Malaysian Online Journal of Educational Technology https://mojet.net/index.php/mojet <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 Virtual Museum Experiences of Primary School Teacher Candidates During the COVID-19 Pandemic Process https://mojet.net/index.php/mojet/article/view/259 <p>The purpose of this study is to look into primary school teacher candidates' experiences with virtual museums during the pandemic.For this purpose, the study was conducted with a phenomenology design, which is one of the qualitative research designs. The study's participants are 15 teacher candidates enrolled in the faculty of education for the 2020-2021 academic year.In the study, data were collected after 10 virtual museums were experienced by the participants, who made assessments from an educational perspective. The research data were collected through a structured interview form, the Virtual Museum Evaluation Form (VMEF). The data obtained were analyzed with content analysis. According to the findings of the study, it was determined that using virtual museums in educational environments will benefit students and teachers, but also have some disadvantages. At this point, it can be said that virtual museums can be used in education due to such reasons as ensuring the active participation of students in the lesson, supporting permanent learning, making the lesson fun, etc. while being aware of the disadvantages.</p> Genç Osman İlhan Mustafa Erol Fatih Özdemir Copyright (c) 2022 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by/4.0 2022-11-11 2022-11-11 10 4 232 243 10.52380/mojet.2022.10.4.259 Investigation of Prospective Science Teachers’ Grounded Mental Models by Mathematical Algorithms: Star Subject https://mojet.net/index.php/mojet/article/view/262 <p>In this study, it is aimed to reveal the models related to star subject as one of the concepts of astronomy of prospective science teachers before and after the current instruction through model analysis. This modeling situation is expressed as a Grounded Mental Model (GMM), since there will be a mental modeling that is revealed according to what is presented within the limits defined to the person. The research was conducted with an integrated case study and experimental design. The study group consisted of 73 prospective science teachers. In this study, the Star Subject Concept Test (SSCT) developed by the researchers was used as the data collection tool. In the analysis of the data, algorithms and matrices which are among the model analysis elements were used. At the end of the study, it was determined that the majority of the GMMs they had before teaching about the star concept were in Inconsistent Mixed Models, At the end of the teaching period, it was determined that the majority of the candidates had GMMs reflecting the status of the Consistent Dominant Scientific Model. According to the GMM tendencies of the class, prospective teachers were found to be inconsistent in star identity question group in terms of GMM in pre-test.</p> Ebru Ezberci Çevik Mehmet Altan Kurnaz Copyright (c) 2022 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by/4.0 2022-11-11 2022-11-11 10 4 244 264 10.52380/mojet.2022.10.4.262 The Relationship between Teacher Candidates' Technology Addictions and Their Social Connectedness: A Data-Mining Approach https://mojet.net/index.php/mojet/article/view/361 <p>The purpose of this study is to test the relationships between teacher candidates' technology addiction and their social connectedness. Students studying at a faculty of education in a state university selected by the convenience sampling method constituted the sample of the study. Correlation analysis and association rules were used to analyze the data. The results of the study are as follows: (1) Social connectedness is inversely related to social media addiction and digital game addiction. (2) If Internet addiction and smartphone addiction are low while social connectedness is high, social media addiction is low. (3) If social media addiction and smartphone addiction are low and social connectedness is high, digital game addiction is also low.</p> Songül Karabatak Muslim Alanoğlu Copyright (c) 2022 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by/4.0 2022-11-11 2022-11-11 10 4 265 275 10.52380/mojet.2022.10.4.361 Transdisciplinary Role of Technology in STEM Education https://mojet.net/index.php/mojet/article/view/411 <p>Today, the integrative STEM initiative, which is at the center of the current paradigm shift in education, includes attempts to blend science, mathematics and engineering with technology education. Common considerations provide an opportunity to better define the role of technology within the framework of STEM education, but this has not yet been fully realized. Therefore, a lack of definition/role of technology in STEM education is quite noticeable and there exist different perspectives regarding this issue. This theoretical study explains the basic principles regarding the transdisciplinary role of the technology that is defined with certain limits, while discussing different ideas about the integration of science and technology in STEM education in the last 30 years in order to present a different perspective on the role of technology in STEM education.</p> Aytaç Karakaş Çağlar Naci Hıdıroğlu Copyright (c) 2022 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by/4.0 2022-11-11 2022-11-11 10 4 276 293 10.52380/mojet.2022.10.4.411 An Investigation of Students’ Preferences, Satisfaction and Performance in Online Assessment Amidst the COVID-19 Pandemic in Türkiye https://mojet.net/index.php/mojet/article/view/439 <p>This study aimed to discuss the online/e- assessment methods applied in the education faculties of state universities during the Covid-19 pandemic and to reveal student satisfaction and achievement in such methods. Accordingly, the relationships between student grades, the preferred method, and student satisfaction levels were examined by residential region and gender. The study was conducted on 371 university students from seven universities in different geographical regions of Turkey. A survey design, one of the quantitative research methods, was preferred in the study. The analysis results showed that the most preferred online assessment methods by the academics during the Covid-19 pandemic included homework (93%), timed online examinations (92%), and online presentation (76%). When students’ attitudes towards those assessment methods were examined, we found that students’ favorite online assessment method was homework (71%), and timed online examinations (46%) and online presentations (31%) were the least preferred methods. Besides, the students received the highest grades (76 and above) by doing online homework (72%), online presentations (69%), and projects (62%). They received the lowest scores in online examinations (50%).</p> Kürşat Arslan Adnan Semenderoğlu Ercan Uyanık Copyright (c) 2022 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by/4.0 2022-11-11 2022-11-11 10 4 294 305 10.52380/mojet.2022.10.4.439