The purpose of this study is to investigate social science doctoral students' perceptions and attitudes toward written feedback about their academic writing and towards those who provide it. The study culminates in an explanatory model to describe the relationships between students' perceptions and attitudes, their revision decisions, and other relevant factors in their written feedback practices. The investigation used a mixed methods approach involving 276 participants from two large mountain west public universities. The main purpose of the qualitative phase was to develop a background for a questionnaire and provisional model to be used in the quantitative phase. Structural Equation Modeling analysis during the quantitative phase provided an eight-factor model that shows the relationships of different factors regarding feedback practices as they relate to doctoral students.
The purpose of this study was to explore non-thesis Master’s students’ perceptions and expectations of good tutors and advisors in distance education programmes. It also examined whether these perceptions and expectations are related to student characteristics including age, gender, university, programme, semester, and previous online learning experience. The current study was conducted within the framework of Transactional Distance Theory. Using a mixed methods approach, a questionnaire was administered to 143 students in four programmes in two universities in Turkey and interviews were conducted with 11 of these students. Results showed that good tutors and advisors in distance education provide a stimulating student-centred learning environment, have a caring and individualised interaction and communication with students, and have subject expertise and basic technology skills. The results of this study will improve distance education tutors and advisors’ practices in supporting graduate students’ education and research.
<p>The purpose of this survey study is to investigate faculty’s perceptions of the main incentives, barriers, and benefits to publishing their course materials for free within the open educational resources (OER) movement. Data were collected from an online survey of 1,637 faculty from 56 universities in Turkey. Results showed that even though the majority of the participants’ perceptions of OER benefits and their attitudes toward publishing their course materials were positive, legal issues were perceived as an obstacle to effective application. Intellectual property protection mechanisms were perceived as the most important incentive to facilitate their contribution.</p>
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