Bologna Süreci Kapsamında Dokuz Eylül Üniversitesi Bilgi Paketi Tasarım Sürecine Makro Bakış

Özmen, Ömür Neczan Timurcanday; Özdağoğlu, Güzin; Damar, Muhammet; Akdeniz, Erhan; Özer, Pınar Süral; Duygulu, Ethem; Sali, Mübeccel Banu Durukan; Topoyan, Mert

doi:10.2399/yod.15.018

Cited by 3 publications

(2 citation statements)

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“…In this study, the focus is on examining the course information packages realized in this process. In accordance with the transparency principle of the Bologna process, making available the relevant course information package on the web pages qualifies as a document for international recognition (Timurcanday Özmen et al, 2015). While this study suggests that approximately two-thirds of the information packages are not available.…”

Section: Discussionmentioning

confidence: 73%

Examining the Information Packages of “Teaching Principles and Methods” and “Intructional Technologies” in the Context of Accreditation

Uysal

2023

Kastamonu Eğitim Dergisi

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Purpose: This study aims to examine the information packages of compulsory professional pedagogical courses in elementary mathematics programs of the Faculty of Education, for which only the field of curriculum and instruction is responsible within educational sciences, according to accreditation. Methodology: Content analysis was performed within the study designed in line with the document analysis method. Frequency was used in analysis of the data collected through the packages of "Teaching Principles and Methods" and "Instructional Technologies" courses in 89 programs for training elementary education mathematics teachers. The study also includes categories and citations for reasons for incompatibility with accreditation. Findings: It is concluded that approximately two-thirds of packages are incompatible. Almost all packages include the necessary parts. The activities and measurement&evaluation methods in private universities or accredited programs precede in terms of compatibility with accreditation. In general, the order of the elements from the most to the least compatible with the accreditation program are; activities, learning outcomes, course objective, and measurement&evaluation methods. Highlights: It is noted that course packages are still not viewable. In terms of being compatible for certification, while certified programs are likely to have advantages over others, it is also probable that they may face comparable challenges.

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Section: Discussionmentioning

confidence: 73%

Examining the Information Packages of “Teaching Principles and Methods” and “Intructional Technologies” in the Context of Accreditation

Uysal

2023

Kastamonu Eğitim Dergisi

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“…However, due to the transparency principle of the Bologna process, the relevant learning outcomes should be shared on the web pages. The information packages in which the sharing takes place are a document for international recognition (Timurcanday Özmen et al, 2015).…”

Section: Results Discussion and Suggestionsmentioning

confidence: 99%

Examining the Learning Outcomes of the Teaching Principles and Methods Course in the Context of Student-Centered Learning

Uysal

ELGÜN

2022

Sakarya University Journal of Education

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The aim of this research is to examine how student-centered learning is reflected in the learning outcomes of the Teaching Principles and Methods courses in the primary education mathematics curriculum. The research was designed in the context of document scanning model. The web pages of 88 elementary mathematics teaching programs information package created in the context of the Bologna process were scanned. Frequency were used in the analysis of the data. Accordingly, there are no learning outcomes of the Teaching Principles and Methods course in approximately one quarter of the programs. The absence of learning outcomes in accredited programs is very rare compared to non-accredited programs. In the cognitive domain, the outcomes are at the level of knowledge and comprehension. In the affective domain, the outcomes are at the level of receiving and reacting. Accordingly, more attention can be given to learning outcomes at the levels of application and above for the course. Learning outcomes are not the only indicator of student-centered learning, but all elements of the course information package can be addressed with a more holistic perspective.

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Student Mobility Management System and Business Intelligence Solution for Higher Education Institutions

DAMAR

2022

Üniversite Araştırmaları Dergisi

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Erasmus+ is a form of mobility supported by the European Union that provides education and internship opportunities at another contracted university abroad, subject to the agreements that university students and even faculty must adhere to. This way, international education opportunities are provided, and in addition to cultural exchange and integration, the goal is to increase international cooperation. This mobility is critical to its students' career development. While managing student mobility is straightforward for universities with a small number of programs, it can become complicated and time consuming for universities with a large number of faculties and institutes, and thus students. Our study proposes an information system for managing this complexity effectively. Prior to modeling, the developed information system was successfully run, with the goal of managing the process effectively. The study shares user experiences, critical points in the needs analysis process, developed processes and user roles, as well as screenshots of developed systems and their tasks. The findings indicated that administrators in universities welcomed such practices, and that effective management was provided for universities with intensive programs, particularly those with difficult-to-coordinate and dispersed campuses. By incorporating business intelligence technology into the developed system, it is ensured that educational technologies used in higher education institutions are up to date. No study has been identified in the literature that comprehensively evaluates the learning mobility process and connects the subject to current technologies.

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Bologna Süreci Kapsamında Dokuz Eylül Üniversitesi Bilgi Paketi Tasarım Sürecine Makro Bakış

Cited by 3 publications

References 1 publication

Examining the Information Packages of “Teaching Principles and Methods” and “Intructional Technologies” in the Context of Accreditation

Examining the Information Packages of “Teaching Principles and Methods” and “Intructional Technologies” in the Context of Accreditation

Examining the Learning Outcomes of the Teaching Principles and Methods Course in the Context of Student-Centered Learning

Student Mobility Management System and Business Intelligence Solution for Higher Education Institutions

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