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The aim of this study is to present a model proposal on determining the student participation rate in synchronous courses given in Learning Management Systems (LMS). Especially in situations where equal opportunities cannot be provided or opportunities are limited, distance education provides benefits for learning anytime and anywhere (ubiquitous learning) with the support of educational technologies. When the literature is examined, thanks to distance education; It is seen that it offers a very advantageous teaching environment in terms of location, time, convenience in accessing the resources needed and cost-benefit. However, when the literature is analyzed, it is found that there is a problem in determining the participation levels and rates of students in the Learning Management Systems used in distance education. Students access the activity or course in LMS using text-based user information and passwords. Unfortunately, it is not possible to determine with the current LMS whether the participant is the real responsible person or he/she is actively/synchronously following the course. In this context, a design model has been presented using face recognition algorithms to determine attendance in distance education, to ensure more active participation and to increase success indirectly. In the proposed model, tests were made using special filters for image processing, and in cases where the number of samples was increased, more than 80% accuracy was provided. The proposed design model was developed in Visual Studio.Net platform and coded on C# programming language. SQL server is used as database management system and EmguCV library is used for the image processing stages. © 2020. Turkish Online Journal of Distance Education. All rights reserved.

The paper aims to report the influence of self-control and self-regulated learning on a group of tertiary students' learning outcomes in a blended learning environment. In this project, 74 second-year students who were enrolled in a blended course of ICT in Education completed a questionnaire survey on self-control and self-regulated learning skills at the beginning of the course and weekly reports about their learning experiences during the course. It was found that self-control (as a dispositional personality trait) and self-regulated learning (students' capability of using effective strategies to achieve their learning goals) would predict the participants' course outcomes that were indexed by their final grades in the course. The impact of self-control on the participants' learning outcomes was mediated through their self-regulated learning and course participation. Refereed/Peer-reviewed

Yaşamımızın her alanında yoğun bir şekilde kullanılan bilişim teknolojileri eğitim alanında da öğretim teknolojileri olarak kullanılmakta ve bu alanda sürekli gelişim göstermektedir. Özellikle fırsat eşitliğinin sağlanamadığı veya imkanların sınırlı olduğu durumlarda öğretim teknolojileri kullanılarak her zaman ve her yerde öğrenme (ubiquitous learning) amacıyla uzaktan eğitim gerçekleştirilebilmektedir. Eğitim hizmetlerinin olmazsa olmazı durumuna gelen uzaktan eğitim pek çok faydalı özelliğe sahiptir. Literatür incelendiğinde, uzaktan eğitimin yer, zaman, bilişim araçlarının ortak kullanımı, gerek duyulan kaynaklara erişimdeki kolaylıklar ve fayda-maliyet açısından oldukça avantajlı bir öğretim ortamı sunduğu anlaşılmaktadır. Ancak uzaktan eğitimde kullanılan Öğrenme Yönetim Sistemleri (LMS-Learning Management System) ile ilgili katılımcıların etkinliklere hangi oranda katılım sağladıklarına dair durumun tespit edilmesinde sorun olduğu saptanmıştır. Katılımcı LMS'de kullanıcı bilgilerini kullanarak etkinliğe erişim sağladığında etkinliğe katılım bilgisi tutulmaktadır. Ancak katılımcının eğitimi alması gereken kişi olup olmadığı ve verilen eğitimi aktif olarak takip edip etmediği şu anki sistemler ile bilinmemektedir. Bu bağlamda yapılan çalışma ile uzaktan eğitimde derse katılımı tespit etmek, daha fazla aktif katılımı sağlamak ve dolaylı olarak başarıyı artırmak amaçlanmış ve yüz tanıma algoritmaları kullanılarak bir tasarım modeli sunulmuştur. Modelin uygulanabilirliği için özel filtreler kullanılarak testler yapılmış olup örnek sayısının arttığı durumlarda %80'in üzerinde doğruluk sağlanmıştır. Önerilen tasarım modeli Visual Studio 2015 C#.Net platformunda, EmguCV görüntü işleme kütüphaneleri ve SQL Server 2017 kullanılarak geliştirilmiştir., Information technologies that are used intensively in every field are also used as teaching technologies in the field of education and this field is continuously developing. Especially when opportunity equality is not provided or possibilities are limited, in order to teach anytime and anywhere, distance education is carried out using teaching technologies. Distance education, which is a sine qua non of educational services, has many useful features. When the literature is examined, it is understood that distance education provides a highly advantageous teaching environment in terms of location, time, common use of communication tools, accessibility to necessary resources and cost-benefit. However, it has been determined that there is a problem in determining where the attendants related to the LMS-Learning Management System used in distance education have participated in the events. Attendance information is held when LMS accesses the event using user information. However, it is not known with the present systems that the participant is the person to be trained and whether or not the given training is actively pursuing. With this study, it was aimed to determine course participation in distance education, to provide more active participation and indirectly increase the success, and a design model was presented using face recognition algorithms. For the applicability of the model, special filters were used and the accuracy was over 80% when the number of samples increased. The recommended design model was developed using Visual Studio 2015 C # .Net platform, EmguCV image processing libraries, and SQL Server 2017.

目的：本研究は，アディクション等の障害を持ちながら地域で生活されているセルフヘルプグループのメンバーが，看護学科の健康教育論の授業へ参加し，自らの体験を語ることによる学生の学習効果と授業への知見を得るものである。方法：研究に同意の得られたアディクション等のセルフヘルプグループメンバーと学生を対象にアンケート調査をした。セルフヘルプグループメンバーの伝えたいことと学生の理解内容の比較および学生の授業前後の関心度と印象度を比較検討した。結果：受講後の学生は，セルフヘルプグループへの関心度やセルフヘルプグループメンバーの印象度が有意に高まった。また，セルフグループメンバーが学生に伝えたいことと学生が学んだことは，一致する項目と一致しない項目がみられた。一致する項目は，「人との関係やつながりの大切さ」や「自分たちの思いを知ってほしい」ということであった。一致しない項目として，「本音を語れる良い機会だった」，「社会復帰について」，「当事者が看護者や社会に期待すること」，「治療の大変さ」などであった。学生の学びの構造を因子分析した結果，『現状を知ること』と『その人の内面を知ること』の2つの因子が生成された。考察：当事者の話を直接体験として聞くことは，学生の関心度を高めたり先入観をなくす良い機会になっていた。しかし，セルフヘルプグループメンバーと学生の有用性の間に一致と不一致が混在していた。不一致部分については，今後の参加授業にグループワークやディスカッションを取り入れ，学生がその人自身の内面的な心情にも触れて，『その人の内面を理解すること』へ結びつけることが，さらなる学習効果を得ることになると考える。, Purpose: In the present study, self-help group members with Mental health-related issues such as alcohol dependence who were living in the community participated in a nursing department health education theory course and described their personal experiences. The study was designed to assess knowledge acquired from the course and the learning effects among the students. Method: A questionnaire was administered to consenting self-help group members and nursing students. Content for which students demonstrated comprehension was compared with points that self-help group members wanted to convey. In addition, a comparison of the students' interest and impression levels before and after the course was examined. Results: Levels of interest in self-help groups and the strength of impressions left by self-help group members significantly were increased among students after taking the course. The points that group members wanted to convey and the material that students reportedly learned matched for some items, but not all. The items that matched were "the importance of connections and relationships with others" and "the desire for others to know my thoughts." Items that differed included "good opportunity to say what I truly think," "re-entering society," "expectations for nurses and society," and "difficulty in receiving treatment." Factor analysis on the structure of student learning yielded the factors "Knowledge of Current Situations" and "Knowledge of Internal Aspects of Another." Discussion: The direct experience of listening to the accounts of the self-help group members was a good opportunity for heightening interest levels and eliminating bias among the students. Despite this, there was a lack of consistency in how the members and students applied course experiences. Future course participation should include group work and discussion on the items lacking consistency. Further learning effects may be observed in students by touching upon the emotional states of others and linking inconsistent points to "understanding the internal aspects of others."