Learning, academic culture and the popular
Yükleniyor...
Tarih
2008
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İstanbul Bilgi Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı öğrencilerin öğrenim ve akademisyenlerin öğretme deneyimlerine farklı bir bakış açısı getirmek ve akademiyle popüler olan arasında bir köprü kurmaktır. Öğrencilerin ve akademisyenlerin öğretme ve öğrenme üzerine var olan algılarıyla beraber öğrenim teorileri bu çalışmada sunulmuş ve aynı zamanda popüler kültür ve pedagoji tartışmaları ortaya konulmuştur. Bunun temel amacı ise popüler kültür ürünlerinin akademik bilginin işlenişindeki yerini belirginleştirmek ve bu türden kültürel ürünlerin üniversitede öğrenime ve öğretime olabilecek katkıları üzerine bir tartışma açmaktır. Bu literatürden yola çıkılarak İstanbul Bilgi Üniversitesi Uluslararası İlişkiler Bölümü'nde belirli bir dersi alan 1. sınıf öğrencilerine bir anket verildi. Belirli bir dersin seçilmesindeki temel neden bu dersi işleyen akademisyenin sadece yazılı metinlere dayanmanın ötesinde bilginin sunumu ve tekrar edilmesi sürecinde popüler bir politik belgeseli ders aracı olarak kullanmasıydı. Anket öğrencilerin öğrenme şekillerini ve dersle ilgili düşüncelerini belirmek amacıyla hazırlandı. Anketlerin akabinde dersi alan öğrencilerden bir grupla standart açık uçlu mülakatlar yapıldı. Mülakatların amacı ise öğrencilerin dersi tercih sebeplerini ortaya çıkarmak ve dersten beklentileriyle birlikte öğrenme şekillerinin kendi öğrenim performansları üzerine getirdikleri yorumlarla örtüşüp örtüşmediğini görmekti. Çalışmanın temel amacı burada popüler kültür ürünlerinin görsel formunun üniversitede öğrenime katkı sağlayıp sağlayamayacağını görmekti. Başka bir deyişle, özellikle üniversitenin ilk yılında öğrencilerinin öğrenimlerine katkı sağlamak amacıyla popüler kültür ürünlerinin öğretimde araç olarak kullanılıp kullanılamayacağını tartışmaya açmak temel hedefti ve araştırmanın sonuçları bu amaca büyük ölçüde hizmet etti. Alınan sonuçlar öğrencilerin akademik ortamın dışındaki öğrenim deneyimlerinin görsel ve işitsel araçlarla şekillendiğini ve bu deneyimlerinin akademik ortamdaki öğrenim ve öğretim pratikleriyle örtüşmediğini gösterdi. Hem öğrencilerin hem de akademisyenlerin tarafında meydana gelen tatminsizlik aslında öğrencilerin dış dünyada ve akademik ortamda neyi nasıl öğrendikleri arasındaki bağlantının eksikliğiydi. Çalışmanın açıkça gösterdiği nokta akademisyenlerin ve öğrencilerin uzun zamandır farklı dünyalarda yer aldıkları ve iletişimlerinin kopma noktasına geldiğiydi. Sonuçta bu çalışma popüler olanla akademik olan arasında bir uzlaşma çağrısıdır ki bu da öğrencilerin üniversitede yaşadığı kültür şokunu daha kolay atlatabilmeleri adına popüler kültür ürünlerinin bir ölçüde öğrenim ve öğretim aracı olarak kullanılabilmesiyle mümkün olabilecektir.
This study attempts to be a modest contribution to the study of higher education. It aims to provide a different perspective of students learning and academics teaching practices in the academy and build a bridge between the academy and the popular. The theories of learning together with the students and academics perceptions of teaching and learning are presented in this study. Also, popular culture and pedagogy are outlined to place the products of popular culture in the implementation of academic knowledge and open a discussion about how such cultural products could contribute to learning and teaching in the university. Based on this literature, a questionnaire is given to students who take a freshman course in the Department of International Relations being implemented in Istanbul Bilgi University. This course is particularly chosen for the study due to the fact that the lecturer prefers using a popular series of political documentaries as a means of introducing and revising the subject matter rather than relying on the script only. The questionnaire conducted aims to show students learning styles and their perceptions about the implementation of the course. After the questionnaire some standardized open-ended interviews with the students who have taken this course are conducted to outline students individual preferences of the course and check whether their learning style inclinations together with their expectations of the course and their reflection onto their learning performance upon completion of the course match. Precisely, the study’s aim is to see whether the visual mode of popular culture products could contribute to their learning in the university. The intention is to discuss if the popular culture products could be recommended as teaching and learning tools to promote a more productive education especially in the first year of the university, where students strive to adapt a new culture after high school education, and the results of the study have well served to this purpose. It revealed that the popular culture surrounding the students out of the academic environment leads to the situation that students out-of-school learning experiences are shaped by the visual and aural modes, which creates a mismatch with the academic experience. Because there is not a clear connection between what they get and how they get it in real life and the academic environment, a dissatisfaction on both students and academics side appears. It is evident that the academics and the students have not been on the same page for along time, and this study is a call for a negotiation between the popular and the academic. This study offers using the products of the popular culture as a means to teach or at least create awareness about the academic knowledge so that the culture shock the students experience could be overcome more smoothly.
This study attempts to be a modest contribution to the study of higher education. It aims to provide a different perspective of students learning and academics teaching practices in the academy and build a bridge between the academy and the popular. The theories of learning together with the students and academics perceptions of teaching and learning are presented in this study. Also, popular culture and pedagogy are outlined to place the products of popular culture in the implementation of academic knowledge and open a discussion about how such cultural products could contribute to learning and teaching in the university. Based on this literature, a questionnaire is given to students who take a freshman course in the Department of International Relations being implemented in Istanbul Bilgi University. This course is particularly chosen for the study due to the fact that the lecturer prefers using a popular series of political documentaries as a means of introducing and revising the subject matter rather than relying on the script only. The questionnaire conducted aims to show students learning styles and their perceptions about the implementation of the course. After the questionnaire some standardized open-ended interviews with the students who have taken this course are conducted to outline students individual preferences of the course and check whether their learning style inclinations together with their expectations of the course and their reflection onto their learning performance upon completion of the course match. Precisely, the study’s aim is to see whether the visual mode of popular culture products could contribute to their learning in the university. The intention is to discuss if the popular culture products could be recommended as teaching and learning tools to promote a more productive education especially in the first year of the university, where students strive to adapt a new culture after high school education, and the results of the study have well served to this purpose. It revealed that the popular culture surrounding the students out of the academic environment leads to the situation that students out-of-school learning experiences are shaped by the visual and aural modes, which creates a mismatch with the academic experience. Because there is not a clear connection between what they get and how they get it in real life and the academic environment, a dissatisfaction on both students and academics side appears. It is evident that the academics and the students have not been on the same page for along time, and this study is a call for a negotiation between the popular and the academic. This study offers using the products of the popular culture as a means to teach or at least create awareness about the academic knowledge so that the culture shock the students experience could be overcome more smoothly.
