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Background: Chronic otitis media is recurrent infection of the middle ear and mastoid air cells in the setting of perforation of the tympanic membrane. Risk factors for chronic otitis media include predisposing characteristics such as gender, allergies, Eustachian tube dysfunction, history of acute otitis media, and upper respiratory tract infection. The purpose of this study was to evaluate the potential relationship between chronic otitis media and epitympanic recess volume. Materials and Methods: A total of 197 patients with chronic otitis media had their epitympanic recess volume compared to the epitympanic volume of 99 healthy controls. The epitympanic recess volume was measured via the 3D volumetric measurement tool of the local PACS. Epitympanic recess volume measurement was performed using axial sections in a plane starting from the level of the malleus head–anvil body in the craniocaudal direction to the tegmen tympanum. Results: It was shown that patients with bilateral involvement had an epitympanic recess volume of 75.00 mm3, compared to 72.30 mm3 in those with unilateral chronic otitis media. The healthy control group’s median value for the epitympanic recess was 74.73 mm3. Conclusions: Epitympanic volume values did not differ substantially between patients with chronic otitis media and healthy persons, and epitympanic volume was not recognized as a predisposing factor (p = 0.686).

Smartphones, which enable us to be online everywhere and every time, are also commonly used by students today. This study aims to reveal undergraduate students’ habits of using smartphones. With this purpose, the phone usage track application was installed on students’ smartphones, and their 7-day use was recorded with the application and was then analyzed. In addition to that, the students’ views on using smartphones during classes were also investigated through open-ended questions. As a result, it was found that they used their smartphones for 4 hours and 50 minutes on average and that they used the same or different applications approximately 380 times a day. The most frequently used smartphone applications were found to be social media and messaging applications. The students were found to use their smartphones the most intensely between 21.00 and 24.00. The majority of the students used their smartphones during classes and their reasons for using the phones for non-educational purposes were more than the reasons for using them for educational purposes. The students stated that they used their smartphones for non-educational purposes such as check the time, make calls, and texting and for educational purposes such as research, take the photo of the blackboard or slides. While the great majority of the students had negative views about using smartphones during classes, some of them also had positive views.

This study aims to investigate the effect of the online flipped learning model (OFLM) when integrated into a mathematics course in an emergency remote teaching process on seventh grade students' academic achievement, their attitudes towards their mathematics course, and their cognitive load. The study was designed as a crossover experimental research model and conducted in two stages. In the first stage, 26 girls constituted the experimental group and 22 boys constituted the control group. In the second stage, the experimental and control groups were switched. In both stages, an academic achievement test was administered to the groups before and after implementation, an attitude test towards the mathematics course was applied to the experimental group before and after each stage, and a cognitive load test was administered to the groups after the live online classes each week. Also, the students' views about OFLM were obtained through qualitative methods. The findings indicate that there is a significant difference between the academic achievement of the experimental and control groups in favour of the experimental group in the first stage. However, in the second stage, no significant difference was found between the groups. Students had a more positive attitude towards the mathematics course when the flipped learning model was used. There was a significant difference in favour of the experimental groups in the cognitive load of the experimental and control groups in both stages except for the first week. This study provides evidence that OFLM contributed positively to the mathematics learning of secondary school students in distance education.

Student response systems (SRSs) increase the engagement of students by supporting them to participate in the course and thus contribute to their academic achievement. However, in most of the experimental studies in which the effects of SRSs were investigated, details on how to integrate SRSs into the course were not provided. This study aimed to investigate the effect of using SRSs in different parts of live online classes on students' academic achievement, engagement, cognitive loads, and views about the SRSs. This study was conducted in a mixed-method research design and 80 undergraduate students who took the Research Methods course constituted the study group. Two experimental groups were randomly assigned. In the first experimental group, SRS was used at the end of the course as an assessment of the current week. In the second experimental group, SRS was used at the beginning of the course as an assessment of the previous week. The experiment lasted seven weeks. The academic achievement test, live online classes engagement scale, and cognitive load scale were used as data collection tools. The study findings show that the first experimental group has significantly higher academic achievement than the second experimental group. On the other hand, the integration approaches of the SRS did not affect significantly the engagement and cognitive load of the experimental groups. Qualitative findings indicate that the integration approaches of SRS have different contributions. The views of the two experimental groups regarding the advantages of the integration approaches of SRS are different.

This study aimed to investigate the views of students enrolled on a desktop publishing course of the flipped classroom model adapted to a design course conducted in an online learning environment. The model was implemented over one semester, and at the end, semi-structured interviews were conducted with 65 volunteer students. Content analysis was used to analyse the students' views. It was determined that delivering course content through instructor-created videos had a positive effect on student views of the course. In addition, the students stated that doing assignments outside the classroom and evaluating them during the course contributed significantly to their learning design. Finally, student views on the feasibility of conducting the course through traditional design teaching methods in an online learning environment were examined. The students stated that delivering the course in live online classes may have both positive and negative aspects.

Araştırmada Bilgi ve Belge Yönetimi (BBY) bölümünde öğrenim gören lisans öğrencilerinin 21. yüzyıl becerilerine sahip olma düzeylerinin belirlenmesi amaçlanmıştır. Öğrencilerin 21. yüzyıl beceri düzeylerinin değişimini incelemek için deneysel olmayan araştırma desenlerinden kesitsel tarama deseni tercih edilmiştir. Çalışmanın örneklemini ise coğrafi olarak Türkiye’nin farklı konumlarında olan ve aktif öğrencisi bulunan 9 üniversitenin BBY bölümünde öğrenim gören 683 öğrenci oluşturmaktadır. Veri toplama aracı olarak çalışma kapsamında belirlenen 21. yüzyıl becerilerini ölçmeye yönelik 3 farklı ölçme aracı kullanılmıştır ve veriler 2019-2020 akademik yılı bahar yarıyılında toplanmıştır. Verilerin analizinde Tek-Yönlü MANOVA istatistiksel analiz tekniği kullanılmıştır. Sonuç olarak; öğrencilerin dijital okuryazarlık, işbirlikçilik ve algoritmik düşünme becerilerine sahip olma düzeylerinin, sınıf düzeyi arttıkça yükseldiği tespit edilmiştir. Yaş düzeylerine göre incelendiğinde gruplar arasında sadece işbirlikçilik ve algoritmik düşünme becerileri açısından farklılık bulunmuştur. Üniversitelere göre bir karşılaştırma yapıldığında algoritmik düşünme, işbirlikçilik ve etkili iletişim becerilerinin bir unsuru olan etkin dinleme beceri düzeyinin anlamlı farklılık gösterdiği belirlenmiştir. Dijital okuryazarlık becerisine en yüksek düzeyde Hacettepe Üniversitesinde öğrenim gören öğrencilerin sahip oldukları sonucu elde edilmiştir. Üniversitelerin 21. yüzyıl becerilerini kazandırmalarına ilişkin elde edilen bulgular çalışmada detaylı olarak tartışılmıştır ve bulgular doğrultusunda öneriler sunulmuştur. Bu çalışmanın sonuçlarının, BBY öğretim kadrosuna, öğrencilerinin 21. yüzyıl becerilerini geliştirmelerini sağlayan bir müfredat tasarlamaları için rehberlik etmesi beklenmektedir.

İnsanın mutluluğuyla ilgili olan ve pozitif psikoloji literatüründe merkezi bir konuma sahip olan yaşam doyumu bir bireyin yaşam kalitesini kendi seçtiği kriterlere göre değerlendirmesi olarak tanımlanmaktadır. Bu çalışmada yaşam doyumu kavramı yerli ve yabancı literatür taranarak incelenmiş; ardından Erciyes Üniversitesi İletişim Fakültesi öğrencilerinin yaşam doyumu düzeyleri demografik özellikler başta olmak üzere, bölüm farklılıkları, öğrenim türü,coğrafi bölge, mesleki gelecek beklentisi, aile gelir durumu ve barınma durumu değişkenleri bağlamındaaraştırılmıştır. Araştırmaya katılan öğrencilerin yaşam doyumlarını ölçmek amacıyla Deiner, Emmons, Larsen, Griffin (1985) tarafından geliştirilen ''Yaşam Doyumu Ölçeği'' (SatisfactionWith Life) kullanılmıştır.