@misc{bozkurt_distance_2001, type = {chapter}, title = {From {Distance} {Education} to {Open} and {Distance} {Learning}: {A} {Holistic} {Evaluation} of {History}, {Definitions}, and {Theories}}, copyright = {Access limited to members}, shorttitle = {From {Distance} {Education} to {Open} and {Distance} {Learning}}, url = {https://www.igi-global.com/gateway/chapter/227916}, abstract = {As pragmatist, interdisciplinary fields, distance education (DE) and open and distance learning (ODL) transform and adapt themselves according to changing paradigms. In this regard, the purpose of this study is to examine DE and ODL from different perspectives to discern their future directions. The study concludes that DE and ODL are constantly developing interdisciplinary fields where technology has become a significant catalyst and these fields become part of the mainstream education. However, mainstreaming should be evaluated with caution, and there is a need to revisit core values and fundamentals where critical pedagogy would have a pivotal role. Besides, there is no single theory that best explains these interdisciplinary fields, and therefore, there is a need to benefit from different theoretical approaches. Finally, as a result of constant changes, we should keep the definition of both DE and ODL up-to-date to better explain the needs of the global teaching and learning ecosystem.}, language = {English}, urldate = {2020-05-26}, journal = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-8431-5.ch016}, author = {Bozkurt, Aras and Bozkurt, Aras}, month = jan, year = {2001}, note = {Archive Location: from-distance-education-to-open-and-distance-learning ISBN: 9781522584315 Library Catalog: www.igi-global.com Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 2129771:GVDIBGFT}, } @article{bozkurt_educational_2020, title = {Educational {Technology} {Research} {Patterns} in the {Realm} of the {Digital} {Knowledge} {Age}}, volume = {2020}, issn = {1365-893X}, url = {https://jime.open.ac.uk/articles/10.5334/jime.570}, doi = {10.5334/jime.570}, abstract = {Educational technology (EdTech) is a dynamic, evolving field and as such, in identifying and mapping research patterns in this field, a systematic approach is required. Starting from when the World Wide Web became publicly available, this study conducts a systematic review of educational technology research patterns. The review showed that after 1993, there was a sudden increase in the number of educational technology publications, and that in terms of subject areas, social sciences dominate the field, which suggests that there is a need for more interdisciplinary research. Regarding the geographical distribution of the research, the review found that most of the contributions come from the same developed countries. The following themes from over the course of almost three decades were identified: 1993–1999 multimedia learning and instructional design; 2000–2004 convergence of educational technology, distance education and online learning environments, and educational technology integration in traditional learning settings; 2005–2009 revising curriculum for educational technology, educational technology in higher education and distance education, and the bottleneck of the significant differences in educational technology research; 2010–2014 online learning and higher education, integration of ICT and full potential of educational technology; and 2015–2019 data-driven, smart educational technology, big data, and learning analytics. While critical views are increasing, this study also observed that some discourse, such as arguments that EdTech will change education and replace teachers, are constantly articulated throughout the literature.}, language = {en-US}, number = {1}, urldate = {2024-01-26}, journal = {Journal of Interactive Media in Education}, author = {Bozkurt, Aras}, month = sep, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.570 4804264:7QUZP3LR 4804264:NUKARZRG}, keywords = {Final\_citation, anystyle, existing}, pages = {1--17}, } @article{bozkurt_resilience_2022, title = {Resilience, {Adaptability}, and {Sustainability} of {Higher} {Education}: {A} systematic {Mapping} {Study} on the {Impact} of the {Coronavirus} ({Covid}-19) {Pandemic} and the {Transition} to the {New} {Normal}}, volume = {9}, copyright = {Copyright (c) 2022 Aras Bozkurt}, issn = {2311-1550}, shorttitle = {Resilience, {Adaptability}, and {Sustainability} of {Higher} {Education}}, url = {https://jl4d.org/index.php/ejl4d/article/view/590}, abstract = {The coronavirus (COVID-19) pandemic has been a global crisis, affecting many areas of society, including higher education, which has not been immune to its effects. This study, therefore, examines COVID-19 from the perspective of higher education, applying data mining and analytics approaches, i.e., t-SNE analysis, text-mining, and social network analysis, to identify research themes and patterns. The results obtained show that studies have not been restricted to addressing only the impact of COVID-19 on learners and educational institutions in terms of pedagogical issues. The study identified three broad themes from the body of research on this subject: (1) educational crisis and higher education in the new normal: resilience, adaptability, and sustainability, (2) psychological pressures, social uncertainty, and mental well-being of learners, and (3) the rise of online distance education and blended-hybrid modes. The study concludes that the survival of higher education depends on the resilience, adaptability, and sustainability skills of higher education institutions.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Bozkurt, Aras}, month = mar, year = {2022}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:KMU47B2F}, keywords = {Covid-19 pandemic, \_genre:PR-primary\_research, emergency remote education, higher education, online distance education, teaching and learning, ⛔ No DOI found}, pages = {1--16}, } @article{bozkurt_analysis_2018, title = {An analysis of peer reviewed publications on openness in education in half a century: {Trends} and patterns in the open hemisphere}, volume = {0}, copyright = {Copyright (c) 2018 Australasian Journal of Educational Technology}, issn = {1449-5554}, shorttitle = {An analysis of peer reviewed publications on openness in education in half a century}, url = {https://ajet.org.au/index.php/AJET/article/view/4252}, doi = {10.14742/ajet.4252}, abstract = {Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.}, language = {en}, number = {0}, urldate = {2019-03-22}, journal = {Australasian Journal of Educational Technology}, author = {Bozkurt, Aras and Koseoglu, Suzan and Singh, Lenandlar}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.4252 2129771:FSJ8XK22}, keywords = {Open Education, Open Educational Practices (OEPs), Open Educational Resources (OERs), Open Learning, Openness, \_\_C:filed:1}, } @article{koseoglu_critical_2020, title = {Critical {Questions} for {Open} {Educational} {Practices}}, volume = {41}, issn = {0158-7919}, url = {https://doi.org/10.1080/01587919.2020.1775341}, doi = {10.1080/01587919.2020.1775341}, number = {2}, urldate = {2021-03-24}, journal = {Distance Education}, author = {Koseoglu, Suzan and Bozkurt, Aras and Havemann, Leo}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1775341}, pages = {153--155}, } @article{koseoglu_30_2020, title = {30 {Years} of {Gender} {Inequality} and {Implications} on {Curriculum} {Design} in {Open} and {Distance} {Learning}}, volume = {2020}, copyright = {Creative Commons Attribution http://creativecommons.org/licenses/by/4.0}, issn = {1365-893X}, url = {http://jime.open.ac.uk/articles/10.5334/jime.553/}, doi = {10.5334/jime.553}, abstract = {Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching empowerment as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women’s access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive curriculum design; and (3) Culturally relevant curriculum design. We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices.}, language = {en}, number = {1}, urldate = {2020-07-11}, journal = {Journal of Interactive Media in Education}, author = {Koseoglu, Suzan and Ozturk, Tugba and Ucar, Hasan and Karahan, Engin and Bozkurt, Aras}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.553 2129771:KR3WWGKU 2447227:4E8PTHWF}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:China CHN, \_C:Finland FIN, \_C:Germany DEU, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Iceland ISL, \_C:India IND, \_C:Jordan JOR, \_C:Korea, Republic KOR, \_C:Malaysia MYS, \_C:Mongolia MNG, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Saudi Arabia SAU, \_C:State of Palestine PSE, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, distance education, gender inequality, gender studies, open and distance learning, social justice, women empowerment}, pages = {5}, } @article{bozkurt_speculative_2023, title = {Speculative {Futures} on {ChatGPT} and {Generative} {Artificial} {Intelligence} ({AI}): {A} {Collective} {Reflection} from the {Educational} {Landscape}}, copyright = {Copyright (c) 2023 Asian Journal of Distance Education}, issn = {1347-9008}, shorttitle = {Speculative {Futures} on {ChatGPT} and {Generative} {Artificial} {Intelligence} ({AI})}, url = {http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/709}, abstract = {While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.}, language = {en}, urldate = {2023-03-15}, journal = {Asian Journal of Distance Education}, author = {Bozkurt, Aras and Xiao, Junhong and Lambert, Sarah and Pazurek, Angelica and Crompton, Helen and Koseoglu, Suzan and Farrow, Robert and Bond, Melissa and Nerantzi, Chrissi and Honeychurch, Sarah and Bali, Maha and Dron, Jon and Mir, Kamran and Stewart, Bonnie and Costello, Eamon and Mason, Jon and Stracke, Christian M. and Romero-Hall, Enilda and Koutropoulos, Apostolos and Toquero, Cathy Mae and Singh, Lenandlar and Tlili, Ahmed and Lee, Kyungmee and Nichols, Mark and Ossiannilsson, Ebba and Brown, Mark and Irvine, Valerie and Raffaghelli, Juliana Elisa and Santos-Hermosa, Gema and Farrell, Orna and Adam, Taskeen and Thong, Ying Li and Sani-Bozkurt, Sunagul and Sharma, Ramesh C. and Hrastinski, Stefan and Jandrić, Petar}, month = mar, year = {2023}, keywords = {\_r:ImportedToMyEducationEvidence, artificial intelligence (AI), artificial intelligence in education (AIEd), future educational perspectives, generative pre-trained transformer (GPT), natural language processing, speculative methodology, ⛔ No DOI found}, } @article{bozkurt_global_2020, title = {A global outlook to the interruption of education due to {COVID}-19 pandemic: {Navigating} in a time of uncertainty and crisis}, volume = {15}, copyright = {Copyright (c) 2020 Asian Journal of Distance Education}, issn = {1347-9008}, shorttitle = {A global outlook to the interruption of education due to {COVID}-19 pandemic}, url = {http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462}, language = {en}, number = {1}, urldate = {2020-06-07}, journal = {Asian Journal of Distance Education}, author = {Bozkurt, Aras and Jung, Insung and Xiao, Junhong and Vladimirschi, Viviane and Schuwer, Robert and Egorov, Gennady and Lambert, Sarah and Al-Freih, Maha and Pete, Judith and Don Olcott, Jr and Rodes, Virginia and Aranciaga, Ignacio and Bali, Maha and Alvarez, Abel Jr and Roberts, Jennifer and Pazurek, Angelica and Raffaghelli, Juliana Elisa and Panagiotou, Nikos and Coëtlogon, Perrine de and Shahadu, Sadik and Brown, Mark and Asino, Tutaleni I. and Tumwesige, Josephine and Reyes, Tzinti Ramírez and Ipenza, Emma Barrios and Ossiannilsson, Ebba and Bond, Melissa and Belhamel, Kamel and Irvine, Valerie and Sharma, Ramesh C. and Adam, Taskeen and Janssen, Ben and Sklyarova, Tatiana and Olcott, Nicoleta and Ambrosino, Alejandra and Lazou, Chrysoula and Mocquet, Bertrand and Mano, Mattias and Paskevicius, Michael}, month = jun, year = {2020}, note = {Number: 1 EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:QXHI373Z EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:QXHI373Z KerkoCite.ItemAlsoKnownAs: 2129771:QXHI373Z 2129771:R99FXCAA 2405685:CFE5CVWB}, keywords = {Author:OpenDevEd, COVID-19, Coronavirus Pandemic, \_C:Algeria DZA, \_C:Argentina ARG, \_C:Australia AUS, \_C:Belize BLZ, \_C:Brazil BRA, \_C:Canada CAN, \_C:China CHN, \_C:Congo, Democratic Republic COD, \_C:Egypt EGY, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Guatemala GTM, \_C:India IND, \_C:Ireland IRL, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea (Republic of) KOR, \_C:Korea XKOR, \_C:Mexico MEX, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Peru PER, \_C:Philippines PHL, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1, \_genre:LR-literature\_review, \_r:ImportedToMyEducationEvidence, distance education, docs.opendeved.net, emergency remote education, online learning, ⛔ No DOI found}, pages = {1--126}, }