Browsing by Author "Guler, Cetin"

Now showing 1 - 4 of 4

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.
Evaluation of Online Course Materials: Eba Course Case
(Hacettepe Univ, 2021) Erensayin, Elif; Guler, Cetin
Considering the features of materials created for online courses, the aim of this study is to examine the current state of different educational materials of different branches in the EBA Course Module. This study is a mixed research. The study group of the research consisted of 338 branch teachers from different schools of 2016-2017 education academic year. Qualitative data were obtained from 34 branch teachers by applying semi-structured interview questions. Quantitative data were collected with the multimedia software evaluation form from 304 branch teachers. The evaluation of the materials in the EBA Course Module was conducted according to "educational features, content features, visual design features, student interaction and ease of use". With the analysis of qualitative data, the themes and codes belonging to these themes were formed. Some simple descriptive statistics of these themes and codes were presented. Similar descriptive statistics for quantitative data were given in a table as well. According to the qualitative data analysis, among the EBA Course materials the least positive code with 41% was in Geography branch. With 88%, the most positive code was in Religion Culture and Morality Branch. Science and Technology, Math and Physics were equal with 73% positive codes. According to the results derived from quantitative data, the participant teachers considered 95 (31, 3%) of EBA Course materials as "Usable", 113 (37, 2%) as "Examine and use", 96 (31, 6%) as "unworthy to use". The results of the current study may help instructional designers and teachers to develop or choose more efficient materials for online courses.
Learning With Interactive Whiteboards Determining the Factors on Promoting Interactive Whiteboards To Students by Technology Acceptance Model
(Emerald Group Publishing Ltd, 2015) Kilic, Eylem; Guler, Cetin; Celik, H. Eray; Tatli, Cemal
Purpose - The purpose of this study is to investigate the factors which might affect the intention to use interactive whiteboards (IWBs) by university students, using Technology Acceptance Model by the structural equation modeling approach. The following hypothesis guided the current study: H1. There is a positive relationship between IWB self-efficacy and perceived learning (PL). H2. There is a positive relationship between IWB self-efficacy and perceived ease of use (PEOU). H3. There is a positive relationship between IWB self-efficacy and perceived usefulness (PU). H4. There is a positive relationship between PL and PEOU. H5. There is a positive relationship between PL and PU. H6. There is a positive relationship between PEOU and attitude. H7. There is a positive relationship between PU and attitude. Design/methodology/approach - A survey method was used to collect the data. Purposive sampling was used, and 416 high-school students participated in the current study. Descriptive statistics and structural equation model conducted to test the proposed model were used in data analysis. Findings - All hypotheses formulated within the scope of the research model were statistically confirmed. H1, which assumed that interactive whiteboard self-efficacy (IWBSE) have had a positive impact on PL, was found to be statistically significant. The impact of IWBSE on PL was 0.61 which means that if IWBSE increases one unit, the impact on PL will be an average of 0.61 points. The relationship between IWBSE, which is expressed in H2 and H3, and, respectively, PEOU and PU latent variables, was statistically significant. IWBSE mostly affected PEOU (= 0.51, t = 7.92), and then PU (= 0.16, t = 2.43). The relationship between PL - which is expressed in H4 and H5-and, respectively, PEOU and PU latent variables, was statistically significant. IWBSE mostly affected PU (= 0.63, t = 7.94), and then PEOU (= 0.27, t = 3.95). Originality/value - It is aimed to transform the entire classes into computerized classes (Smart Class) around Turkey with FATIH project which includes usage of interactive boards. Because it is a very big project funded by the government, it is important to evaluate its adaptation among teachers and students. Therefore, the current study aims to investigate the factors which might affect the attitude to use IWBs by high-school students.
Use of Whatsapp in Higher Education: What's Up With Assessing Peers Anonymously
(Sage Publications inc, 2017) Guler, Cetin
The aim of this study is to investigate the use of WhatsApp application in anonymous peer assessment in higher education. The mobile phone application WhatsApp was used as both an anonymous and nonanonymous peer assessment tool in a classroom environment. The participants of the study were the students of two classes (sophomores and juniors), half of which were assigned to the anonymous peer assessment group and the other half to the nonanonymous peer assessment group for each class. The members of the anonymous groups used the personal messaging function of WhatsApp for assessment, whereas the nonanonymous groups used the group chat function of the application. WhatsApp was confirmed to be a valid tool for peer assessment, and it was shown that the required anonymity of the method was appropriate for the task. The students' perceived attitudes toward the procedure were found to be rather high, with no significant difference identified between the sophomores and junior groups related to the procedure.