Yazar "Tugtekin, Esra Barut" seçeneğine göre listele

Listeleniyor 1 - 3 / 3
  • Küçük Resim Yok
    Öğe
    Effect of animated and interactive video variations on learners' motivation in distance Education
    (Springer, 2022) Tugtekin, Esra Barut; Dursun, Ozcan Ozgur
    One of the objectives of this research is to develop and validate the Instructional Material Motivation Scale for Single-Use (IMMS-SU) instrument in the Turkish context. The IMMS-SU was developed and validated in a two-phased process on a sample of 1654 students. The Exploratory Factor Analysis revealed that IMMS-SU included 14 items (chi 2 = 332.59; sd = 74; p < 0.001), the fitness indices were found to be RMSEA = .077; SRMR = .040; AGFI = .88; NFI = .95; CFI = .96; and GFI = .92. The Cronbach's Alpha coefficients regarding the whole scale was calculated as alpha = 0.95. Thereafter, in the second study, the animated and interactive video materials used in distance education were scrutinized in the context of openness to different materials, time spent viewing, motivation, and cognitive load. A total of 933 students participated who had a distance education experience. In order to collect data, the extraneous cognitive load instrument (Kalyuga et al., Human Factors, 40(1), 1-17, Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40(1), 1-17. 10.1518/001872098779480587), IMMS-SU, and questionnaire items were used. According to the findings, it was determined that animation and interactive video materials did not cause a higher level of cognitive load on the participants, and both groups had higher material motivation. In addition, it was revealed that interactive video materials caused a higher extraneous cognitive load in participants than animation group. It was figured out that as the openness levels of the participants watching the animation and interactive materials decreased, their cognitive load levels increased. In the light of the results, some suggestions have been recommended for further research.
  • Küçük Resim Yok
    Öğe
    Influential factors on academics' digital hoarding behaviours: an exploratory PLS-SEM research
    (Taylor & Francis Ltd, 2024) Tugtekin, Ufuk; Tugtekin, Esra Barut
    The transition to digital mediums among instructors, who are instrumental in shaping the higher education, streamlines and diversifies the instructional methodologies. Yet, it concurrently elevates the concern of digital hoarding behaviours to a prominent position in scholarly discourse. In view of digital hoarding's detrimental outcomes, the current study initially undertook a descriptive scrutiny of the digital hoarding behaviours among academics, subsequently correlating these tendencies with diverse factors. In addition, the study formulated and empirically tested a theoretical framework for understanding digital hoarding predicated on the employment of digital resources in academia. The research engaged 213 academicians voluntarily, with empirical evidence substantiating 13 of the 27 postulated hypotheses. The data indicated a predominant accumulation of text files among academics, alongside a tendency towards digital hoarding that surpasses the average. The outcomes of the PLS-SEM analysis, conducted to elucidate the justifications for digital hoarding, suggest that the level of experience of academics and the obstacles to digital data elimination exert a profound influence. It is imperative for the cultivation of a robust digitalisation culture within institutions, as well as the formulation and execution of data governance strategies, to involve all stakeholders, especially those within the academic sphere.
  • Küçük Resim Yok
    Öğe
    Scrutinizing Learning Management Systems in Practice: An Applied Time Series Research in Higher Education
    (Athabasca Univ Press, 2023) Tugtekin, Esra Barut
    This study examined the use of Advancity Learning Management Systems (ALMS) and the Moodle Learning Management Systems (LMS) in learning settings, as well as online exams, within the framework of Transactional Distance Theory. With 146 college students (nfemale = 102, nmale = 44) as voluntary participants, data was gathered through an online questionnaire. A time series design was used for two different LMS sessions, and participants who voluntarily participated in ALMS and Moodle LMS sessions were matched. The findings revealed that while Moodle and ALMS both receive relatively similar assessment ratings for online exams, Moodle scored better in terms of learning setting. When factors of the Learning Management Systems Evaluation Scale (LMSES) based on Transactional Distance Theory were compared, the dialogue and autonomy factors were significantly higher for Moodle LMS than for ALMS. When online exams in the LMS were compared, there was no significant difference between ALMS and Moodle LMS, and for both LMS, the reliability factor was a determinant indicator than the other factors. As a result, in assessing and using an LMS, choices should be based on how well the LMS characteristics address an institution's demands.