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Öğe A literature review on Covid-19 studies in turkish educational context(Cumhuriyet Üniversitesi Eğitim Fakültesi, 2022) Altınsoy, Ertan; Boyraz, SerkanCOVID-19 has caused critical and serious breakdowns in social life within a few weeks leading to severe economic and social crisis all around the world. The precautions taken to prevent the spread of the disease extremely impacted the educational sector worldwide as the schools, colleges and universities had to close and shift to online teaching without necessary infrastructure. In line with this, COVID 19 has diverted the scholars and academicians’ focus and interest to the impact of pandemic on the stakeholders of education which led to a great number of scientific production in variety of fields and levels in order to investigate the threats and opportunities created by COVID-19 crisis. In this sense, the present study aimed to provide a systematic overview of the research studies in education during COVID-19 crisis in ERIC database and reveal the research interests during emergency remote teaching in the selected papers and expose the impact of rapid transition from face-to-face teaching to online remote education in Turkish educational context. Qualitative research approach was chosen as the methodological foundation for the study and descriptive and narrative literature review was employed as design. The data was analyzed through inductive coding process in which crucial themes, topics or models are extracted from the raw data through first-order or open coding that includes close review of the data by the researchers. The findings revealed that the studies generally discussed distance education during COVID-19 negatively concerning teaching and learning process, contextual factors and personal factors namely.Öğe Digital literacy and moral values in the digital environments: Secondary students' Perceptions(Brock University, 2024) Altınsoy, Ertan; Boyraz, SerkanThis paper examines secondary school students' perceptions of moral values in the digital environments (MVDE) and digital literacy (DL). The study used a quantitative methodology and correlational survey design encompassing 250 participants. Results show that participants' perceptions of DL are mostly high, while their perceptions of MVDE are mostly intermediate. Gender is not a source of significant difference in terms of either DL or MVDE. While grade is not a variable affecting DL, lower grades have statistically significant higher values in terms of MVDE. Participants who use social media have significantly higher DL scores, while the difference in MVDE is not significant in terms of the same variable. Like gender, online gaming is not a source of significant difference in terms of both DL and MVDE. Daily online time is not related to a significant difference in DL; however, those who are online for more than 3 hours daily have a significantly lower MVDE than those who spend less time online. Finally, results show that MVDE and DL are positively correlated at a moderate level, and MVDE explains 19.6% of DL. To conclude, MVDE should be fostered amongst individuals as it would help them become "better" citizens in the digital world, much like moral values do in real life.Öğe Educational Studies during COVID-19: a qualitative review(Eğitim-Bir-Sen, 2022) Boyraz, Serkan; Altınsoy, ErtanAlthough digitalization in education and distance education are important phenomena of the 21st century, face-to-face education continued its dominant role until the COVID-19 pandemic. With the pressure of the pandemic to continue education remotely, a new and challenging period has emerged for all stakeholders in education. This study is intended to investigate educational studies indexed in the TR INDEX during COVID-19 emergency remote teaching to provide a detailed and comprehensive picture of research interests and foci. The research employed qualitative research methodology and the narrative literature review design in which patterns, themes, and relationships are sought to be recognized, and a narrative explanation of the results of the examined papers is provided. A large amount ofqualitative data from the 74 examined articles was analyzed collaboratively through Atlas. ti qualitative data analysis software is crucial in providing a sound interpretation of such data and creating valid results. The findings revealed that the COVID-19 studies in the TR index are categorized under three themes, namely “instructor”, “student”, and “system”, all of which have strength and weakness categories.Öğe From “Can AI think?” to “Can AI help thinking deeper?”: Is use of Chat GPT in higher education a tool of transformation or fraud?(Mevlüt Aydoğmuş, 2024) Dilekli, Yalçın; Boyraz, SerkanThis research was conducted to see if using ChatGPT prompts students to think more deeply through reflection reports. The case study method and qualitative research methodology were used to carry out this study. Five graduate students in the Curriculum and Instruction department at Aksaray University's Social Sciences Institute who were teachers in various subjects and employed at various state school levels participated in the study. It was found that the majority of participants accepted all of the information presented by ChatGPT based on a citation as true, did not feel the need to control data reliability, and could be manipulated by ChatGPT while doing self-evaluation. Additionally, despite the fact that they prepared reflective reports in which they compared their essays with ChatGPT and included questions that prompted them to think critically and reflectively, as well as the fact that they had taken a graduate-level course on the teaching of higher order thinking skills, it was acknowledged that they could not demonstrate the expected performance in using higher order thinking skills other than to a limited extent. The onus should be on educators to pioneer positive examples of how to utilize ChatGPT and provide direction on how to harness its potential, supported by critical thinking, rather than to avoid using it and identify it as a tool to be avoided.Öğe Implementation of flipped education into Turkish EFL teaching context(2017) Boyraz, Serkan; Ocak, GürbüzThis study aims to search for the effect of Flipped Classroom/Education (FC) on academic success and retention of knowledge in EFL context and learner opinions about this new teaching approach. Research includes two groups studying at compulsory English preparation class in 2013-2014 academic year. The research employs a quasi-experimental method with a pre-test post-test control group design. The tests that were developed by the researcher were used to collect the quantitative data. Focus group interviews were carried out in order to collect personal opinions of students about FC and descriptive analysis were done on collected data. The test scores of experiment group taught through FC were higher than the control group taught through Traditional Education (TE) method and the difference was statistically significant. The rate of the positive comments on FC was 73.77% while the rate of negative comments was 17.39%.Öğe Online learning readiness and satisfaction in English as a foreign language at higher education context: the moderating role of engagement(Frontiers Media SA, 2025) Altınsoy, Ertan; Boyraz, SerkanWith the rapid advancement of technology and the unexpected outbreak of COVID-19, educational institutions worldwide were compelled to shift to e-learning, especially in the field of foreign language instruction such as English as a Foreign Language (EFL). While online learning environments offer advantages like flexibility, accessibility, and interactivity, challenges persist in sustaining student engagement and ensuring satisfaction. This study was prompted by low student attendance in online EFL classes at a public university in Türkiye. The primary aim was to explore the mediating role of Engagement in Online Learning (EOL) in the relationship between Online Learning Readiness (OLR) and Online Learning Satisfaction (OLS). Method: The study employed a quantitative research design, involving a sample of 945 associate and undergraduate students enrolled at a state university in Türkiye. Standardized instruments were used to measure OLR, EOL, and OLS. Data were analyzed using correlation and mediation analyses, along with tests for moderation by demographic variables such as age and gender. Results and discussion: Findings indicated a medium-level, positive, and statistically significant relationship between students’ OLR and their OLS. A strong positive correlation was also found between OLR and EOL. Furthermore, engagement (EOL) was shown to significantly mediate the relationship between readiness (OLR) and satisfaction (OLS), suggesting that students’ active participation plays a crucial role in achieving satisfaction in online learning environments. Age was not a moderating factor in the readiness-satisfaction link, whereas gender was found to have a significant moderating effect. Additionally, a moderate, positive, and significant relationship was observed between engagement and satisfaction. These results highlight the importance of fostering engagement to enhance students’ online learning experiences and outcomes in EFL contexts.Öğe Teaching Career Ladders: Legal Regulation and Applications from the Perspective of Educators(Bartın Üniversitesi Eğitim Fakültesi, 2025) Rüzgar, Muhammed Emir; Boyraz, Serkan; Dilekli, Yalçın; Parlak Rakap, AsiyeThe main purpose of the research was to determine the opinions and suggestions of educators about the teaching career ladder and various dimensions of this practice. This study employed a mixed method sequential exploratory design. Data was collected using a survey, which included seventeen items as well as open-ended questions, developed by the researchers. The study employed a convenience sampling method. A total of one thousand one hundred seventeen educators participated in the study. Quantitative data was analyzed using descriptive statistics, namely frequency, percentage and Chi-square analysis. Qualitative data was analyzed through collaborative qualitative data analysis. The findings show that about half of the 1117 participants (N=520; 46,6%) were against the implementation of the Teaching Career Ladders, while 436 (39,0%) supported the current implementation. Qualitative analysis indicated that educators’ suggestions on teaching profession law can be examined under two main themes: assessment and other issues. The research shows that teachers support the career promotion system but are against the system in current practice. Based on the findings in this study, it is suggested that teachers’ opinions should be taken into consideration on regulations concerning their career ladders to provide more comprehensive laws and that consistency and continuity should be provided in terms of teachers’ career ladders.Öğe The adaptation study of student teachers’ teaching-learning situation preferences scale into Turkish(Sakarya University, 2017) Ocak, Gürbüz; Ocak, İjlal; Boyraz, SerkanThe researches on individual differences and knowledge construction processes in education indicate the importance of the match between teachers’ teaching approaches and students’ preferred learning styles on academic achievements, attitude and improved behaviors in all educational levels. As a result, there is an increase in the number of researches on defining and identifying learning styles preferred by students. The aim of this study is to adapt the questionnaire that is developed by Baeten, Dochy, Struyven, Parmentier and Vanderbruggen (2016), aims to identify student teachers’ instructional preferences and consists of four subdimensions -namely knowledge construction, teacher direction, cooperative learning and passive learning- with 40 items in total into Turkish. The study employs survey method. While the original questionnaire consists of 40 items, in the adapted version six of them were excluded because of either insufficient factor loading or taking place in more than one factor. The remaining 34 items are placed under the four original sub-dimension found in the original questionnaire as follows: knowledge construction 11 items; teacher direction 9 items; cooperative learning 9 items and passive learning 5 items. The reliability coefficients are found to be sufficient in the whole questionnaire and all sub-dimensions. The model is verified in Confirmatory Factor Analysis with a low conformity. © The Turkish Online Journal of Educational Technology.Öğe What digital competency tells us about e-learning satisfaction of pre-service teachers(John Wiley and Sons Inc, 2024) Boyraz, Serkan; Rüzgar, M. EmirIt is imperative that pre-service teachers gain digital competency (DC) as a result of their education where e-learning is a central component. In this study, we aimed to describe pre-service teachers' perceived DC and e-learning satisfaction (ELS) levels, to examine how their perceived DC and ELS change in terms of related variables and to investigate how perceived DC predicts ELS. To inform their policy decisions, teacher training institutions and more generally HEIs must have a clear understanding of this relationship as it will allow them to decide whether to invest in e-learning platforms or in enhancing pre-service teachers' perceptions of DC. Utilising a quantitative research understanding, we collected data from 402 students in various teaching programs at a Faculty of Education. Findings indicated that pre-service teachers report a high level of perceived DC and moderate level of ELS while we ascertained a low level of predictive relationship between the two variables. We suggest that policymakers prioritise investing resources in improving DC of pre-service teachers in order to have them higher levels of ELS to increase the quality of their education.
