Eğitim Teknolojileri Bilim Dalı Yayın Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12416/2297

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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.
Citation - WoS: 37
Citation - Scopus: 40
Peptide Nanoparticles (Pnps) Modified Disposable Platform for Sensitive Electrochemical Cytosensing of Dld-1 Cancer Cells
(Elsevier Advanced Technology, 2018) Akbal, Oznur; Bolat, Gulcin; Bozdogan, Betul; Denkbas, Emir Baki; Abaci, Serdar; Yaman, Yesim Tugce; 11534; 01. Çankaya Üniversitesi; 09. Rektörlük; 09.01. Ortak Dersler Bölümü
A novel diphenylalaninamid (FFA) based peptide nanoparticles (PNPs) modified pencil graphite electrodes (PGEs) for construction of electrochemical cytosensor was demonstrated for the first time in this study. Scanning electron microscopy (SEM) and transmission electron microscopy (TEM) images revealed the spherical nanostructure of the synthesized FFA based PNPs while attenuated total reflectance-fourier transform infrared (ATR-FTIR) spectra provided information about the structure and conformation of proteins in their structure. Self assembly of PNPs on PGE surface and adhesion of DLD-1 cancer cells on this surface was also characterized by electrochemical measurements. PNP/PGE5 acted as a sensitive platform for simple and rapid quantification of low concentration of DLD-1 cancer cells in early diagnosis using the electrochemical impedance method (EIS). The offered cytosensor demonstrated outstanding performance for the detection of DLD-1 cells by the EIS method. The impedance of electronic transduction was associated with the amount of the immobilized cells ranging from 2 x 10(2) to 2.0 x 10(5) cells mL(-1) with a limit of detection of 100 cells mL(-1). The efficient performance of the cytosensor was attributed to the well-defined nanostructure and biocompability of PNPs on the substrate.
Citation - WoS: 20
Citation - Scopus: 33
Student Views on the Use of Flipped Learning in Higher Education: a Pilot Study
(Springer, 2019) Akkoyunlu, Buket; Gunduz, Abdullah Yasin; 8539; 09.01. Ortak Dersler Bölümü; 09. Rektörlük; 01. Çankaya Üniversitesi
Flipped learning becomes increasingly popular in higher education with the widespread use of the Internet. The traditional methods are deeply teacher-centered and students usually listen to the teacher during the course. This is different in flipped learning and the time spent in the classroom involves rich learning activities. It allowed learners to take a more active role in the class than the traditional methods. However, flipped learning also has many challenges for students. The purpose of this study is to determine the benefits and challenges of flipped learning in higher education. Participants' views of flipped learning were collected through a questionnaire with open-ended questions. The results indicated that implementing flipped learning gave students a chance to experience greater instructional flexibility during both online and in-class sessions. The students said that they felt more responsible for their own learning. And some of them expressed disappointment with the lack of immediate feedback while watching videos and with their poor Internet accessibility outside of the classroom.

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