Yazar "Arslan, Okan" seçeneğine göre listele

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    Exploring collaborative problem solving in virtual laboratories: a perspective of socially shared metacognition
    (Springer, 2023) Tang, Hengtao; Arslan, Okan; Xing, Wanli; Kamalı-Arslantaş, Tuğba
    SciVal Topics Metrics Abstract Socially shared metacognition is important for effective collaborative problem solving in virtual laboratory settings, A holistic account of socially shared metacognition in virtual laboratory settings is needed to advance our understanding, but previous studies have only focused on the isolated effect of each dimension on problem solving. This study thus applied learning analytics techniques to develop a comprehensive understanding of socially shared metacognition during collaborative problem solving in virtual laboratories. We manually coded 126 collaborative problem-solving scenarios in a virtual physics laboratory and then employed K-Means clustering analysis to identify patterns of socially shared metacognition. Four clusters were discovered. Statistical analysis was performed to investigate how the clusters were associated with the outcome of collaborative problem solving and also how they related to the difficulty level of problems. The findings of this study provided theoretical implications to advance the understanding of socially shared metacognition in virtual laboratory settings and also practical implications to foster effective collaborative problem solving in those settings.
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    Formation of an academic research and writing group
    (SAGE Publications Ltd, 2022) Arslantaş, ?Tuğba Kamalı; Türkmen, Gamze; Arslan, Okan; Uzunosmanoğlu, Selin Deniz
    The purpose of this study was to establish a community of practice (CoP) called an academic research and writing group (ARWG), to improve the research and writing skills of graduate students, and to increase their levels of interaction while conducting their academic research. In the current study, formative research was implemented to improve the quality of academic output from the ARWG group. The study’s findings showed that specific features added through the ARWG provided both a positive impression toward the ARWG and encouraged novice researchers to work collaboratively.
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    Integrating technology into an engineering faculty teaching context: examining faculty experiences and student perceptions
    (Taylor and Francis Ltd., 2022) Arslan, Okan; Kamalı Arslantaş, Tuğba; Baran, Evrim
    The main purpose of this study was to examine a case in the context of a Faculty Technology Mentoring (FTM) program that provided customised technology integration support to faculty members in different disciplines. The FTM was implemented as a university-wide professional development model to enhance faculty members’ adoption of technology into their teaching practices. Following the embedded-case design method, this study investigated a one-to-one mentoring process within the program using TPACK as a framework for the analysis. The analysis of faculty experience revealed that the mentoring project had a positive influence not only on the teaching strategies of the instructor whilst delivering the content, but on the attitudes towards technology utilisation in general within the higher education context.