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Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ereğli Faculty of Education Journal / Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi is the property of Eregli Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teacher self-efficacy refers to the affective nature of teachers' decisions to participate in technology integration practices, as well as technological pedagogical content knowledge emphasizes the cognitive nature of teachers' decisions to participate in technology integration practices. Since the knowledge and beliefs held by the teacher or preservice teachers are intertwined and inextricably linked, both are considered essential components of teacher knowledge. This study examined the nature of the complex interaction between preservice teachers' self-efficacy beliefs and their technological pedagogical content knowledge. The relational screening model, one of the quantitative research designs, was used in the research. The target population of the research was the preservice teachers studying in Central Anatolia, and the sample consisted of 205 pre-service teachers selected randomly from the target population. Technological Pedagogical Content Knowledge Self-Assessment Scale (TPACK-SAS) and The Teachers' Sense of Efficacy Scale (TSES) were used to obtain the data. Frequency, percentage, mode, median, arithmetic mean, and standard deviation were calculated, and hierarchical multiple regression was performed to analyze data. According to the results of the research, pre-service teachers' TPACK, TCK, TPK, and PCK components have average scores at the agree level, while their teacher-efficacy (efficacy in student participation, in teaching strategies, and in classroom management) beliefs have average scores at a slightly sufficient level. The predictive effects of teacher-efficacy sub-dimensions on the TPACK central component were examined as a block, and there was a positive medium relationship between efficacy beliefs in student participation and the central component TPACK. 12% of the variance in TPACK was explained by teacher efficacy (efficacy in student participation). Teacher-efficacy beliefs subdomains and derived knowledge domains (TCK, TPK, and PCK) explained 55.6% of the variance in the central component, TPACK. Similar studies can be performed in different contexts, and different variables (beliefs, attitudes) can be included in the process, and the factors affecting the intention of teachers or teacher candidates to use technology can be examined. [ABSTRACT FROM AUTHOR]

The main aim of this study is to examine the secondary school students' self-regulation skills, social studies learning approaches and perceived academic participation. The participants of the research consists of 1088 secondary school students selected by cluster sampling in the Central District of Uşak. "Perceived Self-regulation Scale", "Social Studies Learning Approaches Scale", "Perceived Parent and Teacher Academic Engagement Scale" and Personal Information Form were used as data collection tools in the study in which the relational screening model was used. Independent samples t-test, ANOVA and multiple linear regression analysis were used. According to the results of the research, secondary school students' self-regulation skills are at the "often" level, while their social studies learning approaches and parent-teacher academic participation are at the "agree" level. In addition, parent and teacher academic participation and deep learning approaches significantly predict the self-regulation skills. [ABSTRACT FROM AUTHOR]

Writing which is the products of human beings' ability to tell, occupy an important place in Turkish teaching. Turkish teaching, which is mostly carried out face-to-face in schools, has been carried out online for a certain period of time due to the COVID-19 pandemic. It is important for mother language education to determine the reflections of Turkish lessons held during this period on writing education. In this respect, the study aims to determine the reflections of Turkish lessons conducted through online environments on writing education. In the qualitative research approach, in the phenomenological design, the study group was determined by the criterion sampling method, which is one of the purposive sampling methods and consists of 18 Turkish teachers working in the Ergani district of Diyarbakır province. A semi-structured interview guide consisting of 9 openended questions was used as a data collection tool. One-on-one interviews were conducted with the participants and these interviews were recorded with a voice recorder. The data recorded with the voice recorder were written down in the computer environment and analyzed with descriptive analysis and content analysis methods. The findings obtained as a result of the analyzes were tabulated and interpreted. As a result of these findings, it can be said that the reflections of online Turkish lessons given during the pandemic period on writing skills and writing education are mostly negative. The main reasons why writing education is negatively affected by online courses can be listed as follows: Low student participation in the lessons, insufficient duration of the lessons, not being able to control the writing activities of the students in a healthy way and not giving them sufficient feedback and corrections. [ABSTRACT FROM AUTHOR]

Copyright of Istanbul Commerce University Journal of Social Sciences / İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi is the property of Istanbul Commerce University Journal of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of International Management Research & Applications is the property of Journal of International Management Research & Applications and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to examine the attitudes of pre-service teachers towards scientific research and their academic belonging levels in terms of different variables and to reveal the relationship between these two variables. In the study, in which the correlational model was used, 162 pre-service teachers were reached by convenient sampling method. Attitude towards Scientific Research Scale, Academic Engagement Scale, and demographic information form were used as data collection tools. The quantitative data were analyzed via descriptive statistics, Pearson correlation coefficient, t-test, and ANOVA. As a result of the research, it was determined that the attitudes of the pre-service teachers towards scientific research were positive and their level of academic engagement was moderate. In addition, it was determined that gender made a significant difference in the level of attitudes towards scientific research, but the status of receiving research education and the type of program they studied did not make a difference in their attitudes. As a result of the Pearson correlation analysis, a positive relationship was determined between the attitude towards scientific research and academic engagement, academic belonging, and GPA. [ABSTRACT FROM AUTHOR]

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to examine the crisis management experiences of school principals and teachers during the COVID-19 outbreak. In this research, which was conducted using the qualitative research method, the case study pattern used in social sciences was used to investigate and explain events, situations and experiences. The study group of the research consists of school principals and teachers working in public schools in Gürsu, Yıldırım, Osmangazi and Nilüfer districts in Bursa. A total of 24 participants, 12 administrators and 12 teachers working in 12 schools, which were determined by using the maximum variety and criterion sampling from purposive sampling methods, constituted the study group of the research. Data were collected with demographic information form and interview questions. Semi-structured interview type, one of the interview techniques, was adopted to collect the data. In the analysis of the data, the thematic analysis approach was followed and the flexible coding method was used. The analysis of the data was carried out using the MAXQDA 2020 Pro program. The results of the research were evaluated under the headings of difficulties encountered in crisis management, solution proposals, status of stakeholders, hierarchy and opportunities. According to the results of the research, the participants experienced difficulties in academic, psychological, administrative, infrastructure, workload, economic, communication and technology use during the COVID-19 crisis. In the solution of the crisis, it was seen that the efforts to take precautions after the crisis emerged were intense. Distance education has an important place in the solution of the crisis. However, student participation was not at the desired level due to infrastructure problems and lack of technological tools. For this reason, academic success has also decreased. Managers and teachers were able to make decisions by going beyond the hierarchy in general during the crisis period. Stakeholders supported the schools during the school closures. Along with the crisis, opportunities have been identified in terms of teachers' technological development, distance education and institutional development. [ABSTRACT FROM AUTHOR]

The main aim of this study is to examine whether there are relationships between attitudes towards reading, digital literacy, and school engagement in adolescents. The study group for the research consists of 303 middle and high school students selected by easily accessible sampling in Sivas province in the 2021-2022 academic year. In the research, The Personal Information Form, The Reading Attitude and Habits Scale, The Digital Literacy Scale, and The School Engagement Scale were used as data collection tools. The Pearson product-moment correlation analysis and simple linear regression analysis, independent samples t-test, one-way analysis of variance (ANOVA), and LSD Post-Hoc technique were used in the analysis of the data. According to the research findings, there are some correlations between reading attitude and digital literacy, reading attitude and school engagement, and digital literacy and school engagement. Attitudes towards reading and digital literacy together explain 10% of school engagement. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Afyon Kocatepe University Journal of Social Sciences / Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi is the property of Afyon Kocatepe University (AKU) Sosyal Bilimler Enstitusu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sakarya University Journal of Education Faculty (SUJEF) / Sakarya Üniversitesi Eğitim Fakültesi Dergisi is the property of Sakarya University Journal of Education Faculty (SUJEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although it has been accepted as a separate professional expertise in the world, it is important that the forensic accounting profession, which is still in the development stage in Turkey, is evaluated by the instructors who provide accounting education. The aim of this study is to reveal the instructors’ -who are working in the department of Accounting-Finance in Turkey- awareness levels of forensic accounting, the issues needed in the forensic accounting profession and their opinions on the barriers of forensic accounting education, and suggestions for the development of the forensic accounting profession in Turkey. As a result of the research, high levels of participation were observed as the statements in the questionnaire regarding the "forensic accounting awareness levels" of the participants is 3,51, in terms of the dimension of "issues needed in the forensic accounting profession" is 3,96 and in terms of the dimension of "issues needed in the forensic accounting profession" is 3,51. In addition, it was concluded that whether an expert has been done before and the opinions differ significantlyin terms of age variable. Also in the context of the variable of gender, academic title, educational status, and duration of work experience, there was no significant difference between these views. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of University Research / Üniversite Araştırmaları Dergisi is the property of Journal of University Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Technology Theory & Practice / Egitim Teknolojisi Kuram ve Uygulama is the property of Education Technology Theory & Practice (Journal) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ensuring harmony between faculty members and students is very important during Ph.D. education, the final stage in the academic development of students. In this respect, examining the perceptions of faculty members and tourism Ph.D. students towards each other is necessary to understand the current conditions in tourism higher education. In late 2020, total of 40 interviews (20 with faculty members and 20 with Ph.D. students) were conducted by phone and zoom due to Covid-19 and data obtained were content analysed. A convenience sampling as well as a snowball sampling techniques were used. Results indicate that while faculty members are generally satisfied with their Ph.D. students, they identify some shortcomings including weakness in terms of research methods and academic writing. From the students' standpoint of view, however, a good and harmonious relationship with their faculty members is emphasized, but they show concern regarding the quality of education they receive. The present study makes a theoretical contribution to the limited literature on Ph.D. tourism education experience. In terms of the effectiveness and efficiency of the Ph.D. education, it is recommended to update the Ph.D. curricula, add courses that are directly relevant to the student's academic development, provide adequate mentorship for the students, and more engagement by students with academic development. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Student response systems effectively collect and collate students' responses, allowing teachers to provide immediate feedback to learners, thereby preventing a decline in students’ attention and motivation. In this study, a student response system instrument called Kahoot! was used. The study was conducted as a 4-week case study in an undergraduate course and a quiz consisting of 10 questions was created each week. Student views and recommendations were collected with an open-ended interview form. The obtained data were analyzed by content analysis, one of the qualitative analysis methods. The study findings were grouped under different codes, and it was determined that the majority of the students were of the view that the Kahoot! application improved course attendance, provided repetition of the learned topics, increased the motivation and attention. Furthermore, they stated as pre-service teachers that the Kahoot! Application should be used at the end of theoretical lectures and courses in the classroom and the number of questions should be increased.

This study introduces a learning activity that was designed based on two student-centered approaches to education: inquiry-based learning and multi-disciplinary education. Twenty-four second grade students participated in the study. The activity integrates geography, English, and technology and offers students opportunities for inquiry-based thinking. The goal of the activity is for students to find out what the seven continents are, where they are in the world, and create their own little maps. The students collaboratively explore world maps both in hand and on the interactive board. The extension activity is the area of differentiation and acts as differentiation by outcome. Data analysis revealed that all students met the learning goals. The main area for improvement on this would be to have the students mark their work by looking at a real map of the world instead of a completed version of their worksheet; this would make the assessment more authentic.

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Yaratici Drama Dergisi is the property of Yaratici Drama Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Selcuk University Social Sciences Institute Journal is the property of Selcuk University Social Sciences Institute Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The number of video lectures has increased with the high penetration rate of e-learning as well as the number of studies which focus on the quality of those lectures. This study focuses on the question of whether non-verbal communication skills in video lecture affect learning. The aim of this quasi-experimental study is to investigate the effects of non-verbal communication on learner engagement in an e-learning environment. Data gathered from 173 students, who were studying at Yaşar University. Frequency calculations, average value, percentage, standard deviation, independent-samples t-tests, and ANOVA were conducted to compare student engagement in low and high nonverbal communication conditions. The results suggest that student engagement is higher in high non-verbal communication condition. [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Social Research is the property of Journal of International Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)