Browsing by Author "Özüdoğru M."

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    Pre-service teachers' achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes
    (Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), 2020) Özüdoğru M.; Aksu M.
    The aim of this study was to investigate whether flipped learning affects pre-service teachers' achievement and perceptions related to the classroom environment. This experimental study was conducted in the fall semester of 2017-2018 for 11 weeks at a state university in Turkey and included a total of 56 pre-service teachers. An achievement test and a scale were implemented to collect the data. The analyses through descriptive and inferential statistical analysis techniques showed that flipped learning group obtained significantly higher achievement test scores and final grades than the traditional instruction group. On the other hand, being in the flipped learning group or in the traditional group had no significant effect on the pre-service teachers' perceptions of the classroom environment. Implications for practice or policy: • University administrators may organise in-service training programs for instructors on computer applications, software, and games as implementing them in courses may increase learner satisfaction and contribute to a more positive classroom environment. • Instructors need to consider the duration of lecture videos as videos should not be too long. • Instructors need to consider the length and content of lecture videos-students are more likely to come to class prepared if videos are kept to a manageable length and the content is "chunked". © Articles published in the Australasian Journal of Educational Technology.
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    Pre-service teachers’ perceptions related to the distance teacher education learning environment and community of inquiry
    (Duzce University, Faculty of Education, 2021) Özüdoğru M.
    This study aimed to reveal pre-service teachers' perceptions of Distance Education Learning Environment and Community of Inquiry according to gender and their departments and also clarify the relationship among these two sets. The research was designed according to relational survey research and cross- sectional data were collected from 262 volunteer pre-service teachers. In this study, the Distance Education Learning Environment Survey (DELES) and the Community of Inquiry (CoI) Inventory were implemented to collect data. In order to investigate whether there were differences among the perceptions of pre-service teachers according to the sub-dimensions of their DELES and CoI variables, multivariate analysis of variance was conducted. In addition, Canonical Correlation was performed to investigate the relationship between the DELES and CoI variable sets in a teacher training institution. The results revealed that female pre-service teachers exhibited considerably greater teaching presence and cognitive presence scores than males. However, no significant differences were determined in pre-service teachers' perceptions of distance teacher education learning environments and the CoI according to their departments. Based on the results, teaching presence was found a core factor and the perceived social and cognitive presence was related to mild instructor support, relevant instruction, authentic, active learning, student interaction and collaboration, and autonomy properties of distance education teacher training classroom environments. © 2021, Duzce University, Faculty of Education. All rights reserved.
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    A structural equation modelling in distance education teacher training classroom environments
    (Springer, 2022) Özüdoğru M.
    The purpose of this study was to investigate the perceptions of teacher candidates about distance education teacher training classroom environments and to display the relationships among distance education classroom environment variables and course achievement. This study was designed according to relational survey research and employed structural equation modelling. In this sense, 12 hypotheses were constructed and tested. The study included 253 teacher candidates who enrolled in distance educational sciences courses at a state university in Turkey. Data were collected through the implementation of the Distance Education Learning Environments Survey (DELES) and analysed using Analysis of Moment Structures (AMOS) 20 to understand whether the recommended model fits the data. The results of the study revealed that instructor support predicted the achievement, perceived authentic learning and autonomy significantly; however, the other DELES variables were insignificant in predicting the achievement of teacher candidates. Moreover, perceived authentic learning significantly predicted personal relevancy and perceived personal relevancy significantly predicted perceived learner autonomy. Furthermore, perceived learner autonomy significantly predicted perceived active learning. Finally, active learning perceived by teacher candidates had a significant but weak effect on student interaction and collaboration. The results of the study were discussed in detail. The findings of this study might provide useful information for instructors to design distance education courses by sensitizing themselves to the positive and negative properties of distance education classroom environments. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
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    Understanding the experiences of teacher candidates related to online flipped learning in relation to Community of Inquiry framework
    (John Wiley and Sons Inc, 2022) Özüdoğru M.
    Background: There is a scarcity of studies on online flipped learning in teacher education classes. Many studies have found that student learning is improved in flipped learning environments; however, this is still an open question. Much of the literature employs quantitative methods to reveal the effect of flipped learning on certain variables such as engagement, performance, and so on, but there have been few studies that investigate the Community of Inquiry variables perceived by learners in flipped learning environments. Objectives: This study investigated the levels of teaching, social, and cognitive presence of teacher candidates in an online flipped learning community, whether these variables were related to academic achievement, and teacher candidates' experiences with the online flipped learning approach. Methods: A case study research design was used in this study. Without any face-to-face meetings, the course was delivered using an online flipped learning approach. While quantitative data were collected from 34 teacher candidates, 16 teacher candidates participated in the qualitative part of the study. Focus group interviews, an open-ended questionnaire, a Community of Inquiry Scale, and teacher candidates' course grades were used to collect data. Both descriptive and content analysis were used to analyze the data. Results and Conclusions: In the current study, effective online flipped learning design fostered teaching presence, with perceived teaching presence having the highest mean and perceived social presence having the lowest. Course videos prepared by the instructor, as well as synchronous activities such as peer presentations, questions, and video discussion, all contributed to cognitive presence through the practice of theoretical knowledge. Although none of the variables in the community of inquiry were related to academic achievement, computer-based games like Kahoot contribute to a positive online flipped learning community. Many benefits of online flipped learning have been stated, including providing active, flexible, autonomous, and interactive instruction through the use of technology, creating a fun learning environment, and increasing perceived learning and interaction with the instructor. © 2021 John Wiley & Sons Ltd