Erhan Delen | Giresun University (original) (raw)
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Papers by Erhan Delen
European Journal of Teacher Education, 2013
Research has indicated that there are several methods and instruments to use in gifted and talent... more Research has indicated that there are several methods and instruments to use in gifted and talented identification. Among them are peer nomination forms usually used to screen
students. Students are asked to evaluate their classmates’ behavior based upon interactions and observations within classes. In a previous study conducted by the first author, a paper based
peer nomination form was developed and investigated to determine to what extent the peer nomination form could be used for the identification of high ability students. The
current study was conducted to build on the promising results of the previous study. The main aim of the current study was to design a computer-based tool by enriching the content
of the paper-based form with visual elements. The tool aimed to enrich the traditional paper-based peer nomination form by using advanced design and programming techniques. The proposed computer-based form is a new approach to screen and identify potential gifted and talented children. It has many advantages, including financial and technical. Screening some students before administering intelligence tests would also be helpful because
intelligence tests require experienced persons to administer.
The purpose of this study was to investigate eBook reader (ER) users’ perceptions on eBook reader... more The purpose of this study was to investigate eBook reader (ER) users’ perceptions on eBook readers’ features and explore how users’ opinions differ based on their personal characteristics. The sample of the study was 82 ER users who had at least a bachelor’s degree. In order to figure out the reasons of using ERs, participants were asked several questions about technical, mobility, and access features of ERs. The collected data was analyzed with t-test and ANOVA. As a result, it was found that mobility features of ERs are the most important reasons for users to prefer using an ER. When users’ personal characteristics were considered, it was found that, users who use an ER in daily basis or for an academic purpose, use ERs’ technical and access features more than other users. Results also show that users don't tend to use very specific features of ERs such as text to speech and printing.
Computers & Education.
Online learning often requires learners to be self-directed and engaged. The present study examin... more Online learning often requires learners to be self-directed and engaged. The present study examined students' self-regulatory behaviors in online video-based learning environments. Using an experimental design, this study investigated the effects of a newly designed enhanced video learning environment, which was designed to support or scaffold students' self-regulated or self-directed learning on students' learning behaviors and outcomes. In addition, correspondence between students' self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the enhanced video environment were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (common video) or the experimental condition (enhanced video) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed enhanced video learning environment was a superior instructional tool than the common video learning environment in terms students' learning performance. In addition, there was correspondence between graduate students' self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking.
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi.
Int. J. Social Media and Interactive Learning Environments
The Comprehensive Test of Nonverbal Intelligence—Second Edition (CTONI-2; Hammill, Pearson, & Wie... more The Comprehensive Test of Nonverbal Intelligence—Second Edition (CTONI-2; Hammill, Pearson, & Wiederholt, 2009) is a nonverbal intelligence test created to assess reasoning and problem solving of children and adults. The goal of the CTONI-2 is to minimize the influence of language ability on intelligence test scores. Oral or pantomime instructions can be used during test administration, depending on whether the examiner wants to reduce or eliminate the use of language.
This study focused on the relationship between the use of technology for reading, students’ attit... more This study focused on the relationship between the use of technology for reading, students’ attitude towards reading, and self-regulation to predict reading scores in PISA 2009. The sample of this study included 15 year-old students from Turkey (N=4996). Structural equation modeling (SEM) was used to create latent variables for technology for reading, attitude towards reading, and self-regulation; and to estimate the path coefficients between these latent variables and reading scores. Results showed that technology usage for reading and attitude towards reading were significantly related to reading scores. Self-regulation had indirect effects on reading scores through attitude towards reading and technology usage for reading.
The Shipley - 2 (Shipley, Gruber, Martin, & Klein, 2009) is a revision of and restandardization o... more The Shipley - 2 (Shipley, Gruber, Martin, & Klein, 2009) is a revision of and restandardization of the Shipley Institute of Living Scale (Shipley, 1940), a brief yet robust measure of cognitive functioning and impairment. The Shipley- 2 as well as the previous version assesses crystallized ability, which gained through education and experience, and fluid cognitive ability, which is the capacity to use logic to learn and acquire new information or solve problems, as two distinct aspects of cognitive ability. According to Shipley et al. (2009), “These two aspects were proven to provide a well-grounded perspective in cognitive ability that has held up to scientific scrutiny and practical application” (p. 3). The Shipley-2 can also be used to reveal cognitive impairment by uncovering discrepancies between crystalized and fluid intelligence.
The Comprehensive Test of Nonverbal Intelligence—Second Edition (CTONI-2; Hammill, Pearson, & Wie... more The Comprehensive Test of Nonverbal Intelligence—Second Edition (CTONI-2; Hammill, Pearson, & Wiederholt, 2009) is a nonverbal intelligence test created to assess reasoning and problem solving of children and adults. The goal of the CTONI-2 is to minimize the influence of language ability on intelligence test scores. Oral or pantomime instructions can be used dur- ing test administration, depending on whether the examiner wants to reduce or eliminate the use of language. The authors used ideas drawn from other nonverbal intelligence tests to develop the CTONI-2, and the test does not focus on any one theory of intelligence.
The Children’s Organizational Skills Scales (COSS; Abikoff, & Gallagher, 2009) were designed to a... more The Children’s Organizational Skills Scales (COSS; Abikoff, & Gallagher, 2009) were designed to assess how children organize their time, materials, and actions to accomplish important tasks at home and school. The scale quantifies children’s skills in organization, time management, and planning (OTMP). The COSS is a multi-informant assessment based on responses from parents, teachers, and self-report. Literature has shown that a deficit in OTMP skills hinder the productivity and academic achievement of children, particularly children diagnosed with ADHD. Children with and without ADHD may exhibit OTMP deficiencies which can negatively affect classroom prepared- ness and recall of school assignments. The test authors acknowledge that previously developed instruments were not sensitive enough to identify OTMP deficits that would lead to appropriate treatments (Abikoff & Gallagher, 2008; Abikoff et al., 2009). The COSS can be used with children ages 8 to 13 who may have problems organizing themselves to meet task demands at home or school.
The purpose of this study was to examine the effects of information and communication technologie... more The purpose of this study was to examine the effects of information and communication technologies (ICT) on students’ math and science achievement. Recently, ICT has been widely used in classrooms for teaching and learning purposes. Therefore, it is important to investigate how these technological developments affect students’ performance at school. The data for this study comes from the 2009 administration of The Programme for International Student Assessment (PISA), an internationally standardized assessment administered to15-year-old students (9th grades) in schools. The sample includes 4996 students in Turkey. Hierarchical linear modeling was used for analyzing the effects of ICT in student and school levels by using ICT-related variables such as technology scores and ICT availability at home, etc. The results indicated that students’ familiarity with ICT and their exposure to technology helped to explain math and science achievement gaps between individuals and schools. ICT is an important factor that should be taken into consideration when designing classroom environments.
This paper reports and discusses the findings of an examination that asked teachers from differen... more This paper reports and discusses the findings of an examination that asked teachers from different disciplines to respond to survey items relating to their background and perceptions of technology integration in their courses. This quantitative study investigated whether teachers’ self-efficacy about their roles in classroom could be affected or not when they use technology in their courses. Teachers’ thoughts were also compared based on their characteristics. Findings indicate that K-5 teachers tend to have more positive opinions about technology-based classrooms than other content areas. In general, teachers are aware of necessity of technology in classroom settings.
Publications by Erhan Delen
International Journal of Online Educational Sciences, 2015
This study examined parents’ perception of their children’s communication technology use. Partici... more This study examined parents’ perception of their children’s communication technology use. Participants were 421 parents from a city in Southeast Texas. The study explored parents’ perceptions of their communication technology skills compared to their children’s skills. The study also investigated parents’ areas of concern for their children’s technology use, current solutions parents are using to protect their children, and parents’ perspectives about the level of benefit and risk of communication tools and environments. According to descriptive data, parents rate their
communication technology skills higher than the children’s skills on all of the technologies explored with the exception of online games. Moreover, parents are most concerned with their children’s safety and employ a variety of methods to protect their children from online threats. Lastly, parents’ view communication technologies as somewhat risky and of little benefit to the child. Parents' acknowledge there are risks and benefits of communication technologies to their children. A better understanding of parents’ perceptive of communication technologies is only the beginning to
discover how parents’ are monitoring their children’s technologies and the safeguards parents are taking to ensure their children have a positive and safe experience.
European Journal of Teacher Education, 2013
Research has indicated that there are several methods and instruments to use in gifted and talent... more Research has indicated that there are several methods and instruments to use in gifted and talented identification. Among them are peer nomination forms usually used to screen
students. Students are asked to evaluate their classmates’ behavior based upon interactions and observations within classes. In a previous study conducted by the first author, a paper based
peer nomination form was developed and investigated to determine to what extent the peer nomination form could be used for the identification of high ability students. The
current study was conducted to build on the promising results of the previous study. The main aim of the current study was to design a computer-based tool by enriching the content
of the paper-based form with visual elements. The tool aimed to enrich the traditional paper-based peer nomination form by using advanced design and programming techniques. The proposed computer-based form is a new approach to screen and identify potential gifted and talented children. It has many advantages, including financial and technical. Screening some students before administering intelligence tests would also be helpful because
intelligence tests require experienced persons to administer.
The purpose of this study was to investigate eBook reader (ER) users’ perceptions on eBook reader... more The purpose of this study was to investigate eBook reader (ER) users’ perceptions on eBook readers’ features and explore how users’ opinions differ based on their personal characteristics. The sample of the study was 82 ER users who had at least a bachelor’s degree. In order to figure out the reasons of using ERs, participants were asked several questions about technical, mobility, and access features of ERs. The collected data was analyzed with t-test and ANOVA. As a result, it was found that mobility features of ERs are the most important reasons for users to prefer using an ER. When users’ personal characteristics were considered, it was found that, users who use an ER in daily basis or for an academic purpose, use ERs’ technical and access features more than other users. Results also show that users don't tend to use very specific features of ERs such as text to speech and printing.
Computers & Education.
Online learning often requires learners to be self-directed and engaged. The present study examin... more Online learning often requires learners to be self-directed and engaged. The present study examined students' self-regulatory behaviors in online video-based learning environments. Using an experimental design, this study investigated the effects of a newly designed enhanced video learning environment, which was designed to support or scaffold students' self-regulated or self-directed learning on students' learning behaviors and outcomes. In addition, correspondence between students' self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the enhanced video environment were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (common video) or the experimental condition (enhanced video) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed enhanced video learning environment was a superior instructional tool than the common video learning environment in terms students' learning performance. In addition, there was correspondence between graduate students' self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking.
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi.
Int. J. Social Media and Interactive Learning Environments
The Comprehensive Test of Nonverbal Intelligence—Second Edition (CTONI-2; Hammill, Pearson, & Wie... more The Comprehensive Test of Nonverbal Intelligence—Second Edition (CTONI-2; Hammill, Pearson, & Wiederholt, 2009) is a nonverbal intelligence test created to assess reasoning and problem solving of children and adults. The goal of the CTONI-2 is to minimize the influence of language ability on intelligence test scores. Oral or pantomime instructions can be used during test administration, depending on whether the examiner wants to reduce or eliminate the use of language.
This study focused on the relationship between the use of technology for reading, students’ attit... more This study focused on the relationship between the use of technology for reading, students’ attitude towards reading, and self-regulation to predict reading scores in PISA 2009. The sample of this study included 15 year-old students from Turkey (N=4996). Structural equation modeling (SEM) was used to create latent variables for technology for reading, attitude towards reading, and self-regulation; and to estimate the path coefficients between these latent variables and reading scores. Results showed that technology usage for reading and attitude towards reading were significantly related to reading scores. Self-regulation had indirect effects on reading scores through attitude towards reading and technology usage for reading.
The Shipley - 2 (Shipley, Gruber, Martin, & Klein, 2009) is a revision of and restandardization o... more The Shipley - 2 (Shipley, Gruber, Martin, & Klein, 2009) is a revision of and restandardization of the Shipley Institute of Living Scale (Shipley, 1940), a brief yet robust measure of cognitive functioning and impairment. The Shipley- 2 as well as the previous version assesses crystallized ability, which gained through education and experience, and fluid cognitive ability, which is the capacity to use logic to learn and acquire new information or solve problems, as two distinct aspects of cognitive ability. According to Shipley et al. (2009), “These two aspects were proven to provide a well-grounded perspective in cognitive ability that has held up to scientific scrutiny and practical application” (p. 3). The Shipley-2 can also be used to reveal cognitive impairment by uncovering discrepancies between crystalized and fluid intelligence.
The Comprehensive Test of Nonverbal Intelligence—Second Edition (CTONI-2; Hammill, Pearson, & Wie... more The Comprehensive Test of Nonverbal Intelligence—Second Edition (CTONI-2; Hammill, Pearson, & Wiederholt, 2009) is a nonverbal intelligence test created to assess reasoning and problem solving of children and adults. The goal of the CTONI-2 is to minimize the influence of language ability on intelligence test scores. Oral or pantomime instructions can be used dur- ing test administration, depending on whether the examiner wants to reduce or eliminate the use of language. The authors used ideas drawn from other nonverbal intelligence tests to develop the CTONI-2, and the test does not focus on any one theory of intelligence.
The Children’s Organizational Skills Scales (COSS; Abikoff, & Gallagher, 2009) were designed to a... more The Children’s Organizational Skills Scales (COSS; Abikoff, & Gallagher, 2009) were designed to assess how children organize their time, materials, and actions to accomplish important tasks at home and school. The scale quantifies children’s skills in organization, time management, and planning (OTMP). The COSS is a multi-informant assessment based on responses from parents, teachers, and self-report. Literature has shown that a deficit in OTMP skills hinder the productivity and academic achievement of children, particularly children diagnosed with ADHD. Children with and without ADHD may exhibit OTMP deficiencies which can negatively affect classroom prepared- ness and recall of school assignments. The test authors acknowledge that previously developed instruments were not sensitive enough to identify OTMP deficits that would lead to appropriate treatments (Abikoff & Gallagher, 2008; Abikoff et al., 2009). The COSS can be used with children ages 8 to 13 who may have problems organizing themselves to meet task demands at home or school.
The purpose of this study was to examine the effects of information and communication technologie... more The purpose of this study was to examine the effects of information and communication technologies (ICT) on students’ math and science achievement. Recently, ICT has been widely used in classrooms for teaching and learning purposes. Therefore, it is important to investigate how these technological developments affect students’ performance at school. The data for this study comes from the 2009 administration of The Programme for International Student Assessment (PISA), an internationally standardized assessment administered to15-year-old students (9th grades) in schools. The sample includes 4996 students in Turkey. Hierarchical linear modeling was used for analyzing the effects of ICT in student and school levels by using ICT-related variables such as technology scores and ICT availability at home, etc. The results indicated that students’ familiarity with ICT and their exposure to technology helped to explain math and science achievement gaps between individuals and schools. ICT is an important factor that should be taken into consideration when designing classroom environments.
This paper reports and discusses the findings of an examination that asked teachers from differen... more This paper reports and discusses the findings of an examination that asked teachers from different disciplines to respond to survey items relating to their background and perceptions of technology integration in their courses. This quantitative study investigated whether teachers’ self-efficacy about their roles in classroom could be affected or not when they use technology in their courses. Teachers’ thoughts were also compared based on their characteristics. Findings indicate that K-5 teachers tend to have more positive opinions about technology-based classrooms than other content areas. In general, teachers are aware of necessity of technology in classroom settings.
International Journal of Online Educational Sciences, 2015
This study examined parents’ perception of their children’s communication technology use. Partici... more This study examined parents’ perception of their children’s communication technology use. Participants were 421 parents from a city in Southeast Texas. The study explored parents’ perceptions of their communication technology skills compared to their children’s skills. The study also investigated parents’ areas of concern for their children’s technology use, current solutions parents are using to protect their children, and parents’ perspectives about the level of benefit and risk of communication tools and environments. According to descriptive data, parents rate their
communication technology skills higher than the children’s skills on all of the technologies explored with the exception of online games. Moreover, parents are most concerned with their children’s safety and employ a variety of methods to protect their children from online threats. Lastly, parents’ view communication technologies as somewhat risky and of little benefit to the child. Parents' acknowledge there are risks and benefits of communication technologies to their children. A better understanding of parents’ perceptive of communication technologies is only the beginning to
discover how parents’ are monitoring their children’s technologies and the safeguards parents are taking to ensure their children have a positive and safe experience.