Scopus İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/395
Browse
3 results
Search Results
Conference Object Citation - Scopus: 1Opportunities and Challenges in Designing a Blended International Student Project Activity: Experiences from the Epic Project(Institute of Electrical and Electronics Engineers Inc., 2018-04) Kuran, Mehmet Şükrü; Pedersen, Jens Myrup; van Hattum-Janssen, Natascha; Sole-Pareta, Josep; Pareta, Josep SoleIn this paper we explain our experiences and observations on a blended international teaching/training student project activity designed for students of different academic levels and programs at different universities working together on a project given by an industrial partner. This project activity is designed based on the EPIC project, funded by the Erasmus+ programme of the European Commission, which aims to provide a framework for carrying out multi-cultural and multidisciplinary student projects for increasing employability in an international job market. © 2018 Elsevier B.V., All rights reserved.Conference Object Citation - Scopus: 2History-Themed Games in History Education: Experiences on a Blended World History Course(Institute of Electrical and Electronics Engineers Inc., 2018-04) Kuran, Mehmet Şükrü; Tozoğlu, Ahmet Erdem; Tavernari, CinziaIn this paper we explain our experiences and observations on a blended world history course which combines classical lecture and discussion elements as well as video game sessions in which the students play strategy video games with heavy historical focus. The course, named Playing with The Past, is designed to experiment on how to integrate video games on teaching history especially in order to achieve a higher understanding of the contemporary social, political, economical, and technological context of a given era for a given nation. We ran the course four times between 2015-2018 with different video game titles having different historical models and observe the experiences and learning of students based on the quality of their written essays and articles. Our experiments and observations could be beneficial not only for the design of a general world history course, but also for a history course on specific periods, cultures, and nations. © 2018 Elsevier B.V., All rights reserved.Article Citation - WoS: 3Citation - Scopus: 4Barriers and Facilitators to University Access in Disadvantaged UK Adolescents by Ethnicity: A Qualitative Study(Routledge Journals, Taylor & Francis Ltd, 2022-07-20) McCabe, C.; Keast, K.; Kaya, M. S.Increasing access to university for those currently under-represented is a UK government priority. Understanding the views of under-represented students can help direct widening participation activities. In recent years, a positive trend finds increasing numbers of Black students attending university, but it is not clear why White disadvantaged student numbers have not increased. Thus, we aimed to explore the student viewpoint on barriers and facilitators to university access in disadvantaged adolescents and how this might differ by ethnicity. We used an online semi-structured interview with questions about applying to university. Seventy adolescents (mean 16.9 yr.) were recruited who are currently under-represented at university level, based on various measures of disadvantage. Black, Asian, and ethnic minority students (BAME) reported similar barriers and facilitators to applying to university as White disadvantaged students. However, there were some differences, for example, BAME participants stated 'having no choice' was a reason to apply to university while White participants did not mention this. Also similar to 60% of BAME students said they would prefer to study close by compared to far away, while only 46% of White participants said this. Our results support previous findings that financial issues are a key barrier to university access and that outreach activities can act as facilitators to increase university access. However, we compare the unique viewpoints on the barriers and facilitators to university access in Black, Asian and White under-represented students. Based on these views we also make recommendations for future widening participation events targeted at different ethnicities.