1,721,003 research outputs found
Online self-regulation questionnaire: validity and reliability study of Turkish rranslation
Get PDFKilis, Selcan/0000-0001-5751-2363WOS: 000430725900010This study aims to translate online self-regulated learning questionnaire (OLSQ) into Turkish and administer its validity and reliability issues. In the questionnaire, 24 items were translated into Turkish separately by nine experts, and then back-translation was conducted by two language experts. Pilot test was conducted with 321 students enrolled in fully online associate degree programs in a well-known public university in Adana, Turkey. In terms of validity issue, confirmatory factor analysis indicated that Turkish OLSQ was valid with acceptable worth of fit values. Regarding with reliability, Cronbach's alpha values indicating internal consistency varied between .67 and .87 for three sub-factors, and .95 for the whole instrument which yields high reliability. Therefore, Turkish OLSQ could be used to measure learners' self-regulated skills in any kind of online learning settings since it provided its validity and reliability issues and fits with the original version
Students' perceptions of the use of a YouTube channel specifically designed for an academic presentations skills course
No full textAdvancements in information and communication technology have revolutionized the notion of teaching and learning in terms of strategies, context, and methods. One of the most remarkable tools used in teaching and learning in the 21st century is YouTube, especially in language education. The literature demonstrates the need for elaboration of the use of YouTube in university level language skills education settings. In the 2016-2017 academic year a YouTube channel with a variety of supplementary material videos, was used in the Academic Speaking Course offered to all departments at Middle East Technical University, Ankara, Turkey. The channel has course-related content input, sample presentations and tasks displaying the expectations of the course, in addition to conversation opening content. This study aims to investigate students experiences and perceptions towards the use of this YouTube channel. The study was conducted on 70 students taking the compulsory Academic Speaking Skills course offered to students from varying disciplines in Middle East Technical University. Students were asked to fill out a Google Sheets survey at the end of the course on their perceptions on the benefits and drawbacks of the aforementioned YouTube channel. The data was analyzed based on both descriptive statistics and deductive content analysis. The results indicated that the majority of the students benefited to a large extent from the videos on the playlists of this specifically-designed supplementary material YouTube channel. The findings can contribute to further guiding university language instructors by suggesting the abundance of alternative ways to benefit from YouTube and similar online video source platforms
Metacognition within a communities of inquiry questionnaire: Validity and reliability study of Turkish adaptation
No full textBu çal man n amac , sorgulay c ö renme toplulu u üst bili ölçe inin Türkçeye çevrilerek geçerlik ve güvenirlik testlerinin yap lmas d r. 26 sorudan olu an ölçme arac 8 uzman taraf ndan ayr ayr Türkçeye çevrilmi , 2 dil uzman ise Türkçeden tekrar ngilizce ye geri-çevirme i lemini yapm t r. Geçerlik ve güvenirlik testleri için, ölçek Türkiye de Adana ilinde bulunan tan nm bir devlet üniversitesinde uzaktan ö retim programlar ndan ön lisans programlar na kay tl ö rencilere uygulanm , toplamda 304 ö renciden veri toplanm t r. Geçerlik ve güvenirlik testleri IBM SPSS AMOS program 21.sürümü kullan larak yap lm t r. Geçerlik testi için do rulay c faktör analizi yap l rken, güvenirlik testi için iç tutarl k katsay s n ölçen Cronbach alfa katsay lar hesaplanm t r. Do rulay c faktör analizi sonuçlar na göre, ölçme arac n n uyum iyilik endeksleri istatiksel olarak kabul edilir seviyede bulunmu tur. Ölçe in güvenirli i ile ilgili, iç tutarl l n ölçen Cronbach alfa katsay lar na göre, ölçek bütünsel ve faktör baz nda güvenirli i yüksek seviyede bulunmu tur. Sonuç olarak, geçerli ve güvenilir oldu u bilimsel olarak ispatlanan sorgulay c ö renme toplulu u üst bili ölçe inin Türkçe uyarlamas n n orijinali ile uyumlu oldu u ve e itim-ö retim süreçlerinde ö rencilerin üst bili becerilerini ölçmek için kullan labilir oldu u görülmü tür.This study aims to translate metacognition within a Communities of Inquiry questionnaire into Turkish and administer its validity and reliability issues. Translation of the 26 items was completed by eight experts separately and back-translated by two language experts. For pilot testing, data was collected from 304 students enrolled in fully-online associate degree programs at a well-known public university in Turkey. The data was analyzed using IBM SPSS AMOS version 21.0 via confirmatory factor analysis for its validity, and internal consistency values via Cronbach alpha values for its reliability. Confirmatory factor analysis indicated acceptable fit indices regarding validity, and Cronbach alpha values indicated a high level reliability. Therefore, the Turkish Metacognition Within CoI Questionnaire may be used to measure learners metacognitive skills in collaborative communities of inquiry. This study therefore fills a gap in the literature with the Turkish Metacognition Within CoI Questionnaire for the use of Turkish researchers and educators in their studies and learning environment
Does persistent involvement in media and technology lead to lower academic performance? Evaluating media and technology use in relation to multitasking, self-regulation and academic performance
No full textKilis, Selcan/0000-0001-5751-2363WOS: 000453338700020Intensive use of media and technology has explicitly affected and changed our study habits. This cross-sectional survey study aimed to discover what kind of relationship exists between media and technology use and academic performance. The study also explored how multitasking and self-regulation influence this effect after controlling for their gender, age, and year of study. With this aim, data were collected from 631 university students on a voluntary basis and analyzed through both descriptive and inferential statistics. Findings of Pearson correlation indicated that students academic performances has a weak significant negative association both with multitasking preferences and media and technology usage, but not with control of self-regulation. Hierarchical multiple linear regression analyses revealed that demographic variables including gender, age, and year of study were significant predictors of students' academic performances. Additionally, after controlling these particular demographics, only media and technology usage significantly and negatively contributed to the prediction of students' academic performance, whereas multitasking and control of self-regulation did not. Implications were discussed based on the results
Posting Patterns of Students' Social Presence, Cognitive Presence, and Teaching Presence in Online Learning
Get PDFKilis, Selcan/0000-0001-5751-2363WOS: 000499950800010Using the Community of Inquiry framework, this case study probes the posting patterns of students' social presence, cognitive presence, and teaching presence in an online learning setting. Using purposive sampling, qualitative data were collected from 91 students in the Department of Medical Documentary and Secretary, a fully online associate degree program at a well-known public university. Students participated in six online asynchronous discussion activities on Moodle. The data were analyzed through descriptive and deductive transcript analysis. The findings revealed students' posting behaviors of social presence, cognitive presence, and teaching presence were at a substantially high level, and could be enhanced during treatment fairly significantly. The most important points behind a high level of social presence and cognitive presence were found to be the topics based on real-life cases and scenarios and reflective course activities. The findings further indicated that the difficulty caused by large class size in online discussion could be resolved
Investigating antecedents of plagiarism using extended theory of planned behavior
Get PDFKilis, Selcan/0000-0001-5751-2363WOS: 000498327800022Plagiarism has received considerable attention over the past two decades. Exploring the predictors of this type of academic misconduct can support stakeholders when confronting and managing the incidents of plagiarism. Using an extension of the Theory of Planned Behavior (TPB) framework, this study aims to understand the antecedents of plagiarism. In the study, the influence of new variables such as moral obligation and past behavior were tested along with more familiar TPB constructs. Moreover, the variable of perceived behavioral control was substituted with the Information and Communication Technologies (ICT) literacy variable, which is measured using Internet, computer and information literacy. Adopting a cross-sectional survey design, the data were collected from 588 university students and analyzed using partial least squares structural equation modeling. The results demonstrated that attitude, information literacy, moral obligation and past behavior were significant predictors of behavior intention to engage in plagiarism, whilst subjective norms, Internet literacy and computer literacy were not. The study concluded that the most appropriate way to combat plagiarism is through pedagogy. Offering more courses to university students on the subjects of ethics, morality and literacy is therefore highly recommended.Afyon Kocatepe UniversityAfyon Kocatepe University [18.KARIYER.203]The first author was partially supported by Afyon Kocatepe University, Scientific Research Project, under Grant number 18.KARIYER.203. The authors would like to thank the anonymous reviewers, the editor and the co-editor for their constructive feedback
Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation
No full textKilis, Selcan/0000-0001-5751-2363WOS: 000445311100005Following theoretical frameworks including social-cognitive theory, constructivism and creating collaborative learning community, this correlational study elucidates the community of inquiry framework in regard to self-regulation, metacognition, and motivation in an online learning setting. Data were collected from 1535 students enrolled to an online Information and Communication Technology-I course offered by the Department of Informatics at a well-known public university. The data were collected online through Survey Monkey and then analyzed with descriptive and inferential statistics using multiple linear regression analysis through SPSS version 23 statistical software. The findings notably revealed that self-regulation, metacognition, and motivation significantly contributed to the prediction of community of inquiry and its three presence types. The findings highlighted the importance of self-regulation for overall community of inquiry and its three presence types due to its significantly valuable contribution. This study resulted in a new tentative model, adding a new construct of regulatory presence, addressing learners' self-regulation. Further research could concentrate on this new tentative model in addition to the new construct
Sorgulayıcı öğrenme topluluğu modelinin öz-düzenleme, üstbiliş ve güdülenme açısından incelenmesi.
No full textWith the prevalence of online learning, studies have also increased gradually. A more recent attempt is the development of Community of Inquiry framework developed by Garrison, Anderson and Archer in 2000. It explains educational experience with the intersection of three constructs: teaching presence, cognitive presence and social presence with the emphasis on creating a community and developing critical thinking skills by increasing collaboration to create effective online learning. Since it has not been known completely especially in regard to cognitive presence because of being developed more recently, it still requires further elaboration. Therefore, this mixed-method study, specifically designed as an embedded study aims to investigate community of inquiry framework and its three-presence by discovering the effects of self-regulation, metacognition and motivation of students in online course context, particularly focusing on cognitive presence. Both quantitative and qualitative data are collected from the students enrolled in online courses in a well-known public university in Ankara, Turkey. The primary data quantitative were collected from 1740 students selected based on convenience sampling and analyzed via both descriptive and inferential statistics. Qualitative data were collected via online asynchronous discussions from 162 students enrolled in a fully online associate degree program selected based on cluster sampling, and interview protocol via 24 students selected based on purposive sampling. Findings indicated self-regulation was crucial factor and suggested to add in the framework as a new presence named regulatory presence. Motivation was also found essential for online learners to attain better learning experience.Ph.D. - Doctoral Progra
A Comparative Study of the Educational System, Teacher Education and English Language Education of South Korea and Turkey
No full textKorean education has attracted the attention of researchers in the field of education due to its fast and steady development in the last 40 years. This paper aims to compare the educational systems, teacher education, and English language education of South Korea (hereafter Korea) and Turkey, by document and content analysis to compare the two countries. The results were enriched and validated with semi-structured interviews with the educational counsellor of the Korean Embassy in Ankara, Turkey, and with a Korean parent who raised two children in the Korean education system. The findings indicated that sharing elements of an Asian culture in which individualism is still a rather foreign concept especially in relatively more conventional parts of both Turkey and Korea, where governmental funding is insufficient, both Turkey and Korea are striving through some turbulences in their education systems, and English language teaching in particular. Rather than the more mechanical, years and hours of courses or even the starting age of English language instruction in the national curriculum, or the teacher training requirements, the major difference between the two countries is their perspective and attitude towards education in general
Educational analytics on the online open courseware of an academic speaking skills course
No full textAnalytics as one of the recent fields in technology-based learning offers many benefits to educators, instructors, and administrators to improve the efficiency and quality of alternative educational materials through tracking and storing students’ log data on web platforms over an extended period of time. This descriptive, quantitative study investigates students’ log data retrieved from the open courseware specifically launched for a required academic English speaking skills course offered at Middle East Technical University in Turkey with the aim of enhancing the quality and efficiency of the materials available for the course. By understanding students’ behaviors on this online courseware, this study also aims to provide useful practical hints to the instructors and guide them to act on future decisions. The analyzed data is based on learner behavior with a specific emphasis on average view duration, likes and dislikes, and comments. This study can serve as a starting point to guide and provide the instructors and administrators about the future of the aforementioned course which is also offered in a rotational hybrid learning format
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