ABSTRACT. The effects of computer-assisted and distance learning of geometric modeling and computer aided geometric design are studied. It was shown that computer algebra systems and dynamic geometric environments can be considered as... more
ABSTRACT. The effects of computer-assisted and distance learning of geometric modeling and computer aided geometric design are studied. It was shown that computer algebra systems and dynamic geometric environments can be considered as excellent tools for teaching mathematical concepts of mentioned areas, and distance education technologies would be indispensable for consolidation of successfully passed topics. Keywords: virtual learning; interactive learning; geometric modeling; visualization; computer aided geometric design; computer algebra system; dynamic geometry environment, GeoGebra; Maple; CAD; Bezier curve; distance education. INTRODUCTION Information Technology has created revolutionary changes in education. The advantages of e-learning are twofold: we can overcome the restrictions of time or space and we can study individually and cooperatively. In e-learning, collaborative learning is the main learning method, whereby various students study by using various learning mater...
MEB ile Ulaştırma Bakanlığının yürüttüğü FATİH Projesi eğitimde fırsat eşitliğini sağlamak ve okullarımızdaki teknolojiyi iyileştirmek amacıyla okul öncesi, ilköğretim ile ortaöğretim düzeyindeki okulların tüm dersliklerine LCD panel... more
MEB ile Ulaştırma Bakanlığının yürüttüğü FATİH Projesi eğitimde fırsat eşitliğini sağlamak ve okullarımızdaki teknolojiyi iyileştirmek amacıyla okul öncesi, ilköğretim ile ortaöğretim düzeyindeki okulların tüm dersliklerine LCD panel etkileşimli tahta ve İnternet ağ altyapısı sağlanmasını ve her öğretmene ve öğrenciye tablet bilgisayar verilmesini hedefliyor. Bu araştırmanın amacı, FATİH Projesinin uygulama sürecinde anahtar rolü üstlenecek olan okul yöneticilerinin projeye yönelik farkındalıklarını, tutumlarını, hazırbulunuşluk düzeylerini ve beklentilerini ortaya çıkarmaktır. İstanbul’da beş farklı ilçeden 74 okul yöneticisinin katıldığı bu araştırma sonucunda (1) okulların projenin gerektirdiği ve sağlayacağı altyapı açısından ortalamanın üzerinde bir deneyime ve imkana sahip oldukları; (2) ancak özellikle BT öğretmeni veya uzmanı açısından yetersiz durumda oldukları; (3) okul yöneticilerinin BT'yi okul yönetimi ve mesleki gelişimleri açısından yaygın olarak kullandıkları; (4) BT’ye karşı, düşük düzeyde olumlu bir tutum içinde oldukları; (5) proje ile ilgili olarak yeterli bilgi sahibi olmadıkları; (6) sahip oldukları bilgileri daha çok medya aracılığıyla edindikleri; (7) projenin başarılı olmasındaki en önemli engelin yönetici, öğretmen, öğrenci ve velilerin bilgi ve deneyim yetersizliği olduğu; (8) ayrıca okul yöneticilerinin projeden eğitim-öğretim kültürü, ölçme değerlendirme, yönetim, iletişim ve temel beceriler açısından çok yüksek düzeyde olmasa da olumlu; (9) buna karşın rehberlik, okul terki, disiplin ve öğrenci davranışları gibi konularda daha çok olumsuz bir beklenti içinde oldukları sonucuna ulaşılmıştır.
The purpose of the study is to investigate teachers' and students' considerations, preferences, attitudes and awareness related to using Interactive Whiteboards in 7-12 grades and different courses, and learning. 1013 students from... more
The purpose of the study is to investigate teachers' and students' considerations, preferences, attitudes and awareness related to using Interactive Whiteboards in 7-12 grades and different courses, and learning. 1013 students from elementary and secondary schools and 65 teachers from different schools were selected to take questionnaire for defining their preferences and awareness for using IWBs in teaching and learning processes. Descriptive statistical analyses were used to investigate whether there were differences between students' and teachers' views based on the survey items. The tests of research questions generated discussion and conclusions were given at the end of the study. Keywords: Interactive Whiteboard (IWB), preferences of teachers' and students', IWB variables, teaching and learning in 7-12 grades and courses. Introduction Computers and new technologies have been used extensively to teach students with different learning and cognitive styles since the beginning of 1970s (. Information and communication technologies have become unavoidable for teachers and students (Sirin and Caglayan, 2013; Ozyurt, 2012). Recent improvements in instructional strategies have led to discussions about the effect of their teaching strategies and tools. These dimensions have been used and discussed as important design factors for message design, screen design and text design in instructional process as well as interface design in high quality instructional software.
The purpose of the study is to explore relationships between learners’ cognitive styles and learner variables in preferences about learner interface design and attitudes to e-learning instruction in distance education. Cognitive style has... more
The purpose of the study is to explore relationships between learners’ cognitive styles and learner variables in preferences about learner interface design and attitudes to e-learning instruction in distance education. Cognitive style has historically been referred to as a psychological dimension representing consistencies in an individual’s manner of cognitive functioning, particularly with respect to acquiring and processing information. In this work, to determine learners’ field dependence levels, The Group Embedded Figures Test (GEFT) was administered to 157 students enrolled on courses in various fields at Fatih University, Turkey. An attitude survey of students’ preferences was carried out. The survey was developed and controlled by three experts in the field of instructional design and technology. It consisted of three sections with 20 items each. The cognitive styles field dependent (FD), field neutral (FN) and field independent (FI) were defined based on the mean scores of the GEFT groups. One-half standard deviation was added to or subtracted from the mean to calculate the cognitive styles. The relationships between groups and attitudes and preferences in e-learning instruction were investigated and the findings presented in tables. These tables included evaluation results for distance education programs as well as successful learning interface design principles defined by content, empowerment, control, clarity of context, visuals, challenges and feedback decisions.
Research Interests:
In this paper for the first time we studied and compared actions of main Estonian (University of Tartu, Tallinn Technical University and Tallinn University) and Turkish universities (Anadolu University, Sakarya University and Istanbul... more
In this paper for the first time we studied and compared actions of main Estonian (University of Tartu,
Tallinn Technical University and Tallinn University) and Turkish universities (Anadolu University,
Sakarya University and Istanbul University) in a field of e-learning in higher education using EES
Model-2. Elements of Physical layer of the EES Model-2 of Turkish and Estonian e-learning system
were compared and analyzed for the first time. Qualitative and quantitative data collection tools were
used in the study. For the first time we compared number of students and e-courses in three main
universities in Estonia (146,067 and 5,388, respectively) and in Turkey (1,401,802 and 234,
respectively).
Number of measures was offered for Turkish e-learning system in higher education. The united
platform (like Moodle system in Estonia) is recommended to be implemented in Turkey. This measure
is necessary to integrate students, lectures and all available for e-learning data from all the studied
universities into one independent e-learning environment. Stable regulatory policies for e-learning in
higher education must be implemented in Turkey to support productive development of the area.
Consortium of universities is necessary to be applied in Turkey to adopt e-learning environment in
higher education system on national level. Turkish e-learning system in higher education needs
significant investments to supports big number of students with electronic devices, to set up reliable
free internet connection for e-learning students, to provide enough computer classes and laboratories
with modern techniques, to support development of number of e-learning courses for lectures and
students for productive cooperation and interaction within the e-environment.
Tallinn Technical University and Tallinn University) and Turkish universities (Anadolu University,
Sakarya University and Istanbul University) in a field of e-learning in higher education using EES
Model-2. Elements of Physical layer of the EES Model-2 of Turkish and Estonian e-learning system
were compared and analyzed for the first time. Qualitative and quantitative data collection tools were
used in the study. For the first time we compared number of students and e-courses in three main
universities in Estonia (146,067 and 5,388, respectively) and in Turkey (1,401,802 and 234,
respectively).
Number of measures was offered for Turkish e-learning system in higher education. The united
platform (like Moodle system in Estonia) is recommended to be implemented in Turkey. This measure
is necessary to integrate students, lectures and all available for e-learning data from all the studied
universities into one independent e-learning environment. Stable regulatory policies for e-learning in
higher education must be implemented in Turkey to support productive development of the area.
Consortium of universities is necessary to be applied in Turkey to adopt e-learning environment in
higher education system on national level. Turkish e-learning system in higher education needs
significant investments to supports big number of students with electronic devices, to set up reliable
free internet connection for e-learning students, to provide enough computer classes and laboratories
with modern techniques, to support development of number of e-learning courses for lectures and
students for productive cooperation and interaction within the e-environment.
In this paper for the first time we studied and compared socio-cultural differences and its’ effect on elearning at higher education in Estonia and Turkey using EES Model-2. Element of uppermost Instructional layer of the EES Model-2 of... more
In this paper for the first time we studied and compared socio-cultural differences and its’ effect on elearning
at higher education in Estonia and Turkey using EES Model-2. Element of uppermost
Instructional layer of the EES Model-2 of Turkish and Estonian e-learning system at higher education,
socio-cultural factor, was compared and analyzed for the first time. Advantages and problematic
aspects of components of socio-cultural factor in both countries were analysed. Most important
components of socio-cultural factor with higher influence on e-learning at higher education in Estonia
are (1) language, (2) education language, (3) population age and (4) customs and traditions. (1) The
language, (2) religion, (3) customs, traditions and ethical values and (4) population age are
components which play significant role in Turkey. The component of language was estimated as the
main in two countries. The religion, second important component in Turkey with high positive impact on
e-learning at higher education, was presented in Estonia but with insignificant impact. Component age
is significant in two countries, as well as customs and traditions. Merged with ethical values in Turkish
case this component has higher influence on e-learning at higher education.
at higher education in Estonia and Turkey using EES Model-2. Element of uppermost
Instructional layer of the EES Model-2 of Turkish and Estonian e-learning system at higher education,
socio-cultural factor, was compared and analyzed for the first time. Advantages and problematic
aspects of components of socio-cultural factor in both countries were analysed. Most important
components of socio-cultural factor with higher influence on e-learning at higher education in Estonia
are (1) language, (2) education language, (3) population age and (4) customs and traditions. (1) The
language, (2) religion, (3) customs, traditions and ethical values and (4) population age are
components which play significant role in Turkey. The component of language was estimated as the
main in two countries. The religion, second important component in Turkey with high positive impact on
e-learning at higher education, was presented in Estonia but with insignificant impact. Component age
is significant in two countries, as well as customs and traditions. Merged with ethical values in Turkish
case this component has higher influence on e-learning at higher education.
MEB ile Ulaştırma Bakanlığının yürüttüğü FATİH Projesi eğitimde fırsat eşitliğini sağlamak ve okullarımızdaki teknolojiyi iyileştirmek amacıyla okul öncesi, ilköğretim ile ortaöğretim düzeyindeki okulların tüm dersliklerine LCD panel... more
MEB ile Ulaştırma Bakanlığının yürüttüğü FATİH Projesi eğitimde fırsat eşitliğini sağlamak ve okullarımızdaki teknolojiyi iyileştirmek amacıyla okul öncesi, ilköğretim ile ortaöğretim düzeyindeki okulların tüm dersliklerine LCD panel etkileşimli tahta ve İnternet ağ altyapısı sağlanmasını ve her öğretmene ve öğrenciye tablet bilgisayar verilmesini hedefliyor. Bu araştırmanın amacı, FATİH Projesinin uygulama sürecinde anahtar rolü üstlenecek olan okul yöneticilerinin projeye yönelik farkındalıklarını, tutumlarını, hazırbulunuşluk düzeylerini ve beklentilerini ortaya çıkarmaktır. İstanbul’da beş farklı ilçeden 74 okul yöneticisinin katıldığı bu araştırma sonucunda (1) okulların projenin gerektirdiği ve sağlayacağı altyapı açısından ortalamanın üzerinde bir deneyime ve imkana sahip oldukları; (2) ancak özellikle BT öğretmeni veya uzmanı açısından yetersiz durumda oldukları; (3) okul yöneticilerinin BT'yi okul yönetimi ve mesleki gelişimleri açısından yaygın olarak kullandıkları; (4) BT’ye karşı, düşük düzeyde olumlu bir tutum içinde oldukları; (5) proje ile ilgili olarak yeterli bilgi sahibi olmadıkları; (6) sahip oldukları bilgileri daha çok medya aracılığıyla edindikleri; (7) projenin başarılı olmasındaki en önemli engelin yönetici, öğretmen, öğrenci ve velilerin bilgi ve deneyim yetersizliği olduğu; (8) ayrıca okul yöneticilerinin projeden eğitim-öğretim kültürü, ölçme değerlendirme, yönetim, iletişim ve temel beceriler açısından çok yüksek düzeyde olmasa da olumlu; (9) buna karşın rehberlik, okul terki, disiplin ve öğrenci davranışları gibi konularda daha çok olumsuz bir beklenti içinde oldukları sonucuna ulaşılmıştır.
MEB ile UlaĢtırma Bakanlığının yürüttüğü FATĠH Projesi eğitimde fırsat eĢitliğini sağlamak ve okullarımızdaki teknolojiyi iyileĢtirmek amacıyla okul öncesi, ilköğretim ile ortaöğretim düzeyindeki okulların tüm dersliklerine LCD panel... more
MEB ile UlaĢtırma Bakanlığının yürüttüğü FATĠH Projesi eğitimde fırsat eĢitliğini sağlamak ve okullarımızdaki teknolojiyi iyileĢtirmek amacıyla okul öncesi, ilköğretim ile ortaöğretim düzeyindeki okulların tüm dersliklerine LCD panel etkileĢimli tahta ve internet ağ altyapısı sağlanmasını ve her öğretmene ve öğrenciye tablet bilgisayar verilmesi hedeflenmektedir. Bu araĢtırma, öğretmenlerin FATĠH Projesine iliĢkin farkındalıklarını ve beklentilerini ortaya çıkarmayı amaçlamaktadır. AraĢtırmanın evrenini Ġstanbul’un Bakırköy, Arnavutköy, Sultangazi ve Beylikdüzü ilçelerindeki MEB’e bağlı resmî ve özel ilköğretim ve ortaöğretim öğretmenleri oluĢturmaktadır. AraĢtırmanın örneklemi, 2012 yılının Ekim ayında Ġstanbul’un yukarıda sayılan dört ilçesinde MEB’e bağlı resmî ve özel ilköğretim ve ortaöğretim okulunda görev yapmakta olan 3225 öğretmenin yaklaĢık %10’una karĢılık gelen 319 öğretmen oluĢturmaktadır.. AraĢtırmada nicel betimsel yöntem tercih edilmiĢtir. AraĢtırma sonuçlarına göre öğretmenlerin FATĠH Projesi hakkındaki farkındalıkları zayıf, beklentileri Projeden beklentileriyle orantılandığında düĢüktür.
The article describes the possibility to increase the efficiency of computer science training by estimation of independent cognitive activity results. Keywords: independent cognitive activity; computer science; methods of training; set of... more
The article describes the possibility to increase the efficiency of computer science training by estimation of independent cognitive activity results. Keywords: independent cognitive activity; computer science; methods of training; set of learning programs. Введение. На современном этапе развития педагогической науки результативность познавательной деятельности студентов определяется экспертной оценкой преподавателя [1]. Процесс оценки результатов СПД студентов по изучению отдельных разделов курса делится на три основных этапа. 1. Подготовка к контрольному занятию На данном этапе определяется экспертная группа преподавателей, которые будут оценивать результаты контрольных работ, выполненных студентами на контрольном занятии. Как правило, в качестве экспертов назначаются ведущие преподаватели кафедры, имеющие большой опыт работы, но не заинтересованные в результатах исследования. Кроме того, подготовка к контрольному занятию включает в себя разработку контрольных заданий. Определение...
Computer animation in the past decade has become one of the most noticeable features of technology-based learning environments. With today's high educational demands as well as the lack of time provided for certain courses, classical... more
Computer animation in the past decade has become one of the most noticeable features of technology-based learning environments. With today's high educational demands as well as the lack of time provided for certain courses, classical educational methods have shown deficiencies in keeping up with the drastic changes observed in the digital era. Without taking into account various significant factors such as gender, age, level of interest and memory level, educational animation may turn out to be insufficient for learners or fail to meet their needs. However, we have noticed that the applications of animation for education have been given only inadequate attention, and students' personality types have never been taken into account. We suggest there is an interesting relationship here, and propose essential factors in creating educational animations based on students' personality types. Particularly, we investigate how information in computer animation may be presented in a...
ABSTRACT The purpose of the study is to define basic dimensions with a framework for using Interactive Whiteboards (IWB). There are some approaches, including instructional-pedagogical, psychological and technological approaches in... more
ABSTRACT The purpose of the study is to define basic dimensions with a framework for using Interactive Whiteboards (IWB). There are some approaches, including instructional-pedagogical, psychological and technological approaches in addition to contextual factors. A thousand thirteen students (1013) from elementary and secondary schools and sixtyfive (65) teachers from different schools were selected to take questionnaire for defining their preferences, attitudes and learning variables for using IWBs. Descriptive statistical analysis was used to investigate whether or not there are differences between students' and teachers' views. Some emerging preferences were indicated to explain the effects of IWBs related to instructional, technological and psychological foundations as well as contextual variables. All results and conclusions were also presented and discussed to develop a framework at the end of study. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of The Association of Science, Education and Technology