Browsing by Author "Uslu, NA"

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    Online learning in higher education: Examining the predictors of students' online engagement
    Vezne, R; Durak, HY; Uslu, NA
    In this study, the effects of remote learning attitude, extrinsic and intrinsic goal orientation on the dimensions of online engagement were examined. 293 teacher candidates at a state university in Turkey participated in the research. PLS-SEM was used to analyze the data. In all models, relationships related to online collaboration with peers, online communication with instructor, participation in online classes, and completing assignments and tasks were confirmed. The relationships between the attitude towards attending online courses and the skills and emotional dimensions of engagement were confirmed. The relationships between intrinsic goal orientation (IGO) and skills and emotional dimensions of engagement are significant. Extrinsic goal orientation (EGO) is only related to the performance dimension of engagement.
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    Teacher development in integrated STEM education: Design of lesson plans through the lens of computational thinking
    Mumcu, F; Uslu, NA; Yildiz, B
    In recent years, the integration of STEM disciplines has been increasingly advocated. It is crucial to prepare and support teachers for integrated STEM education. However, few studies in the literature explore collaborating with teachers from different disciplines. This study investigates the effect of the professional development (PD) program designed for integrated STEM education on teachers' pedagogical design competencies and the contribution of the PD program to teachers' integrated STEM understanding. The pedagogical design competencies of the teachers were examined in terms of the level of conformity of the lesson plans they prepared based on the 5E learning model and how they unified the computational thinking components into STEM education. The program comprised 48 h and five modules. 20 computer science (CS), ten mathematics, and ten science teachers working in middle schools participated in the study. The study shows that the lesson plans developed collaboratively by the teachers were at an acceptable level in terms of integrated STEM education. However, lesson plans need to be improved. Regarding computational thinking, the teachers were more efficient in associating simulation in CS education, data analysis in mathematics education, and data collection in science education compared to other components. They were insufficient in associating components such as parallelization in CS education and automation in science and mathematics education. The teachers stated that PD program strengthens their collaboration with colleagues, contributes to pedagogical design skills in integrated STEM lesson planning and integrating STEM disciplines, and improves their understanding of integrated STEM.
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    Group regulation guidance through agile learning strategies: empowering co-regulation, transactive memory, group cohesion, atmosphere, and participation
    Durak, HY; Uslu, NA
    The main purpose of Computer-Supported Collaborative Learning (CSCL) is to improve academic performance through collaborative systems design. To increase the quantity and quality of interactions in CSCL and to reduce feelings of loneliness and burnout during online learning, learner group regulation should be supported. According to the literature, performance and learning motivation cannot be achieved if group communication and interactions are not adequately supported in collaborative learning. However, studies comparing traditional online teamwork and co-regulation guidance are rare. In this context, the purpose of this study is to determine the effects of experimental application designed using agile project management tools to support students' group regulation in collaborative teamwork in online environments on co-regulation, transactive memory, group cohesion, atmosphere, and participation in web programming education. 91 university students participated in this study, which was carried out in the web programming course. The application lasted 17 weeks. Qualitative and quantitative data were collected in the study, which was designed with the mixed method. As a result of the research, there was a significant difference between the co-regulation, group cohesion, and group participation scores of the students in group regulation guidance practices through agile learning strategies, according to the intervention groups. It was concluded that the experimental application had positive effects on the improvement of group dynamics. This study provides an example of how to develop co-regulation practices in online collaborative contexts.
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    Understanding self-regulation, achievement emotions, and mindset of undergraduates in emergency remote teaching: a latent profile analysis
    Uslu, NA; Durak, HY
    Due to the threat of COVID-19, many educational institutions have made urgent decisions about how to continue teaching and learning, taking their courses online. The transition from face-to-face teaching to Emergency remote teaching (ERT) has made it difficult for individuals to organize their learning processes independently. Therefore, in this period, it is expected that learner profiles will differ from traditional online learning, and there are uncertainties in this regard. The aim of this study is to examine learner profiles in ERT according to online self-regulation (SR) strategies, achievement emotion, and mindset. The study group of this research consists of 659 university students. Latent profile analysis, one-way ANOVA, and multinomial logistic regression analysis (MLA) were used in the analysis of the data. As a result of the research, four profiles emerged: (a) low SR, negative type in emotions, and low growth mindset beliefs, (b) low to moderate SR, positive type in emotion and high growth mindset belief, and (c) moderate to high SR, diversified type in emotion and fixed mindset, (d) high SR, positive type in emotion, growth mindset beliefs. MLA findings show that SR strategies, enjoyment, anxiety, gender, age, and GPA affect differences in predicting several profile memberships of learners.
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    Predicting technology integration based on a conceptual framework for ICT use in education
    Uslu, NA; Usluel, YK
    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.
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    Predicting learner autonomy in collaborative learning: The role of group metacognition and motivational regulation strategies
    Uslu, NA; Durak, HY
    Collaborative learning has a potential in the development of learner autonomy. However, it is seen that there is a need for studies on the role of group mechanisms in the development of learner autonomy in the collaborative learning process. In this regard, the purpose of this study was to examine the role of group metacognition and self-, co-, and socially shared regulation of motivation in predicting learner autonomy. The study was conducted with 350 university students. Data was analyzed by multinominal logistic regression analysis. The findings showed that planning and monitoring, which are components of metacognition at the group level, affect the autonomy. The findings of this research revealed that planning increases the probability of having a high level of learner autonomy, while tracking reduces the probability of having a low level of autonomy. In addition, it was determined that the regulation of motivation at the individual level affects learner autonomy. However, the effect of self-regulation of intrinsic motivation on the probability having high or low learner autonomy is found to be not significant. In the light of the research findings, suggestions were presented to promote autonomy in collaborative learning environments.
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    Investigating the effects of SOLO taxonomy with reflective practice on university students' meta-cognitive strategies, problem-solving, cognitive flexibility, spatial anxiety: an embedded mixed-method study on 3D game development
    Durak, HY; Uslu, NA
    The 3D game development process is significant in improving knowledge and skills, such as literacy of information technologies, computational, analytical, and algorithmic thinking, programming, and spatial abilities. Besides, the 3D game development is a difficult and complex learning process. Within this context, it was decided that teaching should be restructured to support the metacognitive strategies' use skills of students. SOLO taxonomy was used as a framework for restructuring the content of teaching. In the literature, SOLO is preferred as a solution for teaching contents, which is complex and challenging to learn. The aim of this study is to improve problem-solving skills (PSS), cognitive flexibility, meta-cognitive strategies use skills and spatial anxiety in teaching the 3D game development, supported with metacognitive strategies and restructured with SOLO. An embedded pattern is used in this study. This study showed that experimental intervention influences change in students' PSS and metacognitive strategies use skills. It is necessary to include SOLO taxonomy in content planning to increase the learning performance. It is supposed that the study results will provide an insight for implementers to design and execute difficult and complex teaching in computer science education and will assist them in developing different perspectives.
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    The relationships between university students' information-seeking strategies, social-media specific epistemological beliefs, information literacy, and personality traits
    Uslu, NA; Durak, HY
    Due to doubts about the reliability of information in social media environments, and the epistemological beliefs of individuals who use these media, questioning the source of information and the perception of knowledge structure, is an important research topic. A structural model was constructed to explore structures associated with epistemological beliefs (justification for knowing) and online information-seeking strategies. The model included personality traits and information literacy. Data were collected from 190 university students. PLS-SEM was implemented in the analysis of the data. Analysis revealed that there was a significant relationship between epistemological beliefs specific to social media and information-seeking strategies, and information literacy structure has a direct effect on information-seeking strategies. Agreeableness and neuroticism were related with several dimensions of social media-specific beliefs. It was found that the personality trait which has the greatest effect on online information-seeking strategies is conscientiousness.
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    The role of flexible thinking and academic achievement emotions in predicting goal-setting, time management, and self-evaluation in online learning: a multi-group analysis
    Durak, HY; Uslu, NA
    The purpose of this study is to examine the effect of flexible thinking and achievement emotions in predicting goal-setting, time management, and self-evaluation in the context of online learning. In the study, 438 students at six different universities participated. The proposed structural model was analyzed by PLS-SEM. In the structural model, the relationships between open-mindedness in learning, learning technology acceptance, and adapting to new technologies in flexible thinking-related learning were confirmed. A positive direct effect on enjoyment, pride goal-setting, time management, and self-evaluation from academic achievement emotions was found. Boring has a direct negative effect on these constructs. On the other hand, the hypotheses that concern affected time management and self-evaluation were accepted. According to the test results of the proposed model, the variance was 43.3% for goal-setting, 33.7% for time management, and 27.8% for self-evaluation. In addition, the path coefficients for the proposed model were examined by multigroup analysis to whether there is a significant difference according to gender. In the sub-sample consisting of female students, the path coefficient for the relationship between the dimensions of flexible thinking and enjoyment was found to be higher than for males, and this difference was found to be statistically significant.
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    Parental awareness and supervision to prevent cyberbullying: Scale adaptation and a review in terms of demographic variables
    Uslu, NA; Durak, HY
    The purpose of this study was to adapt the Parental Awareness and Supervision to Prevent Cyberbullying scale developed by Martin-Criado, Casas, and Ortega-Ruiz (2021) to Turkish and to carry out validity-reliability studies. The questionnaire includes five factors and 27 items in total: (a) parental knowledge of cyberbullying, (b) perception of parental competence in this regard, (c) parental perception of online risks, (d) the attribution of parental responsibility in digital education, (e) family supervision. The data were collected from 208 parents who voluntarily participated in the study. Confirmatory factor analysis evidenced that the fit indices are acceptable and/or perfect fit. Cronbach's alpha values for the factors were between 0.744 and 0.874 and the composite reliability values were between 0.754 and 0.857. These findings proved sufficient evidence for the reliability of the questionnaire. The study also investigated that parents' perceptions of the adapted questionnaire and their variation according to the demographic variables. A significant difference was observed between the parents for the parental supervision dimension. In addition, there were differences according to the age level of the parents, the school level of the child, and the education level of the parents for the dimensions of parental competence and parental supervision. The suggestions were presented for theory and practice within the framework of the findings.
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    Examining the predictors of TPACK for integrated STEM: Science teaching self-efficacy, computational thinking, and design thinking
    Durak, HY; Uslu, NA; Bilici, SC; Güler, B
    In this study, the role of science and computational thinking (CT) in teaching self-efficacy and design thinking variables were examined to explain the technological pedagogical content knowledge (TPACK) knowledge forms needed by science teachers for integrated Science, Technology, Engineering and Mathematics (STEM) within the framework of the TPACK framework. 216 teachers working as science teachers in Turkey participated in the research. In the study, data were collected in an electronic form consisting of five parts. The model proposed in the research was tested with the partial least squares-structural equation modeling (PLS-SEM) method. The research showed that the self-efficacy of science teachers was related to technological pedagogical engineering knowledge (TPEK), T- integrated (I) STEM, and technological pedagogical science knowledge (TPSK). In addition, the self-efficacy of science teachers is also effective in design thinking. CT teaching self-efficacy has a positive effect on design thinking and the development of technological pedagogical mathematics knowledge (TPMK), TPEK, and TPSK structures. Design thinking skill is also related to TPMK, TPEK, and TPSK structures. These results can be a guide to ensure the effectiveness of professional development programs that will be prepared to improve science teachers' integrated STEM competencies.
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    Fostering computational thinking through digital storytelling: a distinctive approach to promoting computational thinking skills of pre-service teachers
    Haslaman, T; Mumcu, FK; Uslu, NA
    The present study illustrates digital storytelling (DS) as an open-ended learning environment, which is one of the ways of preparing pre-service teachers (PST) to practice computational thinking (CT) in their future teaching. An 8-week teacher training program was organized and presented. The study aims to investigate the program's impact on the PST's CT skills, CT-integrated DS design skills, and their perspectives. A study group of fifty-two second-year PSTs took part in the Instructional Technologies course. An embedded mixed-method design was used. The CT scale was used as a pre-test and post-test to examine the development of the PST's CT skills for quantitative data collection. The qualitative data comprise the CT-integrated DS projects developed by the PST during the training and the reflection reports they wrote at the end of the training. The paired samples t-test was used in the analysis of quantitative data. The DS projects were evaluated using the rubrics with the story/storyboard, DS, and CT skills dimensions. Reflection reports were analyzed using thematic analysis. The findings revealed a significant improvement in the PST's CT skills after the training program. The qualitative findings show the PST's perspectives on CT definitions, the perceived benefits of CT and DS, and the use of DS to promote CT. The qualitative findings also present evidence for the CT-integrated DS design skills of the PST. Therefore, the study presents early findings showing that CT components could be integrated with DS and used in teacher education effectively without any pressure to use programming tools. The study also shows how DS is gradually integrated with the CT components as a suggestion for future studies.
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    Acceptance of educational use of the Internet of Things (IoT) in the context of individual innovativeness and ICT competency of pre-service teachers
    Gökçearslan, S; Durak, HY; Uslu, NA
    The acceptance of IoT technologies in education by pre-service teachers will affect their intention to use these technologies in the future. Previous research has addressed the effects of variables on the acceptance of IoT technologies in education to a limited degree. Therefore, this study aims to propose and test a structural model that determines educational IoT technology acceptance. This study, the acceptance of IoT in the educational environment is modeled in the context of individual innovativeness and information and communication technologies (ICT) competencies. According to the results of the research conducted with 471 pre-service teachers, 69% intended to use IoT in education is explained in a technology acceptance model (TAM) in which TAM variables, individual innovativeness, and ICT competencies are combined.
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    A Latent Profile Analysis for the Study of Multiple Screen Addiction, Mobile Social Gaming Addiction, General Mattering, and Family Sense of Belonging in University Students
    Saritepeci, M; Durak, HY; Uslu, NA
    During the COVID-19 period, individuals who physically isolated themselves from the social environment increased their screen time compared to before, and the time spent in the family environment increased. Increasing screen time is considered a factor that increases addiction. In this context, the purpose of this study was to examine the profiles of university students according to multiple screen addiction, mobile social online gaming addiction, and general mattering. The participants of this study are 588 university students. Personal information form and four different scales were used in the study. The latent profile analysis was used to analyze the data. As a result of the research, four different sets of participants were formed. The variables excessive behavior, compulsive behavior, and loss of control increase the likelihood that students will be clustered in the average profile. It was observed that all variables except gender and age increased the probability of clustering in the medium multiple screen addiction low gamers profile. It was observed that excessive behavior, compulsive behavior, and loss of control variables increased the probability of clustering in the high multiple screen addiction high gamers profile. As a stronger predictor than other profiles, it was determined that the probability of students performing high multiple screen addiction high gameplay activities was approximately 3 times more than the students in profile 1.
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    Comparing reflective and supportive scaffolding in 3D computer-aided design course: Engineering students' metacognitive strategies, spatial ability self-efficacy, and spatial anxiety
    Uslu, NA; Durak, HY; Ay, GM
    Three-dimensional (3D) modeling provides a suitable context for the improvement of students' higher order thinking skills as it involves challenging and complex learning tasks. For students to succeed in difficult learning tasks, it is necessary to determine the effects of the scaffolding type given to the students in the learning process. This study asserts that reflective and supportive scaffolding has a critical effect on the dependent variables. Reflective scaffolding enables students to explain their reflective processes and clarify their reflective behavior, using personal reflection as a learning tool. Supportive scaffolding provides a process to develop knowledge and guidance on what participants should consider. This study compares the effects of different scaffolding types (reflective or supportive), students' prior knowledge on students' use of metacognitive strategies, spatial ability self-efficacy, and spatial anxiety in the 3D computer-aided design course. A pretest and posttest 2 x 2 x 2 factorial quasi-experimental model was used in the study. This study was carried out with 118 undergraduate mechanical engineering students. Analysis of covariance (ANCOVA) was used in the analysis of the data. The results showed that the supportive scaffolding group scored higher in the metacognitive strategies variable than the reflective scaffolding group. The supportive scaffolding group showed higher spatial ability than the reflective scaffolding group. This study provides engineering educators with an overview of the use of scaffolding types, their effects on the effectiveness of learning environments, and the design of these environments.
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    A case study on the usage of lecture capture: perceptions of students, faculty members and administrators
    Ustunluoglu, E; Mumcu, F; Uslu, NA; Askar, P
    Approaches and methodologies based on technology are becoming more widespread in education. One of these technologies, Lecture Capture (LC), is particularly beneficial in higher education, since it allows students to improve learning via flexible access to video-recorded lectures. However, while LC is becoming more widespread in higher education, research on its impact on learning and teaching have prompted further discussion regarding its usage. The purpose of this study is to explore in depth the perceptions of students, faculty members, and administrators on the usage of LC in higher education, and to improve the system by identifying its key benefits and drawbacks. In the study, an embedded single-case study methodology was employed, focusing on a university's use of LC. Analysis of the findings identified three main themes: purposes for which the system was used; changes occurred through usage of the system; plus, concerns and issues. The study highlights the importance of the pedagogical, methodological, and technical aspects of the LC system.
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    Investigating the effect of digital storytelling on multicultural competencies and social justice: A mixed method study in psychological counseling education
    Yildiz, DG; Uslu, NA
    This study examined the effect of an education process supported by digital storytelling (DST) regarding immigration on the multicultural competencies and social justice of psychological counselor candidates. The research was designed with mixed methods. Twenty-two junior students studying in the guidance and psychological counseling department of the Faculty of Education of a state university participated in the study. The study was conducted over nine weeks. In the quantitative phase of the research, a single group pretest posttest quasi-experimental design was used. To collect data for the qualitative phase, the researchers created an open-ended questionnaire to collect the opinions of psychological counselor candidates about the application process. Wilcoxon Signed Rank Test, one of the non-parametric tests, was used to analyze quantitative data in the study. As a result of the application process, there was a positive significant difference between the pretest and posttest scores of the students in the study group regarding their multicultural competence and their attitudes towards social justice. According to qualitative findings, four themes emerged regarding multicultural competencies: (a) Awareness, (b) Understanding different cultures, (c) Professional skills, (d) Concepts. The themes that emerged regarding social justice are as follows: (a) Sensitivity, (b) Advocacy for rights, (c) Social structure, (d) Fundamental rights. Considering these findings, educational process supported by migration-themed DST positively contributed to the multicultural competencies of psychological counselor candidates and their attitudes toward social justice.
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    Acquisition of Teamwork Competence in a Hardware Course: Perceptions and Co-regulation of Computer Engineering Students
    Çiloglugil, B; Balci, B; Uslu, NA
    In work environments, it is essential for engineers to have a high level of teamwork competence. Therefore, engineering education programs aim to provide an environment where students can experience working in teams. In this study, perceptions and co-regulation of computer engineering students regarding teamwork were examined in a hardware course. A teamwork oriented approach based on individual and group reflections of students was designed and applied during an 8 week project study with the participation of 56 sophomore students of a public university in Turkey. In order to analyze different aspects of the teamwork acquisition process, convergent parallel mixed-methods design was utilized by using both quantitative and qualitative data. Quantitative data were collected by co-regulated learning questionnaire which was applied as pretest and posttest, and teamwork evaluation form that was used for self and peer assessment. Qualitative data were gathered by reflections and focus group interviews. The findings indicated that teamwork oriented approach had significantly increased co-regulation skills of students and they gained positive perceptions towards teamwork. Since most of the teamwork studies in computer engineering programs have been conducted in software engineering courses, applying a teamwork oriented approach in a hardware course provides a valuable contribution to the literature.
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    A PROPOSAL FOR DESIGNING STRATEGIES AND CONTENT IN A PROFESSIONAL DEVELOPMENT PROGRAM ON ICT INTEGRATION
    Uslu, NA; Usluel, YK
    This study aimed to explore new educational approaches to empower teachers' ICT competencies, beliefs and intentions to use ICT effectively in their classrooms. Thus, a professional development (PD) program on ICT integration was developed. PD content was based on educational use of ICT rather than basic ICT competencies. PD strategy was based on the assumption of using ICT was to teach ICT. Concrete tasks were given to teachers in order to study on real life examples. Also teacher attitudes and reflections were shared such as how can new technologies could be used in education. Finally, teachers prepared plans for integrating ICT on specific topics with colleagues. PD program was carried out on Moodle as PD media and in the school computer laboratory as PD site with a combination of face to face and online environments. Teachers' reflections regarding ICT competencies, beliefs and intention were collected after the PD course ended in order to evaluate the PD process. Data was collected from 15 teachers working in a secondary school in the capital city of Turkey through semi structured interview, documents and focus group interviews. As a result of data analysis, teachers expressed that there is a positive change in their competencies, belief and intention to establish ICT integration. The results suggested that PD design was useful in enhancing teachers' competencies, beliefs and intentions, but only as a starting point. Recommendations for effective strategies and content were discussed while acknowledging the limitations of the current study.
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    Preparing Pre-Service Teachers for Computational Thinking Skills and its Teaching: A Convergent Mixed-Method Study
    Tankiz, E; Uslu, NA
    The purpose of this study was to examine the pre-service teachers' computational thinking (CT) skills and self-efficacy (SE) towards teaching CT, who attended a course in which educational games were developed in a block-based programming environment and lesson plans were prepared accordingly. The research was conducted with thirty seven pre-service teachers who took the instructional technologies course. The convergent parallel mixed method was used in this study. Accordingly, quasi-experimental design with pretest-posttest was applied in the quantitative part, and thematic analysis was conducted in the qualitative part. The implementation process was carried out in three stages. In the first stage, pre-service teachers gained awareness about the components of CT and established applications about algorithm writing and Scratch. In the second stage, pre-service teachers developed Scratch-based games related to their subjecs areas. In the third stage, they prepared lesson plans teaching CT skills by using the games that they developed. The quantitative findings of the study showed that pre-service teachers' CT and SE perceptions towards its teaching increased significantly. This increase had a weak effect on the CT skill and a large effect on the SE perception regarding the teaching of this skill. It was concluded that the qualitative findings support the quantitative findings. Pre-service teachers stated that the implementation process contributed to their CT skills and SE towards its teaching. In addition, the implementation process contributed to their professional competencies, including technological and pedagogical knowledge.