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    A framework proposal for the design of video-assisted online learning environments for programming teaching
    (2020) Elçiçek, Mithat; Karal, Hasan
    It is observed that in the wake of developments in digital technologies, the role of shareholdersin the learning-teaching process changed and a transition from the classical face-to-face communicationinto online learning communication occurred. This transition also led to a change the knowledge andbehaviours expected from indivudals. In this context, they are expected to acquire several skillsconsidered as the skills of the 21st century, among which are critical and analytical thinking. Recentstudies suggest that programming teaching is influential on these skills. However, programming teachingrefers to a process which is structuraly difficult and complex. Thus, we need novel methods andtechniques regarding programming teaching. Considering that particulalrly online learning environmentshave begun to be a crucial part of the learning-teaching process recently, it is believed that assisting onlnelearning environments with learning videos in which audiovisual symbol systems are used together mayplay a crucial role in developing the programming skill that is abstract and unclear intuitively. From thispoint of view, this study aims to propose a framework related to desgning video-assisted online learningenvironments for programming teaching. To achieve this goal, the design-based research has beenconducted. The research has been conducted through the participation of 48 (F: 27, M: 21) registeredundergraduate students and of 4 instructors (F: 1, M: 3) of the Department of Computer Education andInstructional Technology based in the Faculty of Education at a state university located in the east ofTurkey. Observation forms, reflective student diaries, the focus group interview, interview, and gradedscoring key were used as data collection tools. As a result of the research, a framework has been proposedin the context of \"content\", \"visual design\", \"interaction\" and \"practicability\" related to the design of videoassisted online learning environments for \"cognitive\", \"affective\", \"methodological\" and \"environmental\"problems. Suggestions were presented within the framework of the results obtained from the study andthe experiences of the researcher.
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    Cognitive Problems in the Process of Programming Teaching in Higher Education: Learner-Instructor Experiences1
    (2020) Elçiçek, Mithat; Karal, Hasan
    Programming teaching plays an important role in developing cognitive thinking skills that areconsidered to be among 21st century skills, such as problem solving, critical thinking, reflectiveand analytical thinking. However, it is considered to be a difficult and complex process due toits abstract structure. In this context, it is important to identify the factors that affect the processof the programming teaching and to develop solutions for these factors. Cognitive factors arethe leading factors among them. In this context, the aim of the research is to examine theexperiences of students and instructors regarding the cognitive problems they face during theprocess of programming teaching. Content analysis method was used to examine theexperiences of students and instructors. The participants of the research consisted of 14undergraduate students and 4 instructors selected through purposive sampling methodInterviews, reflective student diaries, observer reports and semi-structured focus groupinterviews were used as data collection tools. It is thought that the cognitive problemsdetermined regarding the process of programming teaching will contribute to the studies aimedat developing programming skills.
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    Examination of instructors' experiences for the use of learning analytics
    (Emerald Group Publishing Ltd, 2021) Erdemci, Husamettin; Karal, Hasan
    Purpose Learning analytics enable learning to be reorganized through collecting, analyzing and reporting the stored data in online learning environment. One of the important agents of education process is the instructors. How the use of learning analytics within education process is evaluated by the instructors is important. The purpose of this study is to determine the experiences of instructors in relation to the use of learning analytics. Design/methodology/approach In this study, data were collected from instructors through interviews to determine the reflections of learning analytics on the education process. While qualitative study method was adopted, phenomenological design was used. Findings As a result of analysis of findings, it was concluded that the use of learning analytics in the education process was beneficial. It was established that learning analytics were helpful in the self-assessment of instructors' performances, making early intervention to risky students and creating a lesson plan. Research limitations/implications This study was carried out in a foreign language course and with five academicians during one semester. Practical implications This study aims to reveal the experiences of the instructors on the use of learning analytics and present scientific findings on a subject on which a limited number of studies have been conducted. With the start of learning analytics' use in the educational process, some concerns have been raised. This study tries to respond to the various concerns of instructors who intend to use learning analytics in the process. Originality/value The use of learning analytics is gradually increasing. In the studies conducted, it is seen that the studies have focused on the effect of learning analytics on the learning outputs of students. It is important to determine how instructors, who are the other important elements of the process, make use of learning analytics and how their experiences regarding the use of learning analytics are. The focal point of this study is to reveal the impact of learning analytics on the education process from the perspective of instructors.
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    Examining the relationship between the levels of Digital Citizenship and Social Presence for the graduate students having online education
    (Anadolu Universitesi, 2018) Elcicek, Mithat; Erdemci, Husamettin; Karal, Hasan
    The aim of this study is to determine the levels of digital citizenship and social presence of the graduate students having distance education and to reveal the relationship between these two variables. The research was carried out with 50 women (35%) and 93 men (65%) graduate students enrolled in distance education master programs of Karadeniz Technical University. Individual Information Form, Social Presence Scale and Digital Citizenship Scale were used to collect data. Descriptive statistics were used in the study to determine the levels of digital citizenship and social presence of the students. Correlation analysis for the relationship between variables and linear regression for the predictive power were used. The results indicated that graduate students enrolled in distance education master programs had high levels in digital citizenship and social presence. Furthermore, the mentioned levels were comprehended to have significant and positive relationship among themselves. While the levels of digital citizenship and social presence didn't differentiate significantly in terms of gender, social presence levels differentiated in favour of Educational Sciences Insitute. Also the level of social presence for the graduate students was concluded to be significantly predictive for digital citizenship level.
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    EXAMINING THE RELATIONSHIP BETWEEN THE LEVELS OF DIGITAL CITIZENSHIP AND SOCIAL PRESENCE FOR THE GRADUATE STUDENTS HAVING ONLINE EDUCATION
    (Anadolu Univ, 2018) Elcicek, Mithat; Erdemci, Husamettin; Karal, Hasan
    The aim of this study is to determine the levels of digital citizenship and social presence of the graduate students having distance education and to reveal the relationship between these two variables. The research was carried out with 50 women (35%) and 93 men (65%) graduate students enrolled in distance education master programs of Karadeniz Technical University. Individual Information Form, Social Presence Scale and Digital Citizenship Scale were used to collect data. Descriptive statistics were used in the study to determine the levels of digital citizenship and social presence of the students. Correlation analysis for the relationship between variables and linear regression for the predictive power were used. The results indicated that graduate students enrolled in distance education master programs had high levels in digital citizenship and social presence. Furthermore, the mentioned levels were comprehended to have significant and positive relationship among themselves. While the levels of digital citizenship and social presence didn't differentiate significantly in terms of gender, social presence levels differentiated in favour of Educational Sciences Insitute. Also the level of social presence for the graduate students was concluded to be significantly predictive for digital citizenship level.