Eğitim Teknolojileri Bilim Dalı
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Browsing Eğitim Teknolojileri Bilim Dalı by Department "Çankaya Üniversitesi, Ortak Dersler, Eğitim Teknolojileri Bilim Dalı"
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Book Part Eğitim Örgütlerinde Mobbingin Önlenmesi-Hukuki Dayanaklar ve Dava Örnekleri(2018) Erdemir, Burcu; 192351Article Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement(2015) Akkoyunlu, Buket; Akkoyunlu, Buket; 8539; Ortak Dersler BölümüProblem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level, but rather designed by giving thought to students’ existing learning styles. Purpose of the Study: The aim of this study is to examine primary students’ and inspectors’ opinions on different learning environments designed according to students’ learning styles and its effects on students’ achievement. Method: Fifty-five seventh grade students and seven inspectors constituted the research sample. The data were collected through an open-ended questionnaire; a mathematics achievement test and the Pat Wyman Personal Learning Style Inventory were used as data collection tools in the research. Since the group consisted of less than 30 participants, the Wilcoxon Signed Rank Test for Paired Samples was used. Findings and Results: The difference of pre-post test results of visual auditory learners, auditory-kinesthetic learners, and visual-auditory learners are statistically significant. When the ranked average of different grades and their sums are considered, the observed difference is in positive ranking, meaning it is in favor of post-test results. According to these results, different learning environments designed for visualauditory-kinesthetic learners have a positive effect on student grades. The majority of the students stated that the aforementioned activities used in the mathematics lesson could also be used in other school subjects. Conclusions and Recommendations: Student responses emphasized that learning environments should be designed according to student learning styles. Inspectors underlined that learning styles designed according to students’ individual learning styles may increase student success. In addition, inspectors thought that some of the advantages of designing learning environments according to students’ learning styles included an opportunity to learn fairly, an increase in student motivation towards the lesson, and enabling students to learn at their own pace. In the upcoming studies, student behaviors and motivations towards environments designed according to students’ learning styles will be analyzed.Conference Object Ortaokul Öğrencilerinin Bilimsel İletişim Becerilerini Uygulama Düzeyleri(2018) Akkoyunlu, Buket; Dağhan, G.; Akkoyunlu, Buket; 8539; Ortak Dersler BölümüArticle Ortaokul Öğrencilerinin Dijital Ayak İzi Farkındalıkları ve Yaşantılarının İncelenmesi(2021) Akkoyunlu, Buket; Demiröz, Seva; Akkoyunlu, Buket; 8539; Ortak Dersler BölümüBu çalışmanın amacı ortaokul öğrencilerinin dijital ayak izi farkındalığını sınıf düzeyi, cinsiyet, elektronik araç ve ortamlarda geçirilen süreye göre incelemektedir. Öncelikle ortaokul öğrencileri için geliştirilen dijital ayak izi ölçeği psikometrik özellikleri açısından değerlendirilerek geçerli ve güvenilir bir araç olduğu ortaya konmuştur. Daha sonra katılımcıların dijital ayak izi farkındalıkları yukarıda belirtilen değişkenlere göre incelenmiştir. Çalışma grubu 204 kız ve 189 erkek öğrenciden oluşmaktadır. Çalışma kapsamında uygulanan Dijital Ayak İzi Ölçeği’nin yanı sıra öğrencilerin cinsiyet, yaş, sınıf düzeyleri ile cep telefonu, internet, sosyal medya kullanımları ve çevrimiçi oyun oynama süreleri hakkında sorular içeren bir form verilmiştir. Sonuç olarak, Dijital Ayak İzi Ölçeği hem araştırmacılar hem de eğitimci, yönetici ve ebeveynlerin kullanımı için geçerliği ve güvenirliği olan bir araç olduğu ortaya konmuştur.Book Part Pandemi Döneminin Ardından: Türkiye'de Yürütülen Acil Uzaktan Eğitim Araştırmalarının Değerlendirilmesi(Nobel Akademi, 2021) Akkoyunlu, Buket; Bardakçı, Salih; Dağhan, Gökhan; 8539; Ortak Dersler BölümüBook PROGRAM GELİŞTİRME: Rehberlik ve Psikolojik Danışma Alanında Çalışanlar İçin(2021) Özmat, Demet; Togay, Ahmet; Söylemez, Aydın; Özmat, Demet; Gençtanırım Kurt, Dilek; Biçener, Eda; Gültekin, Filiz; Duru, Hazel; Kozikoğlu, İshak; Koçak, Lokman; Kaya, Mehmet; Arıcı, Neslihan; Yaman, Özcan Neslihan; Can Aran, Özge; Kızıldağ Şahin, Seval; Çelik, Şehnaz Nigar; 17308; Yabancı Diller BölümüArticle Teacher’s Professional Perception as a Predictor of Teacher – Student Friendship in Facebook: A Scale Development Study(2015) Akkoyunlu, Buket; Dağhan, Gökhan; Erdem, Mukaddes; 8539; Ortak Dersler BölümüIn this study, a scale was developed for providing to make a relation between the tendency and reasons of teachers to add their students as “Friend” on Facebook and their professional perceptions. The study group consists of 158 teachers; 81 of them state that they are “friends” with their students on Facebook and 77 of them state that they are not. The factor structures of the scale were determined through Exploratory Factor Analysis (EFA) and the aforementioned theoretical structure was tested through Confirmatory Factor Analysis (CFA). The results indicate that each sub-scale separates into 4 factors that have an eigenvalue of 1 or above and that they have construct validity and reliability. Depending on the fact that both sub-scales had 4 factors, the aim was to find a common structure among the sub-scales. Regarding the meanings that the related items had, it was found that both sub-scales consisted of sub-factors that could be described as responsibility perception, student perception, professional identity perception and school perception. A secondarylevel confirmatory factor analysis was applied to validate the structures that were determined at the sub-scales and to test whether responsibility perception, student perception, professional identity perception and school perception structures inclined to an upper structure, i.e. teaching perception, or not. The findings indicated that both sub-scales had this hierarchical structure and each model had acceptable goodness-of-fit values. The survey developed a structure that had strong psychometrical features and determined that teachers’ interactions with their students on social networks were related to their professional perceptions.Conference Object Yoğun Bilişsel Çaba Gerektiren Video Temelli E-Öğrenme Materyallerinin Kullanım Sürdürülebilirliğine Etki Eden Değişkenlerin İncelenmes(2018) Akkoyunlu, Buket; Gündüz, A. Y.; Akkoyunlu, Buket; 8539; Ortak Dersler Bölümü
