This chapter explores prospective computer teachers' perceptions of and experiences in goal-based scenario (GBS) centered 3D educational game development process. Twenty-six pre-service computer teachers who enrolled in a Design, Development and Evaluation of Educational Software undergraduate course formed the sample of this case study, and they, in groups, developed GBS-centered 3D educational games. The data were collected through GBS evaluation checklists, interviews, and formative evaluations. The findings indicated that the pre-service teachers preferred GBS-centered educational games to traditional educational games. They declared that the most important feature of educational games was their contribution to motivation, attention, and retention. Although the majority of the groups developed their educational games in line with GBS, they had difficulty creating a realistic scenario and mission. Unlike what the literature indicates, one of the group's formative evaluation results showed that while the second graders prefer realism, the sixth graders prefer more fantasy in the scenario.
This study investigates the effects of web-based scaffolding in comparison with teacher scaffolding (TS) and no scaffolding (NS) on students' metacognitive skill development in web-search process. The study utilized a static-group pretest–posttest quasi-experimental design. The first experimental group received web-based Internet search scaffolding (WISS) tool treatment; the second experimental group received TS; and the control group had NS. Receiving WISS during an Internet search had a significant effect on the improvement of metacognitive skills when compared with NS; however, it was not significant when compared with TS. While WISS group's scores in all subscales improved significantly compared with those of NS, TS's strategy generation scores were significantly higher than those of NS group. Moreover, WISS group's control of attention scores were significantly higher than those of TS group.
Following theoretical frameworks including social-cognitive theory, constructivism and creating collaborative learning community, this correlational study elucidates the community of inquiry framework in regard to self-regulation, metacognition, and motivation in an online learning setting. Data were collected from 1535 students enrolled to an online Information and Communication Technology-I course offered by the Department of Informatics at a well-known public university. The data were collected online through Survey Monkey and then analyzed with descriptive and inferential statistics using multiple linear regression analysis through SPSS version 23 statistical software. The findings notably revealed that self-regulation, metacognition, and motivation significantly contributed to the prediction of community of inquiry and its three presence types. The findings highlighted the importance of self-regulation for overall community of inquiry and its three presence types due to its significantly valuable contribution. This study resulted in a new tentative model, adding a new construct of regulatory presence, addressing learners' self-regulation. Further research could concentrate on this new tentative model in addition to the new construct.
The current study aims to examine the influence of incorporating different emotional design approaches into multimedia on 7th grade middle school students' positive emotions, mental effort investments and learning achievements (recall and transfer). To this end, four different instructional materials were created. Each material was identical, with only the extent of emotional design differing. For the Neutral Design (ND) group, none of the emotional design principles were used (monochromatic grayscale). For the Colorful Design (CD) group, attention-grabbing, bright and saturated colors were added to the material. For the Anthropomorphic Design (AD) group, expressive facial expressions (anthropomorphism of lifeless objects and expressive facial expressions of human characters) were incorporated into the material. Finally, for the Anthropomorphic Design and Sound Effects (ADSE) group, interesting sound effects were also used. The study was conducted at a middle school with a group of 106 students. Positive emotions were measured using an emWave emotion detection device. Results revealed that positive emotions generally increased as the amount of emotional design features increased. However, while students who used the Colorful Design invested more mental effort compared to students who used the Neutral Design, students who used the Anthropomorphic Design and Sound Effects (ADSE) invested less mental effort compared to students who used the Colorful Design. In addition, students who used the Colorful Design outperformed students who used the Neutral Design in terms of their recall scores. No significant difference in terms of transfer of learning scores was observed across the groups. Results were discussed with respect to different views in the literature regarding the use of emotional design in multimedia.
This study investigates students' involvement in Facebook® as a course management system (CMS), Facebook acceptance, and the relationships between the two. The study used Facebook as a CMS in two freshman courses and employed mixed method as part of an action-research approach. Forty-two students participated in the study, and 12 of those students were selected for face-to-face interviews through maximum variation sampling. Quantitative data were collected through questionnaires and course Facebook page logs. Qualitative data were collected through the interviews. The quantitative data analysis consisted of descriptive statistics and correlation analyses. The findings indicate that the relationships between course Facebook page involvement and Facebook acceptance differed according to the course. The findings support that Facebook as a CMS has the potential to increase student involvement in discussions and out-of-class communication among instructors and students.
Common search engines may not be practical for students while searching their homework, no matter how easy or how hard the searched content. The purpose of this study is to investigate the whole search processes of seventh graders. 11 participants were assigned to three tasks that varied in difficulty. The findings demonstrated that search patterns can change according to types of tasks. Especially the number of page visits and correct hits, the way keywords used, and task completion success differed across task type. Although the statistical analysis did not generate significant relationships, qualitative analysis demonstrated that time spent, scan type, number of keywords, and reading styles differed for all tasks.
The purpose of the current study was to develop a Learning Object Evaluation Scale (LOES) in Turkish language. The sample consisted of 388 sixth grade students in a primary school. In the study, item-total correlation, item-remainder correlation, Cronbach's alpha, difference between upper and lower group means were analyzed. Results of the exploratory factor analysis (EFA) showed that 30 items were loaded into three factors: perceived learning, usability and engagement. The internal consistency reliability of three factors were .88, .91 and .90 respectively. The total variance explained was 54.42%, and common factor loadings ranged between .39 and .72. Fit index values of the model was χ2/df = 2.74, RMSEA = .07, SRMR = .06, GFI = .87, AGFI = .85, CFI = .97, and NNFI = .97. These findings showed that this scale was valid and reliable instrument to evaluate learning objects.
Learning objects originated from the object oriented approach in computer science and defined as "any digital resource that can be reused to support learning" (Wiley, 2001), and they are also used in learning and teaching environments. However, literature on learning objects focus on their technical characteristics and metadata. Research on the effects of learning objects on teachinglearning environments especially in social studies lessons is scarce. So, this study examines the effectiveness of learning objects in 6th grade social studies lesson in order to fill the gap between the theory and application of learning objects. The study was pretestposttest control-treatment group quasi experimental study and was implemented in a primary school in Bolu with 137 students in 6th grade during 24 lesson hours in 8 weeks. At the end of the study, the learning objects developed for the study were evaluated by the students through Learning Object Evaluation Scale (LOES). The findings showed that when learning objects were used with teacher's guidance, academic achievement of students was higher than their achievement in traditional teaching environments. Further investigation revealed that students found LOs beneficial for their learning, highly engaging and well designed.
This study explored the use of several learning management systems (LMS), their benefits, and their limitations in relation to the desired characteristics of an ideal Personalized Integrated Educational System (PIES) for the information age. A qualitative research design was used. The participants of the study were teachers, administrators, and technology coordinators in a small suburban school district. The data were collected through interviews and were subjected to content analysis. The findings of the study indicated that each of the LMSs investigated in this study still has some significant limitations, for none of them provides all the information-age functions of PIES, and what an ideal PIES should possess as information-age functions can be categorized under students' learning, assessment and system-related preferences.
This study investigated the learners' satisfaction, motivation, and mental effort in Goal Based Scenario centered 3D multimedia learning environment (GBSc3DM). The design of the GBSc3DM was based on the Cognitive Load Theory (CLT) principles. Two versions of the GBSc3DM were developed. While Cognitive Load Theory principles were taken into account and implemented in the design of the first version (+CLT), those principles were not applied in the design of the second version (–CLT). A total of 82 9th grade high school students participated in the study. Mixed methods were used to gather the data. The findings of the study revealed that the learners were satisfied with the Goal Based Scenario components and the CLT principles implemented in the first version of GBSc3DM. The learners pointed out that GBSc3DM and CLT principles motivated them to learn the topic. However, not only were the learners not satisfied with the second version (–CLT), but they also found it distracting. The findings showed that the learners invested higher mental effort in the second version (–CLT) of GBSc3DM.
This study aims to investigate the level of technology integration into Science and Technology courses at a public elementary school in a rural region of Turkey. The design of the study is a case study utilizing qualitative research methods. The data were collected through interviews and document analysis. The findings of the study showed that teachers rarely use technology in Science and Technology lessons. The analysis of the documents resulted with similar findings indicating that there was very limited technology integration in Science and Technology Course textbooks and lesson plans. Science related activities were also fewer in Information Technology teachers' book. Additionally, the findings indicated some important barriers in technology integration into Science and Technology course which were time limitation, lack of knowledge and skills about how to integrate technology into the course, physical deficiencies, and inadequate administrative support.
This study investigates K-12 teachers' ICT competence levels, the differences in teachers' ICT competences based on their demographic characteristics, and factors that have an impact on their ICT competences. The data were collected from 1,429 K-12 teachers by means of a questionnaire. The findings of the study indicate that the majority of the participants do not perceive themselves as competent in basic and advanced ICT. Gender, prior preservice education ICT courses, and computer ownership are significantly related to the perceived ICT competences of K-12 teachers. Personal interest, possession of a home computer, and family and friends were rated as the most influential factors in acquiring ICT competences.
The purpose of the study is to investigate some of the factors that contribute to satisfaction of participants in an online Information Technologies Certificate Program (ITCP). The program includes eight courses and lasts four semesters. The sample consisted of 30 participants who enrolled to the program and 8 instructors who gave the courses in this program in 2004-2005. The data was collected through both qualitative and quantitative methods. An online questionnaire was used to gather data on participants' satisfaction about the program, semi-structured interviews were conducted with both the participants and the instructors to analyze the factors that contribute to satisfaction in the program, and asynchronous and synchronous communication transcripts were examined to support the findings. Descriptive statistics were reported upon the participants' satisfaction in regard to learner-learner interaction, learner-instructor interaction, course structure, institutional support, and flexibility. A repeated measure analysis test was utilized to see the changes in the participants' satisfaction throughout this online program based on semester one, two, three, and four. The results of the study showed that even though the participants' overall satisfaction was generally positive, it decreased significantly toward the final semesters of the program. The findings highlighted some of the critical issues such as "learning community formation through interaction, well structured and guided project or problem-based group activities, considering instructional design and cognitive principles in the design of the program, and flexibility in time and selection of the courses" that should be taken into account in designing online programs.
The purpose of this study is to investigate the main barriers and possible enablers for integrating information and communication technologies (ICTs) in Turkey's pre-service teacher education programs. The data were collected by means of questionnaires from 53 deans in schools of teacher education (STE), 111 teacher educators, and 1,330 prospective teachers, and additionally from interviews of six teacher educators and six prospective teachers. The findings indicate that the majority of the stakeholders believe that lack of in-service training, lack of appropriate software and materials, and lack of hardware are the main barriers for integrating ICTs in pre-service teacher education programs. There was also agreement on the possible enablers; "having technology plans" was the strategy most strongly agreed upon in that category. Based on these findings, we propose the use of several strategies that should enhance successful ICTs integration.
This study investigated teacher educators', prospective teachers', and K-12 teachers' opinions about the effectiveness of ICT related courses and the ways to improve the courses in Turkey's pre-service teacher education programs. The researchers used both quantitative and qualitative research approaches within the data collection and analysis processes. The data were collected from 111 teacher educators, 1,330 prospective teachers, and 1,429 K-12 teachers through questionnaires; and from 6 teacher educators, 6 prospective teachers, and 6 K-12 teachers through interviews. Even though a majority of the participants felt that ICT related courses are effective, most participants recommended that these courses need to be redesigned to be more beneficial in practice.
This study investigates preservice teachers' trust levels and collaborative communication behaviors namely leadership, feedback, social interaction, enthusiasm, task and technical uncertainties, and task-oriented interactions in online learning environment. A case study design involving qualitative and quantitative data collection and analysis was employed. The sample consisted of 32 (24 female, 8 male) 3rd year foreign language education students who enrolled in the "Instructional Technology and Material Development" course at Middle East Technical University in Ankara, Turkey. The participants were involved in a four-month online project in the 'Learning to Teach with Technology Studio' (LTTS) course at Indiana University in the US to create a technology supported project-based learning unit for foreign language learners. At the end of the fourteen-week period, the participants filled out the online Group Trust Questionnaire consisting eight five-point Likert-type items and two open-ended questions. To identify the participants' online interactions, online discussion archives of the groups were analyzed. The findings showed that the groups with different trust levels showed different communication behaviors throughout the study, and midpoint of the group life was found critical moment for increasing or decreasing pattern of communication behaviors.
Using the model for learning and teaching activities (MOLTA), a new technology enhanced hybrid instruction was designed, developed and implemented. The effectiveness of the hybrid instruction in regard to students' achievement, knowledge retention, attitudes towards the subject, and course satisfaction was evaluated in comparison to traditional classroom instruction. Experimental study with pre-test, post-test control group design was carried out. The sample of the study consisted of 50 university students enrolled in "Computer Networks and Communication" course. The control and experimental groups composed of 24 and 26 students respectively, and the experiment lasted 14 weeks. The findings of the study indicated no significant difference between the hybrid course and the traditional course in students' achievement, knowledge retention, satisfaction, and attitude.
This study investigates students' perceptions of the "effective dimensions of interactive learning" in a hybrid course. A case-study design was used, and 25 students enrolled in "Computer Networks and Communication," a course at a public university in Turkey, formed the sample of this study. The study lasted for 14 weeks. At the end of the study, interviews were conducted to gather data on the "effective dimensions of interactive learning". Additionally, computer logs of the students were kept and analyzed to triangulate the interview data. The findings of the study showed that the way instructivist and constructivist elements are blended, the need for metacognitive support, authentic learning activities, collaboration, type and source of motivation, individualized learning, and access to the Internet played important roles in students' learning in the hybrid course.
This study investigates the students' perceptions of problem-based online learning in regard to computer mediated communication, benefits for learning, online support, motivation, and online collaboration. A case study design was used in this study. The participants consisted of 87 students. The study lasted for 14 weeks. Quantitative and qualitative research strategies to investigate students' opinions about the problem-based online learning environment were used. The results indicated that students were satisfied with the problem-based online learning experience.
This study investigates the effect of technology competencies and online readiness on preservice teachers' online learning experiences and preferences. A total of 99 preservice English teachers formed the sample of this study. The study lasted four months. During this period, the preservice teachers were exposed to blended learning. The results showed positive correlation between technology competencies, online readiness, and online learning experiences of preservice teachers. The findings also indicated preservice teachers do not prefer a fully online course but an online supported traditional course.
This study investigates student teachers' opinions about learning "instructional technology and material preparation" subjects in a hypermedia-based constructivist learning context. A qualitative case study design was employed. The students of one classroom were the focus of an in-depth investigation by means of interviews, which were designed to elicit these students' perceptions concerning the use of hypermedia as a cognitive tool in the learning process. The study sample consisted of twenty-eight second-year students who enrolled in the Instructional Technology and Material Preparation Course in the Fall of 2001 at Middle East Technical University in Ankara, Turkey. The study lasted fourteen weeks (two hours per week). In the group, high, average, and low achievers (based on their GPAs), and both males and females were represented. An interview schedule consisting of sixteen questions was designed to obtain the students' opinions about developing hypermedia as a cognitive tool to learn the subject. The data collected through the interviews were subjected to content analysis. The results indicate that the majority of the students preferred the hypermedia-based constructivist learning environment in the course to a traditional learning environment. The students thought that the hypermedia-based constructivist learning environment helped them learn the subject matter more effectively.
A comparison was made of hypermedia learning environments and traditional instruction in terms of contribution to declarative, procedural, and conditional knowledge acquisition and retention in a specific subject area through a pretest-posttest control-group design. Thirty-nine 9th-grade biology students were assigned to experimental (hypermedia learning environment) and control (traditional instruction) groups through a matched-pair technique. Both groups were given pre-, post-, and retention tests. Posttest results indicated no significant difference between control and experimental groups in acquisition of declarative, conditional, and procedural knowledge. However, retention test results showed that the experimental group retained all three types of knowledge significantly better than did the control group.
This study reports the development of metacognition inventory for Internet search for middle school students. In this study, analysis and results of both exploratory and confirmatory factors are reported. Firstly, 37-items were generated considering literature review and metacognitive challenges faced during the search process, and pilot exploratory factor analysis was conducted. Secondly, the final version of the scale was distributed to 273 seventh grade students, and the existing constructs were extracted through exploratory factor analysis. Thirdly, 321 seventh graders completed the inventory, and then the data were used for confirmatory factor analysis. As a follow-up, test-retest reliability was tested with 101 sixth graders. Based on the findings, the sub-scales of the inventory included (1) reflection and regulation, (2) monitoring, (3) planning, (4) control of attention, and (5) strategy generation.
The purpose of this study was to develop accessible web and mobile environments for visually impaired(VI) in order to promote the learning of accurate spelling of English vocabulary, and to investigate the effectiveness of these environments. By following the design-based research, this study progressed through three cycles. In the first two cycles, the development process of the website was completed and in the third cycle, the mobile application was developed. 11 VI adult attended the study. The data were gathered with demographic questionnaire, think-aloud protocol and observation form. According to the findings, VI individuals were provided with a practical and accessible platform. Based on the observations, in an accessible environment, VI individuals are highly motivated for learning. Designs for VI individuals should not include any visual elements, content architecture should be appropriate to the target group and the users should navigate easily in the website and mobile application.
This study aims to translate metacognition within a Communities of Inquiry questionnaire into Turkish and administer its validity and reliability issues. Translation of the 26 items was completed by eight experts separately and back-translated by two language experts. For pilot testing, data was collected from 304 students enrolled in fully-online associate degree programs at a well-known public university in Turkey. The data was analyzed using IBM SPSS AMOS version 21.0 via confirmatory factor analysis for its validity, and internal consistency values via Cronbach alpha values for its reliability. Confirmatory factor analysis indicated acceptable fit indices regarding validity, and Cronbach alpha values indicated a high level reliability. Therefore, the Turkish Metacognition Within CoI Questionnaire may be used to measure learners' metacognitive skills in collaborative communities of inquiry. This study therefore fills a gap in the literature with the Turkish Metacognition Within CoI Questionnaire for the use of Turkish researchers and educators in their studies and learning environment.
This study aims to translate online self-regulated learning questionnaire (OLSQ) into Turkish and administer its validity and reliability issues. In the questionnaire, 24 items were translated into Turkish separately by nine experts, and then back-translation was conducted by two language experts. Pilot test was conducted with 321 students enrolled in fully online associate degree programs in a well-known public university in Adana, Turkey. In terms of validity issue, confirmatory factor analysis indicated that Turkish OLSQ was valid with acceptable worth of fit values. Regarding with reliability, Cronbach's alpha values indicating internal consistency varied between .67 and .87 for three sub-factors, and .95 for the whole instrument which yields high reliability. Therefore, Turkish OLSQ could be used to measure learners' self-regulated skills in any kind of online learning settings since it provided its validity and reliability issues and fits with the original version.
Information and Communication Technologies (ICT) affected educational environments as well as other areas. Recently, in Turkey, the government has initiated a project, FATİH Project (Movement of Enhancing Opportunities and Improving Technology Project). In this project, some technologies have been installed in K-12 schools all over the country. For the success of the FATİH Projects, not only how teachers perceive those technologies, but also what the school administrators' and project administrators' opinions might be important. Therefore, the purpose of this study is to investigate the teachers, the school administrators and YEGİTEK (General Manager of Innovation and Educational Technologies) administrators' opinions about and perceptions of the factors that affect successful usage and integration of those technologies into instruction in the scope of the FATİH Project. For this aim, "the facilitating conditions for effective ICT integration" were used as the theoretical base of the study, and qualitative, multiple-case study methodology was used. Two cases, a primary school and a high school (pilot schools) were selected in order to answer the research questions in all levels of K-12 schools. The data were gathered through in-depth interviews with the teachers and the administrators of the two K-12 schools, and YEĞİTEK administrators. Content analysis method with six steps was used for the analysis of the data. The findings of the study were presented primarily under the headings dissatisfaction with status quo, adequate time, resources, knowledge and skills, rewards and incentives, participation, commitment, and leadership.
This study presents survey findings about teacher educators' perceptions about ICT integration into teacher education programs, their perceived ICT competencies and their ICT usage in their courses. The data were collected through a questionnaire from 111 teacher educators in 18 schools of teacher education (STE) and through interview with 6 teacher educators in 3 STE. The results indicated that most of the participants expressed positive perceptions about the integration of ICT into teacher education programs. Generally, their ICT competency was completely sufficient. They use the Internet as a supportive tool to their courses, and particularly search engines used by them.
The purpose of this study is to investigate the current status of K-12 teachers' Information and Communication Technologies (ICT) perceptions and ICT usage in their courses. The researchers used both quantitative and qualitative research approaches within data collection and analysis section. Quantitative data were collected with a questionnaire from 1429 K-12 teachers in 92 K-12 schools at 35 provinces of 12 different regions in Turkey through a representative convenience sampling method. Qualitative data were collected, through open-ended items in the questionnaire from the same participants and through interviews with 6 K-12 teachers. The results provided some evidence that there are positive perceptions about the integration of ICT into K-12 schools. The results also showed that at least one-fourth of the K- 12 teachers used computer laboratories and integrated ICT into their courses. The remaining teachers either do not integrate ICT into their courses or they lack of sufficient ICT facilities.
Bu çalışmada, eğitim fakültelerindeki bilgi ve iletişim teknolojileriyle (BİT) ilgili kaynakları, bu kaynaklardan fakültelerde nasıl yararlanıldığını, bu konudaki hizmetiçi eğitimleri ve planlamaları, konuyla ilgili fakültelerin fiziksel ve insan gücü yeterliliğini, karşılaşılan önemli zorlukları ve bu zorlukların üstesinden nasıl gelinebileceğine ilişkin çözüm önerileriyle ilgili anket bulguları sunulmaktadır. Çalışmanın verileri Türkiye'deki öğrencisi olan 63 eğitim fakültesinin 51'inin dekanlarından anket aracılığıyla toplanmıştır. Elde edilen bulgular, fakülteler arasında farklar olmasına karşın, kaynakların genel anlamda yeterli olmadığını ortaya koymaktadır. Araştırma sonuçları, BİT'ten verimli bir şekilde yararlanmak için teknoloji planı, hizmetiçi eğitim ve konuyla ilgili kurumsal yapılanmalardan eğitim fakültelerinde yeterli düzeyde yararlanılmadığını göstermektedir.
The main purpose of this study is to investigate the differences and similarities between the EU countries' and Turkey's integration of information and communication technologies (ICT) into primary education curricula and teacher education programs. Fifteen EU countries which became members before 2004 and Turkey are included in the study. The data for the study were gathered from official documents and related resources. The results show that the importance of ICT in education is increasing both in Turkey and in the EU countries. Learning about ICT has become an integral part of the compulsory curriculum in most EU countries. However, in Turkey, ICT is not included in the compulsory curriculum in primary education. Even though ICT was compulsory in more than half of the EU countries' preservice teacher education programs, there was no minimum standard related with this issue. In Turkey, two ICT related courses were compulsory in preservice teacher education programs.
This study investigates students' achievement goal orientation in relation to their attitudes towards group work and their perceptions of group members' collaborative behaviors in 3D educational software development process. A total of 48 (33 males and 15 females) 4* year Computer Education and Instructional Technology Department students taking Design, Development and Evaluation of Educational Software course at Middle East Technical University in the Spring term of the year 2003 formed the sample of this study. The study lasted 14 weeks. During this period, the students worked in-groups and developed a 3D learning environment by using the rapid prototyping approach and Active World. 3.3-. At the end of the semester, a four-part survey questionnaire was given to students to collect data on background, achievement goal orientations, attitudes toward group work, and the students' perceptions of their group members' collaborative behaviors. The data were analyzed by descriptive and inferential statistics. The correlation analysis showed no significant relationship between attitudes towards group work and achievement goal orientation, however, attitudes toward group work predicts how subjects perceive their team members' collaboration with regard to their contribution to the task, discussing and listening, and team functioning behaviors. Significant correlation was found between collaboration in contribution to the task, discussing and listening, and team functioning behaviors. The results indicated that there was a significant relationship between mastery and ego orientations, and a negative relationship between Grade Point Average (GPA) and work-avoidant orientation. Finally, males were found to be significantly more work-avoidant than females.
This study aims to assess the impact of hypermedia designing as a cognitive tool on knowledge acquisition and retention in comparison to traditional instruction. A pretest-posttest control group design was used. The study included 48 second-year preservice computer teachers who enrolled in "Instructional Technology and Material Preparation" course at one of the universities in Turkey. The subjects were assigned to experimental and control groups through "matched-pair technique." Both groups were given a pretest to measure their prior achievement level in "Instructional Technology & Material Preparation" course content. While the control group was exposed to traditional instruction, the experimental group developed hypermedia on the course content in a constructivist learning context for 14 weeks. A posttest was given at the end of the treatment, and a retention test was given eight weeks after the treatment to both groups. The results showed that the use of hypermedia as a cognitive tool resulted in similar level of student achievement as traditional instruction.
This study examines Computer Education and Instructional Technology departments of Ankara, Gazi, Hacettepe and Middle East Technical Universities in regard to students and faculty members' perceptions. The main themes investigated are student characteristics, goals, curriculum, quality, physical and human resources, instructional and evaluation methods, and weak and powerful sides of the departments. 352 students and 19 faculty members from the stated departments participated in the study. The data collected through questionnaires and interviews. The results showed that both students and faculty members have problems vvith the curriculum. There is no consensus betvveen students and faculty members in regard to the goals of the department. The departments need continuous technological improvements. The most important problem is insufficient number of faculty members.
This study aims to assess how learners apply visual design principles into hypermedia they developed in groups in a constructivist learning environment where they use such hypermedia as a cognitive tool. The study design includes a total of 30 second-year university students who enrolled on an Instructional Technology and Material Preparation course at Middle East Technical University, and which lasted 14 weeks. The data were collected using a Visual Design Principles Evaluation Checklist. The results of the study indicate that the majority of the students applied visual design principles effectively on these hypermedia-based instructional material.
This study aims to assess the distinctive characteristics of a hierarchically-designed hypermedia learning environment through students' perceptions. The study design included a total of seventeen 9th grade high school biology students in Ankara, Turkey, and lasted for 15 hours. The results of the study showed that the material promoted a feeling of empowerment. The freedom of choice and an individualized learning environment resulted in increased student motivation. The screen design, text sizes, graphics, videos and colors used in the program were very convenient. The learners were navigating in the program according to their own learning pace and choice. Their initial interest in the units did not affect their attitudes towards the hypermedia learning environment used during the experiment. Learners suggested that the hypermedia learning environment should be used together with a traditional learning environment and with the teacher.
One of the Web 2.0 technologies that can contribute to teaching and learning process is podcasting technology. Being a part of a larger study, this study aims to investigate pre-service teachers' self-efficacy beliefs in relation to educational podcasting before and after engaging in podcast development and presenting a subject in their field of study through podcasts. This research study utilized a non-experimental approach and convenience sampling method was used to select the participants. 25 pre-service teachers from the Department of Computer Education and Instructional Technology in one of the public universities in Turkey participated in this study. Quantitative data collection method was used to collect the data. The findings showed that the pre-service teachers had increased self-efficacy after engaging in podcast activities.
The purpose of this study was to investigate the students' involvement of Facebook as course management system (CMS) in face-to-face course, students' achievements, and their relationships. The research question guided the study was: "Is there a significant relationship between students' achievement (course grade and CGPA) and course Facebook involvement (time spent, number/type/depth of the posts)?"
Most of the time, mathematics has been found to be one of the hardest courses in terms of learning, interpreting and understanding the concepts effectively to be able to integrate them in authentic contexts. Mathematics topics are in close relation for development with many fields such as Economics, Physics, Physics, Engineering, Medicine, and understanding key concepts in mathematics plays an important role in the improvements at those areas. Moreover, Calculus is one of the major topics that forms the basis of main subjects (Orton, 1980); as it facilitates to form the fundamental principles at various discipline areas. However students face with many difficulties to interpret and understand the concepts of Calculus (Keith, 1989; Orton, 1980). Like every mathematics topics, interpretation of Calculus concepts well enough would facilitate problem solving in different contexts. Perkins & Salomon (1988) emphasize that students who do not understand the key mathematical concepts well enough, will not gain much enough from the general strategy of defining the problem and representing it well before the start. Thus, transfer of learning plays an important role in problem solving.