The aim of this study is twofold. First, it aims to investigate the impact of the Flipped Classroom (FC) Model on students’ academic achievement. Second, it reveals the students’ opinions about the model itself. For four weeks, the students in the experimental group were taught in a blended learning context where the FC Model was applied, while the lessons in the control group were carried out through traditional blended learning. Both groups were administered a test before and after the Flipped Classroom sessions. To analyze the data, a two-way ANOVA for Mixed Measures was conducted to compare the means of test scores of each group. The results showed that there were no statistically significant differences between the scores of the two groups. Coming to classes prepared and completing the assignments in class, so that students did not need to do assignments at home, were among the positive aspects of the FC Model. The problems encountered in this model, however, are categorized under three main titles: Motivation, Content, and Learning. At the end of the study, the advantages and disadvantages of the FC Model are identified in accordance with the participants’ opinions, and necessary suggestions made.

The purpose of the study was to reveal the effect of a course taken through distance education on students' readiness and attitudes. Sequential explanatory design method was used as a research method in which qualitative and quantitative measurements were used in the research. For the quantitative data, a single group pre-test/post-test design was used as an experimental model; for the qualitative data, open-ended questions were asked in order to elicit students' opinions following the experimental process. The study group consisted of 266 students from different faculties and departments who were studying undergraduate and associate degree programmes at a private university in Turkey. Results indicated that the course taken through distance education had a significant effect on students' gaining Computer and Internet Self-Efficacy and was effective in improving undergraduate students' self-directed learning skills. Moreover, the course taken through distance education had a significant effect on students' familiarity with e-learning. Additionally, the course was found to be effective in decreasing the escape attitudes from e-learning.

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ÖzBu çalışma, uzaktan eğitim ile öğrenim görmekte olan yüksek lisans öğrencilerinin ölçme araç ve yöntemleri, e-değerlendirme ile ilgili görüşlerini almak üzere gerçekleştirilmiştir. Farklı ölçme araç ve yöntemlerinin kullanımına, değerlendirme süreçlerine ilişkin avantaj ve dezavantajlarının ortaya konulmasının hem uzaktan eğitim veren kurumlar hem de öğretim elemanları açısından önemli eksikliklerin giderilmesine katkı sağlayacağı düşünülmektedir. Araştırmada verilerin toplanması amacıyla nitel araştırma desenlerinden biri olan olgu bilim deseni kullanılmıştır. Amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi dikkate alınmıştır. Öğrencilerin uzaktan eğitim ile ders almış ve ölçme ve değerlendirmeye yönelik deneyimlerinin olması örneklem ölçütü olarak kullanılmıştır. Bu bağlamda, dört öğrenci uzaktan eğitim ile ders verilen programın ikinci yarıyılında, altı öğrenci ise üçüncü yarıyılında olmak üzere toplam 10 öğrenci ile çalışma yürütülmüştür. Verilerin toplanmasında yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşme formunda beş açık uçlu soru yer almıştır. Elde edilen verilerin çözümlenmesinde ise betimsel analiz kullanılmıştır. Öğrencilerin her hafta verilen ödev-projeler ve çevrimiçi sınavlar en çok tercih ettikleri ölçme araçları iken dijital ortamda gezinti raporları ve akran değerlendirmesi en az tercih ettikleri ölçme araçlarındandır. Öğrencilerin tamamı e-değerlendirmeyi geleneksel değerlendirmeye tercih etmektedir ve mekândan bağımsız olması, fırsat eşitliği sağlaması ve geleneksel değerlendirmeye göre daha kapsamlı olması tercih sebeplerinin ilk sıralarında yer almaktadır. E-değerlendirmede sorumluluk sahibi, motivasyonu yüksek, katılımcı, araştırmacı ve teknoloji kullanım becerisi yüksek öğrencilerin daha başarılı olduğu belirtilmektedir. Anahtar Sözcükler: E-değerlendirme, Uzaktan eğitim, Ölçme ve değerlendirme ABSTRACTThis study was carried out to obtain the views of master's degree students studying via distance education about tools and methods of measurement and e-assessment. Exhibiting advantages and disadvantages of the use of different measurement tools and methods and assessment processes are considered to contribute to elimination of significant deficiencies in terms of both distance education institutions and teaching staff. Phenomenology, one of qualitative research designs, was used for data collection. Criterion sampling method, one of the purposive sampling methods, was taken into consideration. Being taken a course via distance education, and having the experience of measurement and evaluation by students was used as the sampling criteria. In this context, the study was conducted with a total of 10 students; four of which in the second semester and six of which in the third semester have taken course via distance education. In data collection, semi-structured interview form was used.There were five open-ended questions in the interview form. Descriptive analysis was used for the analysis of the obtained data. While assignments-projects and weekly online exams as the m...

ABSTRACT. Beside technology and computer anxieties, teachers' anxiety towards use of technology in their courses is an area that needs detailed and further research. The aim of this study is to develop a scale to measure prospective teachers' anxiety towards use of technology in their courses. For this purpose, educational technology anxiety scale (ETAS) was developed through the data collected from 215 students as prospective teachers at a private university. Factor analysis, interval consistency coefficient, item total correlation coefficients and concurrent validity analysis were realized for the reliability and validity of this scale. Factor analysis was applied for the validity of the scale (containing 24 items) and the analysis results indicated that there were five factors explaining the 66.527 % of the total variance in the study. The scale that was developed to measure was found to be valid and reliable. The corrected total item correlations were ranged between 0.92 and 0.70. Also, the results of the t-tests for the item average means of the bottom and top 27% of the groups indicated significant differences between those groups. Keywords: Technology anxiety, computer anxiety, anxiety towards using educational technology, scale development SUMMARYPurpose and Significance: Encouraging teachers to use information and communication technologies (ICT) in their teaching process is important as well as training them to gain necessary knowledge and skills in using it. Also knowing teachers' attitudes toward the use of such technology is crucial to take required actions to decrease their anxiety toward the use of ICT in their courses. The aim of this study was to develop a scale to measure teachers' anxiety towards the use of educational technology in their courses. Method: This is a quantitative survey research. The subjects of this study included prospective teachers (215) from four different departments of a private University in Ankara. For the analysis of the data obtained by Anxiety Educational Technology Scale, Statistical Package for the Social Sciences (SPSS 13) program was used. Factor analysis, interval consistency coefficient, item total correlation coefficients and concurrent validity analysis were realized for the reliability and validity of this scale. Results: In this study, the coefficient of KMO test was indicated as 0,893 which was a perfect point to be accepted as a valid test. In factor analysis of the obtained data, principle component analysis and varimax rotation technique were used. Five factors with loadings greater than 1.0 were found at the end of this analysis. In that respect ETAS's internal consistency coefficient (Cronbach alpha) was found as .92. Discussion and Conclusion: Analysis results indicated that the scale was valid and reliable. So, the Educational Technology Anxiety Scale (ETAS) can be considered as reliable and valid enough to measure prospective teachers' anxiety for using educational technologies in their courses.