TR Dizin İndeksli Yayınlar Koleksiyonu / TR Dizin Indexed Publications Collection
Permanent URI for this collectionhttps://hdl.handle.net/20.500.14365/4
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Article Can Peer-Mentoring Be a Model for Retention in Higher Education?(2024-03-29) Üstünlüoğlu, EvrimResearch highlights the benefits of peer mentoring in helping less experienced students understand their university roles and achieve academic goals. The current study aims to explore the perspectives of mentees and mentors, focusing on program expectations, challenges faced, and suggestions for improvement. This single-case study investigates a 12-week mentoring program at a foundation university using qualitative surveys, monthly reports, and focus group interviews. The findings suggest that both mentors and mentees have academic and social expectations, encompassing the enhancement of problem-solving, leadership, and communication skills and mentees’ adjustment to campus life. As for the challenges encountered, the key themes emerged, establishing boundaries/relationship, time management, meeting diverse needs and expectations and coping with a lack of information/miscommunication. Mentors and mentees reported that the effectiveness of the mentoring program was influenced by factors such as support from academic programs, a well-structured program, and the training provided to the mentors before the program started. The participants stated that they took advantages of the mentoring program, acquired personal, professional, and academic skills, facilitating a smooth transition to the campus life. The results are expected to inform future mentoring programs and promote peer mentoring in higher education.Article Perceptions of K-12 English Language Teachers on an Online In-Service Training Program(2023-09-30) Üstünlüoğlu, Evrim; Gün, BaharThis research was conducted in collaboration with the US Embassy Education Department located in Ankara and the Local Directorate of National Education (DoNE). The study aimed at designing an online in-service training program based on the needs and expectations of K-12 English language teachers; and to identify their perceptions regarding the online in-service-training program to make implications for the design of future online in-service programs. A needs analysis survey was conducted, resulting in an online program which included topic areas, such as use of technology, engagement of students in online classes, effective teaching and assessment of speaking and writing skills, use of drama techniques, professional development, the profile of next generation learners, as well as pedagogical approaches. The focus group meetings with the participant teachers at the end of the program revealed that the teachers in the study benefited from the online program in terms of improving their overall online teaching and assessment skills, contributing to their professional development, and improving their own language proficiency levels.