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Dr Murat Oztok

Dr Murat Oztok
Dr Murat Oztok
Dr Murat Oztok

Senior Lecturer

Accepting PhDs

About
Email Address
murat.oztok@abdn.ac.uk
School/Department
School of Education

Biography

In a broader academic context, my research delves into the realm of digital education, situated at the confluence of curriculum studies, the sociology of knowledge, and critical pedagogy. I explore the rapidly expanding utilization of digital technologies in education, demanding a profound understanding of the challenges we confront. Thus, my research is concerned with comprehending the intricacies of teaching and learning within diverse digital-age contexts, grounded in both theoretical frameworks and a practical commitment to fostering equity, diversity, and inclusion. For instance, my recent book portrays online education as extension of colonial practices, wherein societal Discourses manifest and function, often engendering unjust learning conditions across various student cohorts. It underscores that unequal learning experiences are not random occurrences but rather mirror the existing societal disparities through the process of cultural reproduction.

Overall, my research challenges the a priori of digital education, which frequently extols its efficiency and productivity. Instead, my research agenda centres on the dynamic interplay among “self, knowledge, digital, and Discourses", all with the aim of fostering more equitable educational experiences and outcomes.

The Hidden Curriculum of Online Learning

A priori of online education is that online spaces offer equitable opportunities for people to openly and freely exchange ideas and engage in learning activities. I do not subscribe to this idea and portray online spaces where Discourses operate to produce disparate learning conditions among diverse student cohorts. This book offers a unique fusion of Michel Foucault's concept of Power with Postcolonial perspectives on Whiteness in the analysis of the social dynamics within online spaces.

Research

Research Overview

Broadly speaking, there exists a significant gap in our understanding of the distinctive attributes of online postgraduate education. My overarching objective is to initiate an inquiry into the nature of being an online postgraduate student with a keen focus on decolonizing postgraduate education. In pursuit of this goal, I employ the framework of cognitive apprenticeship to illuminate the individual learning journeys of students engaged in online postgraduate programs.

Within the scope of my current research agenda, I aim to provide both theoretical insights and practical perspectives that contribute to fostering social justice in online postgraduate education. My contention is that the concept of cognitive apprenticeship, when situated within the context of decolonization, can offer a more nuanced framework for comprehending the unique characteristics inherent in online postgraduate provision. It is only then we can work towards more inclusive and equitable online postgraduate educational experiences.

Research Areas

Accepting PhDs

I am currently accepting PhDs in Education, Sociology, Psychology, Philosophy, Computing Science.

Please get in touch if you would like to discuss your research ideas further.

Email Me

Education

Accepting PhDs
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Sociology

Accepting PhDs
View Research Area

Psychology

Accepting PhDs
View Research Area

Philosophy

Accepting PhDs
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Computing Science

Accepting PhDs
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Current Research

  1. Unpacking the Colonial Legacy of Online Education: Further investigate and critically analyse the colonial underpinnings within online education, examining how digital technologies may perpetuate or challenge historical inequalities and power structures.
  2. Socio-Cultural Dimensions of Online Learning: Explore the socio-cultural aspects of online learning environments, emphasizing how societal Discourses influence digital education and contribute to differentiated learning experiences among diverse student populations.
  3. Equity and Inclusion in Digital Education: Develop and implement strategies, both theoretical and practical, to promote equity, diversity, and inclusion in digital education settings. Investigate how these strategies impact student outcomes and experiences.
  4. The Role of Critical Pedagogy: Extend the application of critical pedagogy principles within digital education contexts. Investigate how critical pedagogy can inform instructional design, teaching practices, and curriculum development for more equitable educational experiences.
  5. Innovative Pedagogical Approaches: Explore innovative pedagogical approaches that harness the potential of digital technologies to enhance equity and inclusivity in education. Investigate how emerging technologies, such as virtual reality or artificial intelligence, can be leveraged for educational equity.
  6. Intersectionality in Digital Learning: Investigate how multiple dimensions of identity, such as race, gender, socio-economic status, and disability, intersect in the context of digital education. Analyze how these intersections influence access, participation, and outcomes.
  7. Global Perspectives on Digital Education: Expand research beyond a single cultural context to explore international perspectives on digital education, considering how different sociocultural factors impact equity and inclusion.
Publications

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  • Postcolonial Entry Points into Networked Learning

    Oztok, M.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Postcolonial Entry Points into Networked Learning

    Oztok, M.
    Contributions to Journals: Conference Articles

  • The Role of Social Interactions and Cognition in Digital Spaces

    Öztok, M.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Cognitive Apprenticeship: A New Lens for Better Understanding Online Doctoral Provision

    Öztok, M.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Can we afford it?: The cybernetic determinants for pedagogical models in MOOCs

    Tubman, P., Oztok, M., Benachour, P.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • To be or not to be: Social justice in networked learning

    Öztok, M.
    Education Sciences, vol. 9, no. 4, 261
    Contributions to Journals: Articles

  • The hidden curriculum of online learning: Understanding social justice through critical pedagogy

    Öztok, M.
    Taylor and Francis Inc.. 116 pages
    Books and Reports: Books

  • New platform affordances for encouraging social interaction in MOOCS: The 'comment discovery tool' interactive visualisation plugin

    Tubman, P., Oztok, M., Benachour, P.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Social presence reconsidered: moving beyond, going back, or killing social presence

    Öztok, M., Kehrwald, B. A.
    Social presence and identity in online learning. Routledge, pp. 259-266
    Chapters in Books, Reports and Conference Proceedings: Chapters

  • Interactive visualizations to enhance social learning practices in mooc platforms

    Tubman, P., Benachour, P., Oztok, M.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Design based research approaches towards enhancing social learning practices in mooc platforms

    Tubman, P., Benachour, P., Oztok, M.
    Contributions to Journals: Conference Articles

  • Socialization and cognitive apprenticeship in online doctoral programs

    Öztok, M., Lee, K., Brett, C.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Socialization and cognitive apprenticeship in online doctoral programs

    Öztok, M., Lee, K., Brett, C.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Student Moderators in Asynchronous Online Discussion: Scaffolding Their Questions

    Zingaro, D., Makos, A., Sharmin, S., Wang, L., Despres-Bedward, A., Oztok, M.
    Contributions to Conferences: Papers

  • Social presence reconsidered: moving beyond, going back, or killing social presence

    Öztok, M., Kehrwald, B. A.
    Distance Education, vol. 38, no. 2, pp. 259-266
    Contributions to Journals: Articles

  • The hidden curriculum of online learning: Discourses of whiteness, social absence, and inequity

    Oztok, M.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Designing computer-supported complex systems curricula for the next generation science standards in high school science classrooms

    Yoon, S. A., Anderson, E., Klopfer, E., Koehler-Yom, J., Sheldon, J., Schoenfeld, I., Wendel, D., Scheintaub, H., Oztok, M., Evans, C., Goh, S. E.
    Systems, vol. 4, no. 4, 38
    Contributions to Journals: Articles

  • Being social or social learning: A sociocultural analysis of the futurelearn mooc platform

    Tubman, P., Oztok, M., Benachour, P.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • No one ever steps in the same discussion twice: The relationship between identities and meaning

    Öztok, M., Arvaja, M.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Cultural ways of constructing knowledge: the role of identities in online group discussions

    Öztok, M.
    International Journal of Computer-Supported Collaborative Learning, vol. 11, no. 2, pp. 157-186
    Contributions to Journals: Articles

  • Social presence and impression management: understanding networked learners’ cultivation of learning networks

    Oztok, M.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Socialization and social capital in online doctoral programs

    Oztok, M.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Student understanding of scientific practices and crosscutting themes via an NGSS–targeted curriculum and instruction project

    Sheldon, J., Yoon, S. A., Koehler-Yom, J., Oztok, M., Anderson, E., Schoenfeld, I., Scheintaub, H., Wendel, D., Klopfer, E.
    Contributions to Conferences: Oral Presentations

  • Reconceptualizing the pedagogical value of student facilitation

    Oztok, M.
    Interactive Learning Environments, vol. 24, no. 1, pp. 85-95
    Contributions to Journals: Articles

  • Designing curriculum and instruction for computer-supported complex systems teaching and learning in high school science classrooms

    Yoon, S. A., Anderson, E., Koehler-Yom, J., Klopfer, E., Sheldon, J., Wendel, D., Schoenfeld, I., Scheintaub, H., Oztok, M., Evans, C.
    J-STEM : Journal of Research in STEM Education, vol. 1, no. 1, pp. 1-14
    Contributions to Journals: Articles

  • Capitalizing on social presence: The relationship between social capital and social presence

    Öztok, M., Zingaro, D., Makos, A., Brett, C., Hewitt, J.
    Internet and Higher Education, vol. 26, pp. 19-24
    Contributions to Journals: Articles

  • Design features for computer-supported complex systems learning and teaching in high school science classrooms

    Yoon, S. A., Anderson, E., Koehler-Yom, J., Klopfer, E., Sheldon, J., Wendel, D., Schoenfeld, I., Scheintaub, H., Oztok, M., Evans, C.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Impacts on student understanding of scientific practices and crosscutting themes through an NGSS–designed computer-supported curriculum and instruction project

    Yoon, S. A., Koehler-Yom, J., Anderson, E., Oztok, M., Klopfer, E., Schoenfeld, I., Wendel, D., Sheldon, J., Scheintaub, H.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Building curriculum and instruction for the next generation science standards:: articulating design features for computer-supported complex systems learning in science classrooms

    Yoon, S. A., Klopfer, E., Goh, S., Sheldon, J., Schoenfeld, I., Wendel, D., Scheintaub, H., Koehler-Yom, J., Anderson, E., Lin, J., Oztok, M., Evans, C.
    Contributions to Conferences: Oral Presentations

  • Development and initial validation of a social capital scale for online learning

    Zingaro, D., Oztok, M., Hewitt, J., Brett, C.
    Contributions to Conferences: Papers

  • Self-representation in online learning environments

    Oztok, M.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Introduction to the Special Issue on Graduate Student Innovations in Science, Mathematics, and Technology Education Research

    Atkinson, D., Dookie, L., Jagger, S., Jao, L., Kim, V., Oztok, M., Romkey, L., Tan, M., Thomas, R., Zingaro, D.
    Canadian Journal of Science, Mathematics and Technology Education, vol. 14, no. 2, pp. 109-119
    Contributions to Journals: Editorials

  • Examining the qualities of liked notes versus non-liked notes in a collaborative online learning environment

    Makos, A., Zingaro, D., Oztok, M., Hewitt, J.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Inequitable whiteness in online learning

    Oztok, M.
    .
    Other Contributions: Other Contributions

  • Polysynchronous: Dialogic construction of time in online learning

    Oztok, M., Wilton, L., Lee, K., Zingaro, D., Mackinnon, K., Makos, A., Phirangee, K., Brett, C., Hewitt, J.
    E-Learning and Digital Media, vol. 11, no. 2, pp. 154-161
    Contributions to Journals: Articles

  • Towards understanding knowledge construction in online learning

    Oztok, M.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • What social capital can tell us about social presence

    Oztok, M., Zingaro, D., Makos, A.
    British Journal of Educational Technology, vol. 44, no. 6, pp. E203-E206
    Contributions to Journals: Articles

  • Tacit knowledge in online learning: Community, identity, and social capital

    Oztok, M.
    Technology, Pedagogy and Education, vol. 22, no. 1, pp. 21-36
    Contributions to Journals: Articles

  • Exploring asynchronous and synchronous tool use in online courses

    Oztok, M., Zingaro, D., Brett, C., Hewitt, J.
    Computers and Education, vol. 60, no. 1, pp. 87-94
    Contributions to Journals: Articles

  • The role of identities in the process of knowledge construction in CSCL settings

    Oztok, M.
    Contributions to Journals: Conference Articles

  • Interaction in an asynchronous online course: A synthesis of quantitative predictors

    Zingaro, D., Oztok, M.
    Journal of Asynchronous Learning Network, vol. 16, no. 4, pp. 71-82
    Contributions to Journals: Articles

  • Synthesizing quantitative predictors for interaction in an asynchronous online course

    Zingaro, D., Oztok, M., Hewitt, J.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • The relationship between social presence and social capital in online learning communities

    Oztok, M., Zingaro, D., Brett, C.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Towards better understanding of self-representation in online learning

    Oztok, M., Lee, K., Brett, C.
    Chapters in Books, Reports and Conference Proceedings: Conference Proceedings

  • Social presence and online learning: a review of research

    Oztok, M., Brett, C.
    Journal of Distance Education, vol. 25, no. 3
    Contributions to Journals: Articles

  • ICT sufficiency in cooperative projects via the Internet

    Özdener, N., Öztok, M.
    WSEAS Transactions on Computer Research, vol. 3, no. 1, pp. 51-60
    Contributions to Journals: Articles

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