Eğitim Teknolojileri Bilim Dalı Yayın Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12416/3780
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Article Citation Count: Akkoyunlu, Buket (2013). "SAYISAL YETKiNLiK", Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, Vol. 21.SAYISAL YETKiNLiK(2013) Akkoyunlu, Buket; 8539Say1sal teknolojiler hlZia geliJmektedir. Bilgi patlamas1 karJlsmda bireylerlkurumlar say1sal yetkinlige sahip olmabd1r. Say1sal olarak yetkin ve uyumlu hale gelmek, say1sal teknoloji/erin potansiyel/erinden en iyi Jekilde faydalanmak anlamma gelmektedir. Bu railJmada, yetkinlik si!zciigii, bireylerin kendileri i9in i!nem/i alan §eylerin farlanda olma ve i!nemli alan iJ[eri yapma; bireylerin kendi yaJamlan ve revreleri iizerinde kontrol sahibi alma yetisi anlammda kul/amlmaktadlY. Say1sal teknolojiler, bireylerin bilgi toplumunda katlilmcl rol oynamalanm ve kendilerini ifade etmek irin yeni beceriler edinmelerini zorunlu lalmlJ ve hatta onlara reJitli olanaklar saglamlJtlY. BUJka bir deyiJle, say1sal teknoloji/ere sahip alma ve kullanabi/menin i!tesinde say1sal yetkinlik Onem kazanmz§tzr. Ancak, sayzsal teknolojilerin kullammz sadece eri§im ve kullamm boyutuyla ele almmamabd r. Say1sal yetkinlik, say1sal teknolojileri biiyiik miktarlarda iiretilmekte alan bilginin irinden ihtiyar duyulan bilgiye eriJme arac1 olarak kullamp, ulaJlian bilgiyi anlama, degerlendirme ve bilgi iiretme becerilerini de irermektedir. Bireylere say1sal yetkinlik kazandmlabilmek i9in gereken dart bileJen farlandabk, motivasyon, teknik eri#m ve yetkinlikdir.Article Citation Count: Akkoyunlu, Buket; Yılmaz Soylu, Meryem (2011). "Sosyal İletişim Ağları ve Dilin Yanlış Kullanımı Üzerine Nitel Bir Çalışma", İlköğretim Online, Vol. 10, No. 2, pp. 441-453.Çankaya Üniversitesi, Ortak Dersler Bölümü, Eğitim Teknolojileri Bilim Dalı(2011) Akkoyunlu, Buket; Yılmaz Soylu, Meryem; 8539Bu çalışmanın amacı, ilköğretim 7. ve 8. sınıf öğrencilerinin, sosyal iletişim ağlarında (Facebook, Youtube, Myspace, Twitter, Blogs) Türkçenin yanlış kullanımını belirlemeye yönelik yaptıkları projeleri inceleyerek öğrencilerin Türkçenin korunmasına dönük çözüm önerilerini ortaya koymaktır. Araştırmada, nitel araştırma yöntemlerinden durum çalışması yöntemi kullanılmıştır). Çalışmada 7. ve 8. sınıf öğrencileri sosyal iletişim ağlarındaki (Facebook, Youtube, Myspace, Twitter, Blogs) yazışmalarda Türkçenin (dilin) nasıl kullanıldığı incelenmiş, yanlışları tespit etmiş ve dilin doğru kullanılmasına dönük çözüm önerileri sunmuşlardır. Öğrenciler, sosyal iletişim ağlarında Türkçe kullanım yanlışlarını ses özelikleri ile ilgili yanlış kullanımlar, sözcüklerle ilgili yanlış kullanımlar, cümleler ile ilgili yanlış kullanımlar, yazım özellikleriyle ilgili yanlış kullanımlar boyutlarında değerlendirmişlerdir. Öğrencilerin açık uçlu sorulara verdikleri yanıtları ve sürece dönük yansımalarını incelemek amacıyla da içerik analizi yapılmış ve temalar altında gruplanmıştır. Sonuç olarak öğrencilerin sürece ilişkin yansımaları, araştırmacıları 3 ana temaya ulaştırmıştır. Bunlar; bireysel adımlar, toplumsal adımlar ve kurumsal adımlar olarak sınıflandırılmış, öğrencilerin sürece ilişkin yansımaları bu üç başlık altında incelenmiştir. Raporlar incelendiğinde, öğrencilerin öğrenciler dili korumak için kendilerinin yapabileceklerinden, toplumsal olarak yapılabileceklerden ve resmi ve özel kurumların Türkçeyi korumak için yapabileceklerinden söz ettikleri görülmektedir.Conference Object Citation Count: Dinçol Özgür, Sinem; Yılmaz, Ayhan; Akkoyunlu, Buket (2012). "Kimyasal bağlar konusunda tasarlanan türetimci çoklu ortamın kalıcılık ve tutuma etkisi ile öğretmen adaylarının ortama ilişkin görüşleri", International Conference on Interdisciplinary Research in Educatio, Vol. 2, pp. 110-118.Kimyasal bağlar konusunda tasarlanan türetimci çoklu ortamın kalıcılık ve tutuma etkisi ile öğretmen adaylarının ortama ilişkin görüşleri(2012) Dinçol Özgür, Sinem; Yılmaz, Ayhan; Akkoyunlu, Buket; 8539Article Citation Count: Akkoyunlu, Buket; Dağhan, Gökhan; Erdem, Mukaddes (2015). "Teacher’s Professional Perception as a Predictor of Teacher – Student Friendship in Facebook: A Scale Development Study", International Online Journal of Educational Sciences, Vol. 7, No. 1, pp. 242-259.Teacher’s Professional Perception as a Predictor of Teacher – Student Friendship in Facebook: A Scale Development Study(2015) Akkoyunlu, Buket; Dağhan, Gökhan; Erdem, Mukaddes; 8539In 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.Article Citation Count: Özerem, Ayşen; Akkoyunlu, Buket (2015). "Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement", Eurasian Journal of Educational Research, Vol. 61, pp. 61-80.Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement(2015) Özerem, Ayşen; Akkoyunlu, Buket; 8539Problem 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.Article Citation Count: Yılmaz Soylu, Meryem; Demiröz, Seva; Akkoyunlu, Buket (2021). "Ortaokul Öğrencilerinin Dijital Ayak İzi Farkındalıkları ve Yaşantılarının İncelenmesi", Journal of Computer and Education Research, Vol. 9, No. 17, pp. 17-198.Ortaokul Öğrencilerinin Dijital Ayak İzi Farkındalıkları ve Yaşantılarının İncelenmesi(2021) Yılmaz Soylu, Meryem; Demiröz, Seva; Akkoyunlu, Buket; 8539Bu 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.Article Citation Count: Bardakçı, Salih; Akkoyunlu, Buket; Yelbay Yılmaz, Yasemin (2024). "An Exploration of the Landscape of Instructional Design: Understanding Changes and Pandemic Effects (2017-2022)", Participatory Educational Research, Vol. 11, No. 5, pp. 227-243.An Exploration of the Landscape of Instructional Design: Understanding Changes and Pandemic Effects (2017-2022)(2024) Bardakçı, Salih; Akkoyunlu, Buket; Yelbay Yılmaz, Yasemin; 8539The 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.Article Citation Count: Demirel, M.; Özmat, D.; İmgehan, Ö.E. (2016). "Primary school teachers perceptions about character education", Educational Research and Reviews, Vol.11, No.17, pp.1622-1633.Primary school teachers perceptions about character education(2016) Demirel, Melek; Özmat, Demet; İmgehan, Özkan Elgün; 17308The aim of this study is to determine the perceptions of primary school teachers about character education. In this descriptive study, data were collected by using a survey questionnaire which required descriptive analysis. Based on the findings, it was revealed that primary school teachers (n=60) defined the character education as moral values necessary to be taught to individuals and behaviors for their personality development. According to the teachers, the most important responsibility of them is to be a model for their students and in order to be a good model they should have the desired characteristics. Some of the teachers think that students who do not get enough support from their parents can have positive characteristics thanks to intense communication and collaboration among school-parents and teachers. On the other hand, some teachers do not think that such kind of students can change. However, the majority of teachers think that students having negative characteristics such as telling lie, cheating and showing disrespectful behaviors can be changed through support. Almost all teachers think that nowadays students lack of respect and responsibility, and they believe that character education conducted at schools is not enough for students.Article Citation Count: Yılmaz Soylu, M.; Demiröz, S.; Akkoyunlu, B. (2021). "An Investigation of the Digital Footprint Awareness and Experiencesof Secondary School Students", Journal of Computer and Education Research, Vol.9, No.17, pp.178-198.An Investigation of the Digital Footprint Awareness and Experiences of Secondary School Students(2021) Yılmaz Soylu, Meryem; Demiröz, Seva; Akkoyunlu, Buket; 8539The aim of this study is to examine the digital footprint awareness of middle school students according to grade level, gender, time spent on electronic devices and media. First of all, the digital footprint scale developed for secondary school students was evaluated in terms of its psychometric properties. Then, the digital footprint awareness of the participants was examined according to the variables mentioned above. Participants consisted of 204 female and 189 male students. In addition to the Digital Footprint Scale, participants were given a form containing questions about students' gender, age, grade levels, and time spent with a mobile phone, internet, social media, and online game playing. The results indicated that the Digital Footprint Scale is a valid and reliable tool for the use of researchers, educators, administrators, and parents.Conference Object Citation Count: Dağhan, G.; Gündüz, A. Y.; Akkoyunlu, Buket. "Yoğun Bilişsel Çaba Gerektiren Video Temelli E-Öğrenme Materyallerinin Kullanım Sürdürülebilirliğine Etki Eden Değişkenlerin İncelenmesi", 12. Uluslararası Bilgisayar ve Öğretim Teknolojileri Eğitimi Sempozyumu, 2 – 4 Mayıs İzmir, 2018.Yoğun Bilişsel Çaba Gerektiren Video Temelli E-Öğrenme Materyallerinin Kullanım Sürdürülebilirliğine Etki Eden Değişkenlerin İncelenmes(2018) Dağhan, G.; Gündüz, A. Y.; Akkoyunlu, Buket; 8539Conference Object Citation Count: Gündüz, A. Y.; Dağhan, G., & Akkoyunlu, B. "Ortaokul Öğrencilerinin Bilimsel İletişim Becerilerini Uygulama Düzeyleri", 12. Uluslararası Bilgisayar ve Öğretim Teknolojileri Eğitimi Sempozyumu, 2 – 4 Mayıs İzmir, 2018.Ortaokul Öğrencilerinin Bilimsel İletişim Becerilerini Uygulama Düzeyleri(2018) Gündüz, A. Y.; Dağhan, G.; Akkoyunlu, Buket; 8539Conference Object Citation Count: Menzi Çetin, Nihal; Akkoyunlu, Buket. "Investigating Information Seeking Process Using Think-Aloud Protocol of Students Living in Rural Areas", ECIL 2021: Information Literacy in a Post-Truth Era, pp. 590-601, 2022.Investigating Information Seeking Process Using Think-Aloud Protocol of Students Living in Rural Areas(2022) Menzi Çetin, Nihal; Akkoyunlu, Buket; 8539In 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.Article Citation Count: Darvish, Hamid. (2010). "Intellectual freedom and libraries: A quantitative discourse analysis", Bilgi Dünyası, Vol.11, No.2, pp.444-449.Intellectual freedom and libraries: A quantitative discourse analysis(2010) Darvish, Hamid; 19489United Nation published Human Rights Declaration in 1948. The most important part of the Human Right Declaration is that, everyone has the right to search and receive information at any time. To this respect, libraries play a significant task in disseminating information (Knowledge) to each individual. An exploratory approach is applied to selected discourses from organizations such as IFLA (International Federation of Library Associations and Institutions), ALA (American Library Association) and TLA (Turkish Librarians’ Association) to find out if there is a coherent relation among texts, by applying Latent Semantic Analysis (LSA) technique. Results yield that there existed a positive relation among discourses.Book Citation Count: Demirkaya, Abdul Samet...et al. "PROGRAM GELİŞTİRME: Rehberlik ve Psikolojik Danışma Alanında Çalışanlar İçin", Nobel Yayıncılık, 2021, pp. 1-336.PROGRAM GELİŞTİRME: Rehberlik ve Psikolojik Danışma Alanında Çalışanlar İçin(2021) Demirkaya, Abdul Samet; 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; 17308Book Part Citation Count: Akkoyunlu, Buket; Bardakçı, Salih; Dağhan, Gökhan. "Pandemi Döneminin Ardından: Türkiye'de Yürütülen Acil Uzaktan Eğitim Araştırmalarının Değerlendirilmesi," in Eğitim Teknolojileri Okumaları 2021 , Ankara: Nobel Akademi, 2021, pp.691-704.Pandemi Döneminin Ardından: Türkiye'de Yürütülen Acil Uzaktan Eğitim Araştırmalarının Değerlendirilmesi(Nobel Akademi, 2021) Akkoyunlu, Buket; Bardakçı, Salih; Dağhan, Gökhan; 8539Book Part Citation Count: Erdemir, Burcu. Eğitim Örgütlerinde Mobbingin Önlenmesi-Hukuki Dayanaklar ve Dava Örnekleri, in Prof.Dr.Emine Akyüz'e Armağan: Akademisyenlikte 50 yıl - Çocuk Hakları- Eğitim hukuku-Vatandaşlık Eğitimi, 2018.Eğitim Örgütlerinde Mobbingin Önlenmesi-Hukuki Dayanaklar ve Dava Örnekleri(2018) Erdemir, Burcu; 192351Article Citation Count: Nuhoğlu Kibar, Pınar; Akkoyunlu, Buket (2017). "Fostering and assessing infographic design for learning: the development of infographic design criteria", Journal of Visual Literacy, Vol. 36, No. 1, pp. 20-40.Fostering and assessing infographic design for learning: the development of infographic design criteria(2017) Nuhoğlu Kibar, Pınar; Akkoyunlu, Buket; 8539In 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.Article Citation Count: Gündüz, Abdullah Yasin; Akkoyunlu, Buket (2020). "Effectiveness of Gamification in Flipped Learning", Sage Open, Vol. 10, No. 4.Effectiveness of Gamification in Flipped Learning(2020) Gündüz, Abdullah Yasin; Akkoyunlu, Buket; 8539The 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.Article Citation Count: Bardakçı, Salih...et al (2021). "Collaborations, concepts, and citations in educational technology: A trend study via bibliographic mapping", Education and Information Technologies.Collaborations, concepts, and citations in educational technology: A trend study via bibliographic mapping(2021) Bardakçı, Salih; Soylu, Meryem Yılmaz; Akkoyunlu, Buket; Deryakulu, Deniz; 8539Research 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.Book Part Citation Count: Bardakçı, Salih...et al. "Bilim Haritalama Yöntemi ve Eğitim Teknolojisi Alanında Yürütülen Eğilim Araştırmalarına Katkıları", Eğitim Teknolojileri Okumaları, 2019, Ankara: Pegem, 2019, pp. 17-38.Bilim Haritalama Yöntemi ve Eğitim Teknolojisi Alanında Yürütülen Eğilim Araştırmalarına Katkıları(Pegem, 2019) Bardakçı, Salih; Yılmaz Soylu, Meryem; Deryakulu, Deniz; Akkoyunlu, Buket; 8539
