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İlahiyat Uzaktan Eğitim Lisans Tamamlama Programlarında Teknoloji Kullanımı ve e-Sınavlara Yönelik Öğrenci Tutumlarının Değerlendirmesi

Yıl 2017, Cilt: 16 Sayı: 31, 277 - 299, 30.06.2017
https://doi.org/10.14395/hititilahiyat.333300

Öz

Bu çalışmada, İlahiyat Lisans Tamamlama (İLİTAM) uzaktan eğitim programında multimedya uygulamalarının tanıtılması ve kazanımları değerlendirmesi için yapılan e-sınavlara yönelik kullanıcı tutumlarının belirlenmesi amaçlanmıştır. Bu amaçlara ulaşmak için ilahiyat eğitiminde, kullanıcılara rehberlik edecek ve aynı zamanda öğretme ve öğrenme sürecini keyifli hale getirecek PowerPoint slaytları, videolar, SCORM uyumlu e-öğrenme materyalleri ve Adobe Connect canlı ders uygulamaları gerçekleştirilme çalışılması yapılmıştır. Bu çalışma uzaktan eğitim programıyla bir devlet üniversitesinin İLİTAM programına kayıtlı 1500 öğrenciyle yürütülmüştür. Hazırlanan anket formu final döneminde öğrencilere verilerek uygulanmıştır. Ancak yanlış ve eksik doldurulduğu belirlenen anketler çıkarılarak sayı 1286’ya düşürülmüştür. Toplanan anket formlarının analizden öğrencilerin Web tabanlı değerlendirme (WBA) sistemine yönelik cinsiyet ve sınıf değişkenlerine bağlı olarak tutumlarında anlamlı farklılık belirlenemezken, sınav süresi, sınavların mekan bağımsızlığı ve sınav sisteminin kullanımının, cinsiyet değişkeni ile ilişkilendirilmesine yönelik yapılan Ki-Kare bağımsızlık testi sonucunda tüm guruplar arasında anlamlı farklılık olduğu belirlenmiştir.

Kaynakça

  • AhmadYunusKasim& Ab. HalimTamuri.(2010). Pengetahuanpadagogikal (PPK) pengajaranakidah: Kajiankes guru cemerlang pendidikan Islam. Journal of Islamic and ArabicEducation, 2 (2), 13-30.
  • Akdağ, M., & Tok, H. (2010). Geleneksel öğretim ile powerpoint sunum destekli öğretimin öğrenci erişisine etkisi. Eğitim ve Bilim, 33(147), 26-34.
  • Akkoyunlu, B.,& Yılmaz, M. (2005). Türetimci çoklu ortam öğrenme kuramı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 9-18.
  • Akpınar, Y., (1999). Bilgisayar Destekli Oğretim ve Uygulamalar, Anı Yayıncılık,Ankara
  • Al-Attas, MuhammadNaquib. (1980). Theconcept of education in Islam: a frameworkfor an Islamicphilosophy of education. Kuala Lumpur: MuslimYouthMovement of Malaysia (ABIM).
  • Almpanis, T., Miller, E., Ross, M., Price, D. & James, R. (2011). Evaluatingtheuse of web conferencing software to enhance flexible curriculum delivery. In C.A. Shoniregun& G.A. Akmayeva (Eds), Proceedingsof theIreland International Conference on Education (IICE-2011) (pp. 317-322). Dublin: IICE.
  • Arifin Bin. Mamat. (2004). Quranicpedagogyanditspractices in theteaching of the arabic language. InThe International Islamic University Malaysia Matriculation Centre. Unpublished doctoral dissertation, University of Birmingham.
  • Ayo C. K., Akinyemi, I. O, Adebiyi, A. A., & Ekong, U. O. (2007). The prospects of e-examination implementation in Nigeria. Turkish Online Journal of Distance Education-TOJDE, 8(4), 125 –134.
  • Balcı, B.,2007, Web-Tabanlı Uzaktan Eğitim ve Bir Altyapı Tasarımı, DoktoraTezi, Ege Üniversitesi, 182s.
  • Bartsch, R. A. &Cobern, M. K. (2003). Effectiveness of PowerPoint Presentations in lectures. Computers&Education, 41, 77-86.
  • Basol, G., & Balgalmis, E. (2016). A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation. Computers in Human Behavior, 58, 388-397.
  • Bebetos, C, & Antonio, S. (2008). Why use information and communication Technology in schools? Some theoretical and practical issues. Journal of Information Technology for teacher education, 10(1and2), 7-1.
  • Bennett, R. E. (2015). The Changing Nature of Educational Assessment. Review of Research in Education, 39(1), 370-407.
  • Bennett, R.E., Braswell, J., Oranje, A., Sandene, B., Kaplan, B., & Yan, F. (2008). Does it matter if I take my mathematics test on computer? A second empirical study of mode effects in NAEP.Journal of Technology, Learning, and Assessment, 6(9) 1-39.
  • Bilgin,B&Selçuk,M. (1995). Din Öğretimi Özel Yöntemleri, Ankara: GünYayınları, s 159.
  • Bolat, E., Dogan, H., Biggins, D., Dupac, M., & Crowley, E. J. (2016). Empowering University Students Through Online Multiple Choice Questions.
  • Bower, M. et al. (2012) ‘Use of media-rich real-time collaboration tools for learning and teaching’ in Australian and New Zealand universities, Conference Proceedings: Ascilite Conference.
  • Bull, J. & McKenna, C. (2004) Blueprint for computer-assisted assessment (London, RoutledgeFalmer).
  • Bulent, B., Murat, Y., & Selahattin, G. (2016). Attitude scale towards web-based examination system (MOODLE)-Validity and reliability study. Educational Research and Reviews, 11(17), 1641-1649.
  • Butcher-Powell LR (2005). Teaching, Learning and Multimedia. In S.Mishra& R.C. Sharma (Eds). Interactive Multimedia in Educationand Training. London: IdeaGroup Publishing.
  • Cairncross S andMannion M (2001) 'Interactive Multimedia and Learning: RealisingtheBenefitsInnovations' EducationandTeaching International 38 (2), pp56‐64
  • Çankaya, F., & Dinç, E. (2009). powerpoint ve klasik usulde muhasebe eğitimi alan öğrenciler arasındaki farklılıkların tespiti: Karadeniz Teknik Üniversitesinde bir araştırma.
  • Damodharan VS, Rengarajan V (2007). Innovative methods of teaching. Paper presented at Learning Technologies and Mathematics Middle East Conference, Sultan Qaboos University, Muscat, Oman. Available online at http://math.arizona.edu/~atp-mena/conference/proceedings/ Damodharan Innovative_Methods.pdf
  • Doruk, Z. (2006). “Nesne Tabanlı e-Ögrenme Yazılımları için Bir Basvuru Modeli: SCORM”. Access Date: http://e-learningtalks.com/2006/05/07/ nesnetabanli-eogrenme-yazilimlari-icin-bir-basvuru-modeli-scorm/ (02.6.2009)
  • EdTech. (2005). Online quizzing. Effective use of online course tools. Available at http://www.edtech.vt.edu/edtech/id/ocs/quizzes.html
  • Gonen, S., & Basaran, B. (2008). The New Method of Problem Solving in Physics Education by Using SCORM-Compliant Content Package. Online Submission, 9(3), 112-120.
  • Güneş, A. (Ed.). (2003). Temel Bilgi Teknolojisi Kullanımı. Ankara: Pegem A Yayıncılık
  • Hagen, B. J. (2002, March). Lights, camera, interaction: Presentation program sand then interactive visual experience.Paper presented at the Society for Information TechnologyandTeacherEducation International Conference, Nashville, TN.
  • Hofstetter FT (2001). Multimedia literacy (3rd Ed.). New York: McGraw-Hill/Irwin.
  • Ismail, Zaidi. (2006). “Kesediaan terhadap penggunaan komputer di kalangan guru-guru pendidikan Islam: Kajian di sekolahsekolah menengah agama negeri Pahang.” MEd. Diss., Universiti Kebangsaan Malaysia
  • Ismail, Sha’banMuftah. (1997). Teachertrainingprogrammes: A model for producing a successful teacher. Muslim Education Quarterly, 14 (3), 36-56.
  • Johnson, G. M. (2006). Optional online quizzes: College student use and relationship to achievement. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 32(1).
  • Jusoh, W. N. H. W., & Jusoff, K. (2009). Using multimedia in teaching Islamic studies. Journal of Media and Communication Studies, 1(5), 86.
  • Lee, L. M., Nagel, R. W., & Gould, D. J. (2012). The educational value of online mastery quizzes in a human anatomy course for first-year dental students. Journal of dental education, 76(9), 1195-1199.
  • Leeson, H. (2006). The Mode Effect: A Literature Review of Human and Technological Issues in Computerized Testing. International Journal of Testing, 6(1), 1-24.
  • Lipponen, L. andLallimo, J. (2004): From collaborative technology to collaborative use of technology: Designing learning oriented infrastructures. Educational Media International 41(2): 111–116.
  • Martin, F., Parker, M. A., & Deale, D. F. (2012). Examining interactivity in synchronous virtual classrooms. The International Review of Research in Open and Distance Learning, 13(3), 228-261. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1174/2253
  • Masats, D., & Dooly, M. (2011). Rethinking the use of video in teacher education: A holistic approach. Teaching and Teacher Education, 27(7), 1151-1162.
  • Mayer, R.E., (2001). Mutimedialearning, Cambridge UniversityPress. Cambridge.
  • McPHERSON, M.A. and NUNES, J.M. (2008): Critical issuesfor e-learning delivery: What mayseem obvious is not always put intopractice. Journal of ComputerAssisted Learning 24(5): 433–445.
  • Mudawi, Ali K. (1989). Islamic education: Towards a comprehensive view. Journal KingSaudUniversity, Vol. 1, Educ. Science, (1, 2), pp. 3-14.
  • Nicol, D. (2007). E‐assessment by design: using multiple‐choice tests to good effect. Journal of Further and higher Education, 31(1), 53-64.
  • Olayemi, E. (2013). Multiple choice questiones as a tool for assessment in medical education. Annals of Biomedical Sciences, 12(1).
  • Pekdağ, B. (2010). Kimya öğreniminde alternatif yollar: animasyon, simülasyon, video ve multimedya ile öğrenme. Türk Fen Eğitimi Dergisi, 7(2), 79-110.
  • Pomplun M., Ritchie, T., & Custer M. (2006). Factors in paper-and-pencil and computer reading score differences at the primary grades. Educational Assessment, 11(2), 127-143.
  • Pryor, C. R.,&Rasekh, Z. E. (2004).Iranianand U.S. Pre-service teachers' philosophical approach estoteaching: Enhancing intercultural understandings. CurrentIssues in ComparativeEducation, Vol.7(1), Teachers College, Columbia University, December 15.
  • Punpin, M., & Custer, M. (2005).The score comparability of computerized and paper-and-pencil formats for K-3 reading tests. Journal of Educational Computing Research, 32(2), 153-166.
  • Reid, J., Robinson, D., & Lewis, C. (2016). Assess-ing the evidence: student response system versus computer based test-ing for undertaking multiple choice question assessment in undergradu-ate nursing education. Pediatr Neo-natal Nurs Open J, 3(1), 10-14.
  • Reushle, S. &Loch, B. (2008). Conducting a trial of web conferencing software: Why, how and perceptions from the coalface. Turkish Online Journal of DistanceEducation, 9(3), 19-28.
  • https://tojde.anadolu.edu.tr/tojde31/articles/article_2.htm
  • Ruiz, W., Díaz, Y., & Ferro, R. (2017). Research and Development a Web Application Management for University Students in Colombia. International Journal of Engineering and Technology, 9(1), 1.
  • Robles, A. (1997). La vidéo comme support didactique en physique. Doctoralthesis, Université Claude Bernard Lyon I, Lyon.
  • Rotermann (2001). Wired young Canadians. Canadian Social Trends, 63, 4-8.
  • Sardi, M. (2007). “Pembangunan dan Penilaian Pengajaran dan Pembelajaran e-Usul Fiqh Tingkatan 4”. MEd. Diss., Universiti Kebangsaan Malaysia
  • Schnotz, W.,Bannert, M. 2003. Construction andInterferenceIn Learning FromMultipleRepresentation. Learning andInstruction, 13(2): 141-156,
  • Shelly GB, Cashman TJ, Gunter GA, Gunter RE (2006). Teachers discovery computers: Integrating technology and digitalmedia in the classroom. Boston, MA: Thomson Course Technology.
  • Shepard, L.A., 2016. “Testing and Assessment for the Good of Education Contributions of AERA Presidents”, 1915–2015. Educational Researcher, 45(2), pp.112-121.
  • Smith, L. 2002. Multimedia, what, why, how. 31N5: Multimedia and HCI. RetrivedApril 3, 2013 from http://www.cs.stir.ac.uk/courses/IT82/Handouts/ Intro2004_color.pdf.
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Evaluation of Students’ Attitudes towards e-Exams and Use of Technology in Theology Distance Undergraduate Education Programs

Yıl 2017, Cilt: 16 Sayı: 31, 277 - 299, 30.06.2017
https://doi.org/10.14395/hititilahiyat.333300

Öz

The purpose of this study was to introduce the multimedia applications in Theology Distance Undergraduate Education Program (TDUEP) and to determine the users’ attitudes towards exams executed to assess the outcomes. For this purpose, PowerPoint documents, videos, SCORMcompatible e-learning materials and Adobe Connect live lesson applications were developed to guide users in theology education as well as to make the teaching and learning process more entertaining. The study was carried out with 1500 students registered to TDUEP at a state university. The questionnaire form developed was applied to the students during the end-of-term exam week. The questionnaire forms which were not filled out completely or appropriately were excluded, and the remaining total number of questionnaire forms decreased to 1286. The results of the analysis of the questionnaire forms filled out by the participants revealed that there was no significant difference in the students’ attitudes towards the web-based assessment system with respect to their gender and class grades. On the other hand, the results of the Chi-Square independence test conducted to examine whether the variable of gender had any relationship with the exam duration, place-independence of the exams and use of the exam system demonstrated that there were significant differences between the groups. 

Kaynakça

  • AhmadYunusKasim& Ab. HalimTamuri.(2010). Pengetahuanpadagogikal (PPK) pengajaranakidah: Kajiankes guru cemerlang pendidikan Islam. Journal of Islamic and ArabicEducation, 2 (2), 13-30.
  • Akdağ, M., & Tok, H. (2010). Geleneksel öğretim ile powerpoint sunum destekli öğretimin öğrenci erişisine etkisi. Eğitim ve Bilim, 33(147), 26-34.
  • Akkoyunlu, B.,& Yılmaz, M. (2005). Türetimci çoklu ortam öğrenme kuramı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 9-18.
  • Akpınar, Y., (1999). Bilgisayar Destekli Oğretim ve Uygulamalar, Anı Yayıncılık,Ankara
  • Al-Attas, MuhammadNaquib. (1980). Theconcept of education in Islam: a frameworkfor an Islamicphilosophy of education. Kuala Lumpur: MuslimYouthMovement of Malaysia (ABIM).
  • Almpanis, T., Miller, E., Ross, M., Price, D. & James, R. (2011). Evaluatingtheuse of web conferencing software to enhance flexible curriculum delivery. In C.A. Shoniregun& G.A. Akmayeva (Eds), Proceedingsof theIreland International Conference on Education (IICE-2011) (pp. 317-322). Dublin: IICE.
  • Arifin Bin. Mamat. (2004). Quranicpedagogyanditspractices in theteaching of the arabic language. InThe International Islamic University Malaysia Matriculation Centre. Unpublished doctoral dissertation, University of Birmingham.
  • Ayo C. K., Akinyemi, I. O, Adebiyi, A. A., & Ekong, U. O. (2007). The prospects of e-examination implementation in Nigeria. Turkish Online Journal of Distance Education-TOJDE, 8(4), 125 –134.
  • Balcı, B.,2007, Web-Tabanlı Uzaktan Eğitim ve Bir Altyapı Tasarımı, DoktoraTezi, Ege Üniversitesi, 182s.
  • Bartsch, R. A. &Cobern, M. K. (2003). Effectiveness of PowerPoint Presentations in lectures. Computers&Education, 41, 77-86.
  • Basol, G., & Balgalmis, E. (2016). A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation. Computers in Human Behavior, 58, 388-397.
  • Bebetos, C, & Antonio, S. (2008). Why use information and communication Technology in schools? Some theoretical and practical issues. Journal of Information Technology for teacher education, 10(1and2), 7-1.
  • Bennett, R. E. (2015). The Changing Nature of Educational Assessment. Review of Research in Education, 39(1), 370-407.
  • Bennett, R.E., Braswell, J., Oranje, A., Sandene, B., Kaplan, B., & Yan, F. (2008). Does it matter if I take my mathematics test on computer? A second empirical study of mode effects in NAEP.Journal of Technology, Learning, and Assessment, 6(9) 1-39.
  • Bilgin,B&Selçuk,M. (1995). Din Öğretimi Özel Yöntemleri, Ankara: GünYayınları, s 159.
  • Bolat, E., Dogan, H., Biggins, D., Dupac, M., & Crowley, E. J. (2016). Empowering University Students Through Online Multiple Choice Questions.
  • Bower, M. et al. (2012) ‘Use of media-rich real-time collaboration tools for learning and teaching’ in Australian and New Zealand universities, Conference Proceedings: Ascilite Conference.
  • Bull, J. & McKenna, C. (2004) Blueprint for computer-assisted assessment (London, RoutledgeFalmer).
  • Bulent, B., Murat, Y., & Selahattin, G. (2016). Attitude scale towards web-based examination system (MOODLE)-Validity and reliability study. Educational Research and Reviews, 11(17), 1641-1649.
  • Butcher-Powell LR (2005). Teaching, Learning and Multimedia. In S.Mishra& R.C. Sharma (Eds). Interactive Multimedia in Educationand Training. London: IdeaGroup Publishing.
  • Cairncross S andMannion M (2001) 'Interactive Multimedia and Learning: RealisingtheBenefitsInnovations' EducationandTeaching International 38 (2), pp56‐64
  • Çankaya, F., & Dinç, E. (2009). powerpoint ve klasik usulde muhasebe eğitimi alan öğrenciler arasındaki farklılıkların tespiti: Karadeniz Teknik Üniversitesinde bir araştırma.
  • Damodharan VS, Rengarajan V (2007). Innovative methods of teaching. Paper presented at Learning Technologies and Mathematics Middle East Conference, Sultan Qaboos University, Muscat, Oman. Available online at http://math.arizona.edu/~atp-mena/conference/proceedings/ Damodharan Innovative_Methods.pdf
  • Doruk, Z. (2006). “Nesne Tabanlı e-Ögrenme Yazılımları için Bir Basvuru Modeli: SCORM”. Access Date: http://e-learningtalks.com/2006/05/07/ nesnetabanli-eogrenme-yazilimlari-icin-bir-basvuru-modeli-scorm/ (02.6.2009)
  • EdTech. (2005). Online quizzing. Effective use of online course tools. Available at http://www.edtech.vt.edu/edtech/id/ocs/quizzes.html
  • Gonen, S., & Basaran, B. (2008). The New Method of Problem Solving in Physics Education by Using SCORM-Compliant Content Package. Online Submission, 9(3), 112-120.
  • Güneş, A. (Ed.). (2003). Temel Bilgi Teknolojisi Kullanımı. Ankara: Pegem A Yayıncılık
  • Hagen, B. J. (2002, March). Lights, camera, interaction: Presentation program sand then interactive visual experience.Paper presented at the Society for Information TechnologyandTeacherEducation International Conference, Nashville, TN.
  • Hofstetter FT (2001). Multimedia literacy (3rd Ed.). New York: McGraw-Hill/Irwin.
  • Ismail, Zaidi. (2006). “Kesediaan terhadap penggunaan komputer di kalangan guru-guru pendidikan Islam: Kajian di sekolahsekolah menengah agama negeri Pahang.” MEd. Diss., Universiti Kebangsaan Malaysia
  • Ismail, Sha’banMuftah. (1997). Teachertrainingprogrammes: A model for producing a successful teacher. Muslim Education Quarterly, 14 (3), 36-56.
  • Johnson, G. M. (2006). Optional online quizzes: College student use and relationship to achievement. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 32(1).
  • Jusoh, W. N. H. W., & Jusoff, K. (2009). Using multimedia in teaching Islamic studies. Journal of Media and Communication Studies, 1(5), 86.
  • Lee, L. M., Nagel, R. W., & Gould, D. J. (2012). The educational value of online mastery quizzes in a human anatomy course for first-year dental students. Journal of dental education, 76(9), 1195-1199.
  • Leeson, H. (2006). The Mode Effect: A Literature Review of Human and Technological Issues in Computerized Testing. International Journal of Testing, 6(1), 1-24.
  • Lipponen, L. andLallimo, J. (2004): From collaborative technology to collaborative use of technology: Designing learning oriented infrastructures. Educational Media International 41(2): 111–116.
  • Martin, F., Parker, M. A., & Deale, D. F. (2012). Examining interactivity in synchronous virtual classrooms. The International Review of Research in Open and Distance Learning, 13(3), 228-261. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1174/2253
  • Masats, D., & Dooly, M. (2011). Rethinking the use of video in teacher education: A holistic approach. Teaching and Teacher Education, 27(7), 1151-1162.
  • Mayer, R.E., (2001). Mutimedialearning, Cambridge UniversityPress. Cambridge.
  • McPHERSON, M.A. and NUNES, J.M. (2008): Critical issuesfor e-learning delivery: What mayseem obvious is not always put intopractice. Journal of ComputerAssisted Learning 24(5): 433–445.
  • Mudawi, Ali K. (1989). Islamic education: Towards a comprehensive view. Journal KingSaudUniversity, Vol. 1, Educ. Science, (1, 2), pp. 3-14.
  • Nicol, D. (2007). E‐assessment by design: using multiple‐choice tests to good effect. Journal of Further and higher Education, 31(1), 53-64.
  • Olayemi, E. (2013). Multiple choice questiones as a tool for assessment in medical education. Annals of Biomedical Sciences, 12(1).
  • Pekdağ, B. (2010). Kimya öğreniminde alternatif yollar: animasyon, simülasyon, video ve multimedya ile öğrenme. Türk Fen Eğitimi Dergisi, 7(2), 79-110.
  • Pomplun M., Ritchie, T., & Custer M. (2006). Factors in paper-and-pencil and computer reading score differences at the primary grades. Educational Assessment, 11(2), 127-143.
  • Pryor, C. R.,&Rasekh, Z. E. (2004).Iranianand U.S. Pre-service teachers' philosophical approach estoteaching: Enhancing intercultural understandings. CurrentIssues in ComparativeEducation, Vol.7(1), Teachers College, Columbia University, December 15.
  • Punpin, M., & Custer, M. (2005).The score comparability of computerized and paper-and-pencil formats for K-3 reading tests. Journal of Educational Computing Research, 32(2), 153-166.
  • Reid, J., Robinson, D., & Lewis, C. (2016). Assess-ing the evidence: student response system versus computer based test-ing for undertaking multiple choice question assessment in undergradu-ate nursing education. Pediatr Neo-natal Nurs Open J, 3(1), 10-14.
  • Reushle, S. &Loch, B. (2008). Conducting a trial of web conferencing software: Why, how and perceptions from the coalface. Turkish Online Journal of DistanceEducation, 9(3), 19-28.
  • https://tojde.anadolu.edu.tr/tojde31/articles/article_2.htm
  • Ruiz, W., Díaz, Y., & Ferro, R. (2017). Research and Development a Web Application Management for University Students in Colombia. International Journal of Engineering and Technology, 9(1), 1.
  • Robles, A. (1997). La vidéo comme support didactique en physique. Doctoralthesis, Université Claude Bernard Lyon I, Lyon.
  • Rotermann (2001). Wired young Canadians. Canadian Social Trends, 63, 4-8.
  • Sardi, M. (2007). “Pembangunan dan Penilaian Pengajaran dan Pembelajaran e-Usul Fiqh Tingkatan 4”. MEd. Diss., Universiti Kebangsaan Malaysia
  • Schnotz, W.,Bannert, M. 2003. Construction andInterferenceIn Learning FromMultipleRepresentation. Learning andInstruction, 13(2): 141-156,
  • Shelly GB, Cashman TJ, Gunter GA, Gunter RE (2006). Teachers discovery computers: Integrating technology and digitalmedia in the classroom. Boston, MA: Thomson Course Technology.
  • Shepard, L.A., 2016. “Testing and Assessment for the Good of Education Contributions of AERA Presidents”, 1915–2015. Educational Researcher, 45(2), pp.112-121.
  • Smith, L. 2002. Multimedia, what, why, how. 31N5: Multimedia and HCI. RetrivedApril 3, 2013 from http://www.cs.stir.ac.uk/courses/IT82/Handouts/ Intro2004_color.pdf.
  • Spanier, G.B. (2011). Renewingthecovenant: Ten yearsafterthe Kellogg Commission. Journal of Higher Education OutreachandEngagement, 15(3), 9-14. http://openjournals.libs.uga.edu/index.php/jheoe/article/download/ 570/457
  • Statistics Canada. (2004). Household Internet Use Survey. Available at http://www.statcan.ca/Daily/English/040708/d040708a.htm
  • Steed, M. &Vigrass, A. (2011). Assessment of web conferencing in teacher preparationfieldexperiences. In M.Koehler& P. Mishra (Eds), Proceedings of Societyfor Information Technology&TeacherEducationInternational Conference 2011 (pp. 2736-2743). Chesapeake, VA: AACE.
  • Tamuri, A., Sardi, M., Embi, M. A., & Shah, P. M. (2008). The Application of Islamic Web Sites: Process of Teaching and Learning of Islamic Education. International Journal of Learning, 14(12).
  • Tamuri, Ab Halim., Yusopp, Adnan, Osman, Kamisah, Awaludin, Shahrin, Abdul Rahim, Zamri and Abdul Razak,Khadijah. Keberkesanan Kaedah Pengajaran dan Pembelajaran Pendidikan Islam ke atas Pembangunan Diri Pelajar. Bangi: Fakulti Pendidikan, Universiti Kebangsaan Malaysia, 2004.
  • Taştekin, O.(2008). Bilgisayar destekli teknolojinin görsel sınıf projesinde dinkültürü ve ahlak bilgisine uygulanabilirliği, Din Eğitimi AraştırmalarıDergisi, sayı:12, 179-198.
  • Terzis, Vasileios, Christos N. Moridis, and Anastasios A. Economides. "Continuance acceptance of computer based assessment through the integration of user's expectations and perceptions." Computers & Education 62 (2013): 50-61.
  • The Ohio State University (2004). PowerPoint: MoreThan a Presentation Tool. Retrieved May 02, 2012 (deindirildi) from http://ccl.english.ohio-state.edu/handouts/powerpoint/ classroomtips.htm.
  • Türel, Y. K. (2008). Öğrenme nesneleri ile zenginleştirilmiş öğretim ortamlarının öğrenci başarıları tutumları ve motivasyonları üzerine etkisi. Unpublished doctoral dissertation). Fırat University, Institute of Social Sciences, Elazığ. Yan, L. (2006). The Advantages and Disadvantages of MCQ From the Angle of CET4Reform [J]. Journal of Guangdong Polytechnic Normal University, 2, 030.
  • Yurdabakan, I., & Uzunkavak, C. (2012). Primary school students’ attitudes towards computer based testing and assessment in turkey. Turkish Online Journal of Distance Education, 13(3).
  • Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & management, 43(1), 15-27.
Toplam 69 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Bülent Başaran

Murat Yalman

Serdar Erkan Bu kişi benim

Yayımlanma Tarihi 30 Haziran 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 16 Sayı: 31

Kaynak Göster

ISNAD Başaran, Bülent vd. “Evaluation of Students’ Attitudes towards E-Exams and Use of Technology in Theology Distance Undergraduate Education Programs”. Hitit Üniversitesi İlahiyat Fakültesi Dergisi 16/31 (Haziran 2017), 277-299. https://doi.org/10.14395/hititilahiyat.333300.
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