Research Article
Ulas Ilic, Halil Ibrahim Haseski, Ufuk Tugtekin
CONTEMP EDUC TECHNOL, Volume 9, Issue 2, pp. 131-153
ABSTRACT
The current study aimed to review studies on computational thinking (CT) indexed in Web of Science (WOS) and ERIC databases. A thorough search in electronic databases revealed 96 studies on computational thinking which were published between 2006 and 2016. Studies were exposed to a quantitative content analysis through using an article control form developed by the researchers. Studies were summarized under several themes including the research purpose, design, methodology, sampling characteristics, data analysis, and main findings. The findings were reported using descriptive statistics to see the trends. It was observed that there was an increase in the number of CT studies in recent years, and these were mainly conducted in the field of computer sciences. In addition, CT studies were mostly published in journals in the field of Education and Instructional Technologies. Theoretical paradigm and literature review design were preferred more in previous studies. The most commonly used sampling method was the purposive sampling. It was also revealed that samples of previous CT studies were generally pre-college students. Written data collection tools and quantitative analysis were mostly used in reviewed papers. Findings mainly focused on CT skills. Based on current findings, recommendations and implications for further researches were provided.
Keywords: Computational thinking, Research trends, Content analysis, Problem solving
Research Article
Elizabeth Csikar, Jill E. Stefaniak
CONTEMP EDUC TECHNOL, Volume 9, Issue 1, pp. 42-60
ABSTRACT
Conveying scientific information with high intrinsic cognitive load to students is a challenge. Often, students do not have the existing schema to incorporate the information in a comprehensive manner. One method that has shown promise is storytelling. Storytelling has been successfully used to convey public health information to non-experts. Therefore, it was of interest to determine whether storytelling could be used in the classroom to present information with high intrinsic load to students in a meaningful manner. This study used a post-test only quasi-experimental study design to explore the utility of storytelling as an instructional strategy in anatomy and physiology classes at a community college. Students in the treatment group received instruction that used storytelling to present examples of application. Both control and experimental groups were assessed through the use of a proximal formative quiz, distal multiple-choice questions, and a novel critical thinking exercise administered after the instruction. Results suggest that storytelling was as effective as the instructional methods delivered to the control group. These findings suggest that storytelling may be used as a means to convey complex scientific information in the classroom.
Keywords: Story telling, Instructional strategies, Problem solving
Research Article
Nilgun Ozdamar-Keskin, Fatma Zeynep Ozata, Kerim Banar, Karl Royle
CONTEMP EDUC TECHNOL, Volume 6, Issue 1, pp. 74-90
ABSTRACT
The purpose of the study is to examine digital literacy competences and learning habits of learners enrolled in the open and distance education system of Anadolu University in Turkey. Data were gathered from 20.172 open and distance learners through a survey which included four parts: demographic information, abilities to use digital technologies, learning habits, preferences in using digital technologies for learning purposes. Principal Component Factor Analysis was applied in order to group and classify the attitudes and statements of the learners in their personal learning preferences, problem solving skills, project work skills, and abilities to use digital tools for learning purposes. Their personal learning preferences produced five factors: visual, auditory, dependent, collaborative, and reading-writing learning styles. According to the results of the study, learners believe that they have problem solving and project working skills to deal with educational difficulties. However, they seem to have only basic competences of digital literacy and the skills to use information and communication technologies at a basic level. They need training on how to use digital tools more efficiently for learning purposes. Further research is needed to explore how to increase the use of digital tools for the purpose of effective learning and also how to design learning environments to improve digital literacy of open and distance learners
Keywords: Open and distance learning, Digital literacy, Learning preferences, Learning styles, Problem solving, Project skills