Araştırma Makalesi
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Metaverse in Open and Distance Learning: A SWOT Analysis

Yıl 2022, Cilt: 12 Sayı: 3, 497 - 507, 31.12.2022

Murat Artsın Aslıhan Bağcı Sezer

https://doi.org/10.5961/higheredusci.1107335
Cited By: 1

Öz

Metaverse is an interactive ecosystem that makes it possible to build infrastructures that connect 3D virtual worlds to the real world. With these features, it is important to determine the true potentials that Metaverse has over learning-teaching processes. For this purpose, the strengths, weaknesses, opportunities, and threats of Metaverse, which can be used in the learning-teaching processes of Metaverse, were examined by qualitative document analysis method. In the research, Web of Science and Scopus as primary sources, Google Scholar as secondary sources, and textual sources on technology websites as tertiary sources were used. According to the research findings, the strengths of the Metaverse were discovered as; time and space flexibility, accessibility, self-directed learning, collaborative learning, reallife experience, increased motivation, physical presence, satisfaction, teamwork, independent work, authentic communication, anti vurgulanmaktadiscrimination, equality, and independence of space. Weaknesses of Metaverse platforms were shown as; limited transition between different virtual worlds or universes, concerns about sustainability, lack of qualified manpower, limited budgets, LMS integration, high cost, limited content development, insufficient research, real-life application, identity problems, lack of TPACK development, platform uncertainty. Opportunities offered by Metaverse were listed as; ar, vr, xr, blockchain technologies, employment, cooperative learning, student participation, sense of belonging, real-life applications, safe practice areas, and providing culture transfer. The threats that Metaverse has were stated as; security, identity problems, cyberbullying, digital violence, polarization, intellectual property, online addiction, lack of in-service training, harassment, cheating, fraud, lack of trust in service providers, loss of real-virtual boundaries, concerns about technology acceptance, technological anxiety, and the compatibility problems in teaching methods. The findings of the study were discussed together with the theories, practices and approaches in the open and distance learning field.

Anahtar Kelimeler

Metaverse open and distance learning SWOT analysis

Kaynakça

  • Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20(1), 1-11. https://doi.org/10.1016/j.edurev.2016.11.002
  • Akour, I. A., Al-Maroof, R. S., Alfaisal, R., & Salloum, S. A. (2022). A conceptual framework for determining metaverse adoption in higher institutions of gulf area: An empirical study using hybrid SEM-ANN approach. Computers and Education: Artificial Intelligence, 3, 100052.
  • Alqahtani, A. S., Daghestani, L. F., & Ibrahim, L. F. (2017). Environments and system types of virtual reality technology in STEM: A survey. International Journal of Advanced Computer Science and Applications (IJACSA), 8(6), 77-89.
  • Anderson, T. (2003). Getting the Mix Right Again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning, 4(2), 114.
  • Anderson, T., & Rivera Vargas, P. (2020). A critical look at educational technology from a distance education perspective. Digital Education Review, 2020, num. 37, 208-229.
  • Ando, Y., Thawonmas, R., & Rinaldo, F. (2013, September). Inference of Viewed Exhibits in a Metaverse Museum. In 2013 International Conference on Culture and Computing (pp. 218-219). IEEE.
  • Balcı, A. (2006). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler. Ankara: Pegem Akademi.
  • Ball, M. (2020). The Metaverse: What It Is, Where to Find it, and Who Will Build It. Julkaistu, 13, 2020.
  • Benzaghta, M. A., Elwalda, A., Mousa, M. M., Erkan, I., & Rahman, M. (2021). SWOT analysis applications: An integrative literature review. Journal of Global Business Insights, 6(1), 55-73.
  • Bowen, G.A. (2009), "Document Analysis as a Qualitative Research Method", Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
  • Brown, M., McCormack, M., Reeves, J., Brook, D. C., Grajek, S., Alexander, B., ... & Weber, N. (2020). 2020 educause horizon report teaching and learning edition (pp. 2-58). Educause.
  • Choi, H. S., & Kim, S. H. (2017). A content service deployment plan for metaverse museum exhibitions—Centering on the combination of beacons and HMDs. International Journal of Information Management, 37(1), 1519-1527.
  • Collins, C. (2008). Looking to the future: Higher education in the Metaverse. Educause Review, 43(5), 51-63.
  • Damar, M. (2021). Metaverse Shape of Your Life for Future: A bibliometric snapshot. Journal of Metaverse, 1(1), 1-8.
  • Daniels, S., & Ramey, M. (2005). The leader's guide to hospital case management. Jones ve Bartlett Learning.
  • Davis, A., Murphy, J. D., Owens, D., Khazanchi, D., & Zigurs, I. (2009). Avatars, people, and virtual worlds: Foundations for research in metaverses. Journal of the Association for Information Systems, 10(2), 90.
  • Díaz, J., Saldaña, C. & Ávila, C. (2020). Virtual World as a Resource for Hybrid Education. International Journal of Emerging Technologies in Learning (iJET), 15(15), 94-109. Kassel, Germany: International Journal of Emerging Technology in Learning. Retrieved February 28, 2022 from https://www.learntechlib.org/p/217986/.
  • Dionisio, J. D. N., III, W. G. B., & Gilbert, R. (2013). 3D virtual worlds and the metaverse: Current status and future possibilities. ACM Computing Surveys (CSUR), 45(3), 1-38.
  • Duan, H., Li, J., Fan, S., Lin, Z., Wu, X., & Cai, W. (2021, October). Metaverse for social good: A university campus prototype. In Proceedings of the 29th ACM International Conference on Multimedia (pp. 153-161).
  • Duncan, I., Miller, A., & Jiang, S. (2012). A taxonomy of virtual worlds usage in education. British Journal of Educational Technology, 43(6), 949-964. https://doi.org/10.1111/j.1467- 8535.2011.01263.x
  • Du, J., Shi, Y., Zou, Z., & Zhao, D. (2018). CoVR: Cloud-based multiuser virtual reality headset system for project communication of remote users. Journal of Construction Engineering and Management, 144(2), 04017109.
  • Fikri, H., & Putra, P. (2022). SWOT Analysis In Education. International journal of humanities, socıal sciences and business (INJOSS), 1(1), 26-29.
  • Gonzalo, M. (26 Kasım 2021). Metaverso, ¿para cuándo? O cómo reconocerlo cuando llegue. https://bit.ly/3Gesijl
  • Gómez-García, M., & Palomo, R. (2016). Realidad aumentada y recursos móviles. J. Sánchez, J. Ruiz, & M. Gómez García (Coords.), Tecnologías de la Comunicación y la Información aplicadas a la educación, 131-149.
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  • Jonibek, S. (2021). SWOT analysis in the structure of information technologies of physical education. Web of Scientist: International Scientific Research Journal, 2(05), 131-139.
  • Kaleci, D., Tansel, T. E. P. E., & Tüzün, H. (2017). Üç Boyutlu Sanal Gerçeklik Ortamlarindaki Deneyimlere Ilişkin Kullanici Görüşleri. Türkiye Sosyal Araştırmalar Dergisi, 21(3), 669-689.
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Açık ve Uzaktan Öğrenmede Metaverse: Bir SWOT Analizi

Yıl 2022, Cilt: 12 Sayı: 3, 497 - 507, 31.12.2022

Murat Artsın Aslıhan Bağcı Sezer

https://doi.org/10.5961/higheredusci.1107335
Cited By: 1

Öz

Metaverse, üç boyutlu sanal dünyaların fiziksel dünya ile bütünleştirildiği altyapılara imkân sunan etkileşimli bir ekosistemdir. Bu özellikleri ile Metaverse’ün öğrenme-öğretme süreçlerine sağlayacağı potansiyellerin belirlenmesi önem arz etmektedir. İşte tam bu sebeple, Metaverse’ün öğrenme-öğretme süreçlerinde kullanılabilecek güçlü yönleri, zayıf yönleri, fırsat ve tehditleri nitel doküman analizi yöntemiyle incelenmiştir. Araştırmada birincil kaynaklar olarak Web of Science ve Scopus, ikincil kaynak olarak Google Scholar ve üçüncül kaynak olarak teknoloji web sitelerindeki metinsel kaynaklardan faydalanılmıştır. Araştırma bulgularına göre Metaverse’ün güçlü yönleri; zaman ve mekan esnekliği, erişilebilirlik, öz-yönetimli öğrenme, işbirlikçi öğrenme, gerçek hayata yakın deneyim, motivasyon artışı sağlama, fiziksel bulunuşluk hissi, memnuniyet artışı, ekip çalışması, bağımsız çalışma, otantik iletişim, ayrımcılıkla mücadele, eşitlik, mekân bağımsızlığı olarak belirlenmiştir. Metaverse’ün zayıf yönleri; evrenler arası geçiş sıkıntısı, sürdürülebilirliğe yönelik endişeler, nitelikli insan gücü eksikliği, sınırlı bütçeler, LMS entegrasyonu, yüksek maliyet, içerik geliştirmenin kısıtlı olması, yetersiz araştırma, gerçek hayat uygulaması, kimlik sorunları, TPACK gelişim eksikliği, platform belirsizliği olduğu görülmüştür. Metaverse’ün sunduğu fırsatlar; ar, vr, xr, blockchain, insan gücünde istihdam, işbirlikli öğrenme, öğrenci katılımı, aidiyet hissi, gerçek hayatta uygulama zorluğu, güvenli pratik alanları, kültür transferi sağlaması olarak sıralanmıştır. Metaverse’ün tehditleri ise; güvenlik, kimlik sorunu, siber zorbalık, dijital şiddet, kutuplaşma, fikri mülkiyet, çevrimiçi bağımlılık, hizmet içi eğitim eksikliği, taciz, hile, dolandırıcılık, hizmet sağlayıcılara ilişkin güven sorunu, gerçek-sanal sınırlarının kaybolması, teknolojinin kabulüne yönelik endişeler, teknolojik kaygı, öğretim yöntemlerindeki uyum sorunları olarak tespit edilmiştir. Çalışmanın bulguları açık ve uzaktan öğrenme alanyazında yer alan kuram, uygulama ve yaklaşımlar ile tartışılmıştır.

Anahtar Kelimeler

Metaverse açık ve uzaktan öğrenme SWOT analizi

Kaynakça

  • Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20(1), 1-11. https://doi.org/10.1016/j.edurev.2016.11.002
  • Akour, I. A., Al-Maroof, R. S., Alfaisal, R., & Salloum, S. A. (2022). A conceptual framework for determining metaverse adoption in higher institutions of gulf area: An empirical study using hybrid SEM-ANN approach. Computers and Education: Artificial Intelligence, 3, 100052.
  • Alqahtani, A. S., Daghestani, L. F., & Ibrahim, L. F. (2017). Environments and system types of virtual reality technology in STEM: A survey. International Journal of Advanced Computer Science and Applications (IJACSA), 8(6), 77-89.
  • Anderson, T. (2003). Getting the Mix Right Again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning, 4(2), 114.
  • Anderson, T., & Rivera Vargas, P. (2020). A critical look at educational technology from a distance education perspective. Digital Education Review, 2020, num. 37, 208-229.
  • Ando, Y., Thawonmas, R., & Rinaldo, F. (2013, September). Inference of Viewed Exhibits in a Metaverse Museum. In 2013 International Conference on Culture and Computing (pp. 218-219). IEEE.
  • Balcı, A. (2006). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler. Ankara: Pegem Akademi.
  • Ball, M. (2020). The Metaverse: What It Is, Where to Find it, and Who Will Build It. Julkaistu, 13, 2020.
  • Benzaghta, M. A., Elwalda, A., Mousa, M. M., Erkan, I., & Rahman, M. (2021). SWOT analysis applications: An integrative literature review. Journal of Global Business Insights, 6(1), 55-73.
  • Bowen, G.A. (2009), "Document Analysis as a Qualitative Research Method", Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
  • Brown, M., McCormack, M., Reeves, J., Brook, D. C., Grajek, S., Alexander, B., ... & Weber, N. (2020). 2020 educause horizon report teaching and learning edition (pp. 2-58). Educause.
  • Choi, H. S., & Kim, S. H. (2017). A content service deployment plan for metaverse museum exhibitions—Centering on the combination of beacons and HMDs. International Journal of Information Management, 37(1), 1519-1527.
  • Collins, C. (2008). Looking to the future: Higher education in the Metaverse. Educause Review, 43(5), 51-63.
  • Damar, M. (2021). Metaverse Shape of Your Life for Future: A bibliometric snapshot. Journal of Metaverse, 1(1), 1-8.
  • Daniels, S., & Ramey, M. (2005). The leader's guide to hospital case management. Jones ve Bartlett Learning.
  • Davis, A., Murphy, J. D., Owens, D., Khazanchi, D., & Zigurs, I. (2009). Avatars, people, and virtual worlds: Foundations for research in metaverses. Journal of the Association for Information Systems, 10(2), 90.
  • Díaz, J., Saldaña, C. & Ávila, C. (2020). Virtual World as a Resource for Hybrid Education. International Journal of Emerging Technologies in Learning (iJET), 15(15), 94-109. Kassel, Germany: International Journal of Emerging Technology in Learning. Retrieved February 28, 2022 from https://www.learntechlib.org/p/217986/.
  • Dionisio, J. D. N., III, W. G. B., & Gilbert, R. (2013). 3D virtual worlds and the metaverse: Current status and future possibilities. ACM Computing Surveys (CSUR), 45(3), 1-38.
  • Duan, H., Li, J., Fan, S., Lin, Z., Wu, X., & Cai, W. (2021, October). Metaverse for social good: A university campus prototype. In Proceedings of the 29th ACM International Conference on Multimedia (pp. 153-161).
  • Duncan, I., Miller, A., & Jiang, S. (2012). A taxonomy of virtual worlds usage in education. British Journal of Educational Technology, 43(6), 949-964. https://doi.org/10.1111/j.1467- 8535.2011.01263.x
  • Du, J., Shi, Y., Zou, Z., & Zhao, D. (2018). CoVR: Cloud-based multiuser virtual reality headset system for project communication of remote users. Journal of Construction Engineering and Management, 144(2), 04017109.
  • Fikri, H., & Putra, P. (2022). SWOT Analysis In Education. International journal of humanities, socıal sciences and business (INJOSS), 1(1), 26-29.
  • Gonzalo, M. (26 Kasım 2021). Metaverso, ¿para cuándo? O cómo reconocerlo cuando llegue. https://bit.ly/3Gesijl
  • Gómez-García, M., & Palomo, R. (2016). Realidad aumentada y recursos móviles. J. Sánchez, J. Ruiz, & M. Gómez García (Coords.), Tecnologías de la Comunicación y la Información aplicadas a la educación, 131-149.
  • Grant, S. J., Huang, H., & Pasfield-Neofitou, S. E. (2013). Language learning in virtual worlds: The role of foreign language and technical anxiety. Journal for virtual worlds research, 6(1).
  • Helou, S. (2021). What are the risks of recreating reality in the metaverse?. https://forkast.news/what-are-risks-recreating-reality-metaverse. Erişim tarihi: 02.11.2021
  • Jeon, J. H. (2021). A Study on Education Utilizing Metaverse for Effective Communication in a Convergence Subject. International Journal of Internet, Broadcasting and Communication, 13(4), 129-134.
  • Jeon, J. E. (2021). The Effects of User Experience-Based Design Innovativeness on User-Metaverse Platform Channel Relationships in South Korea. Journal of Distribution Science, 19(11), 81-90.
  • Jonibek, S. (2021). SWOT analysis in the structure of information technologies of physical education. Web of Scientist: International Scientific Research Journal, 2(05), 131-139.
  • Kaleci, D., Tansel, T. E. P. E., & Tüzün, H. (2017). Üç Boyutlu Sanal Gerçeklik Ortamlarindaki Deneyimlere Ilişkin Kullanici Görüşleri. Türkiye Sosyal Araştırmalar Dergisi, 21(3), 669-689.
  • Kang, Y. M. (2021). Metaverse Framework and Building Block. Journal of the Korea Institute of Information and Communication Engineering, 25(9), 1263-1266.
  • Keegan, D. (1996). Foundation of Distance Education (Third Edition). London: Routledge.
  • Kocabay-Şener, N. Facebook Nasıl “Meta” laştı?. Yeni Medya, 2021(11), 174-179.
  • Lee, B. K. (2021). The Metaverse World and Our Future. Review of Korea Contents Association, 19(1), 13-17.
  • Lee, H., Woo, D., & Yu, S. (2022). Virtual Reality Metaverse System Supplementing Remote Education Methods: Based on Aircraft Maintenance Simulation. Applied Sciences, 12(5), 2667.
  • Lee, S. F., Lo, K. K., Leung, R. F., & Ko, A. S. O. (2000). Strategy formulation framework for vocational education: Integrating SWOT analysis, balanced scorecard, QFD methodology and MBNQA education criteria Managerial Auditing Journal, 15 (8) (2000), 407-423.
  • Leiber, T., Stensaker, B., & Harvey, L. C. (2018). Bridging theory and practice of impact evaluation of quality management in higher education institutions: a SWOT analysis. European Journal of Higher Education, 8(3), 351-365.
  • Martín-Ramallal, P., & Merchán-Murillo, A. (2019). Realidad virtual. Metaversos como herramienta para la teleformación. En P. Casas-Moreno, G. Paramio-Pérez ve V. B. Gómez Pablos (Eds.), Realidades educativas en la esfera digital: Sistemas, modelos y paradigmas de aprendizaje (15-38). Egregius Ediciones.
  • Moore, M. G., & Kearsley, I. G. (2012). Distance education: A systems view of online learning (3rd ed.). New York: Wadsworth Publishing.
  • Mozumder, M. A. I., Sheeraz, M. M., Athar, A., Aich, S., & Kim, H. C. (2022). Overview: Technology Roadmap of the Future Trend of Metaverse based on IoT, Blockchain, AI Technique, and Medical Domain Metaverse Activity. In 2022 24th International Conference on Advanced Communication Technology (ICACT) 256-261. IEEE.
  • Mystakidis, S. (2022). Metaverse. Encyclopedia, 2(1), 486-497.
  • Ning, H., Wang, H., Lin, Y., Wang, W., Dhelim, S., Farha, F., ... & Daneshmand, M. (2021). A Survey on Metaverse: the State-of-the-art, Technologies, Applications, and Challenges. arXiv preprint arXiv:2111.09673.
  • O'Leary, D. E. (2017). Configuring blockchain architectures for transaction information in blockchain consortiums: The case of accounting and supply chain systems. Intelligent Systems in Accounting, Finance and Management, 24(4), 138-147.
  • Ortega-Rodríguez, P. J. (2022). From extended reality to the metaverse: a critical reflection on contributions to education Teoría de la Educación. Revista Interuniversitaria, 34(2), 1-19 [últimos artículos]. https://doi.org/10.14201/teri.27864
  • Park, S. M., & Kim, Y. G. (2022). A Metaverse: taxonomy, components, applications, and open challenges. IEEE Access.
  • Park, S., & Kim, S. (2022). Identifying World Types to Deliver Gameful Experiences for Sustainable Learning in the Metaverse. Sustainability, 14(3), 1361.
  • Pellas, N., Fotaris, P., Kazanidis, I., & Wells, D. (2018). Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning. Virtual Reality, 23(4), 329-346. https://doi. org/10.1007/s10055-018-0347-2
  • Pinchuk, O. P., Lytvynova, S. G., & Burov, O. Y. (2017). Synthetic educational environment-a footpace to new education. Information Technologies and Learning Tools, 60(4), 28-45.
  • Preston, J. (2021). Facebook, the metaverse and the monetisation of higher education. https://theconversation.com/facebook-the-metaverse-and-the-monetisation-of-higher-education-171036 . Erişim tarihi: 18.02.2022.
  • Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers ve Education, 147, 103778.
  • Reyes, C. E. G. (2020). Percepción de estudiantes de bachillerato sobre el uso de Metaverse en experiencias de aprendizaje de realidad aumentada en matemáticas. Píxel-Bit. Revista De Medios Y Educación, vol. 58, pp. 143-159, 2020, Available: https://doi.org/10.12795/pixelbit.74367.
  • Rodríguez, F. C., Dal Peraro, M., & Abriata, L. A. (2022). Online tools to easily build virtual molecular models for display in augmented and virtual reality on the web. Journal of Molecular Graphics and Modelling, 108164.
  • Romero, G. P., & Viana, M. Á. M. (2016). Nuevos comportamientos artísticos en “Second Life”/New artistic behaviors in “Second Life”. Tercio Creciente.
  • Schlemmer, E., Trein, D., & Oliveira, C. (2009). The metaverse: Telepresence in 3D avatar-driven digital-virtual worlds. @ tic. revista d'innovació educativa, (2), 26-32.
  • Segovia, K. Y., & Bailenson, J. N. (2009). Virtually true: Children's acquisition of false memories in virtual reality. Media Psychology, 12(4), 371-393.
  • Shen, X. (2021). Chinese state-owned think tank flags national security risks of metaverse, citing potential political and social problems. https://www.scmp.com/tech/tech-trends/article/3154447/chinese-state-owned-think-tank-flags-national-security-risks. Erişim tarihi: 02.11.2021
  • Siyaev, A., & Jo, G. S. (2021). Towards aircraft maintenance metaverse using speech interactions with virtual objects in mixed reality. Sensors, 21(6), 2066.
  • Smithson, A. (5 Ocak 2022). The Metaverse Manifesto. https://bit.ly/3tdHfyu
  • Stephenson, N. (1992). Snow Crash. Bantam Books.
  • Suh, W., & Ahn, S. (2022). Utilizing the Metaverse for Learner-Centered Constructivist Education in the Post-Pandemic Era: An Analysis of Elementary School Students. Journal of Intelligence, 10(1), 17.
  • Tepe, T., Kaleci, D., & Tüzün, H. (2016, May). Eğitim teknolojilerinde yeni eğilimler: sanal gerçeklik uygulamaları. In 10th International Computer and Instructional Technologies Symposium (ICITS) (Vol. 16, No. 18,. 547-555).
  • Tinworth, A. (2021). Make mine the Metaverse. https://nextconf.eu/2021/09/make-mine-the-metaverse/#gref. Erişim tarihi: 05.11.2021
  • UNESCO. (2020). School closures caused by Coronavirus (Covid-19). https://en.unesco.org/covid19/educationresponse. Erişim tarihi: 14.04.2022
  • Wedemeyer, C. A. 1971. “Independent study”. In The Encyclopaedia of Education., New York: Macmillan. Westhues, A., Lafrance, J., & Schmidt, G. (2001). A SWOT analysis of social work education in Canada. Social work education, 20(1), 35-56.
  • Xi, N., Chen, J., Gama, F., Riar, M., & Hamari, J. (2022). The challenges of entering the metaverse: An experiment on the effect of extended reality on workload. Information Systems Frontiers, 1-22.
  • Yin, R,K.(1998). Case study research: design and methods. Thousand Oaks: Sage Pbc.
  • Zhao, Y., Jiang, J., Chen, Y., Liu, R., Yang, Y., Xue, X., & Chen, S. (2022). Metaverse: Perspectives from graphics, interactions and visualization. Visual Informatics. , doi: https://doi.org/10.1016/j.visinf.2022.03.002.
  • Zheng, R. Z. (Ed.). (2020). Cognitive and Affective Perspectives on Immersive Technology in Education. IGI Global.
Toplam 68 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Murat Artsın 0000-0002-4975-0238

Aslıhan Bağcı Sezer 0000-0002-7058-668X

Yayımlanma Tarihi 31 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 12 Sayı: 3

Kaynak Göster

APA Artsın, M., & Bağcı Sezer, A. (2022). Açık ve Uzaktan Öğrenmede Metaverse: Bir SWOT Analizi. Yükseköğretim Ve Bilim Dergisi, 12(3), 497-507. https://doi.org/10.5961/higheredusci.1107335
AMA Artsın M, Bağcı Sezer A. Açık ve Uzaktan Öğrenmede Metaverse: Bir SWOT Analizi. J Higher Edu Sci. Aralık 2022;12(3):497-507. doi:10.5961/higheredusci.1107335
Chicago Artsın, Murat, ve Aslıhan Bağcı Sezer. “Açık Ve Uzaktan Öğrenmede Metaverse: Bir SWOT Analizi”. Yükseköğretim Ve Bilim Dergisi 12, sy. 3 (Aralık 2022): 497-507. https://doi.org/10.5961/higheredusci.1107335.
EndNote Artsın M, Bağcı Sezer A (01 Aralık 2022) Açık ve Uzaktan Öğrenmede Metaverse: Bir SWOT Analizi. Yükseköğretim ve Bilim Dergisi 12 3 497–507.
IEEE M. Artsın ve A. Bağcı Sezer, “Açık ve Uzaktan Öğrenmede Metaverse: Bir SWOT Analizi”, J Higher Edu Sci, c. 12, sy. 3, ss. 497–507, 2022, doi: 10.5961/higheredusci.1107335.
ISNAD Artsın, Murat - Bağcı Sezer, Aslıhan. “Açık Ve Uzaktan Öğrenmede Metaverse: Bir SWOT Analizi”. Yükseköğretim ve Bilim Dergisi 12/3 (Aralık 2022), 497-507. https://doi.org/10.5961/higheredusci.1107335.
JAMA Artsın M, Bağcı Sezer A. Açık ve Uzaktan Öğrenmede Metaverse: Bir SWOT Analizi. J Higher Edu Sci. 2022;12:497–507.
MLA Artsın, Murat ve Aslıhan Bağcı Sezer. “Açık Ve Uzaktan Öğrenmede Metaverse: Bir SWOT Analizi”. Yükseköğretim Ve Bilim Dergisi, c. 12, sy. 3, 2022, ss. 497-0, doi:10.5961/higheredusci.1107335.
Vancouver Artsın M, Bağcı Sezer A. Açık ve Uzaktan Öğrenmede Metaverse: Bir SWOT Analizi. J Higher Edu Sci. 2022;12(3):497-50.

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