Browsing by Author "Yucel, Ummuhan Avci"

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Knowledge Building and The Quantity, Content and Quality of the Interaction and Participation of Students in an Online Collaborative Learning Environment
(2016) Yucel, Ummuhan Avci; Usluel, Yasemin Kocak
The processes of knowledge building, the interaction and participation of students in an online collaborative learning environment and the relations among them are investigated. The investigation involved a procedure carried out over 14 weeks in an online collaborative learning environment. During the procedure, the knowledge building process was executed over Knowledge Forum and the planning process over Moodle LMS. The scaffolds, quantity, content and quality of interaction and participation, and relations between scaffolds and the quantity of interaction and participation were reviewed. The participants were 145 prospective teachers. In this research, a convergent parallel design method was employed. Data were collected from multiple sources, including the log records and the content analysis of Knowledge Forum postings. Development was observed in terms of the use of opinion building and expressing forms and note creation and build-on of the students in the knowledge building processes within the online collaborative learning environment. Furthermore, most of the academic content and the quality of interaction and participation were indicators of progress of the individual student and groups of students. There was a significant increase in the quality of interaction and participation from the beginning of the term to the end of term. It is suggested that the 14-week knowledge building process contributed to learning. It was found that there was a significant relation between the use of opinion building and expressing forms and the creation and build-on of notes by the students. Results show that the course offered in an online collaborative knowledge building environment contributed to opinion building and expression, the quantity, content and quality of interaction and participation, and thus the learning of students. (C) 2016 Elsevier Ltd. All rights reserved.
Perceptions of Pedagogical Formation Students About Web 2.0 Tools and Educational Practices
(2017) Yucel, Ummuhan Avci; 0000-0001-7007-1478; A-8635-2019
This study aims to examine pedagogical formation students' perceptions about Web 2.0 tools and educational practices. A case study approach forms the methodological framework of this study. This study was conducted with 42 pedagogical formation students of an Instructional Technology and Material Design course during the 2014-2015 spring semester. During the course, the students created digital materials such as puzzles, concept maps, worksheets, presentations and posters by using software including Prezi, Glogster, and Webspiration. Furthermore they were introduced to numerous Web 2.0 tools which were required learning for the purpose of the course. The data for this study was collected by the researcher through a questionnaire and open-ended questions developed in order to identify students' views on Web 2.0 tools and educational practices they will face in their future professional life. Content analysis, frequency and percentage were used in the analysis of data. Answers to the following were sought from the data analysis: (1) which Web 2.0 tools do students use or planned to use in their current and future professional life (teaching profession); (2) what are the reasons students want to use Web 2.0 tools in their professional life as a teacher; (3) what are the views of students about their use of Web 2.0 tools in the educational context; and (4) what are students' views about Web 3.0 technologies and the changes and innovations that will be brought about by these technologies in the field of education.
Place of Creativity in Educational Technology: A Systematic Review of the Literature
(2015) Yalcinalp, Serpil; Yucel, Ummuhan Avci; 0000-0001-7007-1478; A-8635-2019
Educators must keep track on each new strategy, method or application as well as on technologies that is implemented in learning and teaching phenomena. Especially reflections on the use and integration of educational technologies are very important in planning, designing and developing effective uses of them. As the new skills and knowledge required for the manpower of our technology driven societies are being identified, it is not a surprise that creativity is becoming as one of the most important characteristics in our digital age. In turn, being one of the most crucial consequences in students' learning and development, effect of such technologies on students' creativity must be considered carefully. This study aimed to identify and synthesize articles in "creativity and use of technologies in education" area. Systematic review methodology was used to search one digital library, web of science. The main research question that guided this systematic review was: "what are the impacts of using educational technologies on creativity of students". As the second step of systematic review, main category of keyword was defined by the term "creativity and education. To define the categories of educational technology, the taxonomy based on NMC Horizon Report that illustrated the primary origin and use of the technology was used as; digital strategies, internet technologies, learning technologies, social media technologies and visual technologies. Fifty (50) research articles were determined which published between 2013 and 2015 and indexed in the Web of Science. Those articles were analysed quantitatively based on main categories of general information, methodology, and context. In selection and analysis of the papers, main focus points were the type of education tool or system that is used, and its impacts on creativity. Both researchers were involved in all steps of the analysis of papers and one colleague had helped for the control of selection criteria. Researchers were carefully gone through a surface analysis by reading the abstract, purpose, result and conclusion parts. Then a set of fifty papers were selected for further analysis. The papers were classified according to above mentioned categories as; General Information; regarding the title, authors, publication year, journal name, country, no. of times cited, keywords, and discipline. Methodology; Information regarding the methodology such as research method, number and level of participants, variables, sampling method, type/category of educational technology used, data collection strategies and tools, analysis methods. Context; Information regarding the discipline and topic studied, and type of educational technology being used Each of those categories was analysed quantitatively. Quantitative analysis consisted of descriptive statistics (in terms of frequencies and numbers).
Teachers' Burnout: Indicators of Burnout and Investigation of the Indicators in terms of Different Variables
(2014) Seferoglu, Suleyman Sadi; Yildiz, Hatice; Yucel, Ummuhan Avci; https://orcid.org/0000-0001-7007-1478; A-8635-2019