Akkoyunlu, Buket
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Akkoyunlu, B.
Job Title
Prof. Dr.
Email Address
buket@cankaya.edu.tr
Main Affiliation
Ortak Dersler Bölümü
Status
Current Staff
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Scopus Author ID
Turkish CoHE Profile ID
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Files
Sustainable Development Goals
15
LIFE ON LAND
0
Research Products
14
LIFE BELOW WATER
1
Research Products
4
QUALITY EDUCATION
7
Research Products
16
PEACE, JUSTICE AND STRONG INSTITUTIONS
0
Research Products
7
AFFORDABLE AND CLEAN ENERGY
0
Research Products
10
REDUCED INEQUALITIES
0
Research Products
2
ZERO HUNGER
0
Research Products
11
SUSTAINABLE CITIES AND COMMUNITIES
0
Research Products
9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
2
Research Products
6
CLEAN WATER AND SANITATION
0
Research Products
5
GENDER EQUALITY
0
Research Products
17
PARTNERSHIPS FOR THE GOALS
1
Research Products
12
RESPONSIBLE CONSUMPTION AND PRODUCTION
0
Research Products
8
DECENT WORK AND ECONOMIC GROWTH
0
Research Products
3
GOOD HEALTH AND WELL-BEING
0
Research Products
13
CLIMATE ACTION
0
Research Products
1
NO POVERTY
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Research Products
This researcher does not have a Scopus ID.
This researcher does not have a WoS ID.
Scholarly Output
41
Articles
23
Views / Downloads
366/0
Supervised MSc Theses
0
Supervised PhD Theses
0
WoS Citation Count
92
Scopus Citation Count
173
WoS h-index
4
Scopus h-index
7
Patents
0
Projects
0
WoS Citations per Publication
2.24
Scopus Citations per Publication
4.22
Open Access Source
14
Supervised Theses
0
| Journal | Count |
|---|---|
| Eğitim Teknolojileri Okumaları 2018 | 4 |
| Eğitim Teknolojileri Okumaları, 2019 | 3 |
| Education and Information Technologies | 3 |
| Participatory Educational Research | 2 |
| Journal of Computer and Education Research | 2 |
Current Page: 1 / 7
Scopus Quartile Distribution
Competency Cloud
41 results
Scholarly Output Search Results
Now showing 1 - 10 of 41
Article Determining Reflectivity Levels of Prospective Teachers Through Blogs(2019) Dağhan, Gökhan; Çetin, Nihal Menzi; Telli, Esra; Akkoyunlu, BuketIn this study, it was aimed to determine the reflective thinking levels of prospectiveteachers and the change of their reflectivity levels within the teaching practicum process. Forthis purpose, the blog postings, which written by the prospective teachers at different themes,were analyzed. Within the scope of the study, reflective thinking levels were discussed basedon the six different criteria with the following titles: Attending to feeling, sharing personalexperience, analysis and meaning-making, depth of reflection, language use and writingquality, use of textual evidence and historical context, and transfer of knowledge. In thisstudy, the document analysis method was used as a data collection technique. The study wascarried out with 37 prospective teachers, attending Teaching Practicum in the Department ofComputer Education and Instructional Technology (CEIT) of a state university in Ankara,Turkey. Prospective teachers wrote about their teaching experiences throughout teachingpracticum on their blogs. Blogs were evaluated with the help of the reflection level rubric,which prepared by the researchers. It was concluded that the lowest reflection level emergedwith regard to the use of textual evidence and historical context criteria and that lessreflective blogs were, in almost all criteria, with respect to the overall evaluation of thecourse (Theme-5). In the last section, further results and related recommendations arementioned.Article Developing and Validating a Rubric-Based Approach to Quality Assurance in Turkish Higher Education(Pergamon-Elsevier Science Ltd, 2025) Akkoyunlu, Buket; Bardakci, Salih; Yildirim, Sibel Aksu; Avsaroglu, M. Dilek; Uludag, Gonca; Kocer, Ayhan; Elmas, MuzafferThis study, initiated by the Turkish Higher Education Quality Council (THEQC), develops and validates a rubricbased approach for evaluating institutional quality assurance (QA) processes within the Turkish higher education ecosystem. Effective quality assurance (QA) in higher education requires evaluation tools that are methodologically robust, responsive to institutional needs, and aligned with international benchmarks. A rubric-based approach offers a structured and transparent framework for consistent assessments. The rubric was created through an iterative, evidence-based process incorporating expert feedback, international benchmarks, site visits, and prior research. It consists of 22 main criteria across four key domains-Leadership, Governance and Quality; Learning and Teaching; Research and Development; and Service to Society-subdivided into 46 sub-criteria, each assessed on a five-point maturity scale. The validity and reliability of the rubric were rigorously examined. Content validity was established through evaluations by 10 QA professionals, addressing four key dimensions: relevance, alignment with the intended domain, appropriateness for the target audience, and clarity of language. Construct and criterion validity were assessed through consistency checks and usability analyses, with data collected from 252 external evaluators across 57 higher education institutions. Additionally, 360-degree feedback was gathered from both external evaluation teams and the institutions involved in the evaluation process. Results: demonstrate strong content validity (Lawshe coefficient =1.00, p < .05), high interrater consistency, and strong usability across various evaluator groups. Further evaluation confirmed the rubric's applicability and robustness across diverse institutional contexts. This study concludes that the developed rubric is a reliable and valid tool for enhancing and evaluating quality assurance practices in higher education.Article Bibliyografik Künye Karekodu Oluşturma Etkinliğine Yönelik Öğrenci, Öğretmen ve Okul Kütüphanecisi Görüşleri(2019) Çetin, Nihal Menzi; Akkoyunlu, BuketBilgi 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.Article Ortaokul Öğrencilerinin Dijital Ayak İzi Farkındalıkları ve Yaşantılarının İncelenmesi(2021) Akkoyunlu, Buket; Soylu, Meryem Yılmaz; Demiröz, SevaBu 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 Bilimsel iletişim becerilerini değerlendirmeye yönelik bir rubrik geliştirme çalışması(2018) Menzi Çetin, Nihal; Akkoyunlu, BuketArticle Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement(2015) Özerem, Ayşen; Akkoyunlu, BuketProblem 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 Ortaokul Öğrencilerinin Dijital Ayak İzi Farkındalıkları ve Yaşantılarının İncelenmesi(2021) Yılmaz Soylu, Meryem; Demiröz, Seva; Akkoyunlu, Buket; Soylu, Meryem YılmazBu 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.Conference Object Mediating Effects of Writing Achievement Goals on Self-Efficacy and Affect in Secondary School(2019) Akkoyunlu, Buket; Soylu Yılmaz, MeryemAchievement 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 writingConference Object A 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 MenziThe 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.Book Part Dönüştürülmüş Öğrenmede (Flipped Learning) Oyunlaştırmanın Akademik Ertelemeye Etkisi(Pegem, 2019) Gündüz, Abdullah Yasin; Dağhan, Gökhan; Akkoyunlu, Buket
