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Öğe AKADEMİSYENLERİN BİLGİ VE İLETİŞİM TEKNOLOJİLERİNE ERİŞİMİ ÖLÇEĞİNİN TÜRKÇE’YE UYARLANMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI(2021) Battal, Ali; Kayaduman, HalilBu çalışmanın amacı “Faculties’ Information and Communication Technology Access (FICTA)” isimli ölçeğin Türkçe ’ye uyarlanması ile birlikte geçerlik ve güvenirlik sonuçlarının sunulmasıdır. Orijinal formu İngilizce olan, 7 faktör ve 44 maddeden oluşan ölçeğin bazı boyutları bu uyarlama çalışması kapsamına alınmıştır. Öncelikle ölçeğin maddeleri uzmanlar tarafından titizlikle hedef dile çevrilmiş ve geri çeviri yöntemi ile kontrol edilmiştir. Dilsel geçerliliği tespit etmek için özgün ve uyarlanan formları belli aralıklarla hedef kitleye uygulanmıştır. Pozitif korelasyon ile dilsel geçerliliği sağlanan ölçeğin, faktör yapısını ortaya çıkarmak amacıyla 265 gönüllü akademisyenden toplanan veriler üzerinde açımlayıcı faktör analizi uygulanmıştır. Analiz sonucunda orijinalden farklı olarak Stratejik ve Bilgisel Beceri olarak ayrışan iki boyutu tek faktör altında birleşmiş ve Beceri olarak isimlendirilmiştir. Beceri, öğretimsel kullanım, dışsal motivasyon ve içsel motivasyon olarak isimlendirilen yapılardan birer madde çeşitli nedenler ile çıkartılmış ve sonuçta toplam 25 maddeden oluşan 4 faktörlü bir yapı elde edilmiştir. Faktör yükü dağılımlarının .87 ile .44 arasında değiştiği, açıklanan toplam varyansın % 66.03 olduğu tespit edilmiştir. Ayrıca farklı bir çalışma grubundan oluşan 251 akademisyene uygulanan doğrulayıcı faktör analizi sonucunda kabul edilebilir düzeyde uyum değerlerine ulaşılmıştır. Ölçeği oluşturan yapıların güvenirlik analizi sonuçlarının ise .95 ile .75 arasında değiştiği görülmüştür. Akademisyenlerin bilgi ve iletişim teknolojilerine erişimini ölçmek için kullanılacak bu ölçeğin geçerli ve güvenilir bir ölçme aracı olduğu tespit edilmiştir.Öğe Assessment in online education during the COVID-19 pandemic: from the perspective of university instructors(2022) Polat, Hamza; Battal, Ali; Kayaduman, HalilEducational activities, including assessment have continued globally in the form of emergency remote education since the start of the COVID-19 pandemic. The purpose of this study is to explore university instructors’ opinions about assessment methods in online education during the COVID-19 pandemic. Case study design was employed in line with the research questions. Data were collected from 199 instructors working at different universities in Turkey via a questionnaire developed by the researchers. Content analysis was applied to analyze the data. The results revealed that instructors’ most frequently applied methods were homework, multiple-choice tests, presentations, open-ended questions, and projects. Instructors encountered problems such as inadequate level of ICT access, reliability issues, infrastructural inadequacy of institutions, institutional enforcement, requiring more effort for instructor, difficulties in applied courses, and rapid transition to online education. Instructors’ preferences toward assessment were to change the assessment methods and revert to traditional methods as well as increase student engagement and integrate ICT. The results of this study reveal the opinions of instructors about remote assessment and inform practitioners about the applied methods, possible problems, and preferences that may help others adapt quickly to remote assessment.Öğe English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration(2021) Delialioğlu, Ömer; Kayaduman, HalilThis study explores the English Language preservice teachers (PST)’ stages of concern (SoC) for Web 2.0 technology integration in the Learning Technology by Design (LBD) based course. It aims to identify and better understand PSTs’ concerns. Understanding the concerns has advantages of describing and addressing the needs of PSTs prior to actual in-service experiences. SoC model, a component of the Concerns-Based Adoption Model, was used as the theoretical framework. An embedded mixed methods design was implemented, which included 24 English language PSTs. The PSTs attended a semester-long course in which they were involved in LBD activities that included Web 2.0 technologies. While the quantitative data were collected through the SoC questionnaire, the qualitative data were gathered from the focus group and individual interviews. According to the findings, the PSTs improved their knowledge and skills regarding Web 2.0 technology integration and increased the Consequence stage’s intensity significantly. Namely, the PSTs gained an understanding of how to design technology-integrated lesson activities that can promote learning. The findings further identified that the Unconcerned, Informational, and Personal stages’ intensities remained predominant and unchanged over the semester. Recommendations for addressing the PSTs’ concerns include: integrating LBD activities into the English language teaching curriculum and reinforcing the LBD activities with modeling, mentoring, or teaching practices to assure PSTs’ commitments for technology integration.Öğe English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration(2021) Kayaduman, Halil; DELİALİOĞLU, ÖmerÖz This study explores the English Language preservice teachers (PST)’ stages of concern (SoC) for Web 2.0 technology integration in the Learning Technology by Design (LBD) based course. It aims to identify and better understand PSTs’ concerns. Understanding the concerns has advantages of describing and addressing the needs of PSTs prior to actual in-service experiences. SoC model, a component of the Concerns-Based Adoption Model, was used as the theoretical framework. An embedded mixed methods design was implemented, which included 24 English language PSTs. The PSTs attended a semester-long course in which they were involved in LBD activities that included Web 2.0 technologies. While the quantitative data were collected through the SoC questionnaire, the qualitative data were gathered from the focus group and individual interviews. According to the findings, the PSTs improved their knowledge and skills regarding Web 2.0 technology integration and increased the Consequence stage’s intensity significantly. Namely, the PSTs gained an understanding of how to design technology-integrated lesson activities that can promote learning. The findings further identified that the Unconcerned, Informational, and Personal stages’ intensities remained predominant and unchanged over the semester. Recommendations for addressing the PSTs’ concerns include: integrating LBD activities into the English language teaching curriculum and reinforcing the LBD activities with modeling, mentoring, or teaching practices to assure PSTs’ commitments for technology integration.Öğe An examination of the research studies on augmented reality use in preschool education: a bibliometric mapping analysis(Routledge Journals, Taylor & Francis Ltd, 2023) Kayaduman, Halil; Saglam, MehmetThis study explores the research trends regarding augmented reality (AR) use in preschool education through a bibliometric mapping analysis. The researchers included 85 publications from Web of Science databases for the analysis. VOSViewer program was utilized to conduct the keyword and term analyses. The keyword analysis' results indicated that the publications mainly focus on AR use in preschool education with a limited concentration on motivation, knowledge, and English language learning. The term analysis results revealed four main themes which are the possible use of AR applications on children, the design process of AR, the children's AR experiences, and the used technology. Based on the results, the implications for preschool education and recommendations for the use of AR applications are discussed.Öğe HOW DO HIGHER EDUCATION INSTITUTIONS OFFER ONLINE COURSES FOR ON-CAMPUS STUDENTS? PULL AND PUSH FACTORS INFLUENCING THEIR DECISIONS(Anadolu Univ, 2024) Ustun, Aysin Gaye; Kursun, Engin; Kayaduman, HalilThe purpose of this study is to reveal the pull and push factors that influence the decisions of administrators and practitioners about online courses offered to students on campus in terms of teaching-learning, course content procurement, and assessment-evaluation dimensions. The study was carried out using nested multi case studies as a qualitative research method. The sample of the study consisted of four Distance Education Centers (DEC) with at least five years of experience, selected by the snowball and maximum variation sampling methods. The data were obtained using individual semi-structured interviews, institution documents, Learning Management Systems (LMS), with 24 people working as administrators, content development specialists, program coordinators, and IT specialists at these institutions. It was found that factors like interaction between students and teachers, legislation, budget, human resources, and organized structuring helped the DECs decide which models to use in the teaching-learning, course content procurement, assessment-evaluation dimensions.Öğe Integrating Design-Based Learning and Mentoring Strategies into a Professional Development Program for Distance Education Instructors(Int Council Open & Distance Education, 2022) Kayaduman, HalilThis study evaluates the effectiveness of the professional development program designed for distance education instructors, in which design-based learning and mentoring strategies are implemented consecutively. Eight university instructors from the same university in Turkey with one year of experience in online teaching participated in the study. The study first conducted a needs analysis, that revealed that the instructors were not accustomed to student-centered instructional methods, and they maintained direct instruction in their online courses. Moreover, the instructors' technology integration understanding was inadequate, and they were generally concerned about the students' low participation in online classes. Considering these findings, the professional development program was designed for the instructors who first joined a one-week design-based learning training and then attended mentorship for two weeks. The findings indicated that this approach was effective for the instructors' professional development. The implications of this approach and suggestions for professional development programs were discussed based on the findings.Öğe İnternet Üzerindeki Oyun Sitelerinin Çocuklara Yönelik Riskler Açısından İncelenmesi(2018) Sağlam, Mehmet; Kayaduman, HalilÖz: Çocukların ayrılmaz bir parçası olarak algılanan oyun oynamak, çocukların öğrenmelerini, kendilerini ifade etmelerini, keşfetmelerini ve eğlenmelerini sağlamaktadır. Çocuklar oyunlara gönüllü olarak katılırlar ve oyun oynama sırasında etkinliklerini oluşturma fırsatına sahip olurlar, bu da onların gelişimleri üzerinde etkili ve önemli bir rol oynar. Teknolojide meydana gelen hızlı değişimlerle oyun oynama kavramı da değişime uğraşmıştır. Oyun oynama çocukların fiziksel, sosyal ve duygusal gelişimlerine önemli katkılar sağlamasına rağmen, bu katkılar teknolojinin muhtemel etkileri nedeniyle azalabilmektedir. Hatta, çocuklar için riskli durumlar bile ortaya çıkarabilmektedir. Teknolojinin oluşturabileceği riskleri ve çocukların oyun oynama konusundaki algılarının değişimi göz önünde bulundurularak, bu çalışma çocukların çevrimiçi oyun oynama sırasında karşılaşabilecekleri riskleri araştırmıştır. Bu bağlamda; “Oyun” ve “Oyun Oyna” olan iki anahtar kelime, iki çocuğun arama davranışları göz önüne alınarak seçilmiştir ve arama motoru sonuçlarına göre ilk on çevrimiçi oyun sitesi değerlendirilmiştir. Sonuç olarak, çevrimiçi oyun sitelerinin, cinsel içerik barındırdıklarından ve olumsuz davranışları teşvik ettiklerinden dolayı, çocuklar için riskli durumlar oluşturdukları görülmüştür.Öğe The relationship between undergraduate students' digital literacy and self-regulation in online interaction(Routledge Journals, Taylor & Francis Ltd, 2023) Kayaduman, Halil; Battal, Ali; Polat, HamzaThe present study explored the relationship between undergraduate students' digital literacy and self-regulation in online interaction (student-content, student-teacher, student-student). Investigating this relationship can facilitate identifying areas for improvement of support programmes and provide insights for effective online teaching and learning practices. The researchers collected data from 195 undergraduate students during the Covid-19 pandemic. Canonical correlation results indicated a significant and positive correlation (Rc = .41), meaning that having a positive attitude and high technical knowledge and skills regarding digital technologies can help students manage online teacher, peer, and content interactions. Moreover, the study identified that the digital literacy scale's technical variable contributes to the correlation more than the attitude variable. This result implies that developing technical knowledge and skills might be more critical to promoting self-regulation in online interaction. Based on these results, the implications for online education and recommendations for supporting self-regulation in student interactions are discussed.Öğe The Use of Gamification Elements in Open and Distance Learning (ODL) Environments(2021) Yıldız, Mehmet; Kayaduman, Halil; Kurşun, EnginThis systematic review study aims to identify the frequently used gamification elements in open and distance learning (ODL) environments, and the reasons behind their usage. To do this, 40 articles regarding the use of gamification in ODL environments were systematically analyzed. The content analysis method was administrated and inter-rater reliability was calculated by Cohen Kappa coefficient which was found appropriate (0.82). According to the findings, gamification elements such as badges, points, leaderboards, and rewards have been frequently used in ODL environments. The dependent variables used in these studies to examine the effectiveness of gamification elements include participation, motivation, and engagement. Moreover, the findings revealed that the badges were used to increase participation, the points to improve motivation, and the rewards to support engagement. Based on the findings, the current study recommends considering gamification integration frameworks, learning and teaching theories during the design of the gamification elements, and avoiding irrelevant gamification elements. Moreover, the study emphasized the importance of considering students’ needs, setting clear goals and objectives for students, and differentiating the use of gamification elements in online and face-to-face courses.
