Journals / 21. Yüzyılda Fen ve Teknik / 2026 / Cilt: 11 Sayı: 21

Comparative Analysis of Software Used in Distance Education

Uzaktan Eğitimde Kullanılan Yazılımların Karşılaştırmalı Analizi

Remzi Gürfidan(ISPARTA UYGULAMALI BİLİMLER ÜNİVERSİTESİ YALVAÇ TEKNİK BİLİMLER MESLEK YÜKSEK OKULU)0000-0002-4899-2219
Pages
12–21
Publication Date
2024-09-30
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Based on the results, the following recommendations were made: Zoom for individual use, large team communication, and webinars with lots of participants; Microsoft Teams for corporate use, large team communication, and those requiring Office 365 integration; Google Meet for individual users, small team meetings, and those integrated into the Google ecosystem; Cisco Webex for corporate use, large events, and those with strict security requirements; and Adobe Connect for use in training and education, large webinars, and scenarios requiring a lot of interaction from participants.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this study, Zoom, Microsoft Teams, Google Meet, Cisco Webex and Adobe Connect platforms, which are frequently used for online conferences, meetings and distance learning in today's educational institutions, were examined.
📊
Key Findings & Data:A mixed method approach including both quantitative and qualitative data was used to compare the distance learning systems.
💡
Conclusion & Impact:Based on the results, the following recommendations were made: Zoom for individual use, large team communication, and webinars with lots of participants; Microsoft Teams for corporate use, large team communication, and those requiring Office 365 integration; Google Meet for individual users, small team meetings, and those integrated into the Google ecosystem; Cisco Webex for corporate use, large events, and those with strict security requirements; and Adobe Connect for use in training and education, large webinars, and scenarios requiring a lot of interaction from participants.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Çevrim içi konferans · çevrim içi toplantı · dijital platfomların karşılaştırması

Abstract

In this study, Zoom, Microsoft Teams, Google Meet, Cisco Webex and Adobe Connect platforms, which are frequently used for online conferences, meetings and distance learning in today's educational institutions, were examined. A mixed method approach including both quantitative and qualitative data was used to compare the distance learning systems. After comparing the platforms using twenty different evaluation criteria, the study revealed that each platform has different competences. Based on the results, the following recommendations were made: Zoom for individual use, large team communication, and webinars with lots of participants; Microsoft Teams for corporate use, large team communication, and those requiring Office 365 integration; Google Meet for individual users, small team meetings, and those integrated into the Google ecosystem; Cisco Webex for corporate use, large events, and those with strict security requirements; and Adobe Connect for use in training and education, large webinars, and scenarios requiring a lot of interaction from participants.

Özet

Bu çalışmada, günümüz eğitim kurumlarında çevrimiçi konferanslar, toplantılar ve uzaktan öğrenme için sıklıkla kullanılan Zoom, Microsoft Teams, Google Meet, Cisco Webex ve Adobe Connect platformları incelenmiştir. Uzaktan öğrenme sistemlerini karşılaştırmak için hem nicel hem de nitel verileri içeren karma bir yöntem yaklaşımı kullanılmıştır. Yirmi farklı değerlendirme kriteri kullanılarak platformların karşılaştırılmasının ardından, çalışmadan her platformun farklı yetkinliklere sahip olduğu ortaya koyulmuştur. Elde edilen bulgular göz önüne alındığında; küçük ekip toplantıları, bireysel kullanım ve geniş katılımcı sayısına sahip web seminerleri için Zoom, kurumsal kullanım, büyük ekip iletişimi ve Office 365 entegrasyonuna ihtiyaç duyanlar için Microsoft Teams, bireysel kullanıcılar, küçük ekip toplantıları ve Google ekosistemine entegre çalışanlar için Google Meet, kurumsal kullanım, büyük etkinlikler ve güçlü güvenlik gereksinimleri olanlar için Cisco Webex ve eğitim ve öğretim amaçlı kullanım, büyük web seminerleri ve geniş katılımcı etkileşimi gerektiren senaryolar için Adobe Connect ön plana çıkmaktadır.

🔖

Cite This Article

Gürfidan, R. (2024). Comparative Analysis of Software Used in Distance Education. 21. Yüzyılda Fen ve Teknik, Cilt: 11 Sayı: 21, 12–21. https://ajindex.com/articles/1628566

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (23)

  1. Al-Fraihat, D., Joy, M., Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67-86. Anderson, T. (2020). The Theory and Practice of Online Learning. AU Press.
  2. Anderson, T., Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distributed Learning, 12(3), 80-97.
  3. Bates, A. W. (2019). Teaching in a Digital Age. BCcampus. Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L.,. Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.
  4. Bozkurt, A., Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1-6.
  5. Çakır, H., Taban, G., & Taşer, M. (2023). Covid-19 pandemi sürecinde uzaktan eğitim planlaması ve yönetim yaklaşımları. Manas Sosyal Araştırmalar Dergisi, 12(1), 107-122.
  6. Dumford, A. D., Miller, A. L. (2018). Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452-465.
  7. Foster, C. (2007). Online education: A survey of distance learning and online degrees. Online Publishing House.
  8. Garrison, D. R. (2011). E-learning in the 21st Century: A Framework for Research and Practice. Routledge.
  9. Hodges, C., Moore, S., Lockee, B., Trust, T., Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educause Review.
  10. Holmberg, B. (2005). The Evolution, Principles and Practices of Distance Education. Bibliotheks- und Informationssystem der Universität Oldenburg.
  11. Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 31(4), 51-55.
  12. İslamoğlu, A., Toplu, N. Y., Ercan, Ş., & Kahraman, E. (2024). Türkiye eğitim sisteminde dijital araç kullanımı: Fırsatlar ve zorluklar çerçevesinde bir inceleme. Ulusal Eğitim Dergisi, 4(1), 260-271.
  13. Karakaş, H., & Sayan, İ. (2023). Üniversite öğrencilerinin Covid-19 pandemi sürecinde uzaktan eğitim ortamlarının kullanımına ilişkin tutumlarının belirlenmesi. Üniversite Araştırmaları Dergisi, 6(2), 116-124.
  14. Ko, S., Rossen, S. (2017). Teaching Online: A Practical Guide. Routledge.
  15. Martin, F., Parker, M. A. (2014). Use of Synchronous Virtual Classrooms: Why, Who, and How? MERLOT Journal of Online Learning and Teaching, 10(2), 192-210.
  16. Moore, M. G., Kearsley, G. (2011). Distance Education: A Systems View of Online Learning. Cengage Learning.
  17. Picciano, A. G. (2017). Theories and Frameworks for Online Education: Seeking an Integrated Model. Online Learning, 21(3), 166-190.
  18. Redmond, P., Heffernan, A., Abawi, L., Brown, A., Henderson, R., Challinor, P. (2018). An online engagement framework for higher education. Online Learning, 22(1), 183-204.
  19. Saba, F. (2013). Distance Education Theory, Methodology, and Epistemology: A Pragmatic Paradigm. In M. G. Moore (Ed.), Handbook of Distance Education. Routledge.
  20. Siemens, G., Downes, S. (2009). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning.
  21. Thomas, M. S., Thorpe, S. (2019). Technology integration in online learning: The complexities of providing support. Journal of Educators Online, 16(1).
  22. Wright, C. R., Lopes, V., Montgomerie, T. C., Reju, S. A., Schmoller, S. (2014). Selecting a Learning Management System: Advice from an Academic Perspective. Educause Review.
  23. Bates, A. W. (2019). Teaching in a Digital Age. BCcampus. Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L.,. Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.