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Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/3
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Publication Metadata only What keeps teachers engaged during professional development? The role of interest development(Multidisciplinary Digital Publishing Institute (MDPI), 2023) Akcaoglu, Mete; Dogan, Selcuk; Department of Psychology; Özcan, Meryem Şeyda; Teaching Faculty; Department of Psychology; College of Social Sciences and Humanities; N/AInterest influences adults' and young learners' learning in formal and informal contexts. Although interest and interest development frameworks have been used in research on student-learning, they are not used in teacher-focused research, especially as "outcomes" of teacher professional development (PD) activities. In this study, we used interest development as the outcome of PD in computer science (CS) and investigated the factors that influenced teachers' (n = 5) interest development toward CS using various data sources and analysis methods. We found that interest development is (a) varied, (b) influenced by self-relation, knowledge, and affect, (c) associated with reengagement with PD activities, and (d) it can be captured using computational text analysis methods and online log data.Publication Metadata only 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/ARecent 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.Publication Metadata only Exploring the relationship among motivational constructs and preservice teachers' use of computational thinking in classrooms(Taylor & Francis, 2023) Akcaoglu, Mete; Hodges, Charles B.; Department of Psychology; Özcan, Meryem Şeyda; Teaching Faculty; Department of Psychology; College of Social Sciences and Humanities; N/AAs a key motivational factor that determines future teaching success with Computational Thinking (CT), in this cross-sectional survey study, we investigated if and how preservice teachers' (n = 76) self-efficacy for CT teaching, their usage of CT tools, and their motivation (utility value) were (inter)related. Through a series of regression analyses, we identified the associations between the three variables and found support for existing theories in the CT preservice education context. Notably, we found that CT usage and CT UV were only associated through the mediation of self-efficacy, which seems to be the key component for usage. We propose that CT focused interventions targeting utility value and classroom practices and policies should be provided to give preservice teachers experience in using CT software/tools are key for teacher education institutions and CT implementation into curricula.Publication Metadata only Digital gaming trends of middle-aged and older adults: a sample from Turkey(Sage Publications Inc, 2023) Us, Elif Öykü; Department of Psychology; Seçer, İlmiye; Teaching Faculty; Department of Psychology; College of Social Sciences and Humanities; 330365Background: Although the gaming habits of children, adolescents, and younger adults have been investigated in Turkey there has been less emphasis on the gaming patterns of middle-aged and older adults. The current study therefore investigated middle-aged and older adults' digital gaming habits, the aspects of digital games that they believe are enjoyable and any perceived psychological and cognitive advantages. Methods: Of the 177 middle-aged and older adults aged between 55 and 85 years (M = 62) living in Turkey who partook in the study, data from 140 participants were analyzed. Participants completed the 'Demographic Information Form' and Engagement with Digital Games Questionnaire' via a Qualtrics link that was distributed on social media platforms and using the convenience and snowball sampling technique. Results: Findings of this study showed that out of the 57 digital game players, the majority (N = 34) reported to play puzzle games such as Candy Crush. Moreover, gamers indicated that they believed digital games had psychological and cognitive benefits. Conclusion: Overall, the findings of the current study revealed that middle-aged and older adults enjoy playing digital games for fun, stress relief, and as a mental exercise regime.Publication Metadata only Responsibility of learning: a cross-cultural examination of the relationship of grit, motivational belief and self-regulation among college students in the US, UAE and Turkey(Springer, 2019) Pasha-Zaidi, Nausheen; Afari, Ernest; Urgancı, Betül; Durham, Justin; Department of Psychology; Sevi, Barış; Master Student; Department of Psychology; Graduate School of Social Sciences and Humanities; N/AThe present study explored the relationship between grit, motivational beliefs and self-regulation among undergraduate students in the United States, the United Arab Emirates and Turkey. These factors place the responsibility of learning on the students, rather than the educational environment. As most studies continue to focus on Western, educated, industrialised, rich and democratic populations, the current investigation adds to the extant knowledge of non-cognitive factors in student learning by focusing on international samples in three different cultural contexts to determine if indeed these factors are related in diverse educational environments. Grit significantly predicted the other non-cognitive factors in each of the contexts studied. There was also a positive relationship between the two constructs representing motivational beliefs, namely, self-efficacy and task value, in each of the contexts studied. The relationship between the constructs, however, differed with respect to self-regulation behaviours in the three cultural contexts represented in the study. Possible explanations for these differences are discussed.Publication Metadata only Functional adult literacy and empowerment of women: impact of a functional literacy program in Turkey(Wiley, 2005) N/A; Department of Psychology; Department of Sociology; Department of Psychology; Kağıtçıbaşı, Çiğdem; Gökşen, Fatoş; Gülgöz, Sami; Faculty Member; Faculty Member; Faculty Member; Department of Sociology; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 51292; 49200This Turkish literacy program contributed to the social integration, positive self-concepts, and family cohesion of the women who participated in it.Publication Metadata only Formation of an academic research and writing group(Sage, 2022) Kamali Arslantas, Tugba; Turkmen, Gamze; Arslan, Okan; Uzunosmanoğlu, Selin Deniz; Teaching Faculty; Information Technology Directorate; N/AThe purpose of this study was to establish a community of practice (CoP) called an academic research and writing group (ARWG), to improve the research and writing skills of graduate students, and to increase their levels of interaction while conducting their academic research. In the current study, formative research was implemented to improve the quality of academic output from the ARWG group. The study's findings showed that specific features added through the ARWG provided both a positive impression toward the ARWG and encouraged novice researchers to work collaboratively.Publication Metadata only Seeking clues to promote the participation of women in electrical engineering studies(IEEE, 2014) Alejos, Ana V.; Garcia Sanchez, Manuel; Falcone; Lopez Martin, Antonio; Academic Writing Program; Milagros, Maria Pilar; Teaching Faculty; Academic Writing Program; College of Social Sciences and Humanities; N/AIn this contribution we discuss the need to analyze the problem of the scarcity of women in electrical engineering studies. We describe an ongoing survey to investigate the factors of gender segregation in this career. It also intends to transfer to classroom measures that encourage the presence of women in electrical engineering.