Omer Delialioglu

Design and development of a technology enhanced hybrid instruction based on MOLTA model: Its effectiveness in comparison to traditional instruction

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.

A Question-Answer System for Mobile Devices in Lecture-Based Instruction: A Qualitative Analysis of Student Engagement and Learning.

ABSTRACT The aim of this study was to explore the opinions, perceptions and evaluations of students about their experiences with a question–answer system used on mobile devices in a lecture-based course. Basic qualitative research method was employed in this study to understand how students made sense of their experiences during the instruction. The participants of the study were 25 of 42 students enrolled in a Computer Hardware course, who were interviewed in five sessions of focus-groups. Data analysis was done based on the six steps of inductive analysis. The results showed that students mostly ascribed the meaning of their engagement to the observable behaviors about academic challenge. Concerning inhibiting factors for participating in a lecture, they stressed the constraints of lecture method. As inhibiting factors for asking questions, they mostly stated shyness as a reason. The results of the research were discussed reflectively to investigate the constructed meanings of participants about the context and to make suggestions for further studies.

The effect of students’ subject discipline on their m-learning application preferences

The effect of students’ subject discipline on their preferences toward m-learning applications was investigated by using a mixed-method research design. A questionnaire on students’ preferences of m-learning application features was used to collect data from 181 undergraduate students. One-way analysis of variance found a significant difference among perceptions of students from different subject disciplines related to the “collaboration” and “learning” features. Follow-up interviews were carried out to further investigate students’ perceptions. Content analysis revealed that “availability” and “ease of use” were the most preferred features, and “collaboration” and “entertaining” were the least preferred ones. Interview results related to universities’ readiness for m-learning were categorized into (i) universities’ infrastructures, (ii) instructors’ skills and (iii) students’ skills for m-learning. Students indicated their universities’ infrastructures as “moderately ready” for m-learning. They ranked their instructors’ skills as “low”. However, students assessed their own skills as “moderate” for utilizing m-learning in their respective universities.

Supporting students’ knowledge and skills in information technology security through a security portal:

This study aims to investigate the initial perceived knowledge and skills of high school students in information technology (IT) security and the effect of an online security support tool, the Security Portal (SP), on students’ perceived knowledge and skills in IT security. The SP is a website designed and developed as an extracurricular learning tool to improve high school students’ knowledge and skills in IT security. An exploratory research design with descriptive and inferential statistical analysis was conducted to answer the research questions. The data were collected from the participants through the Perceived Knowledge and Skills in IT Security questionnaire, administered as pre-test and post-test before and after using the SP. The results of the study indicated that the majority of students were not aware about their schools’ IT security policies and rules. Similarly, students had limited knowledge of the rules for using IT devices at their homes. Students’ perceived knowledge and skills in (i) virus infection, (ii) awareness about IT crimes and unlicensed products, (iii) security settings of operating systems, (iv) Windows firewall and defender, (v) security settings of Android OS except adding owner information (vi) security issues related to e-mails, except risk associated with opening e-mails from unknown senders, (vii) security issues of web browsers and SNSs except security and privacy settings of SNSs, could be improved by using such tools.