The purpose of this study is to look at whether higher education has an effect on value perceptions of students. In particular, the researcher will examine the role of 'foundation' or 'private' universities on the priorities of value perceptions. The results are limited to the 115 students participated in the study. In order to have a more generalizable and comprehensive analysis, large number of students from other universities should  also be studied. That way we could have a more convincing claiming about whether university education have negative or positive effects on the change of certain values. However, for the current study we can claim that university education is changing the level of value perceptions of students mostly in negative ways.

In this study, the aim of the study is to find out whether there is a statistically significant difference between value priorities of public and private universities in Turkey. This is a quantitative study using ANOVA for the analysis of the data. The results suggest that private university students show greater tendency towards universalism, power, tradition, conformity, and hedonism compared to the public university students, while the public university students showed greater sensitivity to benevolence compared to the private university students. The test results also showed that the education level of mothers do not have a significant effect on value priorities of both public and private university students, while father's education has significant effect on the perception of power.

Öz: Bu çalışmanın amacı üniversite öğrencilerinin siber güvenlik davranışlarının beş faktör kişilik özellikleri ve cinsiyet, sınıf düzeyi, bölüm, bilişim güvenliği eğitimi alma durumu ve haftalık internet kullanım süresi değişkenlerine göre incelenmesidir. Çalışmaya farklı üniversite, bölüm ve sınıflardan 420 öğrenci katılmıştır. Verilerin toplanmasında Siber Güvenliği Sağlama Ölçeği, Beş Faktör Kişilik Özellikleri Ölçeği ve araştırmacılar tarafından geliştirilen Kişisel Bilgi Formu kullanılmıştır. Çalışma betimsel tarama modeline göre gerçekleştirilmiştir. Verilerin analizi Pearson korelasyon katsayısı, bağımsız örneklemler ttesti ve tek yönlü varyans analizi (ANOVA) gibi istatistiksel teknikler kullanılarak yapılmıştır. Çalışmadan elde edilen bulgular, öğrencilerin siber güvenlik davranış düzeylerinin kabul edilebilir bir seviyede olduğunu göstermiştir. Ayrıca öğrenciler kendilerini uyumlu, sorumlu ve deneyime açık kişiler olarak değerlendirirken, dışadönük ve nevrotik oldukları konusunda kararsız bir görüş bildirmişlerdir. Öğrencilerin siber güvenlik davranışları deneyime açıklık, sorumluluk, uyumluluk, nevrotiklik ve dışadönüklük olmak üzere tüm beş faktör kişilik boyutlarıyla anlamlı bir ilişki sergilediğini göstermiştir. Siber güvenlik davranışlarıyla en güçlü ilişkiye deneyime açıklık, en zayıf ilişkiye ise dışadönüklük kişilik özelliklerinin sahip olduğu tespit edilmiştir. Bunlara ek olarak, BÖTE ve bilgisayar programcılığı öğrencilerinin, sınıf düzeyi açısından 3. ve 4. sınıf öğrencilerinin, bilişim güvenliği eğitimi almış olan öğrencilerin ve haftalık 6-10 saat arası internet kullanan öğrencilerin siber güvenlik davranış düzeyleri bakımından daha yeterli oldukları bulunmuştur. Çalışma sonunda, ulaşılan bulgular ışığında siber güvenlik eğitimlerine ağırlık verilmesi ve öğrencilerin kişilik özelliklerinin bu eğitimlerde dikkate alınması önerilmiştir.

Citizenship has become one of the important topics discussed in especially developed countries by policy makers and various stakeholders in recent years. Some important reasons behind it are the political, economic and social uneasiness throughout the world in both collectivistic and individualistic societies. The current study aims at looking at the citizenship perception among university students in one of those collectivistic countries. The participants answered the question 'what does citizenship mean for you?' and the data was analyzed by giving descriptive statistics using the quantitative data analysis software, SPSS. The value items given as choices to the students were; equality, freedom, social order, national security, a world at peace, respect for tradition, respect for privacy, social justice, independent, protecting the environment, loyalty, obedient, helpful, and responsible. The participants were categorized in two different faculties which were faculty of humanities and social sciences and faculty of management and administrative sciences. The results show that the students from faculty of humanities and social sciences have tendency towards values represented in individualistic societies while defining citizenship. On the other hand, students of faculty of management and administrative sciences showed greater tendency towards the values represented in collectivistic countries. Another finding of the study was that females highly prioritized all value items compared to male participants. Turkey is considered to be a collectivistic country however the results show that majority of the participants prioritize values represented in individualistic nations. Further studies need to be conducted in order to find out whether there has been a shift from being a collectivistic society or not.

This study aims to examine the effect of video-based feedback on perceived feedback quality and determine students' opinions about the video feedback practice. This study was carried out for 10 weeks with 38 undergraduate students from Computer Education and Instructional Technology department in a public university in the "Information Security and Ethics" course. A convergent parallel mixed-methods study design was adopted in this study. In the first 6 weeks of the study, students in the experimental group received video feedback on three weekly written assignments while those in the control group received text feedback. Students were applied to the "Formative Feedback Perception Scale" after each week's assignment to determine their perceived feedback quality. During the 6-8 weeks of the study, experimental and control groups were switched in terms of the feedback format so that all students could experience video and text feedback. Meanwhile, students were given two additional assignments. Quantitative findings of the study revealed that video feedback had a statistically significant effect on perceived feedback quality and its "development, understandability, and encouragement" sub-factors. Qualitative findings also showed that video feedback was often found to be more advantageous than text feedback in terms of perceived feedback quality. Based on the results of the study, it is recommended to consider the use of videos in the feedback practices.

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Using a social studies course with an interdisciplinary approach and organizing the program in conjunction with this circumstance means that the social studies curriculum can find its place in the real world because interdisciplinary nature enhances its value. The definition of the National Council on Social Studies in the United States in 1992 is also important in emphasizing how comprehensive this course is. According to this definition, social studies collaborate with different sciences such as anthropology, archeology, history, geography, law, economics, philosophy, political science, religion, psychology, and sociology. In addition to citizenship rights and responsibilities, the topics that include human rights, in general, are covered in the social studies course. In this light, social studies can be viewed as a course in which citizenship rights and obligations are taught to raise individuals who are responsive to human rights. In this context, the four main values, feeling valuable, equality, democratic education, and a culture of coexistence, that can be offered within the framework of citizenship and human rights in social studies courses are discussed below.

In recent years, programming has been seen as a promising career with great earning potential. Rapid growth and use of computer technology give further emphasis to programming. Therefore, faculties open programming courses ranging from introductory to advanced levels. Primary and secondary schools also started to include programming courses in their curriculum. However, in the literature, it has been widely accepted that learning to program is a challenging task for students. Studies conducted on programming education show that significant number of students fail the programming course or get low grades. Of the reasons why students have problems in programming, necessity to possess variety of knowledge while dealing with the programming exercises is mentioned most in the research. These are syntactic, conceptual and strategic knowledge. Other reasons involve lack of motivation, lack of skills required for the programming, lack of mathematical knowledge and unfamiliarity with the programming courses. This is a literature review study that discusses learning difficulties of students and visual technologies used in programming courses to overcome problems mentioned above. This study examines technologies such as Scratch, Alice, Blockly, Jeliot and Ville. The properties of these technologies, how they can be used in programming and results of research studying the effectiveness of these technologies are also discussed