Eğitim Teknolojileri Bilim Dalı

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Citation - Scopus: 0
Adaptation of the Student Expectations of Online Learning Survey Revised (SEOLS-R) into Turkish
(Karadeniz Technical University, 2020) Arslan, Ö.; Akkoyunlu, Buket; Dağhan, G.; Akkoyunlu, B.; 8539; Ortak Dersler Bölümü
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.
Citation - Scopus: 0
An Exploration of the Landscape of Instructional Design: Understanding Changes and Pandemic Effects (2017-2022)
(Ozgen Korkmaz, 2024) Bardakci, S.; Akkoyunlu, Buket; Akkoyunlu, B.; Yilmaz, Y.Y.; 8539; Ortak Dersler Bölümü
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.
An Investigation of the Digital Footprint Awareness and Experiences of Secondary School Students
(2021) Akkoyunlu, Buket; Akkoyunlu, Buket; Soylu, Meryem Yılmaz; Demiröz, Seva; 8539; Ortak Dersler Bölümü
Bu 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.
Bibliyografik Künye Karekodu Oluşturma Etkinliğine Yönelik Öğrenci, Öğretmen ve Okul Kütüphanecisi Görüşleri
(2019) Akkoyunlu, Buket; Çetin, Nihal Menzi; Akkoyunlu, Buket; 8539; Ortak Dersler Bölümü
Bilgi ve iletişim teknolojileri bilgiye erişme, bilgiyi paylaşma, iletme, bilgi ile iletişim kurma,yazma ve sunum yapma gibi işlemleri yerine getiren çeşitli araçlar sunmaktadır. Karekodlarmobil araçlarda kullanılan ve bilgiye erişimi hızlandıran araçlardan biridir. İlgi çekici vekullanımı kolay bir araç olarak karekodlardan eğitim ortamında faydalanılmakta ve olumlusonuçlar elde edilmektedir. Çeşitli araçları kullanarak bilgi becerilerini kazandırmayıamaçlayan ‘bilimsel iletişim öğretim programı’ ortaokul altıncı sınıf öğrencilerine yönelikgeliştirilmiş ve uygulanmıştır. Bu çalışmada bilimsel iletişim öğretim programında yer alanetkinliklerden biri olan bibliyografik künye karekodu oluşturma etkinliğine katılanöğrencilerin, öğretmenlerin ve okul kütüphanecisinin etkinliğe yönelik görüşleriincelenmiştir. Çalışma sonucunda söz konusu etkinliğin öğrencilerin bilgi kaynaklarına vekütüphaneye yönelik bakış açılarını olumlu etkilediği ve öğrencilerin kütüphane ortamındakarekodlardan yararlanabilecekleri faydalı bir etkinlik olduğu ifade edilmiştir.
Citation - WoS: 9
Citation - Scopus: 13
Collaborations, concepts, and citations in educational technology: A trend study via bibliographic mapping
(Springer, 2022) Bardakci, Salih; Akkoyunlu, Buket; Soylu, Meryem Yilmaz; Akkoyunlu, Buket; Deryakulu, Deniz; 8539; Ortak Dersler Bölümü
Research trends studies have emerged in education technologies (ET) to determine research manner and changes. Although the precedent examples dated back to the 1950s, trend studies within ET have gradually been increasing since the 1970s. This study aimed to examine the ET publications and research trends in a 5-year time period from 2014 to 2018. With a bibliographic mapping tool, namely VOSviewer, three research questions were addressed relating to collaborations, concepts, and citations in educational technology studies. The data set was extracted from ISI Web of Science databases and included 1690 articles published in six educational technology journals between 2014 and 2018. We used co-authorship analysis to determine the collaborating researchers' institutions and their geographical locations (countries) when they published the articles. A co-occurrence analysis was used to investigate concepts. Finally, a co-citation analysis was employed to determine the most cited papers and journals. Co-authorship analyses revealed that the number of articles published by researchers affiliated with institutions in the USA was the highest in the data set. According to co-occurrence analysis, online learning, especially in open learning environments, was the most studied concept. Moreover, co-citation analysis showed that the most frequently cited articles were published in Computers & Education. Additional findings, discussion, and limitations of the study were explained in the full text.
Citation - WoS: 30
Citation - Scopus: 39
Effectiveness of Gamification in Flipped Learning
(Sage Publications inc, 2020) Gunduz, Abdullah Yasin; Akkoyunlu, Buket; Akkoyunlu, Buket; 8539; Ortak Dersler Bölümü
The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.
Citation - Scopus: 28
Fostering and assessing infographic design for learning: the development of infographic design criteria
(Taylor and Francis Ltd., 2017) Nuhoğlu Kibar, P.; Akkoyunlu, Buket; Akkoyunlu, B.; 8539; Ortak Dersler Bölümü
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.
Citation - WoS: 1
Citation - Scopus: 4
Integrating scientific communication into middle school lessons: A curriculum design research
(Springer, 2020) Cetin, Nihal Menzi; Akkoyunlu, Buket; Akkoyunlu, Buket; 8539; Ortak Dersler Bölümü
In this study, a Scientific Communication Curriculum (SCC) was designed for middle school students and teachers to equip them with scientific communication (SC) skills, and the skills included in the SCC were integrated into the middle school lessons. Within the framework of the Curriculum Design Research (CDR), designing the Scientific Communication Curriculum (SCC) and integrating into the lessons were conducted by two cycles and each cycle consisted of four stages; analysis, design, implementation, and evaluation. In the first cycle, SCC was developed and implemented for the evaluating the effectiveness of the SCC in terms of teaching scientific communication skills to the students with the help of Information Technology (IT) course teacher. In the second cycle, the scientific communication skills were integrated into the lessons in collaboration with the teachers and the School Librarian (SL). As a part of the design process, the Teacher Training Program (TTP) was organized to equip all middle school teachers with scientific communication skills and to help them how to teach and how to integrate the SC skills. Furthermore the TTP served as a professional development component of the CDR framework. Based on the quasi-experimental study results and also opinions of the students and the IT teacher towards the first implementation stage, it was concluded that the SCC was effective in equipping students with scientific communication skills. Regarding the findings from the second cycle, the integration process was satisfying for the teachers and the SL. Teachers found the TTP helpful for their professional development. According to views of the teachers and the SL on the integration process was a positive and useful step for them. The results of this study were addressed and discussed under the headings of design principles, curriculum components, and professional development that are components of the CDR model.
Citation - WoS: 0
Citation - Scopus: 0
Investigating Information Seeking Process Using Think-Aloud Protocol of Students Living in Rural Areas
(Springer international Publishing Ag, 2022) Cetin, Nihal Menzi; Akkoyunlu, Buket; Akkoyunlu, Buket; 8539; Ortak Dersler Bölümü
In this study, we investigated how students in a rural secondary school searched for online information for their school assignments, and we employed the think-aloud protocol to reveal students' information seeking processes. In this study, three students were given three search tasks that were similar to their school assignments and they were asked to search the web for the tasks. To obtain data from each student's web search, we used screen-capture software and collected audio and video records. Recordings were subsequently transcribed and analyzed. Results showed that while the students completed the easy and medium-level search tasks to a great extent, they had difficulty in completing the difficult task. In addition, students performed the tasks with various steps and durations. Emotions such as hesitation, satisfaction, frustration and anxiety were observed in the students while they were performing the tasks. The results were also discussed in terms of the characteristics of the information seeking process.
Citation - WoS: 3
Citation - Scopus: 6
The Gamification Tool for the Classroom Response Systems: Kahoot!
(Hacettepe Univ, 2020) Gunduz, Abdullah Yasin; Akkoyunlu, Buket; Akkoyunlu, Buket; 8539; Ortak Dersler Bölümü
Classroom response systems (CRS), which are used to gather immediate feedback from students throughout the teaching process, have been called by different names in the past and present. Examples of CRS implementations include question-answer systems, student response systems, electronic response systems, or cloud-based classroom response systems. The objective of this study is to inform educators who embrace flipped learning about students' perceptions of the use of Kahoot. This study employed a mixed-method research approach with 53 sophomore students. Both quantitative and qualitative data about Kahoot activity were gathered at the end of a 9-week flipped learning implementation process. At the end of the study, the students stated that a CRS may be used within the scope of any lesson. Students also underlined that the use of CRS in learning environments could be an efficient way to increase motivation for the lesson and create an enjoyable learning environment. Therefore, teachers may be advised to use CRS when deciding on classroom activities in flipped learning.

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