The main purpose of this study was to examine the effects of Digital Storytelling (DST) use in a 6th grade science course. Specifically, this study investigated how students' academic achievement, learning strategies, and attitudes toward creating Digital Stories (DS) in a science course were influenced by DST. Additionally, students' opinions based on DST use, and the quality of the DSs created by the students were determined. In this manner, 88 students in the 6th grade participated in this study and were assigned between one Control Group and two experimental groups. Embedded experimental model was selected as the research design, and nonequivalent control group pretest-posttest design was employed in the current study. While quantitative data were collected by using five different instruments, qualitative data were gathered through standardized open-ended interviews and observation form. The collected quantitative data were analyzed by applying descriptive and inferential statistics, and the qualitative data were examined through content analysis method. vi The results concluded that DST contributed to the students' academic achievement and learning strategies. Besides, students had positive attitudes toward creating DS, and females had statistically significant higher attitude scores than males. Additionally, the interviews and observations revealed many positive effects of DST in various respects, some preferences of students for creating DS, challenges they faced during the process, and several suggestions originating from the students. Lastly, the examination of DSs illustrated that even though there were some problematic issues related to the use of some components of DS, students in both experimental groups performed satisfactorily when considering the entire process.
This study aimed to identify the performance deficiencies of the faculty in distance education and to design interventions for performance improvement with a systemic perspective. Based on this aim, the study was conducted within the framework of Externality-Tangibility model for performance improvement and Transactional Distance theory. Concurrent embedded mixed methods research design, in which both quantitative and qualitative data were collected from distance education administrators, faculty, students, and support staff in two public universities in addition to the experts from eight public universities, was used. The data sources included student survey, semi-structured interviews with the stakeholders, observation notes, and available documents regarding the research problem. Quantitative data were collected from the distance education students in two public universities through the cross-sectional survey. Qualitative data were collected from all stakeholders in addition to observation notes and documents. Qualitative data were analyzed through constant comparative analysis. Quantitative data were analyzed through descriptive statistics. The results firstly showed that the optimal behaviors are based on student-centered approach as consistent with the existing literature. The qualitative and quantitative data analysis results congruently indicated the deficiencies in most of the identified optimal behaviors. Qualitative results further revealed the main and secondary causes of the deficiencies and the interventions for them. The overall results provided a holistic view of the causes of the performance gaps within the distance education system in Turkey and offered interventions for performance improvement. The study finally provided practitioners and researchers with guiding implications for future practices and studies.
This study aims to investigate the effect of using different emotional design approaches in 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 literally identical to each other but only the extent of emotional design differed. For Neutral Design, none of emotional design principles were used. For Colorful Design, attention grabbing colors were added to the material. For Emotional Design, expressive facial expressions were added to characters. Finally, for Emotional Design and Sound Effects, interesting sound effects were used. The study was conducted at a middle school with 106 students. Students' positive emotions were measured by Emwave emotion detection device. Results showed that students' positive emotions generally tended to increase as the amount of emotional design features increased. However, while students who used Colorful Design exerted more mental effort compared to students who used Neutral Design, students who used Emotional Design and Sound Effects exerted less mental effort compared to students who used Colorful Design. In addition, students who used Colorful Design outperformed students who used Neutral Design in terms of their recall scores. The results also indicated statistically non-significant transfer scores across groups. The qualitative analysis of the interview data revealed the different views of students regarding to the use of emotional design in multimedia. The results were discussed with respect to different views in the literature regarding the use of emotional design in multimedia.
With the prevalence of online learning, studies have also increased gradually. A more recent attempt is the development of Community of Inquiry framework developed by Garrison, Anderson and Archer in 2000. It explains educational experience with the intersection of three constructs: teaching presence, cognitive presence and social presence with the emphasis on creating a community and developing critical thinking skills by increasing collaboration to create effective online learning. Since it has not been known completely especially in regard to cognitive presence because of being developed more recently, it still requires further elaboration. Therefore, this mixed-method study, specifically designed as an embedded study aims to investigate community of inquiry framework and its three-presence by discovering the effects of self-regulation, metacognition and motivation of students in online course context, particularly focusing on cognitive presence. Both quantitative and qualitative data were collected from the students enrolled in online courses in a well-known public university in Ankara, Turkey. The primary data quantitative were collected from 1740 students selected based on convenience sampling and analyzed via both descriptive and inferential statistics. Qualitative data were collected via online asynchronous discussions from 162 students enrolled in a fully online associate degree program selected based on cluster sampling, and interview protocol via 24 students selected based on purposive sampling. Findings indicated self-regulation was crucial factor and suggested to add in the framework as a new presence named regulatory presence. Motivation was also found essential for online learners to attain better learning experience.
This study aims to investigate the existing usage of the Smart Classrooms Technologies (SCT) by teachers in the schools in Turkey, the problems they encountered, the solutions for these problems, and needs about the usage of SCT, as well as how the organization (YEGİTEK) conduct the integration process of the SCT within the scope of FATİH Project. The qualitative multiple-case study methodology was performed. Two pilot schools of the FATİH Project were separately analyzed as cases of the study and data were collected via observations, interviews and document analysis. Additional data were also gathered from the administration department of FATİH Project in YEGİTEK. The collected data were analyzed with content analysis method. According to findings of the study, the smart boards in the first case school and the PTIWB in the second case school were mostly used as projectors. The problems encountered while using the SCT were technical problems, lack of knowledge and skills, and inadequate e-contents for SCT. Some of these problems were solved by computer teacher, teachers' themselves, students, private publishers, and technical services. In addition, the needs for using SCT effectively and efficiently could be listed as sufficient in-service trainings, more suitable e-contents, and accessible support. The analysis regarding integration process of the SCT in the schools revealed that the perceptions of teachers and school administrators were not investigated before the installation of the SCT in the schools. In addition, the project administrators did not informed the teachers and school administrators about the integration process of SCT.
This study aimed to explore perceptions of the workers regarding formal and informal learning experiences in the branch office of a financial organization and to suggest approaches that can be used for improving workplace learning environments. Qualitative research design was used in this study. Sample was selected from a financial organization's branch offices in Ankara through convenience sampling. Convenience sampling was also used for the selection of the informants. The participants of the study were 14 branch office workers. The data was collected through the semi-structured interviews. Rosenberg's Learning and Performance Architecture (2005) was used as a descriptive framework for developing the interview questions. The data were analyzed using content analysis technique. The findings of the study indicated that the current state of workplace learning environment is mainly based on individual learning activities including reading regulation documents or demonstration and social informal learning activities including interaction with the colleagues. Based on the findings, suggestions that could be used for expanding the workplace learning environment for these workers were provided. The study provided insight into the workplace learning environment of the bank branch office workers regarding the formal learning settings (classroom and online training), and informal workplace learning settings (usage of learning strategies, knowledge management, performance support and informal coaching and mentoring) and contribute to our understanding of workplace as a learning environment based on perceptions of the workers.
Games can be an effective educational tool which increases the engagement and motivation of the students while they are having fun. But, how these games should be adapted for education in engineering department remains a challenge. In the literature, there are few studies that investigate the effectiveness of simulation games in engineering education. However, these studies did not reveal the experience of students in game based learning environment in details. The purpose of this phenomenological study is to investigate of gamer and non-gamer mining engineering students' experiences of using simulation games for educational purpose. It investigates how they perceive and describe their experience in detail and seek the essence of their experience. To achieve this, three non-gamer and three gamer participants were requested to play a game related with mining. Their opinions about the usage of games in educational settings, the strength and weakness of the game used in this study, the motivational elements in the game environment and their suggestions to improve the effectiveness of the game were investigated. The vi participants were selected by criterion sampling method and the data was collect through in-depth phenomenological interviews, focus group interview and observation. This study showed that participants enjoyed their experiences and supported the integration of these kinds of games to the educational settings. Visualization, learning by doing and motivation were the common themes given by the participants for the benefits of the game usage in educational settings. The nongamers focused on the strengths of the game whereas gamers focused on weaknesses. All the participants were affected by similar motivational elements especially challenge, curiosity and control and similar constructs shaped their experiences namely information seeking, observation, assessment, hypothesis building and decision making but their effects changed based on personal characteristics and interest of the students. The findings of this study might help educational researchers to gain insight about how the learning opportunities provided by games helps the learners from the learners' perspectives. In addition, this study might inform the educational game designers about what they should consider to create effective educational games specifically for mining engineering education. Finally, it may help instructors to reconsider appropriateness of usage of simulation games in their courses especially in mining engineering department.
This study aimed to compare 6th grade students who used learning objects and did not use learning objects in their social studies lessons in terms of their academic achievement, attitudes toward the lesson and engagement in the lesson. Further it investigated the teachers' and students opinions about using learning objects in the instructional process. To achieve the aforementioned aims, both qualitative and quantitative methods were used to collect data throughout the spring semester of 2011-2012 academic year. The participants of this study were 137 students studying at the 6th grade in a public primary school in Bolu. An experimental study was conducted to compare students' achievement, their attitudes toward social studies lesson, and their engagement in the social studies lesson with and without using learning objects. Using the survey method, students' evaluations of their learning objects were examined. Students were observed in the classroom environment during the experimentation in order to reveal how they used the learning objects. Teachers and students were interviewed to elicit their opinions about using learning objects in the instructional and the learning process. Quantitative data were analyzed using descriptive statistics such as mean and variance, and inferential statistics like paired-samples t-test, independent samples t-test, Mann Whitney U-test, Wilcoxon signed rank test for paired samples test and Spearman's rho test. On the other hand, qualitative data were analyzed through content analysis. The quantitative findings of the study showed that experimental group students' scores were significantly higher than those of the control group students in the social studies achievement test, attitude scale and course engagement scale. Students in the experimental group had positively evaluated the learning objects of the study. In addition, positive correlation was identified between the achievement and course engagement, and between the achievement and learning object evaluation scores. The qualitative results of the study indicated that the characteristics and design principles of learning objects influenced the course achievement, attitude and engagement of students. These emerging results and the discussion have some important implications for teachers and instructional designers. The study contributes to a well-grounded understanding of learning objects approach and provides a basis for further empirical studies on learning objects.
The purpose of the study is to explore the contributions of learning tasks-involving worked examples, diverse worked examples, completion examples requiring backwards/forward fading, self-explanations and group discussions on near transfer and far transfer of learning towards learning, understanding and interpretation of mathematics. As a qualitative research approach, instrumental case study was used in this study. Qualitative data and quantitative data were collected from 30 students (female=19 and male=11) attending to Grade 11 and learning units of Derivatives within the curriculum of IB Mathematics Standard Level. The participants of this study were selected through convenience sampling method from a private school in Ankara. Students studied four main units. For each unit, firstly students learnt the subject through worked examples;then wrote self reflections and participated at group discussions at Moodle. Next, they studied at completion examples; then wrote self reflections and participated at group discussions at Moodle. Finally they completed practice problems. This cycle continued for four units for 12 weeks. In order to investigate the impacts of these learning activities, students' pre and post achievement tests' results were analyzed through paired sample t test and descriptive statistics. Moreover, students' self-reflections and group discussions were analyzed through content analysis. The opinions of students on the effects of worked examples, diverse worked examples, completion examples requiring backwards/forward fading, self-explanations and group discussions towards learning and understanding were gathered through semi structured interviews and student replies were analyzed through content analysis for main themes. It could be interpreted from the results that there were indicators of near transfer and far transfer of learning in self reflections and group discussions. Near transfer indicators had higher frequencies compared to far transfer indicators'. There were agreements between the qualitative data analysis results and the comparison of pretests and post tests results. This study may fill the gap in literature by concentrating on the implementation methods of these activities and their possible contributions towards near transfer and far transfer of learning in mathematics. The study focused on investigating possible reasons that may address to solve some educational problems in teaching derivatives units at grade 11.
In this study, the aim was to investigate the effects of the web-based internet search scaffolding tool (WISST) on the improvement of metacognitive skills of 7th grade students associated with their goal orientation. This study utilized a static-group pretest-posttest design. The first experiment group received web-based metacognitive scaffolding tool treatment; the second experiment group received teacher-based metacognitive scaffolding; and the control group had no scaffolding. The designed tool aimed to scaffold users throughout web searching by emphasizing certain metacognitive skills improvement. Three main instruments were used to gather data: metacognition inventory for Internet search (MIIS), patterns of adaptive learning scale (PALS), and achievement test. 76 7th grade elementary school students in Ankara, Turkey participated in this study. The data gathered from the participants were analyzed through quantitative and qualitative data analysis methods. The results of the study indicated that WISST tool helped students improve certain metacognitive skills including monitoring, planning, controlling, and strategy generation. Its unique effectiveness was on the improvement of controlling skills. Teacher scaffolding group was also successful in improvement of strategy generation skills. No effects of goal orientations on the improvement of metacognitive skills were found in the analyses. Within hierarchical regression models, only pre-MIIS scores significantly contributed to the model. Students having less improved metacognitive skills were found associated with less trials and less visits. Students having poor performance work grades were tended to copy-paste more, try less, and visit less. Task difficulty and task type was observed to influence the search patterns of students. Search patterns and reflections also indicated that scaffolded groups made positive difference in search patterns.
The purpose of this study was to investigate students' social networking sites (SNSs) involvement, students' involvement of Facebook as course management system (CMS) in face-to-face course, students' acceptance of Facebook, students' motivations, students' achievements, and their relationships. The study, used Facebook as CMS, was conducted in a private university with 42 participants in two different freshman courses. Maximum variation sampling was employed in selecting 12 students for interview. Mixed method was employed as part of an action-research approach. Both quantitative and qualitative data collection methods were utilized to thoroughly analyze Facebook use as CMS. Quantitative data were collected through three questionnaires about Facebook acceptance, motivation to the course and involvement of Facebook and course Facebook page. The qualitative data were collected through both individual interviews and discussion posts of course Facebook page. The quantitative data analysis consisted of descriptive statistics, and correlation analyses. Coding schemes were used to both find the depth-of-discussion posts and convert qualitative data into quantitative data. The results stated that students' SNSs involvement, students' acceptance of Facebook, students' motivations, students' achievements and their relationships were different according to the taken course. Possible reasons of the differences of utilization and engagement in the course activities were clarified in the study. Results support that students and instructors could benefit from Facebook usage in learning and teaching. Most of the participants believed the value of having CMSs in all courses. Moreover, they preferred Facebook as CMS to communicate easily, to increase their active participation and interactions in their courses.
The purpose of this study is to investigate the effects of principles aiming to reduce extraneous cognitive load in learning from goal based scenario designed multimedia learning environment for learners having different working memory capacities. In addition, the effects of goal based scenario and the principles of cognitive load theory on students' perception, motivation and satisfaction has been explored. Two versions of the multimedia were developed for this study. In the first version (+CLT), the principles such as split attention, multimedia, modality, redundancy, coherence and signaling was applied. In the second version (-CLT), these principles were violated. Mixed method was used and two studies were conducted for this study. The first study was conducted with 82 ninth grade students from one of the Anatolian High School in Ankara. However, the participants' working memory capacities were found very close to each other. Therefore, the second study was conducted with 54 11th grade students having different working memory capacity from the same school. The result of the first study showed that the cognitive load principles aim at reducing extraneous cognitive load increased learning gains, decreased invested mental effort and affected students' motivation and satisfaction in positive ways. On the other hand, when cognitive load principles were not considered, this decreased learning gains, increased invested mental effort and affected students' motivation and satisfaction in negative ways. The result of the second study showed that the only difference between high and low WMC students found on the number of errors made in sequencing meiosis sub phases in favor of the first version (+CLT). This might be explained by the task characteristics in that the difference between high and low WMC individuals can be observed when task demanded attention. It can be concluded that students benefited from the cognitive load principles reducing extraneous cognitive based on the findings of both studies.
The main aim of this study is to examine participants' satisfaction with online Information Technologies Certificate Program (ITCP) which is based on synchronous and asynchronous communication methods over Internet offered by cooperation of Computer Engineering Department and Continuing Education Center at Middle East Technical University. There are three main purposes under the main aim. These purposes are to describe the strength and direction of relationship between participants' perceptions of online technologies self-efficacy, online learning readiness, locus of control, prior knowledge, and participants' satisfaction; to analyze contributing factors of participants' satisfaction based on semester 1, 2, 3 and 4 in the online ITCP; and to investigate instructors' and participants' views about satisfaction in online ITCP. The sample includes 62 participants who enrolled and 8 instructors who offered courses in this online program in 2004-2005. A combination of quantitative and qualitative data collection methods are used in this study. The results of the study demonstrate that participants' initial perception of online learning readiness is only a variable that correlate statistically significant with participants' satisfaction. Although participants' overall satisfaction is generally positive, it decreases over the semesters of the program. Participants are satisfied with learner-instructor interaction and institutional support in the program. However, participants' satisfaction level is low for interaction among participants. Also, participants' satisfaction about course structure and flexibility decrease over the semesters in the program. Moreover, the findings of semi-structured interviews with participants and instructors and chat session and discussion list transcripts reveal complementary results to the statistical analyses.
The main aim of this study was to investigate the secondary schools English teachers' perceptions of technology, technology integration processes into their lessons, and the ways they use technology for professional development. The secondary aim of the study was to propose technology integration guidelines to enable high school English teachers to integrate technology into their teaching. Qualitative research design was used in this study and it resembles multi-case studies. For the participants' selection, criterion and convenience sampling strategy was used. First, 17 high schools (4 private, 3 Anatolian, 6 regular, and 4 vocational) were determined in Ankara province, and then 17 English teachers, one from each school, were selected based on the predetermined criteria. Totally, 17 teachers and 17 administrators were included in the study. Observations, document analysis, and interviews were used to collect the data. The data were analyzed through content analysis. The data were categorized under emerged themes, general technology knowledge, planning, using, evaluation and assessment, personal purposes, attitudes, support, and wishes. The findings of the study indicated that private high school teachers perceived themselves more knowledgeable in technology knowledge than regular, Anatolian, and vocational high school teachers. In addition, the interview results showed that private high school teachers integrate technology into planning, instruction, evaluation and assessment, and professional development more than the other English teachers. When school resources and support mechanisms were compared, private high schools were in a better condition than public high schools. Finally, most of the administrators included in the study wanted teachers use available school resources in their lessons.
The purpose of this study was to investigate the current status of schools of teacher education (STE) in Turkey in terms of how they prepare future teachers to use information and communication technologies (ICT) in their professions, and the current situation of K-12 schools in terms of how teachers employ ICT in their professions. The primary focus was to develop a deeper understanding of ICT perceptions, competencies, classroom use, related courses effectiveness, main barriers, and possible enablers to integrating ICT. This study may contribute to the existing literature by revealing and establishing baseline data on the current status of ICT integration into schools of teacher education and K-12 in Turkey. The results of this study can be used by policy makers, Ministry of National Education, Higher Education Council, universities, and K-12 schools to reexamine the current status of ICT and revise related policies, strategies, and courses. A mixed method approach was used by utilizing questionnaires from 51 deans, 111 faculty members, 1330 prospective teachers, and 1429 K-12 teachers; and interviews with 6 faculty members, 6 prospective teachers, and 6 K-12 teachers. It could be interpreted from the results that most of the participants expressed positive perceptions about the integration of ICT into teacher education and K-12 schools. Generally, faculty members perceived themselves as competent overall, while prospective and K-12 teachers did not. Faculty members and prospective teachers perceived ICT related courses beneficial and effective in ICT integration into education. On the other hand, K-12 teachers showed a degree of overall unsure (neutral) perception towards their ICT related courses and considered themselves well prepared for professional life. There were strong agreements between the participants as to the main barriers and possible enablers.
This study examined the effectiveness of a hybrid instruction in terms of students̕ achievement, knowledge retention, and attitudes towards course content and course satisfaction. An in-depth analysis was done to understand students̕ perceptions about the effective domains of interactive learning, which included pedagogical philosophy, learning theory, goal orientation, task orientation, source of motivation, teacher role, metacognitive support, collaborative learning, and structural flexibility of a hybrid course. In this study quantitative and qualitative research methodologies were used in conjunction. Experimental study was carried out to understand if there is a significant difference between the hybrid course and the traditional course in terms of students̕ achievement, retention, satisfaction, and attitude. Qualitative analysis was done to understand students̕ perceptions about the effective dimensions of interactive learning. The subjects of this study were 50 students in a أComputer Networks and Communicationؤ course, offered by the Computer Education and Instructional Technologies Department of METU. The control and experimental groups consisted of 24 and 26 students respectively. The students in the experimental group were interviewed one on one at the end of the treatment. The quantitative findings of the study indicated no significant difference between the hybrid course and the traditional course in terms of students̕ achievement, retention, satisfaction, and attitude. The qualitative findings of this study showed that the amount of information supplied in the course web-site, need for metacognitive support, authentic learning activities and collaboration, type and source of motivation, individualized learning and access to internet played important roles in students̕ learning in the hybrid course.
Developments in information technologies have increased the use of mobile devices in the educational environments. The purpose of this study is to investigate mobile learning readiness level and mobile learning acceptance level of pre-service teachers in Faculty of Education in Middle East Technical University with respect to Unified Theory of Acceptance Model. Sequential explanatory mixed method research design was employed. Quantitative data for study were collected from 561 undergraduate students from seven different departments: Physics Education, Chemistry Education, Foreign Languages Education, Elementary Mathematics Education, Early Childhood Education and Elementary Science Education and Computer Education and Instructional Technology in Faculty of Education at Middle East Technical University in 2012-2013 Spring Semester. Qualitative Data for study was collected from 14 undergraduate students from seven different departments. In this study, three main instruments were used to collect data: mobile learning readiness questionnaire and mobile learning acceptance questionnaire in the quantitative phase and an interview guide in the qualitative phase. The result of the study indicated that pre-service teachers' mobile learning acceptance levels and mobile learning readiness levels were average level. This means that they were eager to use mobile learning and its devices. Although most of students prefer to use mobile learning instead of conventional learning, infrastructure of university and instructors were not ready to use for mobile learning and its devices according to the students' perceptions.
This study aims to investigate the usability issues of FDP (Faculty Development Program) Information Portal in regard to the users' opinions in the university in Ankara. In order to measure the usability of the Information Portal, a mixed method study including questionnaires, eye-tracking, interview was conducted. Quantitative data of the questionnaire including Computer Literacy Scale, System Usability Scale (SUS) and Questionnaire for User Interaction Satisfaction (QUIS) were collected from 100 FDP students in the university. After obtaining quantitative data, Think-Aloud Method which is a method of Eye-Tracking Methodology was conducted with 5 FDP students in Human-Computer Interaction Laboratory. The subjects' eye movements were recorded with an eye tracker while they were performing the four main tasks on the portal. Additionally, their voices were recorded with a icrophone. In the study, the significant mean difference was found only in satisfaction means in regard to institute types. The satisfaction mean difference between genders was not significant. Moreover, the usability mean of FDP information system is not significant both between genders and institute types. It was also found that the most negative aspect of the portal were lack of system content and lack of guide, and the most positive aspect was easy access to the portal. In usability test, by taking CTA and eye-tracking into account, two important problems were found. The first problem was menu and interface problems, and the second problem was lack of descriptive content about account area. Considering the answers of the subjects during the interviews conducted after the usability test, some recommendations were made to improve FDP Information Portal.
Technology continues to develop rapidly and it has an undeniable effect on education. Developments in information and communication technologies (ICT) especially Web 2.0 technologies have contributed much to change the traditional understanding of education. One of the Web 2.0 technologies that can contribute to teaching and learning process is podcasting technology. The purpose of this study is two folds. The first aim of this study is to investigate pre-service teachers` opinions on educational podcasts, podcasting process and their experience. Furthermore, this study also aims to investigate pre-service teachers' state anxiety prior to podcast development and their self-efficacy beliefs in relation to educational podcasts. The second aim of this study is to explore the effectiveness of educational podcasting in preparing pre-service teachers for their teaching profession through engaging them in authentic material development and presenting a subject in their field of study. This research study utilized a mixed method approach and convenience sampling method is used in the study. The data were collected through quantitative and qualitative instruments. They are Podcasting Familiarity Form, Educational Podcasting Opinion Questionnaire, State-Trait Anxiety Inventory, Educational Podcasting Self-Efficacy Beliefs Questionnaire, and semi-structured interview. The participants were pre-service teachers from Department of Computer Education and Instructional Technology from one of the public universities in Ankara, Turkey. Quantitative data were collected from 25 participants and qualitative data were collected from 10 participants. The results showed that pre-service teachers' opinions are mainly positive regarding podcasts, podcasting process and activities, and their experience. Also, they had increased self-efficacy after engaging in podcast activities. Furthermore, the results showed that pre-service teachers experienced anxiety prior to podcast development. In addition, it was found that podcast activities could be useful to train pre-service teachers for their teaching profession and for the current technologies.
This study evaluated Department of Foreign Language Education students̕ perceptions on technology competence in regard to National Educational Technology Standards for Teachers (NETS-T) developed by International Society for Technology in Education (ISTE), in Middle East Technical University, in Ankara, Turkey. The NETS-T̕s six sub standards -technology operations and concepts; planning and designing learning environments and experiences; teaching, learning, and the curriculum; assessment and evaluation; productivity and professional practice; social, ethical, legal, and human issues- were investigated in the study. 383 students participated in the study. 103 of them were freshmen, 98 of them were sophomores, 96 of them were juniors, and 86 of them were seniors. Besides, 96 of them were males, while 287 of them were females. This study was designed as a cross-sectional survey study. In order to collect the data, a survey, consisted of 44 Likert type, five point scale items, was developed by the researcher. The study results show that except for أtechnology operations and conceptsؤ for which male students̕ perceptions were higher than female students̕ perceptions there was no significant difference between male and female students. There was no significant difference in أtechnology operations and conceptsؤ across grade levels. There were no significant differences between freshmen̕s and sophomores̕ perceptions for all of the sub-standards. In general, juniors̕ perceptions on the competence of NETS-T were higher than freshmen̕s and sophomores̕ perceptions, and seniors̕ perceptions were higher than all of the other grade levels̕ perceptions. As a result, the findings of the study indicated that students̕ perceptions related with their competencies in the NETS_T needs to be increased.
This study examines students̕ perceptions about level of communication, online course support, satisfaction in a web enhanced course and students̕ feelings about computers and the web. Addition to them gender differences in students̕ perceptions were studied. The data were collected by using survey at the end of the term and analyzed by using descriptive statistical analyzing methods. Results showed that students̕ feelings about computers and the web were slightly positive. Students̕ perceptions about online course support were slightly positive. Students̕ perceptions were neutral about level of communication and satisfaction results. No difference has found in students̕ computer and the web feelings, level of communication, online course support and satisfaction results in terms of gender.
This study examines elementary school students̕ project-based learning (PBL) experiences through Computer-Mediated Communication (CMC). The purpose of the study is to explore whether the use of computer-mediated communication tools in a project-based collaborative learning process enhances 5th grade students̕ attitudes toward computer and computer class within an online supported environment, analyze the level of learners̕ satisfaction about the project-based collaborative learning through CMC, and examine students̕ perceptions of their social presence and how effective social presence is as a predictor of overall students̕ satisfaction. The sample of this study is included 36 5th grade students of two private schools in Ankara and Nigde, and convenience and purposeful sampling methods were used. At the beginning of the study, subjects were given the Computer Attitude Scale to measure their attitudes toward computers. At the end of the study, participants were given the CAS again to measure their attitudes toward computers, satisfaction scale and social presence scale. The results indicated that the students̕ attitudes toward computer did not change from the beginning to the end of the study. However, evidence suggests a positive response by students to the use of CMC in the project-based collaborative learning environment. Majority of the students were satisfied with the learning experience they had in the project-based collaborative learning environment through CMC. Moreover, although results on perceived social presence were low, students tried to develop an online community throughout the project. This study also showed that social presence was a strong predictor of satisfaction in a PBCL environment.
Building and maintaining trust is a necessary condition for group cohesion. In order to successful collaborative group process in online learning environment, development of trust must be understood in online teams. Difference communication behaviors in the online teams with different trust levels were investigated in this research. Participants were 61 students in an undergraduate level who enrolled in the online course. In this research, online teams̕ collaborative communication behaviors were analyzed using both qualitative and quantitative methods to understand the factors that facilitate and deepen trust. Data were obtained from questionnaires and online class discussion archives. One of the findings of the study was that trust is built and maintained in online teams. Another finding was that online trust can be fragile and certain communication behaviors should be presented by members to deepen and maintain the trust level. The results of the study showed that there must be social interaction, enthusiasm, task oriented interaction, equal and predictable communication, and feedback among the member of online teams to built and maintain trust.