Browsing by Author "Cavus, Hayati"

Now showing 1 - 5 of 5

A Comparison of Difficulties in Instructional Design Processes: Mobile Vs. Desktop
(Pergamon-elsevier Science Ltd, 2014) Guler, Cetin; Kilic, Eylem; Cavus, Hayati
The aim of this study is to compare the difficulties that novice instructional designers experience during instructional design processes for mobile devices and desktop computers. The participants/instructional designers of this study include 68 sophomore students from a Computer Education and Instructional Technologies (CEIT) department. The participants developed learning content for mobile devices and desktop computers through the ADDIE model. A descriptive research method was used for the present study. An already developed scale in line with the ADDIE model was used to collect the data. Descriptive statistics, Mann Whitney U and Kruskal Wallis tests were conducted to analyze the data. The results of this study indicated that the difficulties experienced in both processes tended to be similar in developing learning content. Difficulties in internal design and production and front-end analysis were significantly different in terms of the Internet connection in personal mobile devices. External design and development difficulties, rolling-out difficulties and total scores were significantly different with regard to levels of Internet experience. (C) 2014 Elsevier Ltd. All rights reserved.
The Effect of Knowledge Sharing, Attitude, and Satisfaction on Novice University Students? Online Learning Achievement
(Anadolu Univ, 2023) Keskin, Sinan; Gunbatar, Mustafa Serkan; Cavus, Hayati
In the academic year 2020-2021, students who had been accepted onto a university in Turkiye began their studies with the use of emergency remote teaching (ERT). The aim of this study is to examine the causal relationship between academic achievement, online course satisfaction, attitudes towards online learning and knowledge sharing behaviors of these novice university students in terms of the emergency remote teaching process. This research was designed to make use of correlational research methods. The study group consisted of 437 freshmen students studying in the Faculty of Education at a public university in Turkiye. Research data were collected using the Knowledge Sharing Behavior scale, the Online Course Satisfaction scale, the Online Learning Attitude scale, and a learning achievement test. Research data were analyzed using descriptive statistics, Pearson correlation analysis, and path analysis. The results showed that general acceptance, knowledge receiving, individual awareness and perceived usefulness significantly affected online course satisfaction. On the other hand, knowledge giving and application effectiveness factors did not significantly affect online course satisfaction. It is noteworthy that individual awareness, which compares face-to-face teaching activities with ERT to identify the preferences and awareness of the students, had a negative impact on their satisfaction. Finally, it was determined that online course satisfaction had a significant but low-level effect on learning achievement. In order to increase student satisfaction with regard to the ERT process, it is recommended that the university makes the opportunities more visible and provide support for students' acceptance of the process. Future avenues and precautions about designing the ERT courses have been suggested in light of the research findings.
The Opinions of Academic Staff of Yuzuncu Yil University on Distance Education
(Kamla-raj Enterprises, 2015) Cavus, Hayati
It is important to consider the point of views and the willing of the academicians to be involved in the distance education courses, which have been started to be offered in most universities of Turkey in the recent years, as well as their readiness to these applications. It is also significant to identify the problems correctly to take measures in order to eliminate these existing problems. In this study, the perspectives of faculty members, working at the University of YuzuncuYil, on distance education programs were investigated. In, the research, already developed scale was used to collect data. In this study, the sampling method was not employed, instead the entire population was tried to be reached. However, the study was conducted with 540 faculty members. At the stage of data analysis, factor analysis, cluster analysis and descriptive statistical methods were Used. In this study, the perspectives of faculty members on distance education were found to be relatively positive.
Predictors of Computer Anxiety: a Factor Mixture Model Analysis
(Sage Publications inc, 2009) Marcoulides, George A.; Cavus, Hayati; Marcoulides, Laura D.; Gunbatar, Mustafa Serkan
A mixture modeling approach was used to assess the existence of latent classes in terms of the perceptions of individuals toward Computer anxiety and subsequently predictors of the identified latent classes were examined. The perceptions of individuals were measured using the Computer Anxiety Scale. Mixture models are ideally suited to represent subpopulations or classes of respondents with common patterns of responses. Using data from a sample of Turkish college students, two classes of respondents were identified and designated as occasionally uncomfortable users and as anxious computerphobic users. Results indicated that the best predictors of the identified classes were variables dealing with past computer experiences.
Relations Among Anxiety, Depression, and Dissociative Symptoms: the Influence of Abuse Subtype
(Routledge Journals, Taylor & Francis Ltd, 2009) Boysan, Murat; Goldsmith, Rachel E.; Cavus, Hayati; Kayri, Murat; Keskin, Siddik
The purpose of this study was to explore relations and mediating factors among dissociation, depression, and state-trait anxiety for individuals who experienced physical abuse, sexual abuse, both physical and sexual abuse, or no abuse. In all, 549 Turkish undergraduate university students participated in the study and completed the Dissociative Experiences Scale, the Beck Depression Inventory, the State-Trait Anxiety Inventory, and a demographic measure. Both physical abuse and sexual abuse were associated with elevated levels of dissociative symptoms and with pathological dissociation. Results demonstrated that patterns of relations between anxiety, depression, and the forms of dissociation differed significantly among the participants who reported sexual abuse as compared with the other groups. Results suggest that dissociative symptomatology may differ in its relation to depression and anxiety according to abuse subtype.