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 Citation - WoS: 6Citation - Scopus: 6Perceptions Versus Realities: Teaching Quality in Higher Education(Turkish Education Assoc, 2016-04-27) Ustunluoglu, EvrimThe purpose of this study is to investigate the perceptions of both students and faculty members on teaching quality in higher education, taking nationality, gender, GPA and faculty members' perceptions of university priorities into consideration. The mixed method approach was used to collect both quantitative and qualitative data simultaneously in the study. The quantitative data were collected from two countries: The United States and Turkey through a questionnaire developed for the study. Qualitative data were collected through focus group meetings; two with the faculty members and two with the students. The results indicated a difference between the perceptions of the student and faculty groups, regardless of nationality. In contrast to the students, faculty members perceived themselves competent in the three areas of delivery of instruction, rapport, and assessment. It was also found that nationality and GPA had an impact on students' perceptions whereas gender had an insignificant effect. As for perceived priorities, although both groups stated that teaching is important, it was interesting to note that Turkish group also emphasized administrative work and research/publication as priorities for the university. The results of this research suggests that more work is still needed to reach the high expectations for teaching quality in higher education such as in-service training and professional development activities, particularly on as self-reflection, improvement of teaching skills, and innovative teaching methods with an emphasis on technology.Article Citation - WoS: 2Understanding Misbehavior at University Level: Lecturer Perceptions From the Us and Turkey(Turkish Education Assoc, 2013) Ustunluoglu, EvrimThis study focuses on the misbehaviors of university students, and more specifically, it investigates university lecturers' perspectives of these problems along with their coping strategies. The study also investigates the factors associated with these behaviors and differences in cultural motives behind American and Turkish lecturers' perceptions. The data consists of interviews and classroom observations of 38 lecturers from two universities, one American and one Turkish. The results revealed that problems encountered were cell phone use, inappropriate talking, inattentiveness, lack of participation and tardiness. In general, verbal warnings and the outlining of expectations were identified as the main coping strategies by both groups. Misbehaviors were attributed to parents and students themselves by American and Turkish lecturers. However, some American lecturers emphasized these misbehaviors might have stemmed from lecturers themselves.Article Citation - WoS: 2Citation - Scopus: 1An Examination of the Factor Structure of the Turkish Version of the Online Learning Environment Survey(Turkish Education Assoc, 2011) Ozkok, Alev; Yurdugul, Halil; Aşkar, Petek; Özkök, Güldem AlevThe primary aim of this study was to examine the reliability and validity of the Turkish version of the Online Learning Environment Survey (OLES) in postsecondary distance education. The OLES is a 54 item instrument for assessing social-psychological perceptions among distance education students. The second aim was to investigate empirically perception of the online learning environment in Turkish context. This paper consisted of three models explaining online learning environments in the Turkish context. Model I, based on relations of originally item-construct reported by Trinidad, Aldridge & Fraser, (2004), was analyzed with gathered data from Turkey setting by the translation, adaptation, and validation of the Online Learning Environment Survey (OLES) (Trinidad, Aldridge & Fraser, 2004) in a new Turkish-language form. In Model I, the OLES was designed to measure nine dimensions of online educational environment. The fit of the proposed multidimensional factor structure was examined with 902 post-secondary distance education students in two institutions. Model II, based on relations of emprically item-construct which were obtained with principal component analysis, was investigated with first-order confirmatory factor analysis. Model II consist of twelve subconstructs. Model III, with a higher-order construct with twelve first-order factors of OLES-TR, was perfectly represented as a general online learning environments trait rather than the OLES.Article Citation - WoS: 2Citation - Scopus: 4The Effects of Yoga Education on the Cognitive Functions of Children in Early Childhood(Turkish Education Assoc, 2020-12-30) Ozgun, Songul Yasemin; Özkul, Fatma Betül; Oral, Ezgi; Şemin, Makbule İlgi; Şemin, İlgi; Özkul, Betül; Cura, Fatma Betül OzkulThe aim of this research study is to analyze the effects of yoga education on the cognitive functions in early childhood. This study is a semi- experimental study with Pretest Posttest Control Group Experimental Design. The research sample comprises 28 children between the ages of 4-5 years, 10 in the experimental and 18 in the control group, who are currently enrolled in separate preschool programs in the city of Izmir. Application of Cognitive Functions Scale (ACFS) and Personal Information Form were used in the research in order to identify the children's cognitive functions. In the study, children in the experimental group were provided with 1 hour a week of yoga education given by a certified, expert yoga instructor for 12 weeks, while the control group children were left without intervention. Mann Whitney-U test and Wilcoxon Signed Rank Test were used for data analysis. The research findings showed that the experimental group's total ACFS scores and average posttest scores for the Tasks Section Subscales were significantly higher than their average total pretest scores. No significant difference was found between the pretest and posttest score averages of the control group. A comparison of the total posttest scores of experimental and control groups showed no statistically significant differentiation in the subscales of short term auditory memory, perspective-taking, and verbal planning; while the differentiation was statistically significant between the subscales of classification, sequential short term auditory memory, short term visual memory, and pattern completion, as well as the total ACFS posttest scores. The research findings are discussed in relation to the literature.