{"id":856,"date":"2023-02-23T13:40:11","date_gmt":"2023-02-23T10:40:11","guid":{"rendered":"https:\/\/legendhomework.com\/tr\/?p=856"},"modified":"2023-02-23T13:40:11","modified_gmt":"2023-02-23T10:40:11","slug":"bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri","status":"publish","type":"post","link":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","title":{"rendered":"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri"},"content":{"rendered":"<h3 style=\"text-align: center\"><strong><span style=\"color: #ff00ff;font-family: 'times new roman', times, serif\">Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u0130\u00e7in <\/span><\/strong><\/h3>\n<h3 style=\"text-align: center\"><strong><span style=\"color: #ff00ff;font-family: 'times new roman', times, serif\">Ger\u00e7ek Zamanl\u0131 Fizyolojik \u0130zlemeyi Kullanma<\/span><\/strong><\/h3>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u0130nsanlar\u0131n teknoloji arac\u0131l\u0131\u011f\u0131yla iletilen bilgileri nas\u0131l etkile\u015fimde bulundu\u011fu ve \u00f6z\u00fcmsedi\u011fi, pek \u00e7ok alandaki ara\u015ft\u0131rmac\u0131n\u0131n ilgisini \u00e7ekmektedir. Son birka\u00e7 y\u0131ld\u0131r, insanlar\u0131n multimedya ortamlar\u0131nda sunulan bilgileri alg\u0131lama, arama ve anlama bi\u00e7imlerindeki bireysel farkl\u0131l\u0131klar hakk\u0131nda deneyler tasarlad\u0131k ve y\u00fcr\u00fctt\u00fck.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Ara\u015ft\u0131rmam\u0131z, daha etkili multimedya bilgisayar sistemleri yapmak amac\u0131yla, kullan\u0131c\u0131dan elde edilen veri modellerinden de\u011fi\u015fen bili\u015fsel durum bilgisi t\u00fcretmeye odaklanmaktad\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bili\u015fsel bir durum veya daha spesifik olarak ara\u015ft\u0131rmam\u0131z i\u00e7in bili\u015fsel y\u00fck, her zaman a\u00e7\u0131k\u00e7a ifade edilemeyen veya performansa dayal\u0131 olarak do\u011fru bir \u015fekilde de\u011ferlendirilemeyen \u00f6znel bir deneyimdir. Bili\u015fsel y\u00fck, i\u015fleyen bellekle s\u0131n\u0131rl\u0131d\u0131r, zihinsel dikkatle ili\u015fkili olarak artar ve kullan\u0131c\u0131n\u0131n g\u00f6rev veya g\u00f6revlerle olan duygusal ili\u015fkisinden etkilenir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bu ara\u015ft\u0131rman\u0131n nihai amac\u0131, mevcut bili\u015fsel durumlar\u0131n\u0131 belirlemek i\u00e7in \u00e7e\u015fitli karma\u015f\u0131kl\u0131k d\u00fczeylerine sahip multimedya sistemlerini kullanarak g\u00f6revleri yerine getiren insanlar\u0131 g\u00f6ze \u00e7arpmadan izlemektir. Bir ki\u015finin bili\u015fsel durumunu belirleme yetene\u011fiyle, istenen \u00f6\u011frenme iyile\u015ftirmelerini \u00fcretmek i\u00e7in multimedya sistemleriyle etkile\u015fim modellerini dinamik olarak uyarlayabiliriz. \u0130deal olarak, b\u00f6yle bir sistem, kullan\u0131c\u0131 memnuniyetini korurken \u00f6\u011frenme, kavrama ve ak\u0131lda tutma oran\u0131n\u0131 art\u0131rabilir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bir multimedya etkinli\u011fi yapan bir kullan\u0131c\u0131n\u0131n bili\u015fsel y\u00fck\u00fcn\u00fc de\u011ferlendirmenin \u00fc\u00e7 y\u00f6ntemi vard\u0131r. \u0130lk y\u00f6ntem, performans \u00f6l\u00e7\u00fclerini kullanmakt\u0131r. G\u00f6rev performans\u0131 \u00f6l\u00e7\u00fctleri, bili\u015fsel y\u00fck\u00fc de\u011ferlendirmek i\u00e7in kullan\u0131labilir (\u00f6rne\u011fin, do\u011fru y\u00fczde veya al\u0131nan s\u00fcre), ancak g\u00f6revler genellikle farkl\u0131l\u0131k g\u00f6sterdi\u011finden, her performans \u00f6l\u00e7\u00fcs\u00fcn\u00fcn g\u00f6reve g\u00f6re \u00f6zelle\u015ftirilmesi gerekir. \u0130kinci y\u00f6ntem, derecelendirme \u00f6l\u00e7eklerini kullanmakt\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bunlar genellikle faaliyet tamamland\u0131ktan sonra al\u0131nan s\u00fcbjektif \u00f6l\u00e7\u00fctlerdir, ancak kesintiler g\u00f6rev performans\u0131n\u0131 d\u00fc\u015f\u00fcrm\u00fcyorsa, bir faaliyetin g\u00f6revleri aras\u0131nda veya s\u0131ras\u0131nda derecelendirmeler al\u0131nabilir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u00d6znel \u00f6l\u00e7\u00fcmler, kullan\u0131c\u0131n\u0131n g\u00f6reve ili\u015fkin alg\u0131lar\u0131n\u0131 de\u011ferlendirmek i\u00e7in gereklidir ve kullan\u0131c\u0131n\u0131n bili\u015fsel durumu hakk\u0131nda bilgi sa\u011flayabilir, ancak derecelendirme \u00f6l\u00e7eklerinin \u00e7o\u011fu etkinlikten sonra al\u0131nd\u0131\u011f\u0131ndan, ger\u00e7ek zamanl\u0131 bili\u015fsel durum de\u011ferlendirmesi m\u00fcmk\u00fcn de\u011fildir. \u00dc\u00e7\u00fcnc\u00fc y\u00f6ntem fizyolojik \u00f6nlemler kullanmakt\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">G\u00f6ze \u00e7arpmayan fizyolojik \u00f6nlemler, g\u00f6revden ba\u011f\u0131ms\u0131z olarak ayn\u0131 \u015fekilde \u00f6l\u00e7\u00fcl\u00fcr, nesnel olarak analiz edilir ve kullan\u0131c\u0131 performans\u0131n\u0131 veya kullan\u0131c\u0131 derecelendirmelerini etkilemeden ger\u00e7ek zamanl\u0131 olarak al\u0131nabilir. Sens\u00f6rler ayr\u0131ca bir g\u00f6rev s\u0131ras\u0131nda alg\u0131sal-motor de\u011fi\u015fiklikleri \u00f6l\u00e7mek i\u00e7in kullan\u0131labilir ve \u00e7\u0131kar\u0131m yoluyla alg\u0131sal-motor de\u011fi\u015fiklikler bili\u015fsel performansla ili\u015fkilendirilebilir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bili\u015fsel de\u011ferlendirmenin \u00fc\u00e7 y\u00f6nteminin her biri, kullan\u0131c\u0131n\u0131n bili\u015fsel durumunun anla\u015f\u0131lmas\u0131na \u00f6rt\u00fc\u015fen ve farkl\u0131 yollar ekler. \u00d6rne\u011fin, g\u00f6rev zorlu\u011fu, kullan\u0131c\u0131n\u0131n bir g\u00f6revdeki performans\u0131, kullan\u0131c\u0131n\u0131n zorluk derecesi veya fizyolojik sens\u00f6rler taraf\u0131ndan alg\u0131lanan stres d\u00fczeyi ile \u00f6l\u00e7\u00fclebilir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Her \u00fc\u00e7 \u00f6nlem de benzer bir g\u00f6rev zorluk d\u00fczeyine yakla\u015fabilse de, bir kullan\u0131c\u0131n\u0131n minimum hataya sahip olmas\u0131 gibi, bu \u00f6nlemlerin \u00e7ak\u0131\u015fmayaca\u011f\u0131 bir\u00e7ok durum vard\u0131r. Kullan\u0131c\u0131n\u0131n g\u00f6rev performans\u0131, g\u00f6revin zor olmad\u0131\u011f\u0131n\u0131 ima eder, ancak kullan\u0131c\u0131 g\u00f6revi zor olarak de\u011ferlendirebilir ve fizyolojik \u00f6l\u00e7\u00fcmler daha y\u00fcksek bir stres d\u00fczeyine i\u015faret edebilir.<\/span><\/p>\n<h3 style=\"text-align: center\"><strong><span style=\"color: #ff00ff;font-family: 'times new roman', times, serif\">Performans ve Psikometrik Ara\u00e7larla Bireysel Farkl\u0131l\u0131klar\u0131 Tespit Etmek<\/span><\/strong><\/h3>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u0130nsanlardaki bireysel farkl\u0131l\u0131klar genellikle performansta sistem tasar\u0131m\u0131 veya e\u011fitim prosed\u00fcrlerindeki farkl\u0131l\u0131klardan daha fazla de\u011fi\u015fkenli\u011fe neden olur. Haber hikayelerini kullanarak, insanlar\u0131n arama de\u011fi\u015fkenleri olarak \u00e7e\u015fitli ad ve ekran konumlar\u0131 kombinasyonlar\u0131yla nas\u0131l bilgi arad\u0131klar\u0131n\u0131 inceledi.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bireyin en yava\u015f ve en h\u0131zl\u0131 arama performans\u0131 aras\u0131nda 7:1 ile 10:1 aras\u0131nda bir oran buldular. \u0130nsanlar ayr\u0131ca multimedya sistemlerini kullan\u0131rken performanslar\u0131nda b\u00fcy\u00fck farkl\u0131l\u0131klar g\u00f6sterir. Ara\u015ft\u0131rmalar, g\u00f6rsel d\u00fc\u015f\u00fcnmenin \u00f6zellikle insanlar\u0131n multimedya sistemleriyle nas\u0131l etkile\u015fime girdi\u011fiyle ilgili oldu\u011funu g\u00f6steriyor.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">G\u00f6rsel d\u00fc\u015f\u00fcnme ara\u015ft\u0131rmalar\u0131na ili\u015fkin literat\u00fcrden iki bulgu kal\u0131c\u0131d\u0131r. Birincisi, g\u00f6rsel d\u00fc\u015f\u00fcnme yetene\u011fi (g\u00f6rsel yetenek) ki\u015fiden ki\u015fiye farkl\u0131l\u0131k g\u00f6sterir. \u0130kincisi, insanlar\u0131n g\u00f6rsel d\u00fc\u015f\u00fcnmeye g\u00fcvenme derecesi de de\u011fi\u015fir. Uzamsal bellek, multimedya arama g\u00f6revlerinin \u00f6nemli bir bile\u015feni olabilir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Ek olarak, insan-bilgisayar etkile\u015fimi \u00fczerine yap\u0131lan bir\u00e7ok \u00e7al\u0131\u015fma, g\u00f6rsel yetenek ile bilgisayar aray\u00fczlerinin kullan\u0131m\u0131 aras\u0131nda g\u00fc\u00e7l\u00fc bir ba\u011flant\u0131 oldu\u011funu g\u00f6stermektedir. \u00d6rne\u011fin, benzer deneyime sahip deneklerin ya\u015f\u0131 ve uzamsal haf\u0131zas\u0131na ba\u011fl\u0131 olarak bilgisayar etkile\u015fim performans\u0131ndaki de\u011fi\u015fimin, bir d\u00fczenleyicinin tasar\u0131m\u0131ndan kaynaklanan performanstaki de\u011fi\u015fimden 20 kat daha fazla oldu\u011fu bulunmu\u015ftur.<\/span><\/p>\n<hr \/>\n<p style=\"text-align: center\"><span style=\"color: #008000\">bili\u015fsel esneklik \u00f6l\u00e7e\u011fi bilgin (2009)<\/span><br \/>\n<span style=\"color: #008000\"><a href=\"https:\/\/legendhomework.com\/tr\/\" target=\"_blank\" rel=\"noopener\">Bili\u015fsel<\/a> Esneklik Envanteri G\u00fcl\u00fcm<\/span><br \/>\n<span style=\"color: #008000\">Duygu d\u00fczenleme stratejileri<\/span><br \/>\n<span style=\"color: #008000\">Bili\u015fsel esneklik Nedir<\/span><br \/>\n<span style=\"color: #008000\">Bili\u015fsel yeniden YAPILANDIRMA<\/span><br \/>\n<span style=\"color: #008000\">Bili\u015fsel duygu D\u00dcZENLEME \u00d6l\u00e7e\u011fi<\/span><\/p>\n<hr \/>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Anketler ve psikometrik testler bireysel \u00f6zellikleri de\u011ferlendirebilir. \u00d6rne\u011fin, nesnelerin uzamsal d\u00fczenini hat\u0131rlama yetene\u011fini \u00f6l\u00e7en Haf\u0131za Olu\u015fturma Testinin, dene\u011fin metin d\u00fczenlemeyi \u00f6\u011frenme yetene\u011fi ile \u00f6nemli \u00f6l\u00e7\u00fcde ili\u015fkili oldu\u011funu buldu.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bulunan iki uzamsal g\u00f6rselle\u015ftirme \u00f6l\u00e7\u00fcs\u00fc, deneklerin hiyerar\u015fik bir eri\u015fim sisteminde hedef metinleri bulmak i\u00e7in harcad\u0131klar\u0131 s\u00fcre i\u00e7in en iyi tahmine dayal\u0131 \u00f6nlemlerdi. Metin edit\u00f6rleri \u00fczerinde yap\u0131lan ara\u015ft\u0131rmalar, y\u00fcksek g\u00f6rsel yetene\u011fe sahip acemi kullan\u0131c\u0131lar\u0131n, d\u00fc\u015f\u00fck yetene\u011fe sahip olanlardan \u00f6nemli \u00f6l\u00e7\u00fcde daha iyi performans g\u00f6sterdi\u011fini g\u00f6steriyor.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">S\u00f6zl\u00fc ve g\u00f6rsel a\u00e7\u0131klamalar biti\u015fik olarak sunuldu\u011funda, y\u00fcksek uzamsal yetene\u011fe sahip \u00f6\u011frencilerin, d\u00fc\u015f\u00fck uzamsal yetene\u011fe sahip \u00f6\u011frencilere g\u00f6re bilimsel bir sistem hakk\u0131nda \u00f6\u011frendiklerini daha iyi aktarabildikleri bulundu; yani koordineli animasyon ve anlat\u0131m, y\u00fcksek uzamsal yetene\u011fe sahip \u00f6\u011frenciler i\u00e7in en yararl\u0131 olan\u0131d\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Lisans \u00f6\u011frencilerinin bir elektronik posta sistemini \u00f6\u011frenme performanslar\u0131ndaki farkl\u0131l\u0131klar\u0131 inceledi ve hem \u00f6\u011frenme stillerinin (KLSI) hem de g\u00f6rsel yetene\u011fin (VZ-2) performanslar\u0131n\u0131 tahmin etti\u011fini buldu.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Kullan\u0131c\u0131 \u00f6zellikleri ile multimedya aray\u00fczleri aras\u0131ndaki ili\u015fkileri inceleyen bir dizi deney ger\u00e7ekle\u015ftirdik. Ba\u011f\u0131ms\u0131z de\u011fi\u015fkenler olarak \u00e7e\u015fitli sunum materyallerinin yan\u0131 s\u0131ra, ortak de\u011fi\u015fkenler olarak bireysel farkl\u0131l\u0131klar\u0131 kulland\u0131k.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bu bireysel farkl\u0131l\u0131k \u00f6l\u00e7\u00fcmleri demografik bilgileri ve g\u00f6rsel yetenek testi Tip G\u00f6stergesi (MBTI) gibi psikolojik testlerden elde edilen sonu\u00e7lar\u0131 i\u00e7ermektedir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">D\u00f6rt \u00f6l\u00e7ekli MBTI derecelendirme arac\u0131, \u00e7oklu ortam e\u011fitim yaz\u0131l\u0131m\u0131n\u0131 kullanan \u00f6\u011frenci performans\u0131yla ili\u015fkili oldu\u011funu buldu\u011fumuz i\u00e7e d\u00f6n\u00fck ve d\u0131\u015fa d\u00f6n\u00fck ve alg\u0131lamaya kar\u015f\u0131 sezgisel gibi \u00f6zellikleri \u00f6l\u00e7mek i\u00e7in tercihler \u00f6l\u00e7ekleri i\u00e7eriyordu.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Ba\u011f\u0131ml\u0131 de\u011fi\u015fkenler i\u00e7in, anlama g\u00f6revi, g\u00f6revde ge\u00e7en s\u00fcre, tu\u015f vuru\u015fu veya fare t\u0131klamas\u0131 protokolleri ve g\u00f6z sabitleme gibi performans \u00f6l\u00e7\u00fctlerinin kombinasyonlar\u0131 kullan\u0131lm\u0131\u015ft\u0131r.<\/span><\/p>\n<noscript class=\"ninja-forms-noscript-message\">\n\tBildirim: Bu i\u00e7erik i\u00e7in bir JavaScript gereklidir.<\/noscript>\n<div id=\"nf-form-2-cont\" class=\"nf-form-cont\" aria-live=\"polite\" aria-labelledby=\"nf-form-title-2\" aria-describedby=\"nf-form-errors-2\" role=\"form\">\n\n    <div class=\"nf-loading-spinner\"><\/div>\n\n<\/div>\n        <!-- That data is being printed as a workaround to page builders reordering the order of the scripts loaded-->\n        <script>var 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Mail kanallar\\u0131n\\u0131 kullanabilirsiniz.<\\\/span><\\\/strong><span style=\\\"color: rgb(255, 102, 0); font-size: 18pt;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">)<br><\\\/span><\\\/span><\\\/span><\\\/p>\\n<p><\\\/p>\\n<div style=\\\"text-align: center;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">+ 90 542&nbsp;<\\\/span><\\\/span><font color=\\\"#0000ff\\\"><b>371 29 52<\\\/b><\\\/font><span style=\\\"font-weight: 600;\\\">&nbsp;(<\\\/span><strong><span style=\\\"color: #800080;\\\"><span style=\\\"color: #0000ff;\\\">Sadece mailde ciddi g\\u00f6rd\\u00fc\\u011f\\u00fcm\\u00fcz ki\\u015filerle payla\\u015f\\u0131yoruz.<\\\/span><\\\/span><\\\/strong><span style=\\\"font-weight: 600;\\\">)<\\\/span><\\\/div>\\n<div style=\\\"text-align: center;\\\"><br><\\\/div>\\n<div style=\\\"text-align: center;\\\"><strong><span style=\\\"color: #000000;\\\">akademikodevcim@gmail.com<\\\/span><\\\/strong><span style=\\\"font-weight: 600;\\\"><span <span=\\\"\\\">&nbsp;(Belgelerinizi Buraya G\\u00f6nderin)<\\\/span><\\\/span><\\\/div>\\n<p><span style=\\\"font-weight: 600;\\\"><\\\/span><\\\/p>\\n<p style=\\\"font-size: 16px; line-height: 1.5; margin: 1em 0px; box-sizing: border-box; text-align: center;\\\"><span style=\\\"box-sizing: border-box; color: rgb(0, 0, 255);\\\"><strong style=\\\"font-weight: 600; box-sizing: border-box;\\\">A\\u015fa\\u011f\\u0131daki formu doldurup, an\\u0131nda fiyat teklifinizi al\\u0131n.<\\\/strong><\\\/span><\\\/p>\",\"container_class\":\"\",\"element_class\":\"\",\"key\":\"html_1547918134689\",\"drawerDisabled\":false,\"field_label\":\"HTML\",\"field_key\":\"html_1547918134689\",\"id\":5,\"beforeField\":\"\",\"afterField\":\"\",\"value\":\"<p style=\\\"text-align: center;\\\"><span style=\\\"color: rgb(255, 102, 0); font-size: 18pt;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">Talep Formu<\\\/span><\\\/span><\\\/span><\\\/p><p style=\\\"text-align: center;\\\"><span id=\\\"nf-drawer-content\\\"><span class=\\\"nf-setting-groups\\\"><span class=\\\"nf-field-settings\\\"><span style=\\\"color: rgb(255, 102, 0); font-size: 18pt;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">\\u0130\\u015fleriniz Ankara'da Billgatesweb \\u015firketi garantisiyle yap\\u0131lmaktad\\u0131r.<\\\/span><\\\/span><\\\/span><\\\/span><\\\/span><\\\/span><span style=\\\"color: rgb(255, 102, 0); font-size: 18pt;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\"><br><\\\/span><\\\/span><\\\/span><\\\/p>\\n<p style=\\\"text-align: center;\\\"><span style=\\\"color: rgb(255, 102, 0); font-size: 18pt;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">0312 276 75 93 (<\\\/span><\\\/span><\\\/span><strong><span style=\\\"color: #000000;\\\">Telefonlara cevap vermiyoruz. 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Son birka\u00e7 y\u0131ld\u0131r, insanlar\u0131n multimedya ortamlar\u0131nda sunulan bilgileri alg\u0131lama, arama ve anlama bi\u00e7imlerindeki bireysel farkl\u0131l\u0131klar hakk\u0131nda deneyler tasarlad\u0131k ve y\u00fcr\u00fctt\u00fck. Ara\u015ft\u0131rmam\u0131z, daha etkili multimedya bilgisayar sistemleri yapmak amac\u0131yla, kullan\u0131c\u0131dan elde&hellip; <br \/> <a class=\"button small blue\" href=\"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/\">Devam\u0131<\/a><\/p>\n","protected":false},"author":2,"featured_media":843,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[2045,2046,2044,2047],"tags":[2053,2049,2051,2048,2052,2050],"class_list":["post-856","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-bilissel-esneklik-envanteri-gulum","category-bilissel-esneklik-nedir","category-bilissel-esneklik-olcegi-bilgin-2009","category-bilissel-yeniden-yapilandirma","tag-bilissel-duygu-duzenleme-olcegi","tag-bilissel-esneklik-envanteri-gulum","tag-bilissel-esneklik-nedir","tag-bilissel-esneklik-olcegi-bilgin-2009","tag-bilissel-yeniden-yapilandirma","tag-duygu-duzenleme-stratejileri"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO Pro 4.9.7.2 - aioseo.com -->\n\t<meta name=\"description\" content=\"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u0130\u00e7in Ger\u00e7ek Zamanl\u0131 Fizyolojik \u0130zlemeyi Kullanma \u0130nsanlar\u0131n teknoloji arac\u0131l\u0131\u011f\u0131yla iletilen bilgileri nas\u0131l etkile\u015fimde bulundu\u011fu ve \u00f6z\u00fcmsedi\u011fi, pek \u00e7ok alandaki ara\u015ft\u0131rmac\u0131n\u0131n ilgisini \u00e7ekmektedir. 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Ara\u015ft\u0131rmam\u0131z, daha etkili multimedya bilgisayar sistemleri yapmak amac\u0131yla, kullan\u0131c\u0131dan elde\" \/>\n\t<meta name=\"robots\" content=\"max-image-preview:large\" \/>\n\t<meta name=\"author\" content=\"Makale Deniz\"\/>\n\t<meta name=\"google-site-verification\" content=\"BLwpujKNw0UduxFeX4HXQCaXI4CuWJPUXkyEJBeO6Xs\" \/>\n\t<link rel=\"canonical\" href=\"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/\" \/>\n\t<meta name=\"generator\" content=\"All in One SEO Pro (AIOSEO) 4.9.7.2\" \/>\n\t\t<meta property=\"og:locale\" content=\"tr_TR\" \/>\n\t\t<meta property=\"og:site_name\" content=\"Makale Yapt\u0131rma - LH - 0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum\" \/>\n\t\t<meta property=\"og:type\" content=\"article\" \/>\n\t\t<meta property=\"og:title\" content=\"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH\" \/>\n\t\t<meta property=\"og:description\" content=\"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u0130\u00e7in Ger\u00e7ek Zamanl\u0131 Fizyolojik \u0130zlemeyi Kullanma \u0130nsanlar\u0131n teknoloji arac\u0131l\u0131\u011f\u0131yla iletilen bilgileri nas\u0131l etkile\u015fimde bulundu\u011fu ve \u00f6z\u00fcmsedi\u011fi, pek \u00e7ok alandaki ara\u015ft\u0131rmac\u0131n\u0131n ilgisini \u00e7ekmektedir. Son birka\u00e7 y\u0131ld\u0131r, insanlar\u0131n multimedya ortamlar\u0131nda sunulan bilgileri alg\u0131lama, arama ve anlama bi\u00e7imlerindeki bireysel farkl\u0131l\u0131klar hakk\u0131nda deneyler tasarlad\u0131k ve y\u00fcr\u00fctt\u00fck. Ara\u015ft\u0131rmam\u0131z, daha etkili multimedya bilgisayar sistemleri yapmak amac\u0131yla, kullan\u0131c\u0131dan elde\" \/>\n\t\t<meta property=\"og:url\" content=\"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/\" \/>\n\t\t<meta property=\"og:image\" content=\"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg\" \/>\n\t\t<meta property=\"og:image:secure_url\" content=\"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg\" \/>\n\t\t<meta property=\"og:image:width\" content=\"304\" \/>\n\t\t<meta property=\"og:image:height\" content=\"166\" \/>\n\t\t<meta property=\"article:published_time\" content=\"2023-02-23T10:40:11+00:00\" \/>\n\t\t<meta property=\"article:modified_time\" content=\"2023-02-23T10:40:11+00:00\" \/>\n\t\t<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n\t\t<meta name=\"twitter:title\" content=\"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH\" \/>\n\t\t<meta name=\"twitter:description\" content=\"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u0130\u00e7in Ger\u00e7ek Zamanl\u0131 Fizyolojik \u0130zlemeyi Kullanma \u0130nsanlar\u0131n teknoloji arac\u0131l\u0131\u011f\u0131yla iletilen bilgileri nas\u0131l etkile\u015fimde bulundu\u011fu ve \u00f6z\u00fcmsedi\u011fi, pek \u00e7ok alandaki ara\u015ft\u0131rmac\u0131n\u0131n ilgisini \u00e7ekmektedir. 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Sohbetteki paralel ileti\\u015fim, sohbet metninde tutulan grup tart\\u0131\\u015fmas\\u0131na at\\u0131fta bulunma yetene\\u011fi ve ileti\\u015fimlerin anonimli\\u011fi nedeniyle senkron sohbetin y\\u00fcz y\\u00fcze tart\\u0131\\u015fmalara g\\u00f6re daha do\\u011fru kararlara yol a\\u00e7t\\u0131\\u011f\\u0131n\\u0131 \\u00f6ne s\\u00fcr\\u00fcyorlar.\\n\\n\\u0130\\u015fbirlik\\u00e7i \\u00c7al\\u0131\\u015fmay\\u0131 Destekleyen Yaz\\u0131l\\u0131m Temsilleri\\n\\nBilgisayar aray\\u00fczleri ortak \\u00e7al\\u0131\\u015fmay\\u0131 nas\\u0131l daha etkin bir \\u015fekilde temsil edebilir ve destekleyebilir? \\u00d6rne\\u011fin, geleneksel bir tart\\u0131\\u015fma panosundaki yorumlar kronolojik olarak g\\u00f6r\\u00fcnt\\u00fclenir. Uzun bir tart\\u0131\\u015fmada, ortak bir anla\\u015fmaya varmak veya kazan\\u0131lan bilgiyi a\\u00e7\\u0131k hale getirmek zorlay\\u0131c\\u0131d\\u0131r. Devam eden bir tart\\u0131\\u015fmaya kat\\u0131l\\u0131rsan\\u0131z, ilgili katk\\u0131lar\\u0131 bulmak, kendi fikirlerinizi ilgili bir ba\\u011flama oturtmak veya sonu\\u00e7lar\\u0131 belirlemek zor olabilir.\\n\\n\\u0130\\u015fbirli\\u011fi kararlar\\u0131n\\u0131 ve verilerini \\u00f6zetlemek ve yakalamak i\\u00e7in \\u00fc\\u00e7 farkl\\u0131 aray\\u00fcz\\u00fcn etkinli\\u011fini de\\u011ferlendirdi. Geleneksel bir tart\\u0131\\u015fma panosunu, g\\u00f6sterilen grafik g\\u00f6sterimi ve tart\\u0131\\u015fma panosu ile grafi\\u011fin bir kar\\u0131\\u015f\\u0131m\\u0131n\\u0131 kar\\u015f\\u0131la\\u015ft\\u0131rd\\u0131lar.\\n\\nGrafik temsil, ger\\u00e7ekleri kodlamak, hipotezleri belirtmek ve ger\\u00e7ekleri hipotezlere ba\\u011flamak i\\u00e7in semboller ve \\u00e7izgiler kullan\\u0131r.\\nGrafik aray\\u00fcz\\u00fcn amac\\u0131, bilimsel konular etraf\\u0131nda bir grup tart\\u0131\\u015fmas\\u0131n\\u0131 temsil etmektir.\\nKolej \\u00f6\\u011frencilerine, ilgili bilgileri i\\u00e7eren bir dizi k\\u0131sa makale ile birlikte \\u00e7\\u00f6zmeleri i\\u00e7in bilim problemleri verildi.\\nEkiplerin, \\u00fc\\u00e7 farkl\\u0131 arabirimden birini kullanarak e\\u015fzamans\\u0131z olarak \\u00e7al\\u0131\\u015fmak i\\u00e7in 120 dakikaya kadar s\\u00fcreleri vard\\u0131. 120 dakikal\\u0131k deney s\\u00fcresi boyunca dolgu faaliyetleri uygulanarak asenkron bir ortam sim\\u00fcle edilmi\\u015ftir. \\u00c7al\\u0131\\u015fma s\\u00fcresinin ard\\u0131ndan, her kat\\u0131l\\u0131mc\\u0131, ara\\u015ft\\u0131rd\\u0131\\u011f\\u0131 problem hakk\\u0131nda, dikkate al\\u0131nan hipotezleri, hipotezlerin lehinde veya aleyhinde kan\\u0131tlar\\u0131 ve var\\u0131lan sonucu belirten bir makale yazmak i\\u00e7in tek ba\\u015f\\u0131na \\u00e7al\\u0131\\u015ft\\u0131.\\n\\nAra\\u015ft\\u0131rma ekibi, farkl\\u0131 aray\\u00fczlerle \\u00e7al\\u0131\\u015fan ekipler aras\\u0131nda \\u00e7\\u00f6z\\u00fcmleri ve deneme sonu\\u00e7lar\\u0131ndaki yak\\u0131nsamay\\u0131 kar\\u015f\\u0131la\\u015ft\\u0131rd\\u0131. Grafik g\\u00f6sterimi kullanan ekipler aras\\u0131nda en iyi yak\\u0131nsamay\\u0131 buldular. Ancak, sorunun do\\u011fru \\u00e7\\u00f6z\\u00fcm\\u00fcnde \\u00f6nemli bir fark yoktu.\\n\\nyazilim.muhendisligi taban puanlari\\nyaz\\u0131l\\u0131m m\\u00fchendisli\\u011fi nedir \\nYaz\\u0131l\\u0131m M\\u00fchendisli\\u011fi\\nYaz\\u0131l\\u0131m m\\u00fchendisli\\u011fi maa\\u015f\\nYaz\\u0131l\\u0131m M\\u00fchendisli\\u011fi Ne is Yapar\\nYaz\\u0131l\\u0131m m\\u00fchendisli\\u011fi Nedir\\nYaz\\u0131l\\u0131m M\\u00fchendisli\\u011fi Ka\\u00e7 y\\u0131l\\nYaz\\u0131l\\u0131m M\\u00fchendisli\\u011fi i\\u015f imkanlar\\u0131\\n\\n\\u00a0Grup Rolleri ve Atamalar\\u0131\\n\\nY\\u00fcz y\\u00fcze tak\\u0131m \\u00f6\\u011frenme \\u00f6devlerindeki sonu\\u00e7lar, tak\\u0131m \\u00fcyelerine atanan roller de dahil olmak \\u00fczere grup s\\u00fcrecinin yap\\u0131s\\u0131ndan etkilenir. Bu b\\u00f6l\\u00fcmde, ekip \\u00fcyesi rol atamalar\\u0131n\\u0131n CSCL etkile\\u015fimleri \\u00fczerindeki etkisini inceleyen iki \\u00e7al\\u0131\\u015fmay\\u0131 \\u00f6zetliyoruz.\\n\\nE\\u015fzamans\\u0131z vaka tart\\u0131\\u015fmalar\\u0131 kullanarak probleme dayal\\u0131 bir \\u00f6\\u011frenme program\\u0131n\\u0131n uyarlanmas\\u0131 hakk\\u0131nda rapor verin. Pediatri stajyerleri, y\\u00fcz y\\u00fcze vaka incelemeleri i\\u00e7in haftal\\u0131k olarak bir araya geldi. Daha s\\u0131k vaka tart\\u0131\\u015fmalar\\u0131 isteniyordu, ancak personel programlar\\u0131 ve ko\\u011fu\\u015f faaliyetleri nedeniyle ek y\\u00fcz y\\u00fcze toplant\\u0131lar pratik de\\u011fildi.\\n\\nAra\\u015ft\\u0131rma ekibi, y\\u00fcz y\\u00fcze toplant\\u0131lar\\u0131 desteklemek i\\u00e7in, her biri iki haftal\\u0131k bir s\\u00fcreyi kapsayan, ger\\u00e7ek vakalar\\u0131n e\\u015fzamans\\u0131z tart\\u0131\\u015fmalar\\u0131n\\u0131 test etti. Elektronik bilgi kaynaklar\\u0131na eri\\u015fimin yan\\u0131 s\\u0131ra tan\\u0131l\\u0131 eksiksiz bir vaka dahil edildi.\\n\\n\\u0130lk \\u00fc\\u00e7 g\\u00fcn boyunca, her kat\\u0131l\\u0131mc\\u0131 bir hasta tedavi plan\\u0131 geli\\u015ftirmek i\\u00e7in ba\\u011f\\u0131ms\\u0131z olarak \\u00e7al\\u0131\\u015ft\\u0131. D\\u00f6rd\\u00fcnc\\u00fc g\\u00fcnden itibaren herkese bireysel g\\u00f6nderiler a\\u00e7\\u0131ld\\u0131 ve her kat\\u0131l\\u0131mc\\u0131dan tedavi planlar\\u0131n\\u0131 gerek\\u00e7e, veri ve referanslarla destekledi\\u011fi en az d\\u00f6rt ek mesaj g\\u00f6ndermesi istendi.\\n\\n\\u0130ki farkl\\u0131 tak\\u0131m rol\\u00fc \\u00e7al\\u0131\\u015f\\u0131ld\\u0131: moderat\\u00f6r (\\u00f6\\u011frenciye kar\\u015f\\u0131 e\\u011fitmen) ve alternatif olu\\u015fturucu (kat\\u0131l\\u0131mc\\u0131 rol\\u00fcne kar\\u015f\\u0131 rols\\u00fcz). Baz\\u0131 tak\\u0131mlarda stajyerlerden biri moderat\\u00f6r olarak g\\u00f6rev yaparken, di\\u011fer tak\\u0131mlarda e\\u011fitmen tart\\u0131\\u015fmalar\\u0131 y\\u00f6netir.\\n\\n\\u0130kinci bir de\\u011fi\\u015fken, yay\\u0131nlanan tedavi \\u00f6nerilerini g\\u00f6zden ge\\u00e7irmek ve alternatif tedaviler geli\\u015ftirmek i\\u00e7in atanm\\u0131\\u015f bir \\u00f6\\u011frenci rol\\u00fcyd\\u00fc. Do\\u011frudan \\u00f6\\u011frenme \\u00f6l\\u00e7\\u00fctlerinden ziyade sonu\\u00e7 \\u00f6l\\u00e7\\u00fct\\u00fc, farkl\\u0131 ekipler i\\u00e7indeki tart\\u0131\\u015fmalar\\u0131n kalitesiydi.\\n\\nModerat\\u00f6r rol\\u00fc atanan \\u00f6\\u011frencilerin \\u00fcst d\\u00fczey katk\\u0131lar yazma olas\\u0131l\\u0131klar\\u0131n\\u0131n daha y\\u00fcksek oldu\\u011fu bulundu. Ayr\\u0131ca, bir \\u00f6\\u011frencinin moderat\\u00f6rl\\u00fc\\u011f\\u00fcnde gruplarda, ancak kat\\u0131l\\u0131mc\\u0131lardan biri alternatif tedavi rol\\u00fcn\\u00fc \\u00fcstlendi\\u011finde daha y\\u00fcksek bilgi yap\\u0131land\\u0131rmas\\u0131 belirgindi.\\n\\nBu uzmanla\\u015fm\\u0131\\u015f rol\\u00fcn yoklu\\u011funda, \\u00f6\\u011frenci moderat\\u00f6rl\\u00fc\\u011f\\u00fcnde veya e\\u011fitmen moderat\\u00f6rl\\u00fc\\u011f\\u00fcnde tart\\u0131\\u015fmalar aras\\u0131nda hi\\u00e7bir fark yoktu. Ara\\u015ft\\u0131rma ekibi, bir \\u00f6\\u011frenci alternatifler geli\\u015ftirdi\\u011finde ve tart\\u0131\\u015fma ba\\u015fka bir \\u00f6\\u011frenci taraf\\u0131ndan y\\u00f6netildi\\u011finde, bir e\\u011fitmenin moderat\\u00f6rl\\u00fc\\u011f\\u00fcnde oldu\\u011fundan daha fazla ele\\u015ftirme ve yan\\u0131t verme \\u00f6zg\\u00fcrl\\u00fc\\u011f\\u00fc oldu\\u011funu \\u00f6ne s\\u00fcr\\u00fcyor.\\n\\nBu \\u00e7al\\u0131\\u015fmada do\\u011frudan \\u00f6\\u011frenme \\u00f6l\\u00e7\\u00fctleri yoktu. 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Son birka\\u00e7 y\\u0131ld\\u0131r, insanlar\\u0131n multimedya ortamlar\\u0131nda sunulan bilgileri alg\\u0131lama, arama ve anlama bi\\u00e7imlerindeki bireysel farkl\\u0131l\\u0131klar hakk\\u0131nda deneyler tasarlad\\u0131k ve y\\u00fcr\\u00fctt\\u00fck. Ara\\u015ft\\u0131rmam\\u0131z, daha etkili multimedya bilgisayar sistemleri yapmak amac\\u0131yla, kullan\\u0131c\\u0131dan elde\",\"inLanguage\":\"tr-TR\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#website\"},\"breadcrumb\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#breadcrumblist\"},\"author\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/#author\"},\"creator\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/#author\"},\"image\":{\"@type\":\"ImageObject\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/wp-content\\\/uploads\\\/2023\\\/02\\\/bb.webp\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#mainImage\",\"width\":772,\"height\":370,\"caption\":\"\\u00a0Grup Kararlar\\u0131\\n\\nGrup karar\\u0131 alma i\\u015fbirlik\\u00e7i teknolojiden nas\\u0131l yararlanabilir? Bu b\\u00f6l\\u00fcmde incelenen \\u00e7al\\u0131\\u015fmada, y\\u00fcz y\\u00fcze \\u00e7al\\u0131\\u015fan ekiplerin kararlar\\u0131, i\\u015fbirlik\\u00e7i sanal ortamda al\\u0131nan kararlarla kar\\u015f\\u0131la\\u015ft\\u0131r\\u0131lm\\u0131\\u015ft\\u0131r.\\n\\nY\\u00fcz y\\u00fcze bir grupta i\\u015fbirli\\u011fi yapan \\u00fc\\u00e7 ki\\u015filik gruplardan do\\u011fru yan\\u0131t alan bir karar g\\u00f6revinin do\\u011frulu\\u011fu ile e\\u015fzamanl\\u0131 sohbet yoluyla i\\u015fbirli\\u011fi yapan \\u00fc\\u00e7l\\u00fclerin do\\u011frulu\\u011fu kar\\u015f\\u0131la\\u015ft\\u0131r\\u0131ld\\u0131. Karar verme g\\u00f6revi, \\u00fc\\u00e7 \\u015f\\u00fcpheliyle kurgusal bir cinayet soru\\u015fturmas\\u0131n\\u0131 i\\u00e7eriyordu.\\n\\n\\u00dc\\u00e7l\\u00fclerdeki her kat\\u0131l\\u0131mc\\u0131, su\\u00e7 ve \\u015f\\u00fcpheliler hakk\\u0131nda farkl\\u0131 bir bilgi paketi ald\\u0131. Do\\u011fru bir \\u00e7\\u00f6z\\u00fcm, \\u00fc\\u00e7 ekip \\u00fcyesinin de kendi paketinde inceledi\\u011fi benzersiz bilgileri a\\u00e7\\u0131klamas\\u0131n\\u0131 ve tart\\u0131\\u015fmas\\u0131n\\u0131 gerektiriyordu.\\n\\nGenel olarak, bilgisayar arac\\u0131l\\u0131 gruplar, bilgisayar ekibine yeterli tart\\u0131\\u015fma s\\u00fcresi tahsis edildi\\u011fi takdirde, y\\u00fcz y\\u00fcze gruplardan (y\\u00fczde 20'den az) daha fazla do\\u011fru \\u00e7\\u00f6z\\u00fcme (y\\u00fczde 63) ula\\u015ft\\u0131. Baz\\u0131 bilgisayar ekiplerine sorunu \\u00e7\\u00f6zmeleri i\\u00e7in yaln\\u0131zca yirmi dakika verilirken, di\\u011ferlerine ihtiya\\u00e7 duyduklar\\u0131 kadar \\u00e7\\u00f6zmeleri talimat\\u0131 verildi.\\n\\nZaman k\\u0131s\\u0131tlamal\\u0131 bilgisayar arac\\u0131l\\u0131 gruplar, geni\\u015f tart\\u0131\\u015fma s\\u00fcresi verilen bilgisayar gruplar\\u0131yla kar\\u015f\\u0131la\\u015ft\\u0131r\\u0131ld\\u0131\\u011f\\u0131nda \\u00e7ok daha az do\\u011fruydu. Bilgisayar arac\\u0131l\\u0131 gruplar, \\u00e7\\u00f6z\\u00fcmlerine ula\\u015fmak i\\u00e7in y\\u00fcz y\\u00fcze gruplara g\\u00f6re daha fazla zamana ihtiya\\u00e7 duydular ve bu da daha y\\u00fcksek \\u00e7\\u00f6z\\u00fcm do\\u011frulu\\u011fu ile sonu\\u00e7land\\u0131.\\n\\nAra\\u015ft\\u0131rma ekibi, sanal gruplar\\u0131n yeterli \\u00e7al\\u0131\\u015fma s\\u00fcresi olmas\\u0131 ko\\u015fuluyla, bilgisayar arac\\u0131l\\u0131 tart\\u0131\\u015fmalar\\u0131n karar vermede y\\u00fcz y\\u00fcze gruplardan daha etkili oldu\\u011fu sonucuna vard\\u0131. Sohbetteki paralel ileti\\u015fim, sohbet metninde tutulan grup tart\\u0131\\u015fmas\\u0131na at\\u0131fta bulunma yetene\\u011fi ve ileti\\u015fimlerin anonimli\\u011fi nedeniyle senkron sohbetin y\\u00fcz y\\u00fcze tart\\u0131\\u015fmalara g\\u00f6re daha do\\u011fru kararlara yol a\\u00e7t\\u0131\\u011f\\u0131n\\u0131 \\u00f6ne s\\u00fcr\\u00fcyorlar.\\n\\n\\u0130\\u015fbirlik\\u00e7i \\u00c7al\\u0131\\u015fmay\\u0131 Destekleyen Yaz\\u0131l\\u0131m Temsilleri\\n\\nBilgisayar aray\\u00fczleri ortak \\u00e7al\\u0131\\u015fmay\\u0131 nas\\u0131l daha etkin bir \\u015fekilde temsil edebilir ve destekleyebilir? \\u00d6rne\\u011fin, geleneksel bir tart\\u0131\\u015fma panosundaki yorumlar kronolojik olarak g\\u00f6r\\u00fcnt\\u00fclenir. Uzun bir tart\\u0131\\u015fmada, ortak bir anla\\u015fmaya varmak veya kazan\\u0131lan bilgiyi a\\u00e7\\u0131k hale getirmek zorlay\\u0131c\\u0131d\\u0131r. Devam eden bir tart\\u0131\\u015fmaya kat\\u0131l\\u0131rsan\\u0131z, ilgili katk\\u0131lar\\u0131 bulmak, kendi fikirlerinizi ilgili bir ba\\u011flama oturtmak veya sonu\\u00e7lar\\u0131 belirlemek zor olabilir.\\n\\n\\u0130\\u015fbirli\\u011fi kararlar\\u0131n\\u0131 ve verilerini \\u00f6zetlemek ve yakalamak i\\u00e7in \\u00fc\\u00e7 farkl\\u0131 aray\\u00fcz\\u00fcn etkinli\\u011fini de\\u011ferlendirdi. Geleneksel bir tart\\u0131\\u015fma panosunu, g\\u00f6sterilen grafik g\\u00f6sterimi ve tart\\u0131\\u015fma panosu ile grafi\\u011fin bir kar\\u0131\\u015f\\u0131m\\u0131n\\u0131 kar\\u015f\\u0131la\\u015ft\\u0131rd\\u0131lar.\\n\\nGrafik temsil, ger\\u00e7ekleri kodlamak, hipotezleri belirtmek ve ger\\u00e7ekleri hipotezlere ba\\u011flamak i\\u00e7in semboller ve \\u00e7izgiler kullan\\u0131r.\\nGrafik aray\\u00fcz\\u00fcn amac\\u0131, bilimsel konular etraf\\u0131nda bir grup tart\\u0131\\u015fmas\\u0131n\\u0131 temsil etmektir.\\nKolej \\u00f6\\u011frencilerine, ilgili bilgileri i\\u00e7eren bir dizi k\\u0131sa makale ile birlikte \\u00e7\\u00f6zmeleri i\\u00e7in bilim problemleri verildi.\\nEkiplerin, \\u00fc\\u00e7 farkl\\u0131 arabirimden birini kullanarak e\\u015fzamans\\u0131z olarak \\u00e7al\\u0131\\u015fmak i\\u00e7in 120 dakikaya kadar s\\u00fcreleri vard\\u0131. 120 dakikal\\u0131k deney s\\u00fcresi boyunca dolgu faaliyetleri uygulanarak asenkron bir ortam sim\\u00fcle edilmi\\u015ftir. \\u00c7al\\u0131\\u015fma s\\u00fcresinin ard\\u0131ndan, her kat\\u0131l\\u0131mc\\u0131, ara\\u015ft\\u0131rd\\u0131\\u011f\\u0131 problem hakk\\u0131nda, dikkate al\\u0131nan hipotezleri, hipotezlerin lehinde veya aleyhinde kan\\u0131tlar\\u0131 ve var\\u0131lan sonucu belirten bir makale yazmak i\\u00e7in tek ba\\u015f\\u0131na \\u00e7al\\u0131\\u015ft\\u0131.\\n\\nAra\\u015ft\\u0131rma ekibi, farkl\\u0131 aray\\u00fczlerle \\u00e7al\\u0131\\u015fan ekipler aras\\u0131nda \\u00e7\\u00f6z\\u00fcmleri ve deneme sonu\\u00e7lar\\u0131ndaki yak\\u0131nsamay\\u0131 kar\\u015f\\u0131la\\u015ft\\u0131rd\\u0131. Grafik g\\u00f6sterimi kullanan ekipler aras\\u0131nda en iyi yak\\u0131nsamay\\u0131 buldular. Ancak, sorunun do\\u011fru \\u00e7\\u00f6z\\u00fcm\\u00fcnde \\u00f6nemli bir fark yoktu.\\n\\nyazilim.muhendisligi taban puanlari\\nyaz\\u0131l\\u0131m m\\u00fchendisli\\u011fi nedir \\nYaz\\u0131l\\u0131m M\\u00fchendisli\\u011fi\\nYaz\\u0131l\\u0131m m\\u00fchendisli\\u011fi maa\\u015f\\nYaz\\u0131l\\u0131m M\\u00fchendisli\\u011fi Ne is Yapar\\nYaz\\u0131l\\u0131m m\\u00fchendisli\\u011fi Nedir\\nYaz\\u0131l\\u0131m M\\u00fchendisli\\u011fi Ka\\u00e7 y\\u0131l\\nYaz\\u0131l\\u0131m M\\u00fchendisli\\u011fi i\\u015f imkanlar\\u0131\\n\\n\\u00a0Grup Rolleri ve Atamalar\\u0131\\n\\nY\\u00fcz y\\u00fcze tak\\u0131m \\u00f6\\u011frenme \\u00f6devlerindeki sonu\\u00e7lar, tak\\u0131m \\u00fcyelerine atanan roller de dahil olmak \\u00fczere grup s\\u00fcrecinin yap\\u0131s\\u0131ndan etkilenir. Bu b\\u00f6l\\u00fcmde, ekip \\u00fcyesi rol atamalar\\u0131n\\u0131n CSCL etkile\\u015fimleri \\u00fczerindeki etkisini inceleyen iki \\u00e7al\\u0131\\u015fmay\\u0131 \\u00f6zetliyoruz.\\n\\nE\\u015fzamans\\u0131z vaka tart\\u0131\\u015fmalar\\u0131 kullanarak probleme dayal\\u0131 bir \\u00f6\\u011frenme program\\u0131n\\u0131n uyarlanmas\\u0131 hakk\\u0131nda rapor verin. Pediatri stajyerleri, y\\u00fcz y\\u00fcze vaka incelemeleri i\\u00e7in haftal\\u0131k olarak bir araya geldi. Daha s\\u0131k vaka tart\\u0131\\u015fmalar\\u0131 isteniyordu, ancak personel programlar\\u0131 ve ko\\u011fu\\u015f faaliyetleri nedeniyle ek y\\u00fcz y\\u00fcze toplant\\u0131lar pratik de\\u011fildi.\\n\\nAra\\u015ft\\u0131rma ekibi, y\\u00fcz y\\u00fcze toplant\\u0131lar\\u0131 desteklemek i\\u00e7in, her biri iki haftal\\u0131k bir s\\u00fcreyi kapsayan, ger\\u00e7ek vakalar\\u0131n e\\u015fzamans\\u0131z tart\\u0131\\u015fmalar\\u0131n\\u0131 test etti. Elektronik bilgi kaynaklar\\u0131na eri\\u015fimin yan\\u0131 s\\u0131ra tan\\u0131l\\u0131 eksiksiz bir vaka dahil edildi.\\n\\n\\u0130lk \\u00fc\\u00e7 g\\u00fcn boyunca, her kat\\u0131l\\u0131mc\\u0131 bir hasta tedavi plan\\u0131 geli\\u015ftirmek i\\u00e7in ba\\u011f\\u0131ms\\u0131z olarak \\u00e7al\\u0131\\u015ft\\u0131. D\\u00f6rd\\u00fcnc\\u00fc g\\u00fcnden itibaren herkese bireysel g\\u00f6nderiler a\\u00e7\\u0131ld\\u0131 ve her kat\\u0131l\\u0131mc\\u0131dan tedavi planlar\\u0131n\\u0131 gerek\\u00e7e, veri ve referanslarla destekledi\\u011fi en az d\\u00f6rt ek mesaj g\\u00f6ndermesi istendi.\\n\\n\\u0130ki farkl\\u0131 tak\\u0131m rol\\u00fc \\u00e7al\\u0131\\u015f\\u0131ld\\u0131: moderat\\u00f6r (\\u00f6\\u011frenciye kar\\u015f\\u0131 e\\u011fitmen) ve alternatif olu\\u015fturucu (kat\\u0131l\\u0131mc\\u0131 rol\\u00fcne kar\\u015f\\u0131 rols\\u00fcz). Baz\\u0131 tak\\u0131mlarda stajyerlerden biri moderat\\u00f6r olarak g\\u00f6rev yaparken, di\\u011fer tak\\u0131mlarda e\\u011fitmen tart\\u0131\\u015fmalar\\u0131 y\\u00f6netir.\\n\\n\\u0130kinci bir de\\u011fi\\u015fken, yay\\u0131nlanan tedavi \\u00f6nerilerini g\\u00f6zden ge\\u00e7irmek ve alternatif tedaviler geli\\u015ftirmek i\\u00e7in atanm\\u0131\\u015f bir \\u00f6\\u011frenci rol\\u00fcyd\\u00fc. Do\\u011frudan \\u00f6\\u011frenme \\u00f6l\\u00e7\\u00fctlerinden ziyade sonu\\u00e7 \\u00f6l\\u00e7\\u00fct\\u00fc, farkl\\u0131 ekipler i\\u00e7indeki tart\\u0131\\u015fmalar\\u0131n kalitesiydi.\\n\\nModerat\\u00f6r rol\\u00fc atanan \\u00f6\\u011frencilerin \\u00fcst d\\u00fczey katk\\u0131lar yazma olas\\u0131l\\u0131klar\\u0131n\\u0131n daha y\\u00fcksek oldu\\u011fu bulundu. Ayr\\u0131ca, bir \\u00f6\\u011frencinin moderat\\u00f6rl\\u00fc\\u011f\\u00fcnde gruplarda, ancak kat\\u0131l\\u0131mc\\u0131lardan biri alternatif tedavi rol\\u00fcn\\u00fc \\u00fcstlendi\\u011finde daha y\\u00fcksek bilgi yap\\u0131land\\u0131rmas\\u0131 belirgindi.\\n\\nBu uzmanla\\u015fm\\u0131\\u015f rol\\u00fcn yoklu\\u011funda, \\u00f6\\u011frenci moderat\\u00f6rl\\u00fc\\u011f\\u00fcnde veya e\\u011fitmen moderat\\u00f6rl\\u00fc\\u011f\\u00fcnde tart\\u0131\\u015fmalar aras\\u0131nda hi\\u00e7bir fark yoktu. Ara\\u015ft\\u0131rma ekibi, bir \\u00f6\\u011frenci alternatifler geli\\u015ftirdi\\u011finde ve tart\\u0131\\u015fma ba\\u015fka bir \\u00f6\\u011frenci taraf\\u0131ndan y\\u00f6netildi\\u011finde, bir e\\u011fitmenin moderat\\u00f6rl\\u00fc\\u011f\\u00fcnde oldu\\u011fundan daha fazla ele\\u015ftirme ve yan\\u0131t verme \\u00f6zg\\u00fcrl\\u00fc\\u011f\\u00fc oldu\\u011funu \\u00f6ne s\\u00fcr\\u00fcyor.\\n\\nBu \\u00e7al\\u0131\\u015fmada do\\u011frudan \\u00f6\\u011frenme \\u00f6l\\u00e7\\u00fctleri yoktu. Sonu\\u00e7 \\u00f6l\\u00e7\\u00fcs\\u00fc, farkl\\u0131 ekipler aras\\u0131ndaki tart\\u0131\\u015fmalar\\u0131n kalitesinin derecelendirilmesiydi.\\n\\nEk olarak, stajyerler olarak, kat\\u0131l\\u0131mc\\u0131lar\\u0131n arka plan bilgi d\\u00fczeyi, kat\\u0131l\\u0131mc\\u0131lar\\u0131n deneysel g\\u00f6revle ilgili \\u00e7ok az giri\\u015f seviyesi bilgisinin oldu\\u011fu veya hi\\u00e7 olmad\\u0131\\u011f\\u0131 di\\u011fer \\u00e7al\\u0131\\u015fmalara k\\u0131yasla nispeten y\\u00fcksekti. \\u0130\\u00e7eri\\u011fe daha yeni ba\\u015flayan \\u00f6\\u011frenciler aras\\u0131nda farkl\\u0131 sonu\\u00e7lar g\\u00f6r\\u00fclebilir. Bu \\u00e7al\\u0131\\u015fma, tart\\u0131\\u015fmalar\\u0131n bir ekip i\\u00e7inde atanan rollere ba\\u011fl\\u0131 olarak de\\u011fi\\u015fece\\u011fini g\\u00f6stermektedir.\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#mainImage\"},\"datePublished\":\"2023-02-23T13:40:11+03:00\",\"dateModified\":\"2023-02-23T13:40:11+03:00\"},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#website\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/\",\"name\":\"Makale Yapt\\u0131rma - LH\",\"description\":\"0 (312) 276 75 93 - Essay Yazd\\u0131rma, Proje Yapt\\u0131rma, Tez Yazd\\u0131rma, \\u00d6dev Yapt\\u0131rma, Makale Yazd\\u0131rma, Blog Yapt\\u0131rma, Blog Makale Yapt\\u0131rma *** Essay, Makale, \\u00d6dev, Tez, Proje Yazd\\u0131rma Merkezi... *** 7\\\/24 Hizmet Veriyoruz.... Mail kanallar\\u0131n\\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\\u0131, Sayfa ba\\u015f\\u0131 yaz\\u0131 yazma \\u00fccreti, \\u0130ngilizce makale yazd\\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\\u0131 2022, Makale yazma, Blog Yazd\\u0131rma, Blog Yazd\\u0131rmak \\u0130stiyorum\",\"inLanguage\":\"tr-TR\",\"publisher\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#organization\"}}]}\n\t\t<\/script>\n\t\t<!-- All in One SEO Pro -->\r\n\t\t<title>Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH<\/title>\n\n","aioseo_head_json":{"title":"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","description":"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u0130\u00e7in Ger\u00e7ek Zamanl\u0131 Fizyolojik \u0130zlemeyi Kullanma \u0130nsanlar\u0131n teknoloji arac\u0131l\u0131\u011f\u0131yla iletilen bilgileri nas\u0131l etkile\u015fimde bulundu\u011fu ve \u00f6z\u00fcmsedi\u011fi, pek \u00e7ok alandaki ara\u015ft\u0131rmac\u0131n\u0131n ilgisini \u00e7ekmektedir. Son birka\u00e7 y\u0131ld\u0131r, insanlar\u0131n multimedya ortamlar\u0131nda sunulan bilgileri alg\u0131lama, arama ve anlama bi\u00e7imlerindeki bireysel farkl\u0131l\u0131klar hakk\u0131nda deneyler tasarlad\u0131k ve y\u00fcr\u00fctt\u00fck. Ara\u015ft\u0131rmam\u0131z, daha etkili multimedya bilgisayar sistemleri yapmak amac\u0131yla, kullan\u0131c\u0131dan elde","canonical_url":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","robots":"max-image-preview:large","keywords":"","webmasterTools":{"google-site-verification":"BLwpujKNw0UduxFeX4HXQCaXI4CuWJPUXkyEJBeO6Xs","miscellaneous":""},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"BlogPosting","@id":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#blogposting","name":"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","headline":"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri","author":{"@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author"},"publisher":{"@id":"https:\/\/legendhomework.com\/tr\/#organization"},"image":{"@type":"ImageObject","url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2023\/02\/bb.webp","width":772,"height":370,"caption":"\u00a0Grup Kararlar\u0131\n\nGrup karar\u0131 alma i\u015fbirlik\u00e7i teknolojiden nas\u0131l yararlanabilir? Bu b\u00f6l\u00fcmde incelenen \u00e7al\u0131\u015fmada, y\u00fcz y\u00fcze \u00e7al\u0131\u015fan ekiplerin kararlar\u0131, i\u015fbirlik\u00e7i sanal ortamda al\u0131nan kararlarla kar\u015f\u0131la\u015ft\u0131r\u0131lm\u0131\u015ft\u0131r.\n\nY\u00fcz y\u00fcze bir grupta i\u015fbirli\u011fi yapan \u00fc\u00e7 ki\u015filik gruplardan do\u011fru yan\u0131t alan bir karar g\u00f6revinin do\u011frulu\u011fu ile e\u015fzamanl\u0131 sohbet yoluyla i\u015fbirli\u011fi yapan \u00fc\u00e7l\u00fclerin do\u011frulu\u011fu kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131. Karar verme g\u00f6revi, \u00fc\u00e7 \u015f\u00fcpheliyle kurgusal bir cinayet soru\u015fturmas\u0131n\u0131 i\u00e7eriyordu.\n\n\u00dc\u00e7l\u00fclerdeki her kat\u0131l\u0131mc\u0131, su\u00e7 ve \u015f\u00fcpheliler hakk\u0131nda farkl\u0131 bir bilgi paketi ald\u0131. Do\u011fru bir \u00e7\u00f6z\u00fcm, \u00fc\u00e7 ekip \u00fcyesinin de kendi paketinde inceledi\u011fi benzersiz bilgileri a\u00e7\u0131klamas\u0131n\u0131 ve tart\u0131\u015fmas\u0131n\u0131 gerektiriyordu.\n\nGenel olarak, bilgisayar arac\u0131l\u0131 gruplar, bilgisayar ekibine yeterli tart\u0131\u015fma s\u00fcresi tahsis edildi\u011fi takdirde, y\u00fcz y\u00fcze gruplardan (y\u00fczde 20'den az) daha fazla do\u011fru \u00e7\u00f6z\u00fcme (y\u00fczde 63) ula\u015ft\u0131. Baz\u0131 bilgisayar ekiplerine sorunu \u00e7\u00f6zmeleri i\u00e7in yaln\u0131zca yirmi dakika verilirken, di\u011ferlerine ihtiya\u00e7 duyduklar\u0131 kadar \u00e7\u00f6zmeleri talimat\u0131 verildi.\n\nZaman k\u0131s\u0131tlamal\u0131 bilgisayar arac\u0131l\u0131 gruplar, geni\u015f tart\u0131\u015fma s\u00fcresi verilen bilgisayar gruplar\u0131yla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda \u00e7ok daha az do\u011fruydu. Bilgisayar arac\u0131l\u0131 gruplar, \u00e7\u00f6z\u00fcmlerine ula\u015fmak i\u00e7in y\u00fcz y\u00fcze gruplara g\u00f6re daha fazla zamana ihtiya\u00e7 duydular ve bu da daha y\u00fcksek \u00e7\u00f6z\u00fcm do\u011frulu\u011fu ile sonu\u00e7land\u0131.\n\nAra\u015ft\u0131rma ekibi, sanal gruplar\u0131n yeterli \u00e7al\u0131\u015fma s\u00fcresi olmas\u0131 ko\u015fuluyla, bilgisayar arac\u0131l\u0131 tart\u0131\u015fmalar\u0131n karar vermede y\u00fcz y\u00fcze gruplardan daha etkili oldu\u011fu sonucuna vard\u0131. Sohbetteki paralel ileti\u015fim, sohbet metninde tutulan grup tart\u0131\u015fmas\u0131na at\u0131fta bulunma yetene\u011fi ve ileti\u015fimlerin anonimli\u011fi nedeniyle senkron sohbetin y\u00fcz y\u00fcze tart\u0131\u015fmalara g\u00f6re daha do\u011fru kararlara yol a\u00e7t\u0131\u011f\u0131n\u0131 \u00f6ne s\u00fcr\u00fcyorlar.\n\n\u0130\u015fbirlik\u00e7i \u00c7al\u0131\u015fmay\u0131 Destekleyen Yaz\u0131l\u0131m Temsilleri\n\nBilgisayar aray\u00fczleri ortak \u00e7al\u0131\u015fmay\u0131 nas\u0131l daha etkin bir \u015fekilde temsil edebilir ve destekleyebilir? \u00d6rne\u011fin, geleneksel bir tart\u0131\u015fma panosundaki yorumlar kronolojik olarak g\u00f6r\u00fcnt\u00fclenir. Uzun bir tart\u0131\u015fmada, ortak bir anla\u015fmaya varmak veya kazan\u0131lan bilgiyi a\u00e7\u0131k hale getirmek zorlay\u0131c\u0131d\u0131r. Devam eden bir tart\u0131\u015fmaya kat\u0131l\u0131rsan\u0131z, ilgili katk\u0131lar\u0131 bulmak, kendi fikirlerinizi ilgili bir ba\u011flama oturtmak veya sonu\u00e7lar\u0131 belirlemek zor olabilir.\n\n\u0130\u015fbirli\u011fi kararlar\u0131n\u0131 ve verilerini \u00f6zetlemek ve yakalamak i\u00e7in \u00fc\u00e7 farkl\u0131 aray\u00fcz\u00fcn etkinli\u011fini de\u011ferlendirdi. Geleneksel bir tart\u0131\u015fma panosunu, g\u00f6sterilen grafik g\u00f6sterimi ve tart\u0131\u015fma panosu ile grafi\u011fin bir kar\u0131\u015f\u0131m\u0131n\u0131 kar\u015f\u0131la\u015ft\u0131rd\u0131lar.\n\nGrafik temsil, ger\u00e7ekleri kodlamak, hipotezleri belirtmek ve ger\u00e7ekleri hipotezlere ba\u011flamak i\u00e7in semboller ve \u00e7izgiler kullan\u0131r.\nGrafik aray\u00fcz\u00fcn amac\u0131, bilimsel konular etraf\u0131nda bir grup tart\u0131\u015fmas\u0131n\u0131 temsil etmektir.\nKolej \u00f6\u011frencilerine, ilgili bilgileri i\u00e7eren bir dizi k\u0131sa makale ile birlikte \u00e7\u00f6zmeleri i\u00e7in bilim problemleri verildi.\nEkiplerin, \u00fc\u00e7 farkl\u0131 arabirimden birini kullanarak e\u015fzamans\u0131z olarak \u00e7al\u0131\u015fmak i\u00e7in 120 dakikaya kadar s\u00fcreleri vard\u0131. 120 dakikal\u0131k deney s\u00fcresi boyunca dolgu faaliyetleri uygulanarak asenkron bir ortam sim\u00fcle edilmi\u015ftir. \u00c7al\u0131\u015fma s\u00fcresinin ard\u0131ndan, her kat\u0131l\u0131mc\u0131, ara\u015ft\u0131rd\u0131\u011f\u0131 problem hakk\u0131nda, dikkate al\u0131nan hipotezleri, hipotezlerin lehinde veya aleyhinde kan\u0131tlar\u0131 ve var\u0131lan sonucu belirten bir makale yazmak i\u00e7in tek ba\u015f\u0131na \u00e7al\u0131\u015ft\u0131.\n\nAra\u015ft\u0131rma ekibi, farkl\u0131 aray\u00fczlerle \u00e7al\u0131\u015fan ekipler aras\u0131nda \u00e7\u00f6z\u00fcmleri ve deneme sonu\u00e7lar\u0131ndaki yak\u0131nsamay\u0131 kar\u015f\u0131la\u015ft\u0131rd\u0131. Grafik g\u00f6sterimi kullanan ekipler aras\u0131nda en iyi yak\u0131nsamay\u0131 buldular. Ancak, sorunun do\u011fru \u00e7\u00f6z\u00fcm\u00fcnde \u00f6nemli bir fark yoktu.\n\nyazilim.muhendisligi taban puanlari\nyaz\u0131l\u0131m m\u00fchendisli\u011fi nedir \nYaz\u0131l\u0131m M\u00fchendisli\u011fi\nYaz\u0131l\u0131m m\u00fchendisli\u011fi maa\u015f\nYaz\u0131l\u0131m M\u00fchendisli\u011fi Ne is Yapar\nYaz\u0131l\u0131m m\u00fchendisli\u011fi Nedir\nYaz\u0131l\u0131m M\u00fchendisli\u011fi Ka\u00e7 y\u0131l\nYaz\u0131l\u0131m M\u00fchendisli\u011fi i\u015f imkanlar\u0131\n\n\u00a0Grup Rolleri ve Atamalar\u0131\n\nY\u00fcz y\u00fcze tak\u0131m \u00f6\u011frenme \u00f6devlerindeki sonu\u00e7lar, tak\u0131m \u00fcyelerine atanan roller de dahil olmak \u00fczere grup s\u00fcrecinin yap\u0131s\u0131ndan etkilenir. Bu b\u00f6l\u00fcmde, ekip \u00fcyesi rol atamalar\u0131n\u0131n CSCL etkile\u015fimleri \u00fczerindeki etkisini inceleyen iki \u00e7al\u0131\u015fmay\u0131 \u00f6zetliyoruz.\n\nE\u015fzamans\u0131z vaka tart\u0131\u015fmalar\u0131 kullanarak probleme dayal\u0131 bir \u00f6\u011frenme program\u0131n\u0131n uyarlanmas\u0131 hakk\u0131nda rapor verin. Pediatri stajyerleri, y\u00fcz y\u00fcze vaka incelemeleri i\u00e7in haftal\u0131k olarak bir araya geldi. Daha s\u0131k vaka tart\u0131\u015fmalar\u0131 isteniyordu, ancak personel programlar\u0131 ve ko\u011fu\u015f faaliyetleri nedeniyle ek y\u00fcz y\u00fcze toplant\u0131lar pratik de\u011fildi.\n\nAra\u015ft\u0131rma ekibi, y\u00fcz y\u00fcze toplant\u0131lar\u0131 desteklemek i\u00e7in, her biri iki haftal\u0131k bir s\u00fcreyi kapsayan, ger\u00e7ek vakalar\u0131n e\u015fzamans\u0131z tart\u0131\u015fmalar\u0131n\u0131 test etti. Elektronik bilgi kaynaklar\u0131na eri\u015fimin yan\u0131 s\u0131ra tan\u0131l\u0131 eksiksiz bir vaka dahil edildi.\n\n\u0130lk \u00fc\u00e7 g\u00fcn boyunca, her kat\u0131l\u0131mc\u0131 bir hasta tedavi plan\u0131 geli\u015ftirmek i\u00e7in ba\u011f\u0131ms\u0131z olarak \u00e7al\u0131\u015ft\u0131. D\u00f6rd\u00fcnc\u00fc g\u00fcnden itibaren herkese bireysel g\u00f6nderiler a\u00e7\u0131ld\u0131 ve her kat\u0131l\u0131mc\u0131dan tedavi planlar\u0131n\u0131 gerek\u00e7e, veri ve referanslarla destekledi\u011fi en az d\u00f6rt ek mesaj g\u00f6ndermesi istendi.\n\n\u0130ki farkl\u0131 tak\u0131m rol\u00fc \u00e7al\u0131\u015f\u0131ld\u0131: moderat\u00f6r (\u00f6\u011frenciye kar\u015f\u0131 e\u011fitmen) ve alternatif olu\u015fturucu (kat\u0131l\u0131mc\u0131 rol\u00fcne kar\u015f\u0131 rols\u00fcz). Baz\u0131 tak\u0131mlarda stajyerlerden biri moderat\u00f6r olarak g\u00f6rev yaparken, di\u011fer tak\u0131mlarda e\u011fitmen tart\u0131\u015fmalar\u0131 y\u00f6netir.\n\n\u0130kinci bir de\u011fi\u015fken, yay\u0131nlanan tedavi \u00f6nerilerini g\u00f6zden ge\u00e7irmek ve alternatif tedaviler geli\u015ftirmek i\u00e7in atanm\u0131\u015f bir \u00f6\u011frenci rol\u00fcyd\u00fc. Do\u011frudan \u00f6\u011frenme \u00f6l\u00e7\u00fctlerinden ziyade sonu\u00e7 \u00f6l\u00e7\u00fct\u00fc, farkl\u0131 ekipler i\u00e7indeki tart\u0131\u015fmalar\u0131n kalitesiydi.\n\nModerat\u00f6r rol\u00fc atanan \u00f6\u011frencilerin \u00fcst d\u00fczey katk\u0131lar yazma olas\u0131l\u0131klar\u0131n\u0131n daha y\u00fcksek oldu\u011fu bulundu. Ayr\u0131ca, bir \u00f6\u011frencinin moderat\u00f6rl\u00fc\u011f\u00fcnde gruplarda, ancak kat\u0131l\u0131mc\u0131lardan biri alternatif tedavi rol\u00fcn\u00fc \u00fcstlendi\u011finde daha y\u00fcksek bilgi yap\u0131land\u0131rmas\u0131 belirgindi.\n\nBu uzmanla\u015fm\u0131\u015f rol\u00fcn yoklu\u011funda, \u00f6\u011frenci moderat\u00f6rl\u00fc\u011f\u00fcnde veya e\u011fitmen moderat\u00f6rl\u00fc\u011f\u00fcnde tart\u0131\u015fmalar aras\u0131nda hi\u00e7bir fark yoktu. Ara\u015ft\u0131rma ekibi, bir \u00f6\u011frenci alternatifler geli\u015ftirdi\u011finde ve tart\u0131\u015fma ba\u015fka bir \u00f6\u011frenci taraf\u0131ndan y\u00f6netildi\u011finde, bir e\u011fitmenin moderat\u00f6rl\u00fc\u011f\u00fcnde oldu\u011fundan daha fazla ele\u015ftirme ve yan\u0131t verme \u00f6zg\u00fcrl\u00fc\u011f\u00fc oldu\u011funu \u00f6ne s\u00fcr\u00fcyor.\n\nBu \u00e7al\u0131\u015fmada do\u011frudan \u00f6\u011frenme \u00f6l\u00e7\u00fctleri yoktu. Sonu\u00e7 \u00f6l\u00e7\u00fcs\u00fc, farkl\u0131 ekipler aras\u0131ndaki tart\u0131\u015fmalar\u0131n kalitesinin derecelendirilmesiydi.\n\nEk olarak, stajyerler olarak, kat\u0131l\u0131mc\u0131lar\u0131n arka plan bilgi d\u00fczeyi, kat\u0131l\u0131mc\u0131lar\u0131n deneysel g\u00f6revle ilgili \u00e7ok az giri\u015f seviyesi bilgisinin oldu\u011fu veya hi\u00e7 olmad\u0131\u011f\u0131 di\u011fer \u00e7al\u0131\u015fmalara k\u0131yasla nispeten y\u00fcksekti. \u0130\u00e7eri\u011fe daha yeni ba\u015flayan \u00f6\u011frenciler aras\u0131nda farkl\u0131 sonu\u00e7lar g\u00f6r\u00fclebilir. Bu \u00e7al\u0131\u015fma, tart\u0131\u015fmalar\u0131n bir ekip i\u00e7inde atanan rollere ba\u011fl\u0131 olarak de\u011fi\u015fece\u011fini g\u00f6stermektedir."},"datePublished":"2023-02-23T13:40:11+03:00","dateModified":"2023-02-23T13:40:11+03:00","inLanguage":"tr-TR","mainEntityOfPage":{"@id":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#webpage"},"isPartOf":{"@id":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#webpage"},"articleSection":"Bili\u015fsel Esneklik Envanteri G\u00fcl\u00fcm, Bili\u015fsel esneklik Nedir, bili\u015fsel esneklik \u00f6l\u00e7e\u011fi bilgin (2009), Bili\u015fsel yeniden YAPILANDIRMA, Bili\u015fsel duygu D\u00dcZENLEME \u00d6l\u00e7e\u011fi, Bili\u015fsel Esneklik Envanteri G\u00fcl\u00fcm, Bili\u015fsel esneklik Nedir, bili\u015fsel esneklik \u00f6l\u00e7e\u011fi bilgin (2009), Bili\u015fsel yeniden YAPILANDIRMA, Duygu d\u00fczenleme stratejileri"},{"@type":"BreadcrumbList","@id":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#breadcrumblist","itemListElement":[{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr#listItem","position":1,"name":"Ev","item":"https:\/\/legendhomework.com\/tr","nextItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/category\/bilissel-esneklik-olcegi-bilgin-2009\/#listItem","name":"bili\u015fsel esneklik \u00f6l\u00e7e\u011fi bilgin (2009)"}},{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/category\/bilissel-esneklik-olcegi-bilgin-2009\/#listItem","position":2,"name":"bili\u015fsel esneklik \u00f6l\u00e7e\u011fi bilgin (2009)","item":"https:\/\/legendhomework.com\/tr\/category\/bilissel-esneklik-olcegi-bilgin-2009\/","nextItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#listItem","name":"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri"},"previousItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr#listItem","name":"Ev"}},{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#listItem","position":3,"name":"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri","previousItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/category\/bilissel-esneklik-olcegi-bilgin-2009\/#listItem","name":"bili\u015fsel esneklik \u00f6l\u00e7e\u011fi bilgin (2009)"}}]},{"@type":"Organization","@id":"https:\/\/legendhomework.com\/tr\/#organization","name":"Makale Yapt\u0131rma - LH","description":"0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum","url":"https:\/\/legendhomework.com\/tr\/","telephone":"+905423712952","logo":{"@type":"ImageObject","url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg","@id":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#organizationLogo","width":304,"height":166,"caption":"Rapor Nas\u0131l Yaz\u0131l\u0131r ?\u00a0 \u2013 Rapor Nas\u0131l Haz\u0131rlan\u0131r? \u2013 Rapor \u00d6devi Nedir? \u2013 Rapor Haz\u0131rlatma -Rapor \u00dccretleri \u2013 Rapor Haz\u0131rlatma \u00dccretleri"},"image":{"@id":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#organizationLogo"}},{"@type":"Person","@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author","url":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/","name":"Makale Deniz","image":{"@type":"ImageObject","url":"https:\/\/secure.gravatar.com\/avatar\/59ec4d60e791736e5f50cd9ac0ecc04e5bd2717e59e7eefa2b7199c62ff027d5?s=96&d=mm&r=g"}},{"@type":"WebPage","@id":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#webpage","url":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","name":"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","description":"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u0130\u00e7in Ger\u00e7ek Zamanl\u0131 Fizyolojik \u0130zlemeyi Kullanma \u0130nsanlar\u0131n teknoloji arac\u0131l\u0131\u011f\u0131yla iletilen bilgileri nas\u0131l etkile\u015fimde bulundu\u011fu ve \u00f6z\u00fcmsedi\u011fi, pek \u00e7ok alandaki ara\u015ft\u0131rmac\u0131n\u0131n ilgisini \u00e7ekmektedir. Son birka\u00e7 y\u0131ld\u0131r, insanlar\u0131n multimedya ortamlar\u0131nda sunulan bilgileri alg\u0131lama, arama ve anlama bi\u00e7imlerindeki bireysel farkl\u0131l\u0131klar hakk\u0131nda deneyler tasarlad\u0131k ve y\u00fcr\u00fctt\u00fck. Ara\u015ft\u0131rmam\u0131z, daha etkili multimedya bilgisayar sistemleri yapmak amac\u0131yla, kullan\u0131c\u0131dan elde","inLanguage":"tr-TR","isPartOf":{"@id":"https:\/\/legendhomework.com\/tr\/#website"},"breadcrumb":{"@id":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#breadcrumblist"},"author":{"@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author"},"creator":{"@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author"},"image":{"@type":"ImageObject","url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2023\/02\/bb.webp","@id":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#mainImage","width":772,"height":370,"caption":"\u00a0Grup Kararlar\u0131\n\nGrup karar\u0131 alma i\u015fbirlik\u00e7i teknolojiden nas\u0131l yararlanabilir? Bu b\u00f6l\u00fcmde incelenen \u00e7al\u0131\u015fmada, y\u00fcz y\u00fcze \u00e7al\u0131\u015fan ekiplerin kararlar\u0131, i\u015fbirlik\u00e7i sanal ortamda al\u0131nan kararlarla kar\u015f\u0131la\u015ft\u0131r\u0131lm\u0131\u015ft\u0131r.\n\nY\u00fcz y\u00fcze bir grupta i\u015fbirli\u011fi yapan \u00fc\u00e7 ki\u015filik gruplardan do\u011fru yan\u0131t alan bir karar g\u00f6revinin do\u011frulu\u011fu ile e\u015fzamanl\u0131 sohbet yoluyla i\u015fbirli\u011fi yapan \u00fc\u00e7l\u00fclerin do\u011frulu\u011fu kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131. Karar verme g\u00f6revi, \u00fc\u00e7 \u015f\u00fcpheliyle kurgusal bir cinayet soru\u015fturmas\u0131n\u0131 i\u00e7eriyordu.\n\n\u00dc\u00e7l\u00fclerdeki her kat\u0131l\u0131mc\u0131, su\u00e7 ve \u015f\u00fcpheliler hakk\u0131nda farkl\u0131 bir bilgi paketi ald\u0131. Do\u011fru bir \u00e7\u00f6z\u00fcm, \u00fc\u00e7 ekip \u00fcyesinin de kendi paketinde inceledi\u011fi benzersiz bilgileri a\u00e7\u0131klamas\u0131n\u0131 ve tart\u0131\u015fmas\u0131n\u0131 gerektiriyordu.\n\nGenel olarak, bilgisayar arac\u0131l\u0131 gruplar, bilgisayar ekibine yeterli tart\u0131\u015fma s\u00fcresi tahsis edildi\u011fi takdirde, y\u00fcz y\u00fcze gruplardan (y\u00fczde 20'den az) daha fazla do\u011fru \u00e7\u00f6z\u00fcme (y\u00fczde 63) ula\u015ft\u0131. Baz\u0131 bilgisayar ekiplerine sorunu \u00e7\u00f6zmeleri i\u00e7in yaln\u0131zca yirmi dakika verilirken, di\u011ferlerine ihtiya\u00e7 duyduklar\u0131 kadar \u00e7\u00f6zmeleri talimat\u0131 verildi.\n\nZaman k\u0131s\u0131tlamal\u0131 bilgisayar arac\u0131l\u0131 gruplar, geni\u015f tart\u0131\u015fma s\u00fcresi verilen bilgisayar gruplar\u0131yla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda \u00e7ok daha az do\u011fruydu. Bilgisayar arac\u0131l\u0131 gruplar, \u00e7\u00f6z\u00fcmlerine ula\u015fmak i\u00e7in y\u00fcz y\u00fcze gruplara g\u00f6re daha fazla zamana ihtiya\u00e7 duydular ve bu da daha y\u00fcksek \u00e7\u00f6z\u00fcm do\u011frulu\u011fu ile sonu\u00e7land\u0131.\n\nAra\u015ft\u0131rma ekibi, sanal gruplar\u0131n yeterli \u00e7al\u0131\u015fma s\u00fcresi olmas\u0131 ko\u015fuluyla, bilgisayar arac\u0131l\u0131 tart\u0131\u015fmalar\u0131n karar vermede y\u00fcz y\u00fcze gruplardan daha etkili oldu\u011fu sonucuna vard\u0131. Sohbetteki paralel ileti\u015fim, sohbet metninde tutulan grup tart\u0131\u015fmas\u0131na at\u0131fta bulunma yetene\u011fi ve ileti\u015fimlerin anonimli\u011fi nedeniyle senkron sohbetin y\u00fcz y\u00fcze tart\u0131\u015fmalara g\u00f6re daha do\u011fru kararlara yol a\u00e7t\u0131\u011f\u0131n\u0131 \u00f6ne s\u00fcr\u00fcyorlar.\n\n\u0130\u015fbirlik\u00e7i \u00c7al\u0131\u015fmay\u0131 Destekleyen Yaz\u0131l\u0131m Temsilleri\n\nBilgisayar aray\u00fczleri ortak \u00e7al\u0131\u015fmay\u0131 nas\u0131l daha etkin bir \u015fekilde temsil edebilir ve destekleyebilir? \u00d6rne\u011fin, geleneksel bir tart\u0131\u015fma panosundaki yorumlar kronolojik olarak g\u00f6r\u00fcnt\u00fclenir. Uzun bir tart\u0131\u015fmada, ortak bir anla\u015fmaya varmak veya kazan\u0131lan bilgiyi a\u00e7\u0131k hale getirmek zorlay\u0131c\u0131d\u0131r. Devam eden bir tart\u0131\u015fmaya kat\u0131l\u0131rsan\u0131z, ilgili katk\u0131lar\u0131 bulmak, kendi fikirlerinizi ilgili bir ba\u011flama oturtmak veya sonu\u00e7lar\u0131 belirlemek zor olabilir.\n\n\u0130\u015fbirli\u011fi kararlar\u0131n\u0131 ve verilerini \u00f6zetlemek ve yakalamak i\u00e7in \u00fc\u00e7 farkl\u0131 aray\u00fcz\u00fcn etkinli\u011fini de\u011ferlendirdi. Geleneksel bir tart\u0131\u015fma panosunu, g\u00f6sterilen grafik g\u00f6sterimi ve tart\u0131\u015fma panosu ile grafi\u011fin bir kar\u0131\u015f\u0131m\u0131n\u0131 kar\u015f\u0131la\u015ft\u0131rd\u0131lar.\n\nGrafik temsil, ger\u00e7ekleri kodlamak, hipotezleri belirtmek ve ger\u00e7ekleri hipotezlere ba\u011flamak i\u00e7in semboller ve \u00e7izgiler kullan\u0131r.\nGrafik aray\u00fcz\u00fcn amac\u0131, bilimsel konular etraf\u0131nda bir grup tart\u0131\u015fmas\u0131n\u0131 temsil etmektir.\nKolej \u00f6\u011frencilerine, ilgili bilgileri i\u00e7eren bir dizi k\u0131sa makale ile birlikte \u00e7\u00f6zmeleri i\u00e7in bilim problemleri verildi.\nEkiplerin, \u00fc\u00e7 farkl\u0131 arabirimden birini kullanarak e\u015fzamans\u0131z olarak \u00e7al\u0131\u015fmak i\u00e7in 120 dakikaya kadar s\u00fcreleri vard\u0131. 120 dakikal\u0131k deney s\u00fcresi boyunca dolgu faaliyetleri uygulanarak asenkron bir ortam sim\u00fcle edilmi\u015ftir. \u00c7al\u0131\u015fma s\u00fcresinin ard\u0131ndan, her kat\u0131l\u0131mc\u0131, ara\u015ft\u0131rd\u0131\u011f\u0131 problem hakk\u0131nda, dikkate al\u0131nan hipotezleri, hipotezlerin lehinde veya aleyhinde kan\u0131tlar\u0131 ve var\u0131lan sonucu belirten bir makale yazmak i\u00e7in tek ba\u015f\u0131na \u00e7al\u0131\u015ft\u0131.\n\nAra\u015ft\u0131rma ekibi, farkl\u0131 aray\u00fczlerle \u00e7al\u0131\u015fan ekipler aras\u0131nda \u00e7\u00f6z\u00fcmleri ve deneme sonu\u00e7lar\u0131ndaki yak\u0131nsamay\u0131 kar\u015f\u0131la\u015ft\u0131rd\u0131. Grafik g\u00f6sterimi kullanan ekipler aras\u0131nda en iyi yak\u0131nsamay\u0131 buldular. Ancak, sorunun do\u011fru \u00e7\u00f6z\u00fcm\u00fcnde \u00f6nemli bir fark yoktu.\n\nyazilim.muhendisligi taban puanlari\nyaz\u0131l\u0131m m\u00fchendisli\u011fi nedir \nYaz\u0131l\u0131m M\u00fchendisli\u011fi\nYaz\u0131l\u0131m m\u00fchendisli\u011fi maa\u015f\nYaz\u0131l\u0131m M\u00fchendisli\u011fi Ne is Yapar\nYaz\u0131l\u0131m m\u00fchendisli\u011fi Nedir\nYaz\u0131l\u0131m M\u00fchendisli\u011fi Ka\u00e7 y\u0131l\nYaz\u0131l\u0131m M\u00fchendisli\u011fi i\u015f imkanlar\u0131\n\n\u00a0Grup Rolleri ve Atamalar\u0131\n\nY\u00fcz y\u00fcze tak\u0131m \u00f6\u011frenme \u00f6devlerindeki sonu\u00e7lar, tak\u0131m \u00fcyelerine atanan roller de dahil olmak \u00fczere grup s\u00fcrecinin yap\u0131s\u0131ndan etkilenir. Bu b\u00f6l\u00fcmde, ekip \u00fcyesi rol atamalar\u0131n\u0131n CSCL etkile\u015fimleri \u00fczerindeki etkisini inceleyen iki \u00e7al\u0131\u015fmay\u0131 \u00f6zetliyoruz.\n\nE\u015fzamans\u0131z vaka tart\u0131\u015fmalar\u0131 kullanarak probleme dayal\u0131 bir \u00f6\u011frenme program\u0131n\u0131n uyarlanmas\u0131 hakk\u0131nda rapor verin. Pediatri stajyerleri, y\u00fcz y\u00fcze vaka incelemeleri i\u00e7in haftal\u0131k olarak bir araya geldi. Daha s\u0131k vaka tart\u0131\u015fmalar\u0131 isteniyordu, ancak personel programlar\u0131 ve ko\u011fu\u015f faaliyetleri nedeniyle ek y\u00fcz y\u00fcze toplant\u0131lar pratik de\u011fildi.\n\nAra\u015ft\u0131rma ekibi, y\u00fcz y\u00fcze toplant\u0131lar\u0131 desteklemek i\u00e7in, her biri iki haftal\u0131k bir s\u00fcreyi kapsayan, ger\u00e7ek vakalar\u0131n e\u015fzamans\u0131z tart\u0131\u015fmalar\u0131n\u0131 test etti. Elektronik bilgi kaynaklar\u0131na eri\u015fimin yan\u0131 s\u0131ra tan\u0131l\u0131 eksiksiz bir vaka dahil edildi.\n\n\u0130lk \u00fc\u00e7 g\u00fcn boyunca, her kat\u0131l\u0131mc\u0131 bir hasta tedavi plan\u0131 geli\u015ftirmek i\u00e7in ba\u011f\u0131ms\u0131z olarak \u00e7al\u0131\u015ft\u0131. D\u00f6rd\u00fcnc\u00fc g\u00fcnden itibaren herkese bireysel g\u00f6nderiler a\u00e7\u0131ld\u0131 ve her kat\u0131l\u0131mc\u0131dan tedavi planlar\u0131n\u0131 gerek\u00e7e, veri ve referanslarla destekledi\u011fi en az d\u00f6rt ek mesaj g\u00f6ndermesi istendi.\n\n\u0130ki farkl\u0131 tak\u0131m rol\u00fc \u00e7al\u0131\u015f\u0131ld\u0131: moderat\u00f6r (\u00f6\u011frenciye kar\u015f\u0131 e\u011fitmen) ve alternatif olu\u015fturucu (kat\u0131l\u0131mc\u0131 rol\u00fcne kar\u015f\u0131 rols\u00fcz). Baz\u0131 tak\u0131mlarda stajyerlerden biri moderat\u00f6r olarak g\u00f6rev yaparken, di\u011fer tak\u0131mlarda e\u011fitmen tart\u0131\u015fmalar\u0131 y\u00f6netir.\n\n\u0130kinci bir de\u011fi\u015fken, yay\u0131nlanan tedavi \u00f6nerilerini g\u00f6zden ge\u00e7irmek ve alternatif tedaviler geli\u015ftirmek i\u00e7in atanm\u0131\u015f bir \u00f6\u011frenci rol\u00fcyd\u00fc. Do\u011frudan \u00f6\u011frenme \u00f6l\u00e7\u00fctlerinden ziyade sonu\u00e7 \u00f6l\u00e7\u00fct\u00fc, farkl\u0131 ekipler i\u00e7indeki tart\u0131\u015fmalar\u0131n kalitesiydi.\n\nModerat\u00f6r rol\u00fc atanan \u00f6\u011frencilerin \u00fcst d\u00fczey katk\u0131lar yazma olas\u0131l\u0131klar\u0131n\u0131n daha y\u00fcksek oldu\u011fu bulundu. Ayr\u0131ca, bir \u00f6\u011frencinin moderat\u00f6rl\u00fc\u011f\u00fcnde gruplarda, ancak kat\u0131l\u0131mc\u0131lardan biri alternatif tedavi rol\u00fcn\u00fc \u00fcstlendi\u011finde daha y\u00fcksek bilgi yap\u0131land\u0131rmas\u0131 belirgindi.\n\nBu uzmanla\u015fm\u0131\u015f rol\u00fcn yoklu\u011funda, \u00f6\u011frenci moderat\u00f6rl\u00fc\u011f\u00fcnde veya e\u011fitmen moderat\u00f6rl\u00fc\u011f\u00fcnde tart\u0131\u015fmalar aras\u0131nda hi\u00e7bir fark yoktu. Ara\u015ft\u0131rma ekibi, bir \u00f6\u011frenci alternatifler geli\u015ftirdi\u011finde ve tart\u0131\u015fma ba\u015fka bir \u00f6\u011frenci taraf\u0131ndan y\u00f6netildi\u011finde, bir e\u011fitmenin moderat\u00f6rl\u00fc\u011f\u00fcnde oldu\u011fundan daha fazla ele\u015ftirme ve yan\u0131t verme \u00f6zg\u00fcrl\u00fc\u011f\u00fc oldu\u011funu \u00f6ne s\u00fcr\u00fcyor.\n\nBu \u00e7al\u0131\u015fmada do\u011frudan \u00f6\u011frenme \u00f6l\u00e7\u00fctleri yoktu. Sonu\u00e7 \u00f6l\u00e7\u00fcs\u00fc, farkl\u0131 ekipler aras\u0131ndaki tart\u0131\u015fmalar\u0131n kalitesinin derecelendirilmesiydi.\n\nEk olarak, stajyerler olarak, kat\u0131l\u0131mc\u0131lar\u0131n arka plan bilgi d\u00fczeyi, kat\u0131l\u0131mc\u0131lar\u0131n deneysel g\u00f6revle ilgili \u00e7ok az giri\u015f seviyesi bilgisinin oldu\u011fu veya hi\u00e7 olmad\u0131\u011f\u0131 di\u011fer \u00e7al\u0131\u015fmalara k\u0131yasla nispeten y\u00fcksekti. \u0130\u00e7eri\u011fe daha yeni ba\u015flayan \u00f6\u011frenciler aras\u0131nda farkl\u0131 sonu\u00e7lar g\u00f6r\u00fclebilir. Bu \u00e7al\u0131\u015fma, tart\u0131\u015fmalar\u0131n bir ekip i\u00e7inde atanan rollere ba\u011fl\u0131 olarak de\u011fi\u015fece\u011fini g\u00f6stermektedir."},"primaryImageOfPage":{"@id":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#mainImage"},"datePublished":"2023-02-23T13:40:11+03:00","dateModified":"2023-02-23T13:40:11+03:00"},{"@type":"WebSite","@id":"https:\/\/legendhomework.com\/tr\/#website","url":"https:\/\/legendhomework.com\/tr\/","name":"Makale Yapt\u0131rma - LH","description":"0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum","inLanguage":"tr-TR","publisher":{"@id":"https:\/\/legendhomework.com\/tr\/#organization"}}]},"og:locale":"tr_TR","og:site_name":"Makale Yapt\u0131rma - LH - 0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum","og:type":"article","og:title":"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","og:description":"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u0130\u00e7in Ger\u00e7ek Zamanl\u0131 Fizyolojik \u0130zlemeyi Kullanma \u0130nsanlar\u0131n teknoloji arac\u0131l\u0131\u011f\u0131yla iletilen bilgileri nas\u0131l etkile\u015fimde bulundu\u011fu ve \u00f6z\u00fcmsedi\u011fi, pek \u00e7ok alandaki ara\u015ft\u0131rmac\u0131n\u0131n ilgisini \u00e7ekmektedir. Son birka\u00e7 y\u0131ld\u0131r, insanlar\u0131n multimedya ortamlar\u0131nda sunulan bilgileri alg\u0131lama, arama ve anlama bi\u00e7imlerindeki bireysel farkl\u0131l\u0131klar hakk\u0131nda deneyler tasarlad\u0131k ve y\u00fcr\u00fctt\u00fck. Ara\u015ft\u0131rmam\u0131z, daha etkili multimedya bilgisayar sistemleri yapmak amac\u0131yla, kullan\u0131c\u0131dan elde","og:url":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","og:image":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg","og:image:secure_url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg","og:image:width":304,"og:image:height":166,"article:published_time":"2023-02-23T10:40:11+00:00","article:modified_time":"2023-02-23T10:40:11+00:00","twitter:card":"summary_large_image","twitter:title":"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","twitter:description":"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u0130\u00e7in Ger\u00e7ek Zamanl\u0131 Fizyolojik \u0130zlemeyi Kullanma \u0130nsanlar\u0131n teknoloji arac\u0131l\u0131\u011f\u0131yla iletilen bilgileri nas\u0131l etkile\u015fimde bulundu\u011fu ve \u00f6z\u00fcmsedi\u011fi, pek \u00e7ok alandaki ara\u015ft\u0131rmac\u0131n\u0131n ilgisini \u00e7ekmektedir. Son birka\u00e7 y\u0131ld\u0131r, insanlar\u0131n multimedya ortamlar\u0131nda sunulan bilgileri alg\u0131lama, arama ve anlama bi\u00e7imlerindeki bireysel farkl\u0131l\u0131klar hakk\u0131nda deneyler tasarlad\u0131k ve y\u00fcr\u00fctt\u00fck. Ara\u015ft\u0131rmam\u0131z, daha etkili multimedya bilgisayar sistemleri yapmak amac\u0131yla, kullan\u0131c\u0131dan elde","twitter:image":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg"},"aioseo_meta_data":{"post_id":"856","title":null,"description":null,"keywords":null,"keyphrases":null,"primary_term":null,"canonical_url":null,"og_title":null,"og_description":null,"og_object_type":"default","og_image_type":"default","og_image_url":null,"og_image_width":null,"og_image_height":null,"og_image_custom_url":null,"og_image_custom_fields":null,"og_video":null,"og_custom_url":null,"og_article_section":null,"og_article_tags":null,"twitter_use_og":false,"twitter_card":"default","twitter_image_type":"default","twitter_image_url":null,"twitter_image_custom_url":null,"twitter_image_custom_fields":null,"twitter_title":null,"twitter_description":null,"schema":{"blockGraphs":[],"customGraphs":[],"default":{"data":{"Article":[],"Course":[],"Dataset":[],"FAQPage":[],"Movie":[],"Person":[],"Product":[],"ProductReview":[],"Car":[],"Recipe":[],"Service":[],"SoftwareApplication":[],"WebPage":[]},"graphName":"","isEnabled":true},"graphs":[]},"schema_type":"default","schema_type_options":null,"pillar_content":false,"robots_default":true,"robots_noindex":false,"robots_noarchive":false,"robots_nosnippet":false,"robots_nofollow":false,"robots_noimageindex":false,"robots_noodp":false,"robots_notranslate":false,"robots_max_snippet":null,"robots_max_videopreview":null,"robots_max_imagepreview":"large","priority":null,"frequency":null,"local_seo":null,"seo_analyzer_scan_date":"2025-12-06 20:09:16","breadcrumb_settings":null,"limit_modified_date":false,"reviewed_by":null,"open_ai":null,"ai":null,"created":"2024-11-01 17:44:56","updated":"2026-02-25 02:56:59"},"aioseo_breadcrumb":"<div class=\"aioseo-breadcrumbs\"><span class=\"aioseo-breadcrumb\">\n\t<a href=\"https:\/\/legendhomework.com\/tr\" title=\"Ev\">Ev<\/a>\n<\/span><span class=\"aioseo-breadcrumb-separator\">&raquo;<\/span><span class=\"aioseo-breadcrumb\">\n\t<a href=\"https:\/\/legendhomework.com\/tr\/category\/bilissel-esneklik-olcegi-bilgin-2009\/\" title=\"bili\u015fsel esneklik \u00f6l\u00e7e\u011fi bilgin (2009)\">bili\u015fsel esneklik \u00f6l\u00e7e\u011fi bilgin (2009)<\/a>\n<\/span><span class=\"aioseo-breadcrumb-separator\">&raquo;<\/span><span class=\"aioseo-breadcrumb\">\n\tBili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri\n<\/span><\/div>","aioseo_breadcrumb_json":[{"label":"Ev","link":"https:\/\/legendhomework.com\/tr"},{"label":"bili\u015fsel esneklik \u00f6l\u00e7e\u011fi bilgin (2009)","link":"https:\/\/legendhomework.com\/tr\/category\/bilissel-esneklik-olcegi-bilgin-2009\/"},{"label":"Bili\u015fsel Durumlar\u0131 De\u011ferlendirmek \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri","link":"https:\/\/legendhomework.com\/tr\/bilissel-durumlari-degerlendirmek-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/"}],"_links":{"self":[{"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/posts\/856","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/comments?post=856"}],"version-history":[{"count":1,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/posts\/856\/revisions"}],"predecessor-version":[{"id":857,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/posts\/856\/revisions\/857"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/media\/843"}],"wp:attachment":[{"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/media?parent=856"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/categories?post=856"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/tags?post=856"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}