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Yıl 2022, Cilt: 6 Sayı: 2, 48 - 64, 26.12.2022

Öz

Kaynakça

  • REFERENCES [1] Turhan K, Kurt B. Computer based medicine education: Improved skin segmentation using YCbCr color space. Energy Educ Sci Tech-B 2010;2:1-20.
  • [2] Haliloglu-Tatli Z. Computer based education: Online learning and teaching facilities. Energy Educ Sci Tech-B 2009:1:171-181.
  • [3] Yesilyurt M. Meta-analysis of the computer assisted studies in physics: A sample of Turkey. Energy Educ Sci Tech-B 2011;3:173-182.
  • [4] Koray O. The effectiveness of problem-based learning supported with computer simulations on academic performance about buoyancy. Energy Educ Sci Tech-B 2011;3:293-304.
  • [5] Bernstein P, Tipping J, Bercovitz K, Skinner HA. Shifting students and faculty to a PBL curriculum: Attitudes changed and lessons learned. Acad Med 1995;70:245-247.
  • [6] Eng KH. Can asians do PBL- CDTL Brief 2000:3:3-4.
  • [7] Gibbon C, Wall C. Student perceptions of problem-based learning: A case study. 2006. Available from: http://www.uclan.ac.uk/facs/health/nursing/sonic/paper1.htm 2005.
  • [8] Lieux EM. A comparative study of learning in lecture versus problem-based format. 2006. Available from: http://www.physics.udel.edu/wwwusers/pbl/cte/spr96-nutr.html
  • [9] Lo A. Developing quality students for the hospitality and tourism industries through problem- Based learning. In Second Asia-Pacific CHRIE and the Sixth Biennial Conference on Tourism in Asia, Phuket, Thailand, May 27-29, 2004.
  • [10] Vernon DT. Attitudes and opinions of faculty tutors about problem-based learning. Acad Med 1995;70:216-223.
  • [11] Yilmaz MF, Yesilyurt M, Odabas A. Meta analysis of the computer aided studies in mathematics: A sample of Turkey. Energy Educ Sci Tech-B 2013;5:739-748.
  • [12] Camnalbur, M. A Meta-Analysis for the Effectiveness of Computer Based Education. Master Thesis, Marmara University, Institute of Educational Sciences, Istanbul, 2008.
  • [13] Cakiroglu U, Cebi A, Akkan Y. Use of computer games for educational purpose: teachers’
  • [14] Coklar AN. Analyzing the effects of use of Facebook for educational purpose on academic Success of the preservice teachers from their perspectives. Energy Educ Sci Tech-B 2012;4:617-626.
  • [15] Selwyn N. Screw blackboard… do it on Facebook!: An investigation of students’ educational use of Facebook. Pole 1.0 – Facebook social research symposium at University of London, 2007.
  • [16] Baytak A. Factors appeared in student-teachers’ views about computer-based instructional material development. Energy Educ Sci Tech-B 2012;4:831-842
  • [17] Metzger MJ, Flanagin AJ, Zwarun L. College student Web use, perceptions of information credibility, and verification behavior. Comput Educ 2003;41:271–290.
  • [18] Chan-Lin L, Hong J, Horng J, Chang S, Chu H. Factors influencing technology integration in teaching: a Taiwanese perspective. Innov Educ Teach Int 2006;43:57–68.
  • [19] Ivers KS. Changing Teachers’ Perceptions and the Use of Technology in the Classroom. The American Educational Research Association, New Orleans, LA, 2002.
  • [20] Havista N, Lesgold A. Situational effects in classroom technology implementations: Unfulfilled expectations and unexpected outcomes. In Kerr, S. T. (Ed.), Technology and the future of schooling: Ninety-fifth Yearbook of the National Society for the Study of Education, Part 2, University of Chicago Press, Chicago, pp 131-171, 1996.
  • [21] Cuban L, Kirkpatrick H, Peck C. High access and low use of technologies in high school classrooms: Explaining an apparent paradox. Am Educ Res J 2001;38:813-834.
  • [22] Cicek Y, Aytekin S, Duysak A, Inan HZ. Teaching children geometric shapes through a new technological toy: “Computer-smart little mathematicians.” Energy Educ Sci Tech-B 2012;4:1425-1432.
  • [23] Inan HZ. Teaching science process skills in kindergarten. Energy Educ Sci Tech-B 2011:3:47–64.
  • [24] Demirbas C. Innovative preschool education. Energy Educ Sci Tech-B 2011;3:647–652.
  • [25] Alisinanoglu F, Inan HZ, Ozbey S, Usak M. Early childhood teacher candidates` qualifications in science teaching. Energy Educ Sci Tech-B 2012;4:373–390.
  • [26] Demirbas MF. Contemporary child education. Energy Educ Sci Tech-B 2012;4:1015-1020.
  • [27] Gulay H. Relationship of different variables to depressive symptoms in early childhood: A research from the point of parental acceptance-rejection, social development, social skills and peer relationships. Energy Educ Sci Tech-B 2011;3:431–440.
  • [28] Kausar T, Choudhry BN, Gujjar AA. A comparative study to evaluate the effectiveness of computer assisted instruction (CAI) versus class room lecture (CRL) for computer science at ICS level. The Turkish Online J Educ Technol 2008;7:19–28.
  • [29] Kutluca T. The feasibility of computer assisted instructional materials developed on the subject of quadratic functions. Energy Educ Sci Tech-B 2012;4:1879-1892.
  • [30] Christmann E. P, Badgett J. L. The comparative effectiveness of CAI on collegiate academic performance. J Computing in Higher Educ 2000;11:91–103.
  • [31] Tatar E. The effect of dynamic mathematics software on achievement in mathematics: The case of trigonometry. Energy Educ Sci Tech-B 2012;4:459–468.
  • [32] Tas E, Cepni S, Kaya E. The effects of web-supported and classical concept maps on students’ cognitive development and misconception change: a case study on photosynthesis. Energy Educ Sci Tech-B 2012;4:241–252.
  • [33] Robertson H. Toward a theory of negativity: teacher education and information and communications technology. J Teacher Educ 2003;54:280–296.
  • [34] Russell M, Bebell D, O’Dwyer L, O’Connor K. Examining teacher technology use: implications for preservice and inservice teacher preparation. J Teacher Educ 2003;54:297–310.
  • [35] Chu S-L, Lo M-L. Effects of integrating digital design lab course with computer organization course. Energy Educ Sci Tech-B 2012;Special Issue:1-6.
  • [36] Chu S-L, I G-S. Investigating the influences of group and individual projects completion on the computer organization curriculum. Energy Educ Sci Tech-B 2012;Special Isuue:61-68.
  • [37] Gokyer N. Evaluation of internet usage in education by administrators and teachers serving in secondary education schools. Energy Educ Sci Tech-B 2013;5:705-714.
  • [38] Coban A, Kayri M, Cokluk O. Estimation of factors affecting Internet dependence level of adolescent individuals in Turkey with censored regression method. Energy Educ Sci Tech-B 2013;5:831-842.
  • [39] Feng Y. Research about China's logistics distribution based on E-commerce environment. Energy Educ Sci Tech-B 2013;5:1003-1010.
  • [40] Kostic-Stankovic M, Lecic-Cvetkovic D, Golubovic-Protic B. Analysis of obstacles for wider adoption of Internet advertising in Serbia. Energy Educ Sci Tech-B 2014;6:157-168.
  • [41] Khalid MS, Herawan T. Teaching and learning using computers: How should we tread on its’ changing technology? Energy Educ Sci Tech-B 2015;7:151-166.
  • [42] Mishra P, Koehler MJ. Technological pedagogical content knowledge: A framework for teacher knowledge. Teach College Record 2006;108:1017-1054.
  • [43] Wolfe AW. Social network analysis: Methods and applications. Am Ethnologist 1997;24: 219–220.
  • [44] Scott J. Social network analysis. Sociology 1988;22:109–127.
  • [45] Chatti MA, Jarke M, Frosch-Wilke D. The future of e-learning: a shift to knowledge networking and social software. Int J Knowledge Learning 2007;3:404–420.
  • [46] Mason R, Rennie F. E-learning and social networking handbook: resources for higher education. Taylor & Francis, 2008.
  • [47] Lan L, Shi R, Wang B, Gou X, Mao J. SNS-based learning partner recommendation and collaboration in E-learning system. Energy Educ Sci Tech-B 2012;Special Issue:1393-1398.
  • [48] Clark-Ridgway AJ. Foreign Language Students' Perceptions of Instructional Techniques That Promote Language Learning. Ph.D., Indiana State University, Indiana, 2000.
  • [50] Egenfeldt-Nielsen S. Overview of research on the educational use of video games. Digital Kompetanse 2006;3:184–213.
  • [49] Hostetter O. Video games - the necessity of incorporating video games as part of constructivist learning. Game research: The Art, Business and Science of Computer Games, 2002. Retrieved 2008. Available from http://game-research.com/index.php/articles/video-games-the- necessity-of-incorporating-video-games-as-partof-constructivist-learning.
  • [51] Jones T, Brown C. Reading engagement: a comparison between ebooks and traditional printn books in an elementary classroom. East Carolina University, USA. Int J Instruct 2011;9:1308-1470.
  • [52] Clay J. Preparing for effective adoption and use of eBooks in education. University of Bath Technology, UK, 2012.
  • [53] Shamir A, Korat O, Fellah R. Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: can e-books help? Reading Writing Interdiscip J 2012;58:45-69.

A Step-by-Step Guide to Building a Computer-Based Digital Education (CBE) model with an Interactive Electronic Book (E-book)

Yıl 2022, Cilt: 6 Sayı: 2, 48 - 64, 26.12.2022

Öz

Asynchronous online learning allows real-time interaction between students and teachers. In computer based education (CBE), hypermedia, hypertext and multimedia terms are widely used. Especially if synonyms are widely used, the distinction between hyper- and multimedia is especially important. The CBE means that computers in education includes that e-learning, Internet learning, distributed learning, networked learning, tele-learning, virtual learning, computer-based learning, web-based learning and distance learning. Electronic books (eBooks) or e-textbooks are defined as the digitized book by those involved in creating, providing and distributing information. The first step in creating an eBook reader is to create content. In most cases, the content may already have been created for a printed publication. Technically, creating eBooks is extremely easy and has a variety of possibilities for creating rich eBooks. The eBook industry tries to serve the needs of this area with over twenty years of experience. Interactive eBooks have come a long way and can present information in ways that have not been possible in the past.

Kaynakça

  • REFERENCES [1] Turhan K, Kurt B. Computer based medicine education: Improved skin segmentation using YCbCr color space. Energy Educ Sci Tech-B 2010;2:1-20.
  • [2] Haliloglu-Tatli Z. Computer based education: Online learning and teaching facilities. Energy Educ Sci Tech-B 2009:1:171-181.
  • [3] Yesilyurt M. Meta-analysis of the computer assisted studies in physics: A sample of Turkey. Energy Educ Sci Tech-B 2011;3:173-182.
  • [4] Koray O. The effectiveness of problem-based learning supported with computer simulations on academic performance about buoyancy. Energy Educ Sci Tech-B 2011;3:293-304.
  • [5] Bernstein P, Tipping J, Bercovitz K, Skinner HA. Shifting students and faculty to a PBL curriculum: Attitudes changed and lessons learned. Acad Med 1995;70:245-247.
  • [6] Eng KH. Can asians do PBL- CDTL Brief 2000:3:3-4.
  • [7] Gibbon C, Wall C. Student perceptions of problem-based learning: A case study. 2006. Available from: http://www.uclan.ac.uk/facs/health/nursing/sonic/paper1.htm 2005.
  • [8] Lieux EM. A comparative study of learning in lecture versus problem-based format. 2006. Available from: http://www.physics.udel.edu/wwwusers/pbl/cte/spr96-nutr.html
  • [9] Lo A. Developing quality students for the hospitality and tourism industries through problem- Based learning. In Second Asia-Pacific CHRIE and the Sixth Biennial Conference on Tourism in Asia, Phuket, Thailand, May 27-29, 2004.
  • [10] Vernon DT. Attitudes and opinions of faculty tutors about problem-based learning. Acad Med 1995;70:216-223.
  • [11] Yilmaz MF, Yesilyurt M, Odabas A. Meta analysis of the computer aided studies in mathematics: A sample of Turkey. Energy Educ Sci Tech-B 2013;5:739-748.
  • [12] Camnalbur, M. A Meta-Analysis for the Effectiveness of Computer Based Education. Master Thesis, Marmara University, Institute of Educational Sciences, Istanbul, 2008.
  • [13] Cakiroglu U, Cebi A, Akkan Y. Use of computer games for educational purpose: teachers’
  • [14] Coklar AN. Analyzing the effects of use of Facebook for educational purpose on academic Success of the preservice teachers from their perspectives. Energy Educ Sci Tech-B 2012;4:617-626.
  • [15] Selwyn N. Screw blackboard… do it on Facebook!: An investigation of students’ educational use of Facebook. Pole 1.0 – Facebook social research symposium at University of London, 2007.
  • [16] Baytak A. Factors appeared in student-teachers’ views about computer-based instructional material development. Energy Educ Sci Tech-B 2012;4:831-842
  • [17] Metzger MJ, Flanagin AJ, Zwarun L. College student Web use, perceptions of information credibility, and verification behavior. Comput Educ 2003;41:271–290.
  • [18] Chan-Lin L, Hong J, Horng J, Chang S, Chu H. Factors influencing technology integration in teaching: a Taiwanese perspective. Innov Educ Teach Int 2006;43:57–68.
  • [19] Ivers KS. Changing Teachers’ Perceptions and the Use of Technology in the Classroom. The American Educational Research Association, New Orleans, LA, 2002.
  • [20] Havista N, Lesgold A. Situational effects in classroom technology implementations: Unfulfilled expectations and unexpected outcomes. In Kerr, S. T. (Ed.), Technology and the future of schooling: Ninety-fifth Yearbook of the National Society for the Study of Education, Part 2, University of Chicago Press, Chicago, pp 131-171, 1996.
  • [21] Cuban L, Kirkpatrick H, Peck C. High access and low use of technologies in high school classrooms: Explaining an apparent paradox. Am Educ Res J 2001;38:813-834.
  • [22] Cicek Y, Aytekin S, Duysak A, Inan HZ. Teaching children geometric shapes through a new technological toy: “Computer-smart little mathematicians.” Energy Educ Sci Tech-B 2012;4:1425-1432.
  • [23] Inan HZ. Teaching science process skills in kindergarten. Energy Educ Sci Tech-B 2011:3:47–64.
  • [24] Demirbas C. Innovative preschool education. Energy Educ Sci Tech-B 2011;3:647–652.
  • [25] Alisinanoglu F, Inan HZ, Ozbey S, Usak M. Early childhood teacher candidates` qualifications in science teaching. Energy Educ Sci Tech-B 2012;4:373–390.
  • [26] Demirbas MF. Contemporary child education. Energy Educ Sci Tech-B 2012;4:1015-1020.
  • [27] Gulay H. Relationship of different variables to depressive symptoms in early childhood: A research from the point of parental acceptance-rejection, social development, social skills and peer relationships. Energy Educ Sci Tech-B 2011;3:431–440.
  • [28] Kausar T, Choudhry BN, Gujjar AA. A comparative study to evaluate the effectiveness of computer assisted instruction (CAI) versus class room lecture (CRL) for computer science at ICS level. The Turkish Online J Educ Technol 2008;7:19–28.
  • [29] Kutluca T. The feasibility of computer assisted instructional materials developed on the subject of quadratic functions. Energy Educ Sci Tech-B 2012;4:1879-1892.
  • [30] Christmann E. P, Badgett J. L. The comparative effectiveness of CAI on collegiate academic performance. J Computing in Higher Educ 2000;11:91–103.
  • [31] Tatar E. The effect of dynamic mathematics software on achievement in mathematics: The case of trigonometry. Energy Educ Sci Tech-B 2012;4:459–468.
  • [32] Tas E, Cepni S, Kaya E. The effects of web-supported and classical concept maps on students’ cognitive development and misconception change: a case study on photosynthesis. Energy Educ Sci Tech-B 2012;4:241–252.
  • [33] Robertson H. Toward a theory of negativity: teacher education and information and communications technology. J Teacher Educ 2003;54:280–296.
  • [34] Russell M, Bebell D, O’Dwyer L, O’Connor K. Examining teacher technology use: implications for preservice and inservice teacher preparation. J Teacher Educ 2003;54:297–310.
  • [35] Chu S-L, Lo M-L. Effects of integrating digital design lab course with computer organization course. Energy Educ Sci Tech-B 2012;Special Issue:1-6.
  • [36] Chu S-L, I G-S. Investigating the influences of group and individual projects completion on the computer organization curriculum. Energy Educ Sci Tech-B 2012;Special Isuue:61-68.
  • [37] Gokyer N. Evaluation of internet usage in education by administrators and teachers serving in secondary education schools. Energy Educ Sci Tech-B 2013;5:705-714.
  • [38] Coban A, Kayri M, Cokluk O. Estimation of factors affecting Internet dependence level of adolescent individuals in Turkey with censored regression method. Energy Educ Sci Tech-B 2013;5:831-842.
  • [39] Feng Y. Research about China's logistics distribution based on E-commerce environment. Energy Educ Sci Tech-B 2013;5:1003-1010.
  • [40] Kostic-Stankovic M, Lecic-Cvetkovic D, Golubovic-Protic B. Analysis of obstacles for wider adoption of Internet advertising in Serbia. Energy Educ Sci Tech-B 2014;6:157-168.
  • [41] Khalid MS, Herawan T. Teaching and learning using computers: How should we tread on its’ changing technology? Energy Educ Sci Tech-B 2015;7:151-166.
  • [42] Mishra P, Koehler MJ. Technological pedagogical content knowledge: A framework for teacher knowledge. Teach College Record 2006;108:1017-1054.
  • [43] Wolfe AW. Social network analysis: Methods and applications. Am Ethnologist 1997;24: 219–220.
  • [44] Scott J. Social network analysis. Sociology 1988;22:109–127.
  • [45] Chatti MA, Jarke M, Frosch-Wilke D. The future of e-learning: a shift to knowledge networking and social software. Int J Knowledge Learning 2007;3:404–420.
  • [46] Mason R, Rennie F. E-learning and social networking handbook: resources for higher education. Taylor & Francis, 2008.
  • [47] Lan L, Shi R, Wang B, Gou X, Mao J. SNS-based learning partner recommendation and collaboration in E-learning system. Energy Educ Sci Tech-B 2012;Special Issue:1393-1398.
  • [48] Clark-Ridgway AJ. Foreign Language Students' Perceptions of Instructional Techniques That Promote Language Learning. Ph.D., Indiana State University, Indiana, 2000.
  • [50] Egenfeldt-Nielsen S. Overview of research on the educational use of video games. Digital Kompetanse 2006;3:184–213.
  • [49] Hostetter O. Video games - the necessity of incorporating video games as part of constructivist learning. Game research: The Art, Business and Science of Computer Games, 2002. Retrieved 2008. Available from http://game-research.com/index.php/articles/video-games-the- necessity-of-incorporating-video-games-as-partof-constructivist-learning.
  • [51] Jones T, Brown C. Reading engagement: a comparison between ebooks and traditional printn books in an elementary classroom. East Carolina University, USA. Int J Instruct 2011;9:1308-1470.
  • [52] Clay J. Preparing for effective adoption and use of eBooks in education. University of Bath Technology, UK, 2012.
  • [53] Shamir A, Korat O, Fellah R. Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: can e-books help? Reading Writing Interdiscip J 2012;58:45-69.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Ayber Acar

Erken Görünüm Tarihi 27 Aralık 2022
Yayımlanma Tarihi 26 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 6 Sayı: 2

Kaynak Göster

APA Acar, A. (2022). A Step-by-Step Guide to Building a Computer-Based Digital Education (CBE) model with an Interactive Electronic Book (E-book). Uluslararası Çevresel Eğilimler Dergisi, 6(2), 48-64.
AMA Acar A. A Step-by-Step Guide to Building a Computer-Based Digital Education (CBE) model with an Interactive Electronic Book (E-book). IJENT. Aralık 2022;6(2):48-64.
Chicago Acar, Ayber. “A Step-by-Step Guide to Building a Computer-Based Digital Education (CBE) Model With an Interactive Electronic Book (E-Book)”. Uluslararası Çevresel Eğilimler Dergisi 6, sy. 2 (Aralık 2022): 48-64.
EndNote Acar A (01 Aralık 2022) A Step-by-Step Guide to Building a Computer-Based Digital Education (CBE) model with an Interactive Electronic Book (E-book). Uluslararası Çevresel Eğilimler Dergisi 6 2 48–64.
IEEE A. Acar, “A Step-by-Step Guide to Building a Computer-Based Digital Education (CBE) model with an Interactive Electronic Book (E-book)”, IJENT, c. 6, sy. 2, ss. 48–64, 2022.
ISNAD Acar, Ayber. “A Step-by-Step Guide to Building a Computer-Based Digital Education (CBE) Model With an Interactive Electronic Book (E-Book)”. Uluslararası Çevresel Eğilimler Dergisi 6/2 (Aralık 2022), 48-64.
JAMA Acar A. A Step-by-Step Guide to Building a Computer-Based Digital Education (CBE) model with an Interactive Electronic Book (E-book). IJENT. 2022;6:48–64.
MLA Acar, Ayber. “A Step-by-Step Guide to Building a Computer-Based Digital Education (CBE) Model With an Interactive Electronic Book (E-Book)”. Uluslararası Çevresel Eğilimler Dergisi, c. 6, sy. 2, 2022, ss. 48-64.
Vancouver Acar A. A Step-by-Step Guide to Building a Computer-Based Digital Education (CBE) model with an Interactive Electronic Book (E-book). IJENT. 2022;6(2):48-64.

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