Turkish Online Journal of Educational Technology Volume 15, Issue 1 ...

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ISSN 2146‐7242 

Turkish Online Journal of  Educational Technology    Volume 15, Issue 1  January 2016              Prof. Dr. Aytekin İşman  Editor‐in‐Chief    Prof. Dr. Jerry WILLIS ‐ ST John Fisher University in Rochester, USA  Prof. Dr. J. Ana Donaldson ‐ AECT President  Editors    Assist.Prof.Dr. Fahme DABAJ ‐ Eastern Mediterranean University, TRNC  Associate Editor    Assoc.Prof.Dr. Eric Zhi ‐ Feng Liu ‐ National Central University, Taiwan  Assistant Editor         

TOJET  01.01.2016 

THE

TURKISH ONLINE JOURNAL OF

EDUCATIONAL TECHNOLOGY January 2016 Volume 15 - Issue 1 Prof. Dr. Aytekin İşman Editor-in-Chief Editors Prof. Dr. Jerry Willis Prof. Dr. J. Ana Donaldson Associate Editor Assist. Prof. Dr. Fahme Dabaj Assistant Editor Assoc. Prof. Dr. Eric Zhi - Feng Liu ISSN: 2146 - 7242

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TOJET: The Turkish Online Journal of Educational Technology – January 2016, volume 15 Issue 1

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Copyright © The Turkish Online Journal of Educational Technology

TOJET: The Turkish Online Journal of Educational Technology – January 2016, volume 15 Issue 1

Message from the Editor-in-Chief Dear Colleagues, TOJET welcomes you. TOJET would like to thank you for your online journal interest. The online journal system has been diffused very fast for last ten years. TOJET has continued to diffuse new trends in educational technology to all over the world since October, 2002. We hope that the volume 15, issue 1 will also successfully accomplish our global educational technology goal. We celebrate the 15th anniversary of TOJET. TOJET is confident that readers will learn and get different aspects on how to use educational technology in learning and teaching environments. Any views expressed in this publication are the views of the authors and are not the views of the Editor and TOJET. TOJET thanks and appreciate Prof. Dr. Mukaddes ERDEM who is the guest editor of January, 2016 issue and all reviwers (Assoc. Prof. Dr. Alper Başbay, Assoc. Prof. Dr. Ebru Kılıç Çakmak, Assoc. Prof. Dr. Eylem Kılıç, Assoc. Prof. Dr. Kemal Oğuz Er, Assoc. Prof. Dr. Makbule Yurtluk Başbay, Assoc. Prof. Dr. Serçin Karataş, Assist. Prof. Dr. Alper Bayazıt, Assist. Prof. Dr. Betül Yılmaz, Assist. Prof. Dr. Bünyamin Yurdakul, Assist. Prof. Dr. Ebru Kuşçu Öztürk, Assist. Prof. Dr. Ferhat Kadir Pala, Assist. Prof. Dr. Fırat Sarsar, Assist. Prof. Dr. Gamze Özoğul, Assist. Prof. Dr. Gonca Kızılkaya Cumaoğlu, Assist. Prof. Dr. Güzin Mazman Akar, Assist. Prof. Dr. Hüseyin Özçınar, Assist. Prof. Dr. Kerem Kılıçer, Assist. Prof. Dr. Melih Engin, Assist. Prof. Dr. Meltem Kurtoğlu Erden, Assist. Prof. Dr. Salih Bardakçı, Assist. Prof. Dr. Selay Arkün Kocadere, Assist. Prof. Dr. Vildan Çevik, Assist. Prof. Dr. Yasemin Demirarslan Çevik, Assist. Prof. Dr. Yelkin Diker Coşkun, Assist. Prof. Dr. Yusuf Levent Şahin, Dr. Tuğba Öztürk) who have acted as reviewers for one or more submissions of this issue for their valuable contributions. TOJET published all IETC-2015 English papers in special issue. These papers will be in Scopus databases in a short time. TOJET, Governor State University, Sakarya University and Vienna University of Technology will organize International Educational Technology Conference-2016 (www.iet-c.net) between February 04-06, 2016 in Dubai, UAE. Call for Papers TOJET invites you article contributions. Submitted articles should be about all aspects of educational technology. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to TOJET. Manuscripts must be submitted in English. TOJET is guided by its editors, guest editors and advisory boards. If you are interested in contributing to TOJET as an author, guest editor or reviewer, please send your cv to [email protected]. January 01, 2016 Editor in Chief Prof. Dr. Aytekin ISMAN

Copyright © The Turkish Online Journal of Educational Technology

TOJET: The Turkish Online Journal of Educational Technology – January 2016, volume 15 Issue 1

Editorial Board Editors Prof. Dr. Aytekin İŞMAN - Sakarya University, Turkey Prof. Dr. Jerry WILLIS - ST John Fisher University in Rochester, USA Prof. Dr. J. Ana Donaldson – AECT, Past President Associate Editor Assist.Prof.Dr. Fahme DABAJ - Eastern Mediterranean University, TRNC Assistant Editor Assoc.Prof.Dr. Eric Zhi - Feng Liu - National Central University, Taiwan Editorial Board Prof.Dr. Ahmet Zeki Saka - Karadeniz Technical University, Turkey Prof.Dr. Akif Ergin - Başkent University, Turkey Prof.Dr. Ali Al Mazari - Alfaisal University, Kingdom of Saudi Arabia Prof.Dr. Ali Ekrem Özkul - Anadolu University, Turkey Prof.Dr. Anil P. Gaikwad - Yashwantrao Chavan Maharashtra Open University, India Prof.Dr. Antoinette J. Muntjewerff - University of Amsterdam Prof.Dr. Arif Altun - Hacettepe University, Turkey Prof.Dr. Arvind Singhal - University of Texas, USA Prof.Dr. Asaf Varol - Fırat University, Turkey Prof.Dr. Aytekin İşman - Sakarya University, Turkey Prof.Dr. Brent G. Wilson - University of Colorado at Denver, USA Prof.Dr. Buket Akkoyunlu - Hacettepe University, Turkey Prof.Dr. Carmencita L. Castolo - Polytechnic University of the Philippines, Philippines Prof.Dr. Cengiz Hakan Aydın - Anadolu University, Turkey Prof.Dr. Chang-Shing Lee - National University of Tainan, Taiwan Prof.Dr. Charlotte N. (Lani) Gunawardena - University of New Mexico, USA Prof.Dr. Chi - Jui Lien - National Taipei University of Education, Taiwan Prof.Dr. Chih - Kai Chang - National University of Taiwan, Taiwan Prof.Dr. Chin-Min Hsiung - National pingtung university, Taiwan Prof.Dr. Colin Latchem - Open Learning Consultant, Australia Prof.Dr. Colleen Sexton - Governor State University, USA Prof.Dr. Demetrios G. Sampson - University of Piraeus, Greece Prof.Dr. Dimiter G. Velev - University of National and World Economy, Bulgaria Prof.Dr. Don M. Flournoy - Ohio University, USA Prof.Dr. Dongsik Kim - Hanyang University, South Korea Prof.Dr. Enver Tahir Rıza - Dokuz Eylül University, Turkey Prof.Dr. Eralp Altun - Ege University, Turkey Prof.Dr. Feng-chiao Chung - National pingtung university, Taiwan Prof.Dr. Ferhan Odabaşı - Anadolu University, Turkey Prof.Dr. Finland Cheng - National pingtung university, Taiwan Prof.Dr. Fong Soon Fook - Uniiversiti Sains Malaysia, Malaysia Prof.Dr. Francine Shuchat Shaw - New York University, USA Prof.Dr. Gianni Viardo Vercelli - University of Genova, Italy Prof.Dr. Gwo - Dong Chen - National Central University Chung - Li, Taiwan Prof.Dr. Hafize Keser - Ankara University, Turkey Prof.Dr. Halil İbrahim Yalın - Gazi University, Turkey Prof.Dr. Heli Ruokamo - University of Lapland, Finland Prof.Dr. Henry H.H. Chen - National pingtung university, Taiwan Prof.Dr. Ing. Giovanni Adorni - University of Genova, Italy Prof.Dr. J. Ana Donaldson - AECT President Prof.Dr. J. Michael Spector - University of North Texas, USA Prof.Dr. Jerry Willis - ST John Fisher University in Rochester, USA Prof.Dr. Jie-Chi Yang - National central university, Taiwan Prof.Dr. Kinshuk - Athabasca University, Canada Prof.Dr. Kiyoshi Nakabayashi - Chiba Institute of Technology, Japan Prof.Dr. Kumiko Aoki - The Open University of Japan, Japan Prof.Dr. Kuo - En Chang - National Taiwan Normal University, Taiwan Copyright © The Turkish Online Journal of Educational Technology

TOJET: The Turkish Online Journal of Educational Technology – January 2016, volume 15 Issue 1

Prof.Dr. Kuo - Hung Tseng - Meiho Institute of Technology, Taiwan Prof.Dr. Kuo - Robert Lai - Yuan - Ze University, Taiwan Prof.Dr. Liu Meifeng - Beijing Normal University, China Prof.Dr. Marina Stock Mcisaac - Arizona State University, USA Prof.Dr. Mehmet Ali Dikermen - Middlesex University, UK Prof.Dr. Mehmet Çağlar - Near East University, TRNC Prof.Dr. Mehmet Gürol - Fırat University, Turkey Prof.Dr. Mehmet Kesim - Anadolu University, Turkey Prof.Dr. Mei-Mei Chang - National pingtung university, Taiwan Prof.Dr. Melissa Huı-Mei Fan - National central university, Taiwan Prof.Dr. Min Jou - National Taiwan Normal University, Taiwan Prof.Dr. Ming - Puu Chen - National Taiwan Normal University, Taiwan Prof.Dr. Murat Barkan - Yaşar University, Turkey Prof.Dr. Mustafa Murat Inceoğlu - Ege University, Turkey Prof.Dr. Mustafa Şahin Dündar - Sakarya University, Turkey Prof.Dr. Nabi Bux Jumani - International Islamic University, Pakistan Prof.Dr. Nian - Shing Chen - National Sun Yat - Sen University, Taiwan Prof.Dr. Paul Gibbs - Middlesex University, UK Prof.Dr. Petek Aşkar - Hacettepe University, Turkey Prof.Dr. Ramdane Younsi - Ecole polytechnique de Montreal, Canada Prof.Dr. Ramzan Abacı - Istanbul Ticaret University, Turkey Prof.Dr. Rauf Yıldız - Çanakkale 19 Mart University, Turkey Prof.Dr. Roger Hartley - University of Leeds, UK Prof.Dr. Rozhan Hj. Mohammed Idrus - Universiti Sains Malaysia, Malaysia Prof.Dr. Saedah Siraj - University of Malaya, Malaysia Prof.Dr. Sello Mokoena - University of South Africa, South Africa Prof.Dr. Servet Bayram - Yeditepe University, Turkey Prof.Dr. Shan - Ju Lin - National Taiwan University, Taiwan Prof.Dr. Sheng Quan Yu - Beijing Normal University, China Prof.Dr. Shi-Jer Lou - National pingtung university, Taiwan Prof.Dr. Shu - Sheng Liaw - China Medical University, Taiwan Prof.Dr. Shu-Hsuan Chang - National Changhua University of Education, Taiwan Prof.Dr. Stefan Aufenanger - University of Mainz, Germany Prof.Dr. Stephen Harmon - Georgia State University, USA Prof.Dr. Stephen J.H. Yang - National Central University, Taiwan Prof.Dr. Sun Fuwan - China Open University, China Prof.Dr. Sunny S.J. Lin - National Chiao Tung University, Taiwan Prof.Dr. Teressa Franklin - Ohio University, USA Prof.Dr. Toshio Okamoto - University of Electro - Communications, Japan Prof.Dr. Toshiyuki Yamamoto - Japan Prof.Dr. Tzu - Chien Liu - National Central University, Taiwan Prof.Dr. Ülkü Köymen - Lefke European University, TRNC Prof.Dr. Vaseudev D.Kulkarni - Hutatma Rajjguru College, Rajguruunagar(Pune),(M.S.) INDIA Prof.Dr. Xibin Han - Tsinghua University, China Prof.Dr. Yau Hon Keung - City University of Hong Kong, Hong Kong Prof.Dr. Yavuz Akpinar - Boğaziçi University, Turkey Prof.Dr. Yen-Hsyang Chu - National central university, Taiwan Prof.Dr. Yuan - Chen Liu - National Taipei University of Education, Taiwan Prof.Dr. Yuan-Kuang Guu - National pingtung university, Taiwan Prof.Dr. Young-Kyung Min - University of Washington, USA Assoc.Prof.Dr. Abdullah Kuzu - Anadolu University, Turkey Assoc.Prof.Dr. Adile Aşkım Kurt - Anadolu University, Turkey Assoc.Prof.Dr. Ahmet Eskicumalı – Sakarya University Assoc.Prof.Dr. Aijaz Ahmed Gujjar - Sindh Madressatul Islam University, Pakistan Assoc.Prof.Dr. Anita G. Welch - Emirates College for Advanced Education, UAE Assoc.Prof.Dr. Aytaç Göğüş - Sabancı University, Turkey Assoc.Prof.Dr. Chen - Chung Liu - National Central University, Taiwan Assoc.Prof.Dr. Cheng - Huang Yen - National Open University, Taiwan Assoc.Prof.Dr. Ching - fan Chen - Tamkang University, Taiwan Assoc.Prof.Dr. Ching Hui Alice Chen - Ming Chuan University, Taiwan Copyright © The Turkish Online Journal of Educational Technology

TOJET: The Turkish Online Journal of Educational Technology – January 2016, volume 15 Issue 1

Assoc.Prof.Dr. Chiung - sui Chang - Tamkang University, Taiwan Assoc.Prof.Dr. Danguole Rutkauskiene - Kauno Technology University, Lietvenia Assoc.Prof.Dr. David Tawei Ku - Tamkang University, Taiwan Assoc.Prof.Dr. Eric Meng - National pingtung university, Taiwan Assoc.Prof.Dr. Eric Zhi Feng Liu - National central university, Taiwan Assoc.Prof.Dr. Erkan Tekinarslan - Bolu Abant İzzet Baysal University, Turkey Assoc.Prof.Dr. Ezendu Ariwa - London Metropolitan University, U.K. Assoc.Prof.Dr. Fahad N. AlFahad - King Saud University Assoc.Prof.Dr. Fahriye Altinay - Near East University, TRNC Assoc.Prof.Dr. Gurnam Kaur Sidhu - Universiti Teknologi MARA, Malaysia Assoc.Prof.Dr. Hao - Chiang Lin - National University of Tainan, Taiwan Assoc.Prof.Dr. Hasan Çalışkan - Anadolu University, Turkey Assoc.Prof.Dr. Hasan KARAL - Karadeniz Technical University, Turkey Assoc.Prof.Dr. Hsin - Chih Lin - National University of Tainan, Taiwan Assoc.Prof.Dr. Huey - Ching Jih - National Hsinchu University of Education, Taiwan Assoc.Prof.Dr. Huichen Zhao - School of Education, Henan University, China Assoc.Prof.Dr. Hüseyin Yaratan - Eastern Mediterranean University, TRNC Assoc.Prof.Dr. I - Wen Huang - National University of Tainan, Taiwan Assoc.Prof.Dr. I Tsun Chiang - National Changhua University of Education, Taiwan Assoc.Prof.Dr. Ian Sanders - University of the Witwatersrand, Johannesburg Assoc.Prof.Dr. İsmail İpek - Fatih University, Turkey Assoc.Prof.Dr. Işıl Kabakcı - Anadolu University, Turkey Assoc.Prof.Dr. Jie - Chi Yang - National Central University, Taiwan Assoc.Prof.Dr. John I-Tsun Chiang - National Changhua University of Education, Taiwan Assoc.Prof.Dr. Ju - Ling Shih - National University of Taiwan, Taiwan Assoc.Prof.Dr. Koong Lin - National University of Tainan, Taiwan Assoc.Prof.Dr. Kuo - Chang Ting - Ming - HSIN University of Science and Technology, Taiwan Assoc.Prof.Dr. Kuo - Liang Ou - National Hsinchu University of Education, Taiwan Assoc.Prof.Dr. Larysa M. Mytsyk - Gogol State University, Ukraine Assoc.Prof.Dr. Li - An Ho - Tamkang University, Taiwan Assoc.Prof.Dr. Li Yawan - China Open University, China Assoc.Prof.Dr. Manoj Kumar Saxena - Central University of Himachal Pradesh, Dharamshala, Kangra, India Assoc.Prof.Dr. Mike Joy - University of Warwick, UK Assoc.Prof.Dr. Ming-Charng Jeng - National pingtung university, Taiwan Assoc.Prof.Dr. Murat Ataizi - Anadolu University, Turkey Assoc.Prof.Dr. Nergüz Serin - Cyprus International University, TRNC Assoc.Prof.Dr. Norazah Mohd Suki - Universiti Malaysia Sabah, Malaysia Assoc.Prof.Dr. Normaliza Abd Rahim - Universiti Putra Malaysia, Malaysia Assoc.Prof.Dr. Oğuz Serin - Cyprus International University, TRNC Assoc.Prof.Dr. Ping - Kuen Chen - National Defense University, Taiwan Assoc.Prof.Dr. Popat S. Tambade - Prof. Ramkrishna More College, India Assoc.Prof.Dr. Prakash Khanale - Dnyanopasak College, INDIA Assoc.Prof.Dr. Pramela Krish - Universiti Kebangsaan Malaysia, Malaysia Assoc.Prof.Dr. Tzu - Hua Wang - National Hsinchu University of Education, Taiwan Assoc.Prof.Dr. Vincent Ru-Chu Shih - National Pingtung University of Science and Technology, Taiwan Assoc.Prof.Dr. Wu - Yuin Hwang - National Central University, Taiwan Assoc.Prof.Dr. Ya-Ling Wu - National pingtung university, Taiwan Assoc.Prof Dr. Yahya O Mohamed Elhadj - AL Imam Muhammad Ibn Saud University, Saudi Arabia Assoc.Prof Dr. Yavuz Akbulut - Anadolu University Assoc.Prof.Dr. Zehra Altınay - Near East University, TRNC Assoc.Prof.Dr. Zhi - Feng Liu - National Central University, Taiwan Assist.Prof.Dr. Aaron L. Davenport - Grand View College, USA Assist.Prof.Dr. Andreja Istenic Starcic - University of Primorska, Slovenija Assist.Prof.Dr. Betül Özkan - University of Arizona, USA Assist.Prof.Dr. Burçin Kısa Işık - Gaziantep University, Turkey Assist.Prof.Dr. Chiu - Pin Lin - National Hsinchu University of Education, Taiwan Assist.Prof.Dr. Chun - Ping Wu - Tamkang University, Taiwan Assist.Prof.Dr. Chun - Yi Shen - Tamkang University, Taiwan Assist.Prof.Dr. Chung-Yuan Hsu - National pingtung university, Taiwan Assist.Prof.Dr. Dale Havill - Dhofar University, Sultanate of Oman Copyright © The Turkish Online Journal of Educational Technology

TOJET: The Turkish Online Journal of Educational Technology – January 2016, volume 15 Issue 1

Assist.Prof.Dr. Devrim Akgündüz - İstanbul Aydın Üniversitesi, Turkey Assist.Prof.Dr. Ferman Konukman - College of Arts and Science, Sport Science Program, Qatar University Assist.Prof.Dr. Filiz Varol - Fırat University, Turkey Assist.Prof.Dr. Guan - Ze Liao - National Hsinchu University of Education, Taiwan Assist.Prof.Dr. Hsiang chin - hsiao - Shih - Chien University, Taiwan Assist.Prof.Dr. Huei - Tse Hou - National Taiwan University of Science and Technology, Taiwan Assist.Prof.Dr. Hüseyin Ünlü - Aksaray University, Turkey Assist.Prof.Dr. Jagannath. K Dange - Kuvempu University, India Assist.Prof.Dr. K. B. Praveena - University of Mysore, India Assist.Prof.Dr. Kanvaria Vinod Kumar - University of Delhi, India Assist.Prof.Dr. Marko Radovan - University of Ljubljana, Slovenia Assist.Prof.Dr. Min-Hsien Lee - National central university, Taiwan Assist.Prof.Dr. Mohammad Akram Mohammad Al-Zu'bi - Jordan Al Balqa Applied University, Jordan Assist.Prof.Dr. Muhammet Demirbilek - Süleyman Demirel University, Turkey Assist.Prof.Dr. Pamela Ewell - Central College of IOWA, USA Assist.Prof.Dr. Pei-Hsuan Hsieh - National Cheng Kung University, Taiwan Assist.Prof.Dr. Pey-Yan Liou - National central university, Taiwan Assist.Prof.Dr. Phaik Kin, Cheah - Universiti Tunku Abdul Rahman, Kampar, Perak Assist.Prof.Dr. Ping - Yeh Tsai - Tamkang University, Taiwan Assist.Prof.Dr. S. Arulchelvan - Anna University, India Assist.Prof.Dr. Seçil Kaya - Anadolu University, Turkey Assist.Prof.Dr. Selma Koç Vonderwell - Cleveland State University, Cleveland Assist.Prof.Dr. Sunil Kumar - National Institute of Technology, India Assist.Prof.Dr. Tsung - Yen Chuang - National University of Taiwan, Taiwan Assist.Prof.Dr. Vahid Motamedi - Tarbiat Moallem University, Iran Assist.Prof.Dr. Yalın Kılıç Türel - Fırat University, Turkey Assist.Prof.Dr. Yu - Ju Lan - National Taipei University of Education, Taiwan Assist.Prof.Dr. Zehra Alakoç Burma - Mersin University, Turkey Assist.Prof.Dr. Zerrin Ayvaz Reis - İstanbul University, Turkey Assist.Prof.Dr. Zülfü Genç - Fırat University, Turkey Dr. Arnaud P. Prevot - Forest Ridge School of the Sacred Heart, USA Dr. Aytaç Göğüş - Sabancı University, Turkey Dr. Balakrishnan Muniandy - Universiti Sains Malaysia, Malaysia Dr. Brendan Tangney - Trinity College, Ireland Dr. Chan Shiau Wei - Universiti Tun Hussein Onn Malaysia, Malaysia Dr. Chen Haishan - China Open University, China Dr. Chin Hai Leng - University of Malaya, Malaysia Dr. Chin Yeh Wang - National Central University, Taiwan Dr. Chun Hsiang Chen - National Central University, Taiwan Dr. Chun Hung Lin - National central university, Taiwan Dr. Farrah Dina Yusop - University of Malaya, Malaysia Dr. Hj. Issham Ismail - Universiti Sains Malaysia, Malaysia Dr. Hj. Mohd Arif Hj. Ismail - National University of Malaysia, Malaysia Dr. I-Hen Tsai - National University of Tainan, Taiwan Dr. Jarkko Suhonen - University of Eastern Finland, Finland Dr. Li Ying - China Open University, China Dr. Norlidah Alias - University of Malaya, Malaysia Dr. Rosnaini Mahmud - Universiti Putra Malaysia, Malaysia Dr. Sachin Sharma - Faridabad Institute of Technology, Faridabad Dr. Seetharam Chittoor Jhansi - Pushpa Navnit Shah Centre for Lifelong Learning, India Dr. Tam Shu Sim - University of Malaya, Malaysia Dr. Tiong Goh - Victoria University of Wellington, New Zealand Dr. Vikrant Mishra - Shivalik College of Education, India Dr. Zahra Naimie - University of Malaya, Malaysia

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TOJET: The Turkish Online Journal of Educational Technology – January 2016, volume 15 Issue 1

Table of Contents An Analysis of University Students’ Attitudes towards Personalized Learning Environments Muhittin ŞAHIN, Tarık KIŞLA

1

Comparing Social Network Analysis of Posts with Counting of Posts as a Measurement of Learners’ Participation in Facebook Discussions Hye Yeon LEE, Hyeon Woo LEE

11

Design of Open Content Social Learning that Increases Learning Efficiency and Engagement Based on Open Pedagogy Benneaser JOHN, V. THAVAVEL, Jayakumar JAYARAJ, A. MUTHUKUMAR, Poornaselvan Kittu JEEVANANDAM

20

Designing a Website to Support Students' Academic Writing Process Eva Svärdemo ÅBERG, Ylva STÅHLE, Ingrid ENGDAHL, Helen KNUTES-NYQVIST

33

Further Classification and Methodological Considerations of Evaluations for Online Discussion in Instructional Settings Alexandru SPATARIU, Denise L. WINSOR, Cynthia SIMPSON, Eric HOSMAN

43

Generic Assessment Rubrics for Computer Programming Courses Aida MUSTAPHA, Noor Azah SAMSUDIN, Nureize ARBAIY, Rozlini MOHAMED, Isredza Rahmi HAMID

53

Modeling Behavior of Students in E-Learning Courses on the Basis of Use Interactive Animations Martin MAGDIN, Milan TURČÁNI

62

Predicting Virtual learning Environment Adoption: A Case Study Sonam PENJOR, Pär-Ola Mikael ZANDER

69

Prevalence and Impact of Cyberbullying in a Sample of Indonesian Junior High School Students Triantoro SAFARIA

82

Students’ Framing of a Reading Annotation Tool in the Context of Research-Based Teaching Jan Erik DAHL

92

Teacher Perception of Barriers and Benefits in K-12 Technology Usage Lin B. CARVER

110

The ECO European Project: A new MOOC dimension based on an intercreativity environment Sara Osuna ACEDO, Lucía Camarero CANO

117

The Instructors' Attitudes toward the Use of E-learning in Classroom in College of Education at Albaha University Abdullah ALODAIL

126

The Pearl Side of Online Potfolios: A Descriptive Study on the Rich Experience of Using Pearltrees by Master Students of Teaching English as a Foreign Language Tahany ALBAIZ

136

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TOJET: The Turkish Online Journal of Educational Technology – January 2016, volume 15 issue 1  

An Analysis of University Students’ Attitudes towards Personalized Learning Environments Muhittin Şahin Ege University, Faculty of Education, Computer Education and Instructional Technologies Department, [email protected]

Tarık KIŞLA Ege University, Faculty of Education, Computer Education and Instructional Technologies Department, [email protected]

ABSTRACT The aim of this research is to analyze university students’ attitudes towards personalized learning environments with respect to the independent variables of gender, age, university, year of study, knowledge about the environment, participation in the environment and being willing to participate in the environment. The correlative survey model is the method used in the research. The participants are 1,197 students of Computer Education and Instructional Technologies programs at 10 different universities. The personalized learning environment attitude scale (PLEAS) was used as an instrument to collSect data. The t-test, one way analysis of variance (ANOVA) and Tukey’s test were used to analyze data. The analysis found a significant difference in university students’ attitudes towards personalized learning environment with respect to the variables of gender, age, year of study, knowledge about the learning environment, participation in the environment and being willing to participate in the environment. The university variable had no effect on attitudes. Keywords: Personalized learning environments, attitude scale, university students. INTRODUCTION Recent developments in information technologies have influenced education as deeply as other fields. The adoption of information technologies in education has shown that learners’ willingness to participate actively, to interact and to construct information is not adequate in face-to-face classrooms (Jaros and Deakin-Crick, 2007). Many learning environments such as computer-aided instruction, computer-based instruction and e-learning have been designed since the start of web technology use in education. However, these learning environments fail to provide an environment appropriate for the paces and learning styles and personal characteristics of learners (Martinez, 2001, El-Bakry and Mastorakis, 2009; Sahabudin and Ali, 2013; Savio-Ramos 2015). Individuals with different purposes and different levels of knowledge demand information presentation methods which offer alternatives and interesting to them (Brusilovsky, 1996). Personalized learning environments were designed to eliminate the limitations of other environments. Personalization is the presentation of correct information to right person at the right time (Speretta and Gauch, 2005). According to Gomez et al. (2013), personalized learning is learner-centered and provides content and guidance that fulfills the needs of individuals. Personalized learning environments offer learning experiences that are designed appropriately for individual learning styles and learning needs (Özarslan, 2010). The development of personalized learning environments is in its infancy, despite the fact that many personalized environments have already been developed (Kışla and Şahin, 2015). In the literature, personalized learning environments are also referred to as adaptable learning environments. Adaptable learning environments were developed to offer an alternative to the”one size fits all” approach of traditional education (Brusilovsky, 2003; Lee, 2013). Instruction with one-type of content in a learning environment is not an appropriate approach for learners with varying amounts of prior knowledge, paces and learning styles. Knowledge should be presented by developing a learning environment which is suitable for learner’s purposes and needs (Dağ, 2008). Many personalized learning systems have already been developed and used. Şahin and Kışla (2013) reviewed these systems under three headings: (1) the development of personalized learning environments, (2) the development and use of personalized learning environments, and (3) research that describes the necessary features of personalized learning environments. This research tested the efficiency and effectiveness of these systems. Their positive and negative elements were investigated and studied to see if they affect learners’ success positively or negatively. Studies which developed personalized learning environments includes examples such as Schwarz et al. (1996) ELM-ART (Episodic Learner Model – Adaptive Remote Tutor), De Bra and Calvi (1998) AHA (Adaptive Copyright © The Turkish Online Journal of Educational Technology 1

TOJET: The Turkish Online Journal of Educational Technology – January 2016, volume 15 issue 1  

Hypermedia Architecture), Kurzel et al. (2002) AMLE (Adaptive Multimedia Learning Environment), Pu et Al. (2004) DALE (Distributed Adaptive Learning Environment), Niyomiya et al. (2007) WebClass RAPSODY, Zhang (2008) PSSEM (Personalized Service System Based on E-learning Model), Li and Li (2009) PLSIA (Personalized Learning Environment based on Intelligent Agent), Muntean and Muntean (2009) PEACOCK (Performance-based E-learning Adaptive Cost-efficient Open Corpus Network), Hurson and Sedigh (2010) PERCEPOLIS (Pervasive Cyberinfrastructure For Personalized Learning And Instructional Support) and Sezer (2011) Ax2ELS (Adaptable-Adaptive English Learning Support). Examples of studies which found that personalized learning environments affect learner’s success positively include Wang (2008) IDEAL, Powell et al. (2008) Ultraversity, Bahçeci (2011) LessonTutor, Martinez (2001), Mustafa and Sharif (2011), Hwang et al. (2012) and Saiyd and Al-Sayed (2013). The studies of Dimitrova (2003) STyLE OLM (Scientific Terminology Learning Environment Interactive Open Learning Modelling), Martinez (2001), Saiyd and Al-Sayed (2013) and Powell et al. (2008) Ultraversity are related to the design and construction of personalized learning environments. The results of these studies indicate that the systems were successfully implement and their construction was good. Some research has examined the effects of personalized learning environments on the motivation of learners. Powell et al. (2008) Ultraversity, Popescu and Badica (2009) WELSA (Web based Educational system with Learning Style Adaptation) and Hwang et al. (2012) are examples of studies which found positive effects. In addition, there is research that investigates the effects of personalized learning environments on the attitudes of learners. These studies include Powell et al. (2008) Ultraversity, Bahçeci (2011) and O’keeffe et al. (2012) AMASE (A Framework for Composing Adaptive and Personalized Learning Activities on the Web). These studies show that attitudes towards these environments are positive. Nevertheless, there is not much research that investigates learners’ attitudes towards these environments. According to Fishbein and Ajzen, “Attitudes are learned, they determine actions, and these actions are either positive or negative towards an object” (as cited in Köklü, 1995). Attitude studies are designed to obtain information about learners’ approach to courses, levels of learning, interests, success and attitudes towards subjects (Demir and Akengin, 2010). Learners’ attitudes towards personalized learning environments also determine their behaviors in the environment. To increase the success and the effectiveness of personalized learning environments, all the partners in the system must participate in the development of the environment. One of the partners is the individual who benefits from the environment. The opinions of these individuals should be taken, their motivation should be increased, and their attitudes towards the system should be positive. Attitude consists of aspects as direction (positive or negative feelings towards an event or subject, enjoyment), level (acceptance or rejection levels) and intensity (the possibility of becoming an extravert behavior) (Köklü, 1995). The aim of this study is analyzing the effects of different variables on university students’ attitudes towards personalized learning environments. In accordance with this purpose, the sub-issues of this study are:

a) b) c) d)

Are there any gender differences in students’ attitudes towards personalized learning environments? Are there any age related differences in students’ attitudes towards personalized learning environments? Are there any year of study differences in students’ attitudes towards personalized learning environments? Are there any differences related to the university variable in students’ attitudes towards personalized learning environments? e) Are there any differences related to the variable of students’ knowledge about the environment in students’ attitudes towards personalized learning environments? f) Are there any differences related to variable of participation in personalized learning environments in students’ attitudes towards personalized learning environments? g) Are there any differences related to the variable of students’ willingness to participate in personalized learning environments in students’ attitudes towards personalized learning environments? METHODS This section includes detailed information about this research’s design, sample, data collection instrument, procedure and data analysis. Research Model: The correlative survey model was used in this study to collect data about students’ attitudes towards personalized learning environments. In survey research, the aim is to identify participants’ opinions, attitudes and abilities regarding an event or a situation (Büyüköztürk et al., 2011). This study investigates the effects of Copyright © The Turkish Online Journal of Educational Technology 2

TOJET: The Turkish Online Journal of Educational Technology – January 2016, volume 15 issue 1  

the variables such as gender, age, university, year of study, knowing about PLEs, having participated in PLEs and willingness to participate in PLEs on computer education and instructional technologies (CEIT) students’ attitudes towards personalized learning environments (PLEs). Population and Sample: Random stratified sampling was used to select the sample. Stratified sampling assumes that population consists of strata, and sample selection is done independently from these strata. The population of this study includes the students of 42 different CEIT programs in public universities. The 2013 minimum national university entrance examination scores of the universities in the population were arranged in descending order. The first stratum consists of the top 21 universities, and the second stratum consists of the bottom 21 universities. Five universities from each stratum were randomly selected to sample. More detailed information is shown in Table 1. Table 1. Information about the sample

University Ağrı İbrahim Çeçen University Anadolu University Ankara University Balıkesir University Çanakkale 18 Mart University Gaziosmanpaşa University Hacettepe University Necmettin Erbakan University Osmangazi University Trakya Üniversitesi

Total

Gender Female 36 (%3.00) 42 (%3.50) 53 (%4.42) 60 (%5.01) 114 (%9.52) 64 (%5.34) 51 (%4.26) 33 (%2.75) 49 (%4.09) 65 (%5.43) 567 (%47.36 )

Total Male 41 (%3.42) 66 (%5.51) 35 (%2.92) 49 (%4.09) 151 (%12.61) 57 (%4.76) 51 (%4.26)

77 (%6.42) 108 (%9.01) 88 (%7.34) 109 (%9.10) 265 (%22.13) 121 (%10.10) 102 (%8.52)

32 (%2.67) 64 (%5.34) 84 (%7.01)

65 (%5.42) 113 (%9.43) 149 (%12.44)

630 (%52.64 )

1197 (%100)

Grade 1. Grade

2. Grade

3. Grade

4. Grade

Total

0 28

20 47

34 33

23 0

77 108

0

40

17

31

88

31

25

22

31

109

44

29

96

96

265

35

28

26

32

121

15

21

28

38

102

0

0

2

63

65

35

41

35

2

113

36

24

42

47

149

224 (%18.71 )

275 (%22.98 )

335 (%27.99 )

363 (%30.32 )

1197 (%100)

The sample (n=1197) consists of first, second, third and fourth year CEIT students at 10 public universities. Data Collection Instrument: In this study, the personalized learning environment attitude scale (PLEAS) developed by Şahin (2014) was used to collect data. PLEAS consists of 27 items and one subcomponent. Its KMO score is .95. Its Barlett sphericity is (=6367.9, .000). Its content validity was determined by expert opinion. Its Cronbach alpha internal consistency coefficient is .95. It is a 5-point Likert-type scale which uses these responses: “strongly agree,” “agree,” “neither agree nor disagree,” “disagree,” and “strongly agree.” Procedure: The researchers contacted the university instructors who administered the survey. The questionnaire took 5-7 minutes for the students to complete. The research ethics committee’s approval was sent along with the questionnaires for administration. Detailed information about the procedure is shown in Table 2.

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TOJET: The Turkish Online Journal of Educational Technology – January 2016, volume 15 issue 1  

Table 2. Procedure Procedure Start

Procedure Finish

Hacettepe University

06.12.2013

13.01.2014

Anadolu University

06.12.2013

31.01.2014

Ankara University

06.12.2013

20.01.2014

Balıkesir University

10.12.2013

28.01.2014

Çanakkale 18 Mart University

10.12.2013

30.01.2014

Ağrı İbrahim Çeçen University

07.12.2013

20.01.2014

Necmettin Erbakan University

06.12.2013

15.01.2014

Eskişehir Osmangazi University

06.12.2013

31.01.2014

Tokat Gaziosmanpaşa University

11.12.2013

31.01.2014

Trakya University

10.12.2013

23.01.2014

University

Data Analysis and Interpretation: The t-test was conducted in order to assess whether there is a significantly meaningful difference among university students’ attitudes toward personalized learning environment with respect to variables such as gender, knowing about PLEs, having participated in PLEs and willingness to participate in PLEs. The one-way analysis of variance (ANOVA) was conducted to assess whether there is a significantly meaningful difference among university students’ attitudes toward personalized learning environment with respect to variables as age, university and year of study. The Levene test was used to assess homogeneity of variances. Tukey’s test was used to determine the reason for the significant differences that were found. FINDINGS AND INTERPRETATION Extreme value and missing value analysis were conducted to investigate the attitude of the participants towards personalized learning environments. Missing values were removed from the dataset. Data that matched |Z|3.24 were removed, since they were specified as outliers. When the coefficient of skewness is smaller than 2.5, or the kurtosis and coefficient of skewness is between +1 and -1, it indicates a normal distribution (Leech et al., 2008). The data used in the analysis is normally distributed. The results of the descriptive analysis for the set of data from 1,197 students are shown in Table 3. Table 3. Result of descriptive analysis Mean

105.2

Median

106

Variance

220.8

Std.

14.86

Range

81

Skewness

-.337 – .071

Kurtosis

.222 – .141

Minimum Value

54

Maksimum Value

135

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TOJET: The Turkish Online Journal of Educational Technology – January 2016, volume 15 issue 1  

The Effect of Gender on University Students’ Attitudes towards PLEs The t-test was conducted to determine whether the attitudes of students towards personalized learning environments varied by gender. Table 4 indicates that gender affects personalized learning environment attitude scale scores. Table 4. Gender affects personalized learning environment attitude scale scores Gender

N

Male

630

Female

567

SS

sd

t

p

103.94

15.55

1195

3.146

.002

106.64

13.92

p< .05 The university students’ attitudes towards personalized learning environments vary significantly by gender (t(1,195)=3.146, p