| Issue Information Issue Information
pp. i - vi Abstract Keywords: | |
| Original Articles Challenges and Barriers in Implementing Lifelong Learning in Developing Countries
Ali YAZICI, Alipasa AYAS pp. 1 - 9 Abstract Knowledge took 1,750 years to double for the first time, counting from the start of the Christian era, and it is projected that by 2020 knowledge will double every 73 days. Humanity faces a new challenge in coping with this rapid change in knowledge and consequently, adopting himself/herself to this directly affected society. Lifelong Learning (LLL) seems to be the only tool to satisfactorily reply to this challenge. This article aims at discussing the main issues in LLL including Recognition of Prior Learning (RPL), using the approach in the European Union countries. In addition, challenges in Turkey’s recently completed European Union (EU) project “Promoting LLL in Turkey” are discussed. Based on these cases a roadmap and a set of recommendations for LLL in developing countries are given.
Keywords: Life Long Learning, LLL, e-Learning, RPL, Distance Education, Models of LLL | |
| Original Articles Teachers’ and Students’ Awareness Level of Their Roles in Distance Education
Canan DEVECI pp. 10 - 17 Abstract In recent years, a new education technique has been applied around the world which is called “Distance Education”. As the education is provided by means of diverse pedagogical instruments and methods, the roles of both teachers and students change as well. The purpose of this study is to reveal the teachers’ and the students’ opinions about the roles in Distance Education. We will attempt to investigate the awareness level of both sides in terms of teachers and students. The study will be conducted at Atatürk University which has been giving Distance Education for two years and which is very new in this field. A qualitative research design will be applied and 15 lecturers and 15 students from Atatürk University will be interviewed. Given the lack of relevant literature on Distance Education in Turkish context, this study is expected to contribute to the field and inspire further studies in academic settings.
Keywords: Distance education, teacher and student roles, awareness | |
| Original Articles Implementation of Fostering Giftedness in Science Teacher Training
Josef TRNA, Eva TRNOVA pp. 18 - 26 Abstract Wide support of giftedness in STEM (Science, Technology, Engineering and Mathematics) is a relevant social necessity. Gifted students have special educational needs. Fostering gifted students involves identification and development of their giftedness. This educational fostering of gifted students also plays an important role in their personal development. Crucial areas for the fostering of gifted students are: education of teachers in identifying and development giftedness, creation of a support system to help teachers and families in the education of gifted students, and setting up high-quality school facilities for gifted students. The creation of suitable conditions for the development of students gifted in STEM is an important task for teachers. This objective involves the identification and the development of giftedness to the highest possible level. The study presents the research results of science teacher training in educational methods suitable for fostering gifted students. Design-based research was used as the main research method.
Keywords: Giftedness, science education, teacher training | |
| Original Articles Designing Pcm Instruction by Using Assure Instructional Design Model
Bunyamin BAVLI, Yavuz ERISEN pp. 27 - 40 Abstract It is important to know Project Cycle Management (PCM) at the stage of preparing proposals and taking part in different roles (as a partner, a participant, a coordinator, expert, etc.) in individual and institutional projects of European Union, The Scientific and Technological Research Council of Turkey, Development Agency and other locally and internationally funded projects. In this study, Project Cycle Management (PCM) Instruction was designed for instructors and PhD candidates by using Assure Instructional Design model. In the context of the design, first, analysis of the learners, general characteristics, entry qualifications and learning styles are presented. Then, in line with the objectives of the design principles as it’s recommended by the Heinich and his colleagues, objectives of the instruction and educational attainments were stated by using ABCD's of instructional objectives. During the selection of method, media and materials to be used in PCM, learners’ characteristics were taken in to account. Later on, information about reviewing the selected media and materials, the use of the learning environment, preparation and participation of learners were presented. Finally, assessment and evaluation plan was presented in order to determine the level of access to objectives of the instruction.
Keywords: Instructional Design, Assure Instructional Design Model, Project Cycle Management (PCM) | |
| Original Articles School Administrators’ Opinions of Their ‘Multiple Intellegence Areas’ Levels
Celal GULSEN, Mehmet DEMIR pp. 41 - 50 Abstract This study was conducted to determine the views of administrators, who work in the schools affiliated to the Ministry of Education, on their intelligence areas based on the multiple intelligence theory. The research population consists of the principals and assistant principals who work in the public schools (primary and secondary) in Nevşehir province between 2012 and 2013. Since the whole population was reached, there was no need to a sample to represent it. In this study, “the Multiple Intelligence Assessment Survey”, which was developed by Gülşen (2012) on five-point Likert scale with ‘0,965’ Cronbach’s Alpha value, was adopted to determine the administrators’ ‘multiple intelligence areas’. According to the findings, there seemed no differentiation in the administrators’ intelligence area in terms of gender variable. As a result of the research, it has been seen that the school administrators see their ‘verbal/linguistic intelligence’ as the most developed with a 55,4% participation rate and they think they have other intelligence areas at different rates. Considering these results, it is suggested for the Ministry of Education to determine the policies encompassing the activities that may help the school administrators be better equipped about multiple intelligence types.
Keywords: Multiple Intelligence, School, Education, Educational Administration, School Administrators | |
| Original Articles Rational Learning in the Context of School (Non) Success
Bisera JEVTIĆ, Vesna LJ. MINIĆ, Marija JOVANOVIĆ pp. 51 - 62 Abstract Success and failure in school are two sides of a single educational process. Depending on the criteria by which to assess the quantity and quality of educational results, we can speak about school success, but also about school non-success (failure). In this paper, the authors present the interdependence between how students and teachers evaluate the level of representation and use of techniques and methods of effective learning in relation to the correlates of school (non)success. The authors associated the views on the techniques of effective learning with the intensity of motives that lead to school non-success. The intention is that the interdependence between the valuation techniques of rational learning and school failure is examined by calculating correlations and differences among the variables that represent these two. Data obtained in this study are consistent with theoretical facts, but also with the assumption that there is a statistically significant correlation between current practices of teachers which influence the stimulation towards efficient learning (visualization, correlation and design, perceiving ideas, openness of the senses, etc.) and the efficiency of their implementation with regards to the students' failure at school. Factorization of measuring variables indicates that the awareness of teachers concerning teaching techniques in the rational learning process should be reinforced, which is a good referral for a new research. Obtained results have helped us in solving general problems in school (non)success among adolescents and we believe that it will contribute to overcoming the current situation and to the improvements in our education system.
Keywords: School (non)success, efficient learning, cognitive deficit, self-confidence, investigative identity | |
| Original Articles A Study on English Preparatory Program Students’ Use and Acceptance of Mobile Phones
Murat HISMANOGLU, Yuksel ERSAN, Rasit COLAK pp. 63 - 76 Abstract This study aims to investigate how 125 students enrolled in an English Preparatory Program at a state university use and view mobile phones for different language learning purposes. To achieve this aim, the researchers utilized a questionnaire made up of three parts, namely, the demographic section, mobile phone usage and practice related section, and a section on the acceptance of mobile phones for language learning. They also interviewed with 10 students to obtain further information on their responses and transcribed students’ responses to the questions as they heard from students’ utterances. Results revealed that most of the students used mobile phones for voice communication and sending/receiving SMS messages. Furthermore, results showed that students generally accepted the use of mobile phones for language learning despite having some concerns about the quality that mobile phones can bring to learning English as a foreign language within/beyond the classroom context.
Keywords: Language learning, mobile learning, mobile language learning, educational technology, English preparatory program | |
| Original Articles The Effect of Music Education on the Empathy of Medical Students
Yuksel PIRGON pp. 77 - 86 Abstract In this study, a primary comparison was made of the levels of empathy of music and medical students and then the levels of empathy of the medical students were studied with regard to whether or not they had received any music education and the type of the music they preferred to listen to. The study included a total of 127 students comprising 49 music and 78 medical students. The data acquired from the Empathic Tendency Scale developed by Dokmen was analyzed using the t test for paired comparison and One-Way Analysis of Variance for groups of three or more. The results of the study demonstrated that medical students with music education have higher levels of empathic tendency and students who listen to classical music tend to be more “agreeable” than those who listen to other types of music.
Keywords: Music student, medical student, music education, music, empathy | |
| Original Articles Relations between Certain Types of Motivation and Self-Orientation
Kristina RANĐELOVIĆ, Dušan TODOROVIĆ pp. 87 - 94 Abstract The main goal of this research is to examine relations between certain types of motivation (intrinsic and extrinsic) and self-orientation which is defined by the assumptions of the Self-determination theory (integrated self, ego-invested self, impersonal self). The sample includes 399 students from different faculties in Serbia (42.4% male and 57.6% female), aged between 18 and 36 (AS = 21.14, SD = 2.42). Aspiration index was used to evaluate motivation and an Ego functioning questionnaire was used to evaluate self-orientation. Three hierarchical regression analysis were conducted in order to answer the questions of the research. In every analysis predictors are the same (intrinsic and extrinsic motivation), while the criteria are different (integrated self, ego-invested self and impersonal self). Based on the obtained findings, models from the second step were adopted and they include both types of motivation. Intrinsic and extrinsic motivation represent significant predictors of the integrated self and they explain 22.9% of the variance of the mentioned criterion. Intrinsic motivation is a better predictor of integrated self than extrinsic motivation. The results are similar when egoinvested self is concerned, however, extrinsic motivation proved to be a better predictor. Finally, in predicting impersonal self both types of motivation proved to be significant predictors. In this model as well as in the first one intrinsic motivation is a better predictor than extrinsic motivation. The results are in accordance with the basic assumptions of the Self-determination theory.
Keywords: Intrinsic and extrinsic motivation, self-orientation, Self-determination theory | |
| Original Articles Learning Assessment in a Self Learning Material
Mohammad Habibur RAHMAN pp. 95 - 101 Abstract Assessment in education must, first and foremost serve the purpose of effective learning. Assessment has an important role in a self-l learning activity using self-learning material. It is a dynamic component of distance learning. Due to spatial and temporal separation between teachers and learners, assessment provides perhaps the only indication of the student progress in the learning process. Questions or tasks are continuously evaluated to determine whether the learners can challenge old assumptions and create new meaning perspectives. Learning assessment provide with the information about learner achievement after finishing the learning process. Assessment question in a self-learning material can be used as a tool to activate learner to study. This step is important in a learning process not only for conventional instruction, but also for distance learning. Without learning assessment we will not know the result of a learning process easily. So, it is important to use the right kind of assessment for the learning. This paper discusses the purposes and the role of learning assessment in a self- learning material.
Keywords: Assessment, self- learning, material, question, assignment | |
| Original Articles Context Aware Ubiquitous Learning Milieus in Distance Learning
Hakan KILINC, T. Volkan YUZER pp. 102 - 111 Abstract Problems such as temporal and spatial limitations imposed by traditional learning environments can be overcome by distance learning environments. Thanks to e-learning environments, in particular, learners can access learning resources anywhere and anytime they like without being subjected to the limitations of time and space. Orientations in e-learning environments can also change in parallel to the developments in information and communication technologies. As a result of the technological advancements, which have been being accelerated since the first quarter of the 20th century, detection technologies such as radio frequencies have also begun to be used in learning environments. Thanks to detection technologies, it is possible to detect locations of learners in the spatial dimension and provide them with the necessary learning contents simultaneously. It is seen that context-aware ubiquitous learning (u-learning), which engages detection technologies, encompasses mobile learning (m-learning) and e-learning environments. This study, which is based on context-aware ubiquitous learning environments, aims to examine and explain the contributions of context-aware ubiquitous learning environments to distance education systems and learners. In accordance with this aim, qualitative interviews were made with specialists of the relevant fields to get their opinions regarding how context-aware ubiquitous learning environments could be used, and some suggestions regarding the use of context-aware ubiquitous learning environments in learning processes were made based on the themes that emerged as a result of these interviews.
Keywords: Context-aware Ubiquitous Learning, Ubiquitous Learning Technology, Internet-based Learning Environments | |
| Original Articles Distance Education Undergraduate Students' Experiences of Project Work Supervision in Namibia
Nchindo Richardson MBUKUSA pp. 112 - 124 Abstract Meeting with supervisors is part of the practices for any first time graduate research student. However, was the meeting effectively conducted? Did the meeting really help the student to progress in their research and did the supervisor give proper guidance and advice to the aspiring research student during the meeting? Despite several international studies that have been conducted on MA and PhD supervision, little qualitative investigation has been conducted on students doing undergraduate project work in an attempt to understand how the supervisory relationship is experienced. In response, 75 students from rural and urban schools doing Specialised Diploma in Educational Management and Leadership (SDEML) at the Centre for External Studies, University of Namibia (CES-UNAM) were interviewed using focus group interviews. The study results centred on the theme of project supervision as an academic support service with themes such as ineffective supervision feedback from supervisors, supervision feedback too little too late from supervisors, inadequate vacation school guidance on supervision and lack of commitment from supervisors. Supervisors must help their students understand that they need to manage their interactions with supervisors and fellow students doing the same programme. Students empowered with the knowledge of helping them manage their experiences as distance education students could lead to added confidence and decision-making ability, thus reducing the burden on supervisors. Students’ and supervisors’ combined awareness and acceptance of students as managers of the interactive supervision process could develop into an added dimension of self-regulated learning, which has been identified as an important element in graduate education (Styles and Radloff, 2001).
Keywords: Supervision, undergraduate students, focus group interviews, supervisory relationships, feedback | |
| Original Articles Competitiveness and Motivation for Education among University Students
Darja KOBAL GRUM, Bojan GRUM pp. 125 - 136 Abstract The main research goal was to investigate the relationship between motivation for education and competitive attitude. 409 university students filled in a battery of questionnaires, including the Academic Motivation Scale (Vallerand et al., 1992), General Need Satisfaction Scale (Gagne, 2003), Competition Motivation Questionnaire (Franken & Brown, 1995), Hypercompetitive Attitude Scale (Ryckman et al., 1990) and Personal Development Competitive Attitude Scale (Ryckman et al., 1996). Comparing males and females, the results show significant differences in motivation for education and competitive attitude. We also found some significant differences with regard to students' study fields in motivation for education and hypercompetitive attitude. The findings of our research can be useful in improving the study process by stimulating intrinsic motivation and competition in the spirit of personal development.
Keywords: Motivation for education, competitive attitude, hyper-competitiveness, university students | |
| Original Articles Distance Language Learning: Students’ Views of Challenges and Solutions
Rahmat BUDIMAN pp. 137 - 147 Abstract This paper reports the findings from the first stage qualitative data analysis of a longitudinal study investigating factors that affect students’ achievement in a distance learning English writing course. Data were collected from mandatory self-report questions embedded in questionnaires that were distributed by post and an online survey. The participants included 164 students studying in the English Department of an open university in Indonesia1. The participants were asked to identify the challenges they encountered during their learning on the first of four writing courses. They were also asked to identify possible solutions to the challenges. Their responses were analysed using NVivo version 10 and the responses were then coded and grouped into themes. An emerging area related to student expectation was identified. To reduce biases of the researcher, two randomly selected samples of the responses were reviewed through a double-blind review. The findings show that the challenges fell into three categories: academic, technical, and personal issues. Similarly, solutions consisted of the same three issues. Meanwhile, student expectations focused on academic and technical issues.
Keywords: Distance learning, challenges, solutions, expectations | |
| Original Articles Itouying: a Serious Game for Learning Orthographic Projection
Ming-Hung CHU, Tay-Sheng JENG, Chien-Hsu CHEN pp. 148 - 164 Abstract Today's student learning style is much different than before. Many researches have shown that games are a powerful tool in many educational domains, but there is no specific research discuss how to use games to strengthen orthographic projection learning. Therefore, the goal of this paper is to investigate what makes orthographic projection learning difficult in vocational education settings, and then design a game to combat these issue. The ITouYing game is composed of seven sub-units, including 1) Orthographic projection concept, 2) Orthographic projection knowledge quiz, 3) Plane type judge, 4) Stain in plane, 5) Proper view selection, 6) Three view match, and 7) Proper 3-D model selection. Results for ITouYing's effectiveness for learning were examined. They indicated that students like to use the ITouYing game, because it can enhance the student's natural' orthographic projection abilities and also is able to improve student visualization skills between 3-D model and multi-view.
Keywords: Vocational education, Orthographic projection, Serious game, Multi-view, 3-D model | |
| Original Articles International Student Satisfaction of Antalya International University Students
Engin OZTURK, Ibrahim Halil CANKAYA pp. 165 - 173 Abstract Student satisfaction is crucial for educational institutes, especially universities. This study utilizes “Net Promoter Score”, which is a management tool that can be used to gauge the loyalty of a firm’s customer relationships. It serves as an alternative to traditional customer satisfaction research. Although criticized, it has been widely used mainly because of its simplicity and practicality. Another reason that leaded to this method is that it has been utilized in “Key influencers of international student satisfaction in Europe” reports prepared 3 times by StudyPortals since 2011 (www.studyportals.eu) which has more than 1200 participating universities in 40 countries in its Student Experience Exchange Platform (STeXX) project funded by the European Union in 2010‐2011, forming a basis of comparison for the outcomes of the research. This research aims to reveal the international student satisfaction of Antalya International University students.
Keywords: Student satisfaction, Mobility, Higher education, International education | |
| Original Articles A Classification of Student Skills and Competencies in Open and Distance Learning
Ela AKGUN OZBEK pp. 174 - 185 Abstract The rapid growth of world population has increased the demand for education and face to face education has become insufficient to supply this demand. As a response to this, open and distance learning has become one of the fundamental approaches to obviate this paucity. Specifically, the online practices of open and distance learning that are facilitated by Internet technologies have become frequently applied practices instead of being an alternative to face to face education. Because it is a type of learning that learners experience relatively distant from each other and the instructor, open and distance learning is a process of learning that necessitates learners to employ various competencies and skills. In the present study, a review of literature is made and 58 skills and competencies are identified. These are later classified as metacognitive, cognitive, technological and affective competencies and skills. It is believed that such a classification may provide guidance in making informed decisions in the design of the learning processes, the determination of readiness of learners, and in the identification and modification of the content of orientation activities that are prepared to make students develop these skills in open and learning. It is also believed that such a classification can be used to survey student readiness for open and distance learning, and identify the domains that need to be supported most.
Keywords: Open and distance learning, learner competencies, learner skills, classification | |
| Original Articles Perspectives of Foreign Students Towards Distance Education
Mustafa COSAR pp. 186 - 193 Abstract It is common that even though distance education is of lots of advantages, it may also have many disadvantages when it is not planned appropriately. The condition that the integration of the foreign students into the system of distance education and their success levels is one of these disadvantages. The students with a certain level of Turkish knowledge face many challenges such as understanding course contents, communicating with their fellows and lecturers, using course automation system, therefore, most of the time, they prefer face-to-face education. The current study explores the effects of the distance education of two courses, Turkish Language and Atatürk's Principles and History of Turkish Revolution, on the foreign students enrolled at Hitit University in Spring term in 2014-2015 academic year. Data were collected by means of a questionnaire and various significant findings were defined. Thanks to the collected data, it has been determined what issues should be emphasized more and what kinds of assistanceship should be provided for the students while distance education system is set up for the users. Obviously, the current study will contribute positively for such potential future distance education programs founded by the institutions.
Keywords: Distance education, foreign student, blended-learning | |
| Original Articles The Analysis of Learning Modality of Music Teacher Candidates
Ezgi BABACAN pp. 194 - 205 Abstract The researches on learning styles have put forward the necessity that during music education in different dimensions dominant learning style preferences should be used in learning process, their relationships with musical assignments and effectiveness. Besides, it is seen that teaching methods which make learning easier according to visual, auditory and kinesthetic learning qualities are suggested in musical learning. The purpose of this research is to determine learning modality of teacher candidates in Music Education Department and analyse them according to different variances. In this research, in which the relationship between learning modalities of music teacher candidates and their levels of gender, class, age, individual instrument and academic success is analysed, relational screening model has been used. 113 students who have been going on education in the Department of Music Education in Necmetin Erbakan University A.K.E.F. during 2014-2015 academic year comprise the sample of the research. The data which have been obtained in the research have been gathered via personal information form and BIG16 Learning Modalities Inventory, developed by Şimşek (2002). The inventory consists of 48 items and three learning modalities as visual, auditory and kinesthetic take part. In the result of the research, it has been concluded that more than the half of music teacher candidates (%60,2) mainly prefer using a mixed visual-auditory-kinesthetic modality. It has been determined that there is not any significant variation between gender, age, class, individual instrument, general academic average variances and their learning modalities.
Keywords: Music Education, Music Teacher Candidates, Learning Modalities | |
| Original Articles Is Learning Effective with Social Networks? Let’s Investigate!
Nil GOKSEL CANBEK, Jace HARGIS pp. 206 - 215 Abstract There is extensive literature which shares the effectiveness of collaborative learning. Instructional strategies, which have been used to guide collaboration efforts include derivatives of inquirybased learning such as project based, problem based, experiential, service and challenge based learning. Initially, the World Wide Web allowed greater ease of connecting to educators, hence the potential for collaboration increased. The significant advantage, which was provided with the Web 2.0 era, was to accelerate the opportunities for educational innovations through social networks in which educators and learners are able to engage in a two way interaction both individually and in groups, collaboratively. The authors of this study believe that many of these innovations align directly with the premise of connectivism. In this study, Educational Social Networking Sites (SNSs) such as Twitter, LinkedIn, Classroom 2.0, Facebook, Google Plus, Plurk Educator’s PLN, Sophia, Learn Central, ISTE Community, WhoTeaches Edutopia, Technology Integration in Education, The 21st Century Teacher, Better Lesson Diipo, Intel Education Teachers Engage Community, Everloop, Edudemic, K12 Advantage, Collaborative Translation and Second Life virtual worlds will be investigated in terms of educational connectedness and efficacy. Specific examples will be examined which highlight the power of social networking for effective teaching and learning within the scope of Distance Education and Open Educational Resources (OER).
Keywords: Educational Social Networking Sites (SNSs), Connectivism, Collaboration, Distance Education, OER |