Aşkar, Petek
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petek.askar@ieu.edu.tr
Main Affiliation
02.05. Sociology
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Former Staff
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Sustainable Development Goals
Documents
47
Citations
1053
h-index
14
Documents
39
Citations
780
Scholarly Output
6
Articles
5
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0/0
Supervised MSc Theses
0
Supervised PhD Theses
0
WoS Citation Count
44
Scopus Citation Count
41
WoS h-index
2
Scopus h-index
2
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0
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0
WoS Citations per Publication
7.33
Scopus Citations per Publication
6.83
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2
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0
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6 results
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Now showing 1 - 6 of 6
Article Citation - WoS: 7The Development of a Scale on Assessing Constructivist Learning Environments(Hacettepe Univ, 2010) Arkun, Selay; Aşkar, PetekThis study attempts to develop a 7-point Liken-type scale for assessing the constructivist learning environments The scale is based on 6 factors which were developed by consulting the relevant literature These factors are student centered thought provoking collaborative life relevance concurrent learning and assessment bringing different view points With the opinions of study group and the expert some corrections were made on scale and item number decreased to 29 The scale implemented on 247 university students and analysis was made with SPSS and LISREL Alter the confirmatory factor analysis the scale became to its real version Explained variance is found to be %66 65 The cronbach alfa coefficient was found as 96 and the RMSEA value as 0 076Conference Object Citation - WoS: 1Social Network Analysis for E-Learning Environments(Elsevier Science Bv, 2011) Aşkar, Petek[Abstract Not Available]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, PetekThe 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: 1Citation - Scopus: 2A Case Study on the Usage of Lecture Capture: Perceptions of Students, Faculty Members and Administrators(Springer, 2022) Ustunluoglu, Evrim; Mumcu, Filiz; Uslu, Nilufer Atman; Askar, PetekApproaches and methodologies based on technology are becoming more widespread in education. One of these technologies, Lecture Capture (LC), is particularly beneficial in higher education, since it allows students to improve learning via flexible access to video-recorded lectures. However, while LC is becoming more widespread in higher education, research on its impact on learning and teaching have prompted further discussion regarding its usage. The purpose of this study is to explore in depth the perceptions of students, faculty members, and administrators on the usage of LC in higher education, and to improve the system by identifying its key benefits and drawbacks. In the study, an embedded single-case study methodology was employed, focusing on a university's use of LC. Analysis of the findings identified three main themes: purposes for which the system was used; changes occurred through usage of the system; plus, concerns and issues. The study highlights the importance of the pedagogical, methodological, and technical aspects of the LC system.Article Yapılandırmacı Öğrenme Ortamlarını Değerlendirme Ölçeğinin Geliştirilmesi(2010) Aşkar, Petek; Argün, SelayBu çalışma kapsamında yapılandırmacı öğrenme ortamlarını değerlendirmeye yönelik, 7’li Likert tipi bir ölçek geliştirilmesi amaçlanmıştır. Yapılan alan taramasının ardından, ölçek; öğrenci merkezli, düşündüren, işbirlikli, yaşamla ilgili, öğretim ve değerlendirmenin bir aradalığı ile farklı bakış açıları kazandıran olmak üzere altı faktör üzerine kurulmuş, bu faktörleri içeren 30 madde yazılmıştır. Uygulama grubu ve uzman görüşleriyle, ölçekte çeşitli düzeltmeler yapılmış ve madde sayısı 29’a düşürülmüştür. 247 üniversite öğrencisi üzerinde uygulanan ölçeğin analizleri SPSS 13 ve LISREL 8.8 paket programlarıyla yapılmıştır. Yapılan doğrulayıcı faktör analizi sonucunda, bir maddenin çıkarılması ile ölçek 28 maddeden oluşan son halini almıştır. Açıklanan toplam varyans %66,65 olarak bulunmuştur. Ölçeğe ait, Cronbach Alfa katsayısının .96, RMSEA değerinin ise 0,076 olduğu belirlenmiştir.Article Citation - WoS: 33Citation - Scopus: 38The Comparison of the Opinions of the University Students on the Usage of Blog and Wiki for Their Courses(IEEE Computer Soc, Learning Technology Task Force, 2012) Avci, Ummuhan; Aşkar, PetekThe purpose of this study was to investigate the use of blogs and wikis as constructive tools in the computer courses of prospective teachers and compare them with respect to perceived usefulness, perceived ease of use, intention, self efficacy, and anxiety. Ninty-two students who were enrolled in various teacher education programs used blog and wiki for their courses. After their experiences with blog and wiki, the data were collected by administrating the instrument developed by the researchers. The results showed that students were positive to blog and wiki usage in the teaching-learning process. However they found wiki more useful. Both perceived usefulness and self efficacy variables explain 71% of blog and wiki usage. This value points to a very high and significant correlation. Perceived usefulness has been identified as the variable that could explain intention by itself at the most.