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Administrator opinions on the use of out-of-school learning environments in science and art centers
Full text linkIn today's world, relentless technological advancements have played a significant role in changing the structure and scope of the concept of learning. Learning is now extending beyond school boundaries at all educational levels. Particularly, students who come to Science and Art Centers (SAC) can enhance their existing talents by integrating the theoretical knowledge acquired at their schools with practical opportunities provided at these centers. In this context, planning activities in out-of-school learning environments has become a primary responsibility of SAC. This study aims to explore the opinions of SAC administrators (principals and vice principals) regarding out-of-school learning environments, understand their perceptions, address the gap in similar studies in the existing literature, and contribute to the field. A case study, a qualitative research method, was used in the research. The study group consists of 16 administrators (principals and vice principals) working in SAC centers located in the central and surrounding districts of Bursa province during the second semester of the 2023-2024 academic year. The tools used in the research are semi-structured interview forms prepared by the researchers. These forms consist of two main sections: the first section includes demographic information of the participants, and the second section contains a total of 6 open-ended questions. The data set obtained during the research process was subjected to content analysis. As a result of the research, SAC administrators stated that they have a good command of out-of-school learning environments, but they have difficulty in diversifying the existing concept in the field, that the applications made in out-of-school learning environments contribute to the students, and the institution, and that the most important problem SAC administrators have experienced at the point of implementing out-of-school learning environments in their institutions is financial, bureaucratic, and individuals-related
The impact of city diplomacy on small-scale city governments in the context of local service
Full text linkStudies on city diplomacy have highlighted the increasing role of cities in international relations. However, they have rarely focused on the local demands and needs of cities. This study answers the question: Can city diplomacy be considered a service delivery method at the city level? The aim of the study is the identification of the impact of cities' international relations on local values and interests. Through a literature review, the study identified five distinct areas of city diplomacy at the local level: These are: Encouraging and increasing participation in cities at different levels; Sharing knowledge, practices and experiences; Addressing wicked problems; Developing institutional capacity; and accessing financial resources. The study contributes to the strategic use of city diplomacy by cities/local governments and the assessment of its impact on local communities in the fields of public administration, urban studies and globalization/localization studies
Integrating ARCS-V and MST motivation models into AI-supported distance education design: a synergistic approach
Full text linkThis article proposes a new framework that integrates the ARCS-V (Attention, Relevance, Confidence, Satisfaction, and Volition) model and Motivational Systems Theory (MST) into AI-supported distance learning environments. The proposed framework shows how the integration of these models can support AI-supported student motivation in a more holistic way. By combining AI tools with motivation assessment, adaptive interventions and synergistic support mechanisms, customized distance learning environments can be developed according to student needs. Combining the strengths of the ARCS-V model, which focuses on providing engaging and satisfying learning experiences, with MST, which emphasizes the importance of personal goals, emotions, and environmental factors, this new approach suggests a more holistic and effective way to sustain student motivation. The paper examines how the ARCS-V and MST models can be combined with the assessment, intervention and support dimensions of Artificial Intelligence in distance education settings. By integrating these two motivational models in ODL with the support of AI, not only effective presentation of content but also increased student engagement can be achieved
Açık ve uzaktan öğrenme ortamlarında öğrenim terki üzerine yapılan çalışmaların bibliyometrik analizi: Scopus örneği
Full text linkAçık ve uzaktan öğrenme, erişilebilirlik ve esneklik özellikleriyle eğitim dünyasında devrim yaratmıştır. Buna rağmen, açık ve uzaktan eğitim programlarındaki öğrenim terki oranları geleneksel yüz yüze eğitime kıyasla önemli ölçüde yüksektir. Bu durum, eğitimciler ve kurumlar için önemli bir zorluk teşkil etmektedir. Öğrenim terkine sebep olan faktörleri ele almak, açık ve uzaktan eğitimde öğrenciyi elde tutma ve öğrenen başarısını artırmak için çok önemlidir. Bu bibliyometrik analiz çalışması, açık ve uzaktan öğrenmede öğrenim terki üzerine yürütülen akademik çalışmaların genel bir değerlendirmesini hedeflemektedir. Çalışmada Scopus veri tabanından yararlanılmış, “dropout”, “distance education” ve “open education” kavranları başlık, özet ve anahtar kelimeler bölümüne yazılarak tarama yapılmıştır. Veri tabanında 2014-2024 yılları arasında yayınlanmış 620 dergi makalesi ve konferans bildirisine ulaşılmış ve bibliyometrik veriler, VOSviewer 1.6.20 programı kullanılarak analiz edilip görselleştirilmiştir. Araştırma kapsamında akademik çalışmaların entelektüel manzarasını haritalamak için atıf analizi, ortak yazarlık ağları ve anahtar kelime ortak oluşum analizi dahil olmak üzere kapsamlı bir bibliyometrik göstergeler seti kullanılmıştır
The blended learning station rotation model in EFL teaching: opinions of the implementer
Full text linkThe study’s purpose is to reveal the implementer’s opinions toward the use of the Station Rotation Model (SRM) of blended learning, in terms of features, challenges and effectiveness of the model including further implementation and suggestions for the station rotation model. A mixed research approach was conducted using qualitative data analysed within the quantitative method. A qualitative method approach was employed to collect data from the implementer. A semi-structured interview was conducted with the implementer (an English language teacher) to gather feedback on SRM implementation. The findings revealed that the implementer mostly mentioned fulfilling hobbies as a feature of the model, and most students faced challenges in the group working station, while the pair working station was identified as the most effective Furthermore, the results of implementer’s further implementation of the model and suggestions for SRM are discussed
Academic success in synchronous online learning environments
Full text linkThe study aimed to analyze the influence of such factors, as cognitive engagement, learning strategies and social support on academic success and student satisfaction in online learning environments. Data were collected in a cross-sectional survey carried out in the Winter semester of 2023. Participants were 523 students recruited from universities located in Southern Italy, where the synchronous online learning modality was adopted. The questionnaires included self-reported measures assessing student satisfaction and academic achievement, social support (teacher and peer presence), and deep and shallow cognitive engagement, in an effort to collect data regarding the dynamics of online learning experiences with respect to the three interdependent presences of teaching, cognitive and social, as put forth by the Community of Inquiry (CoI) framework (Garrison et al., 2001). Descriptive analysis, bivariate associations, and regression analyses were applied to the data. Data showed different patterns of relationships between academic success and predictors. Deep cognitive engagement was positively associated with academic achievement but unrelated to satisfaction, whereas no significant associations emerged between shallow cognitive engagement, academic achievement, and satisfaction. Furthermore, social presence was found to be unrelated to students’ satisfaction, deep cognitive engagement, or shallow cognitive engagement. The findings of the current study provide professionals in the field of education with suggestions for synchronous online-based teaching about ways to plan a community learning space where teacher-student interactions as well as peer interactions are fostered. This more collaborative-constructivist perspective could improve students’ academic achievements
Investigation of preservice teachers’ metaphoric perceptions regarding the measurement and evaluation tools in distance education
Full text linkThe study used phenomenology to examine teacher candidates’ metaphorical perceptions for measurement and evaluation practices in distance education. 210 teacher candidates at a foundation university in Istanbul were included in the study group. Researchers collected data using a three-part form. The first part gathered demographic information, the second focused on measurement and evaluation tools and the third asked participants to create metaphors for the tools. Data collected for content analysis was coded based on preservice teachers’ perspectives on measurement and evaluation and the metaphors. Coders reached a consensus and developed 16 metaphor themes under 4 perspectives with above 80% consistency coefficients. It was found that preservice teachers used facilitator, constructive, quantitative and eliminative perspectives for measurement and evaluation. The category of facilitator perspective is used the most, followed by the eliminative, quantitative, and constructive. Additionally, written exams are often associated with negative metaphors while tools that rely on multiple-choice questions are linked with positive metaphors. Performance-based tools such as homework and assignments are more relevant with positive metaphors. The most remarkable finding is that using written exams and multiple-choice tests does not deliver effective feedback, unlike assignments. By conducting seminars for academics, experts should promote the utilization of feedback for other tools
Mirasbırakanın vasiyetnamesinde ölünceye kadar kendisine bakılması koşuluna bağladığı ölüme bağlı tasarrufları
Full text linkÇalışmanın odak noktası mirasbırakanın, vasiyetnamesinde kendisine ölünceye kadar bakması koşuluyla belirli bir kişi lehine yaptığı ölüme bağlı kazandırmalarıdır. Ölünceye kadar bakım ve ilgiye, gözetilmeye ihtiyaç duyan kimselerin, bu ihtiyaçlarının karşılanmasını sağlamak için ayrıca Borçlar Kanunu’nda düzenlenen ölünceye kadar bakma sözleşmesine başvurabilme imkanları da bulunmaktadır (BK m. 611 vd.). Ancak mirasbırakanın bir sözleşme ilişkisini tercih etmek yerine kendisine ölünceye kadar bakması koşuluyla belirli bir kimseyi mirasçısı atamasına veya bu kimse lehine belirli mal vasiyetinde bulunmasına da hukuken bir engel bulunmamaktadır.
Mirasbırakanın ölünceye kadar bakılması koşuluyla yaptığı ölüme bağlı tasarrufları hakkında gerekli bilgilere yer verildikten sonra değinilen iki hukuki imkânın, özellikle bakım alacaklısının Miras Hukuku nitelikli ölünceye kadar bakma sözleşmesinden doğan hak ve yükümlülükleri bakımından birbiri ile karşılaştırılması amaçlanmıştır. Bu doğrultuda ölünceye kadar bakma sözleşmesine, çalışmada ele alınan konunun gerektirdiği kapsamda yer verilecektir. Son olarak mirasbırakanın, ölümüne kadar ona bakılması koşuluna bağladığı ve belirli bir kişi lehine yaptığı ölüme bağlı tasarruflarına ilişkin karşılaşılabilecek bazı hukuki meselelere değinilecektir
Üretken yapay zekâ tarafından üretilen fikri ürünlerde yapay zekânın eser sahipliği ve telif hakkı
Full text linkYapay zekâ, adından da anlaşılacağı üzere yalnız insana özgü olduğu düşünülen zekâ olgusunun insan dışı bir sistemde yapay yollarla yeniden yaratılması amacı üzerine oluşturulmuş bir kavramdır. İnsan zekâsının yapay yollarla tekrar meydana getirilmesi isteği doğrultusunda gerçekleştirilen çalışmalar sonucunda gelişmişlikleri ve özelliklerine göre çeşitli yapay zekâ türleri ortaya çıkmıştır. Yapay zekânın insanlardan bağımsız bir şekilde hareket edebilmesine olanak sağlayan çeşitli öğrenme şekillerinin de geliştirilmesiyle yapay zekâ sistemlerinin üretkenliği her geçen gün artmaktadır. Yapay zekânın ortaya koyduğu fikri ürünlerin toplum için bir değer yaratması, yapay zekâyı kendisiyle benzeştiren insanoğlunu bazı sorular sormaya itmiş, bu yolla yapay zekâ tarafından ortaya koyulan fikri ürünlerin bir eser niteliği taşıyıp taşımadığı sorusu ortaya çıkmıştır. Buna ek olarak yapay zekâ tarafından üretilen fikri ürünlerin eser niteliği taşıdığı kabul edildiğinde söz konusu eserler üzerinde yapay zekânın eser sahipliğinin söz konusu olup olmayacağı ve buna bağlı olarak telif haklarının yapay zekâya özgülenip özgülenemeyeceği şeklinde çeşitli sorular ortaya çıkmıştır. Bu soruları cevaplayacak bir hukuki bir düzenlemenin henüz getirilmemiş olması söz konusu soruların çeşitli açılardan değerlendirilmesini gerekli kılmaktadır. Bu çalışmanın ilk bölümünde yapay zekâ kavramı tanımlanmış, yapay zekâya özgü öğrenme şekilleri ele alınmıştır. İkinci bölümde ise eser kavramı incelenerek yapay zekânın ortaya koyduğu fikri ürünlerin eser niteliği taşıyıp taşımadığı değerlendirilmiş, devamında ise yapay zekânın söz konusu ürünler üzerindeki eser sahipliği tartışılarak yapay zekânın fikri ürün üzerindeki potansiyel telif hakkına sahipliği konusuna değinilmiştir
ChatGPT: is it reliable as an automated writing evaluation tool?
Full text linkThis study primarily aims to give an understanding of whether or not teachers could rely on AI technology, specifically ChatGPT, to score students’ writings. The study was conducted with the participation of EFL university students. The students were assigned different writing tasks for five weeks, and the tasks were scored by a teacher and ChatGPT separately. Then, their scores were compared to see the extent to which ChatGPT and teacher scores differed on the SPSS. The test results indicated no statistically significant differences in the scores the bot or the teacher gave. Additionally, the results were supported by the qualitative analysis of the teachers’ perception of ChatGPT use for automated writing evaluation. The teachers’ perceptions indicated their positive attitudes towards its use for the evaluation process and general use for enhancing instruction and learning, together with the concerns and suggestions to make the most of ChatGPT. The study gives insights into the integration of ChatGPT into the assessment process and its effectiveness for class practices