Kaya, Haldun
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Kaya, Mehmet Haldun
Kaya, M. Haldun
Kaya, M. Haldun
Job Title
Email Address
mehmethaldunkaya@gmail.com
haldun.kaya@ieu.edu.tr
haldun.kaya@ieu.edu.tr
Main Affiliation
13.02. English Preparatory Program
Status
Current Staff
Website
ORCID ID
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Sustainable Development Goals
5
GENDER EQUALITY
0
Research Products
9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
3
Research Products
13
CLIMATE ACTION
0
Research Products
8
DECENT WORK AND ECONOMIC GROWTH
0
Research Products
14
LIFE BELOW WATER
0
Research Products
17
PARTNERSHIPS FOR THE GOALS
0
Research Products
1
NO POVERTY
0
Research Products
2
ZERO HUNGER
0
Research Products
4
QUALITY EDUCATION
4
Research Products
11
SUSTAINABLE CITIES AND COMMUNITIES
0
Research Products
16
PEACE, JUSTICE AND STRONG INSTITUTIONS
0
Research Products
3
GOOD HEALTH AND WELL-BEING
0
Research Products
6
CLEAN WATER AND SANITATION
0
Research Products
12
RESPONSIBLE CONSUMPTION AND PRODUCTION
0
Research Products
10
REDUCED INEQUALITIES
0
Research Products
15
LIFE ON LAND
0
Research Products
7
AFFORDABLE AND CLEAN ENERGY
0
Research Products
Documents
11
Citations
711
h-index
6
Documents
9
Citations
368
Scholarly Output
13
Articles
13
Views / Downloads
14/0
Supervised MSc Theses
0
Supervised PhD Theses
0
WoS Citation Count
368
Scopus Citation Count
707
WoS h-index
4
Scopus h-index
6
Patents
0
Projects
0
WoS Citations per Publication
28.31
Scopus Citations per Publication
54.38
Open Access Source
9
Supervised Theses
0
| Journal | Count |
|---|---|
| Contemporary Educational Technology | 3 |
| Boğaziçi Üniversitesi Eğitim Dergisi | 1 |
| Dil Dergisi | 1 |
| Education and Information Technologies | 1 |
| Elt journal | 1 |
Current Page: 1 / 3
Scopus Quartile Distribution
Competency Cloud
13 results
Scholarly Output Search Results
Now showing 1 - 10 of 13
Article An E-Reflective Hybrid Professional Training for In-Service Teachers(2023) Kaya, Haldun; Adıgüzel, TufanThis qualitative case study aims to analyze how an E-Reflective Teaching and Learning Hybrid course is experienced by in-service English language instructors in terms of particular teaching skills, perception, and practice of reflection at the tertiary level. The implementation and evaluation stages of this course involved two different data sources (instructors’ opinions and recorded lessons) and six data collection tools (interviews, discussion forum questions, trainer’s reflection forms, instructors’ reaction forms, instructors’ reflection forms, and peer observation forms). The findings showed this course made a noticeable difference in the participants’ target teaching skills and the understanding and skill of reflection. This study sets itself up as a model for trainers and instructors who aim to improve themselves through reflective practice.Article Citation - Scopus: 13Constructing, Reconstructing and Developing Teacher Identity in Supportive Contexts(Asian E F L Journal Press, 2019) Kaya, Haldun; Dikilitaş K.Teacher identity has been one of the recent topics that has created a perspective to investigate teachers’ development by reflecting on who they are and how they do what they do in a certain context, namely an Asian context in this paper. This qualitative research exploring a language teacher’s identity development of a novice English language teacher was carried out as a case study. A triangulation model using semi-structured interviews, observations, narratives, and/or reflective writing brought together data from a longitudinal perspective involving 6-month monitoring of Derviş’ knowledge, beliefs, and practices. Derviş’ practices and reported beliefs were documented and analysed over six months. The research concluded that a novice language teacher constructed and developed his identity from behaviourist perspective into socio constructivist one within a supportive context where professional development is key part of the language programme. © 2019 Asian E F L Journal Press. All Rights Reserved.Article Citation - Scopus: 18Blending Technology With Constructivism: Implications for an Elt Classroom(IATEFL Poland Computer Special Interest Group, 2015) Kaya, HaldunThe constructivist approach in learning a foreign language has been receiving a great deal of attention over the last years due to its tenets, which fully comply with the principles of the effective language learning environment. Taking the foundations of constructivist pedagogy into consideration, the most innovative attempt that English language teachers have made so far is to integrate technology into their classes in order to improve students' communication skills, help them become active learners, and encourage them to reflect on their own learning. Along with a brief literature review on constructivist learning and the use of technology, this article aims to provide the readers with the related practical applications and implications.Article Citation - WoS: 2Citation - Scopus: 2Hyflex Teaching Experience and Reflections in K-12(Bastas Publications Doo, 2024) Filiz, Özan; Kaya, Haldun; Adıgüzel, TufanThis study uses a case study methodology to comprehensively examine HyFlex teaching in the context of K-12 education in a private Turkish school. 60 teachers in 15 disciplines, who had received professional development training in 'HyFlex lesson plan development,' participated. Data were collected through lesson plans, pre-and post-implementation reflection reports, and qualitative analysis employed inductive and deductive coding. The findings reveal that well -trained educators with expertise in active learning, formative assessment, cognitive presence, flipped learning, and self-regulated learning effectively implement HyFlex instruction. HyFlex lessons enhance students' higher-order thinking skills, foster interaction, and build a sense of belonging. However, accommodating asynchronous learners requires careful design. The study acknowledges limitations and suggests future research exploring HyFlex sustainability and comparative analyses with other teaching modes.Article Unveiling the Role of Identity in Teacher Education(2016) Kaya, HaldunÖğretmenlerin kim olduğunu anlamak dil öğrenimi ve öğretimini anlamanın bir önşartıdır çünkü öğretmenlik dil öğretimi bilgi ve becerileri ile sınırlı olmayıp genl itibariyle bir dil öğretmeninin kim olduğunu kapsamaktadır. Bu doğrultuda, öğretmen kimliği pek çok araştırmacının ilgi alanı haline gelmiştir. Farklı öğrenme kuramları öğretmen kimliğinin doğasını kendine özgü ifadelerle tanımlar. Davranışçı yaklaşımda öğretmen bil aktaran; İnsancılık'ta ise danışmandır. Yapılandırmacılık kuramında öğretmen eğitimsel faaliyetlerin tasarımcısıdır. Davranışçılık ve İnsancılık'ta olduğu gibi, Yapılandırmacı yaklaşımında da psikolojik ve zihinsel boyutların üzerinde durulmuş öğretimin sosyal rolü, öğretmenin ilişkileri ve öğretmenin diğer kişilerden beklentileri göz ardı edilmiştir. Bu durum bizi sosyal yapılandırmacı kuramına yönlendirir çünkü öğretmen kimliği sosyal bir ortamda yapılandırılan, yeniden yapılandırılan ya da geliştirilen bir olgudur. Sosyal yapılandırmacılıkta öğretmen, eğitim ve sosyal faaliyetlerin tasarımcısı olarak hareket eder ve işbirlikli öğrenme ve öğrencilerin birbirleriyle etkileşimi için uygun öğrenme ortamı yaratır. Neden bazı öğretmenlerin kimliklerini geliştirebildiği ve bunu nasıl yaptıkları dikkat çeken bir başka konudur. Bu değişim sırasında neler olur? Bu değişime kim ve ne etken olur? Öğretmen eğitim programlarının öğretmen kimliği geliştirme / yeniden yapılandırmaya yaklaşımı nasıl olmalıdır? Bu makale öğretmen eğitimcilerinin rolleri ve öğretmen kimliğini geliştirmek amaçlı mesleki gelişim faaliyetleri üzerinde de durmaktadırArticle Citation - Scopus: 1Integrating Cognitive Presence Strategies: a Professional Development Training for K-12 Teachers(Bastas, 2023) Adiguzel T.; Kaya, Haldun; Bulut M.A.; Mete S.E.; Nalkesen-Akin Y.For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension. © 2023 by authors; licensee CEDTECH by Bastas, CY.Article Citation - WoS: 340Citation - Scopus: 629Revolutionizing Education With Ai: Exploring the Transformative Potential of Chatgpt(Bastas, 2023) Adıgüzel, T.; Kaya, Haldun; Cansu, F.K.Artificial intelligence (AI) introduces new tools to the educational environment with the potential to transform conventional teaching and learning processes. This study offers a comprehensive overview of AI technologies, their potential applications in education, and the difficulties involved. Chatbots and related algorithms that can simulate human interactions and generate human-like text based on input from natural language are discussed. In addition to the advantages of cutting-edge chatbots like ChatGPT, their use in education raises important ethical and practical challenges. The authors aim to provide insightful information on how AI may be successfully incorporated into the educational setting to benefit teachers and students, while promoting responsible and ethical use. © 2023 by authors;.Article Citation - WoS: 11Citation - Scopus: 25Teachers and Ai: Understanding the Factors Influencing Ai Integration in K-12 Education(Springer, 2025) Filiz, Ozan; Kaya, Mehmet Haldun; Adiguzel, TufanThis study investigates the psychological and pedagogical factors influencing K-12 teachers' readiness to integrate artificial intelligence (AI) into educational settings. An exploratory qualitative approach was employed, involving 66 teachers from 11 disciplines at a private school in T & uuml;rkiye participating in a professional development program focused on AI-enhanced teaching. Data were collected through online discussion forums and AI-supported learning activity design tasks and analyzed using inductive thematic analysis. Findings reveal that teachers valued AI for its efficiency, interactivity, and adaptability, particularly in tools like ChatGPT and MagicSchool, which supported personalized learning and lesson planning. However, significant challenges emerged, including technical issues, curriculum misalignment, ethical concerns, and cultural barriers, such as difficulties adapting AI-generated content to local contexts. The study concludes that while AI offers significant potential to enhance education, successful integration requires addressing the identified barriers through targeted support, resources, and ethical guidelines. Implications for further research include exploring diverse educational settings to generalize findings, conducting longitudinal studies to assess long-term impacts, and investigating strategies to align AI tools with existing curricula and ethical standards.Article Exploring the Acceptance of ChatGPT in Higher Education: A Comprehensive Quantitative Study of University Students and Faculty(Frontiers Media S.A., 2025) Kaya, Mehmet Haldun; Adiguzel, TufanThe study explores the acceptance and use of ChatGPT in higher education, focusing on university students and faculty members. The research aims to identify the factors that influence the behavioral intention to use ChatGPT, utilizing the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) as the theoretical framework. Key constructs such as performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit were examined for their impact on the acceptance of ChatGPT. Data were collected through a survey of 378 participants, including 346 students and 32 faculty members, from various faculties at a university in Eastern Europe. The findings reveal that effort expectancy and performance expectancy were the most significant predictors of behavioral intention to use ChatGPT. Faculty members demonstrated a higher intention to use ChatGPT compared to students, likely due to their greater experience with technology. Hedonic motivation also played an important role in both groups, indicating that enjoyment contributed to the acceptance of the tool. The study concludes that ChatGPT holds great potential for enhancing education, but its habitual use is not yet widespread. The results suggest that universities should focus on improving institutional support and training to facilitate broader acceptance of ChatGPT among students and faculty.Article Citation - WoS: 2Citation - Scopus: 1Exploring Views and Experiences of Faculty Members' Participation in an Asynchronous Online Program: Using a Micro-Learning Format and CoP Framework(Routledge Journals, Taylor & Francis Ltd, 2025) Bulut, Mehmet Akin; Adiguzel, Tufan; Kaya, Mehmet HaldunTraditional teaching methods in higher education often fall short of meeting the diverse needs of learners, particularly in remote or asynchronous settings. Addressing this gap, this qualitative case study investigates how a six-module asynchronous online professional learning program can support the integration of active learning strategies using micro-learning and a Community of Practice (CoP) framework. Conducted at a higher education institution, the study involved six faculty members from diverse academic backgrounds. Data were gathered through semi-structured interviews, lesson observations, discussion board content, and participant reflections. Content analysis revealed that the flexibility and accessibility of asynchronous learning coupled with micro-learning segments. This study addresses a critical need for practical insights into professional learning programs that effectively implement active learning in non-traditional educational environments. The findings suggest that such programs should incorporate structured support mechanisms, clear guidelines, and diverse content formats to enhance motivation and mitigate cognitive overload, particularly in remote learning contexts.
