Volume 6 - Issue 2

April 2018

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An Investigation on Instructors’ Knowledge, Belief and Practices towards Distance Education

Merve YILDIZ Mukaddes ERDEM
Pages: 1-20

Distance education systems have emerged as increasingly accessible and indispensable features in education owing to the development and spread of communication technologies and the transformation of individual characteristics, needs and demands. With the growing popularity of distance education programs, detailed analysis of their actual success and the factors contributing to this success are necessary. Distance education involves technological, organizational, social, instructional and psychological dimensions and its success rests on an acceptable arrangement of all dimensions. Instructors play a role of critical importance and act as an agent of change. Based on these defining features, this study focuses on the instructors tasked with giving lessons in distance education programs and aims to determine their instructional practices and the effect of their knowledge and beliefs on these practices. The study sample includes 16 instructors from three different public universities conducting lessons in distance education programs. Study data were collected during interviews and analyzed using qualitative and quantitative data analysis methods. The study findings indicate that the majority of instructors have greater understanding of the facilities such as time and space flexibility that distance education system provides than of subjects related to the instructional process, such as the role of the student and teacher and the use of learning-teaching principles. In the dimensions of technology management and virtual classroom management, instructors have strong self-efficacy beliefs, but low self-efficacy in learning process management. Similarly, instructors have high benefit beliefs as to the economical nature of distance learning, but lower benefit beliefs about the effectiveness of the learning products and the variety of learning experiences. Furthermore, instructors perform the tasks the system requires, but do not endeavor to increase the quality of teaching. Therefore, this study concludes that the beliefs of instructors teaching in distance education programs should be strengthened by ensuring a proper knowledge background to increase the effectiveness of the instructional process.

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Teachers' Views About The Use Of Tablet Computers Dıstributed In Schools As Part Of The FATİH Project

Özcan Erkan AKGÜN Ömer Faruk GÖKMEN Ibrahim DUMAN
Pages: 21-37

The purpose of this study is to investigate teachers' views about the use of tablet computers distributed as a part of the FATIH (Movement for Enhancing Opportunities and Improving Technology) Project. In this study, the case study method, one of the qualitative research methods, was used. The participants were twenty teachers working in secondary schools and in various fields. Data were collected using a form with semi-structured questions. For analysing the data, content analysis was used. In addition, the frequency of analogical remarks and participants’ statements supporting the findings are included. The findings of the study represents that the teachers had not received in-service training on the use of tablet computers and that they rarely used them in education. It was also identified that the teachers using tablet computers are very few and that they use these tablets for the purpose of doing exercises or getting learners to watch videos and animations. Several reasons for not using tablet computers were identified, such as; there is no connection between the tablet and interactive whiteboards (IWBs), tablets cause teachers to encounter classroom management problems and can distract students, and students play games on the tablets while teachers are teaching in the classroom. In addition, the teachers stated that the tablets have restrictions on access to educational contents, that they could not access any resources except the Educational Informatics Network (EBA) and that the content of EBA is inadequate. Finally, the teachers stated that infrastructure problems (such as network and internet connections) should be solved in order for them to be aided in the education processes and further, that teachers should receive in-service training on teaching and learning with tablets.

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The Acceptance of Smartphone as a Mobile Learning Tool: Students of Business Studies in Bangladesh

Mazharuddin Syed Ahmed S M Akramul Kabir
Pages: 38-47

Mobile devices have become attractive learning devices for education. It is common to assume that our current undergraduates are digital natives who are naturally proficient and expert in the use of technology so do mobile devices such as Smartphone. Smartphone has become more of a computing device and are multi-functional, hence, its use as a learning tool needs to be assessed for its effectiveness. Researchers in the field of technology acceptance have been consistently improvising the technology acceptance models to fit in different contextual parameters. Unified Theory of Acceptance and the Use of Technology model 2 (UTAUT2) has gained a lot of credibility in this area and hence better suited for this study. This research is an attempt to understand the potentials of the acceptance of Smartphone underpinning the UTAUT2 model for the undergraduate Business students of a reputed private University in Bangladesh.

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The Effect of Mobile Learning Applications on Students' Academic Achievement and Attitudes toward Mobile Learning

Kadir Demir Ercan Akpınar
Pages: 48-59

This study examines the effect of mobile learning applications on undergraduate students' academic achievement, attitudes toward mobile learning and animation development levels. Quasi-experimental design was used in the study. Participants of the study were students of the Buca Faculty of Education at Dokuz Eylul University in Turkey. The experiment was conducted during the first semester of 2013-2014 academic year. A mobile learning-based strategy was used in experimental group (n = 15), while the control group participated in a lecture-based classroom (n = 26). An attitude scale was used to measure the students’ attitudes toward mobile learning, and achievement test was used to examine the effect of mobile learning applications on the students’ achievement. In order to evaluate the animations developed by students, a rubric was used. For exploratory analysis, interviews were conducted with students. The findings suggest that mobile learning may promote students' academic achievement. Both groups had significantly high attitude scores toward mobile learning. Furthermore, the students appreciated mobile learning as an approach that may significantly increase their motivation. Researchers and practitioners should take into consideration that mobile learning can create positive impact on academic achievement and performance and increase the motivation of students.

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Trends in Educational Augmented Reality Studies: A Systematic Review

Pages: 60-74

This study aimed to identify the trends in the studies conducted on Educational Augmented Reality (AR). 105 articles found in ERIC, EBSCOhost and ScinceDirect databases were reviewed with this purpose in mind. Analyses displayed that the number of educational AR studies has increased over the years. Quantitative methods were mostly preferred in those articles and educational AR was often found to be used in science education (physics, chemistry and biology), engineering education and medical training. The reviewed articles showed that “undergraduate students” were used as samples for most of the time, the most often preferred sample size was between “31-100” and “surveys” were the most utilized data collection tools. While the majority of the articles used marker-based AR as AR type, mobile devices were utilized in many of these articles as the delivery technology. It is believed that the results obtained in this study will light the way for future research.

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Use Of Study Guide As Intervention Tool In Enhancıng Students’ Motıvation In Grade 8 Genetics Concepts

Hazel Balan
Pages: 75-84

Genetics is considered as one of the topics in science that students have difficulty and trouble in understanding. This study used study guide as an intervention tool to address the difficulties of students in learning genetics concepts. The main purpose of this study was to determine the perceptions of students on the effectiveness of study guide in enhancing motivation and learning in genetics lessons.The study used descriptive action research design. The development and evaluation of the study guide focused on the ADDIE Model. The respondents of the study were 75 students of Gingoog City Comprehensive National High School (SY 2015-2016).The study guide is a double-sided A4 size hard copy colored sheets that contains genetics concepts. The concepts were presented in the form of diagram and pictures. The study guide was handed out to students at the beginning of the 4th quarter where genetics lessons are dealt. The respondents answered the survey questionnaire at the end of the lessons.The results of the present study revealed that the students strongly agree that the study guide presented figures/pictures which are colourful and attractive that makes it interesting and provided adequate and comprehensive information. Majority of the students perceived that the study guide helped them when undertaking tests or exam followed by tutorials, reports and assignments. Moreover, students strongly perceived that the use of the study guide is very effective as supplemental tool in learning genetics concepts. The study guide exhibits good features that motivated students to read, learn and understand genetics lessons.

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Malaysian Online Journal of Educational Technology (MOJET) highlights the current issues in educational technology. MOJET is an international, professional referred journal in the interdisciplinary fields sponsored by Faculty of Education, University of Malaya.  This journal serves as a platform for presenting and discussing the emerging issues on educational technology for readers who share common interests in understanding the developments of the integration of technology in education. The journal is committed to providing access to quality researches raging from original research, theoretical articles and concept papers in educational technology.

In order to produce high quality journal, extensive effort has been put in selecting valuable researches that contribute to the journal. I would like to take this opportunity to express my appreciation to editorial board, reviewers and researchers for their valuable contributions to make this journal a reality.

Dr. Mübin KIYICI

April 2018

Editor in chief