Akkoyunlu, Buket
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Prof. Dr.
Email Address
buket@cankaya.edu.tr
Main Affiliation
Ortak Dersler Bölümü
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Current Staff
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Scholarly Output
44
Articles
42
Citation Count
146
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0
39 results
Scholarly Output Search Results
Now showing 1 - 10 of 39
Article Citation - WoS: 9Citation - Scopus: 13Collaborations, 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 BölümüResearch 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.Conference Object Mediating Effects of Writing Achievement Goals on Self-Efficacy and Affect in Secondary School(2019) Akkoyunlu, Buket; Soylu Yılmaz, Meryem; 8539; Ortak Dersler BölümüAchievement goal theory describes human as being goal directed. Research has generally shown that achievement goals predict students’ motivation, and selfbeliefs. The aim of this study is to explore relationships among writing achievement goals, self-efficacy and affect. Three hundred thirteen 7th and 8th grade students from a private school in Ankara, Turkey participated the study. The majority of participants were 7th graders (n = 177). Of those reporting gender (n = 313), 161 were boys and 152 were girls. Mean reported age was 12.68. Data were collected with several scales including the Writing Achievement Goals Scale, Self-Efficacy for Writing Scale, and Liking Writing Scale. The theoretical model represents relationships among writing achievement goals, writing self-efficacy and affect using structural equation modeling including students’ responses to the study scales. Results from the analysis revealed that there is a good fit between a model depicting hypothesized relations among the constructs and the data. Overall, all of the achievement goals showed a direct relationship with writing self-efficacy. However, the strength and direction of this relationship differed in components of both achievement goals and self-efficacy. Contrary to performance approach goals, mastery goals and performance avoidance goals had a direct relationship to liking writing. Moreover, liking writing almost equally and positively impacted all components of self-efficacy for writingArticle Citation - WoS: 20Citation - Scopus: 32Student views on the use of flipped learning in higher education: A pilot study(Springer, 2019) Gunduz, Abdullah Yasin; Akkoyunlu, Buket; Akkoyunlu, Buket; 8539; Ortak Dersler BölümüFlipped 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.Conference Object Ortaokul Öğrencilerinin Bilimsel İletişim Becerilerini Uygulama Düzeyleri(2018) Akkoyunlu, Buket; Dağhan, G.; Akkoyunlu, Buket; 8539; Ortak Dersler BölümüBook Part Üniversite Öğrencilerinin Sayısal Yetkinlikleri ile Bilimsel İletişim Becerileri Arasındaki İlişki(Pegeö, 2019) Akkoyunlu, Buket; Akkoyunlu, Buket; 8539; Ortak Dersler BölümüArticle Citation - WoS: 1Citation - Scopus: 4Integrating scientific communication into middle school lessons: A curriculum design research(Springer, 2020) Cetin, Nihal Menzi; Akkoyunlu, Buket; Akkoyunlu, Buket; 8539; Ortak Dersler BölümüIn 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.Conference Object Citation - WoS: 0A Bibliographic Mapping Study: Concepts and Their Relationships in Information Literacy Before and After Covid 19 Pandemic(Springer international Publishing Ag, 2024) Akkoyunlu, Buket; Cetin, Nihal Menzi; Ortak Dersler BölümüThe aim of the study was to reveal the Information Literacy (IL) concept and relationship between the concept of IL before and after the pandemic. Also, common keywords were examined. The period between 2016-11-01 and 2019-12-31 was considered as pre-pandemic, and between 2020-01-01 - 2022-11-26 as post-pandemic, in both groups. Trend analysis on the information literacy pre- and post-pandemic period was performed by VOSviewer software and in-app algorithms thereby visualizing Web of Science database on the related concept. The co-occurrence analysis of the keywords of articles conducted to reveal common concepts and the most associated concepts. After the bibliographic analysis of common keywords of the sample articles, 25 most common concepts before and after the pandemic were obtained and visualized. Some distinctive concepts before the pandemic were library instruction, collaboration, and students, while fake news, misinformation, and social media were observed in the post-pandemic period. Occurrences of the concepts in both periods were discussed within the scope of the related literature.Article SAYISAL YETKiNLiK(2013) Akkoyunlu, Buket; 8539; Ortak Dersler BölümüSay1sal 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.Conference Object Kimyasal bağlar konusunda tasarlanan türetimci çoklu ortamın kalıcılık ve tutuma etkisi ile öğretmen adaylarının ortama ilişkin görüşleri(2012) Akkoyunlu, Buket; Yılmaz, Ayhan; Akkoyunlu, Buket; 8539; Ortak Dersler BölümüArticle Citation - WoS: 3Citation - Scopus: 6The Gamification Tool for the Classroom Response Systems: Kahoot!(Hacettepe Univ, 2020) Gunduz, Abdullah Yasin; Akkoyunlu, Buket; Akkoyunlu, Buket; 8539; Ortak Dersler BölümüClassroom 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.
