Eğitim Bilimleri Fakültesi / Faculty of Education

Permanent URI for this collectionhttps://hdl.handle.net/11727/2116

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2018 - 20204

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Author: search.filters.author.Avci, Ummuhan

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    Examination of using monoscopic three-dimensional (M3D) and stereoscopic three-dimensional (S3D) animation on students
    (2020) Tasti, Mehmet Burak; Avci, Ummuhan; 0000-0001-7007-1478; A-8635-2019
    This study examined the effect of using Monoscopic Three-Dimensional (M3D) and Stereoscopic Three-Dimensional (S3D) animation on students' achievement and perceptions. A total of 66 ninth-grade students participated in this Explanatory Sequential Mixed Design study. At the beginning of the study, an academic achievement test was applied, and then at the end of the study the same academic achievement test, plus an animation opinion scale, an animation rubric, and a structured interview form were applied to both groups. T-test, descriptive statistics, and content analysis were used for the data analysis. The results showed a significant difference in the post-test scores in favour of the students using the S3D animation. Both groups of students provided positive feedback concerning the use of animations in their course; however, they highlighted that S3D animations were more effective and enjoyable. Conclusively, this study is expected to contribute to the limited literature and open a new window for future studies. Additionally, this study may guide instructors towards increasing the effectiveness and efficiency of their instruction within courses that require visual input and scaffolding.
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    Examining the role of sentence openers, role assignment scaffolds and self-determination in collaborative knowledge building
    (2020) Avci, Ummuhan; 0000-0001-7007-1478; A-8635-2019
    Scaffolds establish a cognitive connection with the students and what they want to express. Supporting the collaborative knowledge building process with scaffolds is crucial for the participation and continuity in the online discussions. In this research, where a quasi-experimental design is used, the contributions of the students in the online collaborative knowledge building process are examined in terms of role assignment, sentence opener scaffolds, and self-determination. 77 teacher candidates, who are registered to Computer II course, are assigned to 4 groups, in three of which scaffolds are used, and in the remaining one of which scaffolds are not used. The students contribute to the knowledge building process in the first group by using the sentence openers, in the second group by being assigned with roles, in the third group by both being assigned with roles, and using the sentence openers appertaining to the respective roles, and in the fourth group by not making use of any scaffold. Using content analysis and MANOVA, the research results reveal that using scaffolds, especially the combination of sentence openers and role assignment scaffolds encouraged higher cognitive levels of knowledge building. Significant differences with high effects were found between the groups for the dimensions of self-determination: self-awareness and perceived choice. The research points out some suggestions for future research.
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    Online students' LMS activities and their effect on engagement, information literacy and academic performance
    (2019) Avci, Ummuhan; Ergun, Esin; 0000-0001-7007-1478; A-8635-2019
    The purpose of this study was to examine online students' LMS activities and the effect on their engagement, information literacy, and academic performance. The participants of the study were 65 undergraduate students enrolled to an online "Computer Literacy" course. Cluster analysis was performed on the log data gathered from LMS activities, and participation levels were grouped according to two levels, as high participation and low participation. Multivariate analysis of variance (MANOVA) revealed that LMS participation levels could play an important role on student academic performance and engagement, but not for student information literacy. Closely monitoring student participation levels can help instructors determine students' needs and support learning accordingly. It can be stated that high levels of student participation enhance students' engagements to online courses. Thus, learning difficulties in online learning environments can be prevented. These findings may have implications for students' online learning processes, and also for instructional designs as they play an important role in enhancing students' success in online learning environments.
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    Knowledge Sharing Self-Efficacy, Motivation and Sense of Community as Predictors of Knowledge Receiving and Giving Behaviors
    (2018) Avci, Ummuhan; Ergun, Esin; 0000-0001-7007-1478; A-8635-2019
    This study examines the extent to which knowledge sharing self-efficacy, motivation and sense of community variables predict undergraduate students' knowledge sharing behaviors (knowledge receiving and knowledge giving) in online learning environments. The participants included undergraduate students (N = 284) from two different universities in Turkey. Stepwise multiple regression analyses were carried out to identify the variables predicting knowledge sharing behaviors as knowledge giving and receiving behaviors. The results revealed that both knowledge giving and receiving behaviors were best predicted by knowledge sharing self-efficacy, followed by motivations and sense of community. External effects and growth of aim affected knowledge receiving, whereas only internal effects affected knowledge giving. The independence factor giving.