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Preservice Computer Teachers As Game Designers: Goal-Based Scenario Centered 3D Educational Game Development Process

Zahide Yıldırım, Eylem Kılıç
Int. Book Chapter In Ferdig, R. E. (Ed.) Handbook of Research on Effective Electronic Gaming in Education.Int.Information Science Reference (formerly Idea Group Reference), Hershey, PA, p.331-344, 2008

Abstract

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.

Posting Patterns of Students' Social Presence, Cognitive Presence, and Teaching Presence in Online Learning

Selcan Kilis, Zahide Yıldırım
Int. Journal Article Online Learning Journal (to be published)

Abstract

Web-Based Metacognitive Scaffolding for Internet Search

Emine Şendurur, Zahide Yıldırım
Int. Journal Article Journal Of Educational Technology Systems, (OnlineFirst), 2018

Abstract

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.

Investigation of community of inquiry framework in regard to selfregulation, metacognition and motivation

Selcan Kilis, Zahide Yıldırım
Int. Journal Article Computers & Education, 126, 53-64, 2018

Abstract

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.

Exploring the effect of using different levels of emotional design features in multimedia science learning

Ahmet Murat Uzun, Zahide Yıldırım
Int. Journal Article Computers & Education, 119, 112-128, 2018

Abstract

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.

Using Social Networking Sites for Teaching and Learning: Students' Involvement in and Acceptance of Facebook as a Course Management System

Duygu Albayrak, Zahide Yıldırım
Int. Journal Article Journal of Educational Computing Research, 52(2) 155–179. (SSCI), 2015

Abstract

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.

Students' Web Search Strategies with Different Task Types: An Eye-Tracking Study

Emine Şendurur, Zahide Yıldırım
Int. Journal Article International Journal of Human-Computer Interaction, 31(2), 101-111. (SSCI), 2015

Abstract

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.

Development, Validity and Reliability Study of the Learning Object Evaluation Scale (LOES)

Melih Derya Gürer, Zahide Yıldırım
Int. Journal Article Eğitim ve Bilim, 39(176), 121-130. (SSCI), 2014

Abstract

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.

Effectiveness of Learning Objects in Primary School Social Studies Education: Achievement, Perceived Learning, Engagement and Usability

Melih Derya Gürer, Zahide Yıldırım
Int. Journal Article Eğitim ve Bilim, 39(176) 131-143. (SSCI), 2014

Abstract

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.

Comparison of Learning Management Systems in A School District: Searching for The Ideal PIES

Zahide Yıldırım, Charles M. Riegeluth, S. Kwon, Y. Kageto, Z. A. Shao
Int. Journal Article Interactive Learning Environments, 22(6), 721-736. (SSCI), 2014

Abstract

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.

Cognitive Load and Goal Based Scenario Centered 3D Multimedia Learning Environment: Learners' Motivation, Satisfaction and Mental Effort

Eylem Kılıç, Zahide Yıldırım
Int. Journal Article Journal of Educational Computing Research, 47(3), p.329-349. (SSCI), 2012

Abstract

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.

Is Tecnhnology Integrated into Science: A Case of Elementary Education

Derya Başer, Zahide Yıldırım
Int. Journal Article e-Journal of New World Sciences Academy, 7(2), 1-8, 2012

Abstract

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.

Investigation of K-12 Teachers' ICT Competencies and The Contributing Factors in Acquiring These Competencies

Yüksel Göktaş, Zahide Yıldırım, Soner Yıldırım
Int. Journal Article The New Educational Review, 17(1), 276-294. (SSCI), 2009

Abstract

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.

Investigation of Interaction, Online Support, Course Structure and Flexibility As The Contributing Factors to Students' Satisfaction in An Online Certificate program

Erman Yükseltürk, Zahide Yıldırım
Int. Journal Article Journal of Educational Technology and Society, 11(4), 51-65. (SSCI), 2009

Abstract

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.

Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programs

Yüksel Göktaş, Soner Yıldırım, Zahide Yıldırım
Int. Journal Article Educational Technology & Society, 12(1), 193-204. (SSCI), 2009

Abstract

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.

A Review of ICT Related Courses in Preservice Teacher Education Programs

Yüksel Göktaş, Zahide Yıldırım, Soner Yıldırım
Int. Journal Article Asia Pacific Education Review, 9(2), 168-179. (SSCI), 2008

Abstract

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.

Communication Behaviors and Trust in Collaborative Online Teams

Saniye Tuğba Bulu, Zahide Yıldırım
Int. Journal Article Journal of Educational Technology and Society, 11(1), 132-147. (SSCI), 2008

Abstract

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.

Design and Development of A Technology Enhanced Hybrid Instruction Based On MOLTA model: Its Effectiveness in Comparison to Traditional Instruction

Ömer Delialioğlu, Zahide Yıldırım
Int. Journal Article Computers & Education. 51(1) 474-483. (SSCI), 2008

Abstract

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.

Students' Perceptions on Effective Dimensions of Interactive Learning in a Blended Learning Environment

Ömer Delialioğlu, Zahide Yıldırım
Int. Journal Article Journal of Educational Technology and Society, 10(2), 133-146. (SSCI), 2007

Abstract

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.

Perceptions on Problem-Based Online Learning

Engin Koç, Zahide Yıldırım, M. Yaşar Özden
Int. Journal Article Academic Exchange Quarterly, 10(3), 34-38, 2006

Abstract

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.

Competency, Readiness, and Online Learning

Zahide Yıldırım
Int. Journal Article Academic Exchange Quarterly, 10(1), 116-120, 2006

Abstract

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.

Hypermedia As A Cognitive Tool: Student Teachers' Experiences in Learning by Doing

Zahide Yıldırım
Int. Journal Article Journal of Educational Technology and Society, 8(2), 107-117. (SSCI), 2005

Abstract

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.

Comparison of Hypermedia Learning and Traditional Instruction on Knowledge Acquisition and Retention

Zahide Yıldırım, M.Yaşar Özden, Meral Aksu
Int. Journal Article Journal of Educational Research, 94(4), 207-214. (SSCI), 2001

Abstract

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.

Öğretim Teknolojileri ve İleti Tasarımı

Zahide Yıldırım
N. Book Chapter In Cagiltay, K. and Goktas, Y. (Eds.) Ogretim Teknolojilerinin Temelleri: Teoriler, Arastirmalar, Egilimler, 117-132, 2013

Abstract

Development of Metacognitive Skills Inventory for Internet Search (MSIIS): Exploratory and Confirmatory Factor Analyses

Emine Şendurur, Zahide Yıldırım
N. Journal Article Elementary Education Online, 17(4), 1896-1911

Abstract

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.

Görme Engelli Bireylerin Yabancı Dil Kelime Bilgilerinin Geliştirilmesi: Tasarım Tabanlı Araştırma Yaklaşımı.

Abdülmenaf Gül, Tuğba Kamalı Arslantaş, Nehir Yasan, Cemil Yurdagül, Zahide Yıldırım
N. Journal Article Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18 (4), 2071-2090

Abstract

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.

Metacognition within a communities of inquiry questionnaire: Validity and reliability study of Turkish adaptation

Selcan Kilis, Zahide Yıldırım
N. Journal Article University Journal of Kırşehir Education Faculty. 19(1), 665-679, 2018

Abstract

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.

Online self-regulation questionnaire: Validity and reliability Study of Turkish translation

Selcan Kilis, Zahide Yıldırım
N. Journal Article Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 47, 233-245, 2018

Abstract

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.

Views and demands of teachers about in-service training within the scope of FATİH Project

Ali Gök, Zahide Yıldırım
N. Journal Article Kastamonu Egitim Dergisi, 24(3), 1453-1468, 2015

Abstract

Investigation of FATİH Project within the scope of teachers, school administrators and YEGITEK administrators' opinions: A multiple case study

Ali Gök, Zahide Yıldırım
N. Journal Article Mersin University Journal of the Faculty of Education, 11(2), 487-504, 2015

Abstract

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.

Teacher educators' ICT competencies, usage and perceptions

Yüksel Göktaş, Soner Yıldırım, Zahide Yıldırım
N. Journal Article Gazi Egitim Fakültesi Dergisi, 29(1). 109-125, 2009

Abstract

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 keys for ICT integration in K-12: teachers' perceptions and usage

Yüksel Göktaş, Zahide Yıldırım, Soner Yıldırım
N. Journal Article Hacettepe Üniversitesi Egitim Fakültesi Dergisi, 34, 127-139. (SSCI), 2008

Abstract

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.

Bilişim Teknolojilerinin Eğitim Fakültelerindeki Durumu: Dekanların Görüşleri

Yüksel Göktaş, Zahide Yıldırım, Soner Yıldırım
N. Journal Article Education and Science, 33(149), 30-50. (SSCI), 2008

Abstract

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.

ICT Integration in Primary Education and Teacher Education Programs in Turkey and in EU Countries

Yüksel Göktaş, Zahide Yıldırım
N. Journal Article Education and Science, 32(143), 55-67, (SSCI), 2007

Abstract

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.

Relationship Between Achievement Goal Orientation, Perceptions of Collaboration, Attitudes Toward Group Work and GPA in 3D Educational Software Development Process

Zahide Yıldırım
N. Journal Article Education and Science, 31(141), 40-49, 2006

Abstract

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.

Preservice Computer Teachers As Hypermedia Designers: The Impact of Hypermedia Authoring on Knowledge Acquisition and Retention

Zahide Yıldırım
N. Journal Article Turkish Online Journal of Educational Technology, 5(3), 1-7, 2006

Abstract

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.

Bilgisayar ve Ogretim Teknolojileri Egitimi Programi'na İlişkin Öğrencilerin ve Öğretim Elemanlarinin Algıları

Pınar Onay, Zahide Yıldırım
N. Journal Article Euroasian Journal of Educational Research, 19(2), 77-88, 2005

Abstract

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.

Outcomes of Constructivist Learning Environment: How Learners Apply Visual Design Principles

Zahide Yıldırım
N. Journal Article Education and Science, 29(132), 78-83, 2004

Abstract

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.

Students' Perceptions of A Hierarchically Designed Hypermedia Learning Environment

Zahide Yıldırım, M. Yaşar Özden
N. Journal Article Education and Science, 26(121), 66-75, 2001

Abstract

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.

Investigation of Cognitive, Social and Teaching Presence in Synchronous Online Lecture-Based Instruction

Amine Hatun Ataş, Zahide Yıldırım, Recep Çakır
Int. Conference Paper 12.International Computer & Instructional Technologies Symposium, ICITS'18 2-4 Mayıs, İzmir, 2018

Abstract

Çevrimiçi Sistem Ders Modülü Değerlendirmesi: Kullanılabilirlik Çalışması

Gamze Türkmen, Dilara Özel, Zahide Yıldırım, Özgür Erdur-Baker
Int. Conference Paper 6th International Instructional Technologies & Teacher Education Symposium, 12-14 September, Edirne, 2018

Abstract

Investigating 7th graders' collaborative tutoring process based on metacognition in a science

Gamze Türkmen, Zahide Yıldırım
Int. Conference Paper EARLI SIG 16 Metacognition Conference, 27 – 30 August, Zurich, 2018

Abstract

Investigation of Community of Inquiry Framework in Regard to Self-regulation, Metacognition and Motivation in Online Learning Setting

Selcan Kilis, Zahide Yıldırım
Int. Conference Paper European Educational Research Association-ECER, 3 - 7 Sept, Free University Bolzano, Italy, 2018

Abstract

Front-end Analysis of Employee Performance: A Human Performance Technology Study

Sonay Caner, Zahide Yıldırım
Int. Conference Paper European Educational Research Association-ECER, 3 - 7 Sept, Free University Bolzano, Italy, 2018

Abstract

Comparison of Social Networking Sites Utilization (Facebook) and Moodle as a Course Management System in a Face-to-face Course

Duygu Albayrak, Zahide Yıldırım
Int. Conference Paper European Educational Research Association-ECER, 3 - 7 Sept, Free University Bolzano, Italy, 2018

Abstract

Design, Development and Evaluation of A Question-Answer Based Instructional Design Theory

Amine Hatun Ataş, Berkan Çelik, Zahide Yıldırım
Int. Conference Paper 10th Annual International Conference of Education, Research and Innovation, Spain, 2017

Abstract

Posting Patterns of Students Social Presence, Cognitive Presence, and Teaching Presence in Online Learning

Selcan Kilis, Zahide Yıldırım
Int. Conference Paper EDEN – Open Classroom 2017: Open Schools for Open Societies Conference, Greece, 2017

Abstract

Afetlerde Psikolojik Destege Yönelik Çevrim Içi Egitim Sistemi Arayüzünün Ön Ürün Degerlendirmesi

Zahide Yıldırım, Özgür Erdur-Baker, Gamze Türkmen, Amine Hatun Ataş, Dilara Özel
Int. Conference Paper Fifth International Instructional Technologies Teacher Education Symposium, 2017

Abstract

A working memory test for children: Mr. Peanut Test

Ahmet Murat Uzun, Zahide Yıldırım
Int. Conference Paper Fifth International Instructional Technologies Teacher Education Symposium, 2017

Abstract

Improving English Vocabulary Knowledge of Visually Impaired People: A Design-Based Research Approach

Cemil Yurdagül, Tuğba Kamalı Arslantaş, Nehir Yasan Ak, Abdülmenaf Gül, Zahide Yıldırım
Int. Conference Paper Fifth International Instructional Technologies Teacher Education Symposium, 2017

Abstract

Soru-Cevap Tabanlı Öğretim Tasarımı Teorisi Önerisi ve İlk Bulgular

Amine Hatun Ataş, Berkan Çelik, Zahide Yıldırım
Int. Conference Paper 11th International Computer & Instructional Technologies Symposium, 2017

Abstract

Socially-shared metacognition processes of 7th graders throughout science museum context in Turkey

Gamze Türkmen, Zahide Yıldırım
Int. Conference Paper European Association for Research on Learning and Instruction (EARLI), 2017

Abstract

Pre-Service Teachers' Self-Efficacy Beliefs in Relation to Educational Podcasting: Integration and Educational Usage Self-Efficacy

Berkan Çelik, Zahide Yıldırım
Int. Conference Paper SITE 2016 - Savannah, GA, United States, March 21-26, 2016

Abstract

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 Experiences of Mining Engineering Students in Game Based Learning Environment

Neşe Sevim, Zahide Yıldırım
Int. Conference Paper Annual International Conference on Engineering Education & Teaching, 6-9 June, Athens, Greece, 2016

Abstract

The Impact of Social Networking Sites Utilization as CMS to Students' Achivements

Duygu Albayrak, Zahide Yıldırım
Int. Conference Paper The European Conference on Educational Research, European Educational Research Association, Porto, Portugal, 2014

Abstract

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)?"

Near and Far Transfer of Learning in Mathematics Lesson Designed Based on Cognitive Load Theory

Banu Gonca Tuker, Zahide Yıldırım
Int. Conference Paper The European Conference on Educational Research, EERA, Porto, Portugal, 2014

Abstract

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.

Investigation of Pre-Service Teachers' Mobile Learning Readiness and Acceptance Levels

Ahmet İlçi, Zahide Yıldırım
Int. Conference Paper V. European Conference on Social and Behavioral Sciences, St Petersburg, Russia, 2014

Abstract

Web Search Patterns of Students with Different Goal Orientations and Metacognitive Skills

Emine Şendurur, Zahide Yıldırım
Int. Conference Paper The 6th Biennial Meeting of The EARLI Special Interest Group 16. İstanbul, Turkey, 2014

Abstract

The Impact of Students' Motivation to the Utilization of Social Networking Sites as CMS

Duygu Albayrak, Zahide Yıldırım
Int. Conference Paper The European Conference on Educational Research, EERA, İstanbul, Turkey, 2013

Abstract

Exploring Different Types of Adaptive Instructional Efficiency in 3D Multimedia Learning Environment: A Cognitive Load Approach

Eylem Kılıç, Zahide Yıldırım
Int. Conference Paper The European Conference on Educational Research, EERA, İstanbul, Turkey, 2013

Abstract

Teachers' Opinions about, and Needs for In-Service Training for the Movement of Enhancing Opportunities and Improving Technology Project in Turkey

Ali Gök, Zahide Yıldırım
Int. Conference Paper World Conference on E-Learning, U.S.A, 1654-1657, 2013

Abstract

Development of Metacognitive Skills Inventory for Internet Search (MSIIS)

Emine Şendurur, Zahide Yıldırım
Int. Conference Paper The European Conference on Educational Research, European EERA, Spain, 2012

Abstract

Iterative Design of a Web-based Internet Search Scaffolding Tool: Putting a Theoretical Framework into Practice

Emine Şendurur, Zahide Yıldırım
Int. Conference Paper The European Conference on Educational Research, European EERA, Spain, 2012

Abstract

Social Networking Sites Utilization for Teaching and Learning

Duygu Albayrak, Zahide Yıldırım
Int. Conference Paper The European Conference on Educational Research, European EERA, Spain, 2012

Abstract

Mobil Destekli Kesintisiz Öğrenme Ortamına İlişkin BÖTE Öğrencilerinin İhtiyacı

Zahide Yıldırım, Ömer Delialioğlu, Cengiz S. Aşkun, Mithat Çiçek, Selcan Kilis, Amine Ataş, Ahmet İlçi
Int. Conference Paper 6th ICITS, Gaziantep Üniversitesi, Turkey, 2012

Abstract

Integration of Information Technologies into Science and Technology: A Case Study

Derya Başer, Zahide Yıldırım
Int. Conference Paper 5th International Computer & Instructional Technologies Symposium, Elazig, Turkey, 2011

Abstract

Project-Based Learning in Technology Based Instructional Material Development Process: Prospective Foreign Language Teachers

Zahide Yıldırım, Ömer Delialioğlu, Cengiz S. Aşkun
Int. Conference Paper The European Conference on Educational Research, EERA, Berlin, Germany, 2011

Abstract

Project-Based Learning in Technology Based Instructional Material Development Process: Prospective Foreign Language Teachers

Zahide Yıldırım, Ömer Delialioğlu, Cengiz S. Aşkun
Int. Conference Paper The European Conference on Educational Research, EERA, Berlin, Germany, 2011

Abstract

Project-Based Learning in Technology Based Instructional Material Development Process: Prospective Foreign Language Teachers

Zahide Yıldırım, Ali Gök, Feray Uğur Erdoğmuş, Murat Duman
Int. Conference Paper The European Conference on Educational Research, EERA, Berlin, Germany, 2011

Abstract

Professional Development Needs and Preferences of Early Career Academics and Their Perceived Faculty

Zahide Yıldırım, Neşe Sevim, Nuri Kara, Didem Avdan Tufan
Int. Conference Paper 3rd International Conference on Educational Sciences, Famagusta, North Cyprus, 2011

Abstract

Investigation of Change Leaders' Mindsets, Leadership Behaviors, Motivation and Trust in a Systemic Change Process

Zahide Yıldırım, Charles M. Reigeluth
Int. Conference Paper 3rd International Conference on Educational Sciences, Famagusta, North Cyprus, 2011

Abstract

Exploring Students' Perception of Goal Based Scenario Centered Three Dimensional (3D) Multimedia Learning Environments

Eylem Kılıç, Zahide Yıldırım
Int. Conference Paper 9th International Internet Education Conference p.1-10, 2010

Abstract

Formative Evaluation of Web-based Internet Search Scaffolding Tool

Emine Şendurur, Zahide Yıldırım
Int. Conference Paper AECT, Anaheim, CA. p.1-6, 2010

Abstract

Okul Yöneticilerinin Bilgisayar Öğretmenlerinin Görevlerine İlişkin Algıları

Zahide Yıldırım, Serpil Yalçınalp, Eylem Kılıç
Int. Conference Paper International Educational Technology Conference, İstanbul, Turkey. p.1016-1019, 2010

Abstract

Evaluating Working Memory Capacity and Cognitive Load in Learning from Goal Based Scenario Centered 3D Multimedia

Eylem Kılıç, Zahide Yıldırım
Int. Conference Paper World Conference on Educational Sciences, İstanbul, Turkey, p.4480-4486, 2010

Abstract

Information Technology Teachers' Online Community of Practice: Professional Practice, Trust and Sense of Belongings

Zahide Yıldırım, Eylem Kılıç
Int. Conference Paper European Conference on Educational Research. Helsinki, Finland, 2010

Abstract

At What Stage Are The Secondary School English Teachers in Technology Integration Process?

Ercan Top, Zahide Yıldırım
Int. Conference Paper 9th International Educational Technology Conference, Ankara, Turkey, p.28-35, 2009

Abstract

What is The Real Situation in Practice Despite The Many Action Plans Implemented for Technology Integration Process in Education?

Ercan Top, Zahide Yıldırım, Ayşegül Daloğlu
Int. Conference Paper AECT International Convention, Louisville, KY, p.1-8, 2009

Abstract

Computer Teachers' Other Subject Area Teachers' and Administrators' Perceptions of Computer Teachers and Their Teaching Profession

Zahide Yıldırım, Serpil Yalçınalp, Eylem Kılıç
Int. Conference Paper The European Conference on Educational Research, EERA, Vienna, Austria, p.1-14, 2009

Abstract

Evaluation of Goal-Based Scenario-Centered Constructivist Multimedia Regarding Negotiation, Inquiry Learning, Reflective Thinking, Authenticity, Complexity, and Challenge

Eylem Kılıç, Zahide Yıldırım
Int. Conference Paper AERA Annual Meeting, San Diego, CA. p.1-11, 2009

Abstract

An Investigation of Learning Management Systems Usage for Their Primary and Information-Age Functions in a School District

Zahide Yıldırım, Charles M. Reigeluth, S. Kwon, Y. Kageto, Z. Shao
Int. Conference Paper AECT International Convention: Integrative Approaches: Meeting Challenges Louisville, KY, 2009

Abstract

Cognitive Load and Goal Based Scenario Centered 3D Multimedia Learning Environment: Learners' Satisfaction, Motivation and Mental Effort

Eylem Kılıç, Zahide Yıldırım
Int. Conference Paper 3rd International Cognitive Load Theory Conference, Heerlen, Netherlands, 2009

Abstract

The Use Of Audio Playback Rate Control Tool in Multimedia Learning: A Case Study

Murat Saran, Nurdan Saran, Zahide Yıldırım
Int. Conference Paper World Conference on E-Learning, Las Vegas, Nevada, p.3893-3901, 2008

Abstract

Cognitive Load and Goal Based Scenario Centered 3D Multimedia Learning Environment: Learners' Satisfaction, Motivation and Mental Effort

Eylem Kılıç, Zahide Yıldırım
Int. Conference Paper 3rd International Cognitive Load Theory Conference, Heerlen, Netherlands, 2008

Abstract

Metacognitive Skills Inventory for Internet Search

Emine Şendurur, Zahide Yıldırım
Int. Conference PaperEd-Media, AACE ,Vienna, Austria p.4398-4403, 2008

Abstract

Factors Affecting Satisfaction with Online Learning: A Case Study

Erman Yükseltürk, Zahide Yıldırım
Int. Conference Paper AECT Annual International Convention, Anaheim, CA, 2007

Abstract

A Turkish Perspective on Technology Integration: Factors Affecting Preservice Teacher Education Programs

Yüksel Göktaş, Zahide Yıldırım, Soner Yıldırım
Int. Conference Paper AECT Convention, Anaheim, CA, 2007

Abstract

Communication Behaviors and Trust in Collaborative Online Teams

Saniye Tuğba Bulu, Zahide Yıldırım
Int. Conference Paper AECT Annual International Convention, Dallas, Texas, 2006

Abstract

Evaluating the Effectiveness of ICT Related Courses for Preservice Teacher Education in Turkey

Yüksel Göktaş, Zahide Yıldırım, Soner Yıldırım
Int. Conference Paper AECT Annual International Convention, Dallas, Texas, 2006

Abstract

Integration of ICT into Preservice Teacher Education: Main Barriers and Possible Solutions

Yüksel Göktaş, Zahide Yıldırım, Soner Yıldırım
Int. Conference Paper AECT Annual International Convention, Dallas, Texas, 2006

Abstract

Attitudes, Group Trust and Collaboration Behaviors of Preservice Teachers in Educational Multimedia Development Process

Zahide Yıldırım
Int. Conference Paper European Conference on Educational Research, EERA, Geneva, Switzerland, 2006

Abstract

Information and Communication Technology Usage of Students in Turkey

Serpil Yalçınalp, Zahide Yıldırım
Int. Conference Paper European Conference on Educational Research, EERA, Geneva, Switzerland, 2006

Abstract

ICT Usage of Faculty Members: Who Offer ICT Related Courses in Preservice Teacher Education Programs in Turkey?

Yüksel Göktaş, Zahide Yıldırım, Soner Yıldırım
Int. Conference Paper ED-Media, AACE, Orlando, Florida, 2006

Abstract

Perceptions, Competencies, and Ways of Learning ICT Use of K-12 Teachers in Turkey

Yüksel Göktaş, Zahide Yıldırım, Soner Yıldırım
Int. Conference Paper ED-Media, AACE, Orlando, Florida, 2006

Abstract

The Use of ICT in Turkey's K-12 Schools Teachers

Yüksel Göktaş, Zahide Yıldırım, Soner Yıldırım
Int. Conference Paper SITE, AACE, Orlando, Florida, 2006

Abstract

Obstacles and Their Solutions in Integrating ICT into K-12 Schools in Turkey

Yüksel Göktaş, Zahide Yıldırım, Soner Yıldırım
Int. Conference Paper SITE, AACE, Orlando, Florida, 2006

Abstract

Evaluation of Goal-Based Scenario Centered Educational Software

Eylem Kılıç, Zahide Yıldırım
Int. Conference Paper European Conference on Educational Research, EERA, Dublin, Ireland, 2005

Abstract

The Effect of Technology Competencies and Online Readiness on Preservice Teachers Use of Online Learning Management System

Zahide Yıldırım
Int. Conference Paper European Conference on Educational Research, EERA, Dublin, Ireland, 2005

Abstract

A-Three Year Analysis of Online Information Technologies Certificate Program

Erman Yükseltürk, Zahide Yıldırım
Int. Conference Paper ED-Media, AACE, Lugano, Switzerland, p.5114-5119, 2004

Abstract

Relationship between Achievement Goal Orientation and Collaboration in Project-Based Learning Process

Zahide Yıldırım
Int. Conference Paper American Educational Research Association Annual Meeting, San Diago, CA, 2004

Abstract

Comparison of Hypermedia As a Cognitive Tool and Traditional Instruction on Knowledge Acquisition and Retention

Zahide Yıldırım
Int. Conference Paper European Conference on Educational Research, EERA, Hamburg, Germany, p.1-15, 2003

Abstract

A Comparative Analysis of the EU Countries and Turkey Regarding the Integration of ICT in K12 Curricula and Teacher Education Programs

Yüksel Göktaş, Zahide Yıldırım
Int. Conference Paper European Conference on Educational Research, EERA, Hamburg, Germany, p.1-18, 2003

Abstract

Using Hypermedia as a Cognitive Tool in a Constructivist Learning Context: Exploring Learners' Perceptions and Experiences

Zahide Yıldırım
Int. Conference Paper International Conference on Higher Education Innovation, Kiev, Ukraine, 2003

Abstract

Outcomes of Constructivist Learning Environments: How Learners Apply Visual Design Principles into Hypermedia They Develop as a Mindtool

Zahide Yıldırım
Int. Conference Paper 1st Int. Education Conference on Changing Times, Changing Needs, Northern Cyprus, 2002

Abstract

A Qualitative Assessment of WWW-based Learning Environment

Zahide Yıldırım, M. Yaşar Özden
Int. Conference Paper ED-MEDIA/ED-TELECOM'99, Seattle, Washington, 1999

Abstract

Comparison of WEB-based Learning Environment and Traditional Instruction on Declarative, Conditional and Procedural Knowledge Acquisition and Retention

Zahide Yıldırım, M. Yaşar Özden
Int. Conference Paper 8th European Conference for Research on Learning and Instruction, Goteborg, Sweden, 1999

Abstract

Hypermedia's Effect on Declarative, Procedural and Conditional Knowledge Acquisition: An Ongoing Study

Zahide Yıldırım
Int. Conference Paper ED-MEDIA/ED-TELECOM'98, Freiburg, Germany, 1998

Abstract

History Learning Through Computer Based Concept Maps: An Example of Ottoman Period

Tuğba Kamalı, Filiz Çiçek, Zahide Yıldırım
N. Conference Paper 7th International Computer and Instructional Technology Symposium, Erzurum, Turkey, 2013

Abstract

Students' and Teachers' Reflections on Using Learning Objects in Social Studies Lesson

Melih Derya Gürer, Zahide Yıldırım
N. Conference Paper 7th International Computer and Instructional Technology Symposium, Erzurum, Turkey, 2013

Abstract

Fatih Projesi'nin Öğretmenler, Okul Yöneticileri ve YEGİTEK Yöneticileri Görüşleri Kapsamında İncelenmesi

Ali Gök, Zahide Yıldırım
N. Conference Paper 7th International Computer and Instructional Technology Symposium Erzurum, Turkey, 2013

Abstract

Araştırma Görevlilerin Öğretim Üyesi Olma Sürecindeki İhtiyaçlari Nelerdir?.

Zahide Yıldırım, Neşe Sevim, Murat Duman, Ali Gök, Didem Avdan Tufan, Feray Uğur Erdoğmuş, Nuri Kara
N. Conference Paper XX. Ulusal Egitim Bilimleri Kurultayi, Burdur, 2011

Abstract

Analysis of Eighth Grade Science and Technology Curriculum: Integration of Computers as Cognitive Tools

Polat Şendurur, Emine Şendurur, Zahide Yıldırım
N. Conference Paper ICITS, 16-18 Nisan 2008, Kusadasi, Aydın

Abstract

Bilişim Teknolojilerinin Öğretmen Eğitimi ile Bütünleştirilmesi Sürecinde Eğitim Fakültelerinin Durumu: Eğitim Fakültesi Dekanlarının Görüşleri

Yüksel Göktaş, Zahide Yıldırım
N. Conference Paper XIIV Egitim Bilimleri Kongresi, Mugla Üniversitesi, Egitim Fakultesi, Muğla, 2006

Abstract

Teknolojik Yeterlilik, Teknolojiye Yönelik Algı ve Teknoloji Uyarlama Düzeyi ile Çevrim-içi Yönetim Sistemini Kullanma Arasındaki İlişkiler. XIV Eğitim Bilimleri Kongresi

Zahide Yıldırım
N. Conference Paper XIV Egitim Bilimleri Kong., Pamukkale Üni.i, Eğitim Fak., 28-30 Eylül, Denizli, 885-888, 2005

Abstract

Çevrim-içi Bilgi Teknolojileri Sertifika Programına İlişkin Katılımcıların Algıları

Erman Yükseltürk, Zahide Yıldırım
N. Conference Paper 9. Turkiye'de Internet Konferansi, İstanbul, 2003

Abstract

Çalma Hızı Ayarlanabilir Ses Dosyalarına Sahip Öğrenme Amaçlı Çoklu Ortama İlişkin Öğrenci Algıları

Murat Saran, Zahide Yıldırım
N. Conference Paper Bilişim Kurultayı, 1-4, İstanbul, 2003

Abstract

Bilgisayar ve Öğretim Teknolojileri Eğitimi Programının Değerlendirilmesi: Öğrencilerin ve Öğretim Elemanlarının Algıları

Pınar Onay, Zahide Yıldırım
N. Conference Paper The European Conference on Educational Research, EERA, Porto, Portugal, 2003

Abstract