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Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/3

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    The use of information technology among Turkish university students
    (Iated-int assoc Technology Education a& Development, 2015) Department of Mechanical Engineering; N/A; N/A; Sözer, Murat; Zeybekoğlu, Zuhal; Çağan, Ferhat; Faculty Member; Other; Other; Department of Mechanical Engineering; College of Engineering; N/A; N/A; Koç University Office of Learning and Teaching (KOLT); 110357; N/A; N/A
    Recent advancements in information technologies have accelerated the use of different technologies for learning and teaching in higher education. Many attempts have been made to explore creative and productive uses of laptops, tablets, smartphones and other new technologies for university students who are already familiar with most of the existing technologies in their previous school life. This study intends to understand how university students perceive the new technological changes and their effect on learning and teaching. the study was carried out in a Turkish university with the participation of 286 students. the survey used in the study was adapted from EDUCaUSE Center for analysis and Research (ECaR) Study of Undergraduate Students and information Technology Survey, 2013 with the permission of EDUCaUSE Center for applied Research, A non-profit organization that supports technology use in higher education by providing different services. This paper presents only qualitative findings from this survey study. the results showed that students' traditional view of technology influence their expectations from their faculty and their university in terms of the effective use of the latest technologies for educational purposes. the study yielded comparative data that would make contributions to a large-scale research annually conducted by ECaR on several campuses in different countries for almost ten years.
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    Using mid-semester course evaluation as a feedback tool for improving learning and teaching in higher education
    (Routledge Journals, Taylor & Francis Ltd, 2019) Department of Mechanical Engineering; N/A; N/A; Sözer, Murat; Zeybekoğlu, Zuhal; Kaya, Mustafa; Faculty Member; Other; Master Student; Department of Mechanical Engineering; College of Engineering; N/A; Graduate School of Social Sciences and Humanities; 110357; N/A; N/A
    The way in which mid-semester course evaluations are structured, administered and reported is important for generating rich and high-quality student feedback for the enhancement of learning and teaching. Mid-semester evaluations usually contain open-ended questions that trigger more elaborative feedback about what is going on in a class than that from end-of-semester evaluations with Likert scale-type questions. The anonymity of the process for students and the confidentiality of the process for instructors make the process more reflective for students and less stressful for instructors. This study describes how the mid-semester course evaluation process can be used as a feedback tool for improving the quality of teaching and learning at an institutional level. Through a longitudinal analysis of 341 mid-semester course evaluation reports, positive areas and areas of concern with respect to learning and teaching were identified, and changes in student evaluations over the years were examined meticulously to make an overall evaluation of the quality of learning and teaching at a non-profit Turkish university. This research showed that the value of mid-semester course evaluations can go beyond course-level if we use open-ended questions and are able to gather the reports together to make some comprehensive analysis at university level.
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    Examining graduate teaching assistants' conceptions of and readiness for effective teaching in a non-profit Turkish university
    (Routledge Journals, Taylor and Francis Ltd, 2019) Department of Mechanical Engineering; N/A; N/A; Sözer, Murat; Zeybekoğlu, Zuhal; Alaylı, Ayça; Faculty Member; Other; Master Student; Department of Mechanical Engineering; College of Engineering; N/A; Graduate School of Sciences and Engineering; Koç University Office of Learning and Teaching (KOLT); 110357; N/A; N/A
    This study aimed to explore graduate teaching assistants' (GTas) perceptions of and readiness for effective teaching in higher education before and after attending an effective teaching training programme that was followed by a short term teaching experience. the study sample consisted of 62 GTas who participated in an effective teaching training programme in a non-profit Turkish university. First, we administered a survey just before and after the training programme, and six months later when study participants conducted different teaching duties in their discipline specific departments. the results showed that after training and experience, GTas put more emphasis on the role of instructors as content experts and their conceptions of effective teaching reflected more caring attitudes toward student learning. We also found that for GTas who actively involved in training and teaching in a real classroom, training and experience have a combined positive effect on their readiness for effective teaching.