The purpose of this study was to investigate the effectiveness of an online automated evaluation and feedback system that assessed students' word processing assignments prepared with Microsoft Office Word. The participants of the study were 119 undergraduate teacher education students, 86 of whom were female and 32 were male, enrolled in different sections of Computer-I course taught at one of the major public universities in Istanbul, Turkey. A total of 52 and 67 participants were assigned to the control and experimental group, respectively. No statistically significant difference was found between the experimental and control group students' post-tests performance, selfefficacy perception and technology acceptance scores after the implementation in which the experimental group students used the online automated evaluation and feedback system to get feedback on their assignments, and the control group students didn't receive any feedback. However, the interview results showed that the experimental group students had positive experiences with the system such as contributions to their learning performance, high perceptions, easy use of the system and saving time for the assignments.

The aim of the research is to determine adoption level of users to the e-transformation model applied in the process of Electronic Records Management System transformation by the Extended Technology Acceptance Model and to analyze users' different characteristics on the acceptance of e-transformation in a public institution. In this research, correlational comparative survey was used as a quantitative research method. The sample of the survey research was 469 users among the staff and faculty of the Marmara University which is a state university in Istanbul. Demographics Questionnaire and Extended Technology Acceptance Model Survey was used to collect data. The quantitative data collected by these tools were analyzed by descriptive statistics and inferential statistical tests. The findings of the study imply that the e-transformation model was accepted by the users but there are still some

The aim of this study is to analyze the gender differences on computer-related achievement, anxiety and attitude in Turkey sample. With an aim to combine the results obtained from the independent studies conducted on computer achievement, computer anxiety and computer-related attitude; three different meta-analysis studies were conducted. Various criteria were used in order to determine which studies were going to be included in meta-analysis. Within this context, both Turkish and English studies conducted during 2000-2014 were analyzed; 16 studies on achievement, 17 studies on anxiety and 30 studies on attitude from Turkey sample containing sample size, standard deviation and average values were included in the research. The studies containing the relevant data were analyzed with random effects model. As result of the study, effect size of gender differences for computer achievement, computer anxiety and computer-related attitude were found as 0.012, 0.237 and 0.114 respectively. The values obtained were evaluated according to the classification made by Thalheimer and Cook [30], it was detected that effect sizes regarding gender differences for computer achievement and computer-related attitude were negligible but effect sizes regarding gender differences for computer anxiety were small in favor of male individuals. Consequently, it was determined that there was no difference in computer achievement and computer-related attitude of male and female individuals and the anxiety levels of females are higher than the anxiety levels of males. Keywords: computer achievement, computer anxiety, computer-related attitude, gender differences, meta-analysis

Computers have been used in educational environments to carry out applications that need expertise, such as compiling, storing, presentation, and evaluation of information. In some teaching environments that need expert knowledge, capturing and imitating the knowledge of the expert in an artificial environment and utilizing computer systems that have the ability to communicate with people using natural language might reduce the need for the expert and provide fast results. Expert systems are a study area of artificial intelligence and can be defined as computer systems that can approach a problem for which an answer is being sought like an expert and present solution recommendations. In this chapter, the definition of expert systems and their characteristics, information about the expert systems in teaching environments, and especially their utilization in distance education are given.

Computers have been used in educational environments to carry out applications that need expertise, such as compiling, storing, presentation, and evaluation of information. In some teaching environments that need expert knowledge, capturing and imitating the knowledge of the expert in an artificial environment and utilizing computer systems that have the ability to communicate with people using natural language might reduce the need for the expert and provide fast results. Expert systems are a study area of artificial intelligence and can be defined as computer systems that can approach a problem for which an answer is being sought like an expert and present solution recommendations. In this chapter, the definition of expert systems and their characteristics, information about the expert systems in teaching environments, and especially their utilization in distance education are given.