Profile URL: https://hdl.handle.net/20.500.14411/8179
Job Title:Profesör Doktor
Email Address:meltem.baturay@atilim.edu.tr
Main Affiliation:Justice Program
Status: Former Staff
Name Variants:
B.,Meltem Huri B., Meltem Huri
19 results
Scholarly Output Search Results
Now showing 1 - 10 of 19
Article Citation - WoS: 20Citation - Scopus: 34What foresees college students' tendency to use facebook for diverse educational purposes?(Springer, 2019-03-29) Toker, Sacip; Baturay, Meltem HuriThe present study investigates some factors affecting college students' tendency to use Facebook for different educational purposes. We reached 120 participants who were college students. Our sample comprised of 63 (52.5%) females and 57 (47.5%) males. We applied convenience sampling technique and an online questionnaire to collect data. Descriptive statistics, multiple regression analysis, and Structural Equation Modelling using IBM SPSS AMOS were utilized. The findings provide that GPA, Personal Use of Facebook for Studying and Socialization, Autonomy Psychological Need, and Academic Procrastination foresee college students' willingness to use Facebook in their courses. GPA and Personal Use of Facebook for studying are the most influential factors while Autonomy Psychological Need is the least impactful. We also examined the impact of these factors on different educational use types of Facebook: communication, collaboration, resources and material sharing. The results are discussed, and further recommendations for future research and implications are presented in the current study.Book Part Reading To Learn Developing Advanced Reading Skills in Traditional and Digital Environments(John Benjamins B V Publ, 2018-07-16) Baturay, Meltem Huri; Toker, Sacip; Sendag, Serkan; Akbulut, YavuzRapid advances in digital technologies are transforming patterns of learning to read, as well as 'reading to learn'. The latter refers to the process of reading in the service of learning, in school and beyond, and is a major purpose for reading beyond the earliest school years. When reading to learn, contemporary e-learning trends either promote the supplementary use of ICT in face-to-face settings or the use of such environments for comprehensive delivery of learning materials. Such changes make it imperative to understand the basic elements of reading in digital environments to support learning. In this chapter we first introduce the basic elements that can be used to build an effective digital reading environment to improve learning. The chapter then considers the instructional design principles that best promote learning through digital reading and explores the impact of digital interfaces on traditional reading-to-learn strategies.Article Citation - Scopus: 26The Effect of Animation-Based Worked Examples Supported With Augmented Reality on the Academic Achievement, Attitude and Motivation of Students Towards Learning Programming(Ozgen Korkmaz, 2022-05-01) Cevahir,H.; Özdemir,M.; Baturay,M.H.This study examines the effect of using animation-based worked examples (ARAWEs) that are prepared using Augmented Reality (AR) technology instead of using traditional paper-based worked examples (TWEs) on the achievement, motivation, and attitude of high school students during their programming education. The research was designed through the “Nonequivalent Control Group Model”, one of the quasi-experimental models. The participants consisted of second year students (N=94) who were taking the “Basics of Programming” course in the Department of Information Technologies a vocational and technical Anatolian high school in Turkey. An achievement test was applied to the participants as pre-test and final test. Motivation of the students was measured by means of the “Instructional Materials Motivation Survey” developed by Kutu and Sözbilir (2011), and participant attitudes towards using AR was measured by means of the “AR Attitude Scale” developed by Küçük, Yılmaz, Baydaş and Göktaş (2014). According to the results, both the achievement and motivation levels of the students studying on ARAWEs increased significantly compared to those studying on TWEs. There was a high level of correlation between the final test scores and the attitude levels of the students studying on ARAWEs. Considering that instructional materials containing animation-based worked examples prepared using AR technology increase students' interest and motivation in the subject, their use in lessons that include teaching problem solving skills, such as mathematics, physics, and chemistry, can be implemented in future studies. © 2022, Ozgen Korkmaz. All rights reserved.Review Citation - Scopus: 22Augmented Reality (ar) in Language Learning: a Principled Review of 2017-2021(Ozgen Korkmaz, 2022-07-01) Punar Özçelik,N.; Yangin Ekşi,G.; Baturay,M.H.With the changing and developing technology, numerous new systems that cannot be given up and have a great impact are becoming a part of our lives. Augmented reality (AR) is one of these systems which can be claimed as magic. AR has been gaining considerable interest in the field of education, and language learning since Pokémon Go, the most well-known AR location-based game, was launched. There has been much evidence to support the effectiveness of AR in education. The present study set out to review in detail the current research studies published in SSCI/ESCI/ERIC indexed privileged journals in the field of language education and technology within the last five years, on the topic of augmented reality in language learning. The selection of articles was made on the basis of empirical studies on the use of AR in language education. Surprisingly, only seventeen studies seem to fall into the said category in these selected, SSCI/ESCI/ERIC journals. On the grounds that there emerges a lack of such studies and complying with the nature of the present study, all these articles have been reviewed in detail, in terms of three aspects: (1) research features, such as research focus, design, data collection tools, study, and educational context; (2) the use of AR, such as theory behind AR use, and AR applications used in the studies; (3) results of the studies. The results showed that much emphasis has been on vocabulary learning, the learning effectiveness, attitudes, and motivations of language learners with scant attention given to language skills. There is a current paucity of empirical research focusing specifically on different language skills. Hence, it is desirable to examine the effects of AR on different language skills of language learners. © 2022, Ozgen Korkmaz. All rights reserved.Book Part Citation - Scopus: 1Understanding Digital Divide in English Language Classrooms: A Case Study on Its Causes, Effects, and Solutions(Springer Science and Business Media B.V., 2023) Yastıbaş,A.E.; Baturay,M.H.This chapter aims to help understand digital divide in English language classrooms by focusing on its causes, effects, and solutions. The present study was designed as a case study. Two Turkish EFL teachers participated in the study. The data were collected through a semi-structured interview and analyzed through content analysis. The findings of the present study have indicated that, according to the participants, there were two causes of digital divide in English language classrooms, digital divide could affect both EFL students and teachers generally negatively, and it could be handled with individual and social solutions. The findings of the present study were discussed. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.Article Citation - Scopus: 13Causal Relationship Among the Sources of Anxiety, Self-Efficacy, and Proficiency in L2 Listening(Routledge, 2020-07-21) Canaran,Ö.; Bayram,İ.; Doğan,M.; Baturay,M.H.Recent research focusing on the sources of listening anxiety identified individual and external factors (IEF), listeners’ control over input (LC), and perceived level of task difficulty (PTD) as the main causes of anxiety among L2 listeners. This correlational study aims to explore whether the sources of anxiety in L2 listening have a causal relationship to listeners’ self-efficacy and listening proficiency. Data were gathered from 347 students studying in the preparatory program of English in Turkey through Foreign Language Anxiety Scale (FLAC), Listening Self-efficacy Scale (LSS), and listening test scores of the students. Structural equation modeling (SEM) technique was conducted for data analysis. Results showed that there were strong negative associations between individual and external factors causing anxiety and self-efficacy while there were moderate level, negative associations between the perceived level of task difficulty and self-efficacy in L2 listening. Our work further proved that the listeners’ control over input was positively and moderately related to the levels of listeners’ self-efficacy, which was positively and strongly correlated with proficiency in L2 listening. © 2020, © 2020 International Listening Association.Article Citation - WoS: 10The Comparison of Trust Development in Virtual and Face-To Collaborative Learning Groups(Anadolu Univ, 2019) Baturay, Meltem Huri; Toker, SacipThe study investigates the effect of delivery types of (virtual and face-to-face) collaborative learning environments on the development of trust among group members in a graduate course. For this aim, a quasi-experimental, non-equivalent group comparison was used. It comprised a total of 64 participants 21 in the face-to-face group, and 43 in the virtual group. Study participants were comprised of students registered in a course entitled 'Web-based Education: Principles of Design and Implementation' in the spring semester as part of either a virtual or traditional face-to-face graduate program in Information Systems at an institute of higher education in Turkey in 2010. Trust levels were measured at two different occasions, namely in the beginning and end of the semester, for both study groups. The participants completed a web-based course material design project as a collaborative group activity. The results indicate that trust increases over time among virtual participants, but declines among face-to-face participants. While levels of trust among virtual course participants are lower than those of face-to-face course participants in the beginning of the semester, trust levels of virtual participants surpass those of faceto-face participants by the end of the semester. This study demonstrates that trust can develop in virtual learning environments. The initial level of trust should be taken into consideration by instructors or managers before forming groups.Article Citation - WoS: 67Citation - Scopus: 84Internet Addiction Among College Students: Some Causes and Effects(Springer, 2019-03-27) Baturay, Meltem Huri; Toker, SacipInternet addiction among college students in terms of causes and effects are investigated. Correlation study method is utilized; structural equation modelling is applied to analyze the data. There are fifteen hypotheses generated for the model. The data is collected via numerous instruments proven as reliable and valid by the previous studies. There are 159 undergraduate students as participants of the study. Antecedent variables are game addiction, bad relationships with friends, family and professors, neglecting daily chores, hindrance of sleep pattern, use internet for researching, weekly internet use hours, leisure time activities, reading and playing computer games. Consequence variables are self-esteem, self-confidence, social self-efficacy, loneliness, and academic self-efficacy. The results indicates that game addiction, neglecting daily chores, bad relationships with professors are significantly associated with internet addiction. Internet addiction decreases one's self-esteem, self-confidence, social self-efficacy, academic self-efficacy and triggers loneliness. Parents, professors and educational institutions may be illuminated about prevention or monitoring of internet addiction. The current study investigates Internet addiction with respect to its implications for social behavioral, and psychological phenomenon but not in a clinical sense. Hence, studies on Internet addiction merely concentrate on antecedents and features that may cause more addiction; however, both antecedents and consequences are not examined. The value of the current study is to provide more systematic, comprehensive, and theory-based empirical causations via structural equation models. The model may help to diagnose Internet Addiction and illuminate college students its potential harmful socio-psychological consequences.Article Needs Analysis for a Web-Based Learning System to Develop Students’ Science Process Skills(2023) Baturay, Meltem Huri; Zorluoğlu, Seraceddin Levent; Özdemir, Muzaffer; Önder, Eylem Yalçınkaya; Demirer, Veysel; Ti̇mur, Betül; Timur, SerkanThe aim of this study was to explore the needs for the identification ofdesign elements of a web-based learning system that would help students develop their science process skills (SPS) to be used in science lessons. A descriptive survey method was adopted as the methodology of the study. Survey data was collected from a sample of 36 teachers and 196 middle school students (grades 5 to 8). The results of the study indicated that students had difficulty in learning science subjects. They thought that they could learn the subjects in the science course better with technological and educational support, and various teaching activities. Teachers stated that the web-based education system should meet the following requirements be simple and understandable, be relevant to real/everyday life, be an interactive system, which is rich in content and images, and include various multimedia elements such as simulations, animations, and 3D materials. On the other hand, many students stated that a web-based learning system that will help them learn the subjects in the science course should have course videos (educational videos), test/solved/sample questions, practice exams, accurate and reliable information. In addition, the students stated that this web-based learning system should be simple and understandable, have easy and rich content, be interactive and have a good technical infrastructure. Both teachers and students thought that “observing”, and “experimenting” skills would be improved the most in technology-enhanced learning environments. In addition, teachers stated that the benefits of developing students’ science process skills in real life would be “gaining a scientific perspective on events”, “awareness of the problem(s) around them”, “science literacy”, “enabling the student to access the information himself/herself”, “expanding perspectives on events”, and “able to solve the problems they encounter more easily”.Book Part Augmented Reality-Based Digital Storytelling in Language Teaching and Learning(2022) Baturay, Meltem Huri; Yastıbaş, Ahmet Erdost; Çinar, Cafer AhmetThis chapter focuses on using augmented reality (AR) and digital storytelling (DST) in language teaching and learning. It aims to indicate how AR and DST can be used together in language teaching and learning by integrating both technology and media in a suggested lesson plan. For this aim, the chapter is designed as a literature review study; it first presents a critical review of the studies related to the use of AR and DST in education and language teaching separately. Then, it demonstrates how AR and DST can be integrated through a lesson plan. The lesson plan presents how AR-based DST activities like the one developed for the present study can be used in language classrooms.
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Sustainable Development Goals
4QUALITY EDUCATION
5
Research Products
9INDUSTRY, INNOVATION AND INFRASTRUCTURE
2
Research Products
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| Journal | Count |
|---|---|
| Participatory Educational Research | 3 |
| International Journal of Educational Technology in Higher Education | 2 |
| JET (Journal of English Teaching) | 2 |
| Education and Information Technologies | 1 |
| IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) | 1 |
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Scholarly Output
19
Articles
15
Views / Downloads
5/0
Supervised MSc Theses
0
Supervised PhD Theses
0
WoS Citation Count
116
Scopus Citation Count
228
Patents
0
Projects
0
WoS Citations per Publication
6.11
Scopus Citations per Publication
12.00
Open Access Source
11
Supervised Theses
0
Scopus Quartile Distribution
Competency Cloud
