This study aims to reveal the investigating the distance education process according to the demographic characteristics for the staff of the notary and the notaries in Turkey. In this research survey method is used. The sample group consists of 317 notary and notary employees who responded voluntarily to the scale in the distance education platform. Demographic information form and distance education satisfaction scale were used as data collection tools. In the analysis, ANOVA, T-Test, Mann Whitney-U, Kruskal-Wallis and Pearson Correlation were performed in accordance with sub-problems. As a result of the analysis, it was concluded that the satisfaction of the participants was between the sub-factors and the general satisfaction between the middle and high level. All factors were found to have a high positive and significant relationship between general satisfaction and each other. The satisfaction of the participants showed a significant difference according to age, but did not show a significant difference according to gender, task type, duration of work in the profession, number of notary employees, educational level and participating in distance education previously. As a result of the research, planning the gamification, measurement and evaluation and certificate programs that the participants would provide more interaction on the platform were considered important. The contents of education were found to be effective on satisfaction.

The aim of this work is to determine the most effective technologies and practices for the linguistic and sociocultural adaptation of foreign students studying in Russian and foreign universities, the use of which will help foreign students overcome barriers in academic performance, mastery of the Russian language, psychological and sociocultural adaptation in the host country. The fundamental basis of this study is the experimental work carried out at the Institute of Psychology and Education of Kazan Federal University, Arkalyk State Pedagogical Institute named after Y. Altynsarin, St. Petersburg National Research University of Information Technologies, Mechanics and Optics. Sociocultural and linguistic adaptation of foreign students is organized on the basis of an integrated approach, which is a combination of intercultural, humanistic, personality-oriented, activity-based approaches to learning. Education and training of foreign students should be organized on the basis of modern technologies and practices (authoring online simulators in Russian, interactive whiteboard, case method, brainstorming, role-playing game, discussion) contributes to effective language, socio-cultural adaptation of students. An effective tool to promote the sociocultural and linguistic adaptation of foreign students is a specially organized tolerant developing educational environment of the university, organized taking into account the specifics of social problems and the psychological state of migrants, contributing to the leveling of emerging problems of socio-cultural adaptation, the integration of foreign students in the host community. In this study, the most effective diagnostics were identified that affect the mechanisms of linguistic and sociocultural adaptation of foreign students studying in Russian and foreign universities: diagnostics of the level of social isolation of a person, determination of the level of depression, methods for determining sociocultural identity, adaptation of a person to a new sociocultural environment, methodology for determining level of knowledge of Russian as a foreign language. The scientific novelty of this study is to determine the most effective technologies and practices of linguistic and sociocultural adaptation of foreign students in the context of globalization and the Eurasian integration of sociocultural and educational space.

Cognitive learning complexity identification of assessment questions is an essential task in the domain of education, as it helps both the teacher and the learner to discover the thinking process required to answer a given question. Bloom's Taxonomy cognitive levels are considered as a benchmark standard for the classification of cognitive thinking (learning complexity) in an educational environment. However, it was observed that some of the action verbs of Bloom's Taxonomy are overlapping in multiple levels of the hierarchy, causing ambiguity about the real sense of cognition required. The paper describes two methodologies to automatically identify the cognitive learning complexity of given questions. The first methodology uses labelled Latent Dirichlet Allocation (LDA) as a machine learning approach. The second methodology uses the BERT framework for multi-class text classification for deep learning. The experiments were performed on an ensemble of 3000+ educational questions, which were based on previously published datasets along with the TREC question corpus and AI2 Biology How/Why question corpus datasets. The labelled LDA reached an accuracy of 83% while BERT based approach reached 89% accuracy. An analysis of both the results is shown, evaluating the significant factors responsible for determining cognitive knowledge.

This study investigated different modalities of videos in a flipped classroom for English writing classes in an intensive English program at a state university in Turkey. This quasi-experimental study was conducted with six experimental groups (n= 109) and one control group (n = 18). The dataset included the participants’ scores of an essay pretest and two posttests, namely, recall and essay posttests. The data analysis showed that the experimental group viewing the video lecture which includes simultaneous presentation of animation and on-screen text followed by a narration in a user-paced environment outperformed the control group on the recall posttest. The groups studying the video lecture including animation with simultaneous narration and sequential on-screen text in a whole presentation and in a part-by-part presentation outperformed the control group on the essay writing posttest. In the whole presentation, participants studied all the parts of a video in a system-paced design and answered the related questions whereas participants studied each part of a video and answered the related questions in a part-by-part presentation. The paper provides a discussion and a set of recommendations on how to design flipped classrooms.

Thepurpose of this study is, by using meta-analysis method, to examine whetherthere is a significant difference in the effect size of the TechnologicalPedagogical Content Knowledge (TPACK) according to gender. For this purpose, itwas examined whether both Technological Pedagogical Content Knowledge and theknowledge types related to TPACK shows a statistically significant differenceby gender. A total of 29 studies conducted both in Turkey and abroad between2007 and 2017 and meet the inclusion criteria were synthesized by themeta-analysis method. “Cohen’s d” was chosen as the effect size index in orderto examine the knowledge types related to TPACK by gender. Since the studieswere obtained from the literature, primary studies were combined according tothe Random Effects Model. It was concluded as a result of the analysis thatthere is a significant difference between the knowledge types about TPACK bygender, and in the sub-group analysis, technology knowledge, technologicalpedagogical knowledge and technological pedagogical content knowledge have a significanteffect size in favor of male; on the other hand, content knowledge, pedagogicalcontent knowledge, and technological content knowledge have an insignificanteffect size in favor of male and pedagogical knowledge has an insignificant effectsize in favor of female.

Facilities provided by social network sitesallow individuals to use social networks for various purposes such ascommunication, entertainment and information sharing. These purposes varydepending on the social networks individuals use and on their personalitytraits. The present study examined preservice teachers’ social network usepurposes with respect to their personality traits. The participants of thestudy were 660 preservice teachers attending a Turkish university. For datacollection in the study “Scale of Social Network Use Purposes” and “BasicPersonality Traits Inventory” were used. The research data were analyzed using PearsonCorrelation Analysis and Multi-Linear Regression Analysis. The findingsrevealed that among the personality traits, conscientiousness, openness to experienceand negative valence were predictors of the sub-factors of social network usepurposes. As for other personality factors, neuroticism and extraversion werenot significant predictors of the total social network use purpose score or itssub-factors.

The aim of the study is to determine the contribution of gamification to writing skills of middle school students. For this study, a lesson plan has been developed to relate Writing and Authorship Skills lesson to the gamification for middle school students. From this lesson plan, it was tried to determine the effectiveness of the teaching process. Therefore, the study was designed as action research. The research group is composed of seventh grade students. Criteria sampling technique was used to determine the participants. As a data collection tool, student diary, semi-structured interview form, semi-structured observation form, digital content of the students were used. Data obtained from the semi-structured interview form were analyzed by content analysis; other data were analyzed by descriptive analysis. Writing skills and gamification were related in the study. Turkish Language Teaching Program (2018) has been taken into consideration in the action plan which relates to gamification and writing skill. As a result of the study, it was seen that all participants were actively involved in the implementation process. In addition, it was concluded that gamification increased the interest of students towards the course, combined school and non-school life, facilitated classroom management, supported collaborative work, and developed creativity. As a result of this study, it is suggested that digital games can be used as a text type in Turkish language lessons with the method of gamification in order to positively affect motivation of the middle school students toward writing education.

The Turkish history has a very rich content in literary context as well as political and administrative achievements. The Turkish language, which dates back to B.C., has become one of the great languages that continues its existence until modern day, leaving priceless reference guide behind. The purpose of this research is to investigate the effects of lessons taught using activities designed with Augmented Reality Technology on the academic achievement and motivation of students in the teaching of the subjects of Yusuf Has Hacib, Kasgarli Mahmud, Kutadgu Bilig and Divanu Lugati’t-Turk which are among the cultural heritages called “Old Turkish Language Mementoes.” In this context, Augmented Reality environments were designed in relation to the mentioned works and authors and these designs were uploaded to AURASMA 3D application and made available for smart phones. Quantitative research model was adapted in the study and the quasi-experimental method with pre-test-post-test control group was used. At the end of the study whose procedures took 6 weeks in total with the involvement of 50 college students, it was determined that AR activities has a positive effect on the academic success of the students and increases the academic success of the students, and it creates a positive environment which motivates the students towards the lesson and learning.

There is a growing interest in the use of computer-based learning environments to enhance learning in higher education, but the implications of this on the improvement of metacognition in higher education have yet to be adequately explored. In the current study, 175 students who enrolled in an introductory psychology course were randomly assigned to experimental and control groups (computer-assisted vs. self-managed). In the computer-assisted condition, besides the lecture delivered four hours per week and for three months in total, students took a set of assignments based on evidence-based teaching in a computer-based environment. The control group, however, took these assignments as in-and-out class activities without using a computer environment. An assessment based on Bloom’s taxonomy was utilized to obtain metacognitive and competency scores for both groups. The results of the study showed that the students who completed the structured learning assignments as computer-based, self-learning environment showed better metacognition performance than those in the self-managed group, who did not engage with the online platform, even though there was no significant difference between the groups regarding competence on the course’s learning objectives. The current experiment offers an empirical validation for why instructors should use technology as a self-regulatory tool that enhances students’ metacognitive performance and competence of learning outcomes.

This mixed method study involved twenty students enrolled in three consecutive intakes of an Australian Bachelor of Laws program’s introductory unit. Pioneering a multi-element blended design, the unit featured three key elements: summary videos, self-test online quizzes and interactive discussion boards. These elements were chosen based on evidence-based research into digital tools found effective in enhancing students’ face-to-face learning experience in blended and fully online designs. The study’s main goal was to evaluate how students utilized these elements and in what ways their previous experiences with blended designs influenced their learning process in this unit. A focus-group and online surveys were used to collect data. Based on literature review, four areas of student experience with this blended designs formed a particular focus of this study: student expectations, support, resources, and collaboration. It was found that students extensively used videos and quizzes for catch-up, revision, and clarification, while discussion boards were not perceived as useful, with students preferring to have discussions face-to-face, in and out of classroom. Findings also indicated that students’ expectations of and previous experiences with blended learning can be leveraged to strengthen blended designs.