IOJET - International Online Journal of Education and Teaching
Not a member yet
806 research outputs found
Sort by
Hizmet öncesi İngilizce öğretmenlerinin ePortfolyolar aracılığıyla eğitim yolculuğu
No full textWith rapidly evolving technology, the adaptation to new contexts of teaching and learning has moved teacher educators to rethink new ways of teaching and learning in the training of future teachers (Flores & Swennen, 2020). For example, ePortfolios, as one means of digital learning, have gained prominence in pre-service teacher education (Pegrum & Oakley, 2017). However, many ePortfolio implementations in higher education have substantially focused on the semester-long use of ePortfolios as an assessment tool in a specific course (Boulton, 2014). This paper presents an innovative longitudinal implementation of an ePortfolio project in a pre-service language teacher education program, which has been developed considering the recent developments in teacher education literature. The implementation aimed to turn three-year ePortfolio work into a digital, connective, and multimodal platform in which teacher candidates present long-term evidence of their academic, pedagogical, and methodological experiences in their journey to becoming language teachers, from university to employment. Hızla gelişen teknoloji arayüzü, öğrenme ve öğretme fırsatlarını artırdı ve küresel COVID-19'un önemi ve etkileriyle birlikte, yeni öğretme ve öğrenme bağlamlarına uyum, geleceğin öğretmenlerinin eğitiminde öğretmen eğitimcilerini yeni öğretme ve öğrenme yollarını yeniden düşünmeye sevk etti (Flores & Swennen, 2020). Öğretmen yetiştirme programları sundukları derslerin içeriğini değiştirmeye ve öğretmen adaylarının öğrenmeleri için yeni fırsatlar yaratmaya başladı. Örneğin, dijital belgeleme, öğrenme ve değerlendirme araçlarından biri olan ePortfolyolar, hizmet öncesi öğretmen eğitiminde önem kazanmaya başladı (Pegrum & Oakley, 2017). Ancak, yüksek öğretimdeki birçok ePortfolyo uygulaması ve ilgili araştırmalar, hizmet öncesi öğretmen eğitimi programlarında ePortfolyoların boylamsal uygulanmasından ziyade (Boulton, 2014), büyük ölçüde ePortfolyoların belirli bir derste bir değerlendirme aracı olarak akademik dönem boyunca kullanımına (Nicolaidou, 2013) odaklanmıştır
A BIBLIOMETRIC ANALYSIS OF TWENTY-EIGHT YEARS ON ‘ASSESSING PRONUNCIATION IN ENGLISH AS A SECOND/FOREIGN LANGUAGE CLASSES’ (1993-2021)
Get PDFThis bibliometric study examines the characteristics of the overall research trends, patterns of productivity, and publications on “assessment in second language pronunciation”. Bibliometric data were retrieved from Web of Science (WoS on 1 September 2021 and the results of the study reveal that the first publication appeared in 1993 and, during the period of 28 years, there have been 118 publications between 1993 and 2021 in total. It was found that studies in this field have increased in recent years. The publications include articles and proceeding papers written by 2.31 authors per publication. The most cited document received 139 citations. It was also discovered that the most frequently used word is intelligibility and the trending topic is pronunciation. As for the affiliations, the most productive university is Concordia University in Canada. In the following headings, detailed information is discussed in detail
ENGLISH LANGUAGE TEACHING PROFESSIONALS’ UNDERSTANDING OF CONTEXT
Get PDFHaving an interdisciplinary nature, context is viewed differently in the relevant literature, calling for more clarification of the notion of context. How English Language Teaching (ELT) professionals understand the notion of context is crucial for effective teaching of English as a foreign language. To investigate how ELT professionals in Turkey understand context and reflect their conceptualization of context, two questionnaires and a task were used. The results of the descriptive study reveal that ELT professionals generally agree to the propositions made in the context-theoretic literature even though they have diverse opinions about the transparency of context and about the feasibility to re-create English oral communication contexts in ELT settings. It is also observed in the results that the amount of ELT professionals’ thinking about what context is does not always increase as the academic degree levels go up. It is recommended that the pre-service syllabi of the courses of linguistics should be enriched in terms of the literature relevant to context
FAMILIES WITH SPECIAL NEEDS CHILDREN IN TURKEY DURING THE COVID-19 PANDEMIC
Get PDFDue to the Covid-19 pandemic period, distance education is attempted at all levels of education in Turkey and the world. The present study examines how the education process is shaped during the Covid-19 period for children with special needs and their families. The case study design was implemented as a qualitative research method. The study group sample was composed of 11 parents who reside in various districts of the city of İstanbul and who have children with special needs attending special education rehabilitation centers. The interviews conducted in the scope of the study showed that the effects of the Covid-19 pandemic process on children with special needs had behavioral and social-emotional reflections. Behavioral problems and reflections in behavioral difficulties in children with special needs were observed as a disability in comprehension due to developmental issues, hypermobility, and pandemic period's positive influence. In terms of reflections of social-emotional problems, children with special needs experience shyness due to being ridiculed. The study concluded that children feel the need to go out of their home and feel fear/anxiety and longing for the family to move to another city. The research results showed that children could not perform activities due to boredom, screen addiction, and missing friends. Interviews suggested that the Covid-19 process created specific needs and problems for parents and social-emotional reflections. Problems experienced by the families were determined as health problems, inability to spare time for other siblings, conflict between spouses, distress due to not being able to go out, mother being the only parent responsible for child- care, financial difficulties and tconflict between spouses, distress due to going out, mother being the only parent responsible, and financial difficulties. It is concluded that the needs of the family are one-to-one education, educational content, educational material, psychological support and educational guidance. Overall results of the study suggest that necessary measures need to be taken to ensure that children with special needs receive one-to-one educatio
A BIBLIOMETRIC ANALYSIS OF USING WEB 2.0s IN EDUCATIONAL RESEARCH AREA
Get PDFThe purpose of the present study is to reveal the tendency towards Web 2.0s in the educational research area with the analysis of bibliometric mapping. As of July 5th, 2021, the 786 studies have been retrieved from in the Web of Science database, and are included in the analysis. VOSviewer was used for the analysis of bibliometric mapping. As a result of the analysis of bibliometric mapping, it was concluded that the most effective countries in Web 2.0s in the educational research area are the USA, England, and Spain. According to the keyword co-occurrence analysis, technology, social media, collaborative learning, e-learning, and higher education keywords stand out on Web 2.0s in the educational research area. It was found that Timothy J. Newby is the most productive researcher. It can be concluded that the most effective researches are higher education researches. According to the analyses conducted in the context of journals, Australasian Journal of Educational Technology”, “Interactive Learning Environments”, and “Internet and Higher Education” were the most contributing journals.Bu çalışmanın amacı, eğitim araştırmaları alanında Web 2.0'a yönelik eğilimi bibliyometrik haritalama analizi ile ortaya koymaktır. 5 Temmuz 2021 itibariyle Web of Science veri tabanından ulaşılan 786 çalışma analize dahil edildi. Bibliyometrik haritalamanın analizi için VOSviewer kullanıldı. Bibliyometrik haritalamanın analizi sonucunda Web 2.0'larda eğitim araştırmaları alanında en etkili ülkelerin ABD, İngiltere ve İspanya olduğu sonucuna varılmıştır. Anahtar kelime eş-atıf analizine göre, eğitim araştırmaları alanında Web 2.0'larda teknoloji, sosyal medya, işbirlikli öğrenme, e-öğrenme ve yüksek öğretim anahtar kelimeleri öne çıkmaktadır. Timothy J. Newby'nin en üretken araştırmacı olduğu bulundu. En etkili araştırmaların yükseköğretim araştırmaları olduğu sonucuna varıldı. Dergiler bağlamında yapılan analizlere göre, Australasian Journal of Educational Technology”, “Interactive Learning Environments” ve “Internet and Higher Education” en çok katkı sağlayan dergiler olmuştur
PROFESSIONAL DEVELOPMENT OF TURKISH PRESCHOOL TEACHERS DURING SUMMER HOLIDAYS
Get PDFThe purpose of this study is to examine the professional development of preschool teachers during summer holidays, and to develop recommendations for professional development between teaching semesters. The study is built on the basic interpretive design, with a study group of 24 preschool teachers. The data were collected through semi-structured interviews and were analyzed through content analysis. The content analysis revealed that summer holidays are basically seen as getting away from the profession and relaxation for preschool teachers, not as an opportunity for professional development. Preschool teachers found summer holidays unproductive in terms of their professional development. While the preschool teachers think that professional development activities should exist during the summer holidays, they believe that the current professional development system in Turkey does not make the idea very attractive and is considered to be efficient. The preschool teachers recommended that all professional development activities should fit with the needs of teachers, that both their personal and professional development should be supported, that holistic content should be created, that instructors specialized should be recruited, that learning methods fostering active participation and alternative assessment methods should be preferred, and that the expertise gained through professional development should be recognized, and rewarded
THE EFFECTIVENESS OF ACHIEVE STUDENT COMPETENCY BETWEEN LEARNING USING VIDEO-BASED MEDIA AND POWER POINTS IN ENVIRONMENTAL SCIENCE COURSES
Get PDFEnvironmental problems still require a lot of solutions that need to involve various groups including universities. Through effective environmental education learning, it can have an impact on awareness and achievement of student competencies in Environmental Science courses. The application of learning media by utilizing digital technology is expected to be effective in explaining material on global environmental issues related to human relations with the environment, environmental principles, pollution, utilization of natural resources. The objectives of this study were to: 1) obtain the level of student competence through video-based learning media in the Environmental Science course; 2) obtain the level of student competence with power point learning media; 3) obtain the effectiveness of student competency achievement between learning with video-based media and powerpoint media. This research is a descriptive quantitative study to determine the effectiveness of student competency achievement between video-based media learning and power point media learning. The object of research is video-based learning media and power point learning media in Environmental Science courses. The subjects of this study were a group of students with video-based media learning as many as 30 people and a group of students with power point media learning as many as 32 people. The research instrument is a student competency test (pret-test and post-test) to measure the effectiveness of video-based media compared to power point media after learning Environmental Science material. The test contains 25 multiple-choice questions with a per-item score of 0 or 1 and a score range of 0-100. The results showed: first, the final competence of all students after learning using video-based media was at a high level with an average score of 78.80 75. Second, the final competence of all students after learning using power point media was still at a moderate level, namely with an average score of 72.13 75. Third, the competence of students with learning using video-based media obtained an average score of 78.80 75. The average score of student competence with learning power point media is 72.13 75. That is, the effectiveness of learning using video-based media is higher than using power point media in Environmental Science courses.Çevre sorunları, üniversiteler de dahil olmak üzere çeşitli grupları dahil etmesi gereken birçok çözüm gerektirmektedir. Etkili çevre eğitimi öğrenimi yoluyla, Çevre Bilimi derslerinde öğrenci yetkinliklerinin farkındalığı ve başarısı üzerinde etkisi olabilir. Dijital teknolojiyi kullanarak öğrenme ortamlarının uygulanmasının, çevre ile insan ilişkileri, çevre ilkeleri, kirlilik, doğal kaynakların kullanımı ile ilgili küresel çevre sorunlarına ilişkin materyalleri açıklamada etkili olması beklenmektedir. Bu çalışmanın amaçları şunlardı: 1) Çevre Bilimi dersinde video tabanlı öğrenme ortamı aracılığıyla öğrenci yeterlilik düzeyini elde etmek; 2) power point öğrenme ortamı ile öğrenci yeterlilik seviyesini elde etmek; 3) video tabanlı medya ve powerpoint medya ile öğrenme arasındaki öğrenci yetkinlik başarısının etkinliğini elde etmek. Bu araştırma, video tabanlı medya öğrenimi ile power point medya öğrenimi arasında öğrenci yeterlilik başarısının etkililiğini belirlemeye yönelik betimsel nicel bir çalışmadır. Araştırmanın amacı, Çevre Bilimi derslerinde video tabanlı öğrenme ortamı ve power point öğrenme ortamıdır. Bu çalışmanın konuları, 30 kişiye kadar video tabanlı medya öğrenimine sahip bir grup öğrenci ve 32 kişiye kadar power point medya öğrenimine sahip bir grup öğrenciydi. Araştırma aracı, Çevre Bilimi materyalini öğrendikten sonra video tabanlı medyanın power point medyasına kıyasla etkinliğini ölçmek için bir öğrenci yeterlilik testidir (ön test ve son test). Test, madde başına 0 veya 1 puan ve 0-100 puan aralığında 25 çoktan seçmeli soru içerir. Sonuçlar şunu gösterdi: birincisi, video tabanlı medyayı kullanmayı öğrendikten sonra tüm öğrencilerin nihai yeterliliği, ortalama 78.80 75 puanla yüksek bir seviyedeydi. İkinci olarak, tüm öğrencilerin power point medya kullanarak öğrendikten sonraki nihai yeterliliği hala bir seviyedeydi. orta düzeyde, yani ortalama puan 72.13 75. Üçüncüsü, video tabanlı medya kullanarak öğrenen öğrencilerin yeterliliği ortalama 78.80 75 puan aldı. Power point medya öğrenme ile öğrenci yeterliliğinin ortalama puanı 72.13 75. Yani , Çevre Bilimi derslerinde video tabanlı medyayı kullanarak öğrenmenin etkililiği power point medyasını kullanmaya göre daha yüksektir
IDENTIFYING THE ENGLISH LANGUAGE NEEDS OF HYDRAULICS ENGINEERS: BRIDGING THE GAP BETWEEN ESP ACADEMIC STUDIES AND PROFESSIONAL NEEDS
Get PDFThe need to use English in diverse professional domains is increasingly growing throughout the world. Therefore, a Needs Analysis approach is deemed wise to design English for Specific Purposes courses that not only cater for students’ academic needs but their target professional requirements as well. Accordingly, the present study attempts to identify hydraulics engineers’ use of English as well as the skills and competencies they need in their workplace settings. It also aims at reducing the gap that currently exists between academic studies and engineers’ needs in professional life. Therefore, data were gathered from 50 engineers working in different hydraulics settings by means of a questionnaire in which both quantitative and qualitative methods were employed. The results demonstrated that the most important language skill for hydraulics engineers is speaking; meanwhile, it constitutes the most problematic aspect in communication. The findings also revealed that the English courses they had at the tertiary level did not succeed in meeting their academic nor professional needs. The study also elicited some suggestions from the participants to make those courses more effective and relevant to hydraulics professional settings in Algeria.
Keywords: English for Specific Purposes, English for Engineering Purposes, Hydraulics engineers, Needs Analysi
FACTORS AFFECTING THE LEARNING READINESS OF PRIMARY STUDENTS TO ONLINE INSTRUCTION DURING COVID-19 PANDEMIC
No full textCurrent classroom has been transformed by the pandemic into a new normal of learning and online education, with students learning to participate in online classrooms. The research aims to explore the factors affecting the learning readiness of grade 4-6 students to online instruction during COVID-19 pandemic. One hundred students from one school in Khon Kaen province, Thailand provided information and express opinion towards factors affecting the learning readiness. Questionnaire of factors that influence students' readiness to attend online teaching and learning was used. In the situation of the COVID-19 pandemic, data were collected through online surveying. Statistics used to analyze data were descriptive statistics, percentage, mean, and standard deviation. Overall, the factors affecting the learning readiness by mean of student is at moderately readiness, parental factor is at moderately readily available, but the school supplies factor is high readily available
AN ANALYSIS OF THE PRIMARY SCHOOL TEACHERS’ CLASSROOM MANAGEMENT STYLES IN TERMS OF SOME VARIABLES
Get PDFThis study aims at analyzing primary school teachers' classroom management styles in terms of some variables. The cross-sectional survey model, one of the survey types, was used in the current study. The target population of the study consisted of the primary school teachers working in Isparta. The sampling held a total of 515 primary school teachers who were selected by the stratified sampling method. This study deployed Classroom Management Styles Scale as a data collection tool. Descriptive statistics and multivariate analysis of variance (MANOVA) were used during data analysis. The findings indicated that primary school teachers had a high level of participation in authoritative and laissez free classroom management styles, and a medium level of participation in authoritarian and indifferent classroom management styles. The findings also revealed a significant difference across primary school teachers’ authoritarian classroom management style in favor of male teachers and across authoritative style in favor of females. No significant difference was identified across teachers’ classroom management styles in terms of their grade level to teach, seniority, school type, graduation faculty and educational status