Zahide Yildirim

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.

Comparison of Hypermedia Learning and Traditional Instruction on Knowledge Acquisition and Retention

Abstract A comparison was made of hypermedia learning environments and traditional instruction in terms of contribution to declarative, procedural, and conditional knowledge acquisition and retention in a specific subject area through a pretest-posttest control-group design. Thirty-nine 9th-grade biology students were assigned to experimental (hypermedia learning environment) and control (traditional instruction) groups through a matched-pair technique. Both groups were given pre-, post-, and retention tests. Posttest results indicated no significant difference between control and experimental groups in acquisition of declarative, conditional, and procedural knowledge. However, retention test results showed that the experimental group retained all three types of knowledge significantly better than did the control group.

A Review of ICT Related Courses in Pre-service Teacher Education Programs

This study investigated teacher educators’, prospective teachers’, and K-12 teachers’ opinions about the effectiveness of ICT related courses and the ways to improve the courses in Turkey’s pre-service teacher education programs. The researchers used both quantitative and qualitative research approaches within the data collection and analysis processes. The data were collected from 111 teacher educators, 1,330 prospective teachers, and 1,429 K-12 teachers through questionnaires; and from 6 teacher educators, 6 prospective teachers, and 6 K-12 teachers through interviews. Even though a majority of the participants felt that ICT related courses are effective, most participants recommended that these courses need to be redesigned to be more beneficial in practice.

Students’ Web Search Strategies With Different Task Types: An Eye-Tracking Study

Common search engines may not be practical for students while searching their homework, no matter how easy or how hard the searched content. The purpose of this study is to investigate the whole search processes of seventh graders. 11 participants were assigned to three tasks that varied in difficulty. The findings demonstrated that search patterns can change according to types of tasks. Especially the number of page visits and correct hits, the way keywords used, and task completion success differed across task type. Although the statistical analysis did not generate significant relationships, qualitative analysis demonstrated that time spent, scan type, number of keywords, and reading styles differed for all tasks.

A comparison of learning management systems in a school district: searching for the ideal personalized integrated educational system (PIES)

This study explored the use of several learning management systems (LMS), their benefits, and their limitations in relation to the desired characteristics of an ideal Personalized Integrated Educational System (PIES) for the information age. A qualitative research design was used. The participants of the study were teachers, administrators, and technology coordinators in a small suburban school district. The data were collected through interviews and were subjected to content analysis. The findings of the study indicated that each of the LMSs investigated in this study still has some significant limitations, for none of them provides all the information-age functions of PIES, and what an ideal PIES should possess as information-age functions can be categorized under students’ learning, assessment and system-related preferences.

Exploring the effect of using different levels of emotional design features in multimedia science learning

Abstract The current study aims to examine the influence of incorporating different emotional design approaches into multimedia on 7th grade middle school students’ positive emotions, mental effort investments and learning achievements (recall and transfer). To this end, four different instructional materials were created. Each material was identical, with only the extent of emotional design differing. For the Neutral Design (ND) group, none of the emotional design principles were used (monochromatic grayscale). For the Colorful Design (CD) group, attention-grabbing, bright and saturated colors were added to the material. For the Anthropomorphic Design (AD) group, expressive facial expressions (anthropomorphism of lifeless objects and expressive facial expressions of human characters) were incorporated into the material. Finally, for the Anthropomorphic Design and Sound Effects (ADSE) group, interesting sound effects were also used. The study was conducted at a middle school with a group of 106 students. Positive emotions were measured using an emWave emotion detection device. Results revealed that positive emotions generally increased as the amount of emotional design features increased. However, while students who used the Colorful Design invested more mental effort compared to students who used the Neutral Design, students who used the Anthropomorphic Design and Sound Effects (ADSE) invested less mental effort compared to students who used the Colorful Design. In addition, students who used the Colorful Design outperformed students who used the Neutral Design in terms of their recall scores. No significant difference in terms of transfer of learning scores was observed across the groups. Results were discussed with respect to different views in the literature regarding the use of emotional design in multimedia.

İlköğretim Sosyal Bilgiler Öğretiminde Öğrenme Nesnelerinin Etkililiği: Başarı, Algılanan Öğrenme, Katılım ve Kullanılabilirlik

Learning objects originated from the object oriented approach in computer science and defined as “any digital resource that can be reused to support learning” (Wiley, 2001), and they are also used in learning and teaching environments. However, literature on learning objects focus on their technical characteristics and metadata. Research on the effects of learning objects on teaching-learning environments especially in social studies lessons is scarce. So, this study examines the effectiveness of learning objects in 6th grade social studies lesson in order to fill the gap between the theory and application of learning objects. The study was pretest-posttest control-treatment group quasi experimental study and was implemented in a primary school in Bolu with 137 students in 6th grade during 24 lesson hours in 8 weeks. At the end of the study, the learning objects developed for the study were evaluated by the students through Learning Object Evaluation Scale (LOES). The findings showed that when learning objects were used with teacher’s guidance, academic achievement of students was higher than their achievement in traditional teaching environments. Further investigation revealed that students found LOs beneficial for their learning, highly engaging and well designed.

Web-Based Metacognitive Scaffolding for Internet Search

This study investigates the effects of web-based scaffolding in comparison with teacher scaffolding (TS) and no scaffolding (NS) on students’ metacognitive skill development in web-search process. The study utilized a static-group pretest–posttest quasi-experimental design. The first experimental group received web-based Internet search scaffolding (WISS) tool treatment; the second experimental group received TS; and the control group had NS. Receiving WISS during an Internet search had a significant effect on the improvement of metacognitive skills when compared with NS; however, it was not significant when compared with TS. While WISS group’s scores in all subscales improved significantly compared with those of NS, TS’s strategy generation scores were significantly higher than those of NS group. Moreover, WISS group’s control of attention scores were significantly higher than those of TS group.

Öğrenme Nesnesi Değerlendirme Ölçeği’nin (ÖNDÖ) Geliştirilmesi, Geçerlik ve Güvenirlik Çalışması

The purpose of the current study was to develop a Learning Object Evaluation Scale (LOES) in Turkish language. The sample consisted of 388 sixth grade students in a primary school. In the study, item-total correlation, item-remainder correlation, Cronbach’s alpha, difference between upper and lower group means were analyzed. Results of the exploratory factor analysis (EFA) showed that 30 items were loaded into three factors: perceived learning, usability and engagement. The internal consistency reliability of three factors were .88, .91 and .90 respectively. The total variance explained was 54.42%, and common factor loadings ranged between .39 and .72. Fit index values of the model was χ2/df = 2.74, RMSEA = .07, SRMR = .06, GFI = .87, AGFI = .85, CFI = .97, and NNFI = .97. These findings showed that this scale was valid and reliable instrument to evaluate learning objects.