Comparison of the Discussion Sections of Phd Dissertations in Educational Technology: the Case of Turkey and the Usa

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Date

2018

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Springer

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Software Engineering
(2005)
Department of Software Engineering was founded in 2005 as the first department in Ankara in Software Engineering. The recent developments in current technologies such as Artificial Intelligence, Machine Learning, Big Data, and Blockchains, have placed Software Engineering among the top professions of today, and the future. The academic and research activities in the department are pursued with qualified faculty at Undergraduate, Graduate and Doctorate Degree levels. Our University is one of the two universities offering a Doctorate-level program in this field. In addition to focusing on the basic phases of software (analysis, design, development, testing) and relevant methodologies in detail, our department offers education in various areas of expertise, such as Object-oriented Analysis and Design, Human-Computer Interaction, Software Quality Assurance, Software Requirement Engineering, Software Design and Architecture, Software Project Management, Software Testing and Model-Driven Software Development. The curriculum of our Department is catered to graduate individuals who are prepared to take part in any phase of software development of large-scale software in line with the requirements of the software sector. Department of Software Engineering is accredited by MÜDEK (Association for Evaluation and Accreditation of Engineering Programs) until September 30th, 2021, and has been granted the EUR-ACE label that is valid in Europe. This label provides our graduates with a vital head-start to be admitted to graduate-level programs, and into working environments in European Union countries. The Big Data and Cloud Computing Laboratory, as well as MobiLab where mobile applications are developed, SimLAB, the simulation laboratory for Medical Computing, and software education laboratories of the department are equipped with various software tools and hardware to enable our students to use state-of-the-art software technologies. Our graduates are employed in software and R&D companies (Technoparks), national/international institutions developing or utilizing software technologies (such as banks, healthcare institutions, the Information Technologies departments of private and public institutions, telecommunication companies, TÜİK, SPK, BDDK, EPDK, RK, or universities), and research institutions such TÜBİTAK.

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Abstract

In academic studies, the discussion section is important in which the effect of the results of the study on the existing literature is highlighted and interpreted. The aim of the current paper is to compare the discussion sections of Turkish and American PhD dissertations in the field of Educational Technologies, taking into consideration the basic features that should be found in an effective discussion section. For this purpose, a content analysis was carried out using a checklist developed to examine the basic components, the presentation of the results, the interpretation of the results, and the overall language of 120 PhD dissertations published in this field. The study showed although there were strong aspects, the contribution to the literature and limitations of studies were only included in some of the Turkish PhD dissertations; however, they were included in the majority of American PhD dissertations. Almost all of the dissertations explained the findings and their significance; however, there was no emphasis on the significant and interesting findings in Turkish PhD dissertations. The number of pages of the discussion section in Turkish and American PhD dissertations was almost the same, and the relationship between the number of pages of the discussion section and the quality of the discussion section was rather weak in the dissertations from both countries. The results obtained from the study were evaluated in general and suggestions to consider when writing the discussion section are given.

Description

Cagiltay, Nergiz/0000-0003-0875-9276;

Keywords

Educational technology, Academic writing, Discussion section, Turkey-USA comparison

Turkish CoHE Thesis Center URL

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Citation

5

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Q2

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Volume

117

Issue

3

Start Page

1381

End Page

1403

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