Bulut, Mehmet Akın
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Araştırma projeleri
Organizasyon Birimleri
Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
Eğitim Bilimleri Fakültemiz, kuram ve uygulamaların öğretildiği bir yer olmanın ötesinde, fikirlerin yeşerdiği, yeteneklerin geliştiği ve ömür boyu süren arkadaşlıkların kurulduğu dinamik ve çeşitlilik gösteren bir topluluktur.
Adı Soyadı
Mehmet Akın Bulut
İlgi Alanları
Education & Educational Research, Educational Technology, Teacher Training Instructional Design, Mooc, Micro-learning Micro-credentials
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4 sonuçlar
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Yayın An evaluation of canvas LMS through universal design for learning principles and IMS standards(İbn Haldun Üniversitesi, 2023) Bulut, Mehmet Akın; Bulut, Mehmet AkınUniversal Design for Learning (UDL) is an educational framework that aims to make learning accessible to all individuals, regardless of their abilities or disabilities. This framework is based on the principle that by designing educational materials and environments with a wide range of learners in mind, more inclusive and effective learning experiences could be created. One key aspect of UDL is the use of technology, particularly e-learning, to create flexible and adaptable learning materials and environments. With e-learning, students can access course materials and participate in online activities and discussions at their own pace and in a way that works best for them. This can include using text-to-speech tools, video captions, and other assistive technologies to make course content more accessible to students with disabilities. UDL also emphasizes the importance of providing multiple ways for students to access and engage with course content, including through different media (such as text, images, video, and audio), as well as multiple methods of expression (such as writing, speaking, drawing, or presenting). This allows students to choose the learning approaches that work best for them and helps to ensure that all students have an equal opportunity to learn and succeed. This paper presents an evaluation of Canvas learning management system taking into account the UDL principles, and IMS Global Standards for e-learning tool implementation.Yayın Teaching self-regulation through role modeling in K-12(Frontiers Media S.A., 2023) Adıgüzel, Tufan; Aşık, Gürsu; Bulut, Mehmet Akın; Kaya, Mehmet Haldun; Özel, Serkan; Bulut, Mehmet Akın; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık BölümüFor K-12 teachers to develop effective teaching skills, integration of role modeling strategies into teaching and learning process as a dimension of selfregulated learning is of the foremost value. Role modeling strategy training through a hybrid professional development model bears the potential to serve as a facilitating component in promoting K-12 teachers’ instructional competence. Conducted within the selfregulated learning framework, this study suggested findings of a teacher professional development training aimed at role modeling strategy implementation at K-12 level. Pursuing a mixed-method model, the current research was performed with 16 teachers who were trained and supervised to integrate role-modeling strategies into their teaching context. In this study, the data sources were role-modelingintegrated lesson plans, trainers’ feedback on these lesson plans, and online student products. The data collection methods included lesson plan evaluation through a role-modeling rubric in a quantitative fashion, whereas content analysis of trainer feedback on lesson plans, latterly revised lesson plans and online student products composed the qualitative aspect. Results revealed that this professional development training achieved significantly positive changes in teachers’ role modeling strategy implementation skills, particularly in terms of teachers’ role as agents in students’ self-regulated learning skills, promotion of student-centered learning and overall improvement in students’ self-regulated learning skills. Further, the integration of education technology tools into lessons was observed to have a positive impact on enhancing students’ self-regulated learning skills. This study could offer major contributions to designing teacher professional development training for researchers, practitioners, and teacher trainers, particularly in role modeling dimension of selfregulated learning.Yayın Integrating cognitive presence strategies: A professional development training for K-12 teachers(Bastas, 2023) Adıgüzel, Tufan; Kaya, Mehmet Haldun; Bulut, Mehmet Akın; Bulut, Mehmet Akın; Mete, Sinem Emine; Nalkesen-Akın, Yeşim; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık BölümüFor K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.Yayın Teaching ethics in teacher education: ICT-enhanced, case-based and active learning approach with continuous formative assessment(Springer, 2024) Göçen, Ahmet; Bulut, Mehmet Akın; Bulut, Mehmet Akın; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık BölümüThe teaching of ethics in teacher education programs is crucial for fostering the moral and ethical development of prospective teachers and shaping them into ethical role models for future students. This study, employing qualitative case study research, gathered data from undergraduates in teacher education programs to explore the best approaches for ethics education. It found that combining digital and case-based pedagogical methods, fostering an open-minded attitude among lecturers, and implementing a blend of Socratic and active learning techniques leads to the most favorable outcomes. Additionally, con¬tinuous formative assessment throughout the academic year is essential. To cultivate a teaching workforce with strong ethical and moral values, undergraduate courses in ethics and morality should be thought-provoking, integrating real-life cases with a mix of digital and tangible resources. The ethics course lecturer should not only serve as a role model and exhibit a caring disposition but also use effective teaching methodologies. The pa¬per details key themes and categories for successful ethics instruction and offers specific recommendations.
