EJ829870 - Learning from the Pros: How Experienced Designers Translate Instructional Design Model... more EJ829870 - Learning from the Pros: How Experienced Designers Translate Instructional Design Models into Practice.
The purpose of this study was to elicit students' perceptions regarding the most facilitativ... more The purpose of this study was to elicit students' perceptions regarding the most facilitative and most challenging features (affordances and barriers) in a blended course design. Following the phenomenological approach of qualitative inquiry, data were collected from ten undergraduate students who had experiences in a blended learning environment. Data were collected from the students' weekly reflection papers, interviews with students, and documents, and analyzed by structurally and texturally describing the resulting experiences and perceptions. The findings of the study indicate that used together, online and face-to-face course structures offer several opportunities and challenges for students. The participating students mentioned interaction and communication opportunities, increased motivation, increased opportunities to voice their opinions, and reinforcement of learning as the affordances in the blended learning environment. The barriers included increased workload...
This study identified critical issues in the design of a blended learning environment by examinin... more This study identified critical issues in the design of a blended learning environment by examining basic design considerations and implementation issues. Following a design-based research approach with the phenomenological tradition of qualitative research, the study investigated instructor experiences relating to the design, development, and implementation processes of a blended course. The results reveal that the design considerations centred on the pedagogical approach, course organization, materials preparation, interactions, and the instructor's and students ' roles. The affordances of the implementation included the arousal of the students ' interest and participation, flexibility, time conservation, the ability to track student progress, and the improvement of interaction, collaboration, and communication opportunities. The challenges were increased workload, course and time management, overlaps, and the creation of harmony between the face-to-face and online e...
This study was designed to determine differences in how undergraduate students in an introductory... more This study was designed to determine differences in how undergraduate students in an introductory educational technology course (n=309) and an introductory computer engineering course (n=152) at a large Midwestern university responded to the use of online discussions in their courses. Data were collected via online surveys. After participating in two-five online discussions, students shared their perceptions regarding the usefulness of the course discussions to their learning. Students described both benefits and limitations and provided suggestions for using discussions in more meaningful ways. Theoretical Framework and Purpose of the Study Both educators and corporate stakeholders are increasingly emphasizing the importance of developing group interaction and problem-solving skills among their students / future employees (Dundis & Benson, 2003). Shaping the Future (1996), a report by the National Science Foundation, stated that “America's faculty must actively engage those stu...
This study compared how undergraduate students in an introductory computer engineering course (n=... more This study compared how undergraduate students in an introductory computer engineering course (n=152) and an introductory educational technology course (n=309) at a large Midwestern university responded to the use of supplementary online discussions in their courses. Data were collected via online surveys and course discussion boards. After participating in two-five online discussions, students shared their perceptions regarding the usefulness of the discussions to their learning. Students described both benefits and limitations and provided suggestions for using discussions in more meaningful ways. Theoretical Framework and Purpose of the Study Both educators and corporate stakeholders are increasingly emphasizing the importance of developing group interaction and problem-solving skills among their students / future employees (Dundis & Benson, 2003). Shaping the Future (1996), a report by the National Science Foundation, stated that “America's faculty must actively engage those...
The purpose of this study was to discover whether there is a significant relationship between pro... more The purpose of this study was to discover whether there is a significant relationship between problematic Internet use and the emotional intelligence, sub-categories of emotional intelligence, and self-esteem of pre-service teachers in Turkey. The correlation research method was used, and data were collected by means of a questionnaire that included The Internet Cognitive Status Scale, the Rosenberg Self-Esteem Scale, the Bar-On EQ-i Emotional Intelligence Scale, and a demographic information form. The questionnaire was sent to 2200 pre-service teachers from eleven universities in Turkey. A total of 470 students were identified as students who exhibited problematic Internet use. The results revealed a weak correlation between problematic Internet use and self-esteem, and between problematic Internet use and emotional intelligence. The results indicate that self-esteem and emotional intelligence are not predictors of problematic Internet use
... EDMEDIA Table of Contents. Authors. Nuray Temur Gedik, Middle East Technical University, Turk... more ... EDMEDIA Table of Contents. Authors. Nuray Temur Gedik, Middle East Technical University, Turkey; Peggy Ertmer, Purdue University, USA; Soner Yildirim, Middle East Technical University, Turkey. Abstract. This study examines ...
Learning programming is a painful process for most students, especially those learning text- base... more Learning programming is a painful process for most students, especially those learning text- based programming languages. In this study, based on the principle of Bandura’s social learning theory, the vicarious real-life experiences of several pioneers in the field of IT and programming were presented as 15-minutes stories to a group of 9th graders learning to code in Python. A quasi-experimental research design was used to examine the effects of the theory and associated technique on student achievement. The 27 participants in the experiment group watched these presentations before engaging in programming activities while a control group were also observed who received no extra motivational intervention. Those in the experiment group were found to have significantly improved their programming achievement compared to those in the control group. Additionally, the functionality and originality of the experimental group projects were significantly better than those produced in the cont...
Abstract Repeated listening to English as a Foreign Language (EFL)/second language (L2) podcast h... more Abstract Repeated listening to English as a Foreign Language (EFL)/second language (L2) podcast has been recognized as cognitively beneficial, while it is usually perceived as boring by learners. As part of a two-year project funded by the Scientific and Technological Research Council of Turkey (TUBITAK, Grant No:113K727), the present study examined the effects of EFL-podcast length, repetitive listening and a listening aid on the listening comprehension of Turkish pre-service EFL teachers. The study was conducted using a repeated measure experimental design with 29 pre-service EFL teachers and 24 different “listening treatments”. The listening activities were delivered via Tablet PCs in Lab conditions. Qualitative data was compiled at the end of the experiment as a complement to quantitative data in order to better understand the perceived attentional and motivational factors identified during the study. Data showed that podcast length, repetitive listening and use of a listening aid had a significant impact on listening comprehension. Although repetitive listening was perceived as boring, it helped to improve comprehension and attention, and podcast topics and the use of Tablet PCs were perceived as motivating. These findings highlight the notion that using a listening aid can facilitate listening comprehension and help to reduce the number of repetitions required to achieve similar levels of comprehension.
Mobil Destekli Dil Ogrenme (MODDO)’nin zamandan ve mekandan bagimsiz esnek yapisinin ogrenmeyi de... more Mobil Destekli Dil Ogrenme (MODDO)’nin zamandan ve mekandan bagimsiz esnek yapisinin ogrenmeyi destekleyecegi ileri surulmektedir. Bu baglamda, bu calismanin amaci (MODDO)’nun mobil ortamda kapsamli-dinleme (extensive-listening) ile birlikte ise kosuldugunda ogretici-merkezli ve yogun-dinlemenin (intensive-listening) uygulandigi gruba gore etkililigini arastirmaktir. Calismada denklestirilmemis-grup yari-deneysel arastirma deseninden yararlanilarak “ogretici-merkezli yogun-dinleme (N=29)” ve “mobil kapsamli-dinleme (N=30)” olmak uzere iki farkli yabanci dil olarak Ingilizce dil becerisi gelistirme yontemi karsilasmistir. Yapilan deneyde, katilimcilarin dinleme, konusma ve elestirel dusunme becerileri ile dinleme stratejilerini gelistirmede hangi yontemin daha etkili oldugu toplanan nicel veriler ile ortaya cikartilmaya calisilmistir. Ayrica her iki gruptaki katilimcilarin surece yonelik gorusleri yari yapilandirmis gorusme formlari kullanilarak alinmis ve degerlendirilmistir. Elde edilen bulgulara gore ogretici-merkezli yogun-dinlemenin katilimcilarin dinleme becerilerini gelistirmede mobil kapsamli-dinlemeye gore daha olumlu ve istatistiksel acidan onemli bir etkisinin oldugu diger degiskenler acisindan gruplar arasinda istatistiksel acidan anlamli bir degismenin olmadigi belirlenmistir. Calisma baglamindaki sinirliliklar goz onunde bulundurularak ogretici-merkezli yogun-dinlemenin mobil kapsamli-dinlemeye gore yabanci dil olarak Ingilizce dinleme becerilerini artirmada daha etkili oldugu sonucuna varilmistir.
Yabanci dil egitiminin nispeten goz ardi edilen beceri alani olarak degerlendirilen dinlemenin, g... more Yabanci dil egitiminin nispeten goz ardi edilen beceri alani olarak degerlendirilen dinlemenin, genel olarak dil becerilerinin gelistirilmesinde kritik bir rolu bulunmaktadir. Bu calismada, dinleme becerilerinin gelistirilmesinde mobil teknolojilerin kullanimini iceren ve tablet bilgisayarlarda podcastler araciligiyla yurutulen iki yillik bir projenin bir parcasi olan mobil-yogun dinleme sureclerinin etkilerine odaklanilmaktadir. Bu amacla ontest-sontest kontrol gruplu deneysel desenin kullanildigi ve yansiz olarak atanan 58 (deney=29; kontrol=29) katilimcinin yer aldigi yaklasik 10 hafta suren deneysel islem (mobil-yogun-podcast-dinleme sureci) gerceklestirilmistir. Bu surecte deney grubu katilimcilari sunus yoluyla verilen dinleme ve sesletim dersine ek olarak 26 saat suren bir yogun dinleme etkinligine katilirken kontrol grubu katilimcilari ders kapsaminin disinda herhangi bir dinleme etkinligine katilmamislardir. . Dikkat, tekrar ve dinleme yardimi saglamasi ve ogretici kontrollu olmasi ve mobil bir uygulama ile tablet bilgisayar ortaminda gerceklestirilmesi mobil-yogun-podcast-dinleme surecinin one cikan ozellikleridir. Bulgulara gore, surecte gerceklestirilen dinleme etkinlikleri kapsaminda deney grubunda bulunmanin dinleme-anlama, konusma ve elestirel dusunme becerileri ile elestirel dusunme egilimlerini artirmada anlamli bir fark meydana getirmedigi ortaya cikmaktadir. Nitel analiz sonuclari ise dikkat ve motivasyona yonelik faktorlerin mobil-yogun-dinleme etkinliklerindeki onemini on plana cikartmaktadir .
EJ829870 - Learning from the Pros: How Experienced Designers Translate Instructional Design Model... more EJ829870 - Learning from the Pros: How Experienced Designers Translate Instructional Design Models into Practice.
The purpose of this study was to elicit students' perceptions regarding the most facilitativ... more The purpose of this study was to elicit students' perceptions regarding the most facilitative and most challenging features (affordances and barriers) in a blended course design. Following the phenomenological approach of qualitative inquiry, data were collected from ten undergraduate students who had experiences in a blended learning environment. Data were collected from the students' weekly reflection papers, interviews with students, and documents, and analyzed by structurally and texturally describing the resulting experiences and perceptions. The findings of the study indicate that used together, online and face-to-face course structures offer several opportunities and challenges for students. The participating students mentioned interaction and communication opportunities, increased motivation, increased opportunities to voice their opinions, and reinforcement of learning as the affordances in the blended learning environment. The barriers included increased workload...
This study identified critical issues in the design of a blended learning environment by examinin... more This study identified critical issues in the design of a blended learning environment by examining basic design considerations and implementation issues. Following a design-based research approach with the phenomenological tradition of qualitative research, the study investigated instructor experiences relating to the design, development, and implementation processes of a blended course. The results reveal that the design considerations centred on the pedagogical approach, course organization, materials preparation, interactions, and the instructor's and students ' roles. The affordances of the implementation included the arousal of the students ' interest and participation, flexibility, time conservation, the ability to track student progress, and the improvement of interaction, collaboration, and communication opportunities. The challenges were increased workload, course and time management, overlaps, and the creation of harmony between the face-to-face and online e...
This study was designed to determine differences in how undergraduate students in an introductory... more This study was designed to determine differences in how undergraduate students in an introductory educational technology course (n=309) and an introductory computer engineering course (n=152) at a large Midwestern university responded to the use of online discussions in their courses. Data were collected via online surveys. After participating in two-five online discussions, students shared their perceptions regarding the usefulness of the course discussions to their learning. Students described both benefits and limitations and provided suggestions for using discussions in more meaningful ways. Theoretical Framework and Purpose of the Study Both educators and corporate stakeholders are increasingly emphasizing the importance of developing group interaction and problem-solving skills among their students / future employees (Dundis & Benson, 2003). Shaping the Future (1996), a report by the National Science Foundation, stated that “America's faculty must actively engage those stu...
This study compared how undergraduate students in an introductory computer engineering course (n=... more This study compared how undergraduate students in an introductory computer engineering course (n=152) and an introductory educational technology course (n=309) at a large Midwestern university responded to the use of supplementary online discussions in their courses. Data were collected via online surveys and course discussion boards. After participating in two-five online discussions, students shared their perceptions regarding the usefulness of the discussions to their learning. Students described both benefits and limitations and provided suggestions for using discussions in more meaningful ways. Theoretical Framework and Purpose of the Study Both educators and corporate stakeholders are increasingly emphasizing the importance of developing group interaction and problem-solving skills among their students / future employees (Dundis & Benson, 2003). Shaping the Future (1996), a report by the National Science Foundation, stated that “America's faculty must actively engage those...
The purpose of this study was to discover whether there is a significant relationship between pro... more The purpose of this study was to discover whether there is a significant relationship between problematic Internet use and the emotional intelligence, sub-categories of emotional intelligence, and self-esteem of pre-service teachers in Turkey. The correlation research method was used, and data were collected by means of a questionnaire that included The Internet Cognitive Status Scale, the Rosenberg Self-Esteem Scale, the Bar-On EQ-i Emotional Intelligence Scale, and a demographic information form. The questionnaire was sent to 2200 pre-service teachers from eleven universities in Turkey. A total of 470 students were identified as students who exhibited problematic Internet use. The results revealed a weak correlation between problematic Internet use and self-esteem, and between problematic Internet use and emotional intelligence. The results indicate that self-esteem and emotional intelligence are not predictors of problematic Internet use
... EDMEDIA Table of Contents. Authors. Nuray Temur Gedik, Middle East Technical University, Turk... more ... EDMEDIA Table of Contents. Authors. Nuray Temur Gedik, Middle East Technical University, Turkey; Peggy Ertmer, Purdue University, USA; Soner Yildirim, Middle East Technical University, Turkey. Abstract. This study examines ...
Learning programming is a painful process for most students, especially those learning text- base... more Learning programming is a painful process for most students, especially those learning text- based programming languages. In this study, based on the principle of Bandura’s social learning theory, the vicarious real-life experiences of several pioneers in the field of IT and programming were presented as 15-minutes stories to a group of 9th graders learning to code in Python. A quasi-experimental research design was used to examine the effects of the theory and associated technique on student achievement. The 27 participants in the experiment group watched these presentations before engaging in programming activities while a control group were also observed who received no extra motivational intervention. Those in the experiment group were found to have significantly improved their programming achievement compared to those in the control group. Additionally, the functionality and originality of the experimental group projects were significantly better than those produced in the cont...
Abstract Repeated listening to English as a Foreign Language (EFL)/second language (L2) podcast h... more Abstract Repeated listening to English as a Foreign Language (EFL)/second language (L2) podcast has been recognized as cognitively beneficial, while it is usually perceived as boring by learners. As part of a two-year project funded by the Scientific and Technological Research Council of Turkey (TUBITAK, Grant No:113K727), the present study examined the effects of EFL-podcast length, repetitive listening and a listening aid on the listening comprehension of Turkish pre-service EFL teachers. The study was conducted using a repeated measure experimental design with 29 pre-service EFL teachers and 24 different “listening treatments”. The listening activities were delivered via Tablet PCs in Lab conditions. Qualitative data was compiled at the end of the experiment as a complement to quantitative data in order to better understand the perceived attentional and motivational factors identified during the study. Data showed that podcast length, repetitive listening and use of a listening aid had a significant impact on listening comprehension. Although repetitive listening was perceived as boring, it helped to improve comprehension and attention, and podcast topics and the use of Tablet PCs were perceived as motivating. These findings highlight the notion that using a listening aid can facilitate listening comprehension and help to reduce the number of repetitions required to achieve similar levels of comprehension.
Mobil Destekli Dil Ogrenme (MODDO)’nin zamandan ve mekandan bagimsiz esnek yapisinin ogrenmeyi de... more Mobil Destekli Dil Ogrenme (MODDO)’nin zamandan ve mekandan bagimsiz esnek yapisinin ogrenmeyi destekleyecegi ileri surulmektedir. Bu baglamda, bu calismanin amaci (MODDO)’nun mobil ortamda kapsamli-dinleme (extensive-listening) ile birlikte ise kosuldugunda ogretici-merkezli ve yogun-dinlemenin (intensive-listening) uygulandigi gruba gore etkililigini arastirmaktir. Calismada denklestirilmemis-grup yari-deneysel arastirma deseninden yararlanilarak “ogretici-merkezli yogun-dinleme (N=29)” ve “mobil kapsamli-dinleme (N=30)” olmak uzere iki farkli yabanci dil olarak Ingilizce dil becerisi gelistirme yontemi karsilasmistir. Yapilan deneyde, katilimcilarin dinleme, konusma ve elestirel dusunme becerileri ile dinleme stratejilerini gelistirmede hangi yontemin daha etkili oldugu toplanan nicel veriler ile ortaya cikartilmaya calisilmistir. Ayrica her iki gruptaki katilimcilarin surece yonelik gorusleri yari yapilandirmis gorusme formlari kullanilarak alinmis ve degerlendirilmistir. Elde edilen bulgulara gore ogretici-merkezli yogun-dinlemenin katilimcilarin dinleme becerilerini gelistirmede mobil kapsamli-dinlemeye gore daha olumlu ve istatistiksel acidan onemli bir etkisinin oldugu diger degiskenler acisindan gruplar arasinda istatistiksel acidan anlamli bir degismenin olmadigi belirlenmistir. Calisma baglamindaki sinirliliklar goz onunde bulundurularak ogretici-merkezli yogun-dinlemenin mobil kapsamli-dinlemeye gore yabanci dil olarak Ingilizce dinleme becerilerini artirmada daha etkili oldugu sonucuna varilmistir.
Yabanci dil egitiminin nispeten goz ardi edilen beceri alani olarak degerlendirilen dinlemenin, g... more Yabanci dil egitiminin nispeten goz ardi edilen beceri alani olarak degerlendirilen dinlemenin, genel olarak dil becerilerinin gelistirilmesinde kritik bir rolu bulunmaktadir. Bu calismada, dinleme becerilerinin gelistirilmesinde mobil teknolojilerin kullanimini iceren ve tablet bilgisayarlarda podcastler araciligiyla yurutulen iki yillik bir projenin bir parcasi olan mobil-yogun dinleme sureclerinin etkilerine odaklanilmaktadir. Bu amacla ontest-sontest kontrol gruplu deneysel desenin kullanildigi ve yansiz olarak atanan 58 (deney=29; kontrol=29) katilimcinin yer aldigi yaklasik 10 hafta suren deneysel islem (mobil-yogun-podcast-dinleme sureci) gerceklestirilmistir. Bu surecte deney grubu katilimcilari sunus yoluyla verilen dinleme ve sesletim dersine ek olarak 26 saat suren bir yogun dinleme etkinligine katilirken kontrol grubu katilimcilari ders kapsaminin disinda herhangi bir dinleme etkinligine katilmamislardir. . Dikkat, tekrar ve dinleme yardimi saglamasi ve ogretici kontrollu olmasi ve mobil bir uygulama ile tablet bilgisayar ortaminda gerceklestirilmesi mobil-yogun-podcast-dinleme surecinin one cikan ozellikleridir. Bulgulara gore, surecte gerceklestirilen dinleme etkinlikleri kapsaminda deney grubunda bulunmanin dinleme-anlama, konusma ve elestirel dusunme becerileri ile elestirel dusunme egilimlerini artirmada anlamli bir fark meydana getirmedigi ortaya cikmaktadir. Nitel analiz sonuclari ise dikkat ve motivasyona yonelik faktorlerin mobil-yogun-dinleme etkinliklerindeki onemini on plana cikartmaktadir .
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