https://mojet.net/index.php/mojet/issue/feedMalaysian Online Journal of Educational Technology2023-07-25T23:14:54+03:00Sacip TOKERmojeteditor@gmail.comOpen Journal Systems<p>Malaysian Online Journal of Educational Technology (MOJET) is an online international electronic publication addressing the current issues in the field of education & educational technology. MOJET serves as a forum of researchers, staff and students to raise issues across disciplinary boundaries and facilitate exchange of views in the field of educational technology.</p> <p><strong>Publication Frequency:</strong> Quarterly / every three months / 4 issues per year (January, April, July, October). Possible articles should be reviewed anonymously by members of an editorial board.</p> <p>The reviewing process usually takes 4 to 6 months.</p> <p><strong><span style="color: #000000;">Publication Fee:</span> </strong>There is no publication fee for the manuscripts published in MOJET. As the publication language of the journal is in English, the authors of the manuscripts that have accepted to publish must have proofreading after all editorial, and peer review processes have been completed.</p> <p><span class="VIiyi" lang="en">If the articles are accepted in accordance with a quality publication policy, the companies that are accepted as proofreading service will be notified to the authors.</span></p> <p>MOJET utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration.</p>https://mojet.net/index.php/mojet/article/view/304The Effect of Immersive Reality on Science Learning: A Meta-Analysis2021-07-12T21:24:59+03:00Ebru Akbayebruciceklii@gmail.comHuriye Deniş Çelikerhuriyedenis@mehmetakif.edu.tr<p>The study aims to investigate the effects of immersive reality applications on students' science achievement. For this purpose, 1,323 articles reporting the effects of immersive reality applications on students' science achievement were examined. The following databases were searched for articles: National Thesis Center, Google scholar, Scopus, ProQuest, SAGE Journals Online, Tylor & Francis, ScienceDirect, and Turkish academic database. 32 effect size values from 23 studies that fit the including criteria determined before the study were included in the meta-analysis. The meta-analysis revealed that the immersive reality applications have a statistically significant effect (Hedge's g = 0.89) on science achievement based on the random effect model. In addition, distribution of the effect sizes was heterogeneous (Q = 300.86, p = 0.000). Therefore, the effects of immersive reality application on achievement within different subgroups were also examined. The subgroups were defined by (i) grade levels in which the studies conducted, (ii) academic discipline in which the study took place, (iii) immersive reality application types, and (iv) location where the study was conducted (in or out of Turkey). Statistical significance between group effect was only observed between the groups defined by the place of study conducted (in vs out of Turkey).</p>2023-07-25T00:00:00+03:00Copyright (c) 2023 Malaysian Online Journal of Educational Technologyhttps://mojet.net/index.php/mojet/article/view/429The Relationship Between Primary School Teachers’ Perceptions of 21st Century Skills And Digital Literacy Level2022-12-25T21:12:32+03:00Merve Özermer-ve1939@hotmail.comAyşenur Kuloğluadonder@firat.edu.tr<p>In the 21st century, individuals are exposed to technology from the moment they are born. They are expected to master 21st century skills and digital literacy in order to use technology appropriately, safely, and effectively and keep up with the times. The 21st century skills and digital literacy of primary school teachers, who form the basis of individuals' learning and lead them, are of great importance. For this reason, in this study, primary school teachers’ perceptions of 21st century skills proficiency, their digital literacy levels, and the relationship between them were examined. A relational survey model was used. The “21st Century Skills and Competences Scale” and “Digital Literacy Scale” were used in data collection. The results showed that the participants’ 21st century skills proficiency and digital literacy levels were high. No significant difference was found in the 21st century skills proficiency perceptions of the participants with regard to gender or work experience. In addition, a significant difference was found in favor of male participants in digital literacy levels, whereas the digital literacy levels of the participants did not differ by work experience. Furthermore, there was a moderate, positive, and significant relationship between the participants’ perceptions of 21st century skills proficiency and their digital literacy levels. Finally, the results of the simple linear regression analysis, revealed that the digital literacy levels of the participants were an important predictor of 21st century skills.</p>2023-07-25T00:00:00+03:00Copyright (c) 2023 Malaysian Online Journal of Educational Technologyhttps://mojet.net/index.php/mojet/article/view/458Investigation of Secondary Education Students' Views and Purposes of Use of EBA2022-09-21T09:12:40+03:00Fatih Kalemkuşkalemkus@gmail.comLevent Çelikleventedutr@gmail.com<p>With this research, it was aimed to determine the educational Informatics Network (EBA) [Eğitim Bilişim Ağı] usage purposes of 12th grade students in secondary education institutions and their views on EBA. 452 students attending the 12th grade at six secondary schools randomly selected in the city center of Kars in the 2015–2016 academic year participated in this research. The questionnaire "Students' Purposes of Using Educational Information Network (EBA) and Their Views on EBA" was used to collect the research data using the scanning model. According to the research, it is seen that the general views of the students about EBA are not very positive. However, it was determined that the scores for using EBA were lower than the scores for opinions about EBA. It has been determined that the students' purposes for using EBA are mostly to learn the lessons and subjects that they have the most difficulty with.</p>2023-07-25T00:00:00+03:00Copyright (c) 2023 Malaysian Online Journal of Educational Technologyhttps://mojet.net/index.php/mojet/article/view/474Investigating Impacts of Using Mobile Video Lectures on Student Satisfaction and Academic Achievement in Blended Learning2023-04-01T21:30:32+03:00Ahmet Berk Üstünustun.ab@gmail.com<p class="Abstract" style="text-align: justify; line-height: 115%;">In this study, a mobile Blackboard blended learning (BL) environment was implemented to teach the introductory computer course by integrating a learning management system with supplementary video lectures into BL provided through mobile technologies. The purpose of the study was to explore the impact of the mobile Blackboard BL environment on student satisfaction and learning achievement. The quantitative collection method was employed through a quasi-experimental design with a pretest and posttest control group. For seven consecutive weeks, the experimental group of students was taught in the mobile Blackboard BL environment and the control group of students was taught in the traditional learning environment. The students were asked to complete the instructional materials motivation survey to gauge their satisfaction level and given an achievement test at the end of the learning process. The study's findings revealed that the satisfaction level was significantly higher in the experimental group of students than in the control group of students. However, there was no statistical difference between students in the experimental and control groups in terms of learning achievement although students in the experimental group obtained slightly better results from the achievement test.</p>2023-07-25T00:00:00+03:00Copyright (c) 2023 Malaysian Online Journal of Educational Technologyhttps://mojet.net/index.php/mojet/article/view/495SEM Modelling of Coronavirus Burnout and Psychological Resilience Affecting the Attitudes of University Students towards Distance Education2023-02-03T10:57:55+03:00Atilla Bingölabingol@firat.edu.trYunus Güralygural@firat.edu.tr<p>This study aimed to make a comparison between the levels of attitudes towards Distance Education, Coronavirus Burnout and Psychological Resilience levels of university students in Turkey with the Structural Equation Modelling (SEM) and to determine the level of relationship among them during the pandemic period, which was defined as COVID-19 by the World Health Organization and declared as a global pandemic. In order to collect data from the sample, the Attitudes towards Distance Education Scale, the Coronavirus Burnout Scale and the Psychological Resilience Scale were implemented together. In the study, a structural model was tested by analysing the data obtained from the scales in order to determine whether the level of attitudes towards Distance Education is affected by the level of Coronavirus Burnout and Psychological Resilience. The findings of the analysis indicates that the level of Coronavirus Burnout negatively affects the level of Attitudes towards Distance Education, the level of Psychological Resilience positively affects the level of Attitudes towards Distance Education, and the level of Psychological Resilience negatively affects the level of Coronavirus Burnout. It is clear that there is a need for further measurement and evaluation in order to minimise the impact of global crisis periods on education and to produce effective and correct policies in the field of education. We believe that the findings of our study will help in the planning of national education systems in a more effective way after the COVID-19 pandemic.</p>2023-07-25T00:00:00+03:00Copyright (c) 2023 Malaysian Online Journal of Educational Technology