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The main purpose of this research is to develop a measure to determine university students' perceptions of the flipped learning model. Exploratory and confirmatory factor analysis were conducted within the scope of the validity study of the scale, and its internal consistency was analyzed for its reliability. The data for exploratory factor analysis was collected from 360 preservice teachers who experienced the flipped learning model in the 2019-2020 academic year. As a result of the exploratory factor analysis, a three-dimensional structure (learning readiness, learning support and motivational interaction) consisting of 22 items was obtained, and factor loadings were between 0.82 and 0.50. The total variance ratio explained by the factors of the scale was determined as 57.59. Moreover, the confirmatory factor analysis was carried out on the data obtained from 354 pre-service teachers who did not participate in the exploratory factor analysis study. The most important values for CFA were X[superscript 2] =719.34; df=201; RMSEA = 0.08; SRMR =0.06; CFI = 0.97 and NNFI =0.97, which showed an acceptable level of fit confirming the three-factor structure. The findings show that the developed scale is a valid and reliable measure to determine the perceptions of university students regarding the flipped learning model.

The aim of this study was to determine the perspectives of pre-service teachers regarding the emergency remote teaching that took place with the coronavirus disease 2019 (COVID-19) pandemic. The feelings, thoughts and experiences of the pre-service teachers were examined through digital stories prepared by themselves. This case study was carried out within the scope of the Multimedia Design and Production course in the spring semester of the 2019-2020 academic year. The participants consist of 35 third- and fourth-year pre-service teachers who were studying in the Faculty of Education, Department of Computer Education and Instructional Technologies. The data of the research were digital stories prepared by the participants and their responses to an online questionnaire form consisting of open-ended questions. The data were analyzed by content analysis method and collected under four themes: pre-service teachers' expectations for the distance learning process and their feelings at the beginning of the process, pre-service teachers access to the learning materials, technology and faculty members during the emergency remote teaching, pre-service teachers' self-regulation skills during the emergency remote teaching, and pre-service teachers' mood during the emergency remote teaching.

To understand the relationships between flipped learning, self-regulated online learning and academic procrastination, this study constructs a mediation model to examine the impact of flipped learning on pre-service teachers' self-regulated online learning behaviors and academic procrastination. A total of 396 pre-service teachers enrolled in a university in Turkey participated in the study, 306 (77.3%) of the participants were female and 90 (22.7%) were male. Three different data collection tools were used in the study: Flipped Learning Scale, Self-Regulated Online Learning Questionnaire, and The Scale of Academic Procrastination. Path analysis technique was used to analyze the data. The study found that while learning support, the dimension of the flipped learning scale, predicts self-regulated online learning in a significant and positive way, self-regulated online learning predicts academic procrastination in a significant and negative way. One unit increase in learning support increases students' self-regulated online learning by 0.25 units (t = 5.05; p < .001). On the other hand, a one-unit increase in self-regulated online learning decreases students' academic procrastination by 0.54 units (t = -12.80; p < .001). In addition, self-regulated online learning has a full mediating effect in the relationship between learning support and academic procrastination., Author(s): Funda Ergulec [sup.1] , Ahmet Kara [sup.2] , Esra Eren [sup.1] Author Affiliations: (1) grid.164274.2, 0000 0004 0596 2460, Eskisehir Osmangazi University, , Eskisehir, Turkey (2) grid.412062.3, 0000 0004 [...]

The aim of the study was to examine the knowledge and practices of nurses working in urology clinics on fluid–electrolyte monitoring and management. The study sample for this descriptive cross‐sectional research comprised 79 nurses employed in clinics providing care to urology patients from June 2023 to June 2024. These nurses had internet access and consented to participate in the study on a voluntary basis. The data were obtained through the 'Google Form', which uses a descriptive characteristics form, a fluid–electrolyte monitoring and management knowledge form, and a practice form for fluid–electrolyte monitoring and management. The mean score of the nurses on the fluid–electrolyte monitoring and management knowledge form was 7.48 ± 1.74. The most common practice related to fluid–electrolyte monitoring and management was "I monitor and record additional fluid losses related to vomiting, diarrhoea, fever and drains". When the mean scores of the fluid–electrolyte monitoring and management knowledge form were compared according to the individual characteristics of the nurses, no statistically significant difference was found between the mean scores of the knowledge form according to the characteristics of the nurses (p > 0.05). In this study, the mean knowledge scores of the nurses were above average. When the practices of the nurses for the prevention of fluid–electrolyte imbalances were examined, most of them stated that they monitored additional fluid losses related to vomiting, diarrhoea, fever and drains. The characteristics of the nurses (clinical experience, age, years of working in the profession and educational status) did not affect their knowledge scores. [ABSTRACT FROM AUTHOR]

This study adopts phenomenology approach as the research design method to investigate pre-service teachers' experiences and perceptions on using practical tools for content development. The participants are twenty-four pre-service teachers who were taking Computer II course during 2013-2014 spring semester at a public university in Turkey. During the course, they were introduced several practical tools, which we define as mostly internet-based technologies that do not require installation or having any computer programming skills. Pre-service teachers prepared contents specific to their fields for homework and projects. At the end of the semester individual interviews were conducted with the participants. Content analysis method was used to analyze the data. According to the results, they enjoyed creating contents using these tools. At the same time, they had some difficulties. Majority of the participants perceive presentation, animation, cartoon creation tools to be most beneficial to improve student learning. Some of the positive outcomes they foresee when these technologies are used in the classroom are: higher student engagement, active participation, reinforcement, deeper understanding, and development of imagination skills. It is believed that the findings of this study will contribute to the development of teacher preparation programs for effective use of technology especially for content development.

This study examined ELT students' perceptions and opinions on how to integrate ICT in language classes. The participants' compromised of 97 students attending to the department of English Language Teaching in Turkey. The data of this descriptive study was collected through a questionnaire developed by the researchers. As analyzed through descriptive statistics, the findings indicated that the participants had positive perceptions towards the use of ICT and they were aware of the effectiveness of ICT tools for language teaching. Majority of the participants reported that the use of ICT would contribute not only their teaching competencies but also teaching each language skill effectively. Most of the participants agreed that the use of ICT in language classes will make language teaching fun and it will enhance the language learners' motivation so as to make learning permanent through the use of visual, audial and animated tools. It was also observed that the participants could suggest the use of different ICT tools for each language skill considering the dynamics of skills and tools.

The purpose of the study is to investigate pre-service teachers' competencies and their perceptions of necessity about using practical tools for content development. The study was designed using pre- and post-test experimental design method. The study group consisted of 170 pre-service teachers at a public university in Turkey. The Practical Tools for Content Development (PTCD) scale was used for data collection. Pre-service teachers had been trained about practical tools for 14 weeks during the Computer II course in spring semester. For the data analysis; descriptive statistics, independent t-test, dependent t-test and single factor variance analysis (ANOVA) methods were applied. It was observed that the competency levels of pre-service teachers increased from medium to high. A slight decrease was observed in pre-service teachers` perceptions of necessity. No significant differences were observed in competency levels of pre-service teachers depending on gender, department and daily internet use variables. Female participants' level of perceptions of necessity was significantly higher than the the males, whereas there was no other significant differences. It can be concluded that Computer II course might have an important role to improve pre-service teachers' competencies and skills on the use of practical tools for content development.

Copyright of Ankara Hacı Bayram Veli Üniversitesi Hukuk Fakültesi Dergisi is the property of Ankara Haci Bayram Veli Universitesi Hukuk Fakultesi 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 purpose of the present study was to determine the problems experienced with the Information Technology (IT) course given as an elective course in elementary schools and to put forward suggestions for solutions to these problems. For this purpose, this study was carried out within the framework of phenomenology. The study was carried out with 10 school principals and 10 IT teachers from elementary schools in Eskisehir province in the academic year of 2010-2011. The researchers held informal conversations with the IT teachers, elementary school principals, teacher trainers from the Provincial Directorate of National Education, academicians from the department of Computer Education and Information Technology and with policy makers. The semi-structured interviews were held with the school principals and with the IT teachers. Reflective diaries were kept during the research. The inductive analysis method was used for the analysis of the data collected in the study. According to the research findings, the problems and solution suggestions related to IT course were grouped under four themes. These were education program, structure of the IT course, institutional infrastructure and stakeholders' perceptions regarding the IT course. School principals' and IT teachers' outstanding solution suggestions about the problems were the development of the education program to meet the needs of the day, raising awareness of IT teachers and school principals for the selection of IT course resources, being conducted IT courses by graduates in field of IT and updating infrastructure of the school. In addition, participants reported that if these problems were resolved, stakeholders' negative perceptions would disappear.

Copyright of Gümüshane Üniversitesi Saglik Bilimleri Dergisi is the property of Gumushane University, Faculty of Health 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 Sakarya University Journal of Law Faculty (SHD) is the property of Sakarya University Journal of Law Faculty (SHD) 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 purpose of this study is to examine the technological leadership behaviors of Turkish elementary school regarding the supply and use of educational technologies based on the national educational technology standards developed and approved for school principals in many countries. The study was carried out with 870 elementary school principals from 16 cities. The study sample was selected via the proportional stratified sampling method. In the study, the survey research design was used, and the research data were collected via a questionnaire. For the analysis of the data, ANOVA, t-tests, and Tukey HSD post-hoc procedures were applied. The results indicated that the principals generally demonstrated a high level of technological leadership behavior in general in providing and using of educational technologies. In addition, the technological leadership behavior of the principals did not differ with respect to their gender, study field, level of education and their experience in principalship. (Contains 3 tables.)

To meet the educational needs of teachers who need and want to use technology in their classrooms, this study was created as a school-university collaboration application for the professional development of preservice teachers enrolled in the Computer Education and Instructional Technologies (CEIT) department. The study has the characteristics of an intergenerational mentoring practice since mentors and mentees include different age groups and interdisciplinary since the preservice teachers are educated in a technology-oriented department and they worked with teachers from different branches. The aim of the research is to determine the opinions and experiences of preservice teachers regarding the technological training for teachers and the microteaching processes carried out before such training. The research was designed as a case study. Online interview forms, preservice teacher diaries, group reports, microteaching observations and classroom observations were used to collect research data. In the microteaching phase of the study, preservice teachers' prepared lesson plans for the technologies they would teach teachers and conducted lectures to the instructor and their classmates. In the teacher training phase, they provided training to the teachers for the technologies they could use in their classes. After this phase, they observed teacher's classroom applications using technology. The results of the research show that applications in this study contributed to preservice teachers' field and professional knowledge, helped them to improve their effective presentation and communication skills, and to gain teaching experience and to improve their self-confidence towards the profession. For future applications, it is recommended to provide more systematic guidance to preservice teachers during the selection of technology applications and the teaching strategies to be used, and to increase the number of microteaching sessions. [ABSTRACT FROM AUTHOR]

Copyright of Public & Private International Law Bulletin is the property of Public & Private International Law Bulletin 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 purpose of this study is to examine the technological leadership behaviors of Turkish elementary school regarding the supply and use of educational technologies based on the national educational technology standards developed and approved for school principals in many countries. The study was carried out with 870 elementary school principals from 16 cities. The study sample was selected via the proportional stratified sampling method. In the study, the survey research design was used, and the research data were collected via a questionnaire. For the analysis of the data, ANOVA, t-tests, and Tukey HSD post-hoc procedures were applied. The results indicated that the principals generally demonstrated a high level of technological leadership behavior in general in providing and using of educational technologies. In addition, the technological leadership behavior of the principals did not differ with respect to their gender, study field, level of education and their experience in principalship. Keywords: School principalship, technological leadership, educational technology standards, Introduction The school systems in the world are increasingly under pressure regarding the use of technology in the teaching-learning and management processes (Gurr, 2001). The expectations of students and of [...]

The aim of this study was to examine pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) utilizing the TPACK-Based Instructional Design Model (TPACK-Based IDM) as framework during the emergency remote teaching process. The study, which was designed with an exploratory case approach, was conducted with senior pre-service teachers attending the Computer and Instructional Technologies Education (CEIT) department. The content of the courses within the scope of the study was developed and adjusted to include the stages of the TPACK-Based IDM. The data consists of the lesson plans and course materials designed by the pre-service teachers, the videos and reports they prepared during the term and their answers to the interview questions. The evaluation of lesson plans, materials and videos were carried out by using TPACK based learning environments assessment rubric. Content analysis was used to examine the information gathered from the reports and interviews. As a result, the course, which was designed with the TPACK-based IDM, increased the TPACK levels of pre-service teachers by associating their technological, pedagogical and content knowledge. It is observed that pre-service teachers focused on the characteristics of the target audience, the usability of the material, social presence, providing clear and unambiguous lectures, stimulating and gaining attention, and designing individual interactive materials in the use of TPACK. Instructional design of distance education courses is a significant topic to educate pre-service teachers during their training at the school of education. However, educating them about TPACK use and its applications in distance education would help distance education progress in a more planned manner. [ABSTRACT FROM AUTHOR]