• 1997/98 BCIT Distance Education Survey Executive Summary

      British Columbia Institute of Technology BCIT-CANADA (Anadolu University, Eskisehir, 2002-07-01)
    • 25th Anniversary of OEF A REVIEW OF THE LITERATURE ON THE OPEN EDUCATION FACULTY IN TURKEY 1982–2007 (A Revised and Expanded the Fourth Edition)

      Reviewed by TOJDE, T (Anadolu University, Eskisehir, 2009-01-01)
      From beginning 1982 to December 2007, many studies have been conducted dealing with Anadolu’s Open Education Faculty and its application as being thesis, article, book, or report, publishing media and the papers presented in some seminars, nationally and international for discussing on some aspects of OEF’s.As being a problem statement of this study it can be said that studies have done during 25 years dealing with the application of Open Education Faculty in Turkey and abroad since its beginning. What were their titles?, What were their topics?, Where and How can they be obtained?, What was their bibliographic information and Where have they been published? And what was the importance of the study for the other educationists, researchers who conducted a study onOEF? Etc. Study consists of three main chapters. The first chapter is an introduction that tells some of brief history of the Distance Education in the World and Open Education Faculty in Turkey and its application. In addition, this chapter contains the aim of this study and some words about this study. The second chapter is dealt with bibliographic information and includes abstracts of the studies. In this part, almost all studies have been tried to be summarize. (Except different version of the same study and not obtained. So, some numbers of the studies, which are placed in bibliography, has not been cited in the abstracts section). In the third chapter contains the subject and author indexes. Consequently, researchers belive that this study will be functional, for the other researchers who are interested-in some aspects of the Open Education Faculty by informing them. Authors of this study are ready to accept all critics, discussions and suggestions coming from reader. In addion, auhors are also ready for to obtain mentioned studies to you or establish a contact with author/sif you desire at any time.
    • 2nd International Open and Distance Learning (IODL) Symposium

      Reviewed by Murat BARKAN (Anadolu University, Eskisehir, 2006-10-01)
      This closing remarks prepared and presented by Prof. Dr. Murat BARKAN Anadolu University, Eskisehir, TURKEY DEAR GUESTS, As the 2nd International Open and Distance Learning (IODL) Symposium is now drawing to end, I would like to thank you all for your outstanding speeches, distinguished presentations, constructive roundtable and session discussions, and active participation during the last five days. I hope you all share my view that the whole symposium has been a very stimulating and successful experience. Also, on behalf of all the participants, I would like to take this opportunity to thank and congratulate the symposium organization committee for their excellent job in organizing and hosting our 2nd meeting. Throughout the symposium, five workshops, six keynote speeches and 66 papers, which were prepared by more than 150 academicians and practitioners from 23 different countries, reflected remarkable and various views and approaches about open and flexible learning. Besides, all these academic endeavors, 13 educational films were displayed during the symposium. The technology exhibition, hosted by seven companies, was very effective to showcase the current level of the technology and the success of applications of theory into practice. Now I would like to go over what our scholar workshop and keynote presenters shared with us: Prof. Marina McIsaac form Arizona State University dwelled on how to determine research topics worthwhile to be examined and how to choose appropriate research design and methods. She gave us clues on how to get articles published in professional journals. Prof. Colin Latchem from Australia and Prof. Dr. Ali Ekrem Ozkul from Anadolu University pointed to the importance of strategic planning for distance and flexible learning. They highlighted the advantages of strategic planning for policy-makers, planners, managers and staff. Dr. Wolfram Laaser from Fern University of Hagen, presented different multimedia clips and directed interactive exercises using flashmx in his workshop. Jack Koumi from UK, presented a workshop about what to teach on video and when to choose other media. He exemplified 27 added value techniques and teaching functions for TV and video. He later specified different capabilities and limitations of eight different media used in teaching, emphasizing the importance of optimizing media deployment. Dr. Janet Bohren from University of Cincinnati and Jennifer McVay-Dyche from United Theological Seminary, explained their experience with a course management system used to develop dialogue between K-12 teachers in Turkey and the US, on the topics of religion, culture and schools. Their workshop provided an overview of a pilot study. They showed us a good case-study of utilizing “Blackboard” as a mean for getting rid of biases and improving the understanding of the American and Turkish teachers against each other. We had very remarkable key notes as well. Dr Nikitas Kastis representing European Distance and E-Learning Network (EDEN) made his speech on distance and e-Learning evolutions and trends in Europe. He informed the audience about the application and assessment criteria at European scale, concerning e-Learning in the education and training systems. Meanwhile, our key note speakers took our attention to different applications of virtual learning. Dr. Piet Kommers from University of Twente exemplified a virtual training environment for acquiring surgical skills. Dr. Timothy Shih from Tamkang University presented their project called Hard SCORM (Sharable Content Object Reference Model) as an asynchronous distance learning specification. In his speech titled “Engaging and Supporting Problem Solving Online” Prof. David Jonassen from University of Missouri, reflected his vision of the future of education and explained why it should embrace problem solving. Then he showed us examples of incorporating this vision with learning environments for making online problem solving possible. Dr. Wolfram Laaser from Fern University talked on applications of ICT at European universities and different quality assurance systems especially referencing those in Germany and Britain, with an eye on the implications of the Bologna process for virtual universities. Prof. Colin Latchem in his speech proposed an agenda for researching lifelong learning; specifying the needs and opportunities for research at national, organizational and practitioner levels for improving practices and decision making at managerial and governmental levels. In specific, I would like to remind several key issues and conclusions that have emerged from this symposium. As you know, the main theme of the Symposium was "lifelong open & flexible learning in the globalized world". The scope of the Symposium included, but was not limited to four mainstream topics as they relate to open and distance learning, globalization, and lifelong learning: The Design of Open & Distance Learning, Ø The Management of Open & Distance Learning Programs and Policies, Ø The Impact of Contemporary and Emerging Media on Open & Distance Learning, Ø The Evaluation and Research in Open & Distance Learning. When we started to receive applications, we witnessed that most of the 200 paper proposals and 66 selected symposium papers were focused on the design and evaluation issues in open and distance learning. Furthermore, another interesting observation was that whereas the authors of papers from Turkey sent studies mainly centered on the evaluation and research theme, our international participants generally focused on the theme of designing open and distance education. This might be informative to further investigate the current research trends in the field in different countries. A central issue, among others, regarding the design of open and distance education was the possible lack of motivation and interaction. The next course of action would be to apply the principles of designing effective open and distance education systems to a variety of motivational issues. We believe the community of researchers in the field is capable and in a position to contribute to these and other subjects in a global and educated manner. Management of open and distance education appeared to receive less attention from the participants than other three main themes. This proves that we need to encourage more empirical studies in order to support decision making at managerial and governmental levels. We believe that managing an educational system is as vital as design issues in its success. The paper presentations focusing on the Impact of Contemporary and Emerging Media on Open & Distance Learning shared information about virtual learning. In this context, integration of innovative technologies into classrooms, different levels of interaction in interactive environments, characteristics of online higher education institutions regarding educational technology, and ethical issues in online education were discussed. The sessions that addressed the most popular theme: The Evaluation and Research in Open and Distance Learning effectively covered the key issues relating to modern e-learning environments, a variety of agents affecting distance education, measurement and evaluation of effectiveness and efficiency of e-learning systems from a range of perspectives. Majority of our presenters highlighted the importance of the preparation of teachers for technology enriched environments and how vital it is to accomplish an efficient and productive open and distance education. One speaker pointed out that the use of new learning technologies is a complex and evolving agenda and so teachers need to be encouraged and supported in continuing professional development. It would be concluded that assessment and increasing teachers’ skills on technology literacy would be important for the successful integration of technology in novel areas. Distinguished Colleagues As the discussion has proven throughout the Symposium, open and distance education system remains its importance in the society, by utilizing new and more capable technologies. As regards multi media education; first the television and radio, then the computer, and now we observe the dominance of the latest information and communication technology. In response to the developing needs of the new century, new approaches of lifelong and flexible learning have emerged. We strongly believe that our symposium contributed to the globalization and dissemination of new trends in the field. We would like to meet at new venues, with new theories and practices. To meet the demands generated by the globalization of education, distance and open education systems have a tremendous potential. Further improvements are strongly needed for the global community encountering more complex educational needs of a greater variety where the social change is getting even faster generating new problems on a daily basis. Large-scale information exchange seems to be one of the forthcoming challenges in which cultural diversity should carefully be taken into account. Last but not the least; it is possible to observe the contemporary educational means and e-learning solutions be merged in the near future. Again I would like to thank all participants for your intellectual discussions over the symposium and all institutions and companies for their invaluable supports…Thank you very much for your attention… For the program deails please click here: http://www.aof.edu.tr/iodl2006/Program.pdf
    • 3rd International Conference of Open and Distance Learning (ICODL 2005) held in Patra, Greece

      3rd International Conference of Open and Distance Learning (ICODL 2005) held in Patra, Greece (Anadolu University, Eskisehir, 2006-01-01)
      NOTE FOR TOJDE EDITOR 3rd International Conference of Open and Distance Learning (ICODL 2005) held in Patra, Greece Dear Friends and Tojde Readers, First of all I would like to thank very much those who participated in the 3rd International Conference of Open and Distance Learning (ICODL 2005) in Patra, Greece. Those who couldn't come, I hope to meet them some time in the future. I personally want to give my thanks to all who sent their papers for the Conference and trusted us for the organization of the Conference and our involvement in Open and Distance Learning. In total, the 3 days of the Conference there were 620 people (registered) who attended the presentations and panels and about 70 people. The proceedings of the Conference are in two volumes; Volume A (pages 686) and Volume B (pages 592). All those presentations (names and titles) which are in the final programme (see http://artemis.eap.gr/icodl2005) are included in the proceedings. I must inform you that the majority of the papers are in Greek. I haven't counted the English language papers, but I presume that they must be around 40. The success of the ICODL 2005 is already leading us to the preparation of the next conference which - I believe - will take place in Athens in the year 2007. I will keep you informed for our plans. At the same time the Hellenic Network of Open and Distance Education (H-NODE) in cooperation with the 'Propobos Publishing Company' has published the second issue of the Journal 'Open Education'. If you want information about the Journal you can contact 'Propobos Publishing Company': E-mail propobos@propobos.gr. The H-NODE in cooperation with the Department of Education - University of Crete is also organizing a "Summer School" in the town of Rethymnon (Crete) in July 2006 (16-23). The "Summer School" will take place in the campus which is by the sea and will be only in Greek. Last year we had organized a similar "Summer School" in the island of Kefalonia, in the west Greek islands with 80 participants. There is a strong opinion to organize in the future a "Summer School" in English language. We are open to ideas and proposals. We all thank you indeed for your involvement in the ICODL 2005. Many regards Antonis Lionarakis Assist. Professor of Open and Distance Education Scientific Association 'Hellenic Network of Open and Distance Education' Emails: alionar@eap.gr and papadakis@eap.gr
    • A NOVEL LEARNING ENVIRONMENT:Case Study of the Pan African e-Network Project

      Silima NANDA; Ashlesh SAXENA (2013-04-01)
      The constructivist form of learning creates such an environment where the learners are not only active but they become actors’ i.e members and contributors of the social and information space without taking into consideration the geographic boundaries. Such an innovative form of distance education was initiated in India in the year 2007 and it was meant to be offered as cross-border tele-education to the states of the African Union. The objective was two-fold: first to benefit the disadvantaged African learners who missed out opportunities to attend regular universities and earn degrees or seek employment. Secondly it was to promote the educational service of India under the umbrella of GATS (General Agreement on Trade in Services) which was operational since 1996. Initiatives were taken by the Government of India and the African Union to boost the usage of the available resources in IT, medical sciences etc. for the growth of the people of the African countries so that they could compete with the rest of the world. African learners can access higher education with the usage of Information and Communication Technology (ICT) which is considered to be the demand of the coming generation. The tele-education concept employs sophisticated technology, state of the art studio and the best of the class facility. The mode of this tele-education is made feasible through a virtual platform where education is imparted through a two way audio and two way video communications spreading over multiple countries of Africa in a single session. This paper is in attempt to describe this innovative form of virtual education and look into its impact on the African learning community. The general feedback is that the students have been greatly benefitted and the demand for such form of education has also increased multi fold with the students’ enrolment having increased manifold, especially for the management programme.
    • A BLENDED EDUCATION PROGRAM BASED ON CRITICAL THINKING AND ITS EFFECT ON PERSONALITY TYPE AND ATTRIBUTION STYLE OF THE STUDENTS

      Leili Mosalanejad; Ahmad ALIPOR; Bahman ZANDI (Anadolu University, Eskisehir, 2010-04-01)
      Blended learning is a mixture of the various learning strategies and delivery methods that will optimize the learning experience of the user. This research evaluated psychological effect of blended learning on student.This research is a quasi-experimental study. 41students participated in two groups and they registered in the course of psychological diseases in the first semester of 2008–2009. Then, they were randomly divided into groups of traditional and blended methods. Data were gathered through Attribution Measurement Test and Neo Personality Test (Neo FFI).Descriptive statistics were used to evaluate the patterns of data distribution. Analytic statistics such as paired-t test and student t-test were utilized to compare the differences of between the mean scores in pre and post tests. Then analysis of variance (Manova Test) and chi square tests applied to evaluate the effects of research variables on each other. The mean score of academic achievement in the blended education group (Mean=15.67, SD=1.65, T=3.06, p=0,004), was higher than that of the traditional education (Mean=13.88, SD=2.06). In surveying the interaction between attribution style, type of teaching, and scores of academic achievement, it was revealed that there was a significant relationship between global–local favorable condition (P=/04, F=10/52). Evaluating the interaction between type of teaching , student’s final scores and personality type based on MANOVA TEST revealed that, there was a significant relationship between all personality factors(openness, extraversion, agreeableness and conscientiousness), except neuroticism criterion. The use of this educational method with standard designing strategies is recommended for teaching medical sciences.
    • A BLENDED LEARNING MODEL FOR TEACHING PRACTICE COURSE

      Mustafa CANER (Anadolu University, Eskisehir, 2010-07-01)
      The aim of the present study is to introduce a blended learning environment and a model for pre-service teaching practice course in English Language Teacher Training Program at Anadolu University. It is supposed that providing a blended learning environment for teaching practice course would improve the practice and contribute to the professional growth of pre-service teachers. Since it will increase the contact hours among students and university supervisors and facilitate peer feedback among pre-service teachers, which in turn, create a productive learning environment for them. Thus, the present paper aimed at providing a blended learning model for teaching practice courses at teacher training institutions and give impetus for the researchers or instructors who would like to implement blended learning in their own teaching environments. Additionally, the present study intends to contribute expanded understanding to the way blending the learning environments, and contribute additional understanding to the knowledge base about the implementation of blended learning for a teaching practice course. Finally, through illustrating a blended learning environment for teaching practice course, it is hoped that this study might contribute to the growing body of knowledge of blended delivery and blended learning in higher education.
    • A CASE STUDY ON STUDENT SATISFACTION FOR GRADUATES OF THE GERMAN LANGUAGE TEACHERS’ BLENDED MA PROGRAM OF THE HELLENIC OPEN UNIVERSITY, CLASSES OF 2012 AND 2013

      Dimitris ZEPPOS (Anadolu University, Eskisehir, 2014-10-01)
      This paper addresses the lack of research into satisfaction assessment of post-graduate
 students of the Blended Distance Learning Master’s Course for Teachers of German as a
 Foreign Language offered by the Hellenic Open University. Through the compilation of
 previous questionnaires implemented for other DL programs and newly defined research
 problems in one online survey tool, this paper seeks to pin-point the correlation of initial
 expectance and final assessment of the blended course. Survey results on a case study
 population show that, even though the overall program seems to be appreciated, there
 are vast sections of the blended program that do not completely fulfill the expectations
 of the students. Furthermore, a need for further investigation and cross-referencing with
 respective studies is pointed out.
    • A Comparative Analysis of the Academic Performance of Distance and On-campus Learners

      A. P. NGWENYA; C. M. MAGAGULA (Anadolu University, Eskisehir, 2004-10-01)
      This study examined (i) the profile of the distance and on-campus learners, (ii) the academic performance of distance and on-campus learners, (iii) the advantages and disadvantages of learning through distance education and on-campus education, and (iv) how the disadvantages of learning through distance education could be reduced. The study found that the majority of distance and on-campus learners were female, single, and unemployed. Most off-campus learners were more than 20 years old, whilst on-campus learners were less than 20 years old. Off-campus learners tended to perform better than on-campus learners. Advantages of distance learning included application of acquired knowledge and skills if working; earning income if working; and studying at own pace, time and place. Disadvantages of studying off-campus included use of all Saturdays for face-to-face tutorials; inability to use library facilities on Saturdays due to tight schedule; some modules were not available on time for learners to use resulting in issue of photocopied handouts and notes by tutors and lecturers; and photocopied handouts were not serving a useful purpose since they were not appropriate for distance learning. Subsequently, off-campus learners suggested that the library should close late on Saturdays; lecturers and tutors should be available in their offices for consultations on Saturdays and during the week; lecturers should pin consultation schedules on their office doors; and lecturers and tutors who absent themselves should be reprimanded and/or requested to repay off-campus learners for the costs incurred travelling to regional learning centres.
    • A COMPARATIVE STUDY OF STUDENT SATISFACTION LEVEL IN DISTANCE LEARNING AND LIVE CLASSROOM AT HIGHER EDUCATION LEVEL

      Azhar MAHMOOD; Sheikh Tariq MAHMOOD; Allah Bakhsh MALIK (Anadolu University, Eskisehir, 2012-01-01)
      The technology has embraced the innovative learning methodologies. Distance Learning has taken the place of traditional face-to-face educational environment. The purpose of this study was to compare the level of student satisfaction of graduate distance learning educational psychology course to a traditional classroom educational psychology course taught by the same instructor. Population of the study consisted of Graduate students in course educational psychology during fall semester 2009. Study was descriptive in nature and findings were drawn after the descriptive analysis. Likert scale was used to determine the level of satisfaction between both groups. On the basis of findings, It was concluded that distance learning and traditional classroom students experienced a high level of satisfaction .It was determined that there was very slightly difference in the levels of student satisfaction in the distance learning and traditional classroom students.
    • A Comparative Study on the Motivation and Attitudes of Language Learners of Online Distance and Traditional in-Classroom Education

      Gulten GENC; Emine KULUSAKLI; Savas AYDIN (Anadolu University, Eskisehir, 2016-10-01)
      In recent years, the increase in the use of computer and the internet has led to a change in the traditional concept of formal education today. Distance learning as a more student-centered system has been frequently used at universities. In this context, education has been applied to the individuals consisting of all age groups in accordance with their aspirations, expectations and interest in a more flexible way. This study aims to determine and compare the motivation and attitudes of language learners of online distance and traditional in-classroom education, in a state university in Turkey. Participants were 500 undergraduate university students in various disciplines. About 250 (half) of the participants studied English as a foreign language through traditional in-classroom education whereas the rest of the participants (250) studied English through online distance education in the same university by the same instructors. Two questionnaires (one to evaluate motivation level and one to evaluate attitudes of the participants related to English as a foreign language) and a background information form investigating individual information of the participants were used to collect data from the students of nine faculties at the University (including Faculty of Dentistry, Faculty of Pharmacy, Faculty of Education, Faculty of Arts and Sciences, Faculty of Fine Arts and Design, Faculty of Law, Faculty of Economics and Administrative Sciences, Faculty of Engineering, and Faculty of Medicine). According to the nature of the research, the study used descriptive statistics (frequencies, range, means, and standard deviations), t-test and ANOVA as the statistical analysis methods. All collected data were coded and computerized using the SPSS software and the alpha level for the tests was set at .05. After calculating each participant’s motivation and attitudes scores, their scores were compared to the variables selected for the study and each other. The findings indicated statistically significant relationships between motivation and attitudes of the participants and some individual variables. Some conclusions were reached based on the findings of the research and some recommendations and suggestions were made for future research into areas not covered by this study.
    • a comparative survey on mind mapping tools

      Avgoustos A. TSINAKOS; Thanasis BALAFOUTIS (Anadolu University, Eskisehir, 2009-07-01)
      Mind Mapping is an important technique that improves the way you takes notes, and enhances your creative problem solving. By using Mind Maps, you can quickly identify and understand the structure of a subject and the way that pieces of information fit together, as well as recording the raw facts contained in normal notes. It can also be used as complementary tools for knowledge construction and sharing. Their suitability as a pedagogical tool for education, e-learning and training, increases their importance. Also, in a world of information overload and businesses struggling to keep up with the place of change, knowledge workers need effective tools to organize, analyze, brainstorm and collaborate on ideas. In resent years, a wide variety of mind mapping software tools have been developed. An often question that comes up, due to this plethora of software tools, is “which is the best mind mapping software?” Anyone who gives you an immediate answer either knows you and your mind mapping activities very well or their answer in not worth a lot. The “best” depends so much on how you use mind maps. In this paper we are trying to investigate different user profiles and to identify various axes for comparison among mind mapping tools that are suitable for a specific user profile, describe each axis and then analyze each tool.
    • A COMPARISON OF INTERNET-BASED LEARNING AND TRADITIONAL CLASSROOM LECTURE TO LEARN CPR FOR CONTINUING MEDICAL EDUCATION

      Naser HEMMATI; Soghra OMRANI; Nima HEMMATI (Anadolu University, Eskisehir, 2013-01-01)
      The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training either by traditional or by an Internet-based CME. A randomized two-group pretest-posttest quasi-experimental design was used. Postgraduate general physician trainees of Iran medical schools were participated. Two methods were compared for teaching the newest curriculum guidelines of the American Heart Association: lecture method in which the teacher follows a Power point presentation with linear layout, and with interactive self-assessment and Scenario-based learning, feedback, multimedia with linear and nonlinear layout with the same power point presentation as lecture in terms of text and photography. The data on final CPR exam grades, collected both groups trained physicians, were obtained for a total of 80 physicians in 2011. An independent sample t-test analysis indicated that participants in the IBL format reported significantly higher mean ratings for this format (62.5 ±2.32) than TCL format (54.6±2.18) (p=.001). There were no significant differences between the two groups in cognitive gains (p<0.05). well-designed IBL content can be effective or a supplement component to CME.
    • A Comparison Of Student Knowledge 
Between Traditional And Blended Instruction 
In A Physical Education In Early Childhood Course

      Maria GIANNOUSI; Nikolaos VERNADAKIS; Vassiliki DERRI; Panagiotis ANTONIOU; Efthimis KIOUMOURTZOGLOU (2014-01-01)
      ed learning model combines different advantages of face to face education and e-learning to ensure an effective learning environment for students. The purpose of this study was to investigate the impact of traditional and blended instruction, in students´ knowledge in a Physical Education in Early Childhood course. For the purpose of this study a knowledge test was created and item analysis and validity and reliability tests were conducted. The course was developed to meet the learning needs of students and the course’s objectives. The curriculum lasted 13 weeks and included for the traditional instruction 12 face to face lectures and for the mixed 7 face to face lectures and 6 on line lectures. The software platform supporting the operation of blended instruction was the course management system E-Class. The study involved 60 students, (35 men, 25 women) aged 19-23 years old (M=20,22, SD=.98). Data analysis indicated that the knowledge test was valid and reliable. Although both groups improved their cognitive learning in this course, the blended learning group was more successful than the traditional on students´ achievement. Based on the findings, blended instruction appears as an alternative teaching practice that should be embraced by educators, in order to assist students to improve their performance.
    • A COMPARISON OF STUDENT VIEWS ON WEB-BASED AND FACE-TO-FACE HIGHER EDUCATION

      Suleyman Nihat SAD; Ozlem GOKTAS; Ilhami BAYRAK (Anadolu University, Eskisehir, 2014-04-01)
      The study aimed to describe and compare the perceptions of web-based distance education students and campus-based face-to-face students about the quality of education provided in their programs with regard to variables including gender, marital-status, and employment status. A baseline descriptive survey design and complementary ex post facto design were used in this study. A total of 536 students studying at two higher education institutions participated in the study. “Student Program Assessment Scale [SPAS]” was developed and used to assess web-based and face-to-face students’ perceptions about the quality of education in their programs. 
 
 
 
 The results showed that web-based students were most positive about lifelong learning opportunities provided in their distance programs, followed by learning-teaching procedures, abilities to access and share resources, and lastly chances of cooperation and socialization. Face-to-face students were almost neutral in all aspects and, compared to web-based students, they were significantly less positive about lifelong learning opportunities (large effect size), learning-teaching procedures (medium effect size), and abilities to access and share resources (small effect size) provided by their programs.
 
 
 
 Face-to-face and web-based learners were similarly and moderately positive about the cooperation and socialization opportunities provided in their programs. Gender, marital status and employment were found to cause no differences in practical sense on perceptions of web-based and face-to-face students.
 
 
 
 Distance education; web-based education; face-to-face education; higher education, curriculum evaluation.
    • A COMPARISON OF UNDERGRADUATE FACULTY AND MILLENNIAL STUDENTS REGARDING THE UTILIZATION OF WEBLOG AND PODCAST TECHNOLOGY IN A TEACHER EDUCATION DEPARTMENT

      Leslie STURDIVANT ENNIS; Elizabeth ANNE GAMBRELL (Anadolu University, Eskisehir, 2010-01-01)
      The main objective of the study was to compare the utilization of weblog and podcast technology by undergraduate university faculty and Millennial college students. The study was conducted to test the hypothesis, formed from existing literature, that there might be a difference in the utilization of weblog and podcast technology between faculty and Millennial students in a Teacher Education Department. Analysis of the data using descriptive statistics revealed that the mean of both populations was similar in their technological utilization.A technology survey was distributed to Millennial college students and undergraduate university faculty in a Teacher Education Department. One hundred surveys were utilized based upon the number of students currently enrolled in Teacher Education classes at the time of the study. Fifty-nine students and five undergraduate faculties participated in the survey. The average age of the student population was twenty-one, with a faculty average of forty-nine. Data were collected and analyzed using descriptive statistics regarding the utilization of weblog and podcast technology by faculty and students. The study refuted the hypothesis that there is a difference in weblog and podcast utilization between faculty and Millennial students. There was no significant difference in the utilization of weblogs and podcasts in the two populations. The results indicate that the perceived technological gap between Millennial students and university faculty is not as prevalent as theorized by the existing literature.
    • A COMPOUND LAMS-MOODLE ENVIRONMENT TO SUPPORT COLLABORATIVE PROJECT-BASED LEARNING: A CASE STUDY WITH THE GROUP INVESTIGATION METHOD

      Giorgos PASCHALIS (Anadolu University, Eskisehir, 2017-04-01)
      Collaborative project-based learning is well established as a component of several courses in higher education, since it seems to motivate students and make them active in the learning process. Collaborative Project-Based Learning methods are demanded so that tutors become able to intervene and guide the students in flexible ways: by encouraging them to develop independent solutions and also by keeping their efforts and activities targeted towards the lesson goals. Students, on the other hand, need to develop important skills in searching and analyzing information as well as in communication and time management. In this paper, we propose the design of a collaboration script, following the “Group Investigation method”, to support the tutors and students of a collaborative project-based course on ‘DataBases’. We implemented this script using a compound e-learning collaborative environment based on MOODLE and LAMS, which have provided tutors with several tools and methods to involve in the learning process. The evaluation of the students’ projects and the comparison with the corresponding projects of the previous academic year showed a better level of collaboration and performance of the students but also proved that the learning environment offered the tutors a more efficient way to guide their students in Collaborative Project-Based Learning.
    • A CONCEPTUAL FRAMEWORK EXAMINING THE ANTECEDENTS OF CAREER DECISIVENESS USING MOTIVATION SYSTEMS THEORY

      Srabasti CHATTERJEE (2013-10-01)
      An extensive body of vocational research has been dedicated to the topic of career-decision making behavior. Work is integral to human functioning, and all psychologists need to understand the role of work in people’s lives. Understanding factors influencing work choices and helping individuals effectively make career decisions is the focus of vocational psychologists. The external changes, such as shifts in the economy and labour force, as well as initiatives within the field are challenging the assumptions within vocational psychology. Under such circumstances, it becomes more important to study career decisiveness and more importantly examine the process of career planning which eventually leads to career decisiveness. So there is a need to assess attitudes, expectations, and emotions about one’s career in the form of Career Future Inventory to measure career choice or career decisiveness. Career decisiveness (CD) has been an instrumental tool for vocational psychologists and a phenomenon of interest to parents, faculty, school counsellors, and others who advise young adults on their career choices. The current study shall investigate the antecedents and consequences of career decisiveness using the Motivational Systems Theory (MST). The major rational of applying MST is to understand career choice has its impetus both on the individual and contextual factors.