Department Of Computer Education Research Articles

Curriculum Analysis and Improvement Plan to Strengthen the Digital Competency of Pre-service Teachers - Focusing on the Department of Computer Education at Korea National University of Education -

Curriculum Analysis and Improvement Plan to Strengthen the Digital Competency of Pre-service Teachers - Focusing on the Department of Computer Education at Korea National University of Education -

The development learning model of flipped classroom with digital storytelling for department of computer education

The development learning model of flipped classroom with digital storytelling for department of computer education

Students’ Perception of Instructional Feedback Scale: Validity and Reliability Study

This study aimed to develop the “Students’ Perception of Instructional Feedback Scale” (SPIFS) determining a framework related to the perception of instructional feedback by students. The sequential exploratory mixed method was used in the study. The study was conducted during the instructional design course offered to sophomores in the Department of Computer Education and Instructional Technology at two different universities. Accordingly, firstly a scale consisting of 31 items with Likert-type responses was prepared based on the literature review. Validity and reliability analyses of the scale were completed with a total of 231 participants. After necessary steps were applied in exploratory factor analysis (EFA, n=100), a structure with three factors and 19 items was established. The internal consistency analysis (Cronbach’s alpha), which was applied to the factors obtained and the whole scale, showed the scale to be reliable (whole scale α=.85, 1st factor (mastery, 8 items) α=.92, 2nd factor (positive affect, 6 items) α=.90, and 3rd factor (negative affect, 5 items) α=.96). Confirmatory factor analysis (CFA) was performed (n=131). The structure established through EFA was tested via CFA. The results indicated that the developed structure had acceptable fit (RMSEA=.08, CFI=.91, and RMR=.03).

Student Acceptance of E-learning to Improve Learning Independence in the Department of Computer Education

E-learning is an educational system that uses information technology in the learning process. One of the platforms that can be used in developing e-learning is Moodle. This research investigates the implementation of e-learning in the learning process in the Computer Education Department. The purpose of this research is to examine the use of E-learning in supporting the learning process. The respondents of this research are 130 active students of the Computer Education Department from the 2016 to 2018 Batches. The method used is a research questionnaire whose data are analyzed using the SPSS Statistics 25 program. This research shows no significant effect of student expectation on e-learning in supporting the learning process. Meanwhile, ease of e-learning, e-learning performance, and social influence for the benefit of e-learning have a significant effect on supporting the learning process and improve learning independence.

The effectiveness of the haptic glove for piano education

Educational technology plays an important role in learning processes; provides the environment, practice and materials that teachers need for cognitive, affective, and psychomotor areas. Haptic technologies offer significant opportunities especially in the field of psychomotor learning. With this research, it is aimed to explore the effectiveness of a haptic glove for piano education. A haptic glove was used in the right hand and vibrations were sent to the learner. Within the scope of the study, an enriched pattern was used which combined both qualitative and quantitative methods. In order to compare the skills of the students such as playing the notes correctly and with correct fingers, an equal-time sample model was used. In the qualitative method, however, process focused interviews were conducted with the students. The interviews and the implementation process were carried out with video recordings. Students from the Department of Computer Education and Instructional Technology and Music Education participated in the study voluntarily. According to the results of the study, there was no difference between the implementation of haptic glove or piano with respect to the criteria such as playing the notes correctly and playing with the correct fingers. However, it was determined that the glove could be a good exercise tool and finger opener for opening the fingers before the piano playing and could help to better understand the finger numbers and according to opinions haptic glove had effects such as facilitating learning, saving time, assisting with studies and solving the song in less than the given time.

The Effect of Blog-Based Teaching in ‘Assessment and Evaluation’ Course on Academic Achievement

This study was conducted to determine the effects of blog-based teaching on academic achievement and pre-service teachers’ ideas about this implementation. Participants of the study consist of 51 sophomore students of the department of Computer Education and Educational Technology in Inonu University, Turkey. The research method is a mixed method in which qualitative and quantitative methods are combined. Pre-test and post-test quasi-experimental method with control group in the quantitative part and case study in the qualitative part were used. Experimental procedure lasted for 5 weeks during ‘Assessment and Evaluation’ course that is among the teacher education programs. The web blog was prepared by the researchers in accordance with the purpose of this study, the data was collected through an academic achievement test and interview form. At the end of the research, there is a significant difference between the pre-tests and post-tests of the experimental and control groups. No significant difference between the post-tests of the groups and retention was found. It was observed from the interviews that besides the advantages such as facilitating preparation for the lesson , information sharing, active participation and increase in achievement, there were disadvantages of blog-based teaching such as achieving not a full form of participation, internet and computer requirements. Also, it was concluded that blog-based teaching can be used mostly in verbal lessons by rich resources and data diversification.

Investigating Life Quality of the Department of Computer Education and Instructional Technologies (CEIT) Students in Terms of Various Variables

The purpose of the study was to analyze the life quality of CEIT (Computer Education and Instructional Technologies) students according to their perception of gender, age, health status and level of income. The data were collected from the students studying at the third and fourth grades in CEIT undergraduate programs of Education Faculties affiliated to two different state universities. Among these students, 129 were third grade and 44 were fourth grade students. 86 of the students were female and 87 were male. While there were 34 students with a current disease, the number of students without a current disease was 139. Students’ perception of family income was at medium and low levels. 123 students who had the perception that their family had a medium level of income and 50 students who had the perception that their family had a low level of income were within the scope of the study. The World Health Organization Quality of Life Scale-Short Form (WHOQL-BREF) was used as the measurement tool. The scale adapted into Turkish included 29 items and five sub-dimensions. In terms of the variable of gender, physical health life quality perception of the students was found to be different in favor of female students. It was determined that the perception of physical health quality of life did not differ between students according to the presence of a current disease and family income. No significant difference was found in psychological life quality perceptions of the students in terms of their gender, current disease and level of income. However, the difference between the scores related to the psychological sub-dimension were found to be significant according to the common effect of gender-health, gender-income and gender-health-income perceptions. The social relations life score average of male students was found to be higher rather than the average score of females, and moreover, average score of the students with low-income perception was found to be higher rather than the average score of students with a perception of medium level of income. The perception of social relations life quality of students with low-income perception and without a current disease was determined to be higher rather than the life quality perceptions of the students with low-income perception. It was determined that the age of CEIT students was not a significant predictor of their perceptions related to physical health, and psychological and environmental life quality. However, the variable of age was specified to be a significant predictor of students’ perception on social relations quality of life.

Investigation of Pre-Service Teachers’ Opinions About Using Non-Linear Digital Storytelling Method

Purpose: The aim of this research is to reveal the experiences of pre-service teachers about the use of non-linear digital storytelling as a teaching method.Design/Methodology/Approach: Case study, one of the qualitative research methods, was used in this research. 11 pre-service teachers from the Department of Computer Education and Instructional Technology of a state university in the fall semester of the 2018-2019 academic year constitute the working group of the research. Pre-service teachers created non-linear digital stories in Designing and Using Material in Education Course for the seven weeks. Data collection tools are semi-structured interview forms developed by researchers and student reflections. The data were analyzed by content analysis method. Consensus among coders was calculated.Findings: When the research data were analyzed, two themes, four categories and twenty-five codes emerged. In addition, frequencies expressing the number of students containing each code were determined. There are two categories in positive sides theme: Contributions and purposes. Under negative sides theme, there are also two categories as challenging steps and problems.Highlights: The results of the research include the results of the pre-service teachers who stated that they learned new programs with this application, had difficulty in making videos, experienced technical problems but wanted to use in their professional life. Based on the results of the research, suggestions were made to practitioners and researchers.

Emergency Remote Teaching from the Perspective of Pre-service Teachers: An Evaluation through Digital Stories

The aim of this study was to determine the perspectives of pre-service teachers regarding the emergency remote teaching that took place with the coronavirus disease 2019 (COVID-19) pandemic. The feelings, thoughts and experiences of the pre-service teachers were examined through digital stories prepared by themselves. This case study was carried out within the scope of the Multimedia Design and Production course in the spring semester of the 2019-2020 academic year. The participants consist of 35 third- and fourth-year pre-service teachers who are studying in the Faculty of Education, Department of Computer Education and Instructional Technologies. The data of the research are composed of digital stories prepared by the participants and their responses to an online questionnaire form consisting of open-ended questions. The data were analyzed by content analysis method. The data obtained were collected under four themes: pre-service teachers’ expectations for the distance learning process and their feelings at the beginning of the process, pre-service teachers access to the learning materials, technology and faculty members during the emergency remote teaching, pre-service teachers' self-regulation skills during the emergency remote teaching, and pre-service teachers' mood during the emergency remote teaching.

Effects of self-explanation on applying decision rules in an online learning environment

This study aims to investigate the effect of employing self-explanation strategy with worked examples on university students’ skills in applying decision rules, on the retention of these skills, and on the cognitive load in an online learning environment. The study was designed as a quasi-experimental study with pre-/post-test and control group. A total of 56 juniors from the department of Computer Education and Instructional Technologies in the faculty of education at a state university during the 2015–2016 academic year participated in the study. Two online learning environments to teach decision rules were designed based on worked example method. The participants were assigned to an experimental group (n = 28) with self-explanation strategy and a control group (n = 28) without self-explanation. The data for this study were collected using the "Personal and Academic Information Form", the "Applying Basic Mathematics Literacy Skills Test for Adults", the "Cognitive Load Rating Scale" and the "Test of Skills of Applying Decision Rules". The results of the study showed that the online learning process based on the worked examples with self-explanation caused a significant change in the learners’ skills of applying decision rules. It was further determined that the experimental group, which made self-explanation, had higher cognitive load scores on the decision rules application questions. All the students exerted higher cognitive efforts on the decision rules, which were labeled as either complex or hard. In summary, it can be concluded that while the online learning environment based on worked examples with self-explanation improved the learners’ skills of applying decision rules and increased their cognitive load, it did not have an effect on their retention performance.

Discovery of Course Success Using Unsupervised Machine Learning Algorithms

This study aims at finding out students’ course success in vocational courses of computer and instructional technologies department by means of machine learning algorithms. In the scope of the study, a dataset was formed with demographic information and exam scores obtained from the students studying in the Department of Computer Education and Instructional Technology at Gaziosmanpasa University. 127 students, who took the courses of Programming Languages I and Programming Languages II, participated in the study. Model that was suggested in the study was implemented using open source coded Keras library. Students were split into clusters by K-means and Deep Embedded Clustering algorithms which are unsupervised machine learning algorithms. Effect of the attributes that enabled clustering was identified by Kruskal Wallis test. With this study, a model that helps educators and instructional designers build skills for predicting, assures discovering success patterns through data mining and facilitates assisting in the stages of lesson planning was proposed.

The Effect of Argument Mapping Supported with Peer Feedback on Pre-Service Teachers' Argumentation Skills

This study aims to explore the effect of argument maps supported with peer feedback on pre-service teachers’ argumentation skills. The participants consisted of 43 (21 female, 22 male) pre-service teachers studying at the Department of Computer Education and Instructional Technologies. There were two groups as experiment (n = 23) and control (20) in the research. The learners in the control condition developed arguments individually about teaching methods through argument maps. Similar to the control group, those in the experimental condition first accomplished the argument mapping tasks. Later, they performed peer feedback activity. Both quantitative and qualitative analyzes were conducted to gain a deep insight into the effect of these interventions on pre-service teachers’ argumentation skills. The results showed that both control and experimental groups’ argumentation skills improved statistically significant. Additionally, we found using argument maps with peer feedback gives more positive results compared to the only argument mapping.

How do Students' Attitudes Towards Programming and Self-Efficacy in Programming Change in the Robotic Programming Process?

The aim of this study is to examine the effect of robotic design with Arduino on students' attitudes towards programming and on their perceptions of self-efficacy in programming. The study group consisted of 25 sophomore students attending the Department of Computer Education and Instructional Technologies in a state university located in the south of Turkey. The study lasted 12 weeks and the participants performed robotic design activities with Arduino throughout the process. Firstly, participants prepared a prototype and then programmed it for 8 weeks, and they created their own designs in the remaining 4 weeks. The Computer Programming Attitude Scale and Computer Programming Self-Efficacy Scale were utilized as the data collection tools in this pretest-posttest experimental study. The findings revealed that robotic design activities with Arduino significantly improved the participants’ attitudes towards programming and programming self-efficacy. In addition, according to the participants’ views, the factors that cause this improvement can be listed as activities’ being enjoyable, facilitating and concretizing the process, being interesting and practical. Moreover, these robotic design activities were found to contribute to students’ understanding of finding bugs and the logic of programming.

A framework proposal for the design of video-assisted online learning environments for programming teaching

It is observed that in the wake of developments in digital technologies, the role of shareholders in the learning-teaching process changed and a transition from the classical face-to-face communication into online learning communication occurred. This transition also led to a change the knowledge and behaviours expected from indivudals. In this context, they are expected to acquire several skills considered as the skills of the 21 st century, among which are critical and analytical thinking. Recent studies suggest that programming teaching is influential on these skills. However, programming teaching refers to a process which is structuraly difficult and complex. Thus, we need novel methods and techniques regarding programming teaching. Considering that particulalrly online learning environments have begun to be a crucial part of the learning-teaching process recently, it is believed that assisting onlne learning environments with learning videos in which audiovisual symbol systems are used together may play a crucial role in developing the programming skill that is abstract and unclear intuitively. From this point of view, this study aims to propose a framework related to desgning video-assisted online learning environments for programming teaching. To achieve this goal, the design-based research has been conducted. The research has been conducted through the participation of 48 (F: 27, M: 21) registered undergraduate students and of 4 instructors (F: 1, M: 3) of the Department of Computer Education and Instructional Technology based in the Faculty of Education at a state university located in the east of Turkey. Observation forms, reflective student diaries, the focus group interview, interview, and graded scoring key were used as data collection tools. As a result of the research, a framework has been proposed in the context of content, visual design, interaction and practicability related to the design of video-assisted online learning environments for cognitive, affective, methodological and environmental problems. Suggestions were presented within the framework of the results obtained from the study and the experiences of the researcher.

Attitudes of IT teacher candidates towards computer programming and their self-efficacy and opinions regarding to block-based programming

The aim of this study is to determine the attitudes of pre-service teachers towards programming, the perceptions of self-efficacy about block-based programming and the opinions of pre-service teachers on the use of educational robots. This research is a quantitative and qualitative research conducted using a mixed research design. The study group of the research consisted of 140 undergraduate students from the universities in Turkey, studying in the Department of Computer Education and Instructional Technologies. The data were collected through the Attitude Scale of Computer Programming Learning, the Self-Efficacy Perception Scale Related to Block-Based Programming and the interview form developed by the researchers. The quantitative data were analyzed by arithmetic mean, standard deviation, pearson r correlation, regression, t-test and ANOVA analysis, and the qualitative data were analyzed by content analysis method and the following results were obtained: the attitudes of pre-service teachers and their perceptions of self-efficacy are above average and interrelated. The pre-service teachers’ perceptions of self-efficacy vary according to grade level. However, their attitudes do not differ according to class level. However, the perceptions of self-efficacy and the attitudes have been found to differ according to the university where they study gender and education. In addition, pre-service teachers’ opinions about educational robots are that educational robots contribute to problem solving and programming skills.

Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü Son Sınıf Öğrencilerinin Demokratik Eğitim Üzerine Görüşleri

Bu çalışma, Bilgisayar ve Öğretim Teknolojileri Öğretmenliği Bölümü son sınıf öğrencilerinin demokratik eğitimle ilgili görüşlerini saptamayı amaçlamaktadır. Çalışma 2017-2018 Eğitim-Öğretim yılı 1. dönem Bolu Abant İzzet Baysal Üniversitesi Bilgisayar ve Öğretim Teknolojileri Öğretmenliği bölümünde Çağdaş ve Demokratik Eğitim dersini alan gönüllü 23 öğrencinin görüşlerine dayanan nitel bir çalışmadır. Veriler yarı yapılandırılmış görüşme formuyla yüz yüze görüşme yapılarak toplanmıştır. Bulgular, Tema 1. Demokrasinin tanımı: halk egemenliği (f=16); Tema 2. Demokrasi kavramları: özgür düşünceli insan: düşüncelerini rahat ve özgürce ifade edebilen insan (f=15); üretken birey: yeniliklere açık ve yenilik getiren birey (f=7); araştırmacı birey; sorgulayan (f=21); demokrat insan: farklı düşüncelere saygılı (f=12);Tema 4 Demokrasi eğitiminin amacı: Özgür düşünce ve yaşam hakkı (f=12); Tema 5. Demokrasi eğitiminin bireye kazanımları: İfade ve düşünce özgürlüğü (f=10);Tema 6 Demokrasi eğitimi ilkesinin önemsenme durumu önemsenmiyor (f=7);Tema 7. Okulların demokrasinin işlevleri yerine getirme durumu: Müfredat ve uygulamalardaki aksaklıklar nedeniyle yerine getirilemiyor(f=18);Tema 8. Okulların demokrasi işlevlerini yerine getirmesi için öneriler: Okullarda daha fazla tartışma ortamı yaratılmalı (f=13); öğretmenlerce özgür ortamlar yaratılmalı (f=10);Tema 9. Demokratik tutum ve davranışlar: Okul ve sınıf başkanlık seçimleri (f=6); Tema 10. Anti-demokratik tutum ve davranışlar: Öğrencilere şiddet uygulama (f=5) şeklindedir. Sonuç olarak, öğrencilerin demokrasi algıları ve demokratik eğitimle ilgili değerlendirmelerinden almış oldukları Çağdaş ve Demokratik Eğitim dersinden teorik olarak yararlandıkları, belli bir oranda bilgi sahibi oldukları ancak, okullardaki demokratik eğitim uygulamalarını yetersiz buldukları anlaşılmaktadır. Öğrencilerin demokratik tutum ve davranış kazanabilmesi için, okulların demokrasi kültürünün yaşanabileceği örgütlere dönüştürülmesi önerilir.

Students’ views on database management systems course designed according to problem-based learning

<span>The aim of this study was to design a learning environment supported by a problem-based learning method and to obtain students' views on this process. In this context, the Database Management Systems course was taught according to the problem-based learning method. The participants of the study consisted of 25 students from the 2nd-grade students studying in the Department of Computer Education and Instructional Technology in the spring semester of 2015 at Uludag University Faculty of Education. The research design of this study was the case study, which is one of the qualitative research designs. Data were obtained from the students via a semi-structured interview form. Descriptive analysis was applied to the data obtained from the interview. According to the results obtained from the analysis of the data, the students were generally satisfied with the problem-based learning practices. In addition, the students emphasized that it is important to have a sufficient level of necessary knowledge of the implementation of problem-based learning to design the classroom environment.</span>

Academicians’ Views of the Department of Computer Education and Instructional Technologies

Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümü 1998 senesinde açılmıştır. Ancak, yapılan akademik çalışmalar ve bilimsel etkinliklerde düzenlenen paneller bölüm ile ilgili bir takım güncel sorunlara işaret etmektedir. Bu çalışma son zamanlarda BÖTE alanında ortaya çıkan sorunlarla birlikte akademisyenlerce sıklıkla tartışılan bir takım konuları bilimsel araştırma çerçevesinde araştırarak durum çalışması yapmayı amaçlamaktadır. Araştırma BÖTE’de görev yapmakta olan ve doktora derecesine sahip 43 akademisyenin açık uçlu sorulara vermiş oldukları yanıtları kapsamaktadır. Yapılan analizler akademisyenlerin alana bakış açısını ortaya koymakta ve akademisyenlerin gözünden bölümde yaşanan sorunları ve bu sorunların nasıl çözülebileceğini göstermektedir. Çalışma, aynı zamanda, alanda görev yapmakta olan akademisyenlerin farklı görüşlere sahip olduğunu da ortaya koymaktadır. Görüş farklılıkları akademisyenlerin farklı disiplinlerden geliyor olmalarıyla açıklanabilir.

Öğretmen Adaylarının Rekreasyonel Faaliyetlere Katılımlarına Engel Oluşturabilecek Unsurların İncelenmesi

The purpose of the present study is to investigate the recreation obstacles of teacher candidates in terms of different variables. A total of 178 teacher candidates (male: 108, female:70) from Faculty of Education at Erzincan Binali Yıldırım University voluntarily took part in the present study to meet this purpose in 2018. 94 of the participants were from the department of computer education and instructional technology, and the rest of them was from the department of psychological counseling and guidance. The instrument named “Leisure Time Obstacle Scale” was used during the study, which was developed by Alexandris and Carroll (1997), adopted to Turkish context by Gürbüz and Karaküçük (2007), and revised by Gürbüz et al., (2007). Independent sample t-test and One-way ANOVA tests were used to answer the research questions. Tukey test was employed as a posthoc analysis to figure out the differences among the categories. Consequently, a nonsignificant result was observed for the subfactors of LTOS depending on the variables including gender, class level, and the sports branch being interested. However, a significant difference was found at the friend and time subfactors of the LTOS in terms of department category (p<.05). Furthermore, a significant difference was also observed at friend subfactor of LTOS for achievement level. Finally, a significant difference was also detected from the analysis results for the information subfactor of LTOS in terms of sports branch being interested.

Development of Blended Learning Management to Improve 21st Century Learning Skills of Students in Computer and Educational Technology Program at Nakhon Sawan Rajabhat University

The objectives of this research are to enhance the capability of blended learning model used in Methodology in Teaching Computer course to develop 21st century learning skills, to compare students’ 21st Century learning skill score before and after attending the course, which was for third-year students in Computer Education Department, and to study the students’ level of satisfaction in the blended learning course. The Addie Model was used in this research. In this study, 30 third-year Computer Education students in the first semester of the academic year 2019 were selected as samples using the purposive sampling method. The tools used in this research were teaching management plan stating models and methods for managing science learning areas, 21st Century learning skill assessment for students and satisfaction survey for students attending the blended learning course. The statistical tools used were average, standard deviation and t-Test. The research of this result revealed that blended learning process consist of three stages, which were 1) introduction 2) teaching and 3) conclusion. The result of expert evaluation showed that the teaching management plan which employed blended learning approach was highly suitable ( = 4.70). After attending the Methodology in Teaching Computer course which employed blended learning, the students’ 21st Century learning skills improved significantly at the 0.05 level. The students’ satisfaction in the blended learning activities was high.