The Adaptation of the Scale of Attitude Towards Computer Into Turkish for Middle and Secondary School Students

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Learners’ Needs in Online Learning Environments and Third Generation Learning Management Systems (LMS 3.0)

Learning Management Systems are web-based systems in which learners can interact with content/learning resources and assessments, as well as other learners and instructors. LMSs have been widely used especially since the beginning of the information age. In the context of this study, the aim was to determine the expectations and needs of the learners, who are considered to be one of the most important stakeholders of the LMSs. An open-ended questionnaire and a semi-structured interview form prepared by the researchers were used as data collection tools. Content analysis was performed to analyze open-ended questions and interview data. According to the findings it was seen that learners want more entertaining and self-monitoring environments, especially with the elements of gamification. It was also seen that the learning environments have reporting and predictive capability on student achievement. Learners’ needs and expectations match with third-generation learning management systems. The third-generation learning management systems can be developed through educational data mining and learning analytics. Within the scope of this research, the learner expectations and needs were discussed in the context of the third generation learning management systems, intervention and types of intervention. © 2020, Springer Nature B.V.Hacettepe Üniversitesi: SHD-2017- 1564

Online learners’ readiness and learning interactions: A sequential analysis

15th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2018 -- 21 October 2018 through 23 October 2018 -- 143177An important advantage of e-learning environments is the numerical observation of the learning behaviors of students. The use of e-learning environments by students creates a learner data. From these learner data, the navigation patterns obtained by using educational data mining have a very important place in learning and teaching design. Studies have shown that learners' learning behaviors in online learning environments may vary according to the characteristics of learners. Studies on the differentiation of the navigation patterns according to the psycho-educational characteristics of the learners provide very strong inputs to the design of the learning environment appropriate to the characteristics of the students which is named as adaptive learning environments. According to these inputs, learning environment designs can be developed according to the individual characteristics of the students. Online learners' readiness (OLR) for e-learning is an important psycho-educational structure. The aim of this study is to investigate students' navigations in the e-learning environment according to the level of readiness for e-learning. Lag sequential analysis was used when students' system interactions were analyzed sequentially. According to the results of the analysis, it has been found that the sequential navigation patterns of the students differ according to the OLR structure. The findings of this research are expected to provide important information and suggestions to online learning environment designers. © 2018 IADIS Press. All Rights Reserved

The scale of Online Learning Readiness: A study of validity and reliability [Çevrimiçi ögrenme hazir bulunuşluluk ölçegi: Geçerlik ve güvenirlik çalişmasi]

The purpose of this study is to develop the Turkish version of Online Learning Readiness Scale -OLRS- (Hung, Chou, Chen, & Own, 2010) and to investigate the psychometric properties, such as the validity and reliability, of this scale. The study was conducted in two stages: a) the development of the Turkish version of the scale with judgments of 13 experts of language and study domain, and b) the implementation of the scale with a total of 724 students from 5 different universities. The Turkish form of the scale was administered to participants to obtain the application data set. Confirmatory factor analysis based on the relations of 18 items on 5 different sub dimensions, reported by Hung et al., (2010) was applied on the data set. The factor loadings obtained from factor analysis were statistically significant and numerically satisfactory. In addition to this, the results of construct validity (convergent validity and discriminant validity) based on correlation among sub-dimensions, and on average variance extraction were satisfactory. These results showed that the Turkish version of the OLRS was a valid and reliable measurement tool

Impact of family support and perception of loneliness on game addiction analysis of a mediation and moderation

###EgeUn###This study aims to analyse the psychological constructs of loneliness and family support on game addiction among children, who are a major risk group for game addiction. The study explores: A) the effect of the secondary-school students' perception of family support on game addiction; b) the mediation effect of the feeling of loneliness experienced by children in the effect of family support on game addiction; and c) the moderating effect of gender on the mediation model. The study group is composed of 575 students studying in a secondary school in the city of Ankara. For the analysis of the data, the study employed factorial and structure validity analyses, a reliability analysis, a structural equation model, and mediator and moderator variable analyses. The study concluded that although family support had a significant effect on game addiction, a major part of such effect resulted from the individual's perception of loneliness, which was more evident among the female students. © 2019, IGI Global

Design of web based dynamic assessment system for solving two sigma problem

16th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2019 -- 7 November 2019 through 9 November 2019 -- -- 156876In 1984 Benjamin Bloom stated that one-to-one tutorial support increased students' achievement by two standard deviations (two sigma problem). In the literature for solving two sigma problem (in order to increase student achievement), many systems were developed as intelligent tutoring systems, adaptive hypermedia systems, recommender systems and etc. In addition to this, it can be said that dynamic assessment increases the students' achievement. Because one of the main objectives of the dynamic assessment is to improve the performance of learners by providing instructional aids with assessment tasks. Within the scope of this research, a web-based dynamic assessment system was designed and developed. Then, the effectiveness of the system tested with actual users. One group pretest-posttest design was used. A total of 322 secondary school 5th-grade students participated in this study. The findings were discussed in the context of two sigma problems. According to the findings, it can be said that the web-based dynamic assessment system increases student achievement approximately two standard deviations. © 2019 16th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2019. All rights reserved

Online learners’ interactions and social anxiety: the social anxiety scale for e-learning environments (SASE)

Social sharing in virtual learning environments differs from real environments, resulting in a need for a specialized data collection tool related to social anxiety in these environments. This study seeks to develop a scale to identify the levels of social anxiety experienced in e-learning. The study group consists of 275 students who have previously experienced an online or a blended learning environment. The data were analyzed through exploratory factor analysis, confirmatory factor analysis, convergent and divergent validity tests. The interpersonal interactions of learners in online environments were considered in developing the tool. Two subscale forms were created to identify the levels of social anxiety in learner-learner interaction and learner-instructor interaction. Each subscale of the Social Anxiety Scale for E-Learning Environments (SASE) consists of 23 items and three subfactors. These sub-factors are called negative evaluation, somatic symptoms and avoidance of interaction. The analyses indicate that the SASE is a reliable and valid measurement tool useful for assessing the social anxiety levels of online learners. © 2020 Informa UK Limited, trading as Taylor ; Francis Group

Examination Of The Relationship Between Students' Attitudes Towards Computer And Self-Directed Learning With Technology

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