http://hdl.handle.net/20.500.12416/2297 Eğitim Teknolojileri Bilim Dalı yayınlarını içerir. Wed, 28 Oct 2026 17:48:11 GMT 2026-10-28T17:48:11Z http://hdl.handle.net/20.500.12416/4282 Implementing Bring Your Own Device (BYOD) Model in Flipped Learning: Advantages and Challenges Akkoyunlu, Buket; Kibar, Pınar Nuhoğlu; Gündüz, Abdullah Yasin Flipped learning is a type of blended learning that reverses traditional conceptions about pre-class and in-class activities. This pedagogical approach offers students the opportunity to exert more control over their learning. However, teachers should monitor whether in-class activities deepen pre-learning. In this paper, we present students' experiences regarding the advantages, challenges and future preferences of using BYOD in flipped learning. According to students, being allowed to use their own devices in classroom activities provided them a more comfortable learning environment. The model increased their productivity because they were familiar with their personal devices. Students reported that the BYOD model made storing and retrieving files easier, which enabled them to continue studying without remembering settings. However, students identified challenges, such as being required to carry heavy devices and dealing with poor classroom infrastructure. A few students decided they would rather not bring their own devices again due to weight, but the others indicated that they would prefer to participate in BYOD-embedded flipped learning in the future. Tue, 01 Jan 2019 00:00:00 GMT http://hdl.handle.net/20.500.12416/4282 2019-01-01T00:00:00Z http://hdl.handle.net/20.500.12416/3937 Creating Infographics Based On the Bridge21 Model for Team-Based and Technology-Mediated Learning Nuhoğlu Kibar, Pınar; Sullivan, Kevin; Akkoyunlu, Buket Aim/Purpose The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics. Background As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and share this knowledge. This study investigates creating infographics as a knowledge visualization process for collaborative learning situations by integrating the infographic design model into the team-based and technology-mediated Bridge21 learning model. Methodology This study was carried out using an educational design perspective by conducting three main cycles comprised of three micro cycles: analysis and exploration; design and construction; evaluation and reflection. The process and the scaffolding were developed and enhanced from cycle to cycle based on both qualitative and quantitative methods by using the infographic design rubric and researcher observations acquired during implementation. Respectively, twenty-three, twenty-four, and twenty-four secondary school students participated in the infographic creation process cycles. Contribution This research proposes an extensive step-by-step process model for creating infographics as a method of visualization for learning. It is particularly relevant for working with complex information, in that it enables collaborative knowledge construction and sharing of condensed knowledge. Findings Creating infographics can be an effective method for collaborative learning situations by enabling knowledge construction, visualization and sharing. The Bridge21 activity model constituted the spine of the infographic creation process. The content generation, draft generation, and visual and digital design generation components of the infographic design model matched with the investigate, plan and create phases of the Bridge21 activity model respectively. Improvements on infographic design results from cycle to cycle suggest that the revisions on the process model succeeded in their aims. The rise in each category was found to be significant, but the advance in visual design generation was particularly large. Recommendations for Practitioners The effectiveness of the creation process and the quality of the results can be boosted by using relevant activities based on learner prior knowledge and skills. While infographic creation can lead to a focus on visual elements, the importance of wording must be emphasized. Being a multidimensional process, groups need guidance to ensure effective collaboration. Recommendation for Researchers The proposed collaborative infographic creation process could be structured and evaluated for online learning environments, which will improve interaction and achievement by enhancing collaborative knowledge creation. Impact on Society In order to be knowledge constructors, innovative designers, creative communicators and global collaborators, learners need to be surrounded by adequate learning environments. The infographic creation process offers them a multidimensional learning situation. They must understand the problem, find an effective way to collect information, investigate their data, develop creative and innovative perspectives for visual design and be comfortable for using digital creation tools. Future Research The infographic creation process could be investigated in terms of required learner prior knowledge and skills, and could be enhanced by developing prepractices and scaffolding. Tue, 01 Jan 2019 00:00:00 GMT http://hdl.handle.net/20.500.12416/3937 2019-01-01T00:00:00Z http://hdl.handle.net/20.500.12416/3788 Bilişim Teknolojileri Öğretmen Adaylarının Bakış Açısından 21.Yüzyıl Öğrenen Ve Öğretmen Özellikleri Dağhan, Gökhan; Kibar Nuhoğlu, Pınar; Menzi Çetin, Nihal; Telli, Esra; Akkoyunlu, Buket Bu çalışmanın amacı Bilişim Teknolojileri öğretmen adaylarının bakış açısından 21. yüzyıl öğrenenlerinin ve öğretmenlerinin özelliklerini irdelemek ve farkındalıklarını belirlemektir. Bu amaçla 63 öğretmen adayının öğretmenlik uygulaması dersi kapsamında ağ günlüklerine "21. yüzyıl öğrencisinin ve öğretmeninin özellikleri" başlığı altında yazdıkları yazılar doküman analizi ile çözümlenmiştir. Analiz sonucunda öğretmen adaylarının 21. yüzyıl öğrenen ve öğretmen özellikleri olarak belirttikleri niteliklere ilişkin öğrenen özellikleri bağlamında 8 tema altında 57 farklı koda, öğretmen özellikleri bağlamında ise 7 tema altında 38 farklı koda ulaşılmıştır. Buna göre 21. yüzyıl öğrenen özelliklerine ait temalar bilgi okuryazarlığı, bilişsel beceriler, sosyal özellikler, kişisel özellikler, dijital vatandaş olma, ahlaki özellikler, öğrenme tercihi ve medya okuryazarı olma şeklindedir. Öğretmen özellikleri ise öğretim yaklaşımı, öğretim tasarımı, bilgi ve iletişim teknolojileri okuryazarlığı, bilgi okuryazarlığı ile kişisel, mesleki ve sosyal özellikler temaları altında toplanmıştır. Araştırma bulgularının ilgili alan yazınla benzer olduğu, öğretmen adaylarının 21. yüzyıl öğrenen ve öğretmen yeterlikleri açısından farkındalığa sahip oldukları görülmüştür.; The aim of this study was to examine the 21st century learners' and teachers' characteristics from the view of preservice teachers and determine their awareness about the issue. The study was conducted with 63 preservice teachers who were studying at Computer Education and Instructional Technology department during the Teaching Practice course. The data were collected through web blogs and analyzed with document analysis. As a result of the analysis, 57 different codes under 8 themes as information literacy, cognitive skills, social and personal characteristics, digital citizenship, ethical characteristics, learning styles and media literacy and; 38 different codes under 7 themes as instructional approach, instructional design, information and communication technologies literacy, information literacy, personal, professional, social characteristics were determined in terms of learners' and teachers' characteristics respectively. Findings of the study are founded similar to the literature and it was concluded that preservice teachers are aware of 21st century learners' and teachers' characteristics. Sun, 01 Jan 2017 00:00:00 GMT http://hdl.handle.net/20.500.12416/3788 2017-01-01T00:00:00Z http://hdl.handle.net/20.500.12416/3639 A Study On How to Equip Students With Scientific Communication Skills Menzi Çetin, Nihal; Akkoyunlu, Buket The purpose of this study was to investigate the effects of scientific communication (SC) curriculum on blog writing skills of sixth-grade students, and opinions of the students and teachers about the curriculum. Through the curriculum, it was aimed to teach students the ability to access and evaluate information, organize information and share it by writing a blog. Students were given three different writing assignments and were asked to share them in their blogs. The first assignment was given for adapting to the writing process. The second and third assignments were assessed to determine the effect of SC curriculum on blog writing skills. At the end of the process, teachers and students were asked about their opinions on SC curriculum and blog writing. Study results revealed that SC curriculum had positive effects on research and writing skills development of the students, and showed that the curriculum was supportive in reaching the course-specific goals. Mon, 01 Jan 2018 00:00:00 GMT http://hdl.handle.net/20.500.12416/3639 2018-01-01T00:00:00Z