Araştırma Makalesi
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Yıl 2023, Cilt: 6 Sayı: 3, 578 - 601, 30.09.2023

Zeynep Tatlı Ahmet Gülay Bahar Muradoğlu Şeyma Nur Bekar

https://doi.org/10.31681/jetol.1222327

Öz

Anahtar Kelimeler

Learning styles Education material Web 2.0 Self-efficacy Learning styles Education material Web 2.0 Self-efficacy

Kaynakça

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Evaluation of digital instructional materials developed by primary school teacher candidates with different learning styles

Yıl 2023, Cilt: 6 Sayı: 3, 578 - 601, 30.09.2023

Zeynep Tatlı Ahmet Gülay Bahar Muradoğlu Şeyma Nur Bekar

https://doi.org/10.31681/jetol.1222327

Öz

This embedded design mixed-method study aimed to evaluate the teaching materials developed by primary school teacher candidates using Web 2.0 tools in line with their learning styles. The participants comprised 60 primary school teacher candidates identified via purposive sampling. The data were collected with the Maggie McVay Lynch Learning Style Inventory and the Digital Teaching Material Development Self-Efficacy Scale, and from the products of the primary school teacher candidates. Inventory data were subjected to descriptive statistics, the product data were subjected to descriptive analysis and the scale data were subjected to the paired sample t-test of inferential statistics techniques. The results indicated that the majority of the primary school teacher candidates had visual learning styles and used Kahoot and LearningApps Web 2.0 tools for measurement-evaluation and Canva and Emaze for presentation purposes. In addition, the material development process according to learning styles significantly increased the participants' self-efficacy in developing digital teaching materials. Based on these results, it was suggested to determine the learning styles of teacher candidates to develop teaching materials accordingly.

Anahtar Kelimeler

: Instructional material learning styles self-efficacy Web 2.0

Kaynakça

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  • Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh., D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183–1202. https://doi.org/10.1016/j.compedu.2006.11.007
  • Syofyan, R., & Siwi, M. K. (2018). The impact of visual, auditory, and kinesthetic learning styles on economics education teaching. In 1st International Conference On Economics Education, Economics, Business and Management, Accounting and Entrepreneurship (PICEEBA 2018) (pp. 642-649). Atlantis Press.
  • Şentürk, F., & Yıldız-İkikardeş, N. (2011). The effect of learning and teaching styles on the 7th grade students’ mathematical success. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(1), 250-276. Retrieved from https://dergipark.org.tr/tr/pub/balikesirnef/issue/3372/46545
  • Taşlıçay-Arslan, Ş. (2019). The effect of web 2.0 tools introduction on candidate teachers' self-efficacy towards educational technology (Unpublished master’s thesis). Gazi University, Institute of Education Sciences, Ankara.
  • Tatlı, Z. (2020a). Kavram öğretiminde web 2.0 [Web 2.0 in concept teaching] (Extended second ed.). Pegem Akademi.
  • Tatlı, Z. (2020b). Ölçme değerlendirmede web 2.0 [Web 2.0 in assessment and evaluation] (Extended second ed.). Pegem Akademi.
  • Tatlı, Z., İpek-Akbulut, H., & Altınışık, D. (2019). Changing attitudes towards educational technology usage in classroom: Web 2.0 tools. Malaysian Online Journal of Educational Technology, 7(2), 1-19. http://dx.doi.org/10.17220/mojet.2019.02.001
  • Tepe, T., & Çelik, T. (2021). The effect of the use of different web 2.0 tools on the digital literacy and bit usage competencies of social studies teacher candidates. International Symposium On Current Developments In Science, Technology And Social Sciences (12-13 April). Gaziantep, 215-223.
  • Tepehan, T. (2004). The relationship between the high school and undergraduate course groups from which the 1st year Naval Academy students graduated, and their learning styles and academic achievements (Unpublished master’s thesis). Yıldız Teknik University, Institute of Social Sciences, İstanbul.
  • Timur, S., Yılmaz, Ş., & Küçük, D. (2021). Investigation of the effects of web 2.0 applications on the self-efficacy beliefs of science teacher candidates. Journal of Istanbul Aydın University Faculty of Education, 7(2), 291-311. Retrieved from https://dergipark.org.tr/tr/pub/iauefd/issue/65503/1001339
  • Troussas, C., Giannakas, F., Sgouropoulou, C., & Voyiatzis, I. (2023). Collaborative activities recommendation based on students’ collaborative learning styles using ANN and WSM. Interactive Learning Environments, 31(1), 54-67. https://doi.org/10.1080/10494820.2020.1761835
  • Tünkler, V. (2021). Experiencing graphic materials with web 2.0 tools: Views of social studies preservice teachers. Pamukkale University Journal of Education, 53, 234-260. https://doi.org/10.9779/pauefd.795619
  • Uduak, I., & Kasumu, R. O. (2022). The use of interactive whiteboards for teaching and learning in tertiary institutions. International Journal of Trendy Research in Engineering and Technology, 6(6), 28-33. https://doi.org/10.54473/IJTRET.2022.6606
  • Utanır, S. (2008). The relationship of the fifth grade students in the first echelon of elementary education between students' learning style preferences with mathematics academic achievement and attitudes towards this class (Unpublished master’s thesis). Pamukkale University, Institute of Social Sciences, Denizli.
  • Uysal, M. Z. (2020). The effect of using web 2.0 animation tools in the science course for 4th grade students on various variables (Unpublished master’s thesis). Niğde Ömer Halisdemir University, Institute of Education Sciences, Niğde.
  • Uyulgan, M. A. & Akkuzu-Güven, N. (2022). Web 2.0 tools in chemistry teaching: An analysis of pre-service chemistry teachers’ competencies and views. Instructional Technology and Lifelong Learning, 3(1), 88-114. https://doi.org/10.52911/itall.1127618
  • Ünal, M. (2021). The effect of learning styles on academic motivation in sports sciences (Unpublished master’s thesis). Aydın Adnan Menderes University, Institute of Health Sciences, Aydın.
  • Wang, K. H., Wang, T. H., Wang, W. L., & Huang, S. C. (2006). Learning styles and formative assessment strategy: Enhancing student achievement in web‐based learning. Journal of computer assisted learning, 22(3), 207-217. https://doi.org/10.1111/j.1365-2729.2006.00166.x
  • Williams, B., Onsman, A., & Brown, T. (2010). Exploratory factor analysis: A five-step Guide for novices. Australasian Journal of Paramedicine, 8(3), 1-13. https://doi.org/10.33151/ajp.8.3.93
  • Yapıcı, Ü. (2022). The experiences of biology education master students in web 2.0 content development. Journal of Educational Technology and Online Learning, 5(2), 336-352. https://doi.org/10.31681/jetol.1086146
  • Yazar, T., & Şimşek, Ö. (2015). Investigation of prospective teachers’ technological pedagogical content knowledge-web with respect to web enhanced instruction. Trakya University Journal of Education, 5(2), 207-218. Retrieved from https://dergipark.org.tr/tr/pub/trkefd/issue/21482/230228
  • Yeşilyurt, E. (2019). Learning style models: A comprehensive review in the context of theoretical basics. OPUS International Journal of Society Researches, 14(20), 2169-2226. https://doi.org/10.26466/opus.603506
  • Yıldırım, Z. (2015). Classroom teachers' views and efficacy perceptions on lifelong learning (Unpublished master’s thesis). Çanakkale Onsekiz Mart University, Institute of Education Sciences, Çanakkale.
  • Yılmaz, B. (2004). Comparison and contrast of the learning styles of the prep class students and the teaching styles of the English teachers at some Anatolian high schools (Unpublished master’s thesis). Gazi University, Institute of Grade Education, Ankara.
  • Yılmaz, M. (2014). The relationship between teacher candidates' learning styles and their conceptions about teaching and learning and their science teaching efficacy beliefs (Unpublished master’s thesis). Abant İzzet Baysal University, Institute of Grade Education, Bolu.
  • Yürük, N. (2019). Edutainment: Using Kahoot! As a review activity in foreign language classrooms. Journal of Educational Technology and Online Learning, 2(2), 89-101. https://doi.org/10.31681/jetol.557518
  • Zajda, J. (2023). Inclusive schooling and creating effective motivational environments. In J. Zajda (Ed.), Globalisation and inclusive schooling: Engaging motivational environments (pp. 97-113). Springer Nature.
  • Zdravkova, K. (2023). Adapting a Web 2.0-based course to a fully online course and readapting it back for face-to-face use. In K. Zdravkova & L. Basnarkov (Eds.), ICT innovations 2022: Reshaping the future towards a new normal (pp. 135-146). Springer Nature.
  • Zoraloğlu, S. (2016). A case study of differentiated instruction approach (Unpublished master’s thesis). Hacettepe University, Institute of Grade Education, Ankara.
Toplam 131 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Zeynep Tatlı 0000-0001-9503-3048

Ahmet Gülay 0000-0002-7700-0768

Bahar Muradoğlu 0000-0003-1233-8458

Şeyma Nur Bekar 0000-0002-6614-8820

Yayımlanma Tarihi 30 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 3

Kaynak Göster

APA Tatlı, Z., Gülay, A., Muradoğlu, B., Bekar, Ş. N. (2023). Evaluation of digital instructional materials developed by primary school teacher candidates with different learning styles. Journal of Educational Technology and Online Learning, 6(3), 578-601. https://doi.org/10.31681/jetol.1222327
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