Volume 6 - Issue 3

Jully 2018

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Investigation of the Effects of Social Self-Confidence, Social Loneliness and Family Emotional Loneliness Variables on Internet Addiction

Murat İskender
Pages: 1-10

This study aimed to investigate the relationship between internet addiction levels and social loneliness, family emotional loneliness and lack of social self-confidence levels of high school students. The study was conducted with 328 high school students. One hundred and sixty-five of the participants (50,3 %) were females and 163 (49,7 %) were males. The data were obtained with Internet Addiction Scale, Interpersonal Sensitivity Measure, and Social and Emotional Loneliness Scale. The study results showed that internet addiction and lack of social self-confidence, social loneliness and family emotional loneliness were related. As the result of stepwise regression analysis, it was found that the variable which best predicts internet addiction is the lack of social self-confidence (R=0,649, R2=0,422), and that it was followed by social loneliness and family emotional loneliness respectively. The findings of the study were discussed in relation to the literature and some suggestions were presented.

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Examining Pre-Service Mathematics Teachers’ Beliefs of TPACK during a Method Course and Field Experience

Pages: 11-37

The aim of this study is to investigate how and why elementary mathematics pre-service teachers’ (PSTs) beliefs about TPACK changed during a method course and field experience. Six PSTs were selected purposefully with reference to their different technological and mathematical backgrounds. Participants were interviewed five times (beginning of the study, after workshops, after method course, beginning and end of field experience) and interviews were conducted within the context of Niess (2005)’ TPACK components. Content analysis was performed with the help of a codebook developed by reviewing literature related to TPACK components. It has been seen that PSTs’ had naïve beliefs at the beginning of the study. Workshops, method course and field experience seemed to change their beliefs. Management concerns began to affect beliefs when PSTs’ experiences about teaching with technology increased. It was suggested to give more opportunities for PSTs to teach with technology because; it was found that experiences had the most effect on beliefs.

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Faculty Technology Mentoring Program Facilitates- A Case Study

Ahmet Sami Konca Adem Taşdemir
Pages: 38-51

This study describes a faculty technology mentoring project intended at providing support and mentoring a faculty member. The project took place in Ahi Evran University from February to June 2015. The mentor and mentee weekly met and explored new technologies which were suitable to the mentee’s courses and discussed potential benefits and barriers regarding the implementation of the technology. Process of the project included a collaborative learning community and two-way streaming of information. The mentoring project provided the mentee becoming aware of possible tools, software and applications for using in his teaching processes. The mentee utilized from the project by creating a collaborative learning, observing the mentee’s implementation of the project concerning adjusting and fitting technology, pedagogy, and content. This article discusses the perspectives of both mentor and mentees.

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Indicators of Students’ Intention to Use Massive Open Online Courses for Academic Purposes

Mukaramatu Tahiru Rosemaliza Kamalludeen
Pages: 52-62

Massive Open Online Courses (MOOCs) have a considerable potential impact on teaching, learning, and traditional higher educational structures, according to many types of research. Several higher education institutions either through the specific development of MOOCs or the integration of existing MOOCs into their curriculum are swiftly implementing them on their campuses. To examine the MOOCs phenomenon more closely, this study explored the significant difference between MOOCs users and non-users in their intention to use MOOCs for academic purposes. It again explored the influence of awareness knowledge, how-to knowledge, perceived usefulness, actual usage, and attitude on intention to use MOOCs for academic purposes. The sample consisted of 190 postgraduate students. The analysis procedure made use of independent sample t-test and multiple regression analysis. The findings reveal a significant difference between users and non-users of MOOCs in their intentions to use MOOCs for academic purposes. It again indicated that all predictor variables significantly contribute to the prediction of intention to use MOOCs for academic purposes except how-to knowledge and actual usage. It also reveals that students’ intention to use MOOCs for academic purposes is raised by the perceived usefulness which reflects in their attitude. Awareness knowledge, in turn, incline the perceived usefulness of MOOCs to students signifying that a substantial amount of knowledge of MOOCs is a precursor to a higher level of intention to use.

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Pre-service Teachers’ Perceived Ease of Use, Perceived Usefulness, Attitude and Intentions Towards Virtual Laboratory Package Utilization in Teaching and Learning of Physics

Oluwole Falode
Pages: 63-72

This study was carried out to investigate pre-service teachers’ perceived ease of use, perceived usefulness, attitude and intentions towards the utilization of virtual laboratory package in teaching and learning of Nigerian secondary school physics concepts. Descriptive survey research was employed and 66 fourth and fifth year Physics education students were purposively used as research sample. Four research questions guided the study and a 16-item questionnaire was used as instrument for data collection. The questionnaire was validated by educational technology experts, physics expert and guidance and counselling experts. Pilot study was carried out on year three physics education students and a reliability coefficients ranging from 0.76 to 0.89 was obtained for each of the four sections of the questionnaire. Data collected from the administration of the research instruments were analyzed using descriptive statistics of Mean and Standard Deviation. A decision rule was set, in which, a mean score of 2.50 and above was considered Agreed while a mean score below 2.50 was considered Disagreed. Findings revealed that pre-service physics teachers perceived the virtual laboratory package easy to use and useful with mean scores of 3.18 and 3.34 respectively. Also, respondents’ attitude and intentions to use the package in teaching and learning of physics were positive with mean scores of 3.21 and 3.37 respectively. Based on these findings, it was recommended among others that administrators should equip schools with adequate Information and Communication Technology facilities that would aid students and teachers’ utilization of virtual-based learning environments in teaching and learning process.

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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

July 2018

Editor in chief