Simultaneous learning environments use virtual classroom environment in distance education. Although there are many professional versions developed today, it is considered that some technical problems in the systems used as a synchronous learning environment have some effects on learners and instructors. In this study, it is aimed to find out the technical problems encountered in the simultaneous learning environments and to reveal the effects of these problems on the instructor and learners. The study was conducted as a case study from qualitative research patterns. In the study, data were collected at 3 different sampling levels. 2 specialist personnel in charge of the technical department working on the distance education platform of Inonu University, semi-structured interview form with 10 learners who have learned some lessons in the distance education environment at undergraduate level and 3 teachers who have trained in these courses were collected. Here, the data received from the institution consist mainly of technical problems reflecting the instructor and the student. The data of the study were analyzed by content analysis. As a result of the analysis, some sub-themes were reached. Sub-themes such that "system not efficient, connection problem, server response time" etc. have interpreted under learning, teaching and institutional main themes. As a result, it has been seen that the technical problems faced by both the instructor and the learners are mostly on the system voice, internet access, connection speed and course contents. It is considered that the fix of these technical problems should be addressed at the institutional level and the problems to be corrected by taking the learning and teaching suggestions into consideration.
The purpose of this study is to investigate the effects of Augmented Reality (AR) intervention on students' spatial skills and academic achievement. The study was conducted in a freshman technical drawing course at Mechanical Engineering Department. An exploratory quasi-experimental method was used for the study. The study was conducted in two groups (Experiment-Control) as a quasiexperimental pre-post design. The pre-test results were used only to determine the control group and the experimental group. The research process was conducted within a four-week experimental period, including a one-week pilot study. The researchers and lecturers who are recognised experts prepared the instruments. The drawings of the experimental and control groups were evaluated using the evaluation criteria prepared by the two expert lecturers of the course. In the evaluation, two types of scores were given to the students, namely "Academic Achievement Score" and "Spatial Ability Score". Using ANOVA, the effects of AR intervention on students' spatial skills and academic performance were examined over three experimental periods. There was a significant main effect for both groups with a large effect size (η2=.253). However, it was found that there was no significant effect between the control group and the experimental group on spatial skills. However, it was found that there was a significant interaction effect providing the interaction between time and group on spatial abilities. In addition, no statistically significant difference was found between the academic performance of the experimental group and the control group and no significant difference was found in the weekly measurements of the groups. It was suggested that AR applications are very useful for students' spatial skills in technical drawing.
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