ethanporcaro/eric-fulltext-meta huggingface dataset:
An In-Depth Look into Perceived Technology Proficiency of Turkish Teachers of English and Their Technology Practices
Author: Erdin, Yasar
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Technological Literacy,Technology Uses in Education,Educational Technology,Self Efficacy,Gender Differences,Age Differences,Teaching Experience,Instructional Program Divisions,Time,Public Schools,Private Schools,Teaching Conditions,Elementary Secondary Education,Postsecondary Education

Lots of innovations have been introduced into our lives with the 21st century. They offer great affordances and are benefited in every sphere of life. On the other hand, these innovations change our habits, including our teaching/learning habits. Therefore, actors in educational environments, especially teachers, have to keep pace with such changes, which requires being competent in the use of technological devices. Starting from this point of view, this study attempts to find out how Turkish teachers of English are doing in this process, and if such variables as their sex, age, what level they teach, whether they teach at a private or state institution, how long they have been teaching, and the duration of time they spend in technological environments affect their perceived technology proficiency. Survey research method was used, and data was collected via the Technology Proficiency Self-Assessment Questionnaire for 21st Century Learning (TPSA C-21) (Christensen &amp; Knezek, 2017) from 273 participants. The results indicate that the participants' gender, age, years of teaching experience and what level they teach do not affect their perceived technology proficiency while how much time they spend in technological environments and whether they teach at a public or private school do.
E-Learning Experience: Modeling Students&apos; E-Learning Interactions Using Log Data
Author: Keskin, Sinan
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Learning Experience,Models,Learning Activities,Learning Analytics,Factor Analysis,Formative Evaluation,Interaction,Preservice Teachers,Integrated Learning Systems

This study aims to examine e-learning experiences of the learners by using learner system interaction metrics. In this context, an e-learning environment has been structured within the scope of a course. Learners interacted with learning activities and leave various traces when they interact with others, contents, and assessment tasks. Log data were formed on these e-learning interactions. In the data analysis phase, firstly, a data pre-processing was performed, and then confirmatory factor analysis (CFA) was used to test how well the measured learning activity variables represent the latent system component variables. Then it was tested whether these components compose a latent e-learning experience variable (second-order CFA). The results showed that the learners interacted with five different system components: hypertext, the content package, video, discussion, and e-assessment. In conclusion, there is a factorial relationship between the system components and learning activities. These components taken together constitute an e-learning experience variable. When the factor loadings between the e-learning experience structure and subcomponents were examined, the discussion interactions in which the learner structured knowledge highlighted. In summary, the discussions, formative assessments, and content activities formed the learners' e-learning experience together. In order to form a well-structured e-learning environment, these activities together should be experienced by the learners.
Parents&apos; Views on Distance Education during the COVID-19 Pandemic
Author: Gür, Hülya
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Distance Education,COVID-19,Pandemics,Internet,Foreign Countries,Instructional Effectiveness,Middle Schools,Barriers,Educational Television,Attention Control,Educational Environment,Student Motivation

This study was conducted to reveal how parents perceive the distance education process during the COVID-19 pandemic. The study group consists of 15 participants in Lüleburgaz district of Kirklareli province. The case study design, one of the qualitative research methods, was used in the study and data were collected online with a semi-structured interview form. Demographic characteristics, problems experienced by parents in distance education during the COVID-19 pandemic, positive and negative experiences, and opinions were interrogated via &quot;Google Forms&quot;. The descriptive analysis and content analysis methods were preferred to analyse data. The results showed that parents attributed the inability to learn efficiently during the COVID-19 process to the inefficacy of online education, distraction, anxiety, environment, and noise. Trainings can be given to parents so that they can help their children efficiently in the distance education process. It is recommended that internet infrastructure be strengthened to deal with connection problems.
High School Students&apos; Experiences with Emergency Remote Teaching
Author: Han Tosunoglu, Cigdem
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,Distance Education,Student Attitudes,High School Students,Technological Literacy,Educational Environment,School Closing,Online Courses,Barriers,Educational Technology,Technology Uses in Education,Affective Behavior,Student Adjustment

The COVID-19 pandemic has led to the closure of schools in Turkey and the online delivery of education through digital tools. The aim of the study is to reveal the experiences and opinions of high school students in the emergency remote teaching process. In this sense, data was collected with semi-structured interview form with 25 high school students. The data obtained within the scope of the study were analyzed by content analysis method. The results show that student experiences are shaped around four dimensions as a learning environment, affective, technological literacy and teaching-learning process. In general, it shows that students have difficulties in integrating into the new learning environment. In order not to experience similar problems in the future emergency remote teaching process and to integrate more effectively, a systematically and effectively planned distance learning system should be designed, and the necessary trainings should be provided for educators to master online pedagogy.
Investigation of the Effect of Augmented Reality Application on Preschool Children&apos;s Knowledge of Space
Author: Düzyol, Endam
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Preschool Children,Knowledge Level,Science Education,Teaching Methods,Astronomy,Student Attitudes,Foreign Countries

In this study, it is aimed to examine the effect of augmented reality application on preschool children's knowledge of space. A mixed method, which combines both quantitative and qualitative methods, was used in the study. The study group consists of 24 children aged 60-72 months. In the study, a 10-question form created in line with the opinions of experts in the field of pre-school and science education was used to measure preschool children's knowledge of space. Children's views on the augmented reality practice were determined through semi-structured interviews. Space-themed augmented reality card set for teaching space in the experimental group; in the control group, 2D visuals were used. Obtained data were analyzed using Mann Whitney U test and Wilcoxon test. In the study, it was found that the knowledge levels of the children in the experimental and control groups before the application were close to each other; as a result of the trainings made with the augmented reality application, it was seen that the level of knowledge increased in favor of the experimental group. As a result of the interviews with the children, it was determined that the augmented reality practice drew more attention of the children, created a greater sense of reality, and got them excited compared to the practice with two-dimensional visuals. It has been observed that there are not many studies on supporting preschool children's knowledge of space with technological tools. In this context, it is thought that the study will shed light on the literature.
Review of Student Opinions on Blended Educational Implementations in the Pandemic Process: A Case Study
Author: Cukurbasi, Baris
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Student Attitudes,Blended Learning,Educational Technology,Programming,Vocational Education,Associate Degrees,Flipped Classroom,Distance Education,Video Technology,Online Courses,Foreign Countries,Program Effectiveness

The study has aimed to examine student views and experiences related to distance education, flipped classroom, distance flipped classroom, and face-to-face learning activities carried out over the semester. In this context, student opinions regarding mixed educational experiences in four courses planned and carried out over a semester were examined according to the blended education practices implemented by the Council of Higher Education with the fall semester of 2021-2022. In the research planned as a case study, 42 students who studied in the first year of the vocational school computer programming associate program formed the working group. The opinion survey developed by the researcher was used. Content analysis and descriptive statistics were used in the analysis of the obtained data. As a result of the research, it was found that flipped classrooms and distance flipped classrooms are effective applications in students' learning, and pre-class videos are an important resource for students to come prepared for lessons and repeat the course.
Technology Integration in Teaching English as a Foreign Language: A Content Analysis Study
Author: Basar, Tarik
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Integration,English (Second Language),Second Language Instruction,Foreign Countries,Higher Education,Student Attitudes,Teacher Attitudes,Literature Reviews

The main purpose of this research is to identify research trends that have been conducted over the last five years (2016-2020) on the role of technology integration in teaching English as a foreign language. For this purpose, the descriptive content analysis is used in the research. In accordance with the keywords, systematic review was carried out and 366 studies were included in the scope of the research. The study has revealed that there is an increasing trend in the number of studies from 2016 onwards and what's more, flipped learning and mobile-assisted language learning subjects are among the mostly studied subjects. In the studies, experimental designs were chosen more, as a data collection tool, questionnaire/scale was preferred; and descriptive statistics were preferred more as a data analysis technique. In most of the studies, the sample group consists of university students and the sample size is in the range of 0-50. In addition, when the results in the studies within the scope of the research are analyzed, the most obtained result is that the participants' views on technology integration are positive. Based on the trends of the studies examined within the scope of the research, this study offers recommendations for the future studies in the field.
Contextualizing Social Media Ecology and Its Pedagogical Affordances: The Perspective of High School Teachers
Author: Otchie, Wilson O.
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Ecology,Affordances,Teacher Attitudes,Secondary School Teachers,Technology Uses in Education,Computer Oriented Programs,Informal Education,Technology Integration,Foreign Countries

The potential of social media technology has made its use a daily habit among individuals, institutions, and communities. However, several studies on technology adoption, especially social media use in education, focus more on its impact on the student than the teacher, who is generally perceived as a key stakeholder. This study used purposive sampling to select teachers who taught grades 7-10 and had used social media in their teaching activities. In-depth interviews were carried out with participating teachers to get their opinions and perspectives about how they used social media in their teaching activities (N=11). Inductive and deductive coding were used for the latent content analysis and four categories emerged: (1) SM technology in the classroom, (2) positive perceived contextual affordances, (3) negative perceived contextual affordances, and (4) support for social media. Results of the study show that, besides the schools' learning management systems, YouTube was the major SM app that was regularly used by participants in their lessons. Also, all participating teachers expressed their interest in teaching with social media. However, they cited some challenges as weaknesses towards social media use in teaching.
How Central Is the PISA Outcomes on Human Development?
Author: Avcu, Akif
Date: 2021-12-00
Type: Journal Articles
Subjects: Outcomes of Education,Foreign Countries,International Assessment,Achievement Tests,Secondary School Students,Educational Indicators,Cross Cultural Studies,Scores,Gender Differences,Social Differences,Educational Attainment,Secondary Education,Correlation,Economic Development,Network Analysis

In contrast to traditional statistical approaches, which assume the existence of a latent common cause leading to the emergence and covariance of indicators, network modeling assumes that latent features emerge because of interactions between indicators. Clearly, such a way of treating the results of the Program for International Student Assessment and other development indicators better reflects the mutual interactions among indicators. With this aim, the network pattern of development indicators was uncovered and graphically represented, the most important and least important indicators were identified. In addition, the indicators that are more closely related to the results of the Program for International Student Assessment were also identified. The United Nations Development Program data were used for the analyzes. Data from 2015 for sixty-six countries were used, consisting of thirteen development indicators. The data were analyzed in the statistical program R using the package &quot;qgraph&quot;. The results showed that Program for International Student Assessment scores were not central to other development indicators, while they were closely associated with gender inequality, secondary school completion rate, and unequal life expectancies. These findings were discussed based on the existing literature and some recommendations were made for policy makers and for future research.
Examining Prospective Teachers&apos; Metacognitive Learning Strategies and Self-Regulated Online Learning Levels during COVID-19 Pandemic
Author: Tümen-Akyildiz, Seçil
Date: 2021-12-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Distance Education,Self Management,Metacognition,Learning Strategies,Predictor Variables,Preservice Teachers,Teacher Education Programs,Foreign Countries,Gender Differences,Intellectual Disciplines,Instructional Program Divisions,Time Factors (Learning)

The COVID-19 pandemic is a challenge to education. To address this crisis, online or distance learning came to the fore. Educators recommended student-centered practices to weather the storm. Therefore, the incorporation of self-regulated learning (SRL) and metacognitive learning strategies (MLS) into online learning is considered necessary. Therefore, the aim of this study was to investigate the use of self-regulated online learning (SROL) and students' MLS levels, explore the relationship between them, and find out how the use of MLS predicts the online SRL capacities of Turkish trainee teachers in the period of distance education and contributes to the new educational paradigm after the pandemic. The study was designed as a correlational survey model in which 567 prospective teachers from Firat University Faculty of Education in Turkey participated. Data were collected using the MLS Determination Scale-SROL questionnaire for prospective teachers. Data were analysed using t-test, ANOVA and simple linear regression. The results revealed that the participants have high levels of SROL and use MLS frequently. While SROL and MLS levels of participants do not differ in terms of gender, they differ concerning participants' departments, class levels, and time of self-study. Lastly, the use of MLS was a positive predictor of SROL.
The Effect of Professional Development Programs on Teachers&apos; Self-Efficacy Beliefs in Science Teaching: A Meta-Analysis Study
Author: Baysal, Yunus Emre
Date: 2021-12-00
Type: Journal Articles
Subjects: Faculty Development,Self Efficacy,Teacher Attitudes,Science Instruction,Meta Analysis,Effect Size,Program Effectiveness

This study examined the effect size of professional development programs on teachers' science teaching by meta-analysis method. For this purpose, literature review was made on existing national and international studies. In this context, master's thesis, doctoral dissertation, and articles conducted between 1990 and 2019 were appropriate for the research problem and had statistical data to be included in the meta-analysis study were reviewed and investigated in Turkish and English from national and international databases. As a result of the literature review, 1072 national and international related studies were reached. Among these studies, it was determined that 14 studies (N=969) met the inclusion criteria. The effect sizes and the combined effect size of the studies were calculated using &quot;Comprehensive Meta-Analysis v2.0 (CMA) Statistical Package Program&quot;. In the studies combined with random effects in the model, the effect size of professional development programs on teachers' self-efficacy beliefs in science teaching was found to be &quot;moderate&quot;. As a result of the heterogeneity test, the study was found to have a high level of heterogeneity. Moderator analysis was performed in order to determine the sources of high levels of heterogeneity between studies. As a result of the ANOVA similarity analysis conducted for the publication type and branch categorical moderators, it was determined that the effect sizes of teachers' science teaching self-efficacy beliefs differed significantly according to the branch variable. As a result of the meta-regression analysis conducted for publication year, sample size, and application period, which were assessed as continuous variables, it was found that publication year and sample size as moderators caused significant differences in the effect sizes of science education teachers' self-efficacy beliefs. Teacher professional development programs were found to have a positive influence on science education teachers' self-efficacy beliefs, and teachers were suggested to be encouraged to participate in such programs.
The Relationships between School Climate, School Belonging and School Burnout in Secondary School Students
Author: Kalkan, Fatma
Date: 2021-12-00
Type: Journal Articles
Subjects: Educational Environment,Sense of Community,Burnout,Middle School Students,Foreign Countries,Student Attitudes,Predictor Variables

This study examined the relationships between school climate, school belonging, and school burnout in secondary students. 667 middle school students from the Dörtyol district of Hatay, selected through a stratified sample, participated in the study. School Climate Scale, School Belonging Scale, and School Burnout Scale were used to collect data. Descriptive statistics, regression analysis, path analysis, and Sobel test were used to analyse the data. The study's findings show that secondary school students' perceptions of school climate and belonging are high, and their school burnout levels are medium. Additionally, the research findings show significant relationships between school climate, school belonging, and school burnout. School climate and school belonging are significant predictors of school burnout. School belonging has a mediating effect on the relationship between school climate and school burnout. School climate, which has a significant impact on the school burnout of secondary school students, has this effect directly and indirectly through school belonging.
Thinking through Arguments on Comparative Education Topics: A Contemporary Learning Approach in Pre-Service English Language Teacher Education
Author: Dolapçioglu, Sevda
Date: 2021-12-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Comparative Education,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Education Programs,Group Discussion,Teaching Methods,Foreign Countries,Student Attitudes,Persuasive Discourse,Elective Courses,Preservice Teachers

Following Toulmin's Argument Pattern (TAP), this study was conducted to investigate the extent to which argument construction in comparative education topics enhances pre-service teachers' knowledge construction skills. This article is different because it synthesis research interests in comparative education and argumentation topics to facilitate pre-service teachers' learning in comparative education. The study was conducted with 22 senior university students studying in the Department of English Language Teaching during the 2018-2019 academic year. The data were collected via observation records and written documents from four pre-service teachers who had opposing claims and were selected from these students. In conclusion, it was found that TAP guided the preservice teachers on the components of claiming an assumption, backing claims with evidence, applying scientific sources, rebuttal and generating new arguments on the topics of comparative education. The study also included implications for thinking through arguments.
Validity and Reliability Study of the Situational Interest Scale in Turkish
Author: Mese, Can
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Likert Scales,Interest Inventories,Instructional Design,Test Validity,Test Reliability,Goodness of Fit,Factor Analysis,Factor Structure,Computer Science Education,Turkish,Undergraduate Students

Interest has a key role in the learning and teaching processes. However, interest could be categorized as individual, situational, and topic interest. Situational interest that educators could design, develop, and organize with instructional design is the most significant. The structure of situational interest consists of triggered situational interest, maintained situational interest feeling, and maintained situational interest value. The current study aimed to determine the conceptual structure of the situational interest scale by adapting it into Turkish. For this purpose, the study also aimed to determine the validity and reliability of the Turkish language adaptation of situational interest scale developed by Linnenbrink-Garcia et al. in 2010. Turkish language adaptation of the situational interest scale has a good fit in all parameters for first-order CFA analysis (X[superscript 2] /df = 2.349, RMSEA = 0.078, SRMR = 0.025, CFI = 0.976, TLI = 0.969) without modification. The Cronbach Alpha internal consistency coefficient was calculated for each factor: 0.901 for the triggered situational interest, 0.949 for the maintained situational interest feeling, 0.945 for the maintained situational interest value, and 0.963 for the whole scale. In the study, it was recommended that future studies determine the validity and reliability of the situational interest scale with subjects at various education levels.