Browsing by Author "Bengu, Elif"

Now showing 1 - 9 of 9

Citation - Scopus: 6
Testing the Applicability of the Instructional Beliefs Model Across Three Countries: The Role of Culture as a Theoretical Parameter
(Routledge, 2022) Frisby, Brandi N.; Tatum, Nicholas T.; Galy-Badenas, Flora; Bengu, Elif
Instructional communication research is critiqued for lacking theoretical development and limited cultural understanding. This study tested the instructional beliefs model (IBM) in three countries: US, Turkey, and Finland. Participants (N = 376) reported perceptions of teacher relevance, state motivation, procedural justice, learner empowerment, and revised learning indicators. Results revealed that the IBM provided a good fit to the data in Turkey and Finland but not in the US. In all models, procedural justice and state motivation were significant predictors of learner empowerment, and learner empowerment strongly predicted revised learning indicators. However, teacher relevance only predicted learner empowerment in non-US classrooms. These results have practical implications for teaching in increasingly diverse classrooms and understanding higher education abroad. This study supports and extends IBM. © 2022 Elsevier B.V., All rights reserved.
Citation - WoS: 20
Citation - Scopus: 28
Rapport, Motivation, Participation, and Perceptions of Learning in U.S. and Turkish Student Classrooms: A Replication and Cultural Comparison
(Routledge Journals, Taylor & Francis Ltd, 2017) Frisby, Brandi N.; Slone, Amanda R.; Bengu, Elif
Building on previous rapport research, Hofstede's dimensions of culture, and calls for culture-centered instructional research, this study examined instructor-student rapport in U.S. and Turkish college classrooms. U. S. participants (N = 143) and Turkish participants (N = 185) completed measures of rapport, state motivation, participation, and perceptions of learning. Results revealed no differences in state motivation and perceptions of learning, but U. S. students reported significantly more rapport with their instructors while Turkish students reported significantly more participation in the classroom. Rapport significantly predicted state motivation, participation, and perceptions of learning in both samples, but accounted for different levels of variance in the student outcomes.
Citation - WoS: 1
Citation - Scopus: 1
Exploring Transdisciplinary Interaction in Higher Education: Urbanism Through Informal Learning Environment
(Emerald Group Publishing Ltd, 2025) Kesim, Berk; Bengu, Elif
PurposeThis study aims to explore interdisciplinary and transdisciplinary interactions around sustainability, focusing on the United Nations sustainable development goals (SDGs). By using the city as an informal learning space, it presents a case study to raise SDG awareness, promote interdisciplinarity, foster critical thinking and empower students.Design/methodology/approachUsing qualitative content analysis, this study explores students' interdisciplinary engagements. The research centers on student-created Logbooks, combining field data for analysis via open coding.FindingsThe informal setting facilitates transdisciplinary interaction and enriches interdisciplinary skills while retaining individuals' disciplinary tendencies.Research limitations/implicationsFactors like local geographical conditions and participant numbers could lead to minor variations in future course applications. Although initial problem topics and discussions are confined to local urban geography, they might diversify during implementation.Practical implicationsThe Logbook serves as a guide for local urban issues and embodies interdisciplinary outcomes. It can be enhanced with maps and problem zoning.Social implicationsDemonstrates effective SDG integration into higher education.Originality/valueThis study spotlights interdisciplinary learning within an unconventional context - urbanism - bridging student gaps. Supported by a paradigm shift from sustainability to unsustainability, it underscores the significance of critical engagement with SDGs.
Citation - WoS: 1
Nurturing Soft Skills in Engineering Education With Interactive Activities
(Necmettin Erbakan Univ, 2024) Atlamaz, Tuba Arabaci; Bengu, Elif; Aydogdu, Ceyda Cihan; Soylu, Sebnem
In today's job market, soft skills are increasingly crucial, surpassing technical knowledge. Traditional lectures fall short in teaching these skills, prompting universities to explore new methods of instruction. A Turkish public university introduced a curriculum with non-disciplinary courses called Personal Development Pathway (PDP) courses for its Electrical and Electronics Engineering (EEE) department. These courses aim to enhance soft skills, motivate students, foster positive relationships, and improve employability. Employing Positive Education approach, the PDP courses include hands-on learning, one-onone meetings, exercises, interactions with professionals, and self-reflection. This study evaluates four PDP courses that are offered for first-, second-, and third-year EEE students. It explores how these courses, designed similarly but offered in different semesters, enhanced EEE students' soft skills and their understanding of course concepts. A questionnaire was administered to sixty-one students after four semesters of teaching. Data triangulation utilized journals, interviews, and reflections. Data showed increased motivation, improved interpersonal skills, and enhanced confidence in self-expression among students. Despite the collaborative effort and time required from instructors, these courses seem to provide valuable opportunities for students to enhance their competence and success in future careers.
Makerspace: Innovation in Mechanical Engineering Education
(2021) Bengu, Elif; Kececi, Emin
Gelişen endüstrinin karmaşıklığı, mühendislik öğrencilerinin teorik mühendislik bilgilerinin yanı sıra deneyime de sahip olmalarını gerektirir. Klasik mühendislik müfredatlarının değiştirilmesine ihtiyaç vardır. Makerspace bu değişikliğin önemli bir parçası olabilir. Bu alanlar, mühendislik öğrencilerinin merakının beslendiği ve ekip çalışması yoluyla sorunlara çözümlerin bulunduğu fiziksel yerler olarak tanımlanmaktadır. Yükseköğretimde kullanımları, öğrencilerin deneyimsel öğrenmeye katılımları için bir fırsat sağlamaktadır. Geleneksel lisans müfredatının veremediği planlama, ekip çalışması, eleştirel düşünme ve iletişim gibi beceriler bu şekilde geliştirebilirler. Pedagojik perspektiften bakıldığında ise, bu alanların öğretim ve öğrenmedeki önemi ve etkileri hakkında hâlen sınırlı sayıda çalışma bulunmaktadır. Bu çalışmanın amacı öğrencilerin bu tür alanlardaki deneyimlerini belirlemek ve bu alanların öğrenmelerine nasıl katkıda bulunduğunu incelemektir. Sonuçlar, öğrencilerin mühendislik eğitimlerinden teorik bilgilerden fazlasını istediğini göstermiştir. Teori öğrenirken aynı zamanda tecrübe de kazanmak istemektedirler. Bu amaçla bir makerspace tasarlanırken, bu alanların sürdürülebilirliği ve işleyişi de dikkate alınmalıdır. Bu çalışmanın bulguları, kampüslerinde bir makerspace kurmayı planlayan kurumlara rehberlik edebilir.
Citation - Scopus: 3
Application of Team-Based Learning at a Health Science Course: A Case Study
(Athens Institute for Education and Research, 2019) Bengu, Elif
The purpose of this study is to identify students’ reactions to the implementation of team-based learning as an instructional strategy in a pharmacology course in the context of a Turkish university. Team-based learning is defined as an active form of learning that not only encourages individual effort but also team involvement to learn in an academic setting. Team-based learning is one of the learning techniques/methods that is increasingly being used in medical education. Literature shows that in teambased learning students apply the concepts at the time they are learned in the classroom, before the exams, as opposed to traditional lecturing, in which the concepts that are learned are later tested in the exams. Furthermore, research supports that faculty are more engaged with their students in team-based learning, since it affords instructors the ability to readily identify what their students are achieving, as opposed to traditional lecturing or other group approaches. There are limited studies in Turkey that examine the applications of team-based learning in a higher education setting. Therefore, this study describes the use of the team-based learning technique in an undergraduate health science course in Turkey. The initial results indicate that this instructional strategy was beneficial for students’ learning. © 2023 Elsevier B.V., All rights reserved.
Citation - Scopus: 2
"Literally I Grew Up" Secondary-Tertiary Transition in Mathematics for Engineering Students Beyond the Purely Cognitive Aspects
(De Gruyter Open Ltd, 2023) Vinerean, Mirela C.; Liljekvist, Yvonne Elisabeth; Bengu, Elif
High dropout rates in the first year of undergraduate studies are an expression of the secondary-tertiary transition problem and they seem to be particularly high in those degree programs where specialized mathematics courses are taught in the first year of study. Research shows that students' difficulties during the transition period cannot be reduced to purely cognitive factors. In this article, we address the secondary-tertiary transition problem in mathematics for engineering students. Based on a questionnaire with focus beyond the purely cognitive aspects, a comparison of the transition problem at three European mid-sized universities is carried out, to identify common challenges and difficulties, as well as differences. The questionnaire concentrates on the four dimensions (personal, organizational, content related, and social) and corresponding critical requirements for a successful transition described in Trautwein, C., & Bosse, E. (2017). The first year in higher education - critical requirements from the student perspective. Higher Education, 73, 371-387. A group of 308 first-year engineering students partook in the study. In the presentation, we highlight students' perceptions regarding the transition, changes, and challenges they experienced under the above-mentioned four dimensions and discuss similarities and differences between countries. © 2023 Elsevier B.V., All rights reserved.
Citation - WoS: 4
Citation - Scopus: 12
Raising Awareness of Sustainable Development Goals in Higher Education Institutions
(Turkish Educational Admin Research & Development Assoc, 2024) Suklun, Harika; Bengu, Elif
Higher education institutions play a crucial role in advancing sustainable development goals. They bear the responsibility of informing and encouraging all stakeholders, including faculty members, students, and industry partners, to collaborate towards achieving these goals. While many universities are integrating Sustainable Development Goals into their operations and educational programs, there is an increasing need to establish collaborative platforms with private sectors and nongovernmental organizations to further champion this agenda. Educating the future workforce is a key responsibility of these institutions, and they should actively raise students' awareness of these goals, enabling them to develop competencies related to sustainability. This study aims to explore how higher education institutions can effectively raise awareness of sustainable development goals. In addition, the research contributes to the literature by presenting a curriculum designed in a Turkish higher education institution to foster awareness of sustainable development goals. The findings hold the potential to significantly enrich existing literature on awarenessraising practices and the promotion of sustainability strategies, extending beyond higher education institutions to organizations at large.
COVID-19 Uzaktan Eğitim Sürecinde Öne Çıkan Faktörler: Bir Devlet Üniversitesi Örneği
(2022) Lloyd, Fatma Armağan Teke; Türk, Umut; Bengu, Elif
Uzaktan eğitim uygulamaları üzerine Türkiye’nin ve diğer ülkelerin deneyimi oldukça köklüdür; fakat, COVID-19 dönemindeki uzaktan eğitim, tam hazırlık yapılamadan örgün eğitimin tamamen yerini aldığı bir süreç olmuştur. Bu çalışma, Anadolu’da acil uzaktan eğitim sürecini görece başarılı yöneten bir devlet üniversitede yürütülmüştür. Çalışmanın amacı COVID-19 uzaktan eğitim sürecinde öğrencilerin deneyimlerini etkileyen sosyo-ekonomik faktörler ile birlikte öğrencilerin uzaktan eğitim sürecine dair algılarını, zorlandıkları ve/veya olumlu buldukları yönleri tespit etmeyi amaçlamıştır. Makalenin bir diğer önemli çıktısı da uzaktan eğitim sürecinde öğrencilerin motivasyonu ve başarısında fark yaratan sosyo-ekonomik ve toplumsal cinsiyet temelli faktörler olmuştur. Araştırmada 484 öğrenci ile anket ve 3 adet odak grup çalışması yapılmış, sonuçlar tanımlayıcı şekilde makalede paylaşılmıştır. Sonuçların, acil uzaktan öğrenme dönemine görece olarak hazırlıksız yakalanan yüksek öğrenim kurumlarına, öğrenci algısını ve deneyimini anlamaları açısından bir kaynak olması beklenmektedir. Aynı zamanda, çalışma ile uzaktan eğitimde ‘hassas /kırılgan’ öğrenci gruplarının tespitinin yapılması ve uzaktan eğitim sürecinde öğrencileri etkileyen sosyo-ekonomik eşitsizliklerin ortaya konması amaçlanmaktadır