Browsing by Author "Uslu N.A."
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Item Acquisition of teamwork competence in a hardware course: Perceptions and co-regulation of computer engineering students(Tempus Publications, 2020) Çiloǧlugil B.; Balci B.; Uslu N.A.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. Ateamwork 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. © 2020 TEMPUS Publications.Item A case study on the usage of lecture capture: perceptions of students, faculty members and administrators(Springer, 2022) Ustunluoglu E.; Mumcu F.; Uslu N.A.; 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. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.Item Investigating teachers’ expectations from a professional development program for integrated STEM education(Duzce University, Faculty of Education, 2022) Mumcu F.; Uslu N.A.; Yıldız B.Teacher qualifications are a crucial element for successfully implementing integrated STEM education. Research suggests that a STEM education program should be compulsory for all STEM-related teachers. In this study, as STEM education researchers, we asked teachers from different disciplines about their expectations from a professional development (PD) program for integrated STEM education. Six hundred sixty-four teachers participated in the study. We examined the PD expectations of middle school science, mathematics, and computer science teachers regarding pedagogical knowledge, technological knowledge, benefits, and PD program design. In addition, we discussed how these expectations changed based on teachers' subjects. Qualitative data were analyzed through content analysis. In terms of pedagogical knowledge, teachers want to use innovative approaches while integrating ICT into the learning and teaching process. Teachers' expectations of developing ICT competencies in terms of technological knowledge are at the forefront. In the design of such programs, the most critical expectations of teachers are to provide collaborative working environments, thus increasing their opportunities to work with colleagues from different disciplines and their capacity to do interdisciplinary work. Teachers' willingness to participate in a PD program related to integrated STEM education has four underlying expectations: student benefit, professional benefit, personal benefit, and context benefit. Teachers' expectations vary according to the subject area. © 2022, Duzce University, Faculty of Education. All rights reserved.Item Teacher development in integrated STEM education: Design of lesson plans through the lens of computational thinking(Springer, 2023) Mumcu F.; Uslu N.A.; Yıldız 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. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.Item Fostering computational thinking through digital storytelling: a distinctive approach to promoting computational thinking skills of pre-service teachers(Springer, 2024) Haşlaman T.; Mumcu F.K.; Uslu N.A.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. © The Author(s) 2024.Item Understanding self-regulation, achievement emotions, and mindset of undergraduates in emergency remote teaching: a latent profile analysis(Routledge, 2024) Uslu N.A.; Durak H.Y.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. © 2022 Informa UK Limited, trading as Taylor & Francis Group.