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The novel coronavirus (2019-nCoV) outbreak caused a paradigm change in education and made it necessary to conduct educational activities through online learning environments (OLEs). This sudden shift also affected special education practices for learners with autism spectrum disorder (ASD). The present study aims to investigate the current issues in online education studies relating to individuals with or involved with (i.e., parents or teachers) ASD. For this purpose, a literature search was carried out to review the relevant studies conducted from 2010 to 2019, and 19 studies were selected based on predefined research criteria. Content analysis was performed to analyze the reviewed articles considering the following domains: publication year, country, field, purpose, research methods, instruments, results, and suggestions. Results indicated that the publication rates of studies pertaining to individuals with ASD, their parents and teachers increased after 2014, and although OLEs are found to be beneficial in meeting the needs of the target group, several improvements are needed to make them more useful and adaptable.

The primary purpose of this study is to investigate CT skills development process in learning environments. It is also aimed to determine the conceptual understanding and measurement approaches in the studies. To achieve these aims, a systematic research review methodology was implemented as the research design. Empirical studies on computational thinking indexed in the Web of Science and ERIC databases were selected without constraint on the publication dates. The studies found were examined and a pre-analysis was conducted by the researchers. Following the pre-analysis, 29 articles were selected to be included in the study. Content analysis was applied in order to determine and evaluate the common codes and themes related to the findings. In conclusion, instead of relying on attractiveness, functionality, market share of educational tools (robotic sets, software packets etc.), availability of qualified learning activities focused on problem solving is the main point practitioners should consider.

The main aim of this study was to investigate the new generation in order to identify their distinctive characteristics considering their everyday technology use during their lifespan. The secondary aim was to examine the needs of individuals in the Generation-Z in educational environments equipped with technology. A mixed-method research design was utilized. Data were collected by the New Generation Characteristics Scale (NGCS), and by an interview form. The participants of this study were 882 university students. The quantitative data were analyzed using descriptive and inferential techniques, and the qualitative data using content analysis. As a result, participants' internet and social media use frequency was found to be related with their NGCS scores. Internet use from childhood was also found to be an important characteristic for Generation-Z. On the other hand, socio economical statuses were not effective in identifying Generation-Z members. In addition, it was seen that interactive technological applications should be included in the courses in which students can work in collaboration. The students preferred interactive technologies and applications, supporting multitasking features of Generation-Z. In addition, the students wanted to see the availability of more flexible environments, such as online discussions and access to materials outside the classroom. In this study, Generation-Z was more open to cooperation, and they had higher communication skills, which is consistent with previous research.

Even though instructional videos are often used in many areas covering a wide range of studies and applications, the lack of a common approach for the definition and classification of instructional videos results in the use of several different models for these purposes. In order to develop such a common approach, there remains the need to build a structure, through which these videos may be defined and classified. The purpose of this study is to design a scheme for the definition and classification of instructional videos based on the namings and qualifications used in the literature and to examine the usability of this scheme. For this purpose, in the first part of this study; the naming and qualifications used in the literature were determined and gathered in a common framework using the content analysis method. Articles published in the Web of Science between 2008 and 2018 with keywords or titles that contained the phrase "instructional video" were accessed. After that, relevant articles were identified using the document analysis method. The results of the analysis indicated that most articles pertained to videos with features structured around the dimensions of interaction, screen design, sequence, included components (picture, voice, text, etc.), subject/content and connection. In the second stage, verification studies were performed to examine the usability of this framework, a classification scheme was developed based on the aforementioned main dimensions and tested for verification. The created scheme allows for classifying video types based on eight main dimensions of interaction, connection, screen design, sequence, component, image format, instant and subject/content, which were identified in the light of the findings obtained from the study. It is believed that this scheme will make it easier for researchers to identify which videos to use. Despite the potential that disruptive technologies offer for facilitating smart pedagogy, the confusion relating to different definitions and classifications in pedagogical understandings is seen as an obstacle for smart teaching systems. The classification model proposed in this study will provide guidance to smart pedagogy studies in terms of data definition and orientation.

The purpose of the present study was to examine the effect of scenario-based interactive videos, on students' achievement and their development of self-regulated learning behaviors, when used in an English grammar course. Scenario-based interactive videos can present an experience-centered learning environment that enables students to be more active in the learning process. A true experimental research design was used. The sample consisted of 84 seventh-grade non-native speakers from an elementary school. The students were divided into two groups. The experimental group used scenario-based interactive videos, while the control group used non-scenario-based interactive videos. Pre and post-tests were conducted to measure achievements of the students in each group. Moreover, screen log data were examined to evaluate their self-regulated learning behaviors. Finally, the results showed that the students in the experimental group were more successful than those in control group with regard to their achievement level on the posttest. The experimental group showed self-regulated learning behaviors more than the control group did.

Using technology in medical education has drawn the attention of researchers in the last several years. Especially, videos have been found to promote effective learning in medical education. This study aims to examine general trends and results of articles investigating video usage in medical education and published in SSCI and ERIC journals from 2000 to 2014. For this purpose, the researchers systematically read and analyzed 43 relevant articles. Descriptive content analysis methodology was applied to examine the trends of studies on video usage in medical education. Researchers used a publishing classification form to categorize characteristics of the articles during content analyses. The results showed that the number of articles published about video usage in medical education particularly increased from 2009 to 2011. Instructional environments were the most common topic, the most frequently used video type was a case video, and the samples were mostly medical students. Quantitative methodology and analysis were employed regularly, and the most preferred data collection tool was a questionnaire. The reviewed articles suggested many benefits to using videos, such as enabling cognitive learning and gaining clinical skills. In conclusion, many studies have been published on video usage in medical education, and their general consensus is that video usage increases learning. Findings direct future studies on the subject.

This study aimed to compare the effects of interactive and non-interactive videos concerning the autism spectrum disorder on medical students' achievement. It also evaluated the relation between the interactive videos' interactivity and the students' decision-making process. It used multiple methods, including quantitative and qualitative methods. The participants were 60 medical students, divided into two groups. One group watched an interactive video while the other watched a non-interactive video. Pre- and post-tests were used to evaluate the students' relevant achievements in each group. Moreover, a think-aloud protocol was used to evaluate the decision-making process of the group who watched the interactive video. The pre- and post-test results indicated an increase in the achievements of students in the tested groups. Students who watched the interactive video were found to be more successful. Finally, watching interactive videos was shown to positively affect medical students' decision-making process.

The primary purpose of this study is to investigate CT skills development process in learning environments. It is also aimed to determine the conceptual understanding and measurement approaches in the studies. To achieve these aims, a systematic research review methodology was implemented as the research design. Empirical studies on computational thinking indexed in the Web of Science and ERIC databases were selected without constraint on the publication dates. The studies found were examined and a pre-analysis was conducted by the researchers. Following the pre-analysis, 29 articles were selected to be included in the study. Content analysis was applied in order to determine and evaluate the common codes and themes related to the findings. In conclusion, instead of relying on attractiveness, functionality, market share of educational tools (robotic sets, software packets etc.), availability of qualified learning activities focused on problem solving is the main point practitioners should consider. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to examine the effect of scenario-based interactive videos, on students' achievement and their development of self-regulated learning behaviors, when used in an English grammar course. Scenario-based interactive videos can present an experience-centered learning environment that enables students to be more active in the learning process. A true experimental research design was used. The sample consisted of 84 seventh-grade non-native speakers from an elementary school. The students were divided into two groups. The experimental group used scenario-based interactive videos, while the control group used non-scenario-based interactive videos. Pre and post-tests were conducted to measure achievements of the students in each group. Moreover, screen log data were examined to evaluate their self-regulated learning behaviors. Finally, the results showed that the students in the experimental group were more successful than those in control group with regard to their achievement level on the posttest. The experimental group showed self-regulated learning behaviors more than the control group did. [ABSTRACT FROM AUTHOR]

This study aimed to compare the effects of interactive and non-interactive videos concerning the autism spectrum disorder on medical students’ achievement. It also evaluated the relation between the interactive videos’ interactivity and the students’ decision-making process. It used multiple methods, including quantitative and qualitative methods. The participants were 60 medical students, divided into two groups. One group watched an interactive video while the other watched a non-interactive video. Pre- and post-tests were used to evaluate the students’ relevant achievements in each group. Moreover, a think-aloud protocol was used to evaluate the decision-making process of the group who watched the interactive video. The pre- and post-test results indicated an increase in the achievements of students in the tested groups. Students who watched the interactive video were found to be more successful. Finally, watching interactive videos was shown to positively affect medical students’ decision-making process. [ABSTRACT FROM PUBLISHER]