Journal of Educational Technology and Online Learning最新文献

{"title":"A comparative study on the effects of peer influence on willingness to communicate in speaking activities in online and face-to-face EFL lessons","authors":"Melike Bozca, Didem Koban Koç","doi":"10.31681/jetol.1334665","DOIUrl":"https://doi.org/10.31681/jetol.1334665","url":null,"abstract":"The purpose of the study is to investigate whether English as a foreign language (EFL) learners are more willing to communicate and study with the same partners or different partners in speaking activities in pairs or small groups and to determine whether there are similarities or differences in learners’ views regarding the same and different partners according to different learning environments (face-to-face and online). A qualitative research design was adopted in the study. The participants were EFL learners at the School of Foreign Languages (SFL) of a state university in Izmir, Turkey. The participants were divided into two groups. The first group (FF) included 20 students who took face-to-face education and the second group (OL) consisted of 20 students who took online education. The qualitative data were collected from both groups by means of a structured written interview form. The results revealed two main themes (1-Feelings, 2- English language production process) and ten sub-themes (1a- positive feelings, 1b- negative feelings, 1c- both positive and negative feelings, 2a- developing intimacy, 2b- collaboration and ease of communication, 2c- insufficiency of English language production, 2d-increase of knowledge, 2e-use of speaking skills, 2f- insufficiency of socialization and interaction, 2g- challenges of online education). The study compares both groups with respect to the above themes and subthemes and discusses implications for the teaching of English.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139315116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing second-language academic writing: AI vs. Human raters","authors":"V. Gecki̇n, Ebru Kiziltaş, Çağatay Çinar","doi":"10.31681/jetol.1336599","DOIUrl":"https://doi.org/10.31681/jetol.1336599","url":null,"abstract":"The quality of writing in a second language (L2) is one of the indicators of the level of proficiency for many college students to be eligible for departmental studies. Although certain software programs, such as Intelligent Essay Assessor or IntelliMetric, have been introduced to evaluate second-language writing quality, an overall assessment of writing proficiency is still largely achieved through trained human raters. The question that needs to be addressed today is whether generative artificial intelligence (AI) algorithms of large language models (LLMs) could facilitate and possibly replace human raters when it comes to the burdensome task of assessing student-written academic work. For this purpose, first-year college students (n=43) were given a paragraph writing task which was evaluated through the same writing criteria introduced to the generative pre-trained transformer, ChatGPT-3.5, and two human raters. The scores assigned by two human raters (Human Rater A: m=86.51, SD=13.61, range=40-100, Human Rater B: m=73.49, SD=17.98, range=10-100) revealed a statistically significant small to moderate positive correlation (r (41)=.36, p=.017). A slight but significant level of agreement was observed in the scores assigned by ChatGPT-3.5 and one of the human raters (κ=.124, p=.036). The findings suggest that reliable results could be obtained when the scores of an application and a human rater are considered and that ChatGPT may potentially assist human raters in assessing L2 college writing.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139315688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The direct and indirect effects of workplace loneliness on fomo: Nomophobia and general belongingness","authors":"Fatma Sapmaz","doi":"10.31681/jetol.1369184","DOIUrl":"https://doi.org/10.31681/jetol.1369184","url":null,"abstract":"The fact that digital technologies have become an integral part of daily life and the widespread use of smartphones bring different problems with them. Fear of Missing Out (FoMO) and No Mobile Phone Phobia (Nomophobia) are among these problems. It is noteworthy that these interrelated concepts are considered as digital diseases of the 21st century and in recent years, research on the variables explaining these concepts has increased. However, it is observed that these studies generally focus on children and young people called Generation Z. However, Nomophobia and FoMO are important sources of risk not only for young people, but also for adults called Generation Y, who spend most of their lives at workplaces. For employees, factors such as workplace loneliness and the need to belong can influence the risk of FoMO as much as Nomophobia. However, these influences that lead employees to FoMO syndromes are still under-researched. For this reason, the current study aims to examine the direct effects of workplace loneliness on FoMO and its indirect effects through general belongingness and Nomo. For this purpose, 204 people working in different sectors were reached and the data obtained from the voluntary participants were analyzed by structural regression analysis. In addition, it was observed that workplace loneliness had an indirect effect on the \"acceptance and rejection\" sub-dimensions of general belongingness and all components of nomophobia (not being able to access information, giving up convenience, losing connectedness, not being able to communicate) and all these effects were significant except for the rejection sub-dimension.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139319419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Internet of Things Education Through Distance Education on Student Success and Motivation","authors":"Emre Özgül, M. Ocak","doi":"10.31681/jetol.1241362","DOIUrl":"https://doi.org/10.31681/jetol.1241362","url":null,"abstract":"The Internet of Things (IoT) is one of those technologies with a wide range of applications, from planes to cars, from factories to homes. As IoT technology is an interdisciplinary field, it is generally one of the most difficult subjects to learn. Therefore, there is a need to use and develop new teaching methods to facilitate the teaching of IoT technology. This quasi-experimental study aims to examine the effects of synchronous and asynchronous distance courses on students' achievement and motivation in IoT education. The participants, consisting of 35 students from different engineering departments, were randomly assigned to experimental and control groups. The experimental group was instructed asynchronously on the EdPuzzle platform, where interactive videos were presented, and control group was taught synchronously on the Zoom application for 8 weeks. As a result of the research, it was concluded that the students in the asynchronous group were more successful in their academic achievement post-test scores. Although the synchronous group scored higher in terms of motivation, it was concluded that there was no significant difference from the other group.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"160 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124477096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students’ Perceptions towards Roles and Competencies of Online EFL Instructors","authors":"Hilal Güneş, M. Adnan","doi":"10.31681/jetol.1251372","DOIUrl":"https://doi.org/10.31681/jetol.1251372","url":null,"abstract":"This study aimed to discover the perceptions of online EFL students towards the roles and competencies of online EFL instructors. Participants consisted of eight students taking basic English course online at a state university in Turkey. Qualitative data were gathered through semi-structured interviews and analyzed with content analysis technique by using 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, integrating technology into teaching effectively, offering and getting feedback, attracting attention, creating open and friendly environment, adjusting tone of voice, having basic ICT skills, pre-class preparation, being aware of student profile and teaching accordingly, giving and checking assignments, motivating, being accessible, classroom and time management, evaluating effectiveness of the course, seeking ways for professional development, and adopting a favorable attitude towards teaching online were addressed by the students. However, the students asserted that their instructors do not perform most of these roles and competencies because of the challenges such as poorness of technical and technological infrastructure, interaction problems, and lack of ICT (Information and Communications Technology) skills of the instructors. The students highlighted the necessity of a solid technical and technological infrastructure, and teacher development trainings on online teaching issues.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130048369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic Engagement Experiences of Pre-service Teachers during the COVID-19 Online Education Process","authors":"Büşra Zeynep Arslan, Erva Bulut, Burcu Özcan, Fadime Ural, Funda BARUTÇU YILDIRIM","doi":"10.31681/jetol.1261006","DOIUrl":"https://doi.org/10.31681/jetol.1261006","url":null,"abstract":"This study aims to explore the academic engagement experiences of pre-service teachers (PSTs) during the COVID-19 online education process. For this purpose, a phenomenological study was carried out with a sample of 10 PSTs studying at the department of Foreign Language Education (FLE) at a state university in Türkiye, selected through purposeful sampling. Data were collected through semi-structured interviews. Content analysis was utilized to analyze and interpret the data. The outstanding results include that there were both positive and negative experiences during online education. Positive experiences are related to effective learning, time efficiency, and flexibility opportunities of the process while negative experiences are centered around concentration problems, stressfulness, the inexperience of instructors, lack of interaction, motivation, and socialization. Besides, the factors that increased academic engagement include keeping cameras on/off during lessons, facilitative instructors, autonomous learning, and technological facilities. On the other hand, the factors that decreased academic engagement involve keeping cameras on/off, having technological obstacles, instructors’ attitudes and teaching styles, home environment, and the lack of interaction and interest. Lastly, the suggestions include using varying methods during lessons, arranging course hours appropriately, having a common course policy among instructors, and increasing student involvement in the whole process.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"32 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132724836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Information Technology Teachers, Evaluation of the Trend and Frequency of Coding Activities in Course, According to Different Parameters","authors":"Seda Adigüzel, Selami Eryilmaz, Tuğba Gencer, Hüseyin Göksu","doi":"10.31681/jetol.1219963","DOIUrl":"https://doi.org/10.31681/jetol.1219963","url":null,"abstract":"Teachers taking part in in-service training related to their field of study feel better in this area, and significant differences have been observed in many items. These items are as follows; \"I write an algorithm for a given problem situation; I create a suitable flowchart for a given problem situation; I write logical code blocks; I code suitably for a given problem situation; I enrich coding activities through examples from real life; I collaborate with my students in order to develop various coding projects; I try to improve the skills of my students by using Mblock platform, which is a tool that helps learning; I try to improve the skills of my students by using EV3 Lego Mindstorm, which is a tool that helps learning; I try to improve the skills of my students by using MIT App Inventor, which is a tool that helps learning; I try to improve the skills of my students by using Alice, which is a tool that helps learning. I try to improve the skills of my students by using HTML, which is a tool that helps learning; I feel the need for a coding tool in my lessons.\" \u0000The fact that some programs are not preferred stands out after examining significant differences. \u0000This situation may indicate that teachers have second thoughts. Therefore, in-service training, peer education, and distance education portals may contribute positively to the self-improvement of the teachers in their field. Via distance education, presentations that will inspire the teachers in terms of content and some examples can be shared, and the curriculum of university departments can be updated based on the needs. Examples can be introduced through activities organized for teachers, namely conferences, seminars, and symposiums. The content may be enriched with workshops within the context of these activities. The findings of this research will be not only a guide for Information Technology teachers but also a resource in the curriculum of the CEIT (Computer Education and Instructional Technology) Department.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115229206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students’ experiences of learning in virtual classrooms facilitated by Google Classroom","authors":"Wahid Hamad","doi":"10.31681/jetol.1250095","DOIUrl":"https://doi.org/10.31681/jetol.1250095","url":null,"abstract":"The study evaluated students’ experience of learning with virtual classrooms facilitated by Google Classroom at the institute of social work, Dar es Salaam, Tanzania. The study employed the Activity Theory (AT) as a theoretical framework using the first triangle of the activity system, which includes three components - Subject-Tool-Object (STO). \u0000In this study, an anonymous online survey was adopted for data collection and the quantitative method was used to analyze data. Additionally, the survey questionnaires were prepared and distributed using the KoBo Toolbox. The sample size considered a subgroup of institute students, which includes a Bachelor degree in Labor Relations and Public Management (BLRPM), an Ordinary Diploma in Labor Relations and Public Management (ODLRPM), and a Basic Technician Certificate in Labor Relations and Public Management (BTCLRPM) from the labor studies departments. 79 (96%) questionnaires were considered for analysis \u0000The findings revealed that the student’s opinions specified that overall students were more interested in learning activities using the Google Classroom platform as a learning tool and they managed to achieve learning goals in the ICT module. Alternatively, the findings from ANOVA comparing the differences between the groups of students concerning the use of Google classroom as a learning tool revealed that the ODLRPM and BTCLRM students demonstrated higher online/blended learning experiences of using Google Classroom for the ICT module compared to BLRPM students. In conclusion, the study calls for institute policymakers to plan and initiate the policy for using web 2.0 tools such as Google Classroom to facilitate online/blended teaching and learning at the institute.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127131579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social Media Use Among U.S. College Students Attending a Midwestern University","authors":"Cebrail Karayigit","doi":"10.31681/jetol.1196222","DOIUrl":"https://doi.org/10.31681/jetol.1196222","url":null,"abstract":"Social media use is a topic of importance to many people, especially college students. Using a sample of college students (N=446), this quantitative research study examined social media preferences and addiction, time spent on social media, and satisfaction with social media. Findings indicated that college students who use TikTok and Snapchat more often than other forms of social media are more likely to experience social media addiction than those who use Instagram and YouTube more often. Findings also indicated that participants majoring in technology were less likely to experience social media addiction than those majoring in psychology/counseling, teaching, and nursing. Furthermore, our findings suggested that social media addiction and time spent on social media vary based on students’ age group and level of education. While older students (ages 25-29) were less likely to experience social media addiction than younger students (ages 18-20 and ages 21-24), freshman college students were more likely to experience social media addiction than graduate students. The implications of this study for practitioners are discussed in the context of the four research questions that guided this research.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128511533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE INVESTIGATION OF FEELING STUCKNESS AND SMARTPHONE ADDICTION IN SPORT SCIENCE FACULTY STUDENTS (Gender Difference Approach)","authors":"Sinem Can ERÇOK GÜLER, Recep Cengiz, E. Günay","doi":"10.31681/jetol.1268467","DOIUrl":"https://doi.org/10.31681/jetol.1268467","url":null,"abstract":"The aim of this study is to examine the feeling of being stuck and phone addiction levels of student participants in Manisa Celal Bayar University Faculty of Sport Sciences. In the study, the convenience sampling model, which is one of the quantitative research methods, was used as a research method. The study group of the research consists of 97 female and 193 male students from Manisa Celal Bayar University Faculty of Sport Sciences. Personal information form prepared by the researcher, Smartphone Addiction (Short Form) scale and Feeling Stuck scale were used as data collection tools in the research. \u0000SPSS 25.0 package program was used in the analysis of the data. While the kurtosis and skewness values (+1.5 and -1.5) are taken into account in the normality test analyzes (Tabachnick & Fidell, 2013); Levene test was used for homogeneity test. Independent T test was used for pairwise comparisons, one of the parametric tests for normally distributed values, and One Way Anova test was used for more than two encounters. In addition, Pearson correlation analysis was used. \u0000Research findings showed that an average of 51% of female participants and 19% of male participants were addicted to smartphones. A significant difference was found in the comparison of smartphone addiction scores between genders (p","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125476721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}