Browsing by Author "Akkoyunlu, B."

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Adaptation of the Student Expectations of Online Learning Survey Revised (seols-R) Into Turkish
(Karadeniz Technical University, 2020) Dağhan, G.; Akkoyunlu, B.; Arslan, Ö.; 8539; 09.01. Ortak Dersler Bölümü; 09. Rektörlük; 01. Çankaya Üniversitesi
The aim of this study is to adapt the Student Expectations of Online Learning Survey Revised [SEOLS-R] developed by Harris, Larrier and Castano-Bishop (2011) into Turkish. For this purpose, the adaptation process of the scale, which consists of 7 factors and 43 items in the 5-point Likert structure, started first with the necessary permissions, and then a translation and cultural adaptation process was carried out. After the cultural adaptation process, the construct validity of the scale was tested with 411 students who study in distance education programs of Amasya University. After the construct validity findings, the reliability values of the scale were examined. In line with the findings, it was concluded that the Turkish version of the SEOLS-R scale is a valid and reliable measurement tool suitable for Turkish culture. © 2020 Karadeniz Technical University. All rights reserved.
Artificial Intelligence-Assisted Translation in Education: Academic Perspectives and Student Approaches
(Ozgen Korkmaz, 2024) Özmat, D.; Akkoyunlu, B.; 09.01. Ortak Dersler Bölümü; 09.02. Yabancı Diller Bölümü; 09. Rektörlük; 01. Çankaya Üniversitesi
Although artificial intelligence is present in many areas of life, making life easier, it also necessitates the updating of certain professions or curriculum of university departments. In this regard, it is considered important to determine how AI-based translation tools will specifically affect translation studies and to gather the opinions of students and faculty members in these departments. This study aims to examine the opinions of Translation and Interpreting Department students and faculty members on the use of artificial intelligence in translation studies. The research was conducted with 7 faculty members, 1 translation expert, and 15 final-year students at a foundation university. Data were collected through semi-structured interview forms and evaluated using content analysis. Students expressed concerns that artificial intelligence will reduce job opportunities in the profession. They also believe that the use of AI weakens memory and leads to laziness. Some students have noted that AI undermines and weakens the teacher-student relationship. Faculty members, on the other hand, think that AI will redefine the translator’s roles in the profession and provide significant support. Whilst the students advocate for the inclusion of AI in post-graduate professional life rather than in undergraduate education and support it with extracurricular activities, the faculty members underline the need to increase the integration of AI into translation studies education, provide in-service training, and expedite curriculum development studies. These results highlight different perspectives on the use of artificial intelligence in the field of translation studies and suggest recommendations that could contribute to the curriculum of translation departments. © 2024, Ozgen Korkmaz. All rights reserved.
An Exploration of the Landscape of Instructional Design: Understanding Changes and Pandemic Effects (2017-2022)
(Ozgen Korkmaz, 2024) Akkoyunlu, B.; Yilmaz, Y.Y.; Bardakci, S.; 8539; 09.01. Ortak Dersler Bölümü; 09. Rektörlük; 01. Çankaya Üniversitesi
The purpose of this study is to examine the scope of the field of instructional design and technology, along with the working area (desk) of the expert in this field, in the context of the effects of the pandemic. The study is a bibliographic mapping research. The data set includes bibliographic records of 2.397 scientific texts retrieved from the WOS Core Collection within the time range of 2017-2022 using search terms instructional design or instructional designer. Co-occurrence analyses encompassing author keywords were conducted on the data. As a result, maps and related outputs were obtained that reveal the concepts that the field focused on before and after the pandemic, as well as the relationships between these. Additionally, attempts were made to identify emerging concepts for both periods based on the outputs. According to the results, there has been a significant expansion in the concepts falling within the scope of instructional design and technology, and consequently in the roles and responsibilities of designers, in conjunction with the 2020s and the Covid-19 pandemic. Design concepts and variables, context, human factors, and research methodology are enriched within this expansion. This enrichment shifts the design process from a micro perspective focusing on learning environment and environmental variables to a macro perspective that emphasizes instructors, educational institutions, and culture. Within this perspective, while the weight of real instructional problems increases, the emphasis on theory, approach, and models significantly decreases. © 2024, Ozgen Korkmaz. All rights reserved.
Citation - Scopus: 30
Fostering and Assessing Infographic Design for Learning: the Development of Infographic Design Criteria
(Taylor and Francis Ltd., 2017) Akkoyunlu, B.; Nuhoğlu Kibar, P.; 8539; 09.01. Ortak Dersler Bölümü; 09. Rektörlük; 01. Çankaya Üniversitesi
In this ever more digital and visual world, it has become more vital that students are encouraged to create content during the learning process through effective visualization of their knowledge. Infographics are an effective method for such visualization. The current study therefore proposes an infographic design rubric (IDR) as a criteria-based framework to be used in the learning process for the creation and evaluation of infographics. The IDR was developed based on the infographic design model (IDM), a process of how to design infographics for teachers and learners using the three main components of content generation, visual design generation and digital design. The development process was conducted in the five design cycles of criteria determination, validity and reliability studies involving colleagues, university students, pre-service teachers and teachers. IDR criteria were generated based on content generation and visual design generation dimensions of IDM. The content generation dimension focuses on the quality and organization of the information presented, while the visual design generation dimension investigates the visual features of the infographic. Results of the inter-rater reliability analysis represent significant intraclass correlations. The proposed IDR is considered to be an important step for visualization in the learning process. © 2017, © 2017 International Visual Literacy Association.