No abstract

In this chapter, personal professional development trainings, which need to include ubiquitous learning environments, are discussed. First of all, professional development is explained. Then, the authors discussed factors affecting the efficiency of professional development activities and how they can incorporate new technologies into professional development activities to meet the needs of adult learners. After that, based on the definition of ubiquitous learning, ways of using technology in terms of meeting adult needs with professional development are examined. Finally, the process that was evaluated within the framework of technology integration is presented to readers.

In this research, the effect of the online feedback process on the student engagement behaviors in the blended learning environment was investigated. 43 students were participated in the study designed as phenomenology. The researchers asked students from the Department of Computer Education and Instructional Technology in the scope of "The Design and Use of Materials in Education" course to read the reading texts from their field and write reflective writings on the related topics. The students read a total of seven reading texts and wrote reflective writings about them. The students sent their reflective writings to the instructor through a learning management system (Moodle). The instructor examined their reflections and gave them weekly feedback. In the research, student engagement behaviors were examined through reflective writings, research diaries, focus group interviews and system log files. As a result of the research, it was seen that students showed the highest frequency of students' presence in the first assignment period in the online environment and the lowest frequency was found during the second assignment. It was determined that after the second assignment, the frequency of student presence in the online environment was increased. In addition to these results, it was determined that students' reflective perspective behaviors (analysis, synthesis, evaluation, critical review, commenting, etc.) during the first assignment were very low. However, it was seen that during the process of online assignment and feedback, students' reflective perspective behaviors were increased. In conclusion, the frequencies of students' completing assignments were not parallel to frequency of students' presence in the system. It was determined that the reason for students' doing their assignments was intrinsic motivation.