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Milenyumdan koronavirüs dönemine Türkiye'de çevrimiçi sınavlar üzerinde yapılan çalışmalara ilişkin bir inceleme

Year 2022, Volume: 3 Issue: 2, 207 - 224, 31.12.2022
https://doi.org/10.52911/itall.1193910

Abstract

Çevrimiçi sınavlar bazı avantajları ile dijital çağın ihtiyaçlarının karşılanmasında önemli bir yere sahiptir. Zaman ve mekan kısıtlamalarının kaldırılması açısından özellikle koronavirüs salgını gibi acil durumlarda bireylerin yetkinliklerinin ölçülmesinde son derece ihtiyaç duyulan bir yapı haline gelmiştir. Bu açıdan özellikle koronavirüs gibi durumlar için online sınavların durumunun ortaya çıkarılması ve eksikliklerinin tespit edilerek iyileştirilmesi gerekmektedir. Bu araştırma, 2000-2022 yılları arasında Türkiye'de çevrimiçi sınavlar ile ilgili üretilmiş makale ve tezleri inceleyerek çevrimiçi sınavların yeterliliği ve koronavirüs dönemine hazırlık için öneriler üretmeyi amaçlamaktadır. Çalışmada elde edilen veriler içerik analizine tabi tutulmuştur. Araştırmada YÖK tez veri tabanı, Google akademik motoru, Dergi park, TÜBİTAK ULAKBİM, Ebsco ve Eric sitelerinde yer alan çevrimiçi sınavlarla ilgili 2000-2022 yılları arasında üretilmiş makale ve tezler ele alınmıştır. Bu yıllar arasında Türkiye'de çevrimiçi sınavlarla ilgili 55 makale ve 16 tez olmak üzere toplam 68 çalışma üretilmiştir. Bu çalışmalar genellikle tarama desenine uygun olarak gerçekleştirilmiştir. Yapılan çalışmalarda birçok farklı değişken incelense de en çok araştırmalar kapsamında hazırlanan çevrimiçi sınavlar hakkında görüşler alınmıştır. Çoğunlukla amaçlı örnekleme yöntemi kullanılmış olup, örneklem grubu genel olarak lisans öğrencilerinden oluşmaktadır. Araştırmalarda veriler genel olarak anket aracılığıyla toplanmış ve verilere genel olarak betimleyici nicel analiz uygulanmıştır. Çalışmanın sonuçları, bir çevrimiçi sınav sisteminin geliştirilmesine yönelik önemli noktalara işaret etmekte ve eğitmenler için bir rehber niteliği taşımaktadır.

References

  • Afacan Adanır, G., İsmailova, R., Omuraliev, A., & Muhametjanova, G. (2020). Learners’ perceptions of online exams: A comparative study in Turkey and Kyrgyzstan. International Review of Research in Open and Distributed Learning, 21(3), 1-17. doi:10.19173/irrodl.v21i3.4679
  • Albayrak, E. (2014). The effects of design factors on students' success and test anxiety in electronic tests. International Online Journal of Educational Sciences, 6(2). doi: 10.15345/iojes.2014.02.017
  • Al-Mashaqbeh, I. F., & Al Hamad, A. (2010, May). Student's perception of an online exam within the decision support system course at Al al Bayt University. In 2010 Second International Conference on Computer Research and Development (pp. 131-135). IEEE. doi: 10.1109/ICCRD.2010.15
  • Alonso-Díaz, L., & Yuste-Tosina, R. (2015). Constructing a grounded theory of e-learning assessment. Journal of educational computing research, 53(3), 315-344. doi: 10.1177/0735633115597868
  • Amzalag, M., Shapira, N., & Dolev, N. (2021). Two Sides of the Coin: Lack of Academic Integrity in Exams During the Corona Pandemic, Students' and Lecturers' Perceptions. Journal of Academic Ethics, 1-21. doi: 10.1007/s10805-021-09413-5
  • Andersen, S. C., & Nielsen, H. S. (2020). Learning from performance information. Journal of Public Administration Research and Theory, 30(3), 415-431. doi: 10.1093/jopart/muz036
  • Angus, S. D., & Watson, J. (2009). Does regular online testing enhance student learning in the numerical sciences? Robust evidence from a large data set. British Journal of Educational Technology, 40(2), 255-272. doi: 10.1111/j.1467-8535.2008.00916.x
  • Arora, S., Chaudhary, P., & Singh, R. K. (2021). Impact of coronavirus and online exam anxiety on self-efficacy: the moderating role of coping strategy. Interactive Technology and Smart Education. doi: 10.1108/ITSE-08-2020-0158
  • Asiatimes.com, (2020). Students test positive as Korean schools reopen. Retrieved from www.asiatimes.com.
  • Balta, Y., & Türel, Y. K. (2013). An examination on various measurement and evaluation methods used in online distance education. Electronic Turkish Studies, 8(3). doi: 10.7827/TurkishStudies.4271
  • Battal, A., & Çağıltay, K. (2015). Investigation of Usage Frequency and Department on Usability Issues with the Online Examination System (OSSI). Mersin University Journal of the Faculty of Education, 11(3). Retrieved from https://dergipark.org.tr/tr/pub/mersinefd/issue/17398/181935
  • Başaran, B., Yalman, M., & Erkan, S. (2017). Evaluation of Students’ Attitudes towards e-Exams and Use of Technology in Theology Distance Undergraduate Education Programs. Journal of Divinity Faculty of Hitit University, 16(31), 277-299. doi: 10.14395/hititilahiyat.333300
  • Binnahedh, I. A. (2022). E-assessment: Wash-back effects and challenges (Examining students' and teachers' attitudes towards e-tests). Theory and Practice in Language Studies, 12(1), 203-211. Başol, G., Ünver, T. K., & Çiğdem, H. (2017). Student Views towards E-Test Applications in Measurement and Evaluation Course. International Journal of Turkish Education Sciences, 2017(8), 111-128. Retrieved from https://dergipark.org.tr/tr/pub/goputeb/issue/34591/382013
  • Boitshwarelo, B., Reedy, A. K., & Billany, T. (2017). Envisioning the use of online tests in assessing twenty-first century learning: a literature review. Research and Practice in Technology Enhanced Learning, 12(1), 16. doi: 10.1186/s41039-017-0055-7
  • Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. VoxEu. org, 1(2). Retrieved from https://voxeu.org/article/impact-covid-19-education
  • Çiğdem, H., ve Tan Şeref, (2014). Students’ Opinions on Administering Optional Online Quizzes in a two-year College Mathematics Course. Journal of Computer and Education Research, 2(4), 51-73. Retrieved from https://dergipark.org.tr/tr/download/article-file/174030
  • Coşkun, M., & Mardikyan, S. (2016). Predictor factors for actual usage of online evaluation and assessment systems: A structural equation model (SEM) study. Education and Science, 41(188). doi: 10.15390/EB.2016.6579
  • DeSouza, E., & Fleming, M. (2003). A comparison of in-class and online quizzes on student exam performance. Journal of Computing in Higher Education, 14(2), 121-134. doi: 10.1007/BF02940941
  • Ebaid, I. E. S. (2021). Cheating among Accounting Students in Online Exams during Covid-19 Pandemic: Exploratory Evidence from Saudi Arabia. Asian Journal of Economics, Finance and Management, 9-19. Retrieved from https://globalpresshub.com/index.php/AJEFM/article/view/1068
  • Gökçearslan, Ş. (2013). Developing a Scale. for the Sense of Community in Online Learning: A Validity and Reliability Study. Turkish Librarianship, 27(1), 154-165. Retrieved from https://dergipark.org.tr/tr/download/article-file/811542
  • Gov.uk, (2000). Education and childcare during coronavirus. Retrieved from www.gov.uk/government/publications.
  • Harmon, O. R., & Lambrinos, J. (2008). Are online exams an invitation to cheat?. The Journal of Economic Education, 39(2), 116-125. doi: 10.3200/JECE.39.2.116-125
  • Ilgaz, H., & Adanır, G. A. (2020). Providing online exams for online learners: Does it really matter for them?. Education and Information Technologies, 25(2), 1255-1269. doi: 10.1007/s10639-019-10020-6
  • Karakaya, Z. (2001). Development and implementation of on-line exam for a programming language course. International Open and Distance Education Symposium, 23-25 May, Eskişehir.
  • Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of digital learning in teacher education, 29(4), 127-140. doi: 10.1080/21532974.2013.10784716
  • Laine, K., Sipilä, E., Anderson, M., & Sydänheimo, L. (2016, September). Electronic exam in electronics studies. Paper presented at the 44th SEFI annual conference. Finland: Tampere.
  • Liu, I. F., Chen, R. S., & Lu, H. C. (2015). An exploration into improving examinees' acceptance of participation in an online exam. Journal of Educational Technology & Society, 18(2), 153-165. Retrieved from https://www.jstor.org/stable/10.2307/jeductechsoci.18.2.153?seq=1&cid=pdfreference#references_tab_contents
  • Llamas-Nistal, M., Fernández-Iglesias, M. J., González-Tato, J., & Mikic-Fonte, F. A. (2013). Blended e-assessment: Migrating classical exams to the digital world. Computers & Education, 62, 72-87. doi: 10.1016/j.compedu.2012.10.021
  • Mata, J. R. (2021). How to Teach Online? Recommendations for the assessment of online exams with University students in the USA in times of pandemic. IJERI: International Journal of Educational Research and Innovation, (15), 188-202. doi: 10.46661/ijeri.5003
  • Rowe, N. C. (2004). Cheating in online student assessment: Beyond plagiarism. Online Journal of Distance Learning Administration, 7(2). Retrieved from http://hdl.handle.net/10945/36015
  • Wang, T. H. (2008). Web-based quiz-game-like formative assessment: Development and evaluation. Computers & Education, 51(3), 1247-1263. doi: 10.1016/j.compedu.2007.11.011
  • Kumalar, M., & Pürtaş, M. (2012). A Study for Primary School Students Self-Assessment and Elimination of Their Incompletes. In Proceedings of XIV th Akademik Bilisim Conference (pp. 129-132). Turkey: Uşak.
  • Santally, M. I., & Raverdy, J. (2006). The master’s program in computer-mediated computer communications: A comparative study of two cohorts of students. Educational Technology Research and Development, 54(3), 312-326. Retrieved from https://www.jstor.org/stable/30221223
  • Muzaffar, A. W., Tahir, M., Anwar, M. W., Chaudry, Q., Mir, S. R., & Rasheed, Y. (2021). A Systematic Review of Online Exams Solutions in E-Learning: Techniques, Tools, and Global Adoption. IEEE Access, 9, 32689-32712. doi: 10.1109/ACCESS.2021.3060192
  • Oslo, (2020). Schools and kindergartens. Retrieved from oslo.kommune.no.
  • Özer Albayrak, E., & Özer, U. (2020). Effects on digital citizenship: From Turkish preservice teachers’ perspectiveEffects on digital citizenship: From Turkish preservice teachers’ perspective. Croatian Journal of Education, 22(2). doi: 10.15516/cje.v22i2.3520
  • Tosun, N. (2021). Distance education practices at universities in Turkey: a case study during covid-19 pandemic: Distance education practices. International Journal of Curriculum and Instruction, 13(1), 313-333. Retrieved from http://ijci.wcci-international.org/index.php/IJCI/article/view/532/242
  • Serçemeli, M., & Kurnaz, E. (2020). A research on students' perspectives to distance education and distance accounting education in the covid-19 pandemia period. International Journal of Social Sciences Academic Researches, 4(1), 40-53.
  • Sorensen, E. (2013). Implementation and student perceptions of e-assessment in a Chemical Engineering module. European Journal of Engineering Education, 38(2), 172-185. doi: 10.1080/03043797.2012.760533
  • Tufekci, A., Ekinci, H., & Kose, U. (2013). Development of an internet-based exam system for mobile environments and evaluation of its usability. Mevlana International Journal of Education, 3(4), 57-74. doi: http://dx.doi.org/10.13054/mije.13.59.3.4
  • Wahid, R., & Farooq, O. (2020). Online exams in the time of COVID-19: quality parameters. International Journal of Social Sciences and Educational Studies, 7(4), 13-21. doi: 10.23918/ijsses.v7i4p13
  • Wall, J. E. (2000). Technology-Delivered Assessment: Diamonds or Rocks? ERIC/CASS Digest. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse.
  • Roberts, G. H., & Verbyla, J. L. (2003, January). An online programming assessment tool. In Proceedings of the fifth Australasian conference on Computing education (pp. 69-75). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.89.2533&rep=rep1&type=pdf

A Review of the Studies Conducted on Online Exams in Turkey from the Millennium to the Coronavirus Period

Year 2022, Volume: 3 Issue: 2, 207 - 224, 31.12.2022
https://doi.org/10.52911/itall.1193910

Abstract

With removing the time and place restrictions, online exams have an essential place in meeting the needs of the digital age. It has become a much-needed structure for measuring individuals' competence remotely, especially in emergencies such as during the coronavirus epidemic. However, there are problems in Turkish online assessment system. The researcher revealed online exams' status and identified their deficiencies in Turkey, and made suggestions. In the research, the articles and theses were examined made for online exams in Turkey between the years 2000-2020. Google academic engine, Dergi Park, TÜBİTAK ULAKBİM, Ebsco, Eric, and the YÖK thesis database were used to reach the publications. A total of 41 articles and 8 theses were identified on online exams in Turkey. The findings highlighted that the studies had not reached the point where they are needed. The studies examined many different variables, and among them the opinions about the online exams prepared within the researches were collected the most. The studies were generally carried out with the survey design instead of experimental. The purposeful sampling method was mostly used, and the sample group consisted of undergraduate students in general. The results of the study point to essential directions for the development of online exam systems and provide implications for future efforts.

References

  • Afacan Adanır, G., İsmailova, R., Omuraliev, A., & Muhametjanova, G. (2020). Learners’ perceptions of online exams: A comparative study in Turkey and Kyrgyzstan. International Review of Research in Open and Distributed Learning, 21(3), 1-17. doi:10.19173/irrodl.v21i3.4679
  • Albayrak, E. (2014). The effects of design factors on students' success and test anxiety in electronic tests. International Online Journal of Educational Sciences, 6(2). doi: 10.15345/iojes.2014.02.017
  • Al-Mashaqbeh, I. F., & Al Hamad, A. (2010, May). Student's perception of an online exam within the decision support system course at Al al Bayt University. In 2010 Second International Conference on Computer Research and Development (pp. 131-135). IEEE. doi: 10.1109/ICCRD.2010.15
  • Alonso-Díaz, L., & Yuste-Tosina, R. (2015). Constructing a grounded theory of e-learning assessment. Journal of educational computing research, 53(3), 315-344. doi: 10.1177/0735633115597868
  • Amzalag, M., Shapira, N., & Dolev, N. (2021). Two Sides of the Coin: Lack of Academic Integrity in Exams During the Corona Pandemic, Students' and Lecturers' Perceptions. Journal of Academic Ethics, 1-21. doi: 10.1007/s10805-021-09413-5
  • Andersen, S. C., & Nielsen, H. S. (2020). Learning from performance information. Journal of Public Administration Research and Theory, 30(3), 415-431. doi: 10.1093/jopart/muz036
  • Angus, S. D., & Watson, J. (2009). Does regular online testing enhance student learning in the numerical sciences? Robust evidence from a large data set. British Journal of Educational Technology, 40(2), 255-272. doi: 10.1111/j.1467-8535.2008.00916.x
  • Arora, S., Chaudhary, P., & Singh, R. K. (2021). Impact of coronavirus and online exam anxiety on self-efficacy: the moderating role of coping strategy. Interactive Technology and Smart Education. doi: 10.1108/ITSE-08-2020-0158
  • Asiatimes.com, (2020). Students test positive as Korean schools reopen. Retrieved from www.asiatimes.com.
  • Balta, Y., & Türel, Y. K. (2013). An examination on various measurement and evaluation methods used in online distance education. Electronic Turkish Studies, 8(3). doi: 10.7827/TurkishStudies.4271
  • Battal, A., & Çağıltay, K. (2015). Investigation of Usage Frequency and Department on Usability Issues with the Online Examination System (OSSI). Mersin University Journal of the Faculty of Education, 11(3). Retrieved from https://dergipark.org.tr/tr/pub/mersinefd/issue/17398/181935
  • Başaran, B., Yalman, M., & Erkan, S. (2017). Evaluation of Students’ Attitudes towards e-Exams and Use of Technology in Theology Distance Undergraduate Education Programs. Journal of Divinity Faculty of Hitit University, 16(31), 277-299. doi: 10.14395/hititilahiyat.333300
  • Binnahedh, I. A. (2022). E-assessment: Wash-back effects and challenges (Examining students' and teachers' attitudes towards e-tests). Theory and Practice in Language Studies, 12(1), 203-211. Başol, G., Ünver, T. K., & Çiğdem, H. (2017). Student Views towards E-Test Applications in Measurement and Evaluation Course. International Journal of Turkish Education Sciences, 2017(8), 111-128. Retrieved from https://dergipark.org.tr/tr/pub/goputeb/issue/34591/382013
  • Boitshwarelo, B., Reedy, A. K., & Billany, T. (2017). Envisioning the use of online tests in assessing twenty-first century learning: a literature review. Research and Practice in Technology Enhanced Learning, 12(1), 16. doi: 10.1186/s41039-017-0055-7
  • Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. VoxEu. org, 1(2). Retrieved from https://voxeu.org/article/impact-covid-19-education
  • Çiğdem, H., ve Tan Şeref, (2014). Students’ Opinions on Administering Optional Online Quizzes in a two-year College Mathematics Course. Journal of Computer and Education Research, 2(4), 51-73. Retrieved from https://dergipark.org.tr/tr/download/article-file/174030
  • Coşkun, M., & Mardikyan, S. (2016). Predictor factors for actual usage of online evaluation and assessment systems: A structural equation model (SEM) study. Education and Science, 41(188). doi: 10.15390/EB.2016.6579
  • DeSouza, E., & Fleming, M. (2003). A comparison of in-class and online quizzes on student exam performance. Journal of Computing in Higher Education, 14(2), 121-134. doi: 10.1007/BF02940941
  • Ebaid, I. E. S. (2021). Cheating among Accounting Students in Online Exams during Covid-19 Pandemic: Exploratory Evidence from Saudi Arabia. Asian Journal of Economics, Finance and Management, 9-19. Retrieved from https://globalpresshub.com/index.php/AJEFM/article/view/1068
  • Gökçearslan, Ş. (2013). Developing a Scale. for the Sense of Community in Online Learning: A Validity and Reliability Study. Turkish Librarianship, 27(1), 154-165. Retrieved from https://dergipark.org.tr/tr/download/article-file/811542
  • Gov.uk, (2000). Education and childcare during coronavirus. Retrieved from www.gov.uk/government/publications.
  • Harmon, O. R., & Lambrinos, J. (2008). Are online exams an invitation to cheat?. The Journal of Economic Education, 39(2), 116-125. doi: 10.3200/JECE.39.2.116-125
  • Ilgaz, H., & Adanır, G. A. (2020). Providing online exams for online learners: Does it really matter for them?. Education and Information Technologies, 25(2), 1255-1269. doi: 10.1007/s10639-019-10020-6
  • Karakaya, Z. (2001). Development and implementation of on-line exam for a programming language course. International Open and Distance Education Symposium, 23-25 May, Eskişehir.
  • Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of digital learning in teacher education, 29(4), 127-140. doi: 10.1080/21532974.2013.10784716
  • Laine, K., Sipilä, E., Anderson, M., & Sydänheimo, L. (2016, September). Electronic exam in electronics studies. Paper presented at the 44th SEFI annual conference. Finland: Tampere.
  • Liu, I. F., Chen, R. S., & Lu, H. C. (2015). An exploration into improving examinees' acceptance of participation in an online exam. Journal of Educational Technology & Society, 18(2), 153-165. Retrieved from https://www.jstor.org/stable/10.2307/jeductechsoci.18.2.153?seq=1&cid=pdfreference#references_tab_contents
  • Llamas-Nistal, M., Fernández-Iglesias, M. J., González-Tato, J., & Mikic-Fonte, F. A. (2013). Blended e-assessment: Migrating classical exams to the digital world. Computers & Education, 62, 72-87. doi: 10.1016/j.compedu.2012.10.021
  • Mata, J. R. (2021). How to Teach Online? Recommendations for the assessment of online exams with University students in the USA in times of pandemic. IJERI: International Journal of Educational Research and Innovation, (15), 188-202. doi: 10.46661/ijeri.5003
  • Rowe, N. C. (2004). Cheating in online student assessment: Beyond plagiarism. Online Journal of Distance Learning Administration, 7(2). Retrieved from http://hdl.handle.net/10945/36015
  • Wang, T. H. (2008). Web-based quiz-game-like formative assessment: Development and evaluation. Computers & Education, 51(3), 1247-1263. doi: 10.1016/j.compedu.2007.11.011
  • Kumalar, M., & Pürtaş, M. (2012). A Study for Primary School Students Self-Assessment and Elimination of Their Incompletes. In Proceedings of XIV th Akademik Bilisim Conference (pp. 129-132). Turkey: Uşak.
  • Santally, M. I., & Raverdy, J. (2006). The master’s program in computer-mediated computer communications: A comparative study of two cohorts of students. Educational Technology Research and Development, 54(3), 312-326. Retrieved from https://www.jstor.org/stable/30221223
  • Muzaffar, A. W., Tahir, M., Anwar, M. W., Chaudry, Q., Mir, S. R., & Rasheed, Y. (2021). A Systematic Review of Online Exams Solutions in E-Learning: Techniques, Tools, and Global Adoption. IEEE Access, 9, 32689-32712. doi: 10.1109/ACCESS.2021.3060192
  • Oslo, (2020). Schools and kindergartens. Retrieved from oslo.kommune.no.
  • Özer Albayrak, E., & Özer, U. (2020). Effects on digital citizenship: From Turkish preservice teachers’ perspectiveEffects on digital citizenship: From Turkish preservice teachers’ perspective. Croatian Journal of Education, 22(2). doi: 10.15516/cje.v22i2.3520
  • Tosun, N. (2021). Distance education practices at universities in Turkey: a case study during covid-19 pandemic: Distance education practices. International Journal of Curriculum and Instruction, 13(1), 313-333. Retrieved from http://ijci.wcci-international.org/index.php/IJCI/article/view/532/242
  • Serçemeli, M., & Kurnaz, E. (2020). A research on students' perspectives to distance education and distance accounting education in the covid-19 pandemia period. International Journal of Social Sciences Academic Researches, 4(1), 40-53.
  • Sorensen, E. (2013). Implementation and student perceptions of e-assessment in a Chemical Engineering module. European Journal of Engineering Education, 38(2), 172-185. doi: 10.1080/03043797.2012.760533
  • Tufekci, A., Ekinci, H., & Kose, U. (2013). Development of an internet-based exam system for mobile environments and evaluation of its usability. Mevlana International Journal of Education, 3(4), 57-74. doi: http://dx.doi.org/10.13054/mije.13.59.3.4
  • Wahid, R., & Farooq, O. (2020). Online exams in the time of COVID-19: quality parameters. International Journal of Social Sciences and Educational Studies, 7(4), 13-21. doi: 10.23918/ijsses.v7i4p13
  • Wall, J. E. (2000). Technology-Delivered Assessment: Diamonds or Rocks? ERIC/CASS Digest. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse.
  • Roberts, G. H., & Verbyla, J. L. (2003, January). An online programming assessment tool. In Proceedings of the fifth Australasian conference on Computing education (pp. 69-75). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.89.2533&rep=rep1&type=pdf
There are 43 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Ebru Albayrak 0000-0003-1327-9576

Early Pub Date October 24, 2022
Publication Date December 31, 2022
Submission Date October 24, 2022
Acceptance Date December 14, 2022
Published in Issue Year 2022 Volume: 3 Issue: 2

Cite

APA Albayrak, E. (2022). A Review of the Studies Conducted on Online Exams in Turkey from the Millennium to the Coronavirus Period. Instructional Technology and Lifelong Learning, 3(2), 207-224. https://doi.org/10.52911/itall.1193910

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