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25Th Anniversary of OEF 25th Anniversary of OEF A REVIEW OF THE LITERATURE ON THE OPEN EDUCATION FACULTY IN TURKEY 1982–2007 (A Revised and Expanded the Fourth Editon) Editors Ugur DEMIRAY Ayşe INCEELLI Ozden CANDEMIR ESKISEHIR December–2008 i Copyright © 1990, 1994, 1997, 2002, 2008 Uğur Demiray. All rights reserved and Anadolu University. Kitabın tümü ya da bölümleri yazar ından izin alınmaksızın mekanik, elektronik, fotokopi, manyetik kağ ıt ya da başka tekniklerle çoğalt ılabilir, basılabilir ve dağıtılabilir. Yapılacak olan alıntılara dipnot verilmesi sadece yazarlari ve Anadolu Üniversitesini onurlandirir. Anypart of this book may be reproduced or stored in a retrieval system, or transmitted in any form or by any means mechanical, electronic, photocopy, magnetic tape and other ways without written permission from the edtor or authors. Quotations are only honour for the editors and Anadolu University. Uğur DEMIRAY Ayşe INCEELLI Ozden CANDEMIR. A Review of The Literature on The Open Education Faculty in Turkey 1982-2007 Revised and Expanded the 5th Version 1.Anadolu University. The Open Education Faculty. Literature 2. Distance Education Turkey Literature. ISBN 978-975-98590-5-3 This study is dedicated to all authors who have studied and will study about The Open Education Faculty and its related subject activities CONTENTS ACKNOWLEDGEMENTS………………………………………..ix PREFACE FOR FIFTH EDITION…………………………….xi-xi ON DISTANCE EDUCATION CONCEPT AND ITS RUNNING IN THE WORLD........................................3-8 HISTORY OF THE OPEN EDUCATION FACULTY AND ITS RUNNING IN TURKEY………………9-26 AIMS OF STUDY………………………………………………….27 SOME WORDS ABOUT THIS STUDY………..…………….27-29 REFERENCES………………………………………...……......30-31 ABSTRACTS OF THE STUDIES ON THE OPEN EDUCATION FACULTY BETWEEN YEARS 1982-2007................................................35-339 SUBJECT INDEX……...........................................................343-365 AUTHOR INDEX.……...........................................................367-373 v ACKNOWLEDGEMENTS PREFACE FOR FIFTH EDITION ACKNOWLEDGEMENTS Of course this research would not be completed and reached to your hands without others helps and supports. In obtaining period of the studies which included in this research, they helped us by informing, motivating, encouraging and correcting. Especially our thanks go to my collages who gave us permission to search minutely in their private library. We would like to thank all of them without feel ranging giving their names here, because it is so difficult, in fact impossible to declare their names. I am grateful to all them. Our desire is to reach domestic and foreign distance education researcher and to be functional in their studies deal to with The Open Education Faculty and its related subjects through this study. This is exact and the biggest willing of us. Once more thanks here to everybody who helped and contributed at any level to this study. In the name of study group Dr. Ugur DEMIRAY December-2008 Eskisehir TURKEY ix PREFACE FOR FIFTH EDITION Communication technologies have a manipulative power an effect on the field of education in general. These technologies have been increasingly used in education and training for many years to meet different needs. Distance education has proven particularly useful for training people into remote locations who can not attend to the classes at universities. The first edition of this study (Including conducted studies between the years 1982-1990) was published and distributed five hundred copies. The second edition of this stuffy revised and expanded version includes 1982-1992 period. The first reason for preparing of second edition is to celebrate the 10th Anniversary of The Open Education Faculty. Secondly we found a chance to add new studies which are missed in the former edition. Thirdly, to add new studies which are conducted between 1990-1992. Also this edition was published and distributed five hundred copies. The third revised and expanded edition of this study was published in 1997 for the 15th Anniversary of The Open Education Faculty by including 1982-1997. The fourth edition is revised and published electronically in 2002. This is the fifth edition of The Literature Review Open Education Faculty covers 1982-2007 which is 25th Anniversary of The Open Education Faculty. This study has aimed to inform domestic and foreign researches on the literature subject of OEF. Most of the studies had been abstracted. And also, bibliographic information and indexes about topics and author name are given. This study is consists of books, articles. dissertations, presented papers and reports. This study is consisted of three main chapters. The first chapter is an introduction which tells some of brief history of the Distance Education in the world and Open Education Faculty in Turkey. In addition this chapter contains the aim of this study and some conclusions about the study. xi The second chapter deals with abstracts of the obtained studies and the last chapter includes subject and author index. We have to indicate here that some of duplicated studies and some which are not available data, not included in this study. So that this study consists of 448 studies here. As being a working group, all of you welcome to obtain original of these studies which are mentioned in this study or at least to establish contact their author/s for carry out your relationships in due course. I hope this study will be reconducted again or reviewed five years. I am quite happy to be pioneer and conduct this version of study again the 25th Anniversary of The Open Education Faculty. Hope to meet in the sixth version in 2012 for the 30th Anniversary of the Open Education Faculty. In the name of study group Dr. Ugur DEMIRAY December-2008 Eskisehir, TURKEY xii ON DISTANCE EDUCATION CONCEPT AND IT’S RUNNING IN THE WORLD HISTORY OF THE OPEN EDUCATION FACULTY AND IT’S RUNNING IN TURKEY AIM OF THE STUDY SOME WORDS ABOUT THIS STUDY ON DISTANCE EDUCATION CONCEPT AND IT’S RUNNING IN THE WORLD Communication technologies have a manipulative power and effect on the field of education in general. These technologies have been increasingly used in education and training for many years to meet different needs. This situation, increasingly use of technologies in education and training, have brought up some new disciplines, or study fields, into education field. Distance education is one of the newest forms of education, which basically depends on these communication and information technologies. As a new and modern approach to deliver instruction, distance education has been increasingly used by many corporations and organizations for both formal and non-formal educational settings in the United States and all around the world. It has been realized by the corporations, institutions, colleges and universities that, when properly and timely used, distance education is one of the most effective, economical, and productive ways of delivering instruction. This fact caused them to employ distance education to deliver training and education to their personnel, clients and students in a costeffective way at a high quality. That is one of the reasons that distance education, has been receiving more attention recently, especially during the late 1980 and 1990. The reason for such a trend is clear: the challenge of delivering more training to more people on more subjects with higher impact and effectiveness, and in a much more effective way can be met efficiently through DE methods and techniques. While a new century is approaching, it seems that distance education is going to be one of the most widely used mode of delivering instruction in almost all areas, but especially in corporate training and education. (Akyürekoglu, 1995). Distance education system is applied by many countries which advocate itself as an alternative according to conventional education; inserted modern communication means to its operation for to be functional or to render service meeting needs of masses. Of course it is not true to say that distance education is unique alternative to all 3 education systems, especially of the conventional education. "In the last ten or fifteen years, distance learning has boomed in all over the world. Large open universities enrolling over two million students have been established in Asia, including the Chinese Radio and Television University, the Sukhothai Trammathirat Open University (STOU) in Thailand, the Universitas Terbuka (UT) in Indonesia, and half-dozen open universities in India. Korea continues to rely on correspondence schools to meet its goal of universalizing secondary education - as Japan did until very recently. In the Middle East, distance learning institutions have also expanded. The Anadolu’s Open University in Turkey, with its over one million students, has already trained and graduated two hundred thousand teachers in recent, and its programs now reach more than two an half million Turkish citizens who are living in Germany end West Europe Countries. In addition, the Open High School (OHS) started to distance education in 1992-1993 academic year with 45.000 students and Open Primary School (OPS) in 1998, under Ministry of Education structure. But, it must not be forgotten that distance education system has some certain characteristics as a difference on being functional and reach to its target's aim of this system, according to the conventional systems. For this reason, many countries have adopted and put distance education in to practice for their multi-aimed on multi-functional
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