Ünal Çakıroğlu

Exploring collaboration in learning by design via weblogs

The purpose of this qualitative study was to explore collaborative activities that were carried out via weblogs according to a “learning by design” approach. During the instructional process, Microsoft Publisher was used for a series of infographic design activities. The study participants were 33 undergraduate students who were enrolled in an Arts Education program. The data sources included weblogs that were used by the participants to discuss the design process, as well as reflection reports that they provided. The data were analyzed according to Murphy’s collaboration model, which involved associating the participants’ experiences in the design process with the sub-phases of collaboration outlined in the model. The results indicated that, through the use of weblogs, the participants were able to design infographics via a “learning by design” approach. The weblogs allowed students to share their knowledge, and thereby to develop better artifacts. It is hoped that the study may provide insights concerning the link between weblogs and the learning by design approach in graphic design activities.

Exploring extraneous cognitive load in an instructional process via the web conferencing system

ABSTRACT This study, based on an online instruction via the web conferencing system, explores extraneous cognitive load and its influence on the learning process. Sixty-two sophomore students who enrolled in an online introductory programming course participated in the study. An observation form was used to analyse the course records in video format. Interviews with selected participants were conducted in order to clarify the students’ behaviours during the instructional process. The results indicated that the extraneous cognitive load elements (coherence, redundancy, modality, signalling, and temporal-spatial contiguity) influenced the instructional process. The results suggested that, in web conferencing systems extraneous cognitive load appeared not only from design features of multimedia materials but also the delivery settings. Future work is needed to put forward the influences of the load elements caused in various platforms. The implications and suggestions for instructors who plan to design and teach online courses via web conferencing were also provided.

Online project based learning via cloud computing: exploring roles of instructor and students

ABSTRACT This one semester case study intended to explore the roles of the instructor and students in design activities based on project based learning via cloud computing technology. Participants were 13 pre-service computer teachers enrolled in an internet programming course at faculty of education. Online course records, interviews and questionnaires were used to collect data. The data were analyzed via qualitative techniques. Results suggested that cloud computing facilitates planning, collaboration, and communication and also supports individual learning in online project based design activities. The instructor exhibited the roles of guidance, technical support, administrate and communicate. Students’ roles were found as cooperation, coordination, communication, leadership, practice, effort provide in project based activities. The results are hoped to provide insights about the roles of the instructor and students in online project based design activities. Along with the study findings, some implications were discussed for using cloud computing effectively in project based learning.

Pre-service Computer Teachers’ Tendencies towards the Use of Mobile Technologies: A Technology Acceptance Model Perspective

Abstract Drawing on the Technology Acceptance Model (TAM), this exploratory study examines the preservice teachers’ adoption of mobile technologies through the factors of current use, instructional use and future use in their teaching practices. Participants were 466 pre-service computer teachers enrolled at a public university in Turkey. A questionnaire developed by the researchers was used to collect data. Results indicated that the current use and instructional use factors had a strong positive correlation and also there was a similar correlation with the factor of future use and current use. Relationships between current, instructional, and future use of mobile technologies explained within the context of perceived usefulness, ease of use, and behavioural intention constructs of the TAM.

The effectiveness of peer tutoring in remedying misconceptions of operating system concepts: A design-based approach

This study attempted to examine students’ experiences on collaborative work with peer tutoring in projects. The study also focused impact of peer tutoring on remedying misconceptions. The study was conducted in the context of an operating system course in which 30 pre-service ICT teachers are the participants. Data were gathered from pre-tests, post-tests and clinical interviews. Pre-tests were used for determining misconceptions and post-tests for determining change in misconceptions after the process. The results showed that the deficiencies in conceptual understanding may be remedied by conducting interactive peer-tutoring applications. The study put forward some evidences that; peer tutoring may provide a collaborative environment since it is used in a design based environment. Recommendations for delivery practices using design-based projects in conceptual learnings are also included.