European Journal of Contemporary Education

7-23

Authors: Arzu Deveci Topal

The success of a distance education program can be evaluated according to student satisfaction, aside from comprehensive examinations, projects and presentations. The purpose of this research study is to determine both the relationship between e-course satisfaction and online learning readiness by ascertaining student levels, and the effect of the materials used in e-learning on student satisfaction. A general screening model was used in this study to determine the characteristics of a group and to clarify the existing situation in their own conditions. The study was conducted during the 2014-2015 academic year at Kocaeli University. The E-Course Satisfaction Scale (ECSS), consisting of 35 five-point Likert-type items, and the Online Learning Readiness Scale (OLRS) consisting of 18 five-point Likert-type items, were applied to 352 university students. The data were analyzed by methods of descriptive statistics, independent t-test and regression analysis in the SPSS program. According to the survey the satisfaction level of the students is moderate; when the sub-dimensions were examined, satisfaction was high in the instructor-student interaction and environment design sub-dimensions while it was moderate in the course content and teaching process, materials used and communication tools, and attitude towards e-learning sub-dimensions. When interaction and communication tools such as a virtual classroom, forum, chat, e-mail, web pages, animation, video, graphics and images as content tools, and questionnaire as assessment tool were used there was a difference in student satisfaction, and satisfaction was higher in these courses. There was not a significant difference in the students’ satisfaction with the exams and homework as assessment tools, or content of .pdf and text documents as content tools, but .pdf-text documents and exams were among the most-used tools in the courses. Student satisfaction was high when the number of materials used in courses was 7 and over, that is, as the number of materials increased, so did the satisfaction level. The levels of students’ readiness for online learning were high in all sub-dimensions in total, and there was a positive significant relationship between students’ levels of readiness and their satisfaction level. Moreover, the satisfaction levels of learners who were self-directed, had high motivation and could control their own learning appeared to be affected positively. In conclusion, to increase the satisfaction level of the students it would be useful to increase the number of materials used in the e-courses; give more importance to interaction; and use more tools such as animation, virtual classroom, video, forum, survey, chat and email. In order to increase satisfaction, student readiness should be considered, students should be able to use technology effectively.

34-50

Authors: Muzaffer Özdemir

This study investigates the relationships between the primary learning styles of students and different learning objects presented simultaneously in an online learning environment in the context of the usage levels of these objects. A total of 103 sophomores from a Turkish State University participated in the study. Felder-Solomon Index of Learning-Styles (F-SILS) was used to determine the learning styles of the participants. Four different types of learning objects (i.e. video lecturing, audio lecturing, PDF lecturing and subject comprehension tests) were prepared for the course ‘Basic database operations with MySQL’. Koper’s (2003) classification model was used in selecting these learning objects. Descriptive analysis methods were used to determine the distribution of the participants according to their learning styles. Independent-Samples T-Test and the Mann-Whitney Wilcoxon test were used to test the differences between learning styles and learning objects. The usage levels of the learning objects were analysed in the context of interdimensional primary learning styles in the scale of the F-SILS. Those with sensory and visual learning styles were in the majority among the primary learning styles of participants. The study did not include the findings of students with other primary learning styles due to their small sample size. The findings of the study on the usage frequencies of subject comprehension tests and the duration of video lectures by primarily visual and sensory students demonstrated a significant difference on behalf of the primary sensory students. On the other hand, there was no statistically significant difference between students with primarily sensory styles and students with primarily visual styles in terms of the reading frequency of PDF lectures and the listening frequency of audio lectures.

65-75

Authors: Muharrem Duran, Tufan Aytaç

One of the most important tools for the integration of ICT in education, especially with tablet computers, has been employed in Turkey through the FATIH Project. This study aimed to determine students’ views on the use of tablet computers in learning and teaching processes. Eighty-four first-year high school students studying at three schools in service within the scope of the FATIH Pilot Project were selected as the sample of this study. The quantitative data obtained were gathered using the "Questionnaire for Students’ Opinions on the Use of Tablet Computers". The Cronbach's alpha coefficient for the whole questionnaire has been measured at .82. Frequency, percentage, and arithmetic mean values have been used for the data analysis. It was found that students mostly use tablet computers to access the Internet. Students stated that the content presented on tablet computers supports the topics in textbooks and that teachers encourage them to use tablet computers in the learning and teaching process. The students also agreed that tablet computers weaken communication between students and teachers. Most of the students stated that, during the teaching process with the use of tablet computers, they do not learn more quickly and easily, they have some difficulty understanding topics, learning is not permanent, and it does not contribute to increasing their level of success. Most of the students expressed that, when they study with tablet computers for a while, they face some adverse physical effects such as headache and eyestrain, and they are worried about radiation.

84-93

Authors: Bahar Dinçer, Süha Yılmaz

The purpose of this study is to examine the relationship between perceptions of the self-efficacy levels for both mathematics literacy and information literacy in pre-service primary mathematics teachers and the factors on which the relationship depends (variables include gender, class level, hours spent reading books and computer-access facilities). The research model is a relational-survey model of the quantitative patterns. According to the results, it was determined that there was a positive relationship between perceptions of the self-efficacy levels of mathematics literacy and information literacy in pre-service teachers. Separately, it was ascertained that mathematics literacy self-efficacy levels in pre-service teachers showed meaningful differences according to variables such as class level and book-reading frequency/rate, whereas their information literacy self-efficacy levels depended on variables such as gender and computer-access status. According to these results, when considering the factors influencing literacy levels, it is seen that the variables such as computer-access status and book-reading frequency/rate are significant in terms of the pre-service teachers having these positive features. In addition, for future researches it can be examine the relationship between perceptions of the self-efficacy levels for both mathematics literacy and information literacy in in-service primary mathematics teachers and the different factors on which the relationship depends.

105-113

Authors: Hilal Karakış, Ayşen Karamete, Aydın Okçu

This study examined the effects that computer-assisted instruction had on students’ attitudes toward a mathematics lesson and toward learning mathematics with computer-assisted instruction. The computer software we used was based on the ASSURE Instructional Systems Design and the ARCS Model of Motivation, and the software was designed to teach fractions to fourth-grade students. The skill levels of these students were gauged before and after receiving the computer-assisted instruction. We structured our experimental design to use one group for both pre- and post-tests, which is considered to be one of the weak experimental designs. We conducted our research with 28 students studying in Balıkesir, Turkey, for a period of six weeks, using the specifically developed teaching material. We gathered our research data by applying an attitude scale to our mathematics lesson and to computer-assisted instruction. We also applied the Academic Achievement Test for Fractions Unit in Mathematics, a test we developed for our research. We analyzed our gathered data with the Wilcoxon Signed-Rank Test (n<30) by using the statistical software SPSS 15. The conducted analyses showed that the activities of the developed instructional material had positively affected the attitude of the students toward computer-assisted instruction (z=-2.807, p< 0.05) and increased their academic success (z=-4.623, p<0.05). Although the attitude scale toward our mathematics lesson indicated an increase in their scores, this increase was not found statistically significant (z=-2.807, p>0.05). Based on the research results, we believe that similar materials can also be used for instructing other topics of mathematics, and similar computer-assisted activities can be developed for other courses.

123-135

Authors: Hasan Güner Berkant

This study investigates faculty of education students’ computer self-efficacy beliefs and their attitudes towards computers and implementing computer supported education. This study is descriptive and based on a correlational survey model. The final sample consisted of 414 students studying in the faculty of education of a Turkish university. The results show that male students have higher computer self-efficacy beliefs; major and class level variables do not affect students' computer attitudes and self-efficacies; students who have their own PC have more positive computer attitudes and higher computer self-efficacies; and the time spent on a computer each day and computer experience are correlated with computer attitudes and self-efficacies.

147-162

Authors: Gamze Yalavaç, Yavuz Samur

This study analyzes students' and teachers' perceptions of after school online courses (ASOC) undertaken by an institutional private middle school, which manages several campuses across Turkey. The aim of ASOC is to support students when they are home by helping them to revise the lessons, practice topics synchronously with hundreds of other students. The results of the survey, interviews, and observations show that both students and teachers prefer face-to-face lessons to online lessons. They think that ASOC can be effective only if it is implemented in small groups with more interaction and sound instructional design with engaging methods and adequate feedback is structured for students and teachers’ needs. This study may contribute to similar future research studies of online education in middle schools by revealing the upsides and downsides of this blended learning environment with recommendations offered.

173-184

Authors: İsmail İpek, Ömer Faruk Sözcü

The purpose of the study is to investigate teachers’ and students’ considerations, preferences, attitudes and awareness related to using Interactive Whiteboards in 7-12 grades and different courses, and learning. 1013 students from elementary and secondary schools and 65 teachers from different schools were selected to take questionnaire for defining their preferences and awareness for using IWBs in teaching and learning processes. Descriptive statistical analyses were used to investigate whether there were differences between students’ and teachers’ views based on the survey items. The tests of research questions generated discussion and conclusions were given at the end of the study.