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    Acquiring, practicing, and retaining knowledge through learning and teaching processes : an experiment of MOODLE based academic vocabulary acquisition
    (Çanakkale Onsekiz Mart Üniversitesi Eğitim Bilimleri Enstitüsü, 2014) Uzun, Levent; Köksal, Dinçay
    The present study is a work that penetrates into the basics of educational philosophies and psychology, while focusing on the didactic model 'Learning through Teaching' in an empirical investigation of acquisition and retention of vocabulary from the Academic Word List, facilitated by CALL tools and ICT artefacts. The study aimed at revealing whether the traditional 'doing exercises' (LtDE) or the unconventional 'preparing exercises' (LtPE) mode helped participants learn and retain more vocabulary knowledge. Additional observations were made related to enjoyment and flow experiences of the learners during the activities, which were technology enhanced and organised in task-based approach that necessitated formative rather than summative evaluation that depends usually on exams. In addition it was aimed to generate new models of education, class(room), and FL vocabulary learning that would be in line with the postmodern philosophies and changing trends and innovations. The study adopts mixed research methodology by conducting both quantitative and qualitative data throughout the study. A quasi-experimental design with selective and eliminative pre-tests, and comparative post-tests and delayed post-tests was administered to collect the quantitative data whereas questionnaires, interviews, and the diaries of the researcher served as sources of the qualitative information, which enabled triangulation. The tests were prepared and applied by the help of MOODLE software, while the questionnaires were prepared by Google Documents and applied online either through the official website of the study (www.e-learnlanguage.com) or the weblog (www.leventuzun.wordpress.com) that were used to announce and implement the tasks in the Educational Technologies and Materials Development course in the Faculty of Education, ELT Department at Uludag University, Bursa, Turkey in the 2012-2013 educational year. The participants were forty second-year university students (12 male and 28 female) whose age ranged between 20 and 23. In addition, four ELT professionals who were also consulted throughout the treatment processes participated in the piloting of the instruments. The results indicated clear advantages of learning by teaching model that was activated through preparing exercises setting. It has been detected that although there was no significant difference in the vocabulary acquisition rate between the control (LtDE) and experiment (LtPE) groups, the experiment group significantly surpassed the control group regarding the vocabulary retention rates. In addition, positive observations were recorded concerning the learners' enjoyment of and attitudes towards digital environments and applications when these also matched their beliefs and expectations. It has been concluded that non-conventional or postmodern philosophies of education, and learner-centred educational approaches hold serious advantages especially when blended with technology artefacts that need to be exploited more extensively and deeply not only by educators but also by the policy makers in order to meet and satisfy the needs, interests, expectations, and tendencies of the new generation 'digital natives' learners.
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    Rasing Awareness of Educational Philosophy: Learning and Education in Posthumanistic Philosophy
    (Çanakkale Onsekiz Mart Üniversitesi, 2014) Uzun, Levent
    The purpose of the present study is to provide educators with a simple, brief, and easy-to-read text on western philosophy while specifically raising awareness about philosophies of education. Basic terminology such as ontology, epistemology, and paradigm are defined, and their relationships with educational philosophy as well as the role of the teachers and students are explained. Following an explanation and discussion of the major existing philosophies that have affected education throughout history, the present article provides modified definitions of learning and education and suggests a new way of thinking that is closely related to postmodernism, namely posthumanistic philosophy. These new definitions are presumed to guide and influence not only the theoretical works in education but also the practical applications.