Browsing by Author "Yildirim, Soner"

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The Effects of Computer-Aided Concept Teaching With the Direct Instruction Model on Concept Acquisition of Students With Intellectual Disabilities
(Routledge Journals, Taylor & Francis Ltd, 2025) Tufan, Mehtap; Yildirim, Soner; Altunay, Banu
This study aimed to develop and evaluate a technology-based instructional tool using the Direct Instruction Model (DIM) for teaching geometric concepts - cube, cylinder and cone - to students with mild intellectual disabilities (ID). The 'Shape Finder' application was designed following DIM principles and assessed using a multiple probe design across participants. Four students with mild ID, their three teachers and six special education experts participated. Data collection involved app-based performance metrics, observations and interviews. Results indicated that the Shape Finder effectively supported students' acquisition, retention (up to five weeks), and generalisation of the targeted geometric shapes to real-world objects. Interviews confirmed the application's social validity. The findings highlight that integrating evidence-based instructional models with technology can enhance concept learning for students with mild ID, facilitating both short-term gains and long-term retention. This study underscores the potential of well-designed digital tools in special education to support conceptual understanding and generalisation across contexts.
Citation - WoS: 12
Citation - Scopus: 17
Students' Preferences on Web-Based Instruction: Linear or Non-Linear
(int Forum Educational Technology & Soc-ifets, 2006) Cagiltay, Nergiz Ercil; Yildirim, Soner; Aksu, Meral; Software Engineering
This paper reports the findings of a study conducted on a foreign language course at a large mid- west university in the USA. In the study a web- based tool which supports both linear and non- linear learning environments was designed and developed for this course. The aim of this study was to find out students' preferences pertaining to the learning environment and to address the factors affecting their preferences. The results of this study showed that the individual characteristics of the students affected their preferences on the learning path ( linear or non- linear).
The Educational Use of Facebook: A Phenomenological Exploration of Faculty Members' and Students' Lived Experiences
(Frontiers Media Sa, 2025) Kadirhan, Zafer; Yildirim, Soner
Social media has become a pervasive element of higher education; however, the experiences of faculty and students with its educational use remain underexplored. This study employed a transcendental phenomenological design to investigate the lived experiences of three faculty members and 12 students who used Facebook as a learning tool. Data were collected through in-depth, semi-structured interviews and analyzed using Moustakas' transcendental phenomenological method, which allowed for the identification of the essence of participants' experiences while minimizing researcher bias. Findings indicate that Facebook facilitates communication, supports collaborative learning, and provides flexible access to educational resources, enhancing academic engagement. Participants reported benefits, including immediate information sharing and interactive peer support. However, challenges were also noted, including privacy concerns, potential distractions, and the informal nature of interactions, which may affect structured learning. These findings suggest that while Facebook can supplement formal education meaningfully, it should not replace traditional instruction. The study offers practical guidance on balancing engagement, privacy, and curriculum integration, providing educators with insight into thoughtfully leveraging social media in higher education. By presenting both benefits and limitations, this research contributes to a nuanced understanding of Facebook's educational role and informs strategies for its practical use.