Browsing by Author "Albayrak, Duygu"

Now showing 1 - 7 of 7

Open Access
Analyzing Turkish e-government websites by eye tracking
(IEEE, 2013) Albayrak, Duygu; Çaģiltay, K.
Usability studies provide essential information about users' views and perceptions of efficiency, effectiveness and satisfaction of given online services. Nowadays, e-government web sites become popular. Therefore, there is a need for usability testing to specify the usability problems and to make the services of the e-government more usable. The purpose of this study is to investigate usability of some Turkish e-government services. The study examined usability of five Turkish e-government web sites: Ministry of National Education - Student Information System (eokul), Ministry of Justice - National Judicial Network Project (UYAP), Turkish National Police: Vehicle Search System, Social Security Institute: Service Details and General Directorate of Land Registry and Cadastre. It was conducted with nine participants. This study is a case study with mixed design methodology, in which both quantitative and qualitative approaches were employed and combined. Quantitative data were collected through an eye-tracker, a pre-test questionnaire of participants' demographics and previous utilization of egovernment web sites and a post-test questionnaire. Qualitative data were collected through both semi-structured individual interviews and observation during test. The study results identify the usability problems encountered while using government services. The study concludes with specific recommendations for improvement of e-government services in Turkey. © 2013 IEEE.
Open Access
Are software engineers' responses to incomplete requirements related to project characteristics?
(IEEE, 2009) Albayrak, Özlem; Albayrak, Duygu; Kiliç, T.
Software requirements quality affects software product quality. For high-quality software products, software requirements must be complete. When faced with incomplete requirements, software engineers attempt to fill the requirements' gaps differently, either by getting feedback from the user or by making assumptions. Assumptions may be explicit or implicit. Explicit assumptions are preferable to implicit assumptions as explicit assumptions can be validated. We conduct an empirical study to determine whether the number of explicit assumptions made by software engineers is related to a project's characteristics. Using data from two CMMI Level 3 companies and 16 projects, we investigated the responses of 92 software engineers to the same incomplete software requirement. Our findings show possible relationships between projects' characteristics and the number of explicit assumptions. ©2009 IEEE.
Open Access
Classroom management in higher education: a systematic literature review
(Routledge, 2022-02-17) Ateşkan, Armağan; Albayrak, Duygu
This paper presents the findings of a systematic literature review (performed from 2010 to 2020) about classroom management (CM) in higher education. The purpose of this article is to present the state of CM in higher education. Search terms identified 129 papers, from which 42 relevant articles met the inclusion criteria of the current review. Data extraction was initially conducted based on title, keywords, and abstract; it continued with a full-text analysis for the final set of 42 included studies. Based on the reviewed articles factors affecting CM are classified according to students, instructors, and the system. The results show that novice instructors need training about CM and instructors should integrate active learning strategies for better CM. The results also point to a need for researches in online CM. Finally, the findings provide suggestions for future research on CM in higher education.
Open Access
Instructor-Related factors affecting game utilization in software engineering education: a replication study
(IGI Global, 2023-08-10) Albayrak, Ö.; Albayrak, Duygu
Software engineering education is challenging. To cope with various challenges of software engineering education, instructors at universities utilize different ways. One of these ways is to use games in education. In this study, a replication of a previous survey was conducted to check factors that impact on intructors' decision-making on selection of games in undergraduate software engineering education. Out of 287 invitations, a total of 42 valid responses were obtained. Based on the results, the authors observed that “the number of hours per week the instructor plays games,” “the instructor's experience in using games for educational purposes in general,” and “the instructor's experience in designing games for educational purposes” have significant impact on the instructor's decision-making on using games in software engineering education. The authors present the results and limitations of the study as well as plans for future research.
Open Access
A phenomenological analysis of primary school teachers’ lived distance education experience during the COVID-19 pandemic in Turkey
(Routledge, 2022-09-19) Ugur-Erdogmus, F.; Albayrak, Duygu
The purpose of this phenomenological study was to investigate lived distance education (DE) experiences of primary school teachers and their perceptions about DE during the COVID-19 pandemic in Turkey. Twenty primary school teachers who actively taught online participated in online interviews. Phenomenological analysis of the interviews sought to reveal (1) the primary school teachers’ lived DE experience, and (2) their perceptions about DE during the pandemic. The current status of DE, effects of DE, and teachers’ perceptions of DE were the themes revealed. Results showed that teaching practice, interactivity, difficulties, needs, and inequality were the main issues revealed from the primary school teachers’ lived experience. The results also identified the perceived effects of DE on both teachers and students. According to their online experiences, the teachers’ perceptions about DE and their future plans with respect to online teaching were reported.
Open Access
Preservice teachers' Facebook usage and their perspectives about Facebook as a professional development tool
(Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi, 2011) Köşkeroğlu-Büyükimdat, M.; Albayrak, Duygu; Uğur-Erdoğmuş, F.; Yıldırım, S.; Eryol, G.; Ataman, Y. E.
In this study, an explanatory mixed method design was employed to evaluate preservice information technology teachers’ Facebook usage and their perspectives about Facebook as a professional development tool. In quantitative phase, data were collected through a Facebook usage survey on a total number of 338 undergraduate Computer Education and Instructional Technology (CEIT) students from three representative state universities in Turkey. Survey results indicated that preservice teachers favored and utilized Facebook. To find out more in-depth data, the results of quantitative data analysis were used to develop a structured interview to be done with four preservice teachers who were selected purposefully. The data collected from the interviews were subjected to content analysis where coding was conducted to create meaningful organization of the data. According the results of this explanatory study especially communication, sharing and socializing capacity of Facebook were found important in terms of using Facebook as a professional development tool.
Open Access
Social Networking Sites Utilization for Teaching and Learning
(ECER, 2012) Albayrak, Duygu; Yıldırım, Z.
The purpose of this study is to investigate students’ social networking sites (SNSs) involvement, students’ involvement of Facebook as course management system (CMS) in face to face course, students’ acceptance of Facebook, and their relationships. The study, used Facebook as CMS, was conducted in a private university with 42 participants in two different freshman courses. Maximum variation sampling was employed in selecting 12 students for interview. Mixed method was employed as part of an action research approach. Both quantitative and qualitative data collection methods were utilized to thoroughly analyze Facebook use as CMS. Quantitative data were collected through two questionnaires about Facebook acceptance and involvement of Facebook. The qualitative data were collected through both individual interviews and discussion posts of course Facebook page. The quantitative data analysis consisted of descriptive statistics, and correlation analyses. Coding schemes were used to both find the depth of discussion posts and convert qualitative data into quantitative data. The results stated that students’ SNSs involvement, students’ acceptance of Facebook and their relationships were different according to the taken course. Possible reasons of the differences of utilization and engagement in the course activities were clarified in the study. Results support that students and instructors could benefit from Facebook usage in learning and teaching. Most of the participants believed the value of having CMSs in all courses. Moreover, they preferred Facebook as CMS to communicate easily, to increase their active participation and interactions in their courses.