Ali Battal

Bu çalışma, ortaokul öğrencilerinin bir STEAM etkinliği olan elektronik tekstil atölyesine yönelik görüş ve deneyimlerini incelemeyi amaçlamaktadır. E-tekstil, elektronik bileşenlerin kumaş yüzeyine dikilerek devre oluşturulmasını sağlayan yenilikçi teknolojiler olup, disiplinler arası öğrenmeyi destekleyen önemli bir araç olarak görülmektedir. Çalışmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmış ve veri toplama sürecinde yarı yapılandırılmış görüşmeler, öğrenci günlükleri ve açık uçlu sorulardan yararlanılmıştır. İçerik analizi yoluyla elde edilen bulgular, e-tekstil atölyesinin öğrencilerin daha çok fen, teknoloji ve sanat alanlarında bilgi ve becerilerini geliştirdiğini ortaya koymuştur. Öğrenciler, özellikle programlama ve devre tasarımı süreçlerinde e-tekstillerin somut ve etkileşimli bir öğrenme deneyimi sunduğunu belirtmiştir. Bununla birlikte, dikim süreci ve devre tasarımındaki teknik zorluklar, öğrenciler için öğrenme sürecinde karşılaşılan temel engeller arasında yer almaktadır. Çalışma, e-tekstillerin STEAM eğitimine entegrasyonunun öğrenci motivasyonu ve öğrenme deneyimi açısından olumlu katkılar sunduğunu göstermektedir. Elde edilen bulgular neticesinde, e-tekstil projelerinin daha geniş çapta uygulanmasını sağlamak için bu konuda öğretmen eğitimlerinin artırılması ve örnek etkinlik planlarının geliştirilmesi önerilmektedir.

This study explores the mediating roles of social anxiety and self-regulation in online interaction in the relationship between instructor efficiency and online learning acceptance. Grounded in transactional distance theory, the present research study analyzes data collected from 436 undergraduate students engaged in fully online courses in Türkiye. Using associational research design and regression-based mediation analysis, the findings highlight that instructor efficiency significantly predicts learners’ online learning acceptance. Additionally, instructor efficiency is a negative predictor of negative evaluation anxiety, somatic symptoms, and avoiding interaction in learner-instructor interaction, while it is a positive predictor of self-regulation in learner-instructor, learner-content, and learner-learner interactions. Negative evaluation anxiety was observed as a significant mediator in the link between instructor efficiency and online learning acceptance. Conversely, interaction regulation dimensions, along with other dimensions of social anxiety, showed no significant mediation effects. These results underscore the pivotal role of instructors in reducing learners’ social anxiety and fostering interaction regulation and online learning acceptance, particularly in synchronous online learning environments. This study provides actionable insights for designing effective online education strategies to improve acceptance and outcomes, especially in developing country contexts.

Bu çalışma ters yüz sınıf modelinin matematik eğitiminde uygulanması ile ilgili 2017-2024 yılları arasında yapılan Türkiye kaynaklı çalışmaları kapsamlı bir şekilde inceleyerek, mevcut durumu ortaya koymayı amaçlamaktadır. Araştırmada nitel araştırma yöntemlerinden doküman incelemesi deseni kullanılmıştır. Araştırmanın örneklemini TR dizin, Web of Science ve YÖK Tez veri tabanlarındaki 2017-2024 yılları arasında yayımlanan Türkiye kaynaklı 37 tez ve 16 makale yayınından oluşmaktadır. Araştırmanın sonuçlarına göre çalışmaların en çok 2023 yılında yapıldığı, verilerin çoğunlukla Karadeniz Bölgesi’nden toplandığı, makalelerin çoğunlukla birden fazla yazarlı olduğu, tezlerin çoğunlukla matematik ve fen bilimleri anabilim dalında yapıldığı, ilköğretimde çoğunlukla geometri ve ölçme, ortaöğretimde çoğunlukla geometri, lisans eğitiminde çoğunlukla sayılar ve cebir öğrenme alanlarında uygulamalar yapıldığı görülmüştür. Çalışmalarda çoğunlukla karma araştırma yönteminin benimsendiği, çalışmaların nicel boyutunda yarı deneysel, nitel boyutunda durum çalışması deseninin benimsendiği, çoğunlukla ortaokul öğrencilerinin örneklem seçildiği, örneklem büyüklüğünün 41-60 arasında yoğunlaştığı, verilerin çoğunlukla başarı testleri ve görüşmelerle toplandığı ve nicel verilerin analizinde en çok t-testi, nitel verilerin analizinde ise en çok içerik analizi kullanıldığı görülmüştür. Çalışmalardaki uygulama süresinin 6-8 hafta arasında yoğunlaştığı, ders öncesi bütün uygulamalarda öğretici videolar kullanıldığı, bu videoların süresinin genellikle 25 dakika ve altında olduğu, genellikle EBA destekleyici öğrenme platformunun kullanıldığı, ders esnasında en çok grup çalışmaları yapıldığı, dersten sonra genellikle herhangi bir etkinlik yapılmadığı görülmüştür. Çalışmaların bulgularında ters yüz öğrenme modelinin akademik başarıyı artırdığı, öğrencilerde olumlu tutum geliştirdiği ve öğrenmede kalıcılık sağladığı, nitel bulgularda modele yönelik öğrenci görüşlerinin olumlu olduğu bildirilmiştir. Bu araştırma ile matematik eğitimi alanında ters yüz sınıf modelinin öğrenme süreçlerini desteklediği sonucuna ulaşılmıştır.

Recent advancements in internet technologies and open and distance education have led to increased research on instructional video. The current study reveals the influential aspects of instructional videos, emerging trends, and critical factors. This study analyzed 221 peer-reviewed articles published until the end of 2022 to provide an overview of recent research on the use of educational videos. A bibliometric approach identified common keywords and their interactions through co-occurrence and thematic analysis. The findings showed the growing importance of video-based research in education, focusing on cognitive aspects such as learning performance, cognitive load, attention and their relations. The study highlights the need for further research on cognitive variables and design-related issues. Affective variables and the theoretical aspects of multimedia learning and cognitive load theory are also emphasized. Future exploration areas include video modelling examples, emotional design, and instructional aspects of video lectures in online learning environments.

Online learning has been conducted in recent years, especially during crises. There have been some studies to increase its effectiveness. Acceptance of online learning is important and affects learners’ comfort and their future use. The purpose of this study was to adopt the acceptance of online learning scale into Turkish culture which was developed to determine students’ acceptance of online learning in a developing country Survey model was adapted in this study, and data were collected from 384 participants studying in a public university. Confirmatory Factor Analysis (CFA) was performed to check the validity of the scale and Cronbach’s alpha coefficient was calculated to assess the reliability of the adapted scale. Five-factor structure of the scale was confirmed, and multiple goodness-of-fit indices, X2/sd, CFI, RMSEA, SRMR, GFI, and TLI/NNFI were in the range of acceptance levels in the literature. The calculated Cronbach’s Alpha values ranged between .81 and .94 in the total and sub-factors, which were above the recommended value in the literature. The adapted scale could be used by researchers and educators to detect the acceptance of online learning at different intervals.

The purpose of this study is to examine the publications conducted in education related to virtual worlds with the bibliometric analysis method. This study employed the appropriate keywords determined via digging the Web of Science database. A total of 2,978 publications meeting the criteria of the current study were examined. VOSviewer software was used for the analysis. We utilized co-authorship analysis to see the descriptive characteristics of the examined publications. The most conducted type was proceedings and the number of publications fluctuated over time with a peak in 2012. England, USA, and Spain had the most publications among the countries, and Open University, Coventry University, and the Polytechnic University of Bucharest had the most publications among the organizations. The majority of the studies were published in the journal of Computers & Education, British Journal of Educational Technology, and Interactive Learning Environments. For revealing the most common keywords, we used the co-occurrence analysis. “e-learning”, “second life” and “higher education” were the most occurred keywords in the publications. The citations analysis was used to see which authors and publications were mostly cited in the examined papers. The most cited authors were Dede, C., Lan, Y. and Ketelhut, D. J. According to the analysis of the cited references, Dalgarno and Lee, (2010), Merchant, Goetz, Cifuentes, Keeney-Kennicutt, and Davis, (2014) and Dunleavy et al. (2008) were the most cited studies. Technological developments have affected the interest in the use of VWs in education. As a new type or extension of virtual worlds, metaverse promises new opportunities in education. The findings of this study would present a road map for those future research to see the general picture of the relevant area.

This study aims to understand the different methods of badge transformation on students' achievement, satisfaction, learning enjoyment, and engagement. An explanatory mixed method study was adapted in this study. A counter-balanced experimental design with no control group was employed for the quantitative phase. Participants were randomly assigned to two equal groups and received the constant and variable-rate badge transformation method in different orders. The paired-sample t-test showed no significant mean difference in students' achievement, satisfaction, learning enjoyment, and engagement in using the constant-rate and variable method. For the qualitative phase, students were asked to explain their opinions about the applied methods. Qualitative findings supported the quantitative results. While some students favored the use of badges and different methods of badge transformation, some students were neither interested in the collection of badges nor their transformation.

Educational activities, including assessment have continued globally in the form of emergency remote education since the start of the COVID-19 pandemic. The purpose of this study is to explore university instructors’ opinions about assessment methods in online education during the COVID-19 pandemic. Case study design was employed in line with the research questions. Data were collected from 199 instructors working at different universities in Turkey via a questionnaire developed by the researchers. Content analysis was applied to analyze the data. The results revealed that instructors’ most frequently applied methods were homework, multiple-choice tests, presentations, open-ended questions, and projects. Instructors encountered problems such as inadequate level of ICT access, reliability issues, infrastructural inadequacy of institutions, institutional enforcement, requiring more effort for instructor, difficulties in applied courses, and rapid transition to online education. Instructors’ preferences toward assessment were to change the assessment methods and revert to traditional methods as well as increase student engagement and integrate ICT. The results of this study reveal the opinions of instructors about remote assessment and inform practitioners about the applied methods, possible problems, and preferences that may help others adapt quickly to remote assessment.

The present study explored the relationship between undergraduate students’ digital literacy and self-regulation in online interaction (student-content, student-teacher, student-student). Investigating this relationship can facilitate identifying areas for improvement of support programmes and provide insights for effective online teaching and learning practices. The researchers collected data from 195 undergraduate students during the Covid-19 pandemic. Canonical correlation results indicated a significant and positive correlation (Rc = .41), meaning that having a positive attitude and high technical knowledge and skills regarding digital technologies can help students manage online teacher, peer, and content interactions. Moreover, the study identified that the digital literacy scale’s technical variable contributes to the correlation more than the attitude variable. This result implies that developing technical knowledge and skills might be more critical to promoting self-regulation in online interaction. Based on these results, the implications for online education and recommendations for supporting self-regulation in student interactions are discussed.