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Öğe An Investigation of Digital Transformation Activities of Higher Education in Türkiye(Ozgen Korkmaz, 2023) Yavuz, Mehmet; Kayalı, Bünyami; Karaman, SelçukThis study aimed to examine the digital transformation activities of universities. The document analysis method was used in the study, one of the qualitative research methods. In this context, the websites of 207 universities were examined using the "Digital transformation activities form of universities" developed by the researchers. The data were analyzed by content analysis method. As a result of the analysis, six broad themes, also called dimensions in the current study, emerged, such as research, education, culture, process, technology, and community service regarding digital transformation activities of higher education institutions. Infrastructure studies, educational activities for research and supply and the use of smart systems to provide various cooperation opportunities are discussed within the scope of the research dimension. There are online scientific studies, online education programs, digital resources, and open access opportunities in the education dimension. As for the culture dimension, online manager activities for corporate culture, training of trainers, culture-arts and scientific activities took place. With the transfer of business processes to the digital environment, corporate promotion and communication activities were included in the process dimension. In the technology dimension, smart systems, smart campus applications and innovative technologies took place. Finally, the scope of community service compromised related units, university-industry cooperation activities and social activities. As a result, universities carry out activities to support processes such as education, research, management, and cooperation and to realize them in digital environments. For this purpose, it can be said that they perform effective and efficient processes by using various intelligent systems. © 2023, Ozgen Korkmaz. All rights reserved.Öğe Artificial Intelligence- Supported Formative and Summative Assessment Approaches in Blended Learning Environments(IGI Global, 2025) Yavuz, Mehmet; Kayalı, BünyamiThis chapter explores the role of artificial intelligence (AI) and summative assessment in blended learning environments, beginning with the historical evolution of assessment systems. It highlights the limitations of traditional methods in objectivity, validity, inclusiveness, and feedback. AI technologies address these issues through functions such as personalised learning, real- time feedback, automated scoring, and enhanced test security. AI not only reduces teachers' workload but also enriches students' learning through data- driven insights. While formative assessment guides learning based on immediate performance data, summative assessment evaluates outcomes effectively. These AI- supported approaches transform assessment into a continuous, integrated component of the learning process. The chapter also addresses ethical concerns, such as data privacy and algorithmic fairness, stressing the importance of teacher competence and secure data handling. In conclusion, AI- enhanced assessment extends beyond traditional boundaries and becomes a dynamic tool to support learning. © 2026, IGI Global Scientific Publishing. All rights reserved.Öğe Investigating the relationship between social presence and transactional distance in online distance learning environments through structural equation modeling analysis(Routledge Journals, Taylor & Francis Ltd, 2025) Yavuz, Mehmet; Kayali, Bunyami; Ustun, Aysin Gaye; Ucar, Hasan; Erdogdu, Erdem; Bozkurt, ArasWhile digitalization has increased flexibility in online distance learning, it has also brought challenges such as emotional strain, interactional issues, and social isolation. In this context, students' sense of social presence is vital for sustaining their well-being and ensuring high-quality interaction. Grounded in Transactional Distance Theory (TDT) and the Community of Inquiry (CoI) framework, this study modeled the relationships between social presence (SP) and interaction types within the using Structural Equation Modeling (SEM). The Social Presence and Transactional Distance Scales were used as data collection instruments. The sample comprised 574 online distance learners, with data collected via an online questionnaire. The results of the SEM analysis showed that SP was a significant positive predictor of all interaction types. Findings show that SP most strongly influences student - student and student - learning environment interactions, while also significantly enhancing student - instructor, student - content, and student - interface interactions. These results indicate that online learning environments should support not only content delivery but also meaningful social interaction. The study highlights the value of SP-oriented design in open, online and distance education systems and offers strategic recommendations for instructors, content developers, and digital learning administrators. Future research should compare synchronous and asynchronous learning structures.Öğe An Investigation of Digital Transformation Activities of Higher Education in Türkiye(Ozgen Korkmaz, 2023) Yavuz, Mehmet; Kayalı, Bünyami; Karaman, SelçukThis study aimed to examine the digital transformation activities of universities. The document analysis method was used in the study, one of the qualitative research methods. In this context, the websites of 207 universities were examined using the "Digital transformation activities form of universities" developed by the researchers. The data were analyzed by content analysis method. As a result of the analysis, six broad themes, also called dimensions in the current study, emerged, such as research, education, culture, process, technology, and community service regarding digital transformation activities of higher education institutions. Infrastructure studies, educational activities for research and supply and the use of smart systems to provide various cooperation opportunities are discussed within the scope of the research dimension. There are online scientific studies, online education programs, digital resources, and open access opportunities in the education dimension. As for the culture dimension, online manager activities for corporate culture, training of trainers, culture-arts and scientific activities took place. With the transfer of business processes to the digital environment, corporate promotion and communication activities were included in the process dimension. In the technology dimension, smart systems, smart campus applications and innovative technologies took place. Finally, the scope of community service compromised related units, university-industry cooperation activities and social activities. As a result, universities carry out activities to support processes such as education, research, management, and cooperation and to realize them in digital environments. For this purpose, it can be said that they perform effective and efficient processes by using various intelligent systems. © 2023, Ozgen Korkmaz. All rights reserved.Öğe Investigation of student experiences with ChatGPT-supported online learning applications in higher education(Australasian Soc Computers Learning Tertiary Education-Ascilite, 2023) Kayali, Bunyami; Yavuz, Mehmet; Balat, Sener; Calisan, MucahitThe purpose of this study was to determine university students' experiences with the use of ChatGPT in online courses. The sample consisted of 84 associate degree students from a state university in Turkey. A multi-method approach was used in the study. Although quantitative data were collected using the Chatbot Usability Scale, qualitative data were collected using a semi-structured interview form that we developed. The data were analysed using descriptive and content analysis methods. According to the findings, ChatGPT exhibits advantages such as a user-friendly interface and fast, concise, relevant responses. Moreover, emphasizing its contribution to the learning process, the information provided was sufficient and topic-oriented. The understandability of the chatbot's functions and the clarity of their communication were emphasized. However, there are disadvantages such as performance issues, frequency of errors and the risk of providing misleading information. Concerns have also been raised about the potential difficulties chatbots may face in ambiguous conversations and providing insufficient information on privacy issues. In conclusion, ChatGPT is recognised as a potentially valuable tool in education based on positive usability impressions; however, more research is needed for its safe use.Implications for practice or policy center dot Based on positive usability impressions, students and instructors can use ChatGPT to support educational activities.center dot ChatGPT can promote and enhance students' personalised learning experiences.center dot ChatGPT can be used in all higher education courses.center dot Users should be cautious about the accuracy and reliability of the answers provided by ChatGPT.center dot Decision-makers should take precautions against risks such as privacy, ethics, confidentiality and security that may arise from using artificial intelligence in education.Öğe The scale of evaluating instruction in pandemic process: Development, validation, and reliability(Vytautas Magnus University, 2021) Tutal, Özgür; Kayalı, Bünyami; Yavuz, Mehmet; Hasançebi, Mehmet; Yeşildağ-Hasançebi, FundaAnnotation. The study aims to develop a scale for determining student views on distance instruction, hybrid instruction, and back-to-school process after the pandemic. The study data were obtained from 442 students. EFA and CFA were performed to determine the scale‘s construct validity. Moreover, to decide the data collection tool‘s reliability, item analysis was conducted and internal consistency coefficients were estimated. Based on the results obtained from the validity and reliability analysis of the scale, it can be said that the Scale of Evaluating Instruction in Pandemic Process (SEIPP) is valid and reliable. © 2021, Vilnius Pedagogical University. All rights reserved.Öğe Students' Views Regarding Instruction during the Pandemic Process(Mehmet Akif OCAK, 2022) Hasançebi, Funda; Yavuz, Mehmet; Kayalı, Bünyami; Hasançebi, Mehmet; Tutal, Özgür; Özkılıç, AbdurrahimThe aim of this study was to determine the views of secondary and high school students regarding the distance education activities carried out during the coronavirus disease 2019 (COVID-19) pandemic, the blended learning activities conducted afterwards, and the post-pandemic back-to-school process. The study consisted of 982 students and was conducted utilizing the descriptive survey method, one of the quantitative research methods. Data were collected using the "Scale of Evaluating Instruction in Pandemic Process". The findings indicated that most of the students used smartphones alone for distance education during the pandemic process and most of them participated in distance education only via live lessons. In addition, no significant difference was found between genders with regard to students' satisfaction with the distance education process and their expectations. On the other hand, most of the students did not receive sufficient psychological and academic support during this process. It was also noted that the students with internet access were more satisfied with the instruction activities in this process and that their access to the internet and technologies were higher than the students without internet access. Based on our findings, we recommend that students should be provided with academic and psychological support, security precautions should be tightened in schools to minimize the effects of the pandemic, and equal opportunities should be provided to students regarding hardware and internet support.Öğe The Effects of Artificial Intelligence Supported Flipped Classroom Applications on Learning Experience, Perception, and Artificial Intelligence Literacy in Higher Education(Int Council Open & Distance Education, 2025) Yavuz, Mehmet; Balat, Sener; Kayali, BunyamiRapid changes in the field of technology have greatly affected learning and teaching styles as in every field. Artificial intelligence (AI), which is increasingly used in the field of education for different purposes such as improving learning outcomes or solving teaching problems, is one of the important technologies that contribute to this change. It is thought that there is a need for applications based on AI technology that can meet these needs in terms of sustainability of learning, especially in ODE environments where individual learning and instant feedback are important. Accordingly, the study aims to determine the impact of AI-supported flipped classroom applications on students' AI literacy and to evaluate their experiences and perceptions towards these applications. Explanatory sequential mixed design was used as the method in the study. In this context, in the quantitative phase of the study, a one-group pretest-posttest design from the weak experimental design was used to determine students' perceptions of flipped learning and AI literacy levels. In the qualitative phase of the study, a case study was used to determine students' views on learning experiences. The sample comprised 33 university students enrolled in a Web Design and Coding associate degree program. Data were collected through a flipped learning perception scale, an AI literacy scale, and semi-structured interviews. Quantitative findings revealed a statistically significant improvement in students' AI literacy levels from pre-test to post-test. Qualitative analyses indicated that AI-supported flipped classroom practices positively influenced students' motivation, interest in the course, and personalized learning experiences. Furthermore, the model fostered collaboration by promoting interactive learning environments and enhanced critical thinking and problem-solving skills. However, students also reported challenges related to managing their time effectively within this instructional model. The study concludes that AI-supported flipped classroom applications hold promise for improving AI literacy and fostering active, student-centered learning in higher education. Nevertheless, challenges such as time management warrant further attention. It is recommended that future research explore the implementation of this model across diverse courses and educational contexts, investigate strategies to mitigate time management issues, and conduct comparative studies between AI-supported and traditional flipped classroom models to further elucidate the sources of observed positive perceptions.Öğe Trend of distance education research in the covid-19 period: A bibliometric and content analysis(Gürhan DURAK, 2021) Yavuz, Mehmet; Kayalı, Bünyami; Tutal, ÖzgürThe study aims to reveal the studies' profile for distance education activities in the Covid-19 period. For this purpose, bibliometric analysis and content analysis were used together in the study. Within the scope of the study, 220 studies were selected in the Web of Science database to access the articles. Within the scope of bibliometric analysis, the most used keywords, the most cited journals, the most publishing journals, the most publishing countries and the most cited authors were analyzed with the VOSViewer program. In content analysis, methodological trends (method, sample size, data collection tool, data analysis type) used in the studies were examined. As a result of the research, the most publications were made in the last quarter of 2020, 16% of the studies were single-author and the quantitative research method was the most preferred (40%), the sample was mostly university students (n=78). It was observed that it was clustered between 0-100 intervals, the most frequently used questionnaire (n=105) as the data collection tool, and the descriptive-quantitative analysis method (40%) was used as the data analysis method. Also, the most publications are made in America and China, the most used keywords are "covid-19", "online education" and "distance education", the most cited authors are Chen, Cong, Peng and Yang, and finally It has been observed that the highly cited journal has Sustainability.Öğe Using Metaverse in Education: Bibliometric and Content Analysis on Applications, Tools and Impacts(2023) Balat, Şener; Yavuz, Mehmet; Kayali, BünyamiThe study aims to investigate the impact of metaverse technologies in the field of education. To achieve this objective, bibliometrics and content analysis were employed. During the study, a total of 178 studies were subjected to bibliometric analysis, while 112 studies specifically focused on education were examined through content analysis. The analysis revealed that most publications were concentrated in 2023 (n=98) and 2022 (n=67). Furthermore, the most frequently employed keywords in these studies included metaverse, virtual reality, augmented reality, education, and artificial intelligence. In terms of country distribution, the highest number of publications originated from China (n=103), followed by South Korea (n=73), India (n=34), and the USA (n=30). On the authorship front, the most prolific contributors were Kim, J., Lee, H., Lee, L. H., and Niyato, D. In the realm of metaverse utilization in education, virtual reality, augmented reality, mixed reality, and extended reality technologies emerged as the most prominent. Additionally, the analysis identified higher education and secondary education as the primary contexts for metaverse application. The recommendations presented in the examined studies were categorized into five groups: To Ensure a Quality Learning Experience, To Improve Student Experience, For Skill Development, To Support Education Activities, and For Material Use. Finally, regarding the limitations of metaverse technology in education, a six-category structure was identified, encompassing Technical Problems, High Cost, Ethical and Safety Concerns, Learning Requirements, Limitations of the Technology Used, and Health Problems.Öğe Uzaktan Öğretici Rolündeki Öğretmenlerin Dijital Yeterliklerinin İncelenmesi(2025) Yavuz, Mehmet; Kayali, BünyamiÇalışmada uzaktan öğretici rolündeki öğretmenlerin dijital yeterliklerinin belirlenerek çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Bu doğrultuda çalışmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Çalışmanın örneklemini uzaktan öğretim deneyimine sahip 470 öğretmen oluşturmaktadır. Çalışmada veri toplama aracı olarak Eğitimciler için Dijital Yeterlilikler Çerçevesi ölçeği kullanılmıştır. Çalışmada betimsel ve kestirimsel analiz yöntemleri kullanılmıştır. Çalışma sonucunda öğretmenlerin dijital yeterlik çerçevesinin ortalaması hesaplanmıştır. Ortalamanın dijital yeterlik çerçevesindeki karşılığı “Uzman” sınıfına denk gelmektedir. Cinsiyet faktörüne göre öğretmenlerin dijital yeterlik düzeyleri erkek öğretmenlerin lehine anlamlı farklılık göstermiştir. Bununla birlikte çalışılan okul düzeyi, öğrenim seviyesi, günlük teknolojik cihaz kullanım süresi ve deneyim gibi faktörler açısından ise öğretmenlerin dijital yeterlik düzeyleri arasında anlamlı farklılık gözlenmemiştir.
