Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü Koleksiyonu
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Öğe Supporting learning difficulties with e-book based on context-based teaching strategy from social perspective: design and experience(Springer, 2025) Özer Sanal, Seda; Dargut Güler, Tülay; Torun, FulyaAlthough the positive effects of the use of technology for students with learning disabilities (LD) have been reported, there is a lack of both theory and practice in terms of integrating technology with the appropriate strategy in accordance with the student, content and purpose. Both teaching materials developed with qualified strategies and the active involvement of the target audience in the process are a need to design effective and sustainable learning materials and processes for LD. This study involved both the production of a material with the common views of stakeholders related to LD (individuals diagnosed with LD, special education teachers, academics working on LD) and the examination of the effectiveness of this material. The focus of the study is primarily on the fact that human being is a social being and learning, language and reading are social phenomena. In this context, within the framework of social constructivist perspective, an e-book design based on context based teaching (CBT) strategy and its effectiveness on reading performance were analysed. The study involved a two-stage process. In the first phase, design-based research was conducted and a CBT-supported e-book (DIJIKIT) was developed. In the second stage, DIJIKIT and an e-book were compared in an adapted alternating implementation design. The participants of the study in the CBT process consisted of researchers, three special education teachers, academicians and two primary school students diagnosed with learning disabilities. In each cycle of the DBR, the participants provided feedback on the material. Semi-structured interviews, focus group discussions, video recordings and a researcher's diary were used as data collection tools in the DBR. As a result of the DBR, DIJIKIT design and content features were determined. In the experimental process, DIJIKIT was used by three primary school students diagnosed with learning disabilities. In the experimental process, efficacy (the informal reading invetory), reliability (treatment integrity, interobserver agreement) and social validity (social validity forms) data were collected. The reading comprehension performances and reading levels of all three students increased. Social validity data supported the experimental process data and clearly demonstrated the need for effective instructional technologies for both parents and teachers. The study offers practical implications and recommendations for future researchers in terms of exemplary design features and greater visibility of the relationship between instructional technologies and special education.Öğe Teaching Robotics with Problem Based Learning to Improve Students' Computational Thinking Skills, Coding Skills and Positive Affects(Fac Teacher Education, 2024) Saygılı Yıldırım, Tuba; Şahin-İzmirli, ÖzdenThis study aimed to examine the effect of the teaching of robotic coding designed according to the problem based learning (PBL) approach for secondary school students (11-12 ages) on their coding skills, computational thinking (CT) skills and positive affects. This study used a 'pretest-posttest quasi-experimental model with the control group' and the study group consisted of 178 fifth-grade secondary school students. During the research process, 104 students in the experimental group were taught using the 'teaching of robotic coding with problem based learning method', while 74 students in the control group were taught using the 'teaching of robotic coding with the traditional learning method' for five weeks. According to the results obtained from the research, it was seen that both the experimental and control groups' coding skills and CT skills increased significantly. However, the experimental group students' coding and CT skills were significantly more developed than those of the control group. In addition, during the treatment, each of the problem scenarios given to the experimental group according to the PBL approach was found to have significantly increased the positive affects of the students. As a result of the discussion on literature and research findings, it was said that PBL and CT skills can be bidirectional. This claim needs to be further explored.Öğe Investigation of Prospective Teachers' Information and Communication Technology Integration Practices in Terms of Transformative Learning Theory(Edam, 2014) Şahin İzmirli, Özden; Kabakçı Yurdakul, IşılAn examination of prospective teachers information and communication technology (ICT) integration skills development in an undergraduate program indicated that the only course available to practice these skills was the teaching practice course. However, the practice and development of these ICT integration skills in the teaching practice course has not been clearly elucidated. In other words, while the contribution of the teaching practice course in terms of theoretical ICT integration knowledge is known, how this knowledge is applied is unknown. Under such uncertainties, it is impossible to determine the roles of teaching practice course stakeholders play in terms of ICT integration. Based on transformative learning theory at a micro level, the aim of this study was to analyze prospective Information Technology (IT) teachers ICT integration transformations. Methodological triangulation, a mixed methods research design, was adopted and designed as a survey method. Over an academic year, data was collected from 54 prospective IT teachers, two university supervisors, and six practice teachers. Transformative Learning Data Collection Sets (questionnaire and interview form) were used to analyze the ICT integration practice transformations, with interview forms, focus group interview forms, and the researchers diary being used as the data collection tools. The results showed that though a majority of the prospective IT teachers were likely to experience transformative learning, approximately one-third were able to achieve an ICT integration transformation within the scope of the teaching practice course. In this context, a more efficient model is proposed for ICT integration practices in the scope of a teaching practice course.Öğe ÇEVRİMİÇİ ÖDEV GÖNDERME VE DÖNÜT ALMA SÜRECİNDE ÖĞRENCİ KATILIM DAVRANIŞLARI(2019) Şahin İzmirli, Özden; Çalışkan, Gökhan; İzmirli, SerkanBu araştırmada harmanlanmış öğrenme ortamında yazılı dönüt verme sürecinin, öğrencilerin çevrimiçi öğrenme ortamına katılma davranışlarına etkisi incelenmiştir. Olgu bilim olarak desenlenen çalışmaya 43 öğrenci katılmıştır. Araştırmacılar, “Eğitimde Materyal Tasarımı ve Kullanımı” dersi kapsamında Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü’nde öğrenim gören öğrencilerden, alan bilgileri çerçevesinde belirlenen okuma parçalarını okumalarını ve ilgili konularda yansıtıcı yazılar yazmalarını istemişlerdir. Öğrenciler toplam yedi okuma parçası okumuş ve onlara ilişkin yansıtıcı yazılar yazmışlardır. Öğrenciler yansıtıcı yazılarını bir öğrenme yönetim sistemi (Moodle) üzerinden dersin öğretim elemanına göndermişlerdir. Öğretim elemanı, öğrenci yansıtma yazılarını inceleyerek onlara haftalık dönütler vermiştir. Gerçekleştirilen araştırmada öğrenci katılım davranışları; yansıtıcı yazılar, araştırmacı günlükleri, odak grup görüşmeleri ve sistem kayıt dosyaları üzerinden incelenmiştir. Araştırma sonucunda öğrencilerin çevrimiçi ortamında en fazla birinci ödev süresince bulunma sıklığı gösterdiği, en düşük bulunma sıklığını ise ikinci yansıtma ödevi süresince gösterdiği görülmüştür. Öğrencilerin ikinci yansıtma ödevinden sonraki süreçte çevrimiçi ortamda bulunma sıklıklarında artış olduğu belirlenmiştir. Bu sonuçlara ek olarak, öğrencilerin birinci yansıtma ödevlerinde yansıtıcı bakış açısı sergileme davranışlarının (analiz, sentez, değerlendirme, eleştirel bakış, yorum yapma vb.) çok düşük seviyede olduğu görülmüştür. Ancak çevrimiçi ödev gönderme ve dönüt alma süreci boyunca öğrencilerin yansıtıcı bakış açısı sergileme durumlarında artış olduğu görülmüştür. Sonuç olarak, öğrencilerin ödev tamamlama sıklıkları ile çevrimiçi ortamda bulunma sıklıkları paralellik göstermemiş, ödev tamamlama gerekçelerinin ise içsel motivasyonlarıyla ilişkili olduğu belirlenmiştir.Öğe Kitap Okuma Etkinliklerine Yönelik Çevrimiçi Takip ve Değerlendirme Sisteminin Geliştirilmesi ve Sınanması(2018) Şahin İzmirli, Özden; Çelen, Ümit; İzmirli, SerkanProjenin genel amacı ortaokul öğrencilerinin kitap okuma etkinliklerinin değerlendirilip sonuçlarının takip edilebilmesine ve kitap okuma alışkanlıklarının arttırılmasına yönelik ?kitap okuma etkinliklerinin çevrimiçi takip ve değerlendirme sisteminin? (KİTAS) geliştirilmesi ve sınanmasıdır. Bu araştırma iki aşamada gerçekleştirilmiştir. Birinci aşamada KİTAS geliştirilmiş ve iyileştirilmiş; ikinci aşamada ise geliştirilen ve iyileştirilen KİTAS sınanmıştır. Araştırmada veriler nitel ve nicel olarak toplanmıştır. Birinci aşamada tasarım tabanlı araştırma kullanılmıştır. Bu aşamada uygulama taslağının geliştirilmesi için görsel tasarım ilkeleri göz önüne alınmıştır. Geliştirilen taslak KİTAS, araştırma katılımcılarının yarı yapılandırılmış görüşme ve anket sonuçları çerçevesinde iyileştirilmiştir. Sisteme ilişkin iyileştirmeler, katılımcılar KİTAS?tan tümüyle memnun olana dek sürdürülmüştür. Böylece KİTAS?ın son hali oluşturulmuştur. Araştırmanın ikinci aşamasında karma yöntem ile katılımcılardan veriler toplanarak geliştirilen ve iyileştirilen KİTAS?ın etkililiği sınanmıştır. Araştırma sonuçlarına göre KİTAS?ın kullanılmasıyla, okuma etkinliklerinde anlamlı fark oluşmamıştır. Bu durum alanyazında da benzer yaş aralığı olan 5-6-7 ve 8. sınıf öğrencileri için geçerlidir. Ancak nitel verilere göre ise paydaşlar KİTAS?tan memnundur ve KİTAS fayda sağlamaktadırlar. Bu durum da alanyazınla örtüşmektedir. Alanyazında daha küçük yaş grupları ile çalışıldığında bu sistemlerin olumlu sonuçlar sağladığı görülmektedir. Bu noktada KİTAS?ın küçük yaş grupları ile denenmesi önerilebilir. Öte yandan öğretmenler, veliler ve öğrenciler sistemin süreci herkes için anlaşılır hale getirdiğini, iş yükünü azalttığını, kitap tavsiyeleri ile okunacak kitabı seçmeye yardım ettiğini ve zaman kazancı sağlayarak herkese katkı sunduğunu belirtmişlerdir. Ayrıca tüm kitapların içeriğinin bireysel olarak bilinmesinin imkansızlığı göz önüne alındığında KİTAS?ın sunduğu değerlendirme sürecinin birçok katılımcı tarafından etkili olarak görüldüğü anlaşılmaktadır. Tüm süreç bütüncül bakıldığında KİTAS gibi sistemlerin küçük yaş grupları ile başlanmasının kitap okuma süreçlerine olumlu katkı sağladığı ve böylece ortaokulda da olumlu etkinin devam edebileceği söylenebilir. Ancak ortaokul döneminin KİTAS?ı kullanmaya başlamak için doğru bir zamanlama olmadığı anlaşılmaktadır.Öğe Factors motivating preservice teachers for online learning within the context of ARCS motivation model(Anadolu Universitesi, 2015) İzmirli, Serkan; Şahin İzmirli, ÖzdenThe purpose of this study was to determine the factors motivating pre-service teachers for online learning within the context of ARCS motivation model. The study, in which the phenomenology model was used, was carried out with 52 pre-service teachers attending the department of Computer Education and Instructional Technologies at the Education Faculty of Çanakkale Onsekiz Mart University in Turkey. The participants were experienced in online learning. In the study, the data were collected with an open-ended questionnaire within the framework of the ARCS motivation model. The research data were analyzed with descriptive analysis and examined fewer than four themes (attention, relevance, confidence and satisfaction). Also, for each theme, sub-themes were obtained. The most frequent factor motivating for online learning was "relevance to individual differences" found under the theme of "confidence". As for the least frequent motivating one, it was "flexibility" found under the theme of "relevance".Öğe The impact of social media as an instructional tool in Japanese culture teaching(Springer, 2024) Karapolat, Tuğçe; Özsen, Tolga; Çetinkaya, LeventThis study aims to investigate how social media tools, in other words social network services (SNS), affects the success of Japanese language learners in learning Japanese culture in undergraduate programs. For this research, a mixed method approach was used with a quantitative, quasi-experimental research design including a pre-test-post-test control group experimental model for quantitative data and an open-ended follow-up questionnaire for qualitative data. The topic of Shintō was selected for the Japanese culture lesson to be taught to a control group (indoor and face to face) and three experimental groups with different SNS tools (Zoom, YouTube and Instagram). An achievement test was used to measure success, with 30 questions in a pilot test reduced to 27 after item analysis. Two-factor ANOVA was used for the analysis. After measurement four groups’ value was found insignificant, a Sample Pair Test was implemented for each groups’ pre-test-post-test results. The results revealed that all groups showed a statistically significant difference between the pre-test and post-test scores. The traditional Group and the YouTube Group had the highest mean achievement score,. This suggests that the social media teaching environment is as effective for the learning process as the indoor and face to face environment and learning tools. Furthermore, the qualitative data collected in this study revealed both positive and limited aspects of SNS tools. Participants highlighted the inadequacies of using SNS as the main learning environment. In the light of these data, this paper concludes that traditional classroom training is still useful in teaching Japanese culture, and SNS can be used as a supportive instrument.Öğe Fuzzy Logic Analysis of Parameters Affecting Students’ Satisfaction with Their Life at University(Springer Science and Business Media Deutschland GmbH, 2023) Salahlı, Mehmet Ali; Gasimzade T.; Salahlı, V.; Alasgarova, F.; Guliyev, A.There has been a rapid increase in the number of universities in recent years. This situation causes an increase in the competition among universities in terms of attracting students. Since the factors that express the satisfaction of the students with the university they are studying have a very serious effect on the university preference, studies on the analysis of these factors are of great importance. In this study, the factors affecting students’ satisfaction with their university life were investigated. These factors are divided into 3 groups as department-related, university-related and city-related factors. In the study, using fuzzy logic methods, the effect of various satisfaction factors on the general satisfaction value of the students was determined. The weight of the factors in the formation of satisfaction levels is expressed with fuzzy values. Fuzzy inference method was applied to determine the relationships between the factors.Öğe Analysis of Relationship Between Learning Outcomes and Student’s Exam Results Using Association Rule Mining and Fuzzy Inference Rules(Springer Science and Business Media Deutschland GmbH, 2021) Salahlı, M.A.; Gasimzadeh, T.; Alasgarova, F.The academic success of students largely depends on the correct selection and evaluation of learning outcomes. The most effective tool for measuring student knowledge is exams. In this context, the scores of the students in the exams are the important indicators of their learning achievements. In this study the relationship between learning outcomes and exam results of students is analyzed. The research was carried out based on mathematics exam scores of students studying in the 6th grade of secondary school and the data related to the learning outcomes of this course. To reveal this relationship, an approach based on fuzzy logic and data mining methods is considered. The weights of the learning outcomes in the questions were analyzed, then the relationships between the outcomes and scores were determined using the Apriori algorithm. Then fuzzy inference rules were created based on the most frequent items determined as the results of the Apriori algorithm.Öğe Intention as a Mediator between Attitudes, Subjective Norms, and Cyberloafing among Preservice Teachers of English(Amasya Üniversitesi, 2021) Karabıyık, Ceyhun; Baturay, Meltem Huri; Özdemir, MuzafferLearning and teaching is fostered to a great deal by technology. Cell phones and internet can be utilized as effective tools in providing extended and diversified learning opportunities as well as promoters of learning and teaching. However, early internet-enabled cell phones or more recent smartphones have also become easily accessible avenues of distraction and escape. This study explored if and how intention to cyberloaf acts as a mediator in the relationship between attitudes, subjective norms, and cyberloafing with a focus on descriptive and prescriptive norms with respect to instructors and classmates separately. The research was undertaken at a foundation university in Ankara, Turkey with 214 preservice English teachers. The sample consisted of 152 (71.03%) females and 62 (28.97%) males. Cyberloafing scale developed by Kalaycı (2010), adapted versions of Askew et al.’s (2014) attitudes towards cyberloafing scale, subjective descriptive norms scale, cyberloafing intentions scale, and Blanchard and Henle’s (2008) norms scale were used as data collection instruments. Mediation analyses were performed using SPSS 22 with the utilization of SPSS macro, PROCESS v 3.4 (Hayes, 2017). The results of the regression analyses indicated that subjective norms and attitudes significantly predicted cyberloafing; and intentions to cyberloaf was found to be a significant but partial mediator between the variables. The results have significant implications both for academic research on cyberloafing and for educational practices.Öğe Learning theories, motivation, and distance education(IGI Global, 2021) Torun, Fulya; Güler, Tülay Dargut; Şanal, Seda ÖzerEducation is a related structure that can never be defined or even exist as separate from human beings. Behavioral, cognitive, and constructivist paradigms each try to explain learning with different concepts and principles. Well, did these theories survive the distance education process? Let's say each theory survived in distance education. Then the following questions come up: What does motivation mean for these theories? How do these theories make the motivational structure sustainable in distance education? Aiming at a comprehensive discussion of these questions, the chapter offers many answers and brings many different questions to mind. This chapter will guide instructors and instructional designers to design efficient learning opportunities for learners.Öğe Use of Mobile Social Story Maps in the Development of Cognitive and Social Skills of Children With Autism Spectrum Disorder(SAGE Publications, 2022) Dargut Güler, Tülay; Erdem, MukaddesThe purpose of the study was to compare the effectiveness and efficiency of animated and non-animated mobile social story maps using the mobile learning environment that the authors developed. An application using the story map method based on social stories was developed. Mobile social story map was presented with animated and non-animated narrative and the effectiveness and efficiencies of the two methods on both listening comprehension and social communication skills were compared using an alternating treatments design. The participants of the study consisted of three children aged between 6 and 7 years with an ASD diagnosis. Research findings showed that mobile social story maps contribute to the development of social communication skills and listening comprehension skills of participants with an ASD. The results indicated that two methods were equally effective in improving social communication skills, but in improving listening comprehension skills, animated supported stories were more effective for one of the three participants. Also, animated narrative-supported mobile social story maps were more efficient for two participants.
