The purpose of this study was to determine enablers and barriers to the technology integration into education based on the example of the situation at the Kyrgyz-Turkish Manas University as reported by students and instructors. The study employed the mixed-methods research design, combining data obtained from 477 student and 57 instructor questionnaires supplemented by interviews with 11 students and 9 instructors. The study revealed that although technology is being used at the universities all over the country, there still exists the lack of both hardware and software laboratories and the instructors have limited knowledge and experience with technology, which, in its turn, indicates the shortage of qualified technical personnel. The cost of personal computers and problems with the Internet connection were claimed to be the major barriers for students.

As online learning is becoming very popular in formal educational settings and in individual development, online exams are starting to be recognized as one of the more efficient assessment methods. Online exams are effective in either blended or traditional forms of learning, and, when appropriately used, bring benefits to both learners and the learning process. However, learners’ perceptions of online exams in developing countries have not been widely studied despite the potential of such research for contributing to more effective use of online exams in these countries. Thus, this study served two purposes. First, it aimed to investigate students’ perceptions of online exams at a state university in Turkey, and at a state university in Kyrgyzstan. Second, the study compared the results. Structured as a mixed study, the research was conducted during the 2018-2019 fall term. The participants were 370 undergraduate students taking first-year courses online. Quantitative data considered learners’ perception scores gathered via a survey, whereas qualitative data considered learners’ opinions in response to an open-ended question. According to the quantitative analysis, learners’ perceptions differed according to gender, major, and prior online course experience variables. In addition, Turkish and Kyrgyz learners differed in that Turkish learners found online exams less stressful and more reliable and fairer than traditional paper-based exams when compared with their Kyrgyz counterparts. The qualitative analysis provided important results for future planning in both institutions.

This study was conducted to see the attitudes of students toward web-based learning environment in General Physics course. The study was conducted in a public university in Kyrgyzstan in 2018. 144 students from the faculty of Science and Engineering participated in the study. Online questionnaire was completed online at the end of the spring semester 2017-2018. In addition, in-depth interviews with 12 students were conducted. Results showed that students' success in online Physics course depends on gender and academic major of students. Factors, that were defined in this study: advantages over traditional methods, and fear of using online course were also found to be significant for students' success in completing online Physics course while ease of use was found to be non-significant. In interviews with students, 2 major points were highlighted, namely, lack of online education experience among students and internet connection problems.

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