Nurettin Simsek

A comparative analysis of the effects of computer and paper-based personalization on student achievement

The aim of this study is to investigate whether personalization of mathematical word problems affects student achievement; and if it does, to find out whether the outcomes vary depending on computer and class environment in the teaching of mathematics. The sample of the research, conducted in the 2006-2007 fall semester, consists of 90 seventh grade in four sub-groups. During the application in the classroom, paper-based personalized and paper-based non-personalized problems were given. As to the computer environment, web-based personalized and web-based non-personalized problems were presented. After the application, an achievement test was performed as an achievement post-test parallel to the pre-test. The results show no significant difference between the scores of the groups who used personalized materials and the groups who used non-personalized materials. The results also indicate that no significant difference exists between those who studied in the computer-based environment and those in the paper-based environment.

Designing an electronic performance support system for technology-rich environments

ABSTRACT This study aims to design and validate an electronic performance support system that enables educators to use instructional technologies effectively and efficiently. The study was designed and conducted using developmental research methods and with the participation, at different stages, of educators and educational technology and software experts. The tangible product of the designed system is a session plan independent of the content. The system’s activity database contains 44 activities. The system works as follows. Based on the learning outcome, student, educator, and environment characteristics, activities not deemed suitable are eliminated, the most suitable activities are presented for the educator to select, and the educator makes a selection. The educator then accesses a session plan produced by the system and can edit this plan as desired. The system has additional features that were created based on the opinions of educators and educational technology experts. These features are tools for supporting academic, technical, administrative, and professional cooperation. To validate the designed system, the views and recommendations of educators and software and educational technology experts were collected. All three groups confirmed the validity of the design. Nevertheless, based on the feedback received, improvements were made before giving the design its final shape.

Interprofessional education and social interaction: The use of automated external defibrillators in team-based basic life support

Automated external defibrillators are pervasive computing devices designed for the treatment and management of acute sudden cardiac arrest. This study aims to explain users’ actual use behavior in teams formed by different professions taken after a short time span of interaction with automated external defibrillator. Before the intervention, all the participants were certified with the American Heart Association Basic Life Support for healthcare providers. A statistically significant difference was revealed in mean individual automated external defibrillator technical skills between uniprofessional and interprofessional groups. The technical automated external defibrillator team scores were greater for groups with interprofessional than for those with uniprofessional education. The nontechnical automated external defibrillator skills of interprofessional and uniprofessional teams revealed differences in advantage of interprofessional teams. Students positively accept automated external defibrillators if well-defined and validated training opportunities to use them expertly are available. Uniprofessional teams were successfully supported by their members and, thereby, used automated external defibrillator effectively. Furthermore, the interprofessional approach resulted in as much effective teamwork as the uniprofessional approach.