Akcapinar, G. | Bayazit, A.

Article | 2018 | Turkish Online Journal of Distance Education19 ( 4 ) , pp.116 - 125

The deep and surface learning approaches are closely related to the students' interaction with learning content and learning outcomes. While students with a surface approach have a tendency to acquire knowledge without questioning and to try to pass courses with minimum effort, students with a deep learning approach tend to use more skills such as problem-solving, questioning, and research. Studies show that learning approaches of students can change depending on subject, task and time. Therefore, it is important to identify students with a surface learning approach in online learning environments and to plan interventions that enco . . .urage them to use deep learning approaches. In this study, video viewing behaviors of students with deep and surface learning approaches are analyzed using video analytics. Video viewing patterns of students with different learning approaches are also compared. For this purpose, students (N=31) are asked to study a 10-minutes-long video material related to Computer Hardware course. Video interactions in this process were also recorded using video player developed by the authors. At the end of the lab session, students were asked to fill in the Learning Approach Scale by taking into account their learning approaches to the course. As a result of the study, it was observed that the students with surface approach made a statistically significant forward seek over to the students used deep learning approach while watching the video. Moreover, an investigation on the time series graphs of two groups revealed that surface learners watched the video more linearly and had fewer interactions with it. These interaction data can be modeled with machine learning techniques to predict students with surface approach and can be used to identify design problems in video materials. © 2018, Turkish Online Journal of Distance Education-TOJDE Daha fazlası Daha az

Bayazit, A. | Akçapinar, G.

Article | 2018 | Elementary Education Online17 ( 1 ) , pp.14 - 25

Online learning environments, record all kinds of information including interactions of students with content and various activities related to forum, wiki, etc. (viewing, deleting, adding, updating, etc.) in databases. This data is an important source for research analysts and educational data mining researchers for better understanding of learning processes and solving educational problems. Along with the increasing use of video-based learning materials in online learning environments, significant amount of these interactions have begun to take place on videos, however, existing learning management systems do not allow or allow li . . .mited analysis of video viewing behaviors. On the other hand, analyzing these data will provide important information to the researchers in understanding the video viewing behavior of their students and in using video-based course material more effectively. The aim of this study is to develop a video player that allows researchers to record video interactions of their students. The technical specifications of the developed video player, the interaction data obtained by the tool and the analysis of the data obtained after the application of the Video Analytics Tool explained in detail. © 2018, Ankara University. All rights reserved Daha fazlası Daha az

Bayazit, A. | Bayram, S. | Cumaoglu, G.K.

Article | 2018 | Cypriot Journal of Educational Sciences13 ( 4 ) , pp.431 - 443

Learning Management Systems, Massive Open Online Courses and Wikis are designed in hypertext format, which offers a more participatory and productive environment to create and share information. In these environments, the students navigate on their own to reach objectives (learning) or seek information (searching). However, users are sometimes faced with a common and serious problem called disorientation, which is defined as the feeling of being lost in web-based environment. It is important to determine the reasons for disorientation in order to make the students navigate more efficiently in these environments. For this purpose, an . . . experimental research was designed and a 223-page wiki environment was developed as a network structured hypertext environment. Sixty-nine university students' navigation processes including 6.880 row log data were recorded in order to measure their disorientation scores. We found that task complexity negatively affected disorientation scores. Possible causes of the results are discussed. © 2018 SciencePark Research, Organization & Counseling. All rights reserved Daha fazlası Daha az

Bayazit, A. | Bayram, S. | Cumaoglu, G.K.

Article | 2018 | Sciencepark Research Organization and Counseling

Users sometimes face a common and serious problem called disorientation, which is defined as the feeling of being lost in a web-based environment. It is important to determine the reasons for disorientation in order to make the students navigate more efficiently in these environments. The aim of this study is to investigate the relationship between navigation patterns, disorientation level and students’ cognitive ability. For this purpose, an experimental research was designed and a 223-page Wiki environment was developed as a network structured hypertext environment. Sixty-nine university students’ navigation processes including 6. . . .880-row log data were recorded in order to measure their disorientation scores. We found that task complexity negatively affected disorientation scores. Disorientation scores decreased as the tasks became more difficult. Possible causes of the results are discussed. © 2018 SciencePark Research Daha fazlası Daha az