Visual elements that used in lessons are necessary because they make learning more permanent. Also the visuals that used in evaluation part of the lesson should decrease the anxiety of students and provide them with correct evaluation. The board games among the visuals which can be used in evaluation part are quite effective for getting feedback immediately. Standardizing and increasing the frequency of using games like this in evaluation part will provide evaluation more correct and more effective. In this direction with the aims of recognizing celestial objects in the space, universe, searchings about space, optical tools that used for observing space and evaluating the students’ understanding level for planets’ attributes. In this study, there are parts such as preparation of the game, usage of it and the data gathered from semi-structured interviews. With this aim, interviews were conducted with 16 Science and Technology teachers and 40 7th grade primary school students. It was determined that teachers thought that the game activity in this study would increase the motivation of students and it could be used as an evaluation activity, also students enjoyed this game

This study compares pauses, repetitions and recasts in matched task interactions under face-to-face and computer-mediated conditions. Six first-year English undergraduates at a Turkish University took part in Skype-based voice chat with a native speaker and face-to-face with their instructor. Preliminary quantitative analysis of transcripts showed that there were frequent instances of pauses, repetitions and recasts under both conditions. One-way variance analysis of the data demonstrated that the comparative frequency of pauses, repetitions and recasts did not differ statistically significantly under the two conditions. A semi-structured interview with the participants on perceived causes of such frequent elements suggested social and emotional reasons for hesitation, pauses, recasts and repetitions. These small-scale and preliminary findings suggest that further exploration of these modes of communication is merited, and that social and emotional factors may exert a common influence on the linguistic elements studied under both conditions.

This study analyzed the factors that affect student participation in discussion forum under the two main purposes. The first purpose was to examine the relationship between the students’ individual demographics and categories of students’ participation level (inactive, moderate, and active) in discussion forum of an online course. The second purpose was to examine the students' views about reasons for low level of interaction in discussion forum. A total of 196 students who attended computers systems and structures course of online certificate program were included in the study. The data was collected at the beginning and at the end of the course through online survey and semi-structured interviews. The descriptive and inferential statistical techniques were used to analyze the quantitative data. The content analysis method was used to analyze the qualitative data. The results of the study indicated that three student characteristics (achievement, gender and weekly hours of Internet use) showed a significant relationship with students’ participation level in discussion forum of the online course. Also, the findings emphasized some of the critical issues that should be taken into account in designing online discussions, such as, students’ workload and responsibilities, progress of interaction over the Internet taking more time, planned and structured instructional activities in discussion forum.

Information and communication technologies (ICTs) are a diverse set of technological tools and resources used for creating, storing, managing and communicating information. For educational purposes, ICTs can be used to support teaching and learning as well as research activities including collaborative learning and inquiring. One of the main applications of the ICTs in higher education is teaching and learning based on these new technologies. This research is concentrated on the obstacles, facilitators, and the risks of using these technologies in teaching and learning in higher education. The main purpose of this research is to answer the question: in which fields and to what extent there are obstacles, facilitators and the risks in using ICT in teaching and learning at university level?This research was conducted at the National University of Iran, the second largest university in the country. The research population consists of the university academics and students. A questionnaire has been administrated for collecting the data. The main results are reported based on the following:

This study examined the assistive technology needs of university students with disabilities and the availability of these technologies. It also explored the attitudes of the students with disabilities toward computers and the extent to which these are used by students with disabilities. Data was collected through a questionnaire, from 22 university students enrolled in one private and four public universities located in Ankara, Turkiye. The results of the study indicated that students with disabilities utilized assistive technology for different purposes, such as writing and conducting research, when the resources and support were available. Additionally, relationships between student knowledge, skills, attitudes, social norms, and beliefs were explored.

In line with the fast advance seen in technology, the use of technological resources in education has come to play an important role in terms of drawing students’ attention to the subjects studied in the classroom so thatsuccess increases and the knowledge is better internalized. This study was carried out to determine the attitudes of the pre-service teachers from the department of elementary education towards the effects of use of teaching materials; overhead projector and projector; on learning. The study was carried out with 184 senior pre-service teachers, 32 of whom are from the department of science teaching, 70 are from the department of classroom teaching, 46 are from the department of pre-school teaching and 36 are from the department of social studies teaching. The data obtained from the questionnaire used in the study were analyzed through SPSS program package. Independent t-test was used to test whether there is a significant correlation between the pre-service teachers’ responses and gender and their background. In addition, One-Way ANOVA was used to test whether there is a significant correlation between student teacher’ responses and their departments and some differences are detected with regards to the effects of using overhead projector and projector on learning. According to the findings of the study, the students are found to believe that the use of overhead projector and projector brings some kind of change and variety to the teaching, saves teaching from being monotonous, and contribute to establishing lively, colorful and smooth setting for teaching and learning

Acquiring vocabulary in L2 is rather a difficult and demanding process and most of the language learners wish to know which vocabulary learning method and/or activity is more beneficial or even the best one; however, the responses to this question vary and there is no clear-cut answer though there are some various suggestions and conclusions drawn from the studies related to vocabulary acquisition such as keeping a notebook, regularly reviewing and using vocabulary items in context. This study compares the usefulness of online vocabulary teaching and the traditional methods used in upper-intermediate Academic English class.The control group students practiced vocabulary items in ten reading passages through vocabulary notebooks and cards. The learners in the experimental group practiced the same vocabulary items in the passages through WordChamp. Furthermore, with both groups, the vocabulary items were regularly reviewed. The usefulness of the two methods was evaluated via the post-test. The study showed that the learners in the experimental group outperformed the learners in the control group and that the experimental group students better remember the words studied online, evidenced by a follow-up post-test given 3 months later.

This study examines the effects of task familiarity through the use of subtitled videos on negotiation of meaning in an online task-based language learning (TBLL) environment. It explores the amount of negotiation of meaning produced by non-native speakers (NNSs) aimed at improving input comprehension to enhance second language acquisition. Ten NNS-NNS dyads collaboratively completed 4 communicative tasks using an online TBLL environment specifically designed for this study and a chat tool in WebCT-Vista. Five dyads were provided with subtitled videos prior to task completion; the remaining 5 dyads completed tasks without seeing the videos. The amount of negotiation of meaning was calculated via the negotiation of meaning sequences model developed by Gass and Varonis (1985) and revised for online communication by Smith (2003). The data from the chat-scripts showed that NNSs who were familiarized with tasks engaged in more negotiation of meaning as compared to their peers who were not.

e- Learning environments require policies balancing different expectations of participants and considering how the users perceive ethics during online learning. As in the case of face-to-face classes; learners must show respect and tolerance among each other, and conduct civil relations and interaction based on pre-determined rules. Starting with a literature review, the purpose of this study is to analyze the opinions of the instructors and 3rd - 4th year students of a distance education program about ethical conduct and interaction. The research methodology is case- oriented. Learner diversity, behavioral and legal regulations in the online environment are the parameters chosen for surveying the instructors and learners. Following the analysis of results, the opinions of the students and those of the instructors are explained and discussed

At the beginning of the 21st century, virtual learning was thought to have the potential to revolutionize learning arrangements. This enthusiastic notion has given way to a kind of disillusionment, which has, however, led to a more realistic assessment of the potential of e-learning, the development of new conceptions, new methodical approaches, and opportunities for cooperation and collaboration. The didactic value of these emerging concepts is now under scrutiny. The project presented in this article included the development, implementation and evaluation of a cross-national blended learning seminar on the didactics of biology. The class included three focus topics dealing with different aspects of biology education. The sample comprised students training to be biology teachers at the University of Technology Dortmund and Hacettepe University in Ankara. All students attended a class called “Teaching Biology” during the winter term 2008/09. The open source e-learning platform Claroline (www.claroline.net) was chosen as the learning environment. Participants had the opportunity to exchange ideas and information, to reflect on the learning process and to complete assignments in international teams. After completing the class, the students evaluated the concept based on their experience. In-class sessions, individual learning, exercises and application ranked higher than online phases, group work, discussions and information exchange. Items evaluating the overall concept received relatively high ratings. Despite the cautious ratings some items received, the positive overall results support efforts to further develop such international teaching concepts

This study investigates the factors impacting the achievement of adult learners in a technology certificate program on computer networks. We studied 2442 participants in 256 institutions. The participants were older than age 18 and were enrolled in the Cisco Certified Network Associate (CCNA) technology training program as ‘non-degree’ or ‘certificate’ students. Using a multilevel analysis, factors impacting adult learners’ achievement were identified. The results of Hierarchical Liner Model (HLM) analysis demonstrated that work status, degree orientation, motivation, age, gender, and computer technical ability of the participants at the beginning of the program had impact on adult learner achievement. On the contrary to the past research, the analysis showed that adult learners with full-time jobs achieve more than adult learners with no full-time jobs. Additionally, the institutional level factors did not have any impact on achievement. Findings of this study provide important information for developing a framework that can guide research and practice in technology certificate programs.

This study investigated the influences of learning styles/preferences, prior computer skills and experience with online courses on adult learners’ knowledge acquisition in a web-based special education course. Forty-six adult learners who enrolled in a web-based special education course participated in the study. The results of the study showed that (a) learning styles/preferences had significant effects on adult students’ knowledge acquisition, and (b) there is a moderate positive correlation between computer skills and students’ success. Data analysis also showed that there is no relationship between prior experiences with online courses and success in a web-based course.

The purpose of this study is to examine the ICT usage and academic achievement of Turkish students in PISA 2006 data. The sample of the study included 4942 students from 160 schools. Frequencies, independent samples t-tests, ANOVAs, pearson correlation coefficients, exploratory factor analysis, and regression analysis were used. A high percentage of students reported that they had access to computers. From the exploratory factor analysis, two factors were emerged: Computer usage for software purposes and computer usage for entertainment and internet purposes. The factors found to be reliable. There was no significant relationship was found between students ICT skills and academic achievement. The Turkish students were found to be similar in the general PISA findings.SES and gender differences were found.

The process of Instructional Design deals with the production of an effective, efficient and appealing instructional material under different condition, method and outcome. Computer programming is part and parcel of computer education. Research done in western countries has shown that programming requires problem solving and analytical thinking skill; unfortunately these skills are found to be deficient among many students pursuing computer programming courses. A needs assessment was done to identify whether such a problem exists amongst Malaysian students pursuing computer programming courses in a Malaysian university. Among others, the aim of the needs assessment is to identify the instructional problems pertaining to the current strategies used for the teaching of programming. This paper reports and discusses the findings collected from the interviews with five computer science lecturers from the faculty of computer science in a local university. The result shows that there are deficiencies in knowledge, understanding and application of computer programming among computer science students. Recommendations are given for further investigation into a more effective strategy as an alternative in the teaching of computer programming courses.

The study aims to analyse the perceptions of the students enrolled at Hacettepe University in the Department of Primary Education about technology through the metaphor analysis. This study is considered as a descriptive study. In the study a mixed method including quantitative and qualitative techniques was used. The study was carried out among the 1st, 2nd, 3rd and 4th grade students studying at Hacettepe University at the Department of Primary Education during the 2007-2008 Fall Term. The perceptions of the pre-service teachers at the Department of Primary Education were analysed through the content analysis. The metaphors developed by pre-service teachers were analysed with appropriate statistical methods to find out whether it differentiates with various variables. In this study pre-service teachers developed one hundred five metaphors on technology and these metaphors were categorised into nine different categories. While there is a significant difference in their perceptions of technology in terms of participants’ general point average and learning to use technology, there is not a significant difference in terms of gender, grade and the frequency of technology use and background information about technology use.

This study investigated the current state of instructional technology utilization in English Language classes at middle schools in North Cyprus. The study intended to reveal teacher’s perceptions of contribution of technology to English classes. The participants of the study were 80 middle school English Language teachers. A questionnaire was prepared and used as the instrument for data collection. The results of the study revealed that although teachers are generally positive about technology use in English Language classes instructional technology implementation is below the desired rates due to some restrictions mainly lack of the technological means and lack of time. Those teachers that use technology frequently assert that the traditional technologies mostly provide good control over English Language teaching and improve vocabulary development and that the modern technologies provide interactive environment and improve English skills, while both types of technology increase the motivation of the students.

This paper presents the major findings from evaluation the most widely used open source learning management systems and identify the most suitable open source e-learning platform. In this study, some analyses and comparisons were made about open source learning management systems the outcome of which was that Moodle was found to be outstanding with many features more than other LMS since it aims to improve the educational quality and include the tools that an e-learning system should have.

Web 2.0 tools are becoming more popular day by day and various Web 2.0 applications are encountered in both daily life and educational environments. Since Web 2.0 tools do not require any technical knowledge in terms of either usage facilities or content development, they are preferred by both professional and novice computer users. With the help of facilities like the access to the content in any time and place; reading, regulating and changing the content with any web browser; Web 2.0 applications have taken a lodge in educational environments. The current study investigates how senior students at a science teaching department in a university define Web 2.0 tools. Phenomenological research method has been adopted and the data related to Web 2.0 tools which were obtained through the definitions of teacher candidates have been analyzed. Results indicated that while the participants defined forum, wiki, blog and social web applications easily, they had difficulty in defining the social bookmarking and RSS (Really Simple Syndication) applications.

This study investigates the impact of Internet Cafes in embarking or bringing social change in Turkey. In this study, a questionnaire was administrated to 96 internet users in 10 different Internet Cafes in Hendek Province of Sakarya and interviews were made with these people on how the internet has been changing their personal and social lives. The survey included questions such as the amount of time spent in Internet cafes and the types of online activities engaged at the cafes. Social change, on the other hand, was defined as changes in somebody’s belief system, way of life and his/her relations with other people. The findings of this study suggest that the internet cafes have been changing all facets of sociallife in Hendekand in many cases , the internet seems to have created a new way of doing old things and changing the manner in which people live their lives.

The purpose of this article is to explore the evolution of the paradigm shift in educational management, to evaluate Distributed Learning (DL) as a future approach, to establish data of the perceptions of DL program members and to guide educational managers in improving DL programs. The current study is based on to build a conceptual framework of a holistic approach to DL programs. To investigate the program members' perceptions of DL, a rating scale questionnaire (O'Malley & McCraw, 1999) was implemented. The responses from 50 graduate program members of management education yielded a response rate of 80 % from the total sample of 62 program members. Descriptive statistics were used to analyze the data. The findings, as related by educational managers; suggest that program members see their job as one of facilitating program quality rather than owning responsibility for program success. The industry of DL should be more closely aligned with the profession of continuing education administration, where success, effectiveness, and quality have less to do with the formal actions of the office and more to do with the linkages and bridges that one can build with various academic units. In conclusion, the class and the DL each have their own strengths and weaknesses. By using a successful combination of both methods, more learning benefits can be attained than when using the traditional class or DL alone. According to the results of the survey, a holistic model -covering learning resource centre, instructors, learners and learning climate as a whole- is suggested in improving success in DL.

The aim of this study is to determine the needs and problems of classroom teachers about designing constructivist learning environments and to lay down the practical suggestions concerning these problems. To this end, a total of 94 classroom teachers from 81 provinces who participated in the workshop aimed at designing constructivist learning environments within the framework of SBEP project were included in the scope of this study. The groups evaluated their own learning environments. Based on these evaluations, they formed documents which included defining their needs, the problems encountered and practical suggestions. It was concluded by means of document analyses that the learning environments were not real-life oriented, that they did not sufficiently relate to students’ experiences, that the constructivist approach was not grasped efficiently and that students were not properly granted autonomy in learning process.

This study draws attention in understanding senior high and vocational school students’ mathematics learning motivation and strategies. While Taiwan students have good mathematics performance in international competition but they have low confidence in learning mathematics well. Two questionnaires about motivation and learning strategies were developed based on Motivational Strategies for Learning Questionnaire (MSLQ), and were issued to 1,282 participants. The results show that the students have weak motivation and a less usage rate of learning strategies in learning mathematics. Besides, the result showed that the students went to cram school showed higher motivation for learning mathematics, and the students went to cram school also used learning strategies better than the students didn’t go to cram school. Also, male students showed higher motivation for learning mathematics, and male students also used learning strategies better than female students.

Although technology is a very important, useful and indispensable part of the life, effective and appropriate usage of it still needs to be improved in education. This study presents the way university students gather their course project requirements during the project elicitation phase, how they access the Internet and other resources, and their trends in the literature review using the Internet. Furthermore, the diversity of Internet resources which are used for homework and course projects studies, and the reliability and accessibility of these resources have also been investigated and assessed. In addition, the results obtained from the study have been discussed and evaluated, the academic resources accessibility and usability in universities have been assessed and their importance discussed. The internet resources have been divided into sub categories according to their accessibility and reliability. Finally, the effects of reliable and limited accessible internet resources and unreliable and unlimited internet resources on university students’ out-of-class works and projects have been presented and discussed.

The Internet has become the main information and data provider since its appearance at the end of the 20th century. Currently, all over the world, universities, as the main generators and consumers of information, stand at the top of the privileged organizations that have access to the Internet. Hence, being a tertiary student means not only having easy, quick, and cheap, even in most places free, access, but also being bombarded with information. This led to a considerable body of research into the attitudes and habits of using the Internet by the university students in the world as well as Turkey and North Cyprus. The present study sets out to explore the attitudes of students, studying at the Faculty of Communication and Media Studies, Eastern Mediterranean University, towards the use of the Internet as a source/tool for obtaining information for their course work, communication and otherwise. Data have been collected through a questionnaire designed in two parts: the first part seeks to collect information about the participants’ genders, ages, departments, the year of studies, and their practice related to the use of the Internet and the second part related to their attitudes towards the use of various aspects of the Internet. The results indicate that students hold a positive attitude towards the use of the Internet both for academic and communication purposes. The Internet is considered as the best and fastest information provider and is necessary for tertiary students. Both the lecturers and students should have web-sites. They are, however, undecided about the trustworthiness of the information they find on the web or printing everything they find on it before reading. Furthermore, they are undecided about the fact that the Internet makes them feel lonely. The students also stated that they are undecided about online shopping, online banking, playing games on the Internet rather than doing any other hobby.

For the past decade, distance learning research has shifted the focus from defining the notion of distance as a physical proximity or separateness to a psychological construct such as social presence. We have also witnessed the increasing number of research studies that have examined the role of interaction as a way to minimize psychological distance. However, the overall quality of online interaction research has been questioned due to the lack of rigorous methods, and the overly-positive assumption about the relationship between quantity and quality of interaction. This theoretical paper argues that future online interaction research in the area of distance learning should move beyond merely comparing the types or amounts of interaction, and that more rigorous criteria should be employed to design, implement and evaluate online interaction research studies. This paper presents a design-evaluation framework particularly focusing on the three dimensions of learning research on interaction: a) the conceptualization of interaction, b) the tight coupling of the pedagogical-technological design, and c) the valid and reliable evaluation. It is hoped that this paper will highlight critical theoretical and methodological issues for future research to consider for the advancement of our knowledge on the role of interaction in distance learning environments.

As technology advances, its impacts on people’s lives have become more visible. Therefore the dependency on technology has increased in time. Computers are of the most outstanding ones of the technological devices which become part of daily routines. To be able to make use of such a facility, recognizing the potential role of computers and being technologically literate are essential. Computer skills must be improved to become technologically proficient and to prevent the prospect negative situations in the career. In the recent years, education has started to be one of the fields which uses computer based technology intensively. Thus, having computer skills and using computer based technology effectively during the classes have started to become important aspects for teachers. In this study, it was tried to find out the computer skills of university students and their experience levels of using defined software.