This chapter examines practical applications of an educational program designed to teach Turkish gifted second, third, and fourth grade students programming using Scratch, an online programming website (https://scratch.mit.edu). This qualitative research study was conducted with gifted identified students in an elementary school in Ankara's Altındağ district. Qualitative data collection methods were used. The study found program strengths included practical orientation, student independence, student free expression, computer literacy, and interdisciplinary connections. Additionally, providing a variety of tools and equipment, using Scratch, having a course web site, and on-line resource sharing were also seen as strengths by the participants. Perceived weaknesses were technical difficulties, the limited number of course hours, some of Scratch's negative features, inadequate help at particular points, and negative situations caused by gender and grade level differences. Results indicate preliminary knowledge of participant computer literacy as important to programming success.
PurposeInterest is currently growing in open social learner modeling (OSLM), which means making peer models and a learner's own model visible to encourage users in e-learning. The purpose of this study is to examine students' views about the OSLM in an e-learning system.Design/methodology/approachThis case study was conducted with 40 undergraduate students enrolled in advanced programming and database management system courses. A Likert-type questionnaire and open-ended questions were used to obtain the students' views. System usage data were also analyzed to ensure the richness and diversity of the overall data set.FindingsThe quantitative data of the students' views were analyzed with descriptive statistics; the results are presented as graphics. The qualitative data of the students' views were examined by content analysis to derive themes. These themes are organized into four subtopics: the students' positive views, their negative views, their improvement suggestions and their preferences about using similar OSLM visualizations in other e-learning systems. The students' subjective views are discussed in the context of their recorded interactions with the system.Research limitations/implicationsCompetition due to seeing peer models was considered by participants both as positive and negative features of the learning system. So, this study revealed that, the ways to combine peer learner models to e-learning systems that promote positive competition without resulting social pressure, still need to be explored.Practical implicationsBy combining open learner models with open peer models, OSLM enhances the learning process in three different ways: it supports self-regulation, encourages competition and empowers self-evaluation. To take advantage of these positive contributions, practitioners should consider enhancing e-learning systems with both own learner and peer model features.Originality/valueDespite increasing interest in OSLM studies, several limitations and problems must be addressed such as sparsity of data and lack of study of different contexts and cultures. To date, no published study in this area exists in Turkey. The purpose of this study is to fill this gap by examining OSLM features in an e-learning system from the perspectives of Turkish students by using both their system interaction data and their subjective views.
Dijital teknolojilerin gelişmesiyle yaşamın her alanında kolaylıklar yaşanmaya başlamıştır. Bu teknolojiler, kolaylıkların yanı sıra riskleri de beraberinde getirmektedir. Zararlı içerikler, siber zorbalık, pornografi, cinsel içerikli mesajlar gibi riskler dijital araçlarla birlikte evlere kadar rahatlıkla girebilmektedir. Bu risklerden en çok etkilenmesi beklenen grup çocuklardır. Çocukların gelişiminden birinci derecede sorumlu olan ebeveynlere bu noktada önemli sorumluluklar düşmektedir. Ebeveynler, çocuklarını dijital teknolojilerden kaynaklanan risklerden korumak için dijital çağa ayak uydurmalıdır. Bu çalışmanın amacı dijital ebeveynlik yeterlik alanları ve göstergelerinin belirlenmesi ve belirlenen göstergelere dayanarak geliştirilecek bir araçla ebeveynlerin öz yeterliklerinin çeşitli demografik değişkenler açısından incelenmesidir. Tarama modelinde desenlenen çalışma iki aşamadan oluşmaktadır. Birinci aşamada alanyazın taraması ve uzmanlarla gerçekleştirilen bir odak grup görüşmesi sonucunda dijital ebeveynlik yeterlik alanları ve göstergeleri belirlenmiştir. İkinci aşamada ise Dijital Ebeveynlik Öz Yeterlik Ölçeği geliştirilerek, Eskişehir ilinde yaşayan 576 ebeveynin dijital ebeveynlik öz yeterlikleri ebeveyn rolü, internet kullanım deneyimi, gelir durumu, meslek ve eğitim durumu değişkenlerine göre incelenmiştir. Dijital ebeveynlik yeterlik ve göstergeleri başlangıçta yedi farklı boyuttan oluşmuş ve bu boyutlara göre Dijital Ebeveynlik Öz Yeterlilik Ölçeği hazırlanmıştır. Geliştirilen ölçeğin faktör yapısı farklı ebeveyn örneklemleriyle gerçekleştirilen açımlayıcı (n=520) ve doğrulayıcı analizlerle (n=556) irdelenmiştir. Yapı geçerliği çalışmaları sonrasında dijital okuryazarlık, dijital güvenlik ve dijital iletişim olmak üzere üç faktör altında toplanan göstergelerin ebeveyn rolü, internet kullanım durumu, gelir durumu, meslek ve eğitim durumu değişkenler açısından farklılık sergilememiştir.
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