Hafize Keser

The Impact of Interactive Environment and Metacognitive Support on Academic Achievement and Transactional Distance in Online Learning

The aim of the present study is to reveal the impact of the interactive environment and metacognitive support (MS) in online learning on academic achievement and transactional distance (TD). The study is designed as 2 × 2 factorial design, and both qualitative and quantitative research techniques are used. The study was carried out on 127 students, and this research design was implemented in an online learning environment and evaluated based on an achievement test, TD scale, and semistructured interviews. The results of the study revealed that synschronous environments had a significant impact in reducing TD perception. In asynschronous environments, on the other hand, providing students with MS was efficient in reducing TD. In terms of academic success, compared with synschronous environments, MS provided in asynschronous environments caused to a significant difference in achievement test scores of the students. Explanations about findings and implications for instructional design are discussed in Conclusion section.

Adoption of PBL to Online Environments: Student’s Perspectives

This study’s aim is to find out student’s perspectives on online and face-to-face problem-based learning approaches. The study was conducted at the Department of Computer Education and Instructional Technologies, Faculty of Education, Hacettepe University. Participants were 42 freshman students attending the department during fall of 2006-2007. These students were put into two groups—the online problem-based learning group and the face-to-face problem-based learning group. The research was conducted on Mathematics-I while implementing the topic of ‘derivation’. The content analysis statistical technique is used, as well as a questionnaire consisting of open-ended questions, which perform as a data collection tool to find out the views of the students in context to the process.

Siber Zorbalik Tehlike Düzeyi Ölçeğinin Ortaokul ve Lise Formlarının Geliştirilmesi

Bu arastirmada, siber zorbalik olaylarina magdur, zorba veya tanik olarak dâhil olan ogrenciler acisindan siber zorbalik tehlike duzeyi olceginin ortaokul ve lise formlarini gelistirilmek amaclanmistir. Arastirmada 304 ortaokul ve 296 lise ogrencisinden veri toplanmistir. Formlarla ilgili olarak kapsam gecerligi ve dil gecerligi uzman gorusuyle; yapi gecerligi ise acimlayici faktor analizi yapilarak saglanmistir. Olceklerin guvenirligini test etmek icin Cronbach Alfa ic tutarlilik katsayisi kesaplanmis; madde guvenirliklerini test etmek icin ise madde-toplam korelasyonlari hesaplanmistir. Ilk psikometrik bulgularinin gecerli ve guvenilir oldugu belirlenen olcek formlarinin her biri uc temel boyuttan (magduriyet, zorbalik ve taniklik); her temel boyut ise uc alt boyut (sorunun yasanma sikligi, algilanan ciddiyet duzeyi, hissedilen olumsuz etki duzeyi) ile 17 maddeden olusmustur.

UYARLANABİLİR EĞİTSEL İÇERİKLİ WEB ORTAMLARININ TASARIM İLKELERİ: ÖĞRENEN MODELİ

Uyarlanabilir cevrimici ogrenme ortamlarinda ogrenen modeline yonelik tasarim ilkelerinin belirlendigi calisma, karma yontemli karsilastirmali turden iliskisel tarama modeli deseninde tasarlanmistir. Ilkelerinin belirlenme sureci, bagil onemlilik ve bulgularin saglamligi olmak uzere iki boyutta gerceklestirilmistir. Ilkelerin gelistirilmesi ve ilkelere yonelik bagil onemliligin belirlenmesi amaciyla yapilandirilmis cevrimici Delphi yonteminde faydalanilmistir. Elde edilen ilkelere yonelik bulgularin saglamliginin belirlenmesi amaciyla, alanyazin taramasi sonucu elde edilen arastirma verilerinin cozumlenmesinde icerik analizi ile birlikte bulgularin saglamligi degerlendirme olcutleri kullanilmistir. Geleneksel Delphi calismasina kiyasla onceden tanimlanmis daha yapilandirilmis bir ilk anket turunu iceren calismada, 90 (%92) uzmanin yanitlari gecerli sayilmis ve bu uzmanlar calisma grubunu olusturmustur. Ilkelerin belirlenmesinde aritmetik ortalama, ilk ceyrek kayma, standart sapmadan yararlanilan calismanin ilk turunda uzmanlarca 17 ilke belirlenmis, 15 ilke uzerinde uzmanlarin uzlasiya ulasmalariyla dort tur uygulanan Delphi yontemi son bulmustur. Ayrica, uygulama sonucunda elde edilen ilkelerin tamamina yonelik, guvenilirlik analizi (Croanbach Alpha) ve sinif-ici korelasyon katsayisi (ICC) degerleri hesaplanmistir. Delphi yontemiyle belirlenen ilkeler dogrultusunda, ogrenen modelleye iliskin 480 arastirma icerik analizi ile cozumlenmis ve bulgularin saglamligi olcutlerine gore kategorik degerlendirme yapilmistir. Calisma sonucunda uzmanlarin bagil onemlilik olcutlerine gore, 13 ilkede neredeyse mukemmel uzlasma ve 2 ilkede ise onemli derecede uzlasma saglandigi belirlenmistir. Bulgularin saglamligi degerlendirme olcutlerine gore yapilan kategorik degerlendirme sonucunda ise, 14 ilkede guclu arastirma destegi ve 1 ilkede ise orta dereceli (yeterli) arastirma destegi saglandigi belirlenmistir. Ayrica, calisma sonucunda elde edilen gozlemciler arasi uyumunun (ICC=.926) yuksek duzeyde oldugu sonucuna ulasilmistir. Calismada elde edilen ilkeler gerek alanyazin gerekse alan uzmanlarinin ortak egilimlerini gostermektedir.

Determination of teacher candidates’ opinions about the efficiency of virtual classes used in distance education

This study was aimed to determine the teacher candidates’ opinions about the efficiency of virtual classes. Nearly, 173 voluntary teacher candidates who receive distance education at Near East University participated in this research. This research was conducted in the spring semester of 2014–2015 academic year. The results of five-point Likert-type scale which was developed by the researchers were analysed with SPSS program. When the results of the research were analysed, it was revealed that teacher candidates who receive distance education reported that virtual classes are effective in learning, being in the virtual classes at the same time with their teachers increase the students’ interests in the lecture, the materials used in the lectures are more effective for students to understand the subject, the students get opinions from their classmates by making their presentations through file sharing in virtual class setting and this leads to a significant contribution to their learning.