Papers by Sezan Sezgin
8th International Conference on Education and New Learning Technologies Conference (EDULEARN16), 2016
The concept of equality of opportunity proposes that all people should be treated similarly, unha... more The concept of equality of opportunity proposes that all people should be treated similarly, unhampered by artificial barriers, prejudices or preferences. Equality can be assured within multiple dimensions. There have been many initiatives to eliminate the barriers and provide equality of opportunity. As an instance, Universal Instructional Design (UID) intends to provide guidelines to increase accessibility for learners with special needs. In digital knowledge age, accessing information is crucial and digital books have been one of the significant source of information. In this sense, this research aims to contribute to “equality of opportunity” notion by providing design criteria for digital books for individuals with special needs. Within this perspective, the purpose of this study is to identify design criteria for digital books for individuals with special needs. Employing a qualitative exploratory methodology to reveal the needs of hearing-impaired, visually impaired and orthopedically handicapped individuals and identify sound and effective design criteria for digital books. The study also explores the needs of each group within seven themes: Written content, spoken content, static graphic content, dynamic graphic content, technology, layout and interaction. Additionally, research findings are discussed and suggestions for future implications are provided.
Teknoloji etkisiyle değişen ve dönüşen eğitim sistemlerinde bireysel farklılıklara göre sağlanan ... more Teknoloji etkisiyle değişen ve dönüşen eğitim sistemlerinde bireysel farklılıklara göre sağlanan eğitim uygulamaları giderek önemli hale gelmektedir. Eğitim sistemlerinin en önemli girdisi olan öğrenenler de çevrelerini saran teknoloji yapılarıyla büyümekte ve bunun sonucu olarak görselllik, kullanım kolaylığı, oyunsallık, hızlı düşünme ve hareket etme becerileri talep etmektedir. Bu taleplere uygun öğrenme yaklaşımlarından ikisi oyunlaştırma ve oyun tabanlı öğrenme yaklaşımlarıdır. Bu çalışma, oyunlaştırma ve oyun tabanlı yaklaşımlarda bir bireysel farklılık olarak oyuncu tiplerini incelemektedir. Çalışmanın konusunu oyunsal düşünceyi merkeze alan yaklaşımlarda öğrenenlerin oyun ve dolayısıyla öğrenme davranışlarındaki farklılıklar oluşturmaktadır. Araştırma kapsamında gerçekleştirilen detaylı literatür taramasına göre farklı araştırmacılar tarafından farklı oyucu tipolojileri tanımlandığı belirlenmiştir. Bu tanımlama ve ilgili tipolojiler araştırmada detaylı olarak açıklanmaktadır. Çalışma sonucunda, odak noktasını oyun düşüncesinin oluşturduğu eğitsel süreçlerde, bireysel farklılıkların oyuncu tipolojilerine bağlı olarak gözetilebileceği sonucuna ulaşılmıştır. Bununla beraber önceden diğer araştırmacılar tarafından belirlenmiş olan oyuncu tipleri her ortam ve uygulama için uygun olmayabilir. Bu doğrultuda başta farklı kültürler dikkate alınarak farklı platformlar veya durumlar için özel oyuncu tipolojilerinin belirlenmesi bu alanda yapılacak gelecek çalışmalar için önemli gözükmektedir.
Anahtar Kelimeler: Oyunlaştırma, oyuncu tipolojisi, oyuncu türleri, bireysel farklılıklar
This paper seeks to define and identify the ongoing status of smart personal digital assistants i... more This paper seeks to define and identify the ongoing status of smart personal digital assistants in human life and educational contexts. Also the relationship between smart personal digital assistants and gamification will be a major concern for this study. This relationship will be expressed with almost two new figurative terms:Robo-sapiens and robo-ludens.The present study lays on the foundations of these terms and make a synthesis from a systematic review of the literature.Therefore, this paper presents a holistic approach for the synthesis of the literature and implications are shaped based on this tendency. This study uses articles, conference papers, dissertations and online artefacts as the main source of data. As a part of this study, mainly smart personal digital assistants, gamification, wearables and the big data research about learning contexts were scanned purposively. The results show that revolutinary technologies like smart personal digital assistants, gamification applications and wearables will possibly transform the learning ways people use. The study has implications for researchers and practitioners for educational contexts in examining and designing effective learning environments for the future. Also this study is thought to be a foresight study for reseaechers who study smart personal digital assistants and new technologies in education.
MOOCs are free or affordable online open courses provided by different universities or foundation... more MOOCs are free or affordable online open courses provided by different universities or foundations. There are different types of MOOCs according to their field, content, construct or accreditation. MOOCs are said to be a relatively new way of learning. They use personal learning environments of individuals and also become a part of personal learning environments. However there are numbers of free online courses or MOOCs represented by different providers and universities, it is observable that teachers and teacher education programs can not fully benefit from this. The focus of this research is to provide a specific perspective about the current place of MOOCs in teacher education. MOOCs can provide exploring, collecting, generating, and developing new knowledge and skills, so preservice or inservice teachers can create a more diversified techno-pedagogical view that support their educator role. Another core issue in teacher education is individual self-improvement processes of teachers, in other words quality matter. Cultural backgrounds, technologic, pedagogic and content knowledge, interaction abilities, gamification skills or community construction skills are very important attributes for creating added-values by teachers. At this point providing " self-help " and " self improvement " for preservice teachers and teachers is an important developmental move for all teacher preparation programs. To provide this, massive open online courses (MOOCs) are well-suited alternatives for teacher education at a local or global scale. Professionalization and expertise are also the key concepts in preservice teacher education. Because learners are changing. They all have different needs, learning styles, motivations, characteristics and so on. According to this insight teachers must be ready to creatively solve problems, engage their learners or provide motivation for their traditional classroom or distance learning audience. To do this, MOOCs are very convenient tools of distance learning ecology. The main aim of this study is to determine the views of preservice teachers and their mentors about these free open courses. Another focus of this study is examining the use and usability of MOOCs by preservice teachers and their mentors. Study also seeks to define the most relevant MOOCs about teacher preperation programs according to preservice teacher educators/mentors views. This study uses a qualitative single case holistic design which consists of 10 preservice teachers and 5 faculty members from a faculty of education in Turkey. Views of the participants were gathered via semi-structured interviews. Before the interviews, a two day introduction and orientation about MOOCs were provided to research participants. Content analysis approach was used in the analysis phase of the study. Nvivo 10 qualitative analysis software was used as an arrangement tool for qualitative documentation. According to views of preservice teacher mentors, most meaningful MOOCs was specified for preservice and inservice teacher self improvement. Preservice teachers views about the use and the usability of MOOCs was also discussed. Research findings show that most of the preservice teachers are uninformed or unmotivated about MOOCs but they all indicate that these open courses would be beneficial for teachers and teacher candidates. Overall tendency was positive among participants for the use and usability issues about MOOCs. This opens a new door into integrating MOOCs into teacher preparation programs. With this respect some suggestions were made for educational decision-makers.
This study aims to analyse and define adaptive gamification design principles for online courses.... more This study aims to analyse and define adaptive gamification design principles for online courses. According to this aim, the study was framed by two theoretical approaches, gamification and adaptive learning. Research was conducted as a qualitative holistic single case study. A theoretical matrix was established based on the theoretical basis of the research, and the content of this matrix was converted into a questionnaire which includes 9 semi-structured questions. This was followed by a four round Delphi panel with 12 field experts. The qualitative data obtained in the first phase was analyzed using content analysis and the quantitative data obtained in the second and third phases were analyzed by calculating distribution of frequencies and measures of central tendency. This checklist was presented to online course designers and experts in the field of open and distance education with focus groups interviews for to evaluate the applicability and the significance. After the delphi rounds and the focus group interview a checklist was formed about adaptive gamification design principles for online courses which consisted of 102 design principles under 11 themes. According to findings and conclusion of this study, various recommendations were made based on the results. It is thought that the developed framework can be used to guide institutions and researchers in the field of open and distance education.
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 2018
Öğrenme süreçlerinde daha etkili, verimli ve çekici deneyimler sağlayabilmenin yollarından birisi... more Öğrenme süreçlerinde daha etkili, verimli ve çekici deneyimler sağlayabilmenin yollarından birisi de öğrenen motivasyonlarını arttırmak, öğrenenlerin bu süreçlere adanmışlıklarını sağlamak ve süreçlerin sürdürülebilirliklerine yönelik tasarımlar yapabilmekten geçmektedir. Bu doğrultuda oyunlaştırma, oyun tasarım ilkelerini oyun dışı bağlamlara uygulayabilmeye yönelik öneriler sunan yenilikçi bir yaklaşım olarak ortaya çıkmaktadır. Bu kapsamda bu çalışma oyunlaştırma yaklaşımını eğitim çerçevesinde ele almakta, oyunlaştırmanın tanımı, uygulama alanları, karakteristik özellikleri, oyuncu tipleri ve oyunlaştırma modellerine yönelik açıklamalarda bulunmaktadır. Çalışma, ilgili alanyazında yer alan mevcut bulguları sentezlenmekte ve oyunlaştırmayı eğitim süreçlerinde kullanmak isteyen araştırmacı ve uygulamacılara öneriler sunmaktadır. Bu çalışma sonucuna göre oyunlaştırma, öğrenenlerin motivasyonlarını artırmaya yönelik stratejileri kullanarak öğrenenlerin daha anlamlı öğrenme deneyimleri yaşayabilmelerine olanak sağlamakta, e-öğrenme süreçlerinde öğrenenlerin adanmışlığını ve öğrenme deneyimlerinin sürdürülebilirliğini sağlamak için kullanılabilecek bir yaklaşım olarak değerlendirilmektedir.
Bu çalışmanın amacı blog kullanılarak verilen web tabanlı asenkron eğitim ile laboratuvarda göste... more Bu çalışmanın amacı blog kullanılarak verilen web tabanlı asenkron eğitim ile laboratuvarda gösterme-yaptırma tekniği ile yapılan eğitimin, öğretmen adaylarının etkileşimli video ve blog teknolojilerini, sınıf içi öğretime entegre edebilme becerilerine yönelik içerik bilgisi düzeylerini karşılaştırmaktır. Araştırma nedensel karşılaştırma modelinde desenlenmiştir. Bu amaçla çalışmada 2011-2012 öğretim yılı bahar döneminde sınıf öğretmenliği bölümü birinci sınıfta öğrenimlerine devam eden iki gruptan, bir grup yansız atama ile deney, diğer grup da kontrol grubu olarak belirlenmiştir. Deney grubundaki öğrenciler Youtube video paylaşım sitesinde eğitim amaçlı etkileşimli videonun nasıl hazırlanacağını, kamera arkası görüntülerle, adım adım anlatan bir blog sayfası yardımı ile öğrenirken, kontrol grubundaki öğrenciler laboratuvarda öğretim elemanını gözlemleyip, kendileri de uygulayarak öğrenim görmüşlerdir. Öğrenme sürecinin başında ve sonunda uygulanan ve konuya ilişkin kazanımları ölçen içerik edinimi testlerinin değerlendirilmesi sonucunda hem deney hem de kontrol grubundaki öğrencilerin eğitim amaçlı etkileşimli video hazırlamaya yönelik içerik bilgilerini artırdıkları tespit edilmiştir. Ayrıca deney ya da kontrol grubunda olmanın bu artışta anlamlı bir etkisinin olmadığı ortaya çıkmıştır. Çalışmanın sonunda öğretmen adaylarının eğitiminde bu çalışmadaki gibi işlem basamaklarının net bir şekilde belirlenebildiği eğitim durumlarında zamandan tasarruf ve öğretmen adaylarının tekrar yapmalarına olanak sağlayabilmek amacıyla web tabanlı asenkron öğrenme materyallerinin kullanılabileceği vurgulanmıştır.
Anahtar Kelimeler: blog, web tabanlı asenkron öğretim, hizmet öncesi öğretmen eğitimi, etkileşimli video
ABSTRACT
The aim of this study is to compare the learning outcomes between a blog based asynchronous instruction and a demonstration technique in computer lab. The content of the course was about the integration of interactive YouTube videos into classroom instruction. A causal-comparative research design was employed in the study with a sample of 71 participants that were freshmen students in Primary School Education in 2012 spring term. There were two existing group in the study. First group received blog based asynchronous instruction where instructor provided a step by step instruction with videos and the second group received instruction in the computer lab where instructor demonstrate how to prepare and integrate interactive educational YouTube videos. A content knowledge test was administered both at the beginning and end of the course. The data showed that both groups significantly improved their content knowledge acquisition about the educational interactive video integration while no significant difference was observed between the post-test scores of the groups. The results highlighted the employment of blog based asynchronous instruction where the course objectives are eligible for a step by step instruction. The results also highlighted that using web based asynchronous instruction may provide several benefits in terms of knowledge acquisition in preservice teachers’ education.
Keywords: blog, web based asynchronous instruction, preservice teachers’ education, interactive video.
Özet
Giyilebilir teknolojiler, kullanıcılar tarafından farklı şekillerde insan bedenine entegre ... more Özet
Giyilebilir teknolojiler, kullanıcılar tarafından farklı şekillerde insan bedenine entegre olabilen ve genellikle çeşitli aksesuarlar halinde kullanılan araçlardır. Literatürde giyilebilir bilgisayarlar olarak da isimlendirilebilen bu araçlar, insan ve bilgisayar arasında adeta kommensalist bir ilişki ortaya çıkaran, bununla birlikte bireyin günlük yaşam deneyimlerini zenginleştiren bir yapıya sahiptir. Akıllı saatlerden, bilekliklere, yüzük ve kolye gibi sensörlü aksesuarlardan, Google Glass projesi ve türevi akıllı gözlüklere, bununla birlikte akıllı optik lenslere kadar pek çok şey giyilebilir teknolojiler arasında gösterilebilir. Gelişen kablosuz ağ teknolojileri, bilgisayar işlemcileri ve akıllı sensörler aracılığıyla çoğu araç, birbirleriyle, arama motorlarıyla ve insanlarla bağlanmış durumdadır. Oluşan bu nesnelerin interneti boyutuyla beraber, giyilebilir teknolojilerin insan yaşamında önemli bir yer edineceği öngörülebilir. Bu çalışmada giyilebilir teknolojilerle ilgili var olan kaynaklar taranarak, ilgili doküman ve bilimsel araştırmalar sistematik bir yapıda incelenmiştir. Bu kapsamda başlıca giyilebilir teknolojiler tanıtılmış, sahip oldukları eğitsel potansiyeller literatürde yer alan çalışmaların değişkenlerine, kuramsal temellerine ve sonuçlarına göre kategorilendirilerek tartışılmıştır. Tartışmalar ve giyilebilir teknolojilerde yaşanan gelişmeler ışığında, bu teknolojilerin eğitsel olarak kullanımlarına yönelik yeni yapılacak çalışmalar için önerilerde bulunulmuştur. Anahtar Kelimeler: Giyilebilir teknolojiler, teknoloji entegrasyonu, insan bilgisayar etkileşimi, nesnelerin interneti, holoLens, giyilebilir öğrenme
Abstract
Wearable technologies are known as devices which can be adaptable for human body in different forms and shapes and also are used as different accesories. These devices are also named as wearable computers in the literature and they form a commensalist relationship between human and the machines besides wearable technologies can enrich daily personal experiences. Smart watches, sensored wristles, rings and necklaces, smart eyeglasses like Google Glass Project, and also smart optical lenses or any other wearable sensored devices are count as wearable technologies. In todays world, most of the devices are connected with other devices, humans or search engines by the help of emergent wireless network technologies, computer processors and smart sensors. With this setting, which is generally named as internet of things, wearable technologies are supposed to have a significant role in human life. In this study, related resources about wearable technologies, documents and scientific papers were examined by in a systematic manner. In this context, educational potentials of wearable technologies were discussed according to variables, theoretical backgrounds and findings of the papers with a proper categorization, after presenting the main wearable technologies. In consideration of discussions of other studies and improvements of wearable technologies, several suggestions were made about the educational use of wearable technologies for further researchs in the field.
The aim of this study was to investigate the associations between preservice teachers' Web 2.0 co... more The aim of this study was to investigate the associations between preservice teachers' Web 2.0 competencies and their critical thinking disposition (CTD). The study employed an associational research design using California Critical Thinking Disposition-Inventory (CCTD -I) and a Web 2.0 competency questionnaire including items related to Web 2.0 awareness, Web 2.0 use, and educational use of Web 2.0 tools. Five different Web 2.0 tools included in the study: (a) blogs, (b) wikis, (c) social networking websites, (d) YouTube, (e) podcasts. A total of 1335 preservice teachers completed the survey. Findings indicated that participants had a medium level internet use, Web 2.0 awareness, Web 2.0 use and Web 2.0 skills while their educational Web 2.0 use level was low. In terms of competencies on certain Web 2.0 tools, their blog, wiki and podcast competencies were at a very low level, whereas their social networking and YouTube competency levels were high. Findings also showed that there were significant relationships between preservice teachers' Web 2.0 competencies and their critical thinking disposition. The results highlighted that the use of different Web 2.0 tools can be complementary to each other during certain instructional activities to improve different dimensions of critical thinking disposition.
Trends in Distance Education Research: A Content Analysis of Journals 2009-2013, Mar 2015
This study intends to explore the current trends in the field of distance education research
dur... more This study intends to explore the current trends in the field of distance education research
during the period of 2009-2013. The trends were identified by an extensive review of seven peer
reviewed scholarly journals: The American Journal of Distance Education (AJDE), Distance
Education (DE), The European Journal of Open, Distance and e-Learning (EURODL), The
Journal of Distance Education (JDE), The Journal of Online Learning and Technology (JOLT),
Open Learning: The Journal of Open, Distance and e-Learning (OL) and The International
Review of Research in Open and Distributed Learning (IRRODL). A total of 861 research articles was reviewed. Mainly content analysis was employed to be able to analyze the current
research. Also, a social network analysis (SNA) was used to interpret the interrelationship
between keywords indicated in these articles. Themes were developed and the content of the
articles in the selected journals were coded according to categories derived from earlier studies.
The results were interpreted using descriptive analysis (frequencies) and social network
analysis. The reporting of the results were organized into the following categories: research
areas, theoretical and conceptual frameworks, variables, methods, models, strategies, data
collection and analysis methods, and the participants. The study also identified the most
commonly used keywords, and the most frequently cited authors and studies in distance
education. The findings obtained in this study may be useful in the exploration of potential
research areas and identification of neglected areas in the field of distance education.
Keywords: Distance education trends; distance education issues; research evaluation; content
analysis
by Emel G. G., Ela Akgün Özbek, Gökhan Deniz Dinçer, Nil GÖKSEL (BA, MA, PhD), Aras Bozkurt, Hasan Ucar, Nazife SEN ERSOY, Sezan Sezgin, Emel GULER, Sibel Yilmazel, and Cengiz Hakan AYDIN International Review of Research in Open and Distributed Learning, 2015
This study intends to explore the current trends in the field of distance education research duri... more This study intends to explore the current trends in the field of distance education research during the period of 2009-2013. The trends were identified by an extensive review of seven peer reviewed scholarly journals: The American Journal of Distance Education (AJDE), Distance Education (DE), The European Journal of Open, Distance and e-Learning (EURODL), The Journal of Distance Education (JDE), The Journal of Online Learning and Technology (JOLT), Open Learning: The Journal of Open, Distance and e-Learning (OL) and The International Review of Research in Open and Distributed Learning (IRRODL). A total of 861 research articles was reviewed. Mainly content analysis was employed to be able to analyze the current research. Also, a social network analysis (SNA) was used to interpret the interrelationship between keywords indicated in these articles. Themes were developed and the content of the articles in the selected journals were coded according to categories derived from earlier studies. The results were interpreted using descriptive analysis (frequencies) and social network analysis. The reporting of the results were organized into the following categories: research areas, theoretical and conceptual frameworks, variables, methods, models, strategies, data collection and analysis methods, and the participants. The study also identified the most commonly used keywords, and the most frequently cited authors and studies in distance education. The findings obtained in this study may be useful in the exploration of potential research areas and identification of neglected areas in the field of distance education.
Papers-EN by Sezan Sezgin
8th International Conference of Education, Research and Innovation (ICERI2015), 2015
Creative and innovative developments in information and communication technologies (ICT) have pav... more Creative and innovative developments in information and communication technologies (ICT) have paved the way for assistive technologies in special education in addition to other fields in education. Assistive technologies have been begun to be used as effective, efficient, and attractive teaching tools because learners with autism spectrum disorder (ASD) have difficulties to develop cognitive abilities and acquire new knowledge. They need to improve their behavior, communication and relationships with their environment through special education. New digital devices appear as promising teaching/learning tools as hardware. However, hardware take on a new significance as long as it is used with well-designed software; in our scope, software is interactive e-books and interactive content based teaching applications. Within this perspective, the purpose of this study is to identify design criteria of interactive e-books and interactive content based teaching applications for learners with autism spectrum disorder through a three rounds Delphi study. In this study, a total of 47 criteria under 5 themes were identified and research findings were further discussed within scope of emerged five themes. Additionally, directions for future research were presented
Conference Presentations by Sezan Sezgin
Transformative potential and the power of technology is changing the ways of learning processes. ... more Transformative potential and the power of technology is changing the ways of learning processes. New learning trends show that learning should be more connected, individualized, gamified, adaptable and easy to regulate. It is the reason that humans are playful, inventor and perform in reference to their individual differences. In today's world, technological devices, humans and even humanoid artificial intelligences are connected with each other and the physical environment by the help of sensors and wireless networks. In this new internet of things era, there is a strong cyclical linkage between wearable devices, learning analytics, artificial intelligence and adaptivity. This study intends to review and find the current and future developments about personal digital assistants along with wearable technologies in educational contexts. For this purpose, a qualitative review of the literature was performed. Related resources and articles about personal digital assistants and wearables were examined according to possible educational use and applications. Foresights of the studies, findings and conclusion sections of the documents were analyzed and synthesized after describing the current personal digital assistants and wearables in use. Educational potentials of the technologies mentioned before were specified and discussed for the further research about educational technologies.
The internet of things era brought a connected world that started to use datas of individuals and... more The internet of things era brought a connected world that started to use datas of individuals and physical environments massively. These datas are important for individualized life experiences. Gathering and using these massive and complex datas are also a boring, distracting and discouraging process for both users and interaction designers. At this point, the basic instinctual products of humankind, games may have a key role in the new data oriented era from now on. Games appear in every part of daily life and it seems that they will be highly used as an interactional tools in mobile, wearable or smart environmental technologies to provide data from individuals. In this new era there is high linkage between big data, wearable technologies, digital games and game based applications. Herein understanding games is a crucial subject for researchers and educators. This literature review seeks to define diversified attributes of games. For this purpose, game definitions of the leading, well known-most cited researchers in the field of game studies were determined and reviewed. As a result of the review, it was obtained that games have at least 55 different attributes that make games a very complex concept. According to this finding and attributes classified, authors made a new specific definition of a game, as futuristic tool, that pays regard to new smart age. Games and their possible roles in the future life contexts and education was also discussed in the study.
The rapid expansion of technology into the worlds of young people has created a new generation wh... more The rapid expansion of technology into the worlds of young people has created a new generation which can use computers, mobile devices and other digital technologies as easy as winking. Nevertheless, in the context of early childhood settings there are some influences that may differentiate the technology use behaviors of preschool children which are generally constructed at home or school environment. This study seeks to define the possible influences, effects and praxis of technology use in early childhood settings, and also intends to explore the current research trends about technology use in the field of early childhood education. Data were gathered from several scientific databases. Research articles and other scientific documents/papers were reviewed in a systematic manner with content analysis approach. To increase reliability, four researchers who have the similar background in the educational technology field were participated in this study. Review of the articles and scientific documents were conducted in two rounds. Review process was repeated by two researchers different from the first round, and a different set of two researchers were cross-checked in the second round. This study also draws on a discussion about pedagogical effects of technology use in early childhood settings.
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Papers by Sezan Sezgin
Anahtar Kelimeler: Oyunlaştırma, oyuncu tipolojisi, oyuncu türleri, bireysel farklılıklar
Anahtar Kelimeler: blog, web tabanlı asenkron öğretim, hizmet öncesi öğretmen eğitimi, etkileşimli video
ABSTRACT
The aim of this study is to compare the learning outcomes between a blog based asynchronous instruction and a demonstration technique in computer lab. The content of the course was about the integration of interactive YouTube videos into classroom instruction. A causal-comparative research design was employed in the study with a sample of 71 participants that were freshmen students in Primary School Education in 2012 spring term. There were two existing group in the study. First group received blog based asynchronous instruction where instructor provided a step by step instruction with videos and the second group received instruction in the computer lab where instructor demonstrate how to prepare and integrate interactive educational YouTube videos. A content knowledge test was administered both at the beginning and end of the course. The data showed that both groups significantly improved their content knowledge acquisition about the educational interactive video integration while no significant difference was observed between the post-test scores of the groups. The results highlighted the employment of blog based asynchronous instruction where the course objectives are eligible for a step by step instruction. The results also highlighted that using web based asynchronous instruction may provide several benefits in terms of knowledge acquisition in preservice teachers’ education.
Keywords: blog, web based asynchronous instruction, preservice teachers’ education, interactive video.
Giyilebilir teknolojiler, kullanıcılar tarafından farklı şekillerde insan bedenine entegre olabilen ve genellikle çeşitli aksesuarlar halinde kullanılan araçlardır. Literatürde giyilebilir bilgisayarlar olarak da isimlendirilebilen bu araçlar, insan ve bilgisayar arasında adeta kommensalist bir ilişki ortaya çıkaran, bununla birlikte bireyin günlük yaşam deneyimlerini zenginleştiren bir yapıya sahiptir. Akıllı saatlerden, bilekliklere, yüzük ve kolye gibi sensörlü aksesuarlardan, Google Glass projesi ve türevi akıllı gözlüklere, bununla birlikte akıllı optik lenslere kadar pek çok şey giyilebilir teknolojiler arasında gösterilebilir. Gelişen kablosuz ağ teknolojileri, bilgisayar işlemcileri ve akıllı sensörler aracılığıyla çoğu araç, birbirleriyle, arama motorlarıyla ve insanlarla bağlanmış durumdadır. Oluşan bu nesnelerin interneti boyutuyla beraber, giyilebilir teknolojilerin insan yaşamında önemli bir yer edineceği öngörülebilir. Bu çalışmada giyilebilir teknolojilerle ilgili var olan kaynaklar taranarak, ilgili doküman ve bilimsel araştırmalar sistematik bir yapıda incelenmiştir. Bu kapsamda başlıca giyilebilir teknolojiler tanıtılmış, sahip oldukları eğitsel potansiyeller literatürde yer alan çalışmaların değişkenlerine, kuramsal temellerine ve sonuçlarına göre kategorilendirilerek tartışılmıştır. Tartışmalar ve giyilebilir teknolojilerde yaşanan gelişmeler ışığında, bu teknolojilerin eğitsel olarak kullanımlarına yönelik yeni yapılacak çalışmalar için önerilerde bulunulmuştur. Anahtar Kelimeler: Giyilebilir teknolojiler, teknoloji entegrasyonu, insan bilgisayar etkileşimi, nesnelerin interneti, holoLens, giyilebilir öğrenme
Abstract
Wearable technologies are known as devices which can be adaptable for human body in different forms and shapes and also are used as different accesories. These devices are also named as wearable computers in the literature and they form a commensalist relationship between human and the machines besides wearable technologies can enrich daily personal experiences. Smart watches, sensored wristles, rings and necklaces, smart eyeglasses like Google Glass Project, and also smart optical lenses or any other wearable sensored devices are count as wearable technologies. In todays world, most of the devices are connected with other devices, humans or search engines by the help of emergent wireless network technologies, computer processors and smart sensors. With this setting, which is generally named as internet of things, wearable technologies are supposed to have a significant role in human life. In this study, related resources about wearable technologies, documents and scientific papers were examined by in a systematic manner. In this context, educational potentials of wearable technologies were discussed according to variables, theoretical backgrounds and findings of the papers with a proper categorization, after presenting the main wearable technologies. In consideration of discussions of other studies and improvements of wearable technologies, several suggestions were made about the educational use of wearable technologies for further researchs in the field.
during the period of 2009-2013. The trends were identified by an extensive review of seven peer
reviewed scholarly journals: The American Journal of Distance Education (AJDE), Distance
Education (DE), The European Journal of Open, Distance and e-Learning (EURODL), The
Journal of Distance Education (JDE), The Journal of Online Learning and Technology (JOLT),
Open Learning: The Journal of Open, Distance and e-Learning (OL) and The International
Review of Research in Open and Distributed Learning (IRRODL). A total of 861 research articles was reviewed. Mainly content analysis was employed to be able to analyze the current
research. Also, a social network analysis (SNA) was used to interpret the interrelationship
between keywords indicated in these articles. Themes were developed and the content of the
articles in the selected journals were coded according to categories derived from earlier studies.
The results were interpreted using descriptive analysis (frequencies) and social network
analysis. The reporting of the results were organized into the following categories: research
areas, theoretical and conceptual frameworks, variables, methods, models, strategies, data
collection and analysis methods, and the participants. The study also identified the most
commonly used keywords, and the most frequently cited authors and studies in distance
education. The findings obtained in this study may be useful in the exploration of potential
research areas and identification of neglected areas in the field of distance education.
Keywords: Distance education trends; distance education issues; research evaluation; content
analysis
Papers-EN by Sezan Sezgin
Conference Presentations by Sezan Sezgin