Malaysian Online Journal of Educational Technology <p>Malaysian Online Journal of Educational Technology (MOJET) is an online international electronic publication addressing the current issues in the field of education &amp; 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> Bilge Publishing en-US Malaysian Online Journal of Educational Technology 2289-2990 Measuring Change in Undergraduate Students’ Attitudes towards On-line Exams Depending on Gender and Some Technological Variables <p>The purpose of this study is to determine and compare how undergraduate students’ attitudes towards on-line exams vary depending on gender and some technological variables. This study was carried out by using a survey method. As data collection tool, the Undergraduate Students Attitude Scale Towards On-line Exams which consists of 21 items, each with five response alternatives covering attitudes of undergraduate students towards on-line exams was used. Scale was developed by Ocak &amp; Karakuş (2022).In this research, scale was administered to 1361 undergraduate school students from four different universities 2020–2021 academic year in Turkey. The convenience sampling method was used for selecting participants. The data were analyzed by One-Way ANOVA and independent-sample t- tests using a statistical package program (SPSS 10.0). As a result, Wi-Fi-using undergraduate students had higher attitude scores in Taking Precautions, Individual Characteristics dimensions and in total scores of USASOE. Female undergraduate students had higher attitude scores in the Taking Precautions dimension. Moreover, students who spend more hours on the internet had higher attitude scores and in on-line exams computer using students also had higher attitudes.Finally, in the Taking Precautions dimension, students who always or sometimes attend on-line courses had more positive attitudes than the ones who never attend on-line courses.</p> Gürbüz Ocak Gülçin Karakuş Copyright (c) 2023 Malaysian Online Journal of Educational Technology 2024-01-30 2024-01-30 12 1 1 14 10.52380/mojet.2024.12.1.427 A Systematic Review of Augmented Reality In Mathematics Education In The Last Decade <p>The goal of the study is to examine a comprehensive review of research involving augmented reality (AR) in mathematics teaching during the previous 10 years. For this purpose, the research was conducted using a systematic review technique. It synthesized a set of 60 articles from 2012 to 2021. Two researchers used content analysis to analyze the data. According to the findings, the majority of publications were published in 2019, with studies mostly aiming at assessing the influence of AR applications on mathematical achievement and exposing viewpoints on AR applications used in mathematics education. Also, secondary school students were mostly preferred as participants. Furthermore, most of the studies found that mathematics teaching with AR applications had a positive impact on academic standing and the teaching process, and that AR applications positively affected attitudes in mathematics lessons, increased the motivation of individuals towards mathematics lessons, and improved three-dimensional thinking skills.</p> Zeynep Bahar Erşen Yasemin Alp Copyright (c) 2023 Malaysian Online Journal of Educational Technology 2024-01-30 2024-01-30 12 1 15 31 10.52380/mojet.2024.12.1.476 Fostering Responsible Behavior Online- Relevance of Cyber Ethics Education <p>The role of ethics becomes even more significant given the huge advent and increase of cyber-criminal activities in cyberspace. It has become an urgent necessity to curb the menace of unethical practices in cyberspace and contribute ethical guidelines to a safe and secure digital environment. To minimize the growth of cybercrimes and unethical issues online, users must understand how existing societal norms and ethics can be extended according to the challenges posed by ethical dilemmas in cyberspace. Hence, understanding the importance of cyber ethics in daily life has become essential than ever before. Cyber ethics implies the rules of social engagement and responsibility in cyberspace; it is really about social responsibility in cyberspace and it is aimed at inculcating knowledge of responsible behavior in man when using the online environment. This paper is an attempt to provide an overview of the relevance of cyber ethics education in fostering responsible behavior online.</p> Santhosh T Thiyagu K Copyright (c) 2023 Malaysian Online Journal of Educational Technology 2024-01-30 2024-01-30 12 1 32 38 10.52380/mojet.2024.12.1.428 A Study on Attitutes of Postgraduate Students In Educational Sciences And Teaching Departments Towards Distance Education In Terms of Various Variables <p>The aim of this study is to investigate the attitudes of postgraduate students in the fields of educational science and teaching at universities in Turkiye towards distance learning, in terms of different variables, in the spring semester of the 2019-2020 academic year. Mixed method sequential explanatory design was used in the study. The sample of the study was determined using the snowball sampling method. The sample consisted of a total of 321 students, of which 238 were female (74.1%) and 83 were male (24.9%). The data of the study were collected through the Personal Information Form and the Attitude Towards Distance Education Scale. As a result of the analysis of the data obtained from the scale, it was found that the students' attitude towards distance education was undecided. As a result of the analysis, a significant difference at .05 level was found in favour of doctoral students according to the variable of postgraduate degree. A significant difference at the .05 level was found in favour of distance learning students according to whether they took distance learning before the pandemic, and in favour of distance learning students according to whether they took distance learning during the pandemic. The results of the research are important in terms of revealing the attitudes and opinions of students exposed to distance education with a rapid transition during the pandemic process.</p> Oğuzhan Öztürk Asude Balaban Dağal Müslimat Oya Ramazan Büşranur Dursun Copyright (c) 2023 Malaysian Online Journal of Educational Technology 2024-01-30 2024-01-30 12 1 39 54 10.52380/mojet.2024.12.1.488 Constructivist Beliefs And The Attitudes Towards Computers As Predictors Of Classroom Technology Use Amongst Pre-Service Teachers <p>Despite vast improvements in technology infrastructure and classroom technology implementation across Malaysia, there still remain teachers who fail to seamlessly integrate technology in their lessons. Potential explanations for this behaviour span from low self-efficacy and computer anxiety to personal attitudes and beliefs. Technology has been shown to aid learning and even contribute to an improvement in standardized test results when integrated into the curriculum in a meaningful manner. This study investigates the causes for the reluctance to integrate technology in classrooms. It also looks into whether it can be understood from teachers' attitudes towards computers or from their constructivist teaching beliefs. A correlational research study was conducted with 135 pre-service teachers from 3 public Malaysian universities. Multiple regression analysis was performed to establish the predictive value of the variables. Our analysis showed that teachers’ attitudes towards computers can directly predict how likely they are to incorporate technology in their lessons. However, constructivist beliefs did not predict pre-service teachers’ intention to use technology in the classroom. Additional analysis and t-test found that female teachers were significantly less likely to want to incorporate technology in their lessons when compared to males. We concluded that when teachers’ attitudes towards computers are more positive, they are more likely to use technology in their future lessons. However, this may not apply across the board, with female teachers appearing less likely to utilise technology when compared with male teachers.</p> Adam Ishak Copyright (c) 2024 Malaysian Online Journal of Educational Technology 2024-01-30 2024-01-30 12 1 55 66 10.52380/mojet.2024.12.1.506