Eğitim Bilimleri Fakültesi / Faculty of Education

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

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    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.
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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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    People Counting at Campuses
    (2015) Cetinkaya, Huseyin Hakan; Akcay, Muammer
    People counting systems aim at automatically estimating the number of people indoor and outdoor places. They are widely used in retail environment; determining conversion ratio, advertising and promotional evaluations. And they can be used for transportation management system and video surveillance. This paper presents a model of estimating the number of people in several scenarios at campuses based on face detection. Several considerations for counting people at campuses are illustrated in this paper, and experimental results of the developed method are explained and shown preliminary results. Moreover, it is investigated the possible importance of people counting in the scenarios where potential learners are watching a bulletin board and are captured via a single camera. (C) 2015 The Authors. Published by Elsevier Ltd.