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Seçmeli Dersler Ana Bilim Dalı

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Browsing Seçmeli Dersler Ana Bilim Dalı by Author "Kibar, Pinar Nuhoglu"

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    Article
    Citation - WoS: 12
    Citation - Scopus: 13
    Implementing Bring Your Own Device (Byod) Model in Flipped Learning: Advantages and Challenges
    (Springer, 2020) Gunduz, Abdullah Yasin; Akkoyunlu, Buket; Kibar, Pinar Nuhoglu; 8539; 09.01. Ortak Dersler Bölümü; 09. Rektörlük; 01. Çankaya Üniversitesi
    Flipped learning is a type of blended learning that reverses traditional conceptions about pre-class and in-class activities. This pedagogical approach offers students the opportunity to exert more control over their learning. However, teachers should monitor whether in-class activities deepen pre-learning. In this paper, we present students' experiences regarding the advantages, challenges and future preferences of using BYOD in flipped learning. According to students, being allowed to use their own devices in classroom activities provided them a more comfortable learning environment. The model increased their productivity because they were familiar with their personal devices. Students reported that the BYOD model made storing and retrieving files easier, which enabled them to continue studying without remembering settings. However, students identified challenges, such as being required to carry heavy devices and dealing with poor classroom infrastructure. A few students decided they would rather not bring their own devices again due to weight, but the others indicated that they would prefer to participate in BYOD-embedded flipped learning in the future.
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    Article
    Citation - WoS: 3
    Citation - Scopus: 7
    Modeling of Infographic Generation Process as a Learning Strategy at the Secondary School Level Based on the Educational Design Research Method
    (Turkish Education Assoc, 2018) Akkoyunlu, Buket; Kibar, Pinar Nuhoglu; 8539; 09.01. Ortak Dersler Bölümü; 09. Rektörlük; 01. Çankaya Üniversitesi
    The study aimed to model an infographic design process for the use of infographics as a learning strategy at the secondary school level. A progressive model was suggested in line with a hypothetical perspective regarding the infographic generation process in order to enable learners to resolve and visualize complex information. Using educational design research methodology, the research took place over three meso cycles each comprised of micro cycles: the first two meso cycles included the micro-cycles of analysis and exploration, design and construction and evaluation and reflection and the third meso cycle the evaluation and reflection micro cycle. The study was conducted in collaboration with Information Technology, Science and Technology and Visual Arts teachers and with the participation of 18 7th grade students in the first meso cycle and 19 7th-grade students in the second meso cycle. The infographic design process and the reached infographic design levels were evaluated using the infographic design rubric, reflection forms and focus group interview. Based on the evaluation results obtained at the end of the first two meso cycles, the infographic design process was redesigned and developed. The infographic design process was designed to include the steps of content acquisition, infographic design information, content preparation, content generation, visual design generation, draft generation and digital design in the first meso cycle. In accordance with evaluations, the second meso cycle preserved these steps and implemented a spiral structure to replace the progressive structure of the first meso cycle. Sub-stages were added to meet the determined needs to the infographic design process, training activities were increased and a greater length of time was given for the digital design step. In accordance with the reflection obtained throughout the process, laboratory computers used in the design process in the first cycle were replaced with the students' own tablets in the second. The infographic design levels and reflections reached in the second meso cycle indicated that the arrangements made in the infographic design process developed the process. At the end of the comprehensive evaluation undertaken in the third meso cycle, a conclusion was reached that the collaboration between different fields, infographic design experience and the use of learners' own instruments was significant. This study can be distinguished from other relevant studies as it presents a comprehensive process model in accordance with the educational design research method which contains applications within itself regarding the implementation of infographic design strategy in the learning process.