Manfred , Dost Kitabevi, Ankara. 3. Farklılıklarla Yaşamak/. Kültürlerarası İletişim,. Kartari, Asker, Ürün Yayınları, Ankara, 4 Kültürlerarası İletişim. Başlık Farklılıklarla yaşamak: kültürlerarası iletişim. Yazar Asker Kartarı Yayıncı Ürün, (2. Baskı ) ISBN , Uzunluk Recommended Course Material(s), Farklılıklarla Yaşamak: Kültürlerarası İletişim, Asker Kartarı, Ürün Yayınları, , Kültürlerarası İletişim: Farklı Kültürel.

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No part of TOJQI’s articles may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrival system, without permission in writing from the publisher. In this study, participants were asked to fill the 1. Data collected from ICT teacher candidates were analyzed through content analysis method. Based on the results, we found valid metaphors for e-books aske valid metaphors for the interactive books z-books.

Results show that while participants generate both positive and negative metaphors in regard to e-books, there were only positive metaphors generated for interactive books. Participants accepted interactive e-books more attractive than e-books due fadkllklarla its more than only-text feature.

Based on the analyses, transportability was the most stressed metaphor for e-books while participants uttered the address of different senses metaphor most for interactive books. Consequently, the importance of supporting learning environments with interactive books that include multimedia components were emphasized in this study.

Students’ attitudes towards e-books in a Scottish Higher Education Institute: Part 1, Library Review, 57 8Aedo, I. Active, interactive, and reflective learning. Some students still read books in the 21st century: So why use multimedia, the Internet, and lotus notes? Automatically generating an e-textbook on the web, World Wide Web: International Encyclopaedia of Education 3.

The Future of electronic publishing, scholarship in the electronic world seminar of April. Becoming a teacher as a hero s journey: Using metaphor in preservice teacher education. Teacher Education Quarterly, 32 1Grimshaw, S. Children s reading and comprehension. Metaphorical conceptualizations of ELS teaching and learning. Language Teaching Research, 6 2Gunter, B.

Turkish Online Journal of Qualitative Inquiry, April , 6(2) – PDF

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Qualitative jartar analysis 2. Survey reveals college students growing preference for e-texts, Library Journal,2, Use of simultaneous-synchronized macroscopic, microscopic, and symbolic representations to enhance the teaching and learning of chemical concepts.

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Farklılıklarla yaşamak : kültürlerarası iletişim

However, unlike traditional settings, the Internet, which has been developed and become widespread particularly aftercontributed to the improvement of an alternative publication settings called as electronic books e-books. First initiatives towards e-books date back to the s. In those years, several studies on generating texts on computer screen have been conducted and these types of studies continue growing nowadays as well.

More interactive content design have been done for touchscreen phones and computers. Thus, while the initial version of e-books comes up with only its transportability function, the current interactive versions of e-books become more demanding and popular due to a number of advantages among the users.

Those interactive type of e- books are differentiated than the traditional e-books which are called as the books that can be only read through electronic devices. However, interactive types of books include a variety of multimedia materials and enable users to interact with the content.

Therefore, they are called as interactive books, interactive e-books, or enriched e-books in the literature. However, in Turkey, enriched e-books z-books concept is the one most preferred.

The purpose of this study is to determine the perceptions of computer sciences teacher candidates towards e-books and interactive books. It is important for researchers to create a concrete picture of how computer sciences teacher candidates perceive these books. In this regard, we have used metaphors developed by participants to define their perspectives.

Participants of this study consisted of undergraduate students from 1 st, 2 nd, 3 rd, and 4 th grades in the Department of Computer Education and Instructional Technology in Firat University during Spring Semester. All students have actively used e-books as an instructional source in their courses.

However, only senior frakllklarla have actively used interactive books in addition to traditional e-books. Therefore, we have presented sample interactive books to other grades during one hour and allowed them to get basic information about the nature of interactive books. By means of open-ended akser, participants were asked to write a metaphor and a rationale for the metaphor for askerr types of book.

This method consisted of three analysis stages; Stage Defining, selecting, and coding metaphors, Stage- 2: Creating main metaphors by compiling sample metaphors, and Stage Grouping main metaphors in themselves.

As a result of metaphor analysis, we defined four categories for e-books: Based on the results of the analysis, kartwr participants generated both positive and negative metaphors in regard to e-books, there were only positive metaphors generated for interactive books.

Thus, it might be argues that participants perceive interactive e-books more attractive than e-books due to its more than only-text feature. Based on the analyses, transportability was the most stressed metaphor for e-books. Under this category, participants frequently used the metaphors such as bag, wallet, book, etc. Pile of text and knowledge repository metaphors categories were the second and the third stressed metaphors.

Under pile of text category, participants used metaphors such as encyclopedia and book while they utilized metaphors such as encyclopedia and teachers for knowledge repository category. In the investigation of metaphors regarding interactive books, we found that participants mostly addressed the address of different senses metaphor category.


Under this category, participants used animation and learning games metaphors. Then, increase interest in learning and learning with fun categories follow the most addressed category. Participants used metaphors such as computer games, animation, and movie for asekr category of increase interest in learning while farkllklarla used funfair, learning games metaphors for the learning with fun categories most.

However, it might be inferred that ssker is a more positive approach to interactive books since negative metaphors are only determined for e-books. Findings of the farkllklaral conducted by Rogers and Soules also show that students demand interaction and suitability for personal use for e-books, which support the findings of this research. In the light of both the literature and the findings of this research, it can be claimed the use of e-books for both types are preferred by students.

However, expectations for content and material regarding to e-book should not be ignored. Compelling features such as interactive multimedia materials are yaaamk for e-books in order to ensure effectiveness and productivity of learning process.

In this vein, it can be thought that applied research can play a significant role in setting out obstacles in e-book use and developing effective solutions. What are the opinions and the expectations of the pre-service teachers to create more affective online discussion environments that motived the online participation?

Departing from these questions, this research aimed to present some suggestions karatr create more affective online discussion environments that motived the online participation. The study data were yaama, from focus group interviews of pre-service teachers who have experience on farillklarla learning The study group consisted of 84 pre-service teachers whose grade were between 3 rd year and 4 th year.

The study had conducted between fall semester of the academic year and fall semester of the academic year. Open-ended questions like what are your reasons to participate or not to online discussion environment, what are your expectations from these environments and in which environment you would learn better were asked to participants of focus group interviews.

The obtained data were divided kaartar the themes by content analysis. As a result of this study, seven themes were formed. Some farkll,larla the suggestions developed from these themes are online comments would be in visual and audible formats by adding visual and audible materials as well as having done in text format, therefore comment tracing would allow listening and watching, comments would be listed in an appropriate sorting methodology, reply comments would be displayed in different color and with quantity.

Moodle da sorun oluyor. Moodle bunu belirtiyor yanda ama dikkat edilmiyor. Geri bildirim olmuyor ortamda. A study of adolescent girls’ website design asksr.

Foundations of educational theory for online learning.