Abstract

Bilişim sektörünün hızla geliştiği günümüzde asenkron eğitim ağları gittikçe yaygınlaşmaya başlamıştır. Bunun en önemli sebeplerinden biri, küreselleşen dünyamizda iletişim alanındaki yenilikler ve internetin yaygınlaşmasıdır. Bu sayede eğitim kurumları arasındaki sınırlar ortadan kalkmış ve kişilerin kaynaklara erişim olanakları neredeyse sınırsız hale gelmiştir. Bu değişim çerçevesinde Türkiye`de de ODTÜ öncülüğünde çeşitli uzaktan eğitim projeleri gerçekleştirilmektedir.

Özet

Bilişim sektörünün hızla geliştiği günümüzde asenkron eğitim ağları gittikçe yaygınlaşmaya başlamıştır. Bunun en önemli sebeplerinden biri, küreselleşen dünyamizda iletişim alanındaki yenilikler ve internetin yaygınlaşmasıdır. Bu sayede eğitim kurumları arasındaki sınırlar ortadan kalkmış ve kişilerin kaynaklara erişim olanakları neredeyse sınırsız hale gelmiştir. Bu değişim çerçevesinde Türkiye`de de ODTÜ öncülüğünde çeşitli uzaktan eğitim projeleri gerçekleştirilmektedir.

Abstract

This paper presents a web based multi-lingual learning management system (LMS) ‘Net-Class’. The Net-Class software provides online course management facilities for instructors, students and administrators asynchronously. Even though it is designed for asynchronous distance education, it may also be used as a supplementary teaching-learning tool for traditional face-to-face courses. Net-Class features many facilities for communication, motivation building, assessment and course administration. Especially designed to be used in two languages, (namely, Turkish and English) simultaneously, it offers educational institutions and companies that may use both languages in different applications. The system evolved in a few years with constant application and student and faculty feedback in several programs and individual courses in Middle East Technical University.

Özet

This paper presents a web based multi-lingual learning management system (LMS) ‘Net-Class’. The Net-Class software provides online course management facilities for instructors, students and administrators asynchronously. Even though it is designed for asynchronous distance education, it may also be used as a supplementary teaching-learning tool for traditional face-to-face courses. Net-Class features many facilities for communication, motivation building, assessment and course administration. Especially designed to be used in two languages, (namely, Turkish and English) simultaneously, it offers educational institutions and companies that may use both languages in different applications. The system evolved in a few years with constant application and student and faculty feedback in several programs and individual courses in Middle East Technical University.

Abstract

This research presents the comparison of the achievement of web-based education and traditional classroom education via different groups of the same course. NET-Class LMS firstly began to develop in 1997 and started to serve with “METU-Online” campus wide web based educational system that has been widely used in METU. Under METU-Online, the total number of courses offered is 285 and the total number of instructors benefit from this system is 235. For every academic semester, the total number of students registered to METU-Online is approximately 2000. These values increase accordingly. Instructors using NET-Class can give their courses either fully online or they can use METU-Online as a supplementary tool to their ongoing classroom lectures. In this research, the achievement statistics of the course Astronomy I-II for the groups who have taken this course as fully online and who have taken it in the traditional classroom are investigated. In addition, this research includes some quantitative data for educational programs using NET-Class. Results have shown that there is no significant difference between e-learning and traditional courses and NET-Class system has been successfully applied to e-learning

Özet

This research presents the comparison of the achievement of web-based education and traditional classroom education via different groups of the same course. NET-Class LMS firstly began to develop in 1997 and started to serve with “METU-Online” campus wide web based educational system that has been widely used in METU. Under METU-Online, the total number of courses offered is 285 and the total number of instructors benefit from this system is 235. For every academic semester, the total number of students registered to METU-Online is approximately 2000. These values increase accordingly. Instructors using NET-Class can give their courses either fully online or they can use METU-Online as a supplementary tool to their ongoing classroom lectures. In this research, the achievement statistics of the course Astronomy I-II for the groups who have taken this course as fully online and who have taken it in the traditional classroom are investigated. In addition, this research includes some quantitative data for educational programs using NET-Class. Results have shown that there is no significant difference between e-learning and traditional courses and NET-Class system has been successfully applied to e-learning

Abstract

Understanding of Proof by Contraposition in Verbal, Symbolic and Visual Contexts with respect to their Learning Styles

Özet

Understanding of Proof by Contraposition in Verbal, Symbolic and Visual Contexts with respect to their Learning Styles

Abstract

The aim of this study is twofold; to determine effective factors in students’ views about proof and to confirm proposed structural model including interrelationships of these factors and proof performance. This study not only helps instructors to gain useful insights on students’ views about proof but also provides evidence on how to foster students’ proof performance with respect to the identified factors.

Özet

The aim of this study is twofold; to determine effective factors in students’ views about proof and to confirm proposed structural model including interrelationships of these factors and proof performance. This study not only helps instructors to gain useful insights on students’ views about proof but also provides evidence on how to foster students’ proof performance with respect to the identified factors.

Abstract

Bu makale mühendislik egitiminde e-ogrenme ve e- ogrenmenin benimsenmesini etkileyen faktorleri, e-ogrenme kapsamında egitim alan mtihendislik ogrencilerinin demografik bilgileri, çalışma alışkanlıkları, matematik ozyeterlik becerileri ve problem cozme stratejilerini ortaya çıkarmak üzere uygulanan görüş ölçeginin sonuçlarını içermektedir

Özet

Bu makale mühendislik egitiminde e-ogrenme ve e- ogrenmenin benimsenmesini etkileyen faktorleri, e-ogrenme kapsamında egitim alan mühendislik ogrencilerinin demografik bilgileri, çalışma alışkanlıkları, matematik ozyeterlik becerileri ve problem cozme stratejilerini ortaya çıkarmak üzere uygulanan görüş ölçeginin sonuçlarını içermektedir

Abstract

The purpose of this study is two-fold: It aims to determine the factors that are influential in undergraduate students’ approaches to studying, self-efficacy, problem solving strategies, competency in mathematical thinking and reasoning; to identify any gender, grade level, and regional differences among these factors and on the overall competency in mathematical thinking and reasoning among undergraduate students and prospective teachers. The factors were identified through the adopted survey and the competency test which was designed by the researchera. These scales were administered to 431 undergraduate students of mathematics, elementary and secondary mathematics education in Ankara and in Northern Cyprus and to prospective teachers of classroom teacher and early childhood education of teacher training academy in Northern Cyprus. Exploratory and confirmatory factor analyses were employed to determine the factors and the differences with respect to gender, region and grade level separately and dual, triple interaction effects were investigated through two two-way MANOVA and a three-way ANOVA analyses. Results showed that significant gender, grade level differences across the dimensions of the survey and region, gender and grade level differences across the dimensions of the test and on the total test.

Özet

The purpose of this study is two-fold: It aims to determine the factors that are influential in undergraduate students’ approaches to studying, self-efficacy, problem solving strategies, competency in mathematical thinking and reasoning; to identify any gender, grade level, and regional differences among these factors and on the overall competency in mathematical thinking and reasoning among undergraduate students and prospective teachers. The factors were identified through the adopted survey and the competency test which was designed by the researchera. These scales were administered to 431 undergraduate students of mathematics, elementary and secondary mathematics education in Ankara and in Northern Cyprus and to prospective teachers of classroom teacher and early childhood education of teacher training academy in Northern Cyprus. Exploratory and confirmatory factor analyses were employed to determine the factors and the differences with respect to gender, region and grade level separately and dual, triple interaction effects were investigated through two two-way MANOVA and a three-way ANOVA analyses. Results showed that significant gender, grade level differences across the dimensions of the survey and region, gender and grade level differences across the dimensions of the test and on the total test.

Abstract

The pervasiveness of information sharing through highly popular social media tools have raised considerable ethical problems particularly in the areas of privacy, accuracy, property and accessibility. These issues were mentioned in the eminent framework of Richard Mason written in 1986 which are recognized as PAPA (privacy, accuracy, property and accessibility) dimensions and are still known to be unresolved. Today ethical perspective of information sharing via social media particularly for educational purposes have been neglected by the current literature. Moreover, there is dearth of research which should focus on the comparison of student and faculty views upon aforementioned aspects. Therefore the aim of the study is to compare and contrast the viewpoints of both university students and faculty members on the ethical use of Facebook within ICT (Information Communication and Technology) context. In order to attain this aim, university students’ and faculty members’ views were assessed by previously developed reliable scale, including 27 Facebook information sharing scenarios in ICT context which were based on 5 option Likert type questions with ratings as ‘crime’, ‘unethical’, ‘questionable’, ‘acceptable’ and ‘ethical’. The scale was administered to the total of 530 participants namely; 380 were university students and 150 were faculty members at a university in Rwanda. The data was analysed using SPSS. Descriptive statistics such as tables, frequencies, percentages were used to portray the views of students and faculty members. Independent samples ttest was used to detect significant differences among the views of students and faculty. The design of the study is causal-comparative where participant type was chosen as the independent variable and the dimensions of PAPA constitute the dependent variables of the study. The average of the responses given to the scenarios for students vary from ‘questionable’ to ‘acceptable’ whereas for faculty, from ‘unethical’ to ‘questionable’. In addition, existing statistical significance among the views of students and faculty members revealed that faculty members were more cautious in their responses about PAPA issues as compared to students who are more optimistic and somehow superficial about evaluating scenarios as compared to their faculty counterparts. In the privacy, accuracy and accessibility dimensions, students evaluated scenarios as almost ‘acceptable’ whereas faculty members’ responses were close to ‘questionable’. In property dimension, student responses were close to ‘ethical’ whereas faculty members’ ratings were close to ‘questionable’. The biggest perspective gap among student and faculty responses lies in the property dimension. Faculty members are more selective users of social media tools i.e. Facebook and they approach with more caution when it comes to issues of particularly property as compared to students who are seen as more capable users of social media but their spontaneity in usage resulted more ethics related disputes. This study is among the rare examples which attempted to explain information sharing related ethical dilemmas in ICT context through Facebook usage in a comparative sense. The study also aids to understand the reason lying behind difference among student and faculty views on ethical, ICT use of Facebook.

Özet

Abstract

he aim of the study is to investigate university faculty members’ views towards adoption of cloud computing in higher education. The current status of the faculty on cloud computing usage in education and regional differences were discussed. Strengths, Weaknesses, Opportunities, Threats (SWOT) and Technology, Organization, Environment (TOE) frameworks were integrated. The data was collected through an adopted questionnaire based on these frameworks and demographic information were answered by 300 faculty members from north parts of Cyprus and Iraq. This study is exploratory and causal comparative which descriptive statistics with independent t-test were used to analyse data. The results showed that faculty members agreed mostly on the opportunities which followed by awareness of potential threats and weaknesses and lastly they accept the strengths of adopting cloud computing in education. They are highly in consensus on technological availability followed by organizational aspects and lastly on environment related regulations. Regional difference exists in the sub-dimension of TOE. Faculty members from north part of Cyprus agreed more upon the relative advantage of using cloud computing as compared to their counterparts. The study brought light on the comprehension of faculty members’ views from comparative and integrated framework perspectives.

Özet

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