Journal of Educational Technology and Online Learning
This study aimed to discover the roles and competencies of online English instructors as perceive... more This study aimed to discover the roles and competencies of online English instructors as perceived by their students. Participants consisted of eight students enrolled in a basic English course in Turkey, who were taking the course online. Semi-structured interviews were conducted to collect qualitative data, which were analyzed using the content analysis technique with the help of Nvivo software. As a result of the study, roles of facilitator and leader; and competencies of delivering the content effectively, using varied teaching methods, activities and materials, fostering interaction, ensuring participation, having basic ICT skills, integrating technology into teaching effectively, offering and getting feedback, attracting attention, creating open and friendly environment, adjusting tone of voice, pre-class preparation, being aware of student profile and teaching accordingly, giving and checking assignments, motivating, being accessible, classroom and time management, evaluating...
The Internet is a massive technological breakthrough in terms of interpersonal communication and ... more The Internet is a massive technological breakthrough in terms of interpersonal communication and social connectivity, facilitating citizenship practices of societies of modern life; yet its potential in the inclusion and empowerment of older adults is hampered by low levels of technology usage and often limited digital competences. Many older adults remain relatively distant from modern digital life, further isolated from society and daily public services. Older adults are considered disadvantaged, tend to live dependent upon others, and occasionally deprived of human and social capital. This divide has been more prevalent during the COVID-19 pandemic, particularly for older women. Promoting specific actions to improve digital competences can contribute to digital inclusion, particularly for disadvantaged segments of society. This study presents findings from a field research conducted to determine the digital competence levels of older women living in southwest Turkey as part of a nationally funded project. Field notes and survey data collected from 377 older women revealed that digital competence may improve through education, that challenges included dependency, safety/fear, and stoicism, and that any support, social interaction, or training offered to older adults could help them to improve their digital competences and self-confidence for daily survival in the digital age, enabling more independent and self-sufficient living in their later years. Future directions include social connectedness and intergenerational interaction for digital competence, lifelong learning activities and training programmes on digital skills and ICT usage for older adults, and improved designs of digital products to prevent their exclusion from today’s technology-dominated society.
The Internet is a massive technological breakthrough in terms of interpersonal communication and ... more The Internet is a massive technological breakthrough in terms of interpersonal communication and social connectivity, facilitating citizenship practices of societies of modern life; yet its potential in the inclusion and empowerment of older adults is hampered by low levels of technology usage and often limited digital competences. Many older adults remain relatively distant from modern digital life, further isolated from society and daily public services. Older adults are considered disadvantaged, tend to live dependent upon others, and occasionally deprived of human and social capital. This divide has been more prevalent during the COVID-19 pandemic, particularly for older women. Promoting specific actions to improve digital competences can contribute to digital inclusion, particularly for disadvantaged segments of society. This study presents findings from a field research conducted to determine the digital competence levels of older women living in southwest Turkey as part of a nationally funded project. Field notes and survey data collected from 377 older women revealed that digital competence may improve through education, that challenges included dependency, safety/fear, and stoicism, and that any support, social interaction, or training offered to older adults could help them to improve their digital competences and self-confidence for daily survival in the digital age, enabling more independent and self-sufficient living in their later years. Future directions include social connectedness and intergenerational interaction for digital competence, lifelong learning activities and training programmes on digital skills and ICT usage for older adults, and improved designs of digital products to prevent their exclusion from today’s technology-dominated society.
Teachers are challenged with new ways of teaching in digital age. Few studies have examined the i... more Teachers are challenged with new ways of teaching in digital age. Few studies have examined the impact of teacher educators’ ICT characteristics and support they provide to prepare future teachers for ICT integration. Aim of this mixed-method study was to explore both the ICT profile of teacher educators based on their attitudes towards ICT, their ICT competenciesand the support they provide to their student teachers. Participants were 44 teacher educators in a medium-sized state university in Turkey. Data analysis conducted at micro and meso levels of the SQD model on preparing pre-service teachers to integrate technology in education. Findings indicate high level positive attitude towards technology, yet a cautious stance towards educational change. Teacher educators’ ICT competency in educational settings indicates high level competency but less efficiency in using ICTs for classroom teaching. Results also indicate positive relationship among attitude towards technology, competencies for ICT use, and ICT use for teaching. Qualitative findings are interpreted for using teacher educators as role models, reflecting on attitudes about technology’s role in education, learning technology by design, collaborating with peers, scaffolding authentic technology experiences, continuous feedback, technology planning and leadership, cooperation at institutional level, staff development, and access to resources.Technology has hugely impacted every aspect of life, with education no exception. Today, teachers are challenged with new ways of teaching ina digital age, incorporating technology effectively in educational settings. Yet, adoption of technology is largely affected by their ICT involvement in pre-/in-service teacher training programmes (Agyei & Voogt, 2011; Drent & Meelissen, 2008). It appearsimperative that student teachers are provided with opportunities to experience classroom technology integration during their training, based on pedagogical principles, observing good examples, and to practice what they learnt in authentic learning environments (Enochson & Rizza, 2009). This calls for better alignment of technology integration, pedagogical principles, curriculum and content as well as teacher trainer competencies within teacher training programmes (see Agyei & Voogt, 2011; Ottenbreit-Leftwich,Glazewski, Newby, & Ertmer,2010; Sang,Valcke, van Braak, & Tondeur, 2010; Tondeur etal., 2012).Few studies have examined the impact of teacher educators’ ICT characteristics together with the support they provide to prepare future teachers for ICTintegration. Aim of this mixed-method study was to explore both the ICT profile of teacher educators based on their attitudes towards ICT, their ICT competencies and the support they provide to their student teachers. Beinginitial stage of a larger-scaleresearch, this study aimed to answer the following questions: 1.What is teacher educators’ vision towards educational change?2.What are teacher educators’ attitudes towards technology? 3.How do teacher educators perceive their competencies to integrate technology in education?4.What are the strategies teacher educators use to prepare student teachers for technology integration in education?5.Is there a relationship between teacher educators’ characteristics and the strategies they use to prepare preservice teachers for technology integration in education?
International Journal of Education in Mathematics, Science and Technology, 2017
Improved access to technology has led to an increase in the number of online courses and degree p... more Improved access to technology has led to an increase in the number of online courses and degree programs in higher education. Despite continuous progress, little attention is paid to ‘understanding’ students prior to implementation of learning and teaching processes. Being a valuable input for design of online learning environments and student satisfaction, its neglect may result in frustration and resistance by students. This study focused on investigating preferences of on-campus engineering students to contribute designing a fully online calculus course in a Turkish university. A qualitative design was used to achieve in-depth information about students’ reflections on online calculus sessions. Findings opened the floor for discussion about must-have characteristics of online learners, orientation of on-campus students to online learning environment, challenging nature of mathematics as a discipline to be taught online, and the necessity of considering human and instructional per...
Bilgisayar programlama, bilisim sektorunde yasanan hizli degisimler sayesinde sektorun onemli bir... more Bilgisayar programlama, bilisim sektorunde yasanan hizli degisimler sayesinde sektorun onemli bir dali haline gelmistir. Yuksekogretimde Bilgisayar ve Yazilim Muhendisligi bolumlerinin yani sira, farkli muhendislik bolumleri ile matematik ve fen bilimlerine dayali diger bolumlerde de bilgisayar programciligina verilen onem artmaktadir. Bilgisayar bilimleri haricindeki bolumlerde akademik basari ve ogrenci memnuniyeti acisindan bilgisayar programlama ogretiminde bir takim sikintilar ile karsilasilmaktadir. Bu sikintilar ve oz yeterlik algisinin akademik basari uzerindeki rolunden yola cikarak, bu calismanin amaci Turkiye’de bir devlet universitesinin makine muhendisligi ve ekonometri bolumlerinde ogrenim goren lisans ogrencilerinin bilgisayar programlamaya iliskin oz yeterlik algilarini incelemektir. Altun ve Mazman (2012) tarafindan Turkceye uyarlanan Programlamaya Iliskin Oz Yeterlik Algisi Olcegi’nin veri toplama araci olarak kullanildigi ve toplam 138 ogrencinin katildigi calisma...
Mobil teknolojiler, gunumuzde artik yasamimizin bir parcasi haline gelmistir. Cep telefonlari ve ... more Mobil teknolojiler, gunumuzde artik yasamimizin bir parcasi haline gelmistir. Cep telefonlari ve akilli telefonlarin kullanimi hayatimizi her alanda kolaylastirirken, bagimlilik veya huzursuzluk gibi bazi istenmeyen etkiler de ortaya cikmaktadir. Son gunlerde modern cagin fobisi olarak adlandirilan nomofobi, bireyin mobil cihazina erisemediginde veya mobil cihaz uzerinde iletisim kuramadiginda yasadigi irrasyonel korku ve kaygi olarak tanimlanmaktadir. Bu kaygi, bireyin yasaminda gunluk islere yogunlasmasini olumsuz yonde etkiler. Cep telefonundan mahrum kalma korkusu olarak da ifade edilen nomofobi, akilli telefonlarin yayginliginin artmasina paralel olarak artis gostermistir. Nomofobik davranislar, gunluk aliskanliklarimizi degistirebilmekte, ozellikle ogrencilerin nomofobi yuzunden yasadigi olumsuzluklar okul yasantilarina ve akademik basarilarina da etki edebilmektedir. Bu calismanin da amaci, 2014-2015 ogretim yili bahar doneminde bir devlet universitesinde farkli bolumlerde og...
Journal of Educational Technology and Online Learning
This study aimed to discover the roles and competencies of online English instructors as perceive... more This study aimed to discover the roles and competencies of online English instructors as perceived by their students. Participants consisted of eight students enrolled in a basic English course in Turkey, who were taking the course online. Semi-structured interviews were conducted to collect qualitative data, which were analyzed using the content analysis technique with the help of Nvivo software. As a result of the study, roles of facilitator and leader; and competencies of delivering the content effectively, using varied teaching methods, activities and materials, fostering interaction, ensuring participation, having basic ICT skills, integrating technology into teaching effectively, offering and getting feedback, attracting attention, creating open and friendly environment, adjusting tone of voice, pre-class preparation, being aware of student profile and teaching accordingly, giving and checking assignments, motivating, being accessible, classroom and time management, evaluating...
The Internet is a massive technological breakthrough in terms of interpersonal communication and ... more The Internet is a massive technological breakthrough in terms of interpersonal communication and social connectivity, facilitating citizenship practices of societies of modern life; yet its potential in the inclusion and empowerment of older adults is hampered by low levels of technology usage and often limited digital competences. Many older adults remain relatively distant from modern digital life, further isolated from society and daily public services. Older adults are considered disadvantaged, tend to live dependent upon others, and occasionally deprived of human and social capital. This divide has been more prevalent during the COVID-19 pandemic, particularly for older women. Promoting specific actions to improve digital competences can contribute to digital inclusion, particularly for disadvantaged segments of society. This study presents findings from a field research conducted to determine the digital competence levels of older women living in southwest Turkey as part of a nationally funded project. Field notes and survey data collected from 377 older women revealed that digital competence may improve through education, that challenges included dependency, safety/fear, and stoicism, and that any support, social interaction, or training offered to older adults could help them to improve their digital competences and self-confidence for daily survival in the digital age, enabling more independent and self-sufficient living in their later years. Future directions include social connectedness and intergenerational interaction for digital competence, lifelong learning activities and training programmes on digital skills and ICT usage for older adults, and improved designs of digital products to prevent their exclusion from today’s technology-dominated society.
The Internet is a massive technological breakthrough in terms of interpersonal communication and ... more The Internet is a massive technological breakthrough in terms of interpersonal communication and social connectivity, facilitating citizenship practices of societies of modern life; yet its potential in the inclusion and empowerment of older adults is hampered by low levels of technology usage and often limited digital competences. Many older adults remain relatively distant from modern digital life, further isolated from society and daily public services. Older adults are considered disadvantaged, tend to live dependent upon others, and occasionally deprived of human and social capital. This divide has been more prevalent during the COVID-19 pandemic, particularly for older women. Promoting specific actions to improve digital competences can contribute to digital inclusion, particularly for disadvantaged segments of society. This study presents findings from a field research conducted to determine the digital competence levels of older women living in southwest Turkey as part of a nationally funded project. Field notes and survey data collected from 377 older women revealed that digital competence may improve through education, that challenges included dependency, safety/fear, and stoicism, and that any support, social interaction, or training offered to older adults could help them to improve their digital competences and self-confidence for daily survival in the digital age, enabling more independent and self-sufficient living in their later years. Future directions include social connectedness and intergenerational interaction for digital competence, lifelong learning activities and training programmes on digital skills and ICT usage for older adults, and improved designs of digital products to prevent their exclusion from today’s technology-dominated society.
Teachers are challenged with new ways of teaching in digital age. Few studies have examined the i... more Teachers are challenged with new ways of teaching in digital age. Few studies have examined the impact of teacher educators’ ICT characteristics and support they provide to prepare future teachers for ICT integration. Aim of this mixed-method study was to explore both the ICT profile of teacher educators based on their attitudes towards ICT, their ICT competenciesand the support they provide to their student teachers. Participants were 44 teacher educators in a medium-sized state university in Turkey. Data analysis conducted at micro and meso levels of the SQD model on preparing pre-service teachers to integrate technology in education. Findings indicate high level positive attitude towards technology, yet a cautious stance towards educational change. Teacher educators’ ICT competency in educational settings indicates high level competency but less efficiency in using ICTs for classroom teaching. Results also indicate positive relationship among attitude towards technology, competencies for ICT use, and ICT use for teaching. Qualitative findings are interpreted for using teacher educators as role models, reflecting on attitudes about technology’s role in education, learning technology by design, collaborating with peers, scaffolding authentic technology experiences, continuous feedback, technology planning and leadership, cooperation at institutional level, staff development, and access to resources.Technology has hugely impacted every aspect of life, with education no exception. Today, teachers are challenged with new ways of teaching ina digital age, incorporating technology effectively in educational settings. Yet, adoption of technology is largely affected by their ICT involvement in pre-/in-service teacher training programmes (Agyei & Voogt, 2011; Drent & Meelissen, 2008). It appearsimperative that student teachers are provided with opportunities to experience classroom technology integration during their training, based on pedagogical principles, observing good examples, and to practice what they learnt in authentic learning environments (Enochson & Rizza, 2009). This calls for better alignment of technology integration, pedagogical principles, curriculum and content as well as teacher trainer competencies within teacher training programmes (see Agyei & Voogt, 2011; Ottenbreit-Leftwich,Glazewski, Newby, & Ertmer,2010; Sang,Valcke, van Braak, & Tondeur, 2010; Tondeur etal., 2012).Few studies have examined the impact of teacher educators’ ICT characteristics together with the support they provide to prepare future teachers for ICTintegration. Aim of this mixed-method study was to explore both the ICT profile of teacher educators based on their attitudes towards ICT, their ICT competencies and the support they provide to their student teachers. Beinginitial stage of a larger-scaleresearch, this study aimed to answer the following questions: 1.What is teacher educators’ vision towards educational change?2.What are teacher educators’ attitudes towards technology? 3.How do teacher educators perceive their competencies to integrate technology in education?4.What are the strategies teacher educators use to prepare student teachers for technology integration in education?5.Is there a relationship between teacher educators’ characteristics and the strategies they use to prepare preservice teachers for technology integration in education?
International Journal of Education in Mathematics, Science and Technology, 2017
Improved access to technology has led to an increase in the number of online courses and degree p... more Improved access to technology has led to an increase in the number of online courses and degree programs in higher education. Despite continuous progress, little attention is paid to ‘understanding’ students prior to implementation of learning and teaching processes. Being a valuable input for design of online learning environments and student satisfaction, its neglect may result in frustration and resistance by students. This study focused on investigating preferences of on-campus engineering students to contribute designing a fully online calculus course in a Turkish university. A qualitative design was used to achieve in-depth information about students’ reflections on online calculus sessions. Findings opened the floor for discussion about must-have characteristics of online learners, orientation of on-campus students to online learning environment, challenging nature of mathematics as a discipline to be taught online, and the necessity of considering human and instructional per...
Bilgisayar programlama, bilisim sektorunde yasanan hizli degisimler sayesinde sektorun onemli bir... more Bilgisayar programlama, bilisim sektorunde yasanan hizli degisimler sayesinde sektorun onemli bir dali haline gelmistir. Yuksekogretimde Bilgisayar ve Yazilim Muhendisligi bolumlerinin yani sira, farkli muhendislik bolumleri ile matematik ve fen bilimlerine dayali diger bolumlerde de bilgisayar programciligina verilen onem artmaktadir. Bilgisayar bilimleri haricindeki bolumlerde akademik basari ve ogrenci memnuniyeti acisindan bilgisayar programlama ogretiminde bir takim sikintilar ile karsilasilmaktadir. Bu sikintilar ve oz yeterlik algisinin akademik basari uzerindeki rolunden yola cikarak, bu calismanin amaci Turkiye’de bir devlet universitesinin makine muhendisligi ve ekonometri bolumlerinde ogrenim goren lisans ogrencilerinin bilgisayar programlamaya iliskin oz yeterlik algilarini incelemektir. Altun ve Mazman (2012) tarafindan Turkceye uyarlanan Programlamaya Iliskin Oz Yeterlik Algisi Olcegi’nin veri toplama araci olarak kullanildigi ve toplam 138 ogrencinin katildigi calisma...
Mobil teknolojiler, gunumuzde artik yasamimizin bir parcasi haline gelmistir. Cep telefonlari ve ... more Mobil teknolojiler, gunumuzde artik yasamimizin bir parcasi haline gelmistir. Cep telefonlari ve akilli telefonlarin kullanimi hayatimizi her alanda kolaylastirirken, bagimlilik veya huzursuzluk gibi bazi istenmeyen etkiler de ortaya cikmaktadir. Son gunlerde modern cagin fobisi olarak adlandirilan nomofobi, bireyin mobil cihazina erisemediginde veya mobil cihaz uzerinde iletisim kuramadiginda yasadigi irrasyonel korku ve kaygi olarak tanimlanmaktadir. Bu kaygi, bireyin yasaminda gunluk islere yogunlasmasini olumsuz yonde etkiler. Cep telefonundan mahrum kalma korkusu olarak da ifade edilen nomofobi, akilli telefonlarin yayginliginin artmasina paralel olarak artis gostermistir. Nomofobik davranislar, gunluk aliskanliklarimizi degistirebilmekte, ozellikle ogrencilerin nomofobi yuzunden yasadigi olumsuzluklar okul yasantilarina ve akademik basarilarina da etki edebilmektedir. Bu calismanin da amaci, 2014-2015 ogretim yili bahar doneminde bir devlet universitesinde farkli bolumlerde og...
Bildiri özeti: Mobil teknolojiler, günümüzde artık yaşamımızın bir parçası haline gelmiştir. Mobi... more Bildiri özeti: Mobil teknolojiler, günümüzde artık yaşamımızın bir parçası haline gelmiştir. Mobil internet ve kablosuz erişim kolaylığının yanı sıra mobil cihazların kapasitesinin artması ve mobil cihaz fiyatlarındaki düşüşe paralel olarak cep telefonlarının kullanımı hızla artmaktadır. Cep telefonları ve akıllı telefonların kullanımı hayatımızı her alanda kolaylaştırırken, bağımlılık veya huzursuzluk gibi bazı olumsuz etkiler de ortaya çıkmaktadır. Son günlerde 21.yüzyılın fobisi olarak adlandırılan nomofobi, bireyin mobil cihazına erişemediğinde veya mobil cihaz üzerinde iletişim kuramadığında yaşadığı korku olarak tanımlanmaktadır. Cep telefonundan mahrum kalma korkusu olarak da kısaca ifade edilen nomofobi, akıllı telefonların yaygınlığının artmasına paralel olarak artış göstermiştir. Sınırlı sayıda da olsa alanyazında özellikle genç nüfusun mobil cihazları kullanma oranının fazla olduğu ifade edilmektedir. Bu nedenle bu çalışma, mobil teknolojilerin Türkiye'de genç nesli nasıl etkilediğini görmek amacıyla, 2014-2015 eğitim-öğretim yılında bir devlet üniversitesine devam eden 433 öğrenci arasında nomofobinin yaygınlığını ölçmektedir. Çalışma grubunu 433 üniversite öğrencisi oluşturmaktadır. Çalışmada yöntem olarak genel tarama modeli kullanılmıştır. Analiz aşamasında betimsel istatistikler, bağımsız örneklem t-testi ve tek yönlü varyans analizi kullanılmıştır. Çalışmanın bulgularına göre, ölçekten alınan ortalama puan üzerinden, öğrencilerin nomofobi düzeylerinin ortalamanın üzerinde olduğu görülmektedir. Öğrencilerin cinsiyet, sınıf, cep telefonu kullanma süreleri ve akıllı telefon kullanma süreleri değişkenlerine göre nomofobi düzeyleri arasında anlamlı farklılık bulunamamıştır. Anahtar Kelimeler: Nomofobi, akıllı telefon, mobil teknolojiler, genç yetişkinler. Abstract: Mobile technology is, now, an integrated part of the lifestyle. Today, a growing number of people use mobile phones owing to easy access to Internet through mobile and wireless technologies as well as increased capacity and decreasing prices of mobile devices. Despite providing several advantages, mobile phones may have an adverse impact on our lives causing addiction, discomfort, anxiety or dependence. Considered a modern age phobia, nomophobia is a term that describes the fear of being unable to access a mobile phone or being beyond mobile phone contact. Widespread use of smartphones also increase the severity of nomophobia due to their extensive features and capacity. Limited literature shows that young people are more prone to nomophobia, and this study aims at revealing how mobile technologies impact young people in Turkey by investigating the prevalence of nomophobia among Turkish college students enrolled in a state university in 2014-2015 academic year. Total 433 students participated in this survey method. Date were analysed using descriptive statistics, independent sample t-test and one-way analysis of variance. Findings indicate that nomophobia levels of the students are above medium level, based on average score. There is no significant difference as of gender, grade, duration of mobile phone and smartphone usage.
One determinant of a successful distance learning activity is the well-defined roles and competen... more One determinant of a successful distance learning activity is the well-defined roles and competencies of e-tutors as well as the establishment of an infrastructure to allow them to gain such competencies. Serving approximately 10,000 students each semester by means of fully online undergraduate and graduate programs in addition to the online delivery of common core courses, Muğla Sıtkı Koçman University conducts an online certificate program (e-Tutor) as a pre-condition for online teaching. It is aimed at training instructors and faculty members to enable them to teach online. In this study, potential e-tutors’ performance of tasks and activities throughout the program so as to predict their success as an online instructor was examined. The aim of the study was to determine which factors affect e-tutors’ success in their online learning experience. The study was conducted with 60 instructors, selected among 305 participants of e-Tutor, which was conducted by the Distance Education Centre of the university from 2012 to 2015. Digital artifacts created by the instructors as part of the program’s assessment, for example, e-syllabus, e-exam, still visual, podcast, and videos were evaluated by using pre-determined criteria. Statistical analyses were performed to examine whether e-tutors’ successes were influenced by gender, age, academic title, and discipline. It was concluded that instructors’ success significantly differs and is dependent on gender and age.
Tony Bates'in Teaching in a Digital Age başlıklı kitabının Türkçe çevirisidir.
Turkish translatio... more Tony Bates'in Teaching in a Digital Age başlıklı kitabının Türkçe çevirisidir. Turkish translation of Tony Bates' Teaching in a Digital Age.
Teachers are challenged to adopt new ways of teaching, integrate technology effectively into thei... more Teachers are challenged to adopt new ways of teaching, integrate technology effectively into their classrooms, and teacher education institutions (TEI) are expected to prepare future teachers to teach with technology. This study aims to explore ICT profiles of teacher educators in a Turkish state university in order to understand the personal, pedagogical, and organizational factors affecting technology use in teacher education based on latent profile analyses. Twelve teacher educators (six from each profile) were interviewed focusing on technology integration in teacher education classrooms, attitudes towards technology integration in teacher education, and factors facilitating effective technology integration for a more profound insight into participants’ experience as teacher educators. Data were analysed on the basis of a thematical framework outlining strategies for preparing pre-service teachers to integrate technology into their future classrooms, and initial findings focused on teacher educators’ classroom stance as role models for pre-service teachers for effective technology use, importance of techno-pedagogical knowledge for designing technology-enriched learning environments or effectively using ICT applications in specific educational settings, collaboration with peers, authentic technology applications and avoidance of using technology regardless of pedagogical concerns, technology-enhanced assessment, professional development of teacher educators as a crucial undertaking by universities, attitudes about technology’s role in education, ICT competency and awareness.
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Turkish translation of Tony Bates' Teaching in a Digital Age.