Zeynep TURAN
Zeynep Turan is associate professor in the Department of Computer Education and Instructional Technology in Ataturk University (Erzurum-Turkey) ([email protected]).
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within the scope of various conferences. When the application platforms in the studies were examined, it was determined that the UNITY and ARTUTOR platforms were mostly used. The fndings of the studies revealed that the increase in academic performance and motivation was one of the most reported advantages of such technologies. On the other hand, the problems caused while using these technologies and the internet were the most reported difculties in the studies. Finally, the review presented suggestions for future studies.
çalışmaların sistematik inceleme yöntemi ile incelenerek, konu ile ilgili araştırmaların yöntemsel
eğilimlerinin, konularının, incelenen değişkenlerinin ve temel bulgularının ortaya çıkarılmasıdır. Bu
doğrultuda, YÖK Tez Merkezi, TR Dizin ve Google Akademik veri tabanları üzerinde yapılan aramalar
sonucunda belirlenen 30 çalışma (14 Tez, 14 Makale ve 2 Konferans Bildirisi), içerik analizi yöntemi ile
analiz edilmiştir. Çalışma sonucunda, okul öncesi dönemde kodlama eğitimine ilişkin Türkiye’de yapılan
çalışma sayısında istenen düzeyde olmasa da son yıllarda artış olduğu tespit edilmiştir. İncelenen
çalışmalarda en çok nitel ve nicel araştırma desenlerinin kullanıldığı ve örneklem grubu olarak genellikle
5-6 yaş arasındaki okul öncesi öğrencilerinin seçildiği belirlenmiştir. İncelenen çalışmaların, çoğunlukla
sınıf ortamında, kodlama derslerinde ve 8 ile 10 hafta arasında süren uygulamalarla gerçekleştirildiği
tespit edilmiştir. Ayrıca çalışmalarda kodlama eğitimi ile genellikle algoritma tasarımı, sıralama, döngü,
komut ve koşul gibi kodlama sürecinin temel kavramlarının öğretildiği görülmüştür. Bunlara ek olarak,
çalışmalarda en çok problem çözme becerisi değişkeninin araştırıldığı ve sıklıkla bilgisayarsız kodlama
etkinliklerinin kullanıldığı tespit edilmiştir. Ayrıca, robotik kodlamada en çok Bee-Bot aracının, blok
tabanlı kodlamada ise en çok code.org platformunun kullanıldığı belirlenmiştir. İncelenen çalışmalar
sonucunda, okul öncesi dönemde kodlama eğitiminin en sık belirtilen avantajının öğrencilere problem
çözme becerisinin kazandırılması, en sık belirtilen zorluğunun ise döngü yapıları konusunun öğrencilerin
anlamakta zorluk yaşamaları olduğu tespit edilmiştir. Son olarak sistematik incelemeden elde edilen
bulgular doğrultusunda uygulayıcılara ve araştırmacılara yönelik çeşitli öneriler sunulmuştur.
diagnosed with a specific learning difficulty. Given that they can
easily get distracted, they need more support than students without
any disability. Accordingly, the use of any instructional technology
that could attract their attention might have a positive impact on
their learning process. Therefore, it is important to investigate the
effects of augmented reality technology which combines real and
virtual elements that might attract students’ attention and interest in
the learning process of students diagnosed with specific learning
difficulties to offer them an effective educational environment.
Purpose: The purpose of this study is to determine the effects of
augmented reality technology on the learning of science concepts
by students with a specific learning difficulty.
Methods: A multiple-probe design was implemented for all of the
participants. The sample of the study consisted of four sixth-grade
students who were diagnosed with specific learning difficulties by
general hospitals. One of these students was included in the pilot
study and the other three in the main study.
Results: The general results of the study showed that augmented
reality technology was effective in supporting the learning of students with a specific learning difficulty and these students were
willing to use augmented reality technology, finding it attractive.
Conclusion: Further studies should investigate the impacts of augmented reality technology on students’ emotional processes.
Additionally, the design processes of augmented reality-supported
instructional materials can be examined.
öğrencilerinin stres algıları, öğrenme ortamına ilişkin algıları ve görüşlerinin belirlenmesidir. Çalışmada, deneysel olmayan
nicel araştırma desenlerinden betimsel araştırma yöntemi kullanılmıştır. Kolay ulaşılabilir örnekleme yöntemi ile seçilen
çalışmanın örneklemini, büyük bir devlet üniversitesinin Mühendislik, Eğitim, Edebiyat, Turizm fakülteleri ve Sağlık
Hizmetleri Meslek Yüksekokulunda öğrenim görmekte olan 544 üniversite öğrencisi oluşturmaktadır. Veri toplama aracı
olarak “Algılanan Stres Ölçeği” ve “Öğrenme Ortamına İlişkin Öğrenci Algısı Anketi” kullanılmıştır. Çalışmada elde edilen
veriler betimsel istatistik yöntemleri kullanılarak analiz edilmiştir. Çalışma sonucunda öğrencilerin genel olarak uzaktan
eğitim uygulamalarında stresli oldukları görülmüştür. Öğrenciler her ne kadar problemlerle karşılaşmış olsalar bile esnek
öğrenme ortamı ve dersi tekrar edebilme gibi olanaklar açısından uzaktan eğitime ilişkin memnuniyetlerini belirtmişlerdir.
Ancak yine de öğrencilerin çoğunluğu yüz yüze eğitimle ders almayı daha çok tercih ettiklerini belirtmişlerdir. Çalışma
sonucunda uygulayıcılara ve araştırmacılara yönelik çeşitli öneriler sunulmuştur.
ABSTRACT The purpose of this study is to analyze the postgraduate theses conducted in Turkey about distance education of the disabled individuals in terms of methodological trends, type of the study, examined disability types, subjects, course areas, and variable types. For this purpose, postgraduate theses listed in national theses database centers of Council of Higher Education of Turkey were reviewed, and as a result of this review, 14 postgraduate theses were analyzed. The content analysis method was used as a research methodology in this study. Theses downloaded from the national theses database center were analyzed using the analysis forms prepared by the researchers. Consequently, it was observed that the first thesis about the distance education of the disabled individuals was conducted in 1986, and there was a slight increase in the number of theses during the 2000's. Besides, it was observed that quantitative and qualitative research methods were mostly used in the theses. It was also determined that the sample groups of the studies were mostly formed by mentally disabled individuals. It Karabey S., Turan Z., Keskin M. E., & Yiğit V., (2020). Türkiye'de engelli bireylerin uzaktan eğitimi konusunda yapılan lisansüstü tezlerin incelenmesi. Yükseköğretim ve Bilim Dergisi/Journal of Higher Education and Science, 10(2), 215-223. https://doi.
beliefs and views of paramedic students in electrocardiography
education. In the study, mixed methods including quantitative
and qualitative methods were used. The sample of the study
included a total of 71 first-year paramedic students studying at
a university in Turkey. An academic achievement test, self-efficacy
scale, and semi-structured interview form were used as data collection tools. As a result of the study, it was found that AR had
a significant medium effect on students’ academic achievements
but did not have any effect on their self-efficacy beliefs. In addition,
based on the interviews conducted with the students in the experimental group, it was determined that the students were satisfied
with the use of AR in their courses and wanted to use this technology in different courses and subjects in the future.
limited studies examining students’ perceptions about student-teacher relationships in SNSs comprehensively.
The purpose of this research was to investigate university students’ perceptions about interacting with their
teachers in SNSs, and to this end an exploratory mixed-methods design was utilised. Qualitative data were
collected from 21 students via interviews, and quantitative data from 1,324 students in 19 universities in Turkey
via a questionnaire. Content analysis, descriptive analysis and principal component analysis methods were
used to analyse the data. The content analysis contributed to the formulation of the questionnaire items. The
principal component analysis yielded the following four dimensions: perceived utility, perceived barriers,
perceived favourable teacher behaviours, and perceived unfavourable teacher behaviours. The most
prominent finding is that the students were mostly opposed to their teachers’ sharing their political and religious
views; however, they were in favour of teachers sharing information about their personal life. Despite some
students displaying some hesitation, especially concerning the level of respect between them, the majority of
students had a positive outlook towards teacher-student friendships. The students indicated that being friends
on SNSs would increase their motivation towards the course.
students’ adoption of video lessons. The data were collected from
313 undergraduate students from Education, Health Sciences, and
Letters Faculties within a large university in Turkey using
a questionnaire with six constructs: ease of use, usefulness, enjoyment, intention, computer self-efficacy and relative advantage. The
Technology Acceptance Model and Diffusion of Innovation Theory
were used as the research framework for the study, and the data
were analysed by Structural Equation Modeling. The results showed
that ease of use and computer self-efficacy had a significant influence on usefulness of video lessons. Computer self-efficacy had
a significant influence on ease of use regarding video lessons and
usefulness of a video lesson had a significant influence on relative
advantage. In addition, relative advantage and enjoyment had
a significant effect on student intention to use a video lesson.
Interestingly, it was found that perceived ease of use, perceived
usefulness, and computer self-efficacy had no effect on the intention to use video lessons. Consequently, five constructs account for
38% of the variance intention to use video lessons. The research
model was found to have a good fit.
within the scope of various conferences. When the application platforms in the studies were examined, it was determined that the UNITY and ARTUTOR platforms were mostly used. The fndings of the studies revealed that the increase in academic performance and motivation was one of the most reported advantages of such technologies. On the other hand, the problems caused while using these technologies and the internet were the most reported difculties in the studies. Finally, the review presented suggestions for future studies.
çalışmaların sistematik inceleme yöntemi ile incelenerek, konu ile ilgili araştırmaların yöntemsel
eğilimlerinin, konularının, incelenen değişkenlerinin ve temel bulgularının ortaya çıkarılmasıdır. Bu
doğrultuda, YÖK Tez Merkezi, TR Dizin ve Google Akademik veri tabanları üzerinde yapılan aramalar
sonucunda belirlenen 30 çalışma (14 Tez, 14 Makale ve 2 Konferans Bildirisi), içerik analizi yöntemi ile
analiz edilmiştir. Çalışma sonucunda, okul öncesi dönemde kodlama eğitimine ilişkin Türkiye’de yapılan
çalışma sayısında istenen düzeyde olmasa da son yıllarda artış olduğu tespit edilmiştir. İncelenen
çalışmalarda en çok nitel ve nicel araştırma desenlerinin kullanıldığı ve örneklem grubu olarak genellikle
5-6 yaş arasındaki okul öncesi öğrencilerinin seçildiği belirlenmiştir. İncelenen çalışmaların, çoğunlukla
sınıf ortamında, kodlama derslerinde ve 8 ile 10 hafta arasında süren uygulamalarla gerçekleştirildiği
tespit edilmiştir. Ayrıca çalışmalarda kodlama eğitimi ile genellikle algoritma tasarımı, sıralama, döngü,
komut ve koşul gibi kodlama sürecinin temel kavramlarının öğretildiği görülmüştür. Bunlara ek olarak,
çalışmalarda en çok problem çözme becerisi değişkeninin araştırıldığı ve sıklıkla bilgisayarsız kodlama
etkinliklerinin kullanıldığı tespit edilmiştir. Ayrıca, robotik kodlamada en çok Bee-Bot aracının, blok
tabanlı kodlamada ise en çok code.org platformunun kullanıldığı belirlenmiştir. İncelenen çalışmalar
sonucunda, okul öncesi dönemde kodlama eğitiminin en sık belirtilen avantajının öğrencilere problem
çözme becerisinin kazandırılması, en sık belirtilen zorluğunun ise döngü yapıları konusunun öğrencilerin
anlamakta zorluk yaşamaları olduğu tespit edilmiştir. Son olarak sistematik incelemeden elde edilen
bulgular doğrultusunda uygulayıcılara ve araştırmacılara yönelik çeşitli öneriler sunulmuştur.
diagnosed with a specific learning difficulty. Given that they can
easily get distracted, they need more support than students without
any disability. Accordingly, the use of any instructional technology
that could attract their attention might have a positive impact on
their learning process. Therefore, it is important to investigate the
effects of augmented reality technology which combines real and
virtual elements that might attract students’ attention and interest in
the learning process of students diagnosed with specific learning
difficulties to offer them an effective educational environment.
Purpose: The purpose of this study is to determine the effects of
augmented reality technology on the learning of science concepts
by students with a specific learning difficulty.
Methods: A multiple-probe design was implemented for all of the
participants. The sample of the study consisted of four sixth-grade
students who were diagnosed with specific learning difficulties by
general hospitals. One of these students was included in the pilot
study and the other three in the main study.
Results: The general results of the study showed that augmented
reality technology was effective in supporting the learning of students with a specific learning difficulty and these students were
willing to use augmented reality technology, finding it attractive.
Conclusion: Further studies should investigate the impacts of augmented reality technology on students’ emotional processes.
Additionally, the design processes of augmented reality-supported
instructional materials can be examined.
öğrencilerinin stres algıları, öğrenme ortamına ilişkin algıları ve görüşlerinin belirlenmesidir. Çalışmada, deneysel olmayan
nicel araştırma desenlerinden betimsel araştırma yöntemi kullanılmıştır. Kolay ulaşılabilir örnekleme yöntemi ile seçilen
çalışmanın örneklemini, büyük bir devlet üniversitesinin Mühendislik, Eğitim, Edebiyat, Turizm fakülteleri ve Sağlık
Hizmetleri Meslek Yüksekokulunda öğrenim görmekte olan 544 üniversite öğrencisi oluşturmaktadır. Veri toplama aracı
olarak “Algılanan Stres Ölçeği” ve “Öğrenme Ortamına İlişkin Öğrenci Algısı Anketi” kullanılmıştır. Çalışmada elde edilen
veriler betimsel istatistik yöntemleri kullanılarak analiz edilmiştir. Çalışma sonucunda öğrencilerin genel olarak uzaktan
eğitim uygulamalarında stresli oldukları görülmüştür. Öğrenciler her ne kadar problemlerle karşılaşmış olsalar bile esnek
öğrenme ortamı ve dersi tekrar edebilme gibi olanaklar açısından uzaktan eğitime ilişkin memnuniyetlerini belirtmişlerdir.
Ancak yine de öğrencilerin çoğunluğu yüz yüze eğitimle ders almayı daha çok tercih ettiklerini belirtmişlerdir. Çalışma
sonucunda uygulayıcılara ve araştırmacılara yönelik çeşitli öneriler sunulmuştur.
ABSTRACT The purpose of this study is to analyze the postgraduate theses conducted in Turkey about distance education of the disabled individuals in terms of methodological trends, type of the study, examined disability types, subjects, course areas, and variable types. For this purpose, postgraduate theses listed in national theses database centers of Council of Higher Education of Turkey were reviewed, and as a result of this review, 14 postgraduate theses were analyzed. The content analysis method was used as a research methodology in this study. Theses downloaded from the national theses database center were analyzed using the analysis forms prepared by the researchers. Consequently, it was observed that the first thesis about the distance education of the disabled individuals was conducted in 1986, and there was a slight increase in the number of theses during the 2000's. Besides, it was observed that quantitative and qualitative research methods were mostly used in the theses. It was also determined that the sample groups of the studies were mostly formed by mentally disabled individuals. It Karabey S., Turan Z., Keskin M. E., & Yiğit V., (2020). Türkiye'de engelli bireylerin uzaktan eğitimi konusunda yapılan lisansüstü tezlerin incelenmesi. Yükseköğretim ve Bilim Dergisi/Journal of Higher Education and Science, 10(2), 215-223. https://doi.
beliefs and views of paramedic students in electrocardiography
education. In the study, mixed methods including quantitative
and qualitative methods were used. The sample of the study
included a total of 71 first-year paramedic students studying at
a university in Turkey. An academic achievement test, self-efficacy
scale, and semi-structured interview form were used as data collection tools. As a result of the study, it was found that AR had
a significant medium effect on students’ academic achievements
but did not have any effect on their self-efficacy beliefs. In addition,
based on the interviews conducted with the students in the experimental group, it was determined that the students were satisfied
with the use of AR in their courses and wanted to use this technology in different courses and subjects in the future.
limited studies examining students’ perceptions about student-teacher relationships in SNSs comprehensively.
The purpose of this research was to investigate university students’ perceptions about interacting with their
teachers in SNSs, and to this end an exploratory mixed-methods design was utilised. Qualitative data were
collected from 21 students via interviews, and quantitative data from 1,324 students in 19 universities in Turkey
via a questionnaire. Content analysis, descriptive analysis and principal component analysis methods were
used to analyse the data. The content analysis contributed to the formulation of the questionnaire items. The
principal component analysis yielded the following four dimensions: perceived utility, perceived barriers,
perceived favourable teacher behaviours, and perceived unfavourable teacher behaviours. The most
prominent finding is that the students were mostly opposed to their teachers’ sharing their political and religious
views; however, they were in favour of teachers sharing information about their personal life. Despite some
students displaying some hesitation, especially concerning the level of respect between them, the majority of
students had a positive outlook towards teacher-student friendships. The students indicated that being friends
on SNSs would increase their motivation towards the course.
students’ adoption of video lessons. The data were collected from
313 undergraduate students from Education, Health Sciences, and
Letters Faculties within a large university in Turkey using
a questionnaire with six constructs: ease of use, usefulness, enjoyment, intention, computer self-efficacy and relative advantage. The
Technology Acceptance Model and Diffusion of Innovation Theory
were used as the research framework for the study, and the data
were analysed by Structural Equation Modeling. The results showed
that ease of use and computer self-efficacy had a significant influence on usefulness of video lessons. Computer self-efficacy had
a significant influence on ease of use regarding video lessons and
usefulness of a video lesson had a significant influence on relative
advantage. In addition, relative advantage and enjoyment had
a significant effect on student intention to use a video lesson.
Interestingly, it was found that perceived ease of use, perceived
usefulness, and computer self-efficacy had no effect on the intention to use video lessons. Consequently, five constructs account for
38% of the variance intention to use video lessons. The research
model was found to have a good fit.