In this research it was aimed to identify of Computer Education and Instructional Technology department students' distribution according to individual innovation categories and examining. The connection between students' innovation properties and different variables (gender, class level, weekly internet usage time and attitudes about internet usage). The study carried with survey model in 2013-2014 education-instruction spring period, students from Necmettin Erbakan University Ahmet Keleşoğlu Education Faculty was realized with data from the 292 students who answered the questions conveniently in data collection tools. As a result of research it was determined that individual innovation properties are in the early majority category. Also it was determined that while students' innovation properties show significant difference class level and it doesn't show significant difference according to gender, weekly internet usage time and attitude to internet usage.

The aim of this study was to describe the validity and reliability of a Turkish language version of the CoI survey developed by Arbaugh et al. (2008). Adaptation of the survey into Turkish is described. Data was obtained from 1150 students who study in different departments and take courses through online learning. The data were randomly divided into two parts: the first part was subjected to exploratory factor analysis; the second part underwent confirmatory factor analysis. Three-factor structures of the CoI framework explained 75.28% of the variance in the pattern of relationships among the items using the first split-half sample. All three presences had high reliabilities (teaching presence = .965, social presence = .953, and cognitive presence = .972). The three-factor structure of the CoI framework with teaching, social, and cognitive presences confirmed the validity of the Turkish version of the CoI survey.

Flipped Classroom (FC) has become an increasingly popular model in many disciplines in today's educational system. In order for the FC model to be effective, it is important for the student to have self-regulation skills. It is especially important that students have advanced self-regulatory skills so that the online learning process of the FC model can be successfully completed. It is believed that the metacognitive support (MS) provided by the pedagogical agent during the online process of the FC model will contribute to the development of self-regulation skills of the students. The purpose of this research is to examine the impact of MS via pedagogical agent in the FC model on students' self-regulation skills.The research was carried out according to experimental design, and the participants of the research consist of 102 university students. The data of the study were collected using self-regulated learning scale. As a result of the research, it was seen that the students of the experimental group who were provided MS with the pedagogic agent were found to have a statistically significant higher level of self-regulation skills than the control group students who were not provided with MS. Several suggestions have been made for the use of pedagogical agent-assisted MS in the design of FC courses.

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Community of inquiry (CoI) is the conceptual framework which describes critical prerequisite factors for deep and meaningful learning in online learning environments. Based on the literature concerning the CoI framework, it can be observed that studies in which three factors in the model (cognitive, social and teaching presence) were investigated have been increased as scales to determine perception towardsCoI have been developed, which thus made it possible to work on relatively larger sampling groups effectively and to increase generalizability of findings. In this context, within the scope of the present research, by investigating different data collection tools developed by different researchers, studies aiming to determine CoI perception by means of a scale were investigated in detail. Research results reveals that CoI survey instrument developed by Arbaugh et al. (2008) has been widely accepted in the literature; and that the instrument has been adapted to number of languages such as Turkish, Korean and Arabic; and employed in diverse disciplines such as education, business and health care.

ÖzetBu araştırma kapsamında, öğretmen adaylarının öğrenme yaklaşımları ile denetim odakları arasındaki ilişkinin incelenmesi amaçlanmıştır. Tarama modeline göre yürütülen araştırma, kullanılan veri toplama araçlarındaki sorulara uygun şekilde yanıtlar veren 245 öğrenciden elde edilen veriler ile gerçekleştirilmiştir. Verilerin toplanmasında; Yılmaz ve Orhan (2011) tarafından Türkçe'ye uyarlanan ders çalışma yaklaşımı ölçeği, Dağ (1991) tarafından Türkçe'ye uyarlanan iç-dış denetim odağı ölçeği ve yazarlar tarafından geliştirilen kişisel bilgi formu kullanılmıştır. Verilerin çözümlenmesinde ise; betimsel istatistikler ve basit korelasyon kullanılmıştır. Öğrencilerin ders çalışma yaklaşımı ölçeğinden aldıkları puanlar; çalışma grubundaki 245 öğrenciden; 155'inin derin yaklaşıma, 90'ının ise yüzeysel yaklaşıma sahip olduğunu göstermiştir. Öğrencilerin iç-dış denetim odağı ölçeğinden aldıkları puanlar; çalışma grubundaki 245 öğrenciden; 126'sının içsel denetimli, 119'unun ise dışsal denetimli olduğunu göstermiştir. Ayrıca öğrencilerin ders çalışma yaklaşımı ölçeğinin derin yaklaşım boyutundan aldıkları puanlar ile iç-dış denetim odağı ölçeğinden aldıkları puanlar arasında; düşük düzeyde, negatif yönlü ve anlamlı bir ilişki varken, öğrencilerin ders çalışma yaklaşımı ölçeğinin yüzeysel yaklaşım boyutundan aldıkları puanlar ile iç-dış denetim odağı ölçeğinden aldıkları puanlar arasında ise; düşük düzeyde, pozitif yönlü ve anlamlı bir ilişki bulunmaktadır. INVESTIGATION OF THE RELATION BETWEEN CANDIDATE TEACHERS' APPROACHES TO LEARNING AND LOCUS OF CONTROL AbstractIn this study, it is aimed to examine the relation between candidate teachers' approaches to learning and locus of control. The study was planned and carried out in accordance with the survey model, and the data were obtained from 245 students who gave proper answers the questions contained in the data collection tools. The study process questionnaire adapted to the Turkish language by Yılmaz and Orhan (2011), and the internal-external locus of control scale adapted to the Turkish language by Dağ (1991), and the personal data form developed by the authors were used to collect the data. Descriptive statistical techniques and simple correlation techniques were used in data analysis. The students' scores from the study process questionnaire showed that 155 students out of 245 students had adopted the deep approach while the remaining 90 students had adopted the surface approach. The students' scores from the internal-external locus of control scale showed that 126 out of 245 students had adopted the internal control, while the remaining 119 students had adopted the external control. There is a low-level, negative and significant relation between the students' scores from the deep approach of the study process questionnaire, and the scores from the internal-external locus of control, while there is a low-level, positive, and significant relation between the students' scores from the surface approach and the scores from the internal-external locus of control.Keyw...

The purpose of this study was to examine pre-service science teachers’ perceptions toward additional instructional strategies in biology laboratory applications in the scope of blended learning. This study used a mixed-methods sequential explanatory design model and was conducted with 69 students who study in their 2nd year in the department of science education at a state university in Turkey. Academic achievement test, personal information form, student feedback form, semi-structured interview, and additional instructional strategies were used to collect the data. To determine students’ academic achievements, the scores obtained from the academic achievement test were used from a pre-test and post-test and additional instructional strategies (discussion question, reflection paper, task assignment, and quiz) were used. In addition, students’ views and satisfaction levels toward the course were examined. For data analysis, descriptive statistics, One-way ANOVA, and content analysis were used. The results of the study showed that students’ academic achievement scores showed a significant difference in terms of the additional instructional strategies. In addition, students’ evaluation scores and satisfaction levels about the learning process were high, but there was no significant difference in terms of additional instructional strategies. In the future, conducting similar studies with wider samples could be effective in terms of contributing to the relevant literature at different education levels and different disciplines.

The current study aimed to understand the trend in the community of inquiry that many researchers have been working on for over 20 years. Within the scope of this aim, 102 studies were reviewed with regards to some variables: most preferred keywords and words in abstract, year of publication, authors, journals, geographical distribution, academic disciplines, research methods, course delivery methods, participant type, and references. The findings demonstrate that the articles reviewed were from 216 authors in 20 countries. Most of the studies were from the Social Sciences field, and the continent with the most studies was North America. Quantitative research methods were mostly preferred in the studies, and the study group of a great of majority the studies were higher education students. Finally, various recommendations were made for future research after determining gaps that exist in the current literature.