İllerin Bilgi ve İletişim Teknolojileri Gelişmişliklerine Göre Sıralanması: Promethee Yöntemi İle Örnek Uygulama

Rençber, Ömer Faruk

doi:10.30794/pausbed.425451

Cited by 5 publications

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“…The significant differences across regions might stem from the fact that students' technological proficiency, devices, and equipment directly affected their perspectives on online assessment. In Türkiye, the internet infrastructure, especially in the Eastern and Southeastern regions, is limited (Selim and Balyaner, 2016), and students come from low socio-economic www.mojet.net families (Rençber, 2018), which explains this result. Besides, universities' technological infrastructure and opportunities were another reason for various student attitudes (Bakioğlu et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

An Investigation of Students’ Preferences, Satisfaction and Performance in Online Assessment Amidst the COVID-19 Pandemic in Türkiye

Arslan¹,

Semenderoğlu²,

Uyanik³

2022

MOJET

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This study aimed to discuss the online/e- assessment methods applied in the education faculties of state universities during the Covid-19 pandemic and to reveal student satisfaction and achievement in such methods. Accordingly, the relationships between student grades, the preferred method, and student satisfaction levels were examined by residential region and gender. The study was conducted on 371 university students from seven universities in different geographical regions of Turkey. A survey design, one of the quantitative research methods, was preferred in the study. The analysis results showed that the most preferred online assessment methods by the academics during the Covid-19 pandemic included homework (93%), timed online examinations (92%), and online presentation (76%). When students’ attitudes towards those assessment methods were examined, we found that students’ favorite online assessment method was homework (71%), and timed online examinations (46%) and online presentations (31%) were the least preferred methods. Besides, the students received the highest grades (76 and above) by doing online homework (72%), online presentations (69%), and projects (62%). They received the lowest scores in online examinations (50%).

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Section: Discussionmentioning

confidence: 99%

An Investigation of Students’ Preferences, Satisfaction and Performance in Online Assessment Amidst the COVID-19 Pandemic in Türkiye

Arslan¹,

Semenderoğlu²,

Uyanik³

2022

MOJET

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“…Brauers et al (2013), 27 EU member countries used the MULTIMOORA method with their 2010 data and some education, economic and demographic indicators including employment, unemployment and higher education variables and evaluated which countries are better prepared for the EU 2020 strategies. Rençber (2018) measured the ICT development of the provinces in Turkey for the period 2012-2016 with 11 indicators, including ICT access, use and capabilities, and ranked the provinces according to these developments using the PROMETHEE method.…”

Section: Introductionmentioning

confidence: 99%

Digitalization, Education And Employment Nexus Within The Scope of Life Long Learning: CRITIC Based Gray Relational Analysis Application

Seyhan

2023

10.52096

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The European Union has developed many policies, decisions, strategies and projects on lifelong learning and has set some targets, especially in education, employment and competitiveness. Today's technological developments and the effects of these developments on education and employment cannot be ignored. In this study, within the scope of the objectives of lifelong learning in the EU, the technological developments in the EU countries, education and employment indicators and their performances are evaluated and the countries that come to the fore and fall behind are discussed. The aim of this study is to evaluate the performance of EU countries with the CRITIC-based Gray relational analysis method with some technology, education and employment data that are important within the scope of lifelong learning in the digitalized world. In particular, the education variables of individuals at higher education level who are educated with digital skills brought by our age and close to taking part in business life, employment of new graduates, unemployment with advanced education, the share of government expenditures spent on education in GDP, the share of the ICT Sector in GDP, which shows the effects of technology on employment, and the share of ICT experts in total employment. etc. variables are included in the scope of the study. With the help of the variables included in the study, according to the findings of the CRITIC method, it was seen that the most important first five criteria were students enrolled in Higher Education (12,11%), leave education and training early (9.32%), the share of the ICT Sector in GDP (8.38%), highly educated unemployment (8.08%), Total unemployment rate (-7.08%). However, in the Gray Relational Analysis findings using the weights obtained by the CRITIC method, Sweden, Finland, Spain, Denmark, Malta, Germany took the lead in the performance ranking by providing the balance of technology, education and employment, it has been found that countries such as Poland, Latvia, Croatia, and Slovenia are also in the last place. Key Words: Lıfelong Learnıng, Digitalization, Employment, GIA Method. Jel Cods: A20,C19, C44, D83, I3, O33.

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CRITIC tabanlı PROMETHEE yöntemiyle akademik başarı sıralama uygulaması

MUTLU¹,

Çağıl²,

Ayar³

2022

Gümüşhane Üniversitesi Fen Bilimleri Enstitüsü Dergisi

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ÖzYıldan yıla artan üniversite sayısı, nitelikli üniversitelerin ayırt edilmesinde zorluğa yol açmakta ve eğitimin kalitesi konusunda tartışmalara sebep olmaktadır. Geçmişe kıyasla çok daha fazla üniversite mezununun bulunması, mezunların mezun oldukları üniversitenin başarısı ile değerlendirilmesine de neden olabilmektedir. Bu sebeple üniversite tercihlerinde akademik performansın göz önünde bulundurularak bilinçli tercih edilmesi gerekli bir husustur. Bu çalışmada, Marmara Bölgesi'ndeki Endüstri Mühendisliği eğitimi veren devlet üniversitelerinin akademik performansları gerek öğrencilere fikir sağlaması gerekse aslında çok da dikkat etmediğimiz özellikleriyle üniversitelerin birbirlerinden ne derece üstün olduğunu gözlemlemek amacıyla sıralanmıştır. Toplamda sekiz kriter göz önünde bulundurulmuş, kriter ağırlıkları CRITIC ağırlıklandırma metodu ile belirlenmiştir. Buradan elde edilen ağırlıklar ve çalışmada saptanan veriler kullanılarak on alternatif üniversite 2019 yılı verileri ile PROMETHEE yöntemi yardımıyla hem kısmi olarak hem de tam olarak sıralanmıştır. Elde edilen sonuçlar yorumlanarak sonrasında yapılabilecek çalışmalara tavsiyelerde bulunulmuştur.

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İllerin Bilgi ve İletişim Teknolojileri Gelişmişliklerine Göre Sıralanması: Promethee Yöntemi İle Örnek Uygulama

Cited by 5 publications

References 0 publications

An Investigation of Students’ Preferences, Satisfaction and Performance in Online Assessment Amidst the COVID-19 Pandemic in Türkiye

An Investigation of Students’ Preferences, Satisfaction and Performance in Online Assessment Amidst the COVID-19 Pandemic in Türkiye

Digitalization, Education And Employment Nexus Within The Scope of Life Long Learning: CRITIC Based Gray Relational Analysis Application

CRITIC tabanlı PROMETHEE yöntemiyle akademik başarı sıralama uygulaması

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