المؤلفون: Ayça Fidan (ORCID 0000-0002-2199-6148), Yasemin Koçak Usluel (ORCID 0000-0002-6147-3333)

المصدر: Education and Information Technologies. 2024 29(1):459-481.

تمت مراجعته من قبل الزملاء: Y

Page Count: 23

الواصفات: Online Courses, Electronic Learning, Metacognition, Emotional Response, Predictor Variables, Learner Engagement, College Students, Readiness, Educational Technology

مستخلص: It is pointed out that one of the main problems of online learning environments is determining whether students engage or not. As engagement is a complex and multifaceted concept, researchers have stated that engagement is effected by many factors (environmental conditions and learner characteristics) and changes according to the context. Among these factors, discovering the effects of emotions experienced in learning processes on engagement has drawn attention recently. It is stated that there is an effect of emotions on engagement. However, the mechanisms underlying the effect of emotions experienced in online learning environment on student engagement have not yet been discovered, and what potential mediator and/or moderator variables might explain this effect. Therefore, this study aims to establish whether emotions predicted student engagement through their effect on the online learning readiness, and whether the strength of this effect was a function of metacognition. The study group includes 1601 university students. Data were gathered via online survey. The moderated mediation models were analyzed with PROCESS macro. The results displayed that emotions are powerful predictors of online learning readiness. Online readiness mediated the effect of emotions on student engagement in three models. Metacognition moderated the positive emotions and negative emotions model but did not moderate the exploratory emotions model. As a result; the direct effect of emotions on both readiness and engagement reveal the need for strategies to enable students to experience positive and exploratory emotions and to reduce negative emotions in learning environments. This study reveals that increasing students' positive and exploratory emotions and reducing their negative emotions, ensuring their online learning readiness and high metacognition have an impact on online student engagement. Therefore, with the results of this study, it can be stated that taking into account students' emotions, readiness and metacognition in the design of online learning environment and activities may have a positive effect on student engagement.

Abstractor: As Provided

المؤلفون: Eda Bakir-Yalçin (ORCID 0000-0001-5178-486X), Yasemin Koçak Usluel

المصدر: Education and Information Technologies. 2024 29(4):3759-3791.

تمت مراجعته من قبل الزملاء: Y

Page Count: 33

الواصفات: Electronic Learning, Learner Engagement, Academic Achievement, Psychological Patterns, Emotional Response, Learning Experience, Preservice Teachers, Preservice Teacher Education, Foreign Countries, Positive Attitudes, Negative Attitudes, Self Control

مصطلحات جغرافية: Turkey

مستخلص: Student engagement is a multidimensional construct, indicates actual learning experiences and is affected by emotions. Negative and positive achievement emotions play an important role in engagement. In the light of Control-Value Theory and the Extended Process Model of Emotion Regulation, a model was developed and tested to investigate the relationship between student engagement and the antecedents of emotions. Participants consisted of 1450 pre-service teachers who were enrolled in degree programs at Faculties of Education in Turkey. The structural equation modeling method was used to test two research models developed for positive and negative achievement emotions. In the negative achievement emotions model, student engagement was influenced by control of learning beliefs, task value, negative achievement emotions, and reappraisal strategy, and these variables together explained 83.1% of the total variance in engagement. In the positive achievement emotions model, results revealed the effect of control of learning beliefs, task value, positive achievement emotions, and reappraisal strategy on student engagement, and these variables together explained 97.3% of the total variance in engagement. The findings have implications for expanding the theoretical knowledge about emotions and emotion regulation strategies to improve student engagement in online learning environments. This study suggests that it is important to pay attention to task value and emotions when designing online instruction and online learning materials and courses.

Abstractor: As Provided

المؤلفون: Nilüfer Atman Uslu, Gulay Öztüre Yavuz, Yasemin Koçak Usluel

المصدر: Interactive Learning Environments. :1-25

مصطلحات موضوعية: Computer Science Applications, Education

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_________::22dc76a550385d20b304349ea6251025Test
https://doi.org/10.1080/10494820.2021.2023890Test

المؤلفون: Yasemin Koçak Usluel, Hatice Çıralı Sarıca

المصدر: Journal of Education for Teaching. 48:159-177

مصطلحات موضوعية: Pre service, Self understanding, Pedagogy, Sociology, Teacher education, Education

الوصف: This study aims to investigate pre-service teachers’ reception of digital stories created by teachers in teacher education. Furthermore, it investigates how their professional self-understanding is...

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_________::b95dac8d526fc7d0e70428754cddba6fTest
https://doi.org/10.1080/02607476.2021.1967088Test

المؤلفون: Gülay Yavuz, Yasemin Koçak Usluel

المصدر: INTED2022 Proceedings.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_________::a4887dd3726b283bc152c6671c31eb8eTest
https://doi.org/10.21125/inted.2022.2320Test

المؤلفون: Yasemin Koçak Usluel, Hatice Çıralı Sarıca

المصدر: Volume: 16, Issue: 2 120-138
Eğitimde Kuram ve Uygulama

مصطلحات موضوعية: Digital storytelling,ICT,Professional life,Teacher narratives, ComputingMilieux_COMPUTERSANDEDUCATION, Eğitim, Bilimsel Disiplinler, General Medicine, Dijital hikâye anlatımı,Öğretmen anlatıları,Bilişim Teknolojileri,Mesleki yaşam, Education, Scientific Disciplines

الوصف: Bu çalışmada, dijital hikâye anlatımı atölyeleri yoluyla Bilişim Teknolojileri (BT) öğretmenlerinin mesleki yaşamları ile ilgili deneyimlerini ilk ağızdan kendi sesleri ile dile getirebilmeleri ve bu dile getirilenlerin derinlemesine irdelenerek mesleki anlayışlarının bütüncül bir biçimde ortaya koyulması amaçlanmıştır. Bu amacı gerçekleştirmek için bir yılda üçü Ankara’da, diğerleri de Elâzığ, Çanakkale ve Denizli’de olmak üzere altı atölye yapılmıştır. Bu atölyelere katılan 28 BT öğretmeni çalışmanın katılımcılarını oluşturmuştur. Aynı zamanda araştırmacı, atölyelerde kolaylaştırıcı olarak yer almıştır. Veriler, katılımcıların süreçteki tüm anlatılarının ses kayıtları, dijital hikâyeleri, yarı yapılandırılmış odak grup görüşmeleri ve gözlem notları yoluyla toplanmıştır. Veriler tümevarımsal kodlama tekniği kullanılarak içerik analizi ile çözümlenmiştir. Analiz sonucunda, öğretmenlerin mesleki yaşamlarında eğitim politikalarının uygulanışı, öğretim programı, öğretmen yetiştirme süreci, veli baskısı ve zorbalığı, rol çatışması, derse yönelik algı, sınıf yönetimi, özel okul uygulamaları, öğretmen yeterlikleri ve altyapı yetersizlikleri ile ilgili sorunlarla karşılaştıkları ortaya çıkmıştır. Mesleki yaşamlarında karşılaştıkları bu sorunlarla ilgili olarak bazı öğretmenler uyguladıkları çözümleri, bazıları da çözüm olabileceğini düşündükleri önerileri atölyelerde paylaşmışlardır. Aynı zamanda atölye sürecinde ortaya koyulan sorunlarla ilgili birbirleriyle dertleşmişler, kendi süreçlerini gözden geçirmişler, çıkarım yapmışlar ve yeni çözüm önerileri üretmişlerdir. Sonuç olarak öğretmenler, dijital hikâye anlatımı atölyeleri yoluyla mesleki deneyimlerini dile getirmişler ve atölyelerin ürünü olan dijital hikâyelerini oluşturmuşlardır. Böylece bu dijital hikâyelerin dolaşıma girmesi, bu yolla öğretmenlerin seslerinin daha geniş kitlelere ulaşması ve dile getirilen konularla ilgili taraflarda farkındalık oluşumuna yönelik somut bir adım atılmıştır. Buradan hareketle öğretmen adayları için bu dijital hikâyelerin öğretmen eğitiminde kullanılmasının kuram ve uygulama bağının kurulmasında bir köprü oluşturabileceği ileri sürülebilir.
This study aims to reveal the professional understanding of ICT teachers in a holistic way by allowing them to express their experiences regarding their professional lives using their own voices through digital storytelling workshops and by analyzing their expressions thoroughly. Accordingly, six digital storytelling workshops were conducted in a year: three in Ankara and the others in Elazığ, Çanakkale, and Denizli. 28 ICT teachers participated in these workshops. Also, the researcher participated as a facilitator in the workshops. The data were collected through voice recordings of all participants' narratives in the workshops process, digital stories, semi-structured focus group interviews, and observation notes. The data were analyzed by content analysis using inductive coding technique. As a result of the analysis, it was revealed that teachers encountered problems related to the implementation of educational policies, curriculum, teacher education process, parent pressure and bullying, role conflict, classroom management, private school practices, teacher competencies, and infrastructure inadequacies in their professional lives. Some teachers shared the solutions they applied to these problems, and some of them shared their suggestions. At the same time, they communicated with each other about the problems, reviewed their professional lives, made inferences, and produced new solutions during the workshop. As a result, teachers expressed their professional experiences through digital storytelling workshops and the digital stories they created in these workshops. In this way, the circulation of these digital stories represents a concrete step towards enabling teachers to be heard by a wider audience and raising awareness among the relevant parties on the issues raised. Thus, the use of these digital stories in teacher education for pre-service teachers can potentially serve as a bridge between theory and practice.

وصف الملف: application/pdf

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6e3cb543ae951143c0f2ed4a0dde0cd4Test
https://doi.org/10.17244/eku.775361Test

المؤلفون: Hatice Çıralı Sarıca, Yasemin Koçak Usluel

المصدر: Eğitim Teknolojisi Kuram ve Uygulama. 10:219-236

مصطلحات موضوعية: General Medicine

الوصف: Bu çalışmada, öğrencilerin dijital hikâye anlatımı sürecinde teknolojiyi üretim amaçlı kullanıp kullanmadıklarının, daha geniş bir perspektiften teknolojiyi nasıl kullandıklarının log kayıtları ve yarı yapılandırılmış görüşmelerden elde edilen verilerin karşılaştırılması yoluyla belirlenmesi amaçlanmıştır. Bu bağlamda 29 ikinci sınıf öğrencisi ile dijital hikâye anlatımı etkinliği gerçekleştirilmiştir. Öğrencilere DHA sürecinde kullanmaları için tablet PC dağıtılmış ve kullanımları konusunda hiçbir sınırlama getirilmemiştir. Tablet PC’ler verilmeden önce öğrencilerin dijital hikâyelerini oluşturmada kullanabilecekleri standart uygulamalar (kamera, galeri, fotoğraf düzenleyici, internet üç tane ücretsiz çizim uygulaması) ve arka planda yapılanların loglarını kayıt eden bir uygulama yüklenmiştir. Öğrencilerin tablet PC kullanımı konusunda log ve görüşme verileri karşılaştırıldığında log’larda daha çok dijital hikâye anlatımı uygulamalarının kullanıldığı, görüşmelerde ise daha çok oyun oynadıklarını dile getirdikleri dikkati çekmiştir. Sonuç olarak, bu çalışma ile verimsiz çalışma zamanı, ilgi ve motivasyon eksikliği, v.b. olası riskler nedeniyle öğrenenlerin sınırlandırılması yerine uygun etkinlikler tasarlanır ve bununla ilgili yol gösterilirse teknolojinin üretim amaçlı da kullanılabileceği ortaya konulmuştur.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_________::55e795f0134b94c64252bf4e765b7db7Test
https://doi.org/10.17943/etku.627278Test

المؤلفون: Nilüfer Atman Uslu, Yasemin Koçak Usluel

المساهمون: Department of Computer Education and Instructional Technology, Faculty of Education, Manisa Celal Bayar University, Manisa, Turkey, Department of Computer Education and Instructional Technology, Faculty of Education, Hacettepe University, Ankara, Turkey

المصدر: Technology, Pedagogy and Education. 28:517-531

مصطلحات موضوعية: Knowledge management, business.industry, Computer science, Communication, 05 social sciences, Educational technology, 050301 education, 050801 communication & media studies, Predictor variables, Structural equation modeling, Computer Science Applications, Education, Test (assessment), 0508 media and communications, Conceptual framework, Information and Communications Technology, ComputingMilieux_COMPUTERSANDEDUCATION, Technology integration, Faculty development, business, 0503 education, Information Systems

الوصف: The purpose of this study is twofold: (1) to propose a conceptual framework for classifying ICT use in education and (2) to develop and test a structural model including both teacher- and school-related factors, to explain technology integration. A conceptual framework has been developed in order to classify use of ICT (information and communications technologies) in education with an instrumentalist perspective. Indicators of technology integration have been clearly identified and associated with the constructs in the framework. Access, technical support, administrative support and professional development support are examined under school-related variables, while teachers’ beliefs and ICT competencies are investigated under teacher variables. A model based on these variables has been proposed and tested through structural equation modelling. Data was collected from 403 teachers working in primary and secondary schools. Results have indicated that factors in the model explained 70% of the variance in the technology integration that showed that the substantial amount of variance was predicted. © 2019, © 2019 Association for Information Technology in Teacher Education.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e3b5973e1281a94b539d778f7ed66429Test
https://doi.org/10.1080/1475939x.2019.1668293Test

المؤلفون: Filiz KUŞKAYA MUMCU, Yasemin KOÇAK USLUEL

المصدر: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, Vol 48, Iss 1, Pp 19-48 (2015)

مصطلحات موضوعية: ICT integration, Networked learning, integration of ICT into teaching and learning process, preparedness of preservice teachers to ICT integration, BİT entegrasyonu eğitimi, Ağsal öğrenme, BİT’in öğrenme ve öğretme sürecine entegrasyonu, öğretmen adaylarının BİT entegrasyonuna hazır olma durumları, Education, Education (General), L7-991

الوصف: Bu araştırmanın amacı öğretmen adaylarına yönelik olarak düzenlenen BİT’in öğrenme ve öğretme sürecine entegrasyonu eğitimi için bir ağsal öğrenme süreci tasarlamak ve bu tasarımın öğretmen adaylarının entegrasyon ile ilgili bilgi yapılandırma süreçlerine ve yapılandırdıkları bilginin kalitesine katkısını incelemektir. Araştırma grubunu 60 öğretmen adayı oluşturmaktadır. Ağsal öğrenme sürecinin tasarımında üç öğe ele alınmıştır: görevlerin tasarımı, ortamın tasarımı ve örgütsel tasarım. Sürecin başında ve sonunda öğretmen adayları tarafından yapılan tartışmalar aracılığıyla toplanan veriler içerik analizi yoluyla incelenmiştir. Analiz sonucunda, BİT entegrasyonunu temele alan bir ağsal öğrenme sürecinin, öğretmen adaylarının BİT’in öğrenme ve öğretme sürecine entegrasyonuna ilişkin bilgi yapılandırma süreçleri ile bilgi yapılandırma kalitelerini desteklediği ve olumlu katkı sağladığı belirlenmiştir.

العلاقة: http://dergipark.gov.tr/auebfd/issue/38376/444951?publisher=ankaraTest; https://doaj.org/toc/1301-3718Test; https://doaj.org/toc/2458-8342Test; https://doaj.org/article/8c89a27e4a47413ca4c0d36494588faaTest

الإتاحة: https://doaj.org/article/8c89a27e4a47413ca4c0d36494588faaTest

المؤلفون: Sacide Güzin Mazman, Yasemin Koçak Usluel

مصطلحات موضوعية: Adoption of innovation, educational context, social networks.

الوصف: Possible advantages of technology in educational context required the defining boundaries of formal and informal learning. Increasing opportunity to ubiquitous learning by technological support has revealed a question of how to discover the potential of individuals in the spontaneous environments such as social networks. This seems to be related with the question of what purposes in social networks have been being used? Social networks provide various advantages in educational context as collaboration, knowledge sharing, common interests, active participation and reflective thinking. As a consequence of these, the purpose of this study is composed of proposing a new model that could determine factors which effect adoption of social network applications for usage in educational context. While developing a model proposal, the existing adoption and diffusion models have been reviewed and they are thought to be suitable on handling an original perspective instead of using completely other diffusion or acceptance models because of different natures of education from other organizations. In the proposed model; social factors, perceived ease of use, perceived usefulness and innovativeness are determined four direct constructs that effect adoption process. Facilitating conditions, image, subjective norms and community identity are incorporated to model as antecedents of these direct four constructs.

العلاقة: https://zenodo.org/communities/wasetTest; https://zenodo.org/record/1057827Test; https://doi.org/10.5281/zenodo.1057827Test; oai:zenodo.org:1057827

الإتاحة: https://doi.org/10.5281/zenodo.1057827Test
https://doi.org/10.5281/zenodo.1057826Test
https://zenodo.org/record/1057827Test