Journal of Educational Technology and Online Learning最新文献

{"title":"The Effect of Mobile-Assisted Online Flipped Learning Process on Pre-Service Teachers' Information Literacy Skills and Educational Beliefs","authors":"Bilal İnan, Kerem Kiliçer","doi":"10.31681/jetol.1159183","DOIUrl":"https://doi.org/10.31681/jetol.1159183","url":null,"abstract":"In today's world, where the accessibility of information is increasing thanks to the development and transformative effect of technology, the use of technology in the education system is now indispensable. The use of technology in the learning experiences of students, who are defined as digitally native in particular, has facilitated both the design of activities more appropriate for their learning habits and the application of contemporary methods based on the constructivist approach. The pandemic process has increased the application of constructivist methods and the importance of research on these methods in order to increase the quality of distance education. In this context, the effect of the mobile assisted online flipped learning experience on pre-service teachers' information literacy skills and their educational beliefs was examined. A total of 74 pre-service teachers studying in the first year of the Guidance and Psychological Counseling Department of Tokat Gaziosmanpaşa University, Faculty of Education, participated in the study, which was carried out in a four-week period. The research was designed according to the quasi-experimental design with pretest-posttest control group. In the study, the pre-service teachers in the experimental group taught the selected topics within the scope of the Instructional Design course online through the mobile assisted flipped learning model, while the preservice teachers in the control group taught the same topics online through the traditional model. Before and after the process, measurement tools were applied to both groups, and the differences between and within groups were evaluated. In addition, by conducting a focus group interview with the pre-service teachers in the experimental group, their experiences about the process were tried to be understood in depth. As a result of the research, it was determined that the flipped learning model is also an effective method in the distance education process, and the course conducted through the mobile assisted online flipped learning model contributes to the increase of the information literacy level and edicational beliefs by improving the different skills of the pre-service teachers.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129180152","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":"Thematic Content Analysis of Science Lesson Videos Uploaded to YouTube Platform in the Covid-19 Era","authors":"Ayberk BOSTAN SARIOĞLAN, Ayşe Çeli̇k","doi":"10.31681/jetol.1151197","DOIUrl":"https://doi.org/10.31681/jetol.1151197","url":null,"abstract":"Students started to continue their education from online platforms when they could not receive face-to-face education due to Covid-19. The study aimed to analyze the videos shared in the field of science education on the YouTube platform during the Covid-19 period. For this purpose, the keywords (“science lesson” and “secondary school science lesson”) were searched in the YouTube search engine and the videos taken by the teachers and shared during the pandemic period were examined. Thematic content analysis method was used in the research. The videos were analyzed according to the parameters of the shared date, the location of the teacher who shot the video, the grade level, the subject area, the method of the video, their suitability for the learning outcome and the compatibility of the content information with scientific knowledge. The following issues were revealed in the findings: Between 23 March and 15 May 2020, when distance education continues, there is a large number of video sharing. The number of videos in which no information is given that the teachers who shoot videos work in any institution is higher than the others. There are many videos shot for 8th graders. It was concluded that the videos were generally shot on living things and the subject area of life, the question-solving method was mostly used in the videos, and the experiment/activity was rarely included in the videos. It has been concluded that there are a large number of videos that are suitable for the relevant acquisition and that the content information is suitable for scientific knowledge. Necessary suggestions were expressed in line with the results obtained.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128156765","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":"Web Pedagogical Content Knowledge of Early Childhood Education Professionals","authors":"Emre Çam, Betül YILMAZ ÇAM","doi":"10.31681/jetol.1179663","DOIUrl":"https://doi.org/10.31681/jetol.1179663","url":null,"abstract":"Early childhood education is the first step of education in which children have their initial experiences with school and learning. Thus, early childhood education (ECE) teachers are expected to be qualified in pedagogy and teaching to have permanent and effective learning among children. With the changing world, technology and the web are becoming an inevitable necessity for children in early childhood, especially during the pandemic in which the web has become the only way to continue teaching via distance education. Therefore, web pedagogical content knowledge of teachers and other professionals related to ECE who will directly or indirectly affect previous experiences with children gains importance to provide meaningful experiences. As a result, the current study aims to explore ECE teachers, pre-service teachers, and academicians' web pedagogical knowledge. To reach this aim, the researchers use phenomenological research methods, one of the qualitative research designs. An interview protocol was applied to participants, and their web pedagogical content knowledge was explored via semi-structured questions. Data analysis was made by NVivo software and two researchers. After the data analysis, it was found that participants generally are not familiar with the WPCK. Still, they use the web in their classroom such as to find new activities in their classroom. Also, most participants argue that the pandemic contributes them to develop their experiences while distance education. As a result, the findings were discussed with the related literature.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"187 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134207533","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":"Is a more comfortable reading on science text possible with collaborative digital game?","authors":"Seda Özer Şanal","doi":"10.31681/jetol.1153660","DOIUrl":"https://doi.org/10.31681/jetol.1153660","url":null,"abstract":"In this study, which is based on the fact that the nature of learning is and should be formed on a social constructivist basis, interaction and collaboration in language development are focused and digital games are discussed as is instructional technology. If digital games are developed with learning in mind, their effected educational change on learners has not yet been fully explored. In this study, the effect of a digital game supported with reciprocal activities on reading comprehension, reading motivation, and reading anxiety in science text was investigated. Eighty-five participants were randomly assigned to the digital game without reciprocal activities (control group, n=43), and compared with digital game with reciprocal activities (experimental group, n=42), dealing with ten different stories over a ten week period. The study used a quasi-experimental pre-posttest study design to compare reading comprehension, reading motivation, and reading anxiety outcomes. Comparing the effectiveness of reciprocal activities, the groups supported by collaborative activities were found more motivated and less anxious than the digital game group without collaborative activities. The current findings indicate that the use of collaborative activities should not be ignored when planning to activate the supporting role of any instructional technology teaching reading skills.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130351315","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 Block-Based Game Development Activities on the Geometry Achievement, Computational Thinking Skills and Opinions of Seventh-Grade Students","authors":"İrem Gizem Acar, Filiz Tuba DİKKARTIN ÖVEZ","doi":"10.31681/jetol.1151170","DOIUrl":"https://doi.org/10.31681/jetol.1151170","url":null,"abstract":"The aim of study to investigate the effects of block-based game development activities carried out on the goal-based scenario approach on the geometry achievement and computational thinking skills of seventh-grade students and to reveal their opinions regarding the process. The study used a one-group pretest-posttest experimental model an experimental research design. Overall, 43 seventh-grade students from a district of the province of Van, Turkey, during the 2021–2022 academic year constituted the participants of the study. The participants were determined using the criterion sampling technique a purposeful sampling technique. Within the scope of the study, a goal-based scenario about the topic of polygons was presented to the students, and implementations were carried out. The Computational Thinking Skills Scale, polygons achievement test and a structured interview form were used to collect data. The quantitative data obtained were analyzed using t-test, and the qualitative data were analyzed using content analysis. The results revealed that the block-based game development activities carried out using the goal-based scenario approach significantly affected the students’ computational thinking skills and achievement levels in polygons in favor of the posttest. The students mainly found learning by designing games entertaining, and the implementations conducted useful in terms of learning geometry.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117211359","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":"Investigation of the Effects of Computer-Aided Animations on Conceptual Understanding Through Metaphors: A Case of Artificial Intelligence","authors":"Sevim Aydin, Emel Duman, Yasemin Bertiz, Salih Birisci","doi":"10.31681/jetol.1151460","DOIUrl":"https://doi.org/10.31681/jetol.1151460","url":null,"abstract":"In this study, it was aimed to investigate the change in the conceptual understanding of the concept of \"artificial intelligence\". To this end, the determination of the metaphors related to the concept of artificial intelligence in the stages before and after watching the artificial intelligence-themed computer-aided animation developed within the scope of the study, and the assessment of change between them constituted the research problem. 39 teachers working in the field of Information Technologies in the 2021-2022 academic year and 103 fifth grade students studying in a secondary school in Nilüfer District of Bursa participated in the study designed in the phenomenology pattern. In the first stage of the study, many concepts were revealed as a result of the questionnaire applied to determine the concepts that were difficult to teach, and among them, the concept of \"artificial intelligence\" was included in the study because it is up-to-date and open to development. In the second stage of the study, students were asked to complete the statement \"Artificial intelligence is like … because ...\" to determine the metaphorical perceptions of the students on the concept of artificial intelligence. Based on the themes obtained from the metaphor results, computer-aided animation on the concept of artificial intelligence was developed by the researchers. After the animation was watched by the students, the metaphor study was repeated and it was attempted to determine the change in the students' understanding of the concept of artificial intelligence. As a result of the study, although the conceptual categories regarding artificial intelligence generally had similar characteristics, it was observed that the justifications in the post-animation conceptual perceptions were more meaningful.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127093558","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 perceptions of international students learning Turkish through distance education on Turkish language course and language skills: A metaphor study","authors":"Nurettin Kartallıoğlu","doi":"10.31681/jetol.1154079","DOIUrl":"https://doi.org/10.31681/jetol.1154079","url":null,"abstract":"In this study, the perceptions of international students who were learning Turkish through distance education regarding Turkish language course and language skills were examined. The research was designed in accordance with the phenomenology pattern. The study group of the research consisted of 27 international students who received Turkish preparatory education at Bolu Abant İzzet Baysal University. To collect the data of the study, the students were asked to create a metaphor for the Turkish language course and language skills and to write the reason for this metaphor. The data of the research were collected electronically. The form created for this purpose was transferred to electronic media via Google Forms and sent to the e-mail addresses of the students. As the result of the study, it was seen that the metaphors created by international students about Turkish language course were gathered in six categories. Two of these categories consisted of positive and four of them were negative metaphors. When the students' metaphors for language skills were examined; three of the five categories created for reading skill were positive and two were negative; three of the four categories for writing skill were positive and one was negative; three of the four categories for listening skill were positive and one was negative. It was also determined that four of the five categories created for speaking skill consisted of positive metaphors and one of them consisted of negative metaphors.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121158390","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":"Comparison of the Anxiety Levels of Teacher Candidates During Actual and 360° Video Virtual Reality Presentations","authors":"Deniz Atal, Gökhan Kizilişikoğlu","doi":"10.31681/jetol.1164117","DOIUrl":"https://doi.org/10.31681/jetol.1164117","url":null,"abstract":"This study considers if the 360° video Virtual Reality (VR) environment is a less stressful alternative to giving actual presentations, and thus better able to support the development of the presentation skills of teacher candidates. Mixed method research was conducted in which 12 teacher candidates gave an average of 5 minutes of presentations on different days, both in a virtual and in a face-to-face school environment, before a group of listeners whom they hadn’t seen before. The candidates’ pulses were compared during presentations conducted in both environments, and the audio recordings were analysed with the PRAAT program. Further evaluation was conducted at the end of the process using an opinion form and interviews. No significant differences were found between the two groups, except in 2 of the 9 different sound analysis variables related to anxiety and the pulse of the candidates. The candidates generally felt that the 360° video VR experience was quite realistic, and that it could be an effective method of addressing concerns about giving presentations. It was therefore concluded that 360° video VR environments could be effectively used in teacher education as an alternative to the actual presentation experience.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116596333","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":"Examining Computer Science Education of Asia-Pacific Countries Successful in the PISA","authors":"S. Fiş Erümit, Esra Keleş","doi":"10.31681/jetol.1154913","DOIUrl":"https://doi.org/10.31681/jetol.1154913","url":null,"abstract":"This study aims to examine the Computer Science education in K-12 of the countries in the Asia-Pacific region, which are among the top 10 in PISA and the computer science education of Türkiye. PISA is an OECD evaluation every 3 years to assess the mathematics, science and reading skills of 15-year-old students. In the PISA, which was first held in 2000, the achievements of the countries of the Asia-Pacific region in recent years draw attention. It is seen that the countries in the Asia-Pacific region have entered the top 10 over the years. Data analysis was done with document analysis, which included PISA results and reports, OECD reports, computer science curricula of countries, and academic studies on PISA and computer science education. At the end of the research, the countries’ computer science education was compared to identify the successful practices. Also, the countries’ practices in computer science education were compared to Türkiye, and implications were made about the effects of such works on PISA results.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124334577","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":"Factors influencing online learning fatigue among blended learners in higher education","authors":"Ufuk Tugtekin","doi":"10.31681/jetol.1161386","DOIUrl":"https://doi.org/10.31681/jetol.1161386","url":null,"abstract":"This cross-sectional study aims to investigate the factors influencing the levels of online learning fatigue among blended learners in higher education amid the post-pandemic era. In this context, a total of 347 college students voluntarily completed an online questionnaire, including the Online Learning Fatigue (OLF) Scale, to determine the fatigue levels and to examine the three-level construct of the OLF. The gender preference in the seven OLF subscales supported the literature that women are more prone to be fatigued. Additionally, the findings supported the structural relationships between the seven factors of the three-level construct of the OLF and produced results that support the theoretical framework for the model to scrutinize online learning fatigue levels in higher education. The regression analysis results supported that information equivocality was a significant predictor of information overload, and that the system complexity and system pace of change were significant predictors of system feature overload. Finally, it supported the three-level construct of the OLF, supporting the notion that system feature overload, communication overload, and information overload are significant predictors of LMSs fatigue. Considering the limitations, the factors that should be addressed to form well-structured online learning settings are scrutinized, and theoretical and practical implications are discussed.","PeriodicalId":432949,"journal":{"name":"Journal of Educational Technology and Online Learning","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128196499","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}