Pınar Mıhcı Türker’s research while affiliated with Aksaray University and other places

This study investigated the impact of online peer and teacher feedback on students' self-regulated learning and analysed students’ perceptions of online peer feedback on self-regulated learning development. The study employed a mixed method by collecting quantitative and qualitative data together. The study comprised 45 pre-service English as a Foreign Language (EFL) teachers as participants, and they were assigned to experimental and control groups. While online peer feedback was used in the experimental group, online control group was employed in the control group. Padlet online environment was used for online peer feedback and online teacher feedback. The quantitative results showed that the experimental group students had higher self-regulated learning levels than those in the control group. The qualitative results revealed that online peer feedback can have a positive impact on students’ self-regulated learning.

This chapter explores the relationship between generative artificial intelligence (AI) and the 21st-century 4C learning skills: critical thinking, creativity, collaboration, and communication. This chapter provides an overview of the core characteristics of these skills and examines research on how generative AI influences their development. Generative AI presents significant opportunities to foster 4C learning skills by stimulating students' thought processes, encouraging critical perspectives on problems, and enabling innovative solutions. Additionally, generative AI-supported platforms can enhance student communication and facilitate collaborative work. While generative AI offers transformative potential, a balanced and cautious approach is recommended to ensure it best serves students' educational interests.

This study is a qualitative survey research that examines the self-regulated learning strategies used by students in the blended online learning process. Participants were made up of 67 pre-service teachers studying at a faculty of education. A questionnaire form was used to determine students' self-regulated learning strategies. The self-regulated learning strategies were classified under three themes: before the lesson, during the lesson, and after the lesson. The strategies used before the lessons were organizing the environment, planning, motivating oneself, and physiological and psychological readiness. During the online lessons, students used strategies such as taking notes, attention focusing, help seeking, effort management, self-discipline, taking a break, and time management. After the lessons, students used strategies such as reviewing records, organizing and transforming, practicing, working with additional resources, help seeking, self-testing, and completing tasks. Furthermore, the study results that were revealed to be different from the results of similar studies were discussed and recommendations for future studies were made. In addition, the study revealed that the strategies used by the students differed according to their communication modes. While synchronous and blended groups used more self-regulated learning strategies, asynchronous students used less self-regulated learning strategies.

Measurement and evaluation play a crucial role in the learning process as they give students and instructors insight into the effectiveness of their education. In an online setting, these tools are still important but raise concerns such as the limitations of online tests in measuring advanced cognitive abilities and the flexibility of online learning environments that can affect the validity of these tests. To overcome these limitations, there is a need for more reliable online evaluation techniques that align with the desired learning outcomes and target behaviors as determined by the instructors. The aim of this research is to develop a scale (Online Evaluation Awareness-OnEVA) to determine the awareness of instructors towards online evaluation. The items of the scale are designed to measure awareness in both pedagogical and technological dimensions. The items in the pedagogical dimension include the basic competencies that instructors should possess and alternative evaluation methods offered online. In the technological dimension, the items are created to determine the awareness of instructors on the use of technological platforms and tools. Participants of the study are 165 instructors from 63 universities. A confirmatory factor analysis was performed to establish the construct validity of the scale. Additionally, the internal consistency of the scale was determined to be high with a Cronbach's alpha of .964. It is believed that this awareness scale developed within the scope of this research will contribute to the development of future models or frameworks related to the dimensions of evaluation knowledge in online learning.

This study explored pre-service teachers’ technological pedagogical content knowledge levels and their blended teaching readiness. In this context, the study employed the cross-sectional survey design, and the variables were analyzed descriptively and correlationally. The study was carried out with the participation of 477 pre-service teachers. Data were collected using the Blended Teaching Readiness Instrument and the Technological Pedagogical Content Knowledge-Deep (TPACK deep) Scale. The analyses put forth that pre-service teachers technological pedagogical content knowledge levels were high in the dimensions of design, exertion, and proficiency, whereas their levels were moderate in the dimension of ethics. In addition, pre-service teachers’ blended teaching readiness levels were found to be high in the dimensions of dispositions, online integration, data practices, personalizing instruction, and online interaction. Furthermore, a significant and positive high-level correlation was revealed between pre-service teachers’ technological pedagogical content knowledge levels and their blended teaching readiness. Also, pre-service teachers’ technological pedagogical content knowledge levels could explain 66% of the variance in their blended teaching readiness.

Bu araştırmada harmanlanmış öğretime hazırbulunuşluk ölçeği uyarlama çalışması gerçekleştirilmiştir. Bu ölçek ile öğretmen adaylarının harmanlanmış öğretime ne düzeyde hazır oldukları belirlenmek istenmiştir. Ölçeğin uyarlanması sürecinde öncelikle dil geçerliliği yapılmıştır. Daha sonra ölçeğin yapı geçerliğinin değerlendirilmesi amacıyla açımlayıcı faktör analizi ve doğrulayıcı faktör analizinden; güvenirliğinin değerlendirilmesinde ise madde toplam korelasyon değerlerinden, alt %27-üst %27 grupların madde ortalama puanlarının karşılaştırılması için İlişkisiz T-testinden ve iç tutarlılık güvenirlik katsayısı Cronbach Alfa testinden yararlanılmıştır. Bu kapsamda 503 öğretmen adayı ile çalışma gerçekleştirilmiştir. Elde edilen bulgular doğrultusunda ölçeğin tüm değerlerinin kabul edilebilir düzeylerde olduğu ve ölçek ile öğretmen adaylarının harmanlanmış öğretime hazırbulunuşluk düzeylerinin belirlenebileceği sonucuna ulaşılmıştır.

Educational technology plays an important role in learning processes; provides the environment, practice and materials that teachers need for cognitive, affective, and psychomotor areas. Haptic technologies offer significant opportunities especially in the field of psychomotor learning. With this research, it is aimed to explore the effectiveness of a haptic glove for piano education. A haptic glove was used in the right hand and vibrations were sent to the learner. Within the scope of the study, an enriched pattern was used which combined both qualitative and quantitative methods. In order to compare the skills of the students such as playing the notes correctly and with correct fingers, an equal-time sample model was used. In the qualitative method, however, process focused interviews were conducted with the students. The interviews and the implementation process were carried out with video recordings. Students from the Department of Computer Education and Instructional Technology and Music Education participated in the study voluntarily. According to the results of the study, there was no difference between the implementation of haptic glove or piano with respect to the criteria such as playing the notes correctly and playing with the correct fingers. However, it was determined that the glove could be a good exercise tool and finger opener for opening the fingers before the piano playing and could help to better understand the finger numbers and according to opinions haptic glove had effects such as facilitating learning, saving time, assisting with studies and solving the song in less than the given time.

In this study, the effect of algorithm education on teacher candidates’ computational thinking skills and computer programming self-efficacy perceptions were examined. In the study, one group pretest posttest experimental design was employed. The participants consisted of 24 (14 males and 10 females) teacher candidates, majoring in Computer Education and Instructional Technology (CEIT). In order to determine the teacher candidates’ computer programming self-efficacy perceptions, the Computer Programming Self-Efficacy Scale was used, whereas Computational Thinking Skills Scale was used to determine their computational thinking skills. The Wilcoxon Signed-Rank Test was used to analyze the differences between pretest and posttest scores of students' computer programming self-efficacy perceptions and computational thinking skills. Throughout the practices, 10 different algorithmic problems were presented to the students each week, and they were asked to solve these problems using flow chart. For 13 weeks, 130 different algorithmic problems were solved. Algorithm education positively and significantly increased students' simple programming tasks, complex programming tasks and programming self-efficacy perceptions. On the other hand, algorithm education had a positive and significant effect only on students’ algorithmic thinking sub-dimension but did not have any effect on other sub-dimensions and computational thinking skills in general.

Cyber wellness includes the knowledge, skills, and values geared toward the protection of Internet users as well as proper and responsible technology use. Using the survey method, this study investigated the cyber wellness awareness of secondary school students and teachers as well as parents’ perceptions of their children’s cyber wellness. Six thousand eight hundred thirty-nine (6,839) students, 749 teachers, and 4,916 parents participated. Cyber wellness survey forms for students, teachers, and parents were distributed to seven school districts. Results indicated that students had high levels of awareness with regard to Internet addiction, cyberbullying, online privacy, and cybersecurity and medium levels of awareness regarding netiquette, inappropriate online content, and copyright. Additionally, students’ awareness levels differed significantly in terms of gender, class level, Internet use span, and desire for education on safe and responsible Internet use. Teachers had medium levels of awareness with respect to all of the concepts. Furthermore, it was determined that parents considered that their children had medium levels of awareness regarding Internet addiction, netiquette, online privacy, inappropriate online content, copyright, and cybersecurity along with a high level of awareness regarding cyberbullying.