摘要：Bu araştırmanın amacı; web tabanlı eğitim ortamlarındaki güç mesafesini öğrenci görüşleri doğrultusunda incelemektir. Araştırma, nitel desende oluşturulmuştur. Nitel araştırma desenlerinden araştırmanın doğasına uygun olan 'olgubilim (phenomenology) deseni' kullanılmıştır. Araştırmada yapı bakımından 'yarı yapılandırılmış açık uçlu mülâkat' formu; amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılmıştır. Verilerin çözümlenmesinde içerik analizi türlerinden 'kategorisel analiz' ve 'frekans analizi' kullanılmıştır. Bu bağlamda, Bilgi Üniversitesi e-MBA yüksek lisans programında eğitim görmekte olan 7 öğrenci ile mülâkatlar gerçekleştirilmiştir. Araştırma sonucunda, web tabanlı eğitimdeki güç mesafesinin düşük olduğu sonucuna varılmıştır. Öğrencilerin tamamı öğretim elemanlarına rahatlıkla ulaşabildiklerini ve iletişim problemi yaşamadıklarını aktarmışlardır.
其他摘要：What we basically understand when the power distance is mentioned is starting based on the basic assumption of acceptance by the stakeholders of the fact that power in an organization is distributed unequally. The organization in question can be a profit-oriented commercial organization or non-governmental organizations with no commercial concerns, or apply to teachers/lecturers serving and students studying at educational organizations. Power distance is a measure of interpersonal influence between boss and subordinates as perceived by the less powerful (Hofstede, 2001). The power distance tends to decrease parallel to the social development. Power distance has significant implications relating to education in a society. In societies with low power distance index (PDI), teachers and students can easily establish communication. Students can express their own opinions and criticize their teachers easily (Spencer-Oatey, 1997; Kasuya, 2008). The purpose of the study is to examine the power distance in web-based education in view of students’ perspectives. In order to achieve this aim, face-to-face interviews were carried out with web-based education students with respect to the dimensions of communication, leadership, psychological factors, learner-centeredness, and getting access to resources. The research was formed in a qualitative design. ‘Phenomenology’, which is appropriate for qualitative research designs, was applied in the study. In terms of structure, ‘semi-structured open-ended interview’ form was applied; and of the purposive sampling methods, criterion sampling method was used in this study. Within this context, interviews were carried out with 7 students from the e-MBA Master’s Degree Program at Bilgi University. Results of the study indicate that power distance in web-based education is low. All students stated they could easily gain access to lecturers, and that they experienced no communication problems. All students within the research populations stated that the real responsibility relating to the educational activities lies with students in education environments, and that students are located at the center of the learning process. It has been observed in many studies conducted to date that the web-based education is student-centered, and that a large portion of the responsibility relating to the learning process lies with students. The fact that lecturers are not considered as the only source of knowledge and that students are responsible for the educational processes at the first degree decreases the power distance between students and lecturers. On the other hand, according to the findings obtained from the study, some problems arising from psychological factors in traditional education environments find solutions in web-based education environments. For example, it has been observed that some students, who are worried about expressing their opinions publicly or before an authority freely, act more comfortably in web-based education environments. The fact that students themselves are responsible for the educational processes motivates them towards the courses. Students find the opportunity to think in web-based education environments, and develop responses more comfortably. This situation increases their self-confidence, allowing them to communicate with their friends and lecturers easily. Consequently, the barriers created by introverted students in their cognitive processes are broken in the web environment, enabling more permanent learning. Students stated that they did not experience difficulties in gaining access to the relevant sources, and that the necessary sources were shared on the Internet environment. It is difficult to reach some sources in societies with high power distance. Even some sources are almost regarded as sacred. The approach that makes the owner of knowledge an authority with the expression ‘knowledge is power’ undergoes a change and transforms into ‘knowledge increases as it is shared’. This qualitative study should also be conducted quantitatively, and researches should be conducted to determine the power distance at universities. Furthermore, development of a profile, in which the power distance index is examined at universities and at private and public schools affiliated to the Ministry of National Education, could impart momentum to this field as activities which are required to be examined also in terms of democratic education and considered to make significant contributions.
关键词：Web tabanlı eğitim ; Güç mesafesi ; İletişim ; Öğrenci merkezlilik ; Liderlik
其他关键词：Web based education ; Power distance ; Communication ; Student-centered ; Leadership.
