Research Article
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Year 2016, Volume 3, Issue 3, 20 - 35, 01.10.2016
https://doi.org/10.17275/per.16.12.3.3

Abstract

References

  • Ajzen, I. (1985). From intentions to actions: a theory of planned behaviour. J. Kuhl ve J. Beckman, (Ed.), Action-control: From cognition to behavior içinde (11-39). Heidelberg: Springer.
  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179–211.
  • Armstrong, G. R., Tucker, J. M., & Massad, V. J. (2009). Interviewing the experts: Student produced podcast. Journal of Information Technology Education: Innovations in Practice, 8, 79–90. http://jite.org/documents/Vol8/JITEv8IIP079-090Armstrong333.pdf.
  • Büyüköztürk, S., Çakmak, E. A., Akgün, Ö. E., Karadeniz, S. ve Demirel, F. (2008). Bilimsel araştırma yöntemleri [Scientific Research Methods]. Ankara: Pegem Akademi.
  • Brunken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38(1), 53-61.
  • Chen, S. C., Yen, D. C., & Hwang, M. (2012). Factors influencing the continuance intention to the usage of web 2.0: An empirical study. Computers in Human Behavior, 28, 933–941.
  • Chiu, C.-M., Sun, S.-Y., Sun, P.-C., Ju, T. (2007). An empirical analysis of the antecedents of web-based learning continuance. Computers & Education, 49(4), 1224–1245.
  • Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction. San Francisco: Pfeiffer.
  • Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: production and evaluation of student use. Innovations in Education and Teaching International, 44(4), 387–399. doi:10.1080/14703290701602805.
  • Crippen, K. J., & Earl, B. L. (2004). Considering the effectiveness of web-based worked example in introductory chemistry. Journal of Computers in Mathematics and Science Teaching, 23(2), 151–167.
  • Ekiz, D. (2009). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Ankara: Anı Yayıncılık.
  • Engelbrecht, J., C. Bergsten, and O. Kågesten. (2012). Conceptual and Procedural Approaches to Mathematics in the Engineering Curriculum: Student Conceptions and Performance. Journal of Engineering Education 101 (1): 138–162.
  • Erten, S. (2002). Planlanmış Davranış Teorisi ile Uygulamalı Öğretim Metodu [The Teaching Methods of Applied Course Processing with the Theory of Planned Behavior]. Hacettepe Üniversitesi Edebiyat Fakültesi, 19(2), 217-233.
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison.Wesley.
  • Grosseck, G. 2009. To use or not to use web 2.0 in higher education? Procedia – social and behavioral sciences, 1: 478–482.
  • Heilesen, S. B. (2010). What is the academic efficacy of podcasting? Computers & Education, 55(3), 1063–1068. doi:10.1016/j.compedu.2010.05.002. JISC (2009) Joint Information Systems Committee. Available online at http://www.jisc.ac.uk/whatwedo/services/techwatch/aztechnologies/v.aspx Erişim tarihi 23 ocak 2015.
  • Loomes, M., Shafarenko, A., & Loomes, M. (2002). Teaching mathematical explanation through audiographic technology. Computers & Education, 38(1–3), 137–149.
  • McGarr, O. (2009). A review of podcasting in higher education: its influence on the traditional
  • Kay, R. H. (2012). Exploring the use of video podcasts in education: a comprehensive review of the literature. Computers in Human Behavior, 28(3), 820–831. doi:10.1016/j.chb.2012.01.011.
  • Kay, R., & Kletskin, I. (2012). Evaluating the use of worked-example based video podcasts to teach mathematics in higher education. Computers & Education, 59(2), 619–627. doi:10.1016/j.compedu.2012.03.007
  • Kay, R. H. (2014). Developing a Framework for Creating Effective Instructional Video Podcasts. International Journal of Emerging Technologies in Learning, 9(1), 22-30.
  • Kılıç Çakmak, E. (2007). The Bottle Neck in Multimedia: Cognitive Overload. Gazi Eğitim Fakültesi Dergisi, 27(2), 1-24.
  • McBride, K. (2009). Social-networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 35-58). San Marcos, Texas: CALICO.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book (2nd ed.). Thousand Oaks: Sage Publications.
  • Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1–4.
  • Plass, J., Moreno, R., & Brünken, R. (Eds.). (2010). Cognitive load theory. New York: Cambridge University Press.
  • Raines, J. M., and L. M. Clark. 2011. “A Brief Overview on Using Technology to Engage Students in Mathematics.” Current Issues in Education 14 (2): 1–7.
  • Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012). Exploring pre-service teachers’ beliefs about using web 2.0 technologies in K-12 classroom. Computers & Education, 59(3), 937–945.
  • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
  • Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123e138. http://dx.doi.org/10.1007/s10648-010-9128-5.
  • Sweller, J., Van Merrie¨nboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-295.
  • Tassler, N. (2003). Adding it up with elementary math problems. Technology and Learning, 23, 2-22.
  • Teo, T. , & Lee, C. B. (2010). Explaining the intention to use technology among student teachers. Campus-Wide Information Systems, 27(2), 60 – 67.
  • Teo, T., & Tan, L. (2012). The theory of planned behavior (TPB) and pre-service teachers' technology acceptance: a validation study using structural equation modeling. Journal of Technology and Teacher Education, 20(1), 89-104.
  • Treasure, J., Macare, C., Mentxaka, I. O., & Harrison, A. (2010). The use of a vodcast to support eating and reduce anxiety in people with eating disorder: A case series. European Eating Disorders Review: The Journal of the Eating Disorders Association, 18(6), 515–521.
  • Şendağ, S., & Odabaşɪ, H. F. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers & Education, 53, 132–141.

Student’s beliefs about using worked–example based video podcast in mathematics courses

Year 2016, Volume 3, Issue 3, 20 - 35, 01.10.2016
https://doi.org/10.17275/per.16.12.3.3

Abstract

The goal of the study is to explain the behavioral, normative and control beliefs of vocational college students about their intentions in using worked –example based video podcast (WEBVP) technology in mathematics courses. The research is based on the framework of the Theory of Planned Behavior (TPB). It was carried out on 110 students of Computer Programming Department of Erzurum Vocational College during the spring semestre of 2014- 2015 academic year. Data were collected by employing a questionnaire form (n=110) containing open-ended and close-ended questions developed by the researcher and semi-structured interviews (n=25). The results showed that the students’ intentions to use WEBVP in mathematics course are under the influence of their behavioral beliefs such as convenience to individual learning, repeatability and usage of advanced technology and their normative beliefs having social support. In addition, the control beliefs in which conceptual structure of mathematics, academic proficiency and individual learning differences are determined to be forcing factors, and the opportunity to reach information, elasticity in space and time and saving of time are determined to be facilitating factors also significantly affect the students’ intentions to use WEBVP.

References

  • Ajzen, I. (1985). From intentions to actions: a theory of planned behaviour. J. Kuhl ve J. Beckman, (Ed.), Action-control: From cognition to behavior içinde (11-39). Heidelberg: Springer.
  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179–211.
  • Armstrong, G. R., Tucker, J. M., & Massad, V. J. (2009). Interviewing the experts: Student produced podcast. Journal of Information Technology Education: Innovations in Practice, 8, 79–90. http://jite.org/documents/Vol8/JITEv8IIP079-090Armstrong333.pdf.
  • Büyüköztürk, S., Çakmak, E. A., Akgün, Ö. E., Karadeniz, S. ve Demirel, F. (2008). Bilimsel araştırma yöntemleri [Scientific Research Methods]. Ankara: Pegem Akademi.
  • Brunken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38(1), 53-61.
  • Chen, S. C., Yen, D. C., & Hwang, M. (2012). Factors influencing the continuance intention to the usage of web 2.0: An empirical study. Computers in Human Behavior, 28, 933–941.
  • Chiu, C.-M., Sun, S.-Y., Sun, P.-C., Ju, T. (2007). An empirical analysis of the antecedents of web-based learning continuance. Computers & Education, 49(4), 1224–1245.
  • Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction. San Francisco: Pfeiffer.
  • Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: production and evaluation of student use. Innovations in Education and Teaching International, 44(4), 387–399. doi:10.1080/14703290701602805.
  • Crippen, K. J., & Earl, B. L. (2004). Considering the effectiveness of web-based worked example in introductory chemistry. Journal of Computers in Mathematics and Science Teaching, 23(2), 151–167.
  • Ekiz, D. (2009). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Ankara: Anı Yayıncılık.
  • Engelbrecht, J., C. Bergsten, and O. Kågesten. (2012). Conceptual and Procedural Approaches to Mathematics in the Engineering Curriculum: Student Conceptions and Performance. Journal of Engineering Education 101 (1): 138–162.
  • Erten, S. (2002). Planlanmış Davranış Teorisi ile Uygulamalı Öğretim Metodu [The Teaching Methods of Applied Course Processing with the Theory of Planned Behavior]. Hacettepe Üniversitesi Edebiyat Fakültesi, 19(2), 217-233.
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison.Wesley.
  • Grosseck, G. 2009. To use or not to use web 2.0 in higher education? Procedia – social and behavioral sciences, 1: 478–482.
  • Heilesen, S. B. (2010). What is the academic efficacy of podcasting? Computers & Education, 55(3), 1063–1068. doi:10.1016/j.compedu.2010.05.002. JISC (2009) Joint Information Systems Committee. Available online at http://www.jisc.ac.uk/whatwedo/services/techwatch/aztechnologies/v.aspx Erişim tarihi 23 ocak 2015.
  • Loomes, M., Shafarenko, A., & Loomes, M. (2002). Teaching mathematical explanation through audiographic technology. Computers & Education, 38(1–3), 137–149.
  • McGarr, O. (2009). A review of podcasting in higher education: its influence on the traditional
  • Kay, R. H. (2012). Exploring the use of video podcasts in education: a comprehensive review of the literature. Computers in Human Behavior, 28(3), 820–831. doi:10.1016/j.chb.2012.01.011.
  • Kay, R., & Kletskin, I. (2012). Evaluating the use of worked-example based video podcasts to teach mathematics in higher education. Computers & Education, 59(2), 619–627. doi:10.1016/j.compedu.2012.03.007
  • Kay, R. H. (2014). Developing a Framework for Creating Effective Instructional Video Podcasts. International Journal of Emerging Technologies in Learning, 9(1), 22-30.
  • Kılıç Çakmak, E. (2007). The Bottle Neck in Multimedia: Cognitive Overload. Gazi Eğitim Fakültesi Dergisi, 27(2), 1-24.
  • McBride, K. (2009). Social-networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 35-58). San Marcos, Texas: CALICO.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book (2nd ed.). Thousand Oaks: Sage Publications.
  • Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1–4.
  • Plass, J., Moreno, R., & Brünken, R. (Eds.). (2010). Cognitive load theory. New York: Cambridge University Press.
  • Raines, J. M., and L. M. Clark. 2011. “A Brief Overview on Using Technology to Engage Students in Mathematics.” Current Issues in Education 14 (2): 1–7.
  • Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012). Exploring pre-service teachers’ beliefs about using web 2.0 technologies in K-12 classroom. Computers & Education, 59(3), 937–945.
  • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
  • Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123e138. http://dx.doi.org/10.1007/s10648-010-9128-5.
  • Sweller, J., Van Merrie¨nboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-295.
  • Tassler, N. (2003). Adding it up with elementary math problems. Technology and Learning, 23, 2-22.
  • Teo, T. , & Lee, C. B. (2010). Explaining the intention to use technology among student teachers. Campus-Wide Information Systems, 27(2), 60 – 67.
  • Teo, T., & Tan, L. (2012). The theory of planned behavior (TPB) and pre-service teachers' technology acceptance: a validation study using structural equation modeling. Journal of Technology and Teacher Education, 20(1), 89-104.
  • Treasure, J., Macare, C., Mentxaka, I. O., & Harrison, A. (2010). The use of a vodcast to support eating and reduce anxiety in people with eating disorder: A case series. European Eating Disorders Review: The Journal of the Eating Disorders Association, 18(6), 515–521.
  • Şendağ, S., & Odabaşɪ, H. F. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers & Education, 53, 132–141.

Details

Primary Language English
Subjects Education, Scientific Disciplines
Journal Section Research Articles
Authors

Serpil YORGANCI
0000-0001-7284-8340

Publication Date October 1, 2016
Published in Issue Year 2016, Volume 3, Issue 3

Cite

APA Yorgancı, S. (2016). Student’s beliefs about using worked–example based video podcast in mathematics courses . Participatory Educational Research , 3 (3) , 20-35 . DOI: 10.17275/per.16.12.3.3