır. Katılımcıların tasarım sürecinden önce ders kapsamında hazırladıkları kişisel web sayfaları da veri kaynakları arasındadır. Seyir defterleri ve odak grup görüşmeleri verilerinden elde edilen toplam 104 sayfalık transkript iki araştırmacı tarafından eş zamanlı olarak içerik analizi yapılarak çözümlenmiştir.