Ozan Özarslan, Özlem

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https://gcris.yasar.edu.tr/handle/123456789/12172
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Doç.Dr.
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01.01.04.04. Yeni Medya ve İletişim Bölümü
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Current Staff
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0000-0002-4116-1551
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37161936200
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BzPdDjoAAAAJ
WoS Researcher ID
AAJ-5969-2021
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Sustainable Development Goals

NO POVERTY1
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ZERO HUNGER2
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GOOD HEALTH AND WELL-BEING3
GOOD HEALTH AND WELL-BEING
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QUALITY EDUCATION4
QUALITY EDUCATION
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GENDER EQUALITY5
GENDER EQUALITY
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CLEAN WATER AND SANITATION6
CLEAN WATER AND SANITATION
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AFFORDABLE AND CLEAN ENERGY7
AFFORDABLE AND CLEAN ENERGY
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DECENT WORK AND ECONOMIC GROWTH8
DECENT WORK AND ECONOMIC GROWTH
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INDUSTRY, INNOVATION AND INFRASTRUCTURE9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
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REDUCED INEQUALITIES10
REDUCED INEQUALITIES
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SUSTAINABLE CITIES AND COMMUNITIES11
SUSTAINABLE CITIES AND COMMUNITIES
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RESPONSIBLE CONSUMPTION AND PRODUCTION12
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CLIMATE ACTION13
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LIFE BELOW WATER14
LIFE BELOW WATER
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LIFE ON LAND15
LIFE ON LAND
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PEACE, JUSTICE AND STRONG INSTITUTIONS16
PEACE, JUSTICE AND STRONG INSTITUTIONS
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PARTNERSHIPS FOR THE GOALS17
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10

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7

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WoS Citation Count

53

Scopus Citation Count

69

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WoS Citations per Publication

5.30

Scopus Citations per Publication

6.90

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6

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JournalCount
14th European Conference on e-Learning ECEL 20151
2023 Innovations in Intelligent Systems and Applications Conference ASYU 20231
Educational Media International1
Ege Eğitim Dergisi1
Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi1
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  • Thumbnail Image
    Article
    Kitlesel Açık Çevrimiçi Ders Yoluyla Yabancı Dil Olarak Türkçe Öğrenenlerin Profili
    (2019) ÖZLEM OZAN ÖZARSLAN; YASİN ÖZARSLAN; Özarslan, Özlem Ozan; Özarslan, Yasin
    Bu çalışmada Türkçe Öğreniyorum kitlesel açık çevrimiçi dersine (Massive Open Online Course: MOOC) kayıtlı yabancı dil olarak Türkçe öğrenmek isteyen 104 ülkeden ve 136 milliyetten 6254 öğrenenin, Türkçe öğrenme nedenleri anadilleri milliyetleri ve yaşadıkları ülkeler eğitim seviyeleri çalışma durumları bildikleri yabancı diller internet kullanım alışkanlıkları ve ilgi alanlarına dair dağılımların ve bunlar aralarındaki ilişkinin incelenmesi amaçlanmıştır. Yabancılara Türkçe öğretimi alanyazınında hem yurtiçindeki ve yurtdışındaki yabancıları hem de böyle büyük ve çeşitlilik arz eden bir örneklemi kapsayan başka bir yayın henüz yer almamaktadır. Bu nedenle çalışma Türkçe öğrenmek isteyen yabancıların demografik özelliklerini ortaya koyarak genel bir bakış açısı sunması ve program geliştiricilere politika oluşturma süreçlerinde yol gösterici bilgi sağlaması bakımından önemlidir. Araştırmada kesitsel tarama modeli kullanılmıştır. Veriler öğrenme yönetim sistemi için özelleştirilen Kayıt Formu üzerinden toplanmıştır. Analiz sonuçlarına göre yabancı dil öğrenmek isteyenlerin çoğunluğu Türkiye’de yaşamaktadır (n = 4158 % 66.49). Yarıdan fazlası ikinci bir dil deneyimine sahip değildir (n = 3796 % 60.70). Büyük çoğunluğunun anadili Arapçadır (n = 5100 % 81.55). Yarıya yakını önlisans veya lisans eğitim seviyesine sahiptir (n = 2782 % 44.48) yine yarıya yakını çalışmaktadır (n = 2769 % 44.28). Öğrenenlerin yaklaşık dörtte üçünün çevrimiçi bir ders deneyimi bulunmadığı (n = 4617 % 73.82)ve yarıdan fazlasının (n = 4253 % 68.00) sosyal ağları kullandığı belirlenmiştir.
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    Article
    Citation - WoS: 2
    Citation - Scopus: 2
    Investigating Factors Influencing Faculty Members’ Digital Competence for Capacity Building on Open and Distance Education in HEIs
    (International Council for Open and Distance Education, 2025) Ozlem Ozan; Yasin Ozarslan; Ozan, Özlem; Özarslan, Yasin
    In order to create successful strategies for building adequate capacity by enhancing skills we examined the impact of faculty members’ access to technology and support perception of distance education self-efficacy and error management on their digital competence using a quantitative descriptive and correlational design. Data were collected through the DigiCompEdu (2021) survey demographic questions and measures of access to technology perceptions of distance education self-efficacy and error management culture. The study was conducted at a foundation university on the Anatolian coast at the end of the 2022 Fall semester. Two hundred and seventytwo voluntary faculty members (53.3% female and 46.7% male) participated in the research. Descriptive statistics and inferential analyses were conducted to explore the relationships between digital competence and factors such as institutional support prior experience and personal characteristics (age gender teaching experience digital experience). Findings provide insights into how these variables influence and predict digital competence offering implications for professional development and institutional strategies to enhance digital skills among faculty. Self-efficacy was a significant factor affecting digital competence development with a moderate positive relationship between access to technology and support and perception of distance education. The availability of technology and support can facilitate the adoption and use of distance education enhancing faculty members’ confidence and efficacy in delivering distance education. The study also found that female faculty members have higher digital competence scores than males. The study also found that those with less than three years of digital experience tended to have lower scores. Furthermore an error management culture which focuses on learning and improvement might facilitate a discussion of errors emerging by adapting new technologies instead of avoiding mistakes. © 2025 Elsevier B.V. All rights reserved.
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    Conference Object
    Citation - Scopus: 2
    Factors Influencing the Learner's Cognitive Engagement in a Language MOOC: Feature Selection Approach
    (Institute of Electrical and Electronics Engineers Inc., 2023) Murat Kılınç; Orkun Teke; Ozlem Ozan; Yasin Ozarslan; Kilinc, Murat; Teke, Orkun; Ozan, Ozlem; Ozarslan, Yasin
    This study aims to predict the cognitive engagement rate in a Language MOOC (Massive Open Online Course) based on the features extracted from learners' engagement behaviors within the content and activities. The features were extracted from the data of the Language MOOC 'Türkçe Öǧreniyorum (I learn Turkish)' which aims to provide self-paced learning materials for those interested in developing their skills in Turkish as a foreign language. After the data preprocessing processes were carried out with the data set obtained for cognitive engagement classification feature selection processes were performed using filtering and wrapper methods. Afterward the machine learning model trained using the Logistic Regression (LR) algorithm performed the classification with 94% accuracy. The model evaluation metrics also support the classification result obtained. Based on the extracted features and the classification results obtained the model will be able to capture learners' interaction behaviors with the content and activities in a Language MOOC and detect changes in learner behavior over time. Prediction accuracy is essential to offer dynamic content and activities in a Language MOOC for adjusting the individual needs of each learner providing personalized learning experiences that are tailored to their skills knowledge and preferences. © 2023 Elsevier B.V. All rights reserved.
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    Article
    Citation - Scopus: 1
    YABANCI DİL OLARAK UZAKTAN TÜRKÇE ÖĞRENEN SURİYELİ YETİŞKİNLERİN ANALİZİ
    (T.C. Milli Egitim Bakanligi, 2021) ÖZLEM OZAN ÖZARSLAN; YASİN ÖZARSLAN; Özarslan, Özlem Ozan; Özarslan, Yasin; Ozan, Özlem
    Ev sahibi ülkenin dilini bilmemek göç edenlerin yaşadığı önemli sorunların başında yer almaktadır. Son 10 yıllık süreçte yoğun bir şekilde Türkiye’ye göç etmiş Suriyeliler için Türkçe öğrenmek, yabancı zorunlu göçmen olgusu ile yüzleşen Türkiye için de Türkçe öğretmek öncelikli bir konu hâline gelmiştir. Türkçenin yabancı dil olarak öğretimi çoğunlukla yüz yüze yöntemlerle gerçekleştirilmektedir. Türkçe öğrenmeye yönelik artan ve farklılaşan talebi yüz yüze çözümler karşılayabilecek düzeyde olmadığından yenilikçi çözümlere ihtiyaç duyulmaktadır. Yüz yüze eğitim-öğretimde gerek kapasite gerek mesafe gerekse eğitmen ve materyal sorunlarının yaşandığı durumlarda eğitimde fırsat ve imkân eşitliğini artırmak amacıyla açık ve uzaktan öğrenme yaklaşımı başvurulabilecek bir çözüm olarak karşımıza çıkmaktadır. Bu çalışmada Suriye’den ayrılmak durumunda kalıp farklı ülkelerde yaşayan ve yabancı dil olarak uzaktan Türkçe öğrenmek için “Türkçe Öğreniyorum” kitlesel çevrim içi açık ders ortamına kayıtlanan yetişkinlerin analizi sunulmaktadır. Araştırma kesitsel tarama modelinden yararlanılarak gerçekleştirilen betimsel bir çalışmadır. Çalışmada elde edilen bulgular yabancı dil olarak uzaktan Türkçe öğrenen Suriyeli yetişkinlerin analizini ortaya koymak amacıyla Türkçe öğrenme nedenleri cinsiyet yaş eğitim ve çalışma durumları dijital yetkinlikleri çevrim içi ders deneyimleri bildikleri yabancı diller yaşadıkları ülke ve ilgi alanları başlıkları altında ele alınmıştır. Veri analizinde betimsel istatistik yöntemlerinin yanı sıra istatistiksel olarak anlamlı farklılıkların olup olmadığı incelenmiştir. Çalışmanın yabancı dil olarak uzaktan Türkçe öğretimi alan uygulayıcılarına içerik ve politika geliştiricilere öğretim tasarımcılarına yol gösterici olması ve karar verme süreçlerine katkı sağlaması hedeflenmiştir. Yabancı dil olarak uzaktan Türkçe öğrenenlerin özellikleri yaş eğitim ve çalışma durumları yetkinlikleri Türkçe öğrenme nedenleri ve ilgi alanları bağlamında incelendiğinde gruplar arasında anlamlı farklılıkların olduğu görülmüştür
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    Article
    Citation - WoS: 50
    Citation - Scopus: 63
    Video lecture watching behaviors of learners in online courses
    (Routledge info@tandf.co.uk, 2016) Ozlem Ozan; Yasin Ozarslan; Ozan, Ozlem; Ozarslan, Yasin
    This paper examines learners’ behaviors while watching online video lectures to understand learner preferences. 2927 students’ 18144 video events across 13 courses on Sakai CLE LMS which were integrated with Kaltura Video Platform and Google Analytics were analyzed. For the analysis of the quantitative data one-way ANOVA Chi-square test of independence and descriptive statistics were utilized. The main results revealed that there was a tendency toward watching interview-style video lectures completely. In addition the percentage rate of Watching Completely behavior was higher in shorter videos and a tendency toward watching long video lectures by seeking was found. According to our results watching patterns was also affected by lecturers’ characteristics. Watching Completely rate of female lecturers was significantly different than those of male lectures in favor of females as well as watching in FullScreen mode. Furthermore learners who watched online video lectures completely had higher scores on the final exam than others. Our analysis could help those who plan to optimize online video lectures in e-learning programs. © 2016 Elsevier B.V. All rights reserved.
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    Article
    Citation - WoS: 1
    Citation - Scopus: 1
    TOWARDS AN ADAPTIVE LANGUAGE MOOC: EXAMINING DIFFERENCES OF LANGUAGE ERROR PATTERNS ACROSS CULTURAL DOMAINS
    (Anadolu Universitesi, 2025) Ozlem Ozan; Yasin Ozarslan; Sevgi Calisir Zenci; Calisir Zenci, Sevgi; Ozan, Ozlem; Ozarslan, Yasin
    This study analyzed linguistic errors as part of the Differentiated Distance Education of Turkish as a Foreign Language Project which pursues the development of an adaptive MOOC for Turkish as a second language. Therefore the Turkish CEFR (Common European Framework of Reference for Languages) A1-level writing exam papers of 177 learners were analyzed. Linguistic error analysis techniques were used. A Chi-square test of independence a Kruskal-Wallis H test and a Mann-Whitney U test were conducted to examine the data. The results show a relationship between error frequency and learner group (Arabic–Farsi Turkic Balkan and Other). Similarly the error density varied as a function of the learner group. There is also a relationship between error frequency and the language family of the learner’s mother language. On the other hand there is no significant difference in error density by language family. The number of languages the learner knows has no significant effect on error frequency and density. The findings suggest that there are gender-based differences in error density among learners but that these differences are not reflected in the frequency of errors. The topics for differentiation were identified based on the error distribution of learner groups. The topic that requires the most differentiation is noun phrases. The learner groups that need the most differentiation are the Arabic and Farsi Nations while the Turkic Nations require the least differentiation. © 2025 Elsevier B.V. All rights reserved.
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    Other
    Project of Differentiated Instruction of Turkish as a Foreign Language at a Distance
    (2018) Özarslan, Özlem Ozan; Gocmenler, Huseyin
    The aim of the project is to develop a distance education system, which offers differentiated content according to individual differences and learner readiness for teaching Turkey Turkish as a foreign language. Within the scope of the project, a Massive Open Online Course (MOOC) was designed, developed and delivered via https://turkish.yasar.edu.tr/. In the system, there are 53 modules, dictionary of rules and vocabulary, forum and virtual meeting application. In each module, there are variety of activities such as a video lecture, a real-life drama, listening, writing, pronunciation and reading activities as well as games in addition to English, Arabic, Russian and French language support. The project is limited to A1 basic level, and it is also supported by TUBITAK with code 115K270. The aim of this study is to share the experience, which was gained during the design and development phase, with the practitioners and researchers in the field.
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    Article
    E-Öğrenme Ortamında Kullanılan Ders Anlatım Videolarındaki Sözsüz İletişim Becerilerinin Öğrenci Bağlılığına Etkisi
    (2019) ÖZLEM OZAN ÖZARSLAN; Volkan EMRECİK; Özarslan, Özlem Ozan; Emrecik, Volkan
    Günümüzde e-öğrenmenin eğitimin her kademesinde yaygınlaşması ile birlikte video derslerin kullanım oranı da artış göstermekte ve bu derslerin niteliği üzerine çalışmalar yaygınlaşmaktadır. Bu çalışmada videolardaki iletişim unsurlarının öğrenmeyi etkileyip etkilemediği sorunsalı üzerinde durulmaktadır. Bu bağlamda e-öğrenme ortamlarında sunulan video derslerdeki sözsüz iletişim becerilerinin öğrenci bağlılığına etkisi araştırılmıştır. Çalışmada yarı-deneysel desen kapsamında son test kontrol gruplu model kullanılmıştır. Yaşar Üniversitesi’nde öğrenim gören 173 öğrenciden elde edilen veriler SPSS programı ile frekans ortalama değer yüzde standart sapma hesaplarına karışık desenleriçin iki faktörlü varyans analizine (ANOVA) ilişkisiz örneklemler için t-testine tabi tutulmuştur. Çalışma sonucunda sözsüz iletişim becerilerinin kullanılması ile öğrenci bağlığının olumlu yönde farklılaştığı bulunmuştur.
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    Article
    Supporting SDG-Oriented Knowledge Construction and Idea Diffusion in Online Higher Education
    (MDPI, 2026) Ozarslan, Yasin; Ozan, Ozlem
    This study investigates how online discussion forums in an undergraduate Social Responsibility course support students' SDG-oriented idea generation and collaborative knowledge construction. It also examines how participation roles, behavioral intensity, interaction-network influence, and goal-aligned discourse shape idea visibility and discussion. Using a mixed-methods learning analytics design, we analyzed forum logs and message texts across five SDG-linked themes (SDGs 6, 7, 12, 14, 15) by classifying contributor types, computing a Behavioral Participation Index (BPI), constructing a directed reply network and estimating PageRank centrality, extracting solution proposals, scoring semantic goal alignment, modelling weekly temporal dynamics, and fitting multivariate regressions predicting visibility (reads) and engagement (replies) while controlling for theme, message level, time, PageRank, and BPI. Results show role-differentiated participation (N = 514), meaningful cross-theme solution proposals that varied across academic groups, and peak-driven weekly activity. PageRank centrality emerged as the strongest and most consistent predictor of both visibility and engagement, whereas goal alignment showed weaker direct effects after controls, suggesting that SDG-aligned ideas do not necessarily diffuse without structural embeddedness. Among highly goal-aligned posts, specific communicative features differentiated which proposals attracted attention and interaction. These findings suggest that SDG forum design benefits from structured interaction pathways and scaffolded discourse strategies to support equitable diffusion and productive sustainability dialogue. The study does not evaluate the normative quality of sustainability positions but examines how interaction structures and discourse features shape the visibility and diffusion of student-generated ideas.
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    Conference Object
    Challenges in analyzing unstructured learner generated qualitative big data
    (Academic Conferences Limited info@academic-conferences.org, 2015) Ozlem Ozan; Ozan, Ozlem; M. Cubric , A. Jefferies
    As the amount of educational data grows a necessity is occurring to define characteristics of Unstructured Learner Generated Qualitative Big Data (ULGQBD) and develop a conceptual framework to analyze these data sets. According to the author there are three main challenges in analyzing ULGQBD. First one is related to qualitative big data itself. There is an ambiguity of definition and methodology of analyzing ULGQBD. The answer of the question How much amount of qualitative data is big? is blurry. Therefore there is no a simple straightforward specific methodology to overcome the struggles originated from seeking the meaning within such a big amount of unstructured data. Second problem is absence of conceptual frameworks for analyzing ULGQBD. Third problem is related to Qualitative Data Analysis (QDA) software. Traditional QDA software is not ready to big amount of data and cloud based text analytics tools do not have enough language support for stemming for agglutinative languages such as Turkish. In this paper author shares her experience of analyzing ULGQBD. The data set which she worked on contained 13000 responses to an open ended survey whose main purpose to get feedback about the courses from the customers to improve educational effectiveness. She provides a framework for structural coding of ULGQBD and brief road map for researchers who deals with ULGQBD. © 2017 Elsevier B.V. All rights reserved.