Gökdoğan, Bengisu Yalçınkaya

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Name Variants
Gökdoğan,B.Y.
G., Bengisu Yalçınkaya
G.,Bengisu Yalçınkaya
Gökdoğan B.
G., Bengisu Yalcinkaya
Gokdogan B.
B.,Gökdoğan
G.,Bengisu Yalcinkaya
Bengisu Yalcinkaya, Gokdogan
Gokdogan, Bengisu Yalcinkaya
B. Y. Gokdogan
Bengisu Yalçınkaya, Gökdoğan
B. Y. Gökdoğan
B.Y.Gökdoğan
Yalcinkaya B.
Gökdoğan, Bengisu Yalçınkaya
Gokdogan,B.Y.
B.Y.Gokdogan
Yalcinkaya, Bengisu
B., Gokdogan
Job Title
Araştırma Görevlisi
Email Address
bengisu.yalcinkaya@atilim.edu.tr
Main Affiliation
Electrical-Electronics Engineering
Status
Website
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Scholarly Output

10

Articles

6

Citation Count

12

Supervised Theses

0

Scholarly Output Search Results

Now showing 1 - 2 of 2
  • Article
    Citation - WoS: 5
    Citation - Scopus: 6
    On the Design and Effectiveness of Simulink-Based Educational Material for a Communication Systems Course
    (Wiley, 2020) Coruk, R. Busra; Yalcinkaya, Bengisu; Kara, Ali; Electrical-Electronics Engineering; Department of Electrical & Electronics Engineering
    The methods used in engineering education have gained diversity in parallel with rapidly evolving technology. New technological methods along with the traditional methods have been adopted for undergraduate education. Today, Simulink-based educational materials are used in many fields in engineering education. However, in the literature, the contribution of such educational materials to the learning process has not been measured thoroughly. This study presents a comprehensive measurement method to improve the created course material and show the effectiveness of developed course material in students' success. First, educational material was developed for an undergraduate electrical engineering course: communication systems. A feedback group made up of diverse student learners was employed extensively in the material development phase. Next, the impact of the developed material on the success of the students was examined using both qualitative and quantitative measurement tools including questionnaires, one-to-one interviews, and class and university level anonymous surveys. This also included students' performance regarding laboratory quizzes and achievement of course learning outcomes. Overall, the measurement results show that the course material increased students' success in the course. Moreover, students' general perception of the course material was positive.
  • Article
    Citation - WoS: 0
    Citation - Scopus: 0
    A Hybrid-Flipped Classroom Approach: Students' Perception and Performance Assessment
    (Univ Nac Colombia, Fac ingenieria, 2023) Gokdogan, Bengisu Yalcinkaya; Coruk, Remziye Busra; Benzaghta, Mohamed; Kara, Ali; Electrical-Electronics Engineering; Department of Electrical & Electronics Engineering
    This study presents an improved hybrid-flipped classroom (hybrid-FC) education method based on technology-enhanced learning (TEL) along with diluted classes for a course on probability and random processes in engineering. The proposed system was implemented with the participation of two student groups who alternated weekly between attending face-to-face activities and fully online classes as a sanitary measure during the pandemic. The education model was combined with the flipped classroom (FC) approach in order to improve the quality of learning and address the negative effects of remote education. Before the lessons, the students studied the course material, filled a question form, and then took a low- stake online quiz. Then, the students attended a session where the questions reported in the forms were discussed, and they took an online problem-solving session followed by an individual quiz. Class sessions were available to both online and face-to-face students, as well as in the form of video recordings for anyone who missed lessons. Qualitatively and quantitatively, the proposed education method proved to be more effective and comprehensive than conventional online methodologies. The students' performances were evaluated via quizzes and exams measuring the achievement of the course learning outcomes ( CLOs). Weekly pre/post-tests were applied to examine the students' progress in each topic. Midterm and final exams were planned to measure the level of success for all course topics. Additionally, the students' perception was assessed with questionnaires and face-to-face interviews. A performance assessment showed an apparent increase in the success rate, and the students' perception was found to be positive.