Scopus İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/395
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Article Citation - Scopus: 7Testing the Applicability of the Instructional Beliefs Model Across Three Countries: The Role of Culture as a Theoretical Parameter(Routledge, 2021-10-19) Frisby, Brandi N.; Tatum, Nicholas T.; Galy-Badenas, Flora; Bengu, ElifInstructional 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.Article Citation - Scopus: 3Application of Team-Based Learning at a Health Science Course: A Case Study(Athens Institute for Education and Research, 2019) Bengu, ElifThe 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.Article Citation - Scopus: 3"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, ElifHigh 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.