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    MOBILE LEARNING ACCORDING TO STUDENTS OF COMPUTER ENGINEERING AND COMPUTER EDUCATION: A COMPARISON OF ATTITUDES
    (Anadolu Univ, 2018) Mertkan, Deniz; Adnan, Muge; Acar Guvendir, Meltem
    Mobile learning has started to perform an increasingly significant role in improving learning outcomes in education. Successful and efficient implementation of m-learning in higher education, as with all educational levels, depends on users' acceptance of this technology. This study focuses on investigating the attitudes of undergraduate students of Computer Engineering (CENG) and Computer Education and Instructional Technology (CEIT) departments in a Turkish public university towards m-learning from three perspectives; gender, area of study, and mobile device ownership. Using a correlational survey method, a Mobile Learning Attitude Scale (MLAS) was administered to 531 students, analysis of which revealed a positive attitude to m-learning in general. A further investigation of the aforementioned three variables showed a more positive attitude for female students in terms of usability, for CEIT students in terms of advantages, usability and independence, and for those owning a mobile device in terms of usability. An important implication from the findings, among others, is supplementing Computer Engineering curriculum with elective courses on the fundamentals of mobile learning, and/or the design and development of m-learning software, so as to create, in the long run, more specialized and complementary teams comprised of trained CENG and CEIT graduates in m-learning sector.
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    Students' preferred teaching methods in measurement and evaluation course
    (Assoc Measurement & Evaluation Education & Psychology, 2013) Ozer Ozkan, Yesim; Acar Guvendir, Meltem
    The purpose of the study is to identify which teaching method used by the instructor in the measurement and evaluation course is preferred by forth year students at Faculty of Education. The study is significant for instructors who teach measurement and evaluation course to undergraduates since it creates an awareness of student expectations. The participants of the study include 395 forth year students who are studying at Trakya and Kilis 7 Aralik Universities. As the data collection tool Teaching Methods Evaluation Form was prepared. In the data analysis, scaling operations based on teaching methods evaluation form rank order judgments was applied. The scaling results reveal that students mostly preferred The Case Method which was followed by Demonstration-Performance Method, Discussion Method, Problem Solving Method, Lecture Method, and lastly Independent Study Method.