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    Determining the factors affecting the ICT use of Turkish students attending PISA-2018: Multilevel profile analysis approach
    (Springer, 2024) Basaran, Bulent
    This study aims to classify student profiles based on the type and frequency of Information and Communication Technologies (ICT) usage. Each profile exhibits homogeneous characteristics and heterogeneous characteristics compared to other groups. Additionally, the study investigates whether covariates at the school and student levels create differences in these profiles. For this purpose, a mixed-method analysis (Latent Profile Analysis (LPA), Multi-level Latent Profile Analysis (MLPA) and Multi-level Logistic Regression Analysis (MLRA)) were used to identify ICT usage profiles. The study analysed data from 6,890 Turkish students across 186 schools participating in PISA 2018 (Program for International Student Assessment), revealing three distinct ICT usage profiles: Profile-1 (Low-Level ICT Users (19.06%)), Profile-2 (Intermediate-Level ICT Users (71.10%)), and Profile-3 (Advanced-Level ICT Users (9.84%)). The MLRA showed that students with low ICT usage have less access to ICT resources. Students in the Low-Level ICT Users profile also had lower scores on ICT-related motivation factors (interest, competence, social interaction, and autonomy). No significant effect of ICT usage on mathematics, reading, and science scores was observed. Variance differences at student and school levels could not be fully explained by covariates at the school level (type of school, ratio of computers connected to the internet per student, lack of educational materials and personnel). However, the ratio of computers per student effectively explained these differences. According to an MLPA, schools were categorised into two groups based on ICT resources: 'high' and 'low'. In schools with high ICT resources, the proportion of students in Profile-2 was found to be 45.8%, while those in Profile-3 accounted for 9%. In contrast, in schools with low ICT resources, the percentage of students in Profile-2 was 22.45%, and in Profile-3, it was 1.82%. These findings indicate that the level of a school's ICT resources significantly impacts students' technology usage skills. A significant finding of the research is that most Turkish students use ICT at an intermediate level at home for school lessons. The COVID-19 pandemic has further increased the importance of studying at home using ICT resources.
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    Education Faculty Students' Levels of Satisfaction with E-Learning Process
    (Acad Publisher House Researcher, 2017) Yalman, Murat; Basaran, Bulent; Gonen, Selahattin
    Also, e-learning environments, which integrate technology into education, have now become widespread and popular. Examining how students use this education management system is fairly important for the success of this system, and any possible results to be obtained are significant. For this purpose, the present study was conducted with 348 students attending an education faculty. In the study, the courses of 'Introduction to Computer' found in their curriculum were taught to the students for two academic terms with the e-learning management system. At the end of the academic year, a questionnaire was applied to the future pre-service teachers to determine their levels of satisfaction with e-learning. The results revealed no significant difference in the preservice teachers' levels of satisfaction with e-learning in terms of their gender, their education program and their department. In addition, it was revealed out that there was a significant difference at the significance level of p<.05 between their levels of satisfaction with e-learning and their levels of knowledge of Internet technologies It was found out that the students' mean score regarding their satisfaction with e-learning was calculated as <(X)over bar>=3.80, which referred to I don't agree. The students thought that teaching a course with this method is important for learning new education management systems, and the students who were introduced to technology during their university education, reported that this education should be given following their university education.
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    Effects of Multimedia Videos Designed for Computer Package Software Training on Learning
    (Sciencepark Sci, Organization & Counseling Ltd, 2017) Yalman, Murat; Basaran, Bulent; Gonen, Selahattin
    Use of videos as multimedia materials in class and integration of these materials into education increase the quality of education. This study was conducted with 219 students attending the departments of Elementary School Teaching and PreSchool Teaching at Education Faculty in the academic year of 2011-2012. In order to determine their level of background knowledge, the students were given an achievement pre-test regarding educational subjects. The test questions prepared by the Ministry of Education and private courses given by companies like European Computer Driving License (ECDL) and Microsoft were used to determine the students' levels of knowledge about the package software regarding which training would be given. The results of the study revealed that the courses given using multimedia videos were more successful than those given based on traditional methods.
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    EVALUATION OF STUDENTS' ATTITUDES TOWARDS E-EXAMS AND USE OF TECHNOLOGY IN THEOLOGY DISTANCE UNDERGRADUATE EDUCATION PROGRAMS
    (Hitit Univ, 2017) Basaran, Bulent; Yalman, Murat; Erkan, Serdar
    The purpose of this study was to introduce the multimedia applications in Theology Distance Undergraduate Education Program (TDUEP) and to determine the users' attitudes towards exams executed to assess the outcomes. For this purpose. PowerPoint documents, videos. SCORMcompatible e-learning materials and Adobe Connect live lesson applications were developed to guide users in theology education as well as to make the teaching and learning process more entertaining. The study was carried out with 1500 students registered to TDUEP at a state university. The questionnaire form developed was applied to the students during the end-of-term exam week. The questionnaire forms which were not filled out completely or appropriately were excluded, and the remaining total number of questionnaire forms decreased to 1286. The results of the analysis of the questionnaire forms filled out by the participants revealed that there was no significant difference in the students' attitudes towards the web-based assessment system with respect to their gender and class grades. On the other hand, the results of the Chi-Square independence test conducted to examine whether the variable of gender had any relationship with the exam duration, place-independence of the exams and use of the exam system demonstrated that there were significant differences between the groups.
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    Examining preservice teachers' levels of self-efficacy perceptions regarding Web
    (Emerald Group Publishing Ltd, 2020) Basaran, Bulent; Yalman, Murat
    Purpose This study aims to focus on how preservice teachers' academic achievements, their frequencies of connecting to the distance learning management system, their gender and the related sub-scales influence their Web-based self-efficacies (WEB-PCK) and their attitudes towards distance education (WBI). Design/methodology/approach In the study, the structural equality model was used. In the path analysis, the maximum likelihood estimation method was used to predict the parameters of the model. This method allows determining the highest values for the population and the probability of the sample value to occur. Findings It was found that the sub-scale of Web communication (WEB-C) had a high level of direct and positive influence on the male preservice teachers' self-efficacy perceptions. As for the female preservice teachers, WEB-C did not have any direct influence on their self-efficacy perceptions. For the male preservice teachers, Web pedagogy (WEB-PC) had positive influence on their self-efficacy perceptions (beta = 0.193), while the sub-scale of WEB-PC had a high level of influence on the female preservice teachers' self-efficacy perceptions (beta = 0.534). Originality/value In the study, the purpose of was to examine the effects of the attitudes of the preservice teachers towards Web general (WEB-G), Web-Communication (WEB-C), Web pedagogical knowledge (WEB-PK), Web pedagogical self-efficacy (WEB-PCK) and Web-based instruction (WBI) with the help of the structural equation model with respect to gender, frequency of connection to the internet and academic achievement grades.
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    Examining PRESERVICE teachers' use of SMARTBOARD and pc tablets in lessons
    (Springer, 2021) Yalman, Murat; Basaran, Bulent
    Transfer of knowledge to future generations has always been performed by people since existence of early humans. Today, with the developments in technology, education is presented in several ways and through a wide variety of tools such as two- or three-dimensional learning contents, animations, video conference lessons and interactive applications. Parallel to these developments, smartboards, tablets, virtual laboratories and cooperative learning environments have resulted in more innovative solutions in teacher training and changed the way of teaching. Education given with this type of technological tools helps make learning more permanent. The quality of education given with technological tools is determined by students' approach to and knowledge about these tools. In the present study, the purpose was to reveal preservice teachers' views about the use of smartboards in classes. The study was carried out with 124 preservice teachers attending different departments at Education Faculty of a state university in the Southeast of Turkey in the Fall Term of the academic year of 2016-2017. The results obtained in the study demonstrated that there were significant differences between the preservice teachers' views about the audio-visual use of tablet computers and smartboards in classes with respect to their departments. Analysis of the research data also revealed that use of tablet computers in classes did not decrease motivation based on gender.
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    Examining university students' attitudes towards using web-conferencing systems in distance learning courses: A study on scale development and application
    (Laboratory Knowledge Management & E-Learning Univ, 2020) Basaran, Bulent; Yalman, Murat
    The study aimed to develop a scale to assess students' attitudes towards using interactive web conferencing systems in distance learning courses. An item pool was formed based on a review of the literature and the participants' written views. A draft scale was developed with 29 items selected from this item pool. It was applied to 1100 undergraduate students in a distance program in theology, who took courses using Adobe Connect as a video conference system, together with Moodie as a learning management system. After removing incomplete or improperly filled questionnaires, a total of 596 participants' responses were used for factor analysis. The scale was made up of four factors: user expectations on web-conference systems, user preferences for web-conferencing system, user attitudes towards using web-conferencing systems, and user problems experienced while using web-conferencing systems.