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Blended learning (BL) has been increasingly implemented in higher education. However, limited research is available to understand the role of metacognitive awareness, reflective thinking, problem solving and community of inquiry as related to students' academic self-efficacy in BL. The purpose of this research is to examine the effect of metacognitive awareness, reflective thinking, problem solving and community of inquiry on students' academic self-efficacy in BL. This correlational study collected data from 217 undergraduate students in an introductory computer course, using five well-established instruments. The research found a strong and positive relationship between self-efficacy and metacognitive awareness, reflective thinking and problem solving skills. There was also a moderate positive relationship between students' academic self-efficacy and community of inquiry. In addition, the predictive models revealed that metacognitive awareness, reflective thinking, problem solving skills and community of inquiry were the predictors of academic self-efficacy as well as its subdimensions, such as learners' engagement, social status and cognitive applications. The article then discusses the practical and research implications of the study and suggests future research directions.

This research aims to reveal the trend in peer instruction that many researchers around the world have been working on for over 20 years. In this context, 58 papers published in journals indexed in SSCI were examined in terms of different variables (e.g., research methods, courses, and response technologies). The bibliometric results showed that the most used keyword and the most used word in the abstract sections of the studies was peer instruction. Systematic review results revealed that the continent and country with the most studies among 17 countries in four continents is North America and the USA, respectively. Moreover, the majority of studies were published in 2016. It was also found that studies are generally carried out with numerical courses such as physics, chemistry, and computer science. Other findings provided from the researches were discussed in detail, and various suggestions were made for teachers and researchers in line with the findings obtained from the study.

Individual and multiple games played on the Internet are seen as a popular leisure activity, which is becoming increasingly common among young people. With the COVID 19 pandemic, the interest in Internet games has increased because young people spend more time at home. This has led to an increase in Internet gaming disorder, which is recognized by the American Psychiatric Association and the World Health Organization. When the literature is examined, attention is drawn to the importance of revealing the factors associated with Internet gaming disorder to combat Internet gaming disorder in young people. This research was carried out to reveal the Internet gaming disorder profiles of university students in Turkey and to determine the factors associated with it. In this direction, the structural relationships between cyberloafing, narcissism, locus of control, and social appearance anxiety variables, which are thought to be associated with Internet gaming disorder, were examined. The research data were obtained from 596 university students studying in various cities in Turkey. Research findings show that cyberloafing and locus of control directly affect Internet gaming disorder. Narcissism, on the other hand, has been shown to have a mediating effect on Internet gaming disorder through cyberloafing. It has been determined that Internet gaming disorder affects social appearance anxiety. Research results show that Internet gaming disorder can be reduced by improving internal locus of control and reducing cyberloafing behaviors and narcissism. The results of the research will provide tips to experts on interventions that can be made for students with Internet gaming disorder. In line with the findings obtained from the research, what can be done to combat Internet gaming disorder is discussed.

The purpose of this study was to investigate the effect of digital concept cartoons and maps in eliminating misconceptions of secondary school students. The research was conducted with 67 students who were studying at three different branches of 7th grade of secondary school. The research was conducted according to semi-experimental design with pre-test, posttest control group, and quantitative and qualitative research methods (mixed pattern) were used together. Accordingly, the mathematics classes in the Study Group I were conducted by the DCC method and the mathematics courses in the Study Group II were conducted by the DCM, and the mathematics courses in the control group were processed by traditional teaching method. In order to determine the students' misconceptions before and after the experiment, Misconception Test was used which was applied as Pre-test and Post-test. In addition, students' opinions and observation processes related to the use of DCC and DCM in mathematics class were included in the experimental process. As a result of the data analysis, there was no statistically significant difference between Study Group I, Study Group II and control group when the results of the Misconception test of the control and study groups were compared. In addition, students stated that the use of DCC and DCM in mathematics course have advantages such as making the courses enjoyable, drawing attention, increasing interest in the course, and visualizing the course topics. In the direction of the findings obtained from the research, various suggestions were made to the teachers and researchers about the use of DCC and DCM in secondary school mathematics courses.

The interest in using online formative assessment activities has gradually increased in both traditional teaching and distance education processes. Research emphasizes the importance of using online formative assessment in learning processes. Due to this fact, it is essential to uncover pre-service teachers' thoughts about online formative assessment activities in a critical manner. Because they will decide whether to employ these activities in the educational field in a few years. Therefore, the aim of this study is to explore pre-service teachers' opinions about the advantages and disadvantages of online formative assessment. The research was conducted on 35 pre-service teachers enrolled in Computer I course during an academic term. They participated in online formative assessment activities every week within the scope of the research. An online formative assessment system based on multiple-choice exams and providing immediate feedback was developed. Data were collected through using a semi-structured interview method and content analysis was conducted to analyze the data. The advantages and disadvantages of using online formative assessment activities that provide immediate feedback in the form of a multiple-choice exam were revealed according to pre-service teachers' opinions as a result of this study. Various practical and constructive suggestions were offered for the design, development and implementation of online formative assessment in accordance with the results obtained from the research.

The study examined the relationship between democratic, authoritarian, and protective-demanding parental attitudes, obsessive-compulsive disorder (OCD), and Instagram addiction. It is based on the correlational research design in which the structural relationships between the variables were used. The study was carried out on 421 university students using Instagram. Of the students participating in the study, 233 were females (55.3%), and 188 were males (44.7%). Parental attitude scale, Instagram addiction scale, and OCD scale were used for the data collection, and Structural Equation Modeling was used for the data analysis. According to the study results, protective/demanding parental attitude significantly predicts OCD, OCD significantly indicates Instagram addiction, and OCD mediates the relationship between protective/demanding parental attitude and Instagram addiction. Conversely, democratic parental attitude does not predict OCD, and authoritarian parental attitude does not predict OCD. Based on the results of this study, protective/demanding parental involvement should be considered when preparing a strategic move to reduce OCD and prevent Instagram addiction among young people. In this a mediation model, the focus of intervention is OCD. Therefore, based on the results of this study, OCD should be considered when preparing a strategic move to prevent or treat Instagram addiction among young people.

This study aimed to investigate the effects of augmented reality (AR) applications in geometry teaching on academic achievement, self-regulated learning skills (SRLS), and motivation of secondary school students. The research was carried out on students in the eighth grade at a state secondary school in Turkey. The research was carried out according to the quasi-experimental design with the pretest-posttest control group, including 20 students in the experimental group (EG) and 20 in the control group (CG). While geometry teaching supported by AR applications was carried out with the EG students, traditional education was carried out with the CG students. Within the scope of the mathematics course, the achievements of the three-dimensional geometric objects unit in the curriculum were discussed. As a result of the analysis, it was determined that the difference in achievement test, self-regulated learning scale, and motivation scale scores between the groups was statistically significant in favor of the EG students. The study's qualitative findings show that the AR application is fun and interesting for the students and positively affects academic achievement and active participation in the lesson. The research results were discussed according to the results in the literature, and suggestions were made for new research and applications.

Virtual learning communities can be formed through social media platforms, enabling the implementation of various learning activities. One of the essential components of virtual learning communities created on social media is the knowledge-sharing behaviors (KSB) of students. Studies show that some students actively participate in the knowledge-sharing processes, while some students do not actively participate in this process the observed phenomenon could potentially be attributed to the psycho-social condition of the students. The main goal of this research was to establish the factors related to the KSB of the students in the virtual learning community created in the social media environment. The research investigated the structural associations among KSB, need for social approval (NfSA), happiness, self-control and self-management (SC-SM), and dispositional hope (DH) structures. A total of 176 university students, engaged in the virtual learning community formed on social media, were included in the research. The research was implemented within the scope of Computing II course. Students used the virtual learning community created for the course during one academic semester and shared knowledge. In the study, relationships between structures were discovered by path analysis. Research results showed that the NfSA and DH were significantly related to KSB. According to the results, happiness and SC-SM did not significantly relate to KSB. It can be said that supporting students' social approval needs and increasing hope levels can be beneficial to improve students' KSB in virtual learning communities to be created in social media environments. According to another result of the study, it was observed that as the SC-SM levels of the students increased, their happiness and DH levels also increased. In line with the results obtained from the results, what can be done to improve the KSB of students in virtual learning communities was discussed, and various suggestions were made for researchers and practitioners.

This mixed-method pretest/post-test experimental study examined the effect of learning analytics (LA)-based interventions on students' academic achievement and self-regulatory skills, and explored students' perceptions of such interventions in flipped classrooms (FC). Sixty-two college students from an introductory computer course were randomly assigned to the experimental or control group, with 31 participants in each condition. In the following 10 weeks, LA-based personalized interventions, including both visual feedback and written recommendations were provided to those in the experimental group on a weekly basis. Quantitative analyses found significant improvements in students' academic achievement as well as their self-regulated learning skills in the treatment group. Consistently, students' comments and feedback confirmed that LA-based interventions were effective in promoting self-regulated learning in FC. The researchers discuss both practical and research implications in FC and in online learning, provide recommendations for the design and advancement of LA-based interventions, and suggest future directions for LA research in higher education.

The aim of this research is to examine the structural relationships between metacognitive thinking skills, critical thinking standards and academic self-efficacy of teacher candidates. The research was carried out according to the relational survey method and structural equation modelling was done in the analysis of the data. The data of the study were obtained from 244 teacher candidates. Personal information form, Critical Thinking Standards Scale, Metacognitive Thinking Scale and Academic Self-Efficacy Scale were used as data collection tools in the study. The findings of the research show that the teacher candidates have a positive moderate relationship between critical thinking standards and metacognitive thinking skills. There appears to be a positive low level of relationship between critical thinking standards and academic self-efficacy. There appears to be a positive moderate relationship between metacognitive thinking skills and academic self-efficacy. Various suggestions have been made to investigators and researchers in the findings obtained from the research.

Author(s): Fatma Gizem Karaoglan Yilmaz [sup.1] , Ummuhan Avci [sup.2] , Ramazan Yilmaz [sup.3] Author Affiliations: (1) grid.449350.f, 0000 0004 0369 647X, Faculty of Science, Department of Computer Technology & [...], The COVID-19 pandemic has become a major health problem worldwide. In addition to the physical effects of COVID-19 on individuals, it has caused psychological and social problems on individuals. One of these problems is related to feelings of loneliness they experienced during the pandemic process and the increase in aggression and smartphone addiction levels, which are thought to be related. The main goal of current research is to explore the effects of loneliness and aggression behaviors on smartphone addiction. The data of the study were obtained from 843 university students (565 female and 278 male; 17-54 age range) who voluntarily participated in the research from 68 of 81 provinces in Turkey. Research data were obtained based on participants' self-reports through an online questionnaire. Personal information form, Smartphone Addiction Scale, UCLA Loneliness Scale, and Buss-Perry Aggression Questionnaire were used as data collection tools. Research findings show that the feeling of loneliness affects aggression behaviors and smartphone addiction, and aggression behaviors also affect smartphone addiction. Therefore, it can be said that loneliness and aggression are variables in predicting university students' smartphone addiction.

This mixed-method pre-test/post-test experimental study aims to investigate the effects of Augmented Reality (AR) supported English as a foreign language course on 42 high school students' attitudes towards the English language course, on learners' beliefs of self-efficacy in English and on their motivation towards the instructional materials used in the class. Following a 10-week teaching period, both the quantitative and the qualitative results showed that the AR-enhanced foreign language education significantly improved students' attitudes towards the English language course and increased their beliefs of self-efficacy in the English language. The results also revealed that the implementation of AR technology had a significant positive impact on the motivation levels of learners towards the instructional materials in the classroom. The AR technology in the class served as an interactive and entertaining tool which transformed a monotonous learning atmosphere into an engaging and effective one. Finally, the findings confirmed that AR-driven listening and speaking activities could lead students to gain a good understanding in English language topics and that teachers could make use of AR not only in classrooms but also for extra-curricular activities.

One of the main problems encountered in the online learning process is the low or absence of students' engagement. They may face problems with behavioral engagement, cognitive engagement, emotional engagement in online learning environments. It is thought that the problems related to students' engagements can be overcome with personalized metacognitive feedback support based on learning analytics. In this research, the effect of personalized metacognitive feedback support based on learning analytics in online learning for recommendation and guidance was investigated on student engagement. The research was designed in conformity with experimental design, and it was performed on 68 first graders at a university in Turkey. The procedure was conducted within the scope of the Computing II Course based on online learning. The participants were randomly apportioned to experimental and control groups. Students in the experimental group were provided with personalized metacognitive feedback support based on learning analytics for recommendation and guidance. This support was not given to the control group. The personalized metacognitive feedback support used in this research consists of two basic components. These: (a) Learning analytics reports created with data obtained from students' weekly learning management system usage; and (b) The second component of the feedback messages is the recommendations messages prepared personalized for each participant based on learning analytics reports. The data of the study was obtained by the students' engagement scale which is used as pretest and posttest. The findings of the study revealed that the experimental group students' engagement was higher than the control group. Based on the research findings, it was seen that providing personalized metacognitive feedback based on learning analytics to students in online learning would improve students' engagement. Therefore, it can be said that providing personalized metacognitive feedback based on learning analytics in online learning is a useful approach. This research has a novel and unique value in examining the effect of personalized metacognitive feedback based on learning analytics on students' engagement. In line with the findings obtained from the research, various suggestions were made for educators, administrators, and researchers.

The purpose of this study was to determine the skill levels of secondary school students regarding computational thinking, programming self-efficacy and reflective thinking aimed at problem solving and examine their experiences in the programming training process on robotic activities. Toward this purpose, a 10-week application was conducted with 55 students from 6th and 7th grades who received education at a secondary school in Western Black Sea region of Turkey during the school year of 2017-2018. The study was conducted using the mixed model and various scales in the quantitative dimension. On the other hand, a semi-structured interview form developed by the researchers was applied in the qualitative dimension. As a result, it was found out that students' computational thinking skills, programming self-efficacy and reflective thinking aimed at problem solving were moderate. Students' levels of computational thinking and programming self-efficacy were observed to differ depending on their grade levels. In addition, a positive and moderate relationship was found among the levels of computational thinking, programming self-efficacy and reflective thinking aimed at problem solving.

The extensification activities of Education Informatics Network use in Turkey are in progress. The use and preferability of this education portal by teachers and students depend on various factors. One of these factors is usability. The purpose of this research is to make the usability analysis of the Education Informatics Network from the perspective of secondary school students. The participants of the study consist of 10 students who are from secondary school where the Movement of Enhancing Opportunities and Improving Technology is carried out. The data of the study were obtained from the eye-tracking method in the completion process of the authentic tasks given to the students and from the survey that was used to determine the demographic information. The results of the study show that the students completed the authentic task with success and they are able to reach the search results accurately and rapidly.

The purpose of this study is to analyze in a descriptive way the published work within the context of lifelong learning in the last decade. For this purpose, the SCI-EXPANDED, SSCI and A&HCI citation indexes in the Web of Science database were used. The following search terms were used as appropriate: "Lifelong Learning" and "Life-long Learning". A total of 297 articles were found in the search results and these studies were analyzed according to the journal they published, the language, the research methods and their participants. This research was prepared using the document review technique within the scope of the survey research model. The data were collected by a form developed by the researcher. The collected data are analyzed descriptively and the results were shown graphically. According to findings, it can be said that the articles were published in 205 different journals, the English language was used the most, the most qualitative methods were preferred as the research method and the participants concentrated on very different samples. It is expected that this research will be a guide for future researches, since such researches on the field of lifelong learning are rarely seen in the literature.

The purpose of this study is to identify whether computational thinking skills among secondary school students differ depending on the type of digital games they play. The participants of this study were 202 secondary school students at 5th, 6th, 7th and 8th grades during 2016-2017 academic year. Correlational survey method was used during this study. Furthermore, there were three different data collection instruments used. The first one was "Personal Information Form". The second one was "Computational Thinking Skills Scale" and the third data collection instrument was "Questionnaire for Type of Games Played with Digital Tools". Results indicated that students scored higher compared to other sub-scales while their scores from the critical thinking sub-scale was the lowest. The most frequently played game category of the students was found to be dress up/make-up games.

The need for distance education is increasing due to such reasons as keeping up with the changing social conditions, meeting the learning needs of the individuals and enabling them to be lifelong learners. In addition to many advantages distance education provides, it also has certain restrictions. One of these restrictions is the problems encountered in evaluating students' success and performance. The purpose of this study is to examine the viewpoints of lecturers regarding the evaluation process of academic success and performance of those students who are attending to online distance education program and to compare lecturers' views on assessment and evaluation practices carried out in face-to-face classroom environment with those online assessment and evaluation practices. The study was a case study and the data of the study were collected from the lecturers who lectured in a distant education program of a state university. Based on the findings of the study, the problems that lecturers have in evaluating the success and performance of the students in online distance education and possible solution suggestions for these problems are presented.

Information and Communication Technologies (ICT) have been rapidly prevailed among the children and youths. Personal technologies facilitating the students to gain some learning experiences both in and out of the schools also include many threats. It is important for students to have high awareness of safe internet and computer use to overcome with these threats. In this research, it was aimed to reveal internet security and computer usage awareness profiles of students studying in the secondary school. The data were collected from 2029 students studying in the secondary schools in Bartin Province in Turkey by using a questionnaire developed by the researchers. The data obtained from the questionnaire were analyzed based on the pre-determined themes and the students' information security and computer usage awareness profiles were revealed. The findings indicate that the majority of the students are insufficient regarding information security and computer usage awareness and they could be under risk in online settings towards the threats. In the discussion section, some measures for the parents, schools and policy makers were mentioned to increase students' information security and computer usage awareness.

In this research, the effect of the use of learning analytics (LA) based feedback as a metacognitive tool on the learners' transactional distance and motivation was examined. The research was carried out according to experimental design and was carried out on 81 university students. The students were randomly assigned to the experimental and control groups. While the students in the experimental group were provided feedback on the weekly LA results, no feedback was provided to the students in the control group about the LA results. Research data were obtained through transactional distance scale and motivated strategies for learning questionnaire. The results of the study showed that providing metacognitive feedback support to learners about LA results has an effect on decreasing transactional distance and increasing motivation. In line with the results of the research, various suggestions were given for researchers, teachers and instructional designers.

This research aims to investigate into the effect of using learning analytics (LA)-based process feedback on students' perceptions of community of inquiry (teaching, social and cognitive presence) and their reflective thinking skills. By using a mixed-method research approach (QUAN + qual), this study was conducted as an experimental design with the pretest-posttest control group. A total of 104 university students who were randomly assigned to the experiment group (EG) and control group (CG) were recruited in this study. The procedure was conducted within the scope of the computing course based on the flipped classroom (FC) model. While the participants in the EG received LA-based process feedback which shows their LA results in a weekly manner, those in the CG did not get any LA-based process feedback. The data were collected through the Community of Inquiry Scale, the Reflective Thinking Scale and a semi-structured student opinion form. The findings indicated that sending feedback including the students' LA results had a statistically significant effect on the students' perceptions of community of inquiry and reflective thinking skills. Based on the findings of the study, several recommendations for teachers, instructional designers and researchers have been made.

The purpose of this research is to examine the effect of vertical and shared e-leadership approaches on self-regulated learning skills, motivation and group collaboration processes (group cohesion, group atmosphere, and group transactive memory system) in online project-based learning. The study was carried out according to a factorial experimental design (2 × 2) and mixed methods approach was used. The study was conducted on 41 teacher candidates randomly assigned to vertical and shared e-leadership groups. As a data collection tool; Self-Regulated Learning Scale, Motivation Scale, Transactive Memory Scale, Group Atmosphere Scale, Group Cohesion Scale, and a semi-structured interview form were used. Research findings indicate that there is no statistically significant difference between vertical and shared e-leadership groups in terms of self-regulated learning skills, motivation and group collaboration processes. In other words, both leadership approaches were found to be useful in the management of groups in online project-based learning. The qualitative findings of the research reveal that there are some advantages and disadvantages in both approaches. In this context, the shared e-leadership approach is determined to be useful especially in terms of fostering the sense of belonging to the group by sharing the leadership role within the group, ensuring a fair distribution of responsibility and workload among the group members. The vertical e-leadership approach was found to be useful in providing communication, cooperation and coordination among the group members thanks to the group leader, ensuring the planned progress of the group works.

There is a growing interest in the use of learning analytics in higher education institutions. Learning analytics also appear to have the potential to be used to provide personalized feedback and support in online learning. However, when the literature is examined, the use of learning analytics for this purpose appears as a gap to be investigated. This research aims to examine the opinions of pre-service teachers about the personalized recommendation and guidance feedback based on learning analytics. The research was carried out on 40 pre-service teachers in the Computer I course, which was conducted according to the flipped learning model for 12 weeks. Throughout the research process, personalized feedback based on learning analytics was provided by researcher (the researcher is also the teacher of the Computer I course) to pre-service teachers at the end of each week. Accordingly, the students' weekly learning management system (LMS) obtained learning analytics results from the log data related to their usage behavior. Then, the researcher prepared personalized recommendation and guidance messages based on learning analytics results. Learning analytics results and related recommendations and guidance messages were sent via LMS (from the messaging tool) as feedback. This process was done for each pre-service teacher by the researcher every week during the research process. The data of the research were obtained with a semi-structured opinion form and content analysis was made in the analysis of the data. As a result of the research, beneficial aspects and limitations of personalized recommendation and guidance feedback based on learning analytics from the perspective of pre-service teachers were revealed. In line with the results obtained from the research, various suggestions were made for the design and use of feedback messages based on learning analytics.

This study was conducted to investigate the effect of task and group awareness (TaGA) support provided to group members by a pedagogical agent (PA) in computer-supported collaborative learning (CSCL) on the students' attitudes towards collaborative learning and self-regulated learning skills (SRLS). A quasi-experimental research design with pretest and posttest control groups and mixed methods were used in this study. Participants were undergraduate students (n = 42) enrolled in the Computing II course in their first year. Of the 42 university student, 15 (35.7%) were male and 27 (64.3%) were female. The participants were randomly assigned to the experimental and control groups. The findings of the study demonstrated that TaGA support provided to the members of the experimental group through the PA in CSCL fostered students' attitudes towards online collaborative learning but did not affect their SRLS. The findings obtained from the qualitative data were in good agreement with the quantitative data. This study contributes to the field by providing practical suggestions on how the learning process and outcomes in CSCL can be improved through PA-based support and scaffolding.

This study compared the technological pedagogical content knowledge (TPACK) competency of pre-service teachers with their self-efficacy perception towards technology integration, based on various variables; and the correlation between their TPACK competencies and self-efficacy perceptions towards technology integration were examined. The study sample comprised 713 freshmen and senior class students studying at different departments at Ankara University Faculty of Educational Sciences on 2012-2013 academic year spring semester. The data collection tools used in the study were Personal Information Form, Technopedagogical Education Competency Scale and Technology Integration Self Efficacy Scale. At the end of the study, TPACK competencies of pre-service teachers' studying at first and fourth years and their selfefficacy perceptions towards technology integration were revealed; and these competencies were examined by gender, grade and department variables. In addition, the correlation between pre-service teachers' TPACK competency levels and self-efficacy perceptions towards technology integration were predicted.

The purpose of the current study was to determine the impact of different forms of feedback (text/image/video) on the transactional distance (TD) perceptions and critical thinking skills (CTS) of the learners in online collaborative discussions. The study was designed as a quasi-experimental study and was carried out with the participation of 104 pre-service teachers. TD Scale and Critical Thinking Standards Scale were used as data collection instruments. The findings revealed that whilst the form of feedback had a significant difference on TD perception, it did not create a significant difference on CTS. When the impact of feedback form on TD perception of the learners was examined, it was seen that the group with the lowest TD perception was the one which was given video-based feedback in online discussions. This group was followed by the groups to whom image- and text-based feedback was given.

The purpose of this study is to determine the effects of structured discussion by giving participants in online discussion groups different roles in transactional distance perception and knowledge sharing behaviors. In the study, a quasi-experimental design was utilized with pretest and posttest control groups. The study was conducted with 111 first-year undergraduate students at a university for 10 weeks. Quantitative and qualitative data collection techniques were used in the study, and the data were obtained from the Transactional Distance Scale, Knowledge Sharing Behavior Scale, and Student Opinion Determination Form. The findings indicate that online discussions carried out by assigning roles to discussion group members (starter, moderator, arguer, source searcher, and summarizer) decreased students' transactional distance perceptions and improved knowledge sharing behaviors in online discussions. Different suggestions are offered about how to structure online discussions in accordance with the findings of the qualitative data analysis.