Sürdürülebilir Kalkınma Amaçları

• 31
• 28
• 25
• 14
• 13
• 6
• 4
• 4
• 2
• 2
• 1
• 1

Alt birimler

• Bilgisayar Teknolojileri Bölümü
• Elektrik ve Enerji Bölümü
• Elektronik ve Otomasyon Bölümü
• Görsel, İşitsel Teknikler ve Medya Yapımcılığı Bölümü
• Mülkiyet Koruma ve Güvenlik Bölümü
• Tasarım Bölümü
• Veri Tabanı, Ağ Tasarımı ve Yönetimi Bölümü

Araştırmacılar(47)

• Akdağ, Furgan
• Alım, Bünyamin
• Arslan, İbrahim
• Ateş, Fatih Mehmet
• Aydoğan, Beytullah
• Balat, Şener
• Bilen, Zeynep
• Birlik, İsmail
• Çınar, Mehmet
• Çolak, Murat
• Çorapsiz, Muhammed Reşit
• Develi, Ahmet
• Ertürk, İsrafil
• Gavgalı, Esma
• Gerdan, Zeynep
• Gökçe, Faruk
• Güngör, Osman
• İğman, Erdal
• İşık, Semin
• Kansoy, Tayyibe
• Karakus, Murat
• Kaya, Yunus
• Kayalı, Bünyami
• Keskin, Savaş
• Konuk, Yavuz Kaan
• Kosunalp, Selahattin
• Likos, Osman
• Meşeli, Figen
• Öcal, Büşra Arslan
• Saka, Eda
• Saka, Yaver
• Salton, İlknur Umay
• Sekban, Hayriye Tuğba
• Şensoy, Abdullah Tahir
• Şimşek, Eda Saka
• Taş, Gökhan
• Teber, Ahmet
• Tekin, Sinan
• Tokatlı, Mehmet
• Tozlu, Alperen
• Turhal, Uğur
• Uslu, Emin
• Ustabulut, Umut Barış
• Uyar, Mehmet
• Yarımkaya, Derya
• Yıldız, Muhammet İkbal
• Yilmaz, Galip

• MakaleAçık Erişim2026/r/bayburt/16050
  Üretken Yapay Zekâ ile Yazmanın Dönüşümü: EFL Öğrencilerinin Yazma Sürecinde Otomatik Geri Bildirimin Etkisi

  Çelık, Embıya; Dolgunsöz, Emrah; Saka Şimşek, Eda

  Bu çalışma, üretken yapay zekâ (ÜYZ) destekli bir otomatik metin değerlendirme (OMD) sisteminin EFL öğrencilerinin yazma deneyimlerine etkisini incelemektedir. Moodle’a entegre edilen ChatGPT tabanlı sistem, öğrencilere yazma görevlerinde puanlama ve geri bildirim sağlamıştır. Nitel durum çalışması kapsamında öğrenciler ve bir yazma eğitmeniyle yarı yapılandırılmış görüşmeler yapılmış, veriler tematik analizle değerlendirilmiştir. Bulgular, sistemin öğrencilerin gramer, noktalama ve cümle yapısı gibi teknik yazma becerilerini kullanım düzeylerine bağlı olarak geliştirdiğini göstermiştir. Ancak geri bildirimlerin çoğu yüzeysel olup yeterli açıklama içermemiştir. Öğretmen geri bildirimlerinin daha ayrıntılı, bağlama uygun ve anlaşılır olduğu görülmüştür. Bazı bağlamsal ve pedagojik uyumsuzluklar sistemin EFL bağlamındaki etkililiğini sınırlamıştır. Buna rağmen sistem, taslak oluşturma, bireysel çalışma ve ders dışı öğrenme için tamamlayıcı bir araç olarak yararlı bulunmuştur. Sonuç olarak, ÜYZ tabanlı sistemlerin pedagojik uygunluğu artırmak için öğretmen katkısıyla tasarlanması önerilmektedir.

  • 
  İncele
• MakaleYalnız künye2026Scopus SJRQ2/r/bayburt/12819
  Comparative investigation of composite-metal lap joints with mono-adhesive and thermoplastic-reinforced mixed adhesive at elevated temperatures

  Erbayrak, Engin; Eker, Beril; Colak, Murat

  This study primarily examines the strength of a single lap joint having a mixed adhesive overlap consisting of a single adhesive and its thermoplastic reinforced state under varying temperatures. In the single lap joint, Titanium-Boron reinforced A356 aluminum was employed as the metal adherend, while plain woven glass fiber-reinforced epoxy (GFRE) was employed as the composite adherend. In the application of the mixed adhesive overlap, the brittle adhesives were employed in the middle section of the lap joint, while the reinforcement of the thermoplastics was employed on the adhesives at both sides of the lap joint. The single lap joints were subjected to tensile tests at 1 mm/min loading rates under room temperature and 120 °C, which is the melting point of the copolyester. In the numerical analysis, the cohesive zone model was applied in order to define the adhesives; however, elastic isotropic and orthotropic material behaviors were employed for the metal and composite adherends, respectively. Eventually, it is determined that the strength of a mixed adhesive lap joint consisting of a single adhesive and its thermoplastic reinforced state is better than a lap joint made with the mono-adhesive alone. Although literature suggests that mixed adhesive overlaps can be formed using at least two different adhesives (one ductile and one brittle), this study demonstrated that a mixed adhesive zone can be created using a single adhesive and thermoplastic reinforcement.

  İncele
• MakaleAçık Erişim2026Scopus SJRQ2/r/bayburt/11576
  Low-velocity impact analysis of metal-composite joints with grain-refined A356 and reinforced epoxy adhesive using six node pentahedron cohesive elements

  Erbayrak, Engin; Colak, Murat; Noberi, Cansu

  This study evaluates the strength of double lap joints composed of metal composite adherends and epoxy adhesive subjected to low impact energies (20 J, 40 J). The study was carried out through experimental and numerical methods to understand the strength of lap joints comprehensively. In the production of double lap joints, A356 aluminum and grain-refined aluminum adherends were used as the metal components. To refine the grain structure, titanium (Ti) and boron (B) were added to the liquid metal at a rate of 0.01% of the total metal weight (A356-TiB). The composite laminates consisted of glass/epoxy and aramid/epoxy, made with unidirectionally oriented fibers. Araldite 2015 epoxy adhesive, available in both unreinforced and copolyester-reinforced forms, was utilized to bond the metal and composite materials. In the numerical analysis of double-lap joints, the metal and composite adherends are modeled using 8-node solid elements, while the adhesive is represented by 6-node pentahedron cohesive elements. Furthermore, a surface-to-surface, two-way treatment of contact was created between the impactor and the metal adherend. Consequently, the maximum impact loads obtained from the numerical analysis are in good agreement with the experimental results for both impact energies.

  AtıfScopus4·WoS5·OpenAlex4

  İncele
• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11564
  Multi-level Emergency Remote Teaching Framework for K–12 Distance Education: A Stakeholder-based Qualitative Study

  Kayali, Bünyami; Karaman, Selçuk

  This study develops a multi-level Emergency Remote Teaching (ERT) framework for K–12 distance education, grounded in the experiences of students, teachers, parents, and administrators during the COVID-19 pandemic. Prior ERT research has predominantly focused on single stakeholder groups or produced descriptive findings without synthesizing perspectives into a structured response model. Using a qualitative case study design, semi-structured interviews were conducted with 100 participants (25 per stakeholder group) selected through maximum variation sampling. Thematic content analysis was employed to identify convergent and divergent priorities across groups, which were subsequently mapped onto the five layers of the Holistic Analytical Layer Framework (HALF): policy, system, program, course, and activity, based on their functional relevance to each layer. Findings indicate that digital infrastructure functions as a foundational system-level prerequisite shared across all stakeholder groups, while pedagogical, psychosocial, and governance priorities diverge by role. Teachers emphasized assessment reliability and instructional continuity; students highlighted engagement and psychosocial support; parents stressed communication and guidance mechanisms; while administrators prioritized governance flexibility and decision-making autonomy. The resulting framework positions ERT not as an isolated emergency improvisation but as a coordinated, multi-layered response architecture that aligns stakeholder expectations across interconnected educational layers and supports the coordination of policy, infrastructure, programmatic planning, and instructional practices during crisis periods. The study contributes to the distance education literature by transforming multi-stakeholder perspectives into an integrated framework and extending the aspplication of HALF to emergency education contexts. For e-learning practice, the framework offers school administrators and policymakers a concrete diagnostic tool for auditing crisis-preparedness across governance, infrastructure, and instructional layers, while offering teacher educators a basis for designing professional development that addresses both technical and psychosocial readiness for remote instruction. Given its single-region, qualitative design, the framework should be understood as a context-sensitive foundation for future empirical validation rather than a universally transferable model.

  • 
  İncele
• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11553
  Permittivity Extraction of Electrically Thin Samples by Reflection-Only Free-Space Measurements

  Hasar, Ugur C.; Xue, Bing; Ozturk, Hamdullah; Kaya, Yunus; Ozturk, Gokhan

  A permittivity extraction procedure is devised for electrically thin samples from reflection-only free-space measurements. Unlike previous studies, this procedure relies on sample-back metal termination measurements especially useful for thinner samples. An objective function independent of antenna transmission characteristics and reference plane position is derived. Minimum and maximum thickness and permittivity values for which our method is applicable are also examined. Free-space measurements at X-band (8.2-12.4 GHz) of a Rogers 4350B sample (approx 1.52 mm) and a FR4 sample (1.60 mm) were performed to validate our method with a dielectric constant less than 5% variation.

  AtıfScopus1·WoS1

  İncele
• Kitap BölümüAçık Erişim2026Scopus SJRQ4/r/bayburt/11548
  Turkish Students’ Use of NotebookLM in an Online Digital Literacy Course

  Kayali, Bünyami; Yavuz, Mehmet

  This experimental study investigates the effects of using NotebookLM on students’ academic achievement and students’ assessment of NotebookLM in online digital literacy courses in higher education. It was conducted using an explanatory sequential mixed-methods design. A one-group pretest–posttest model was employed. During a five-week intervention, 33 Turkish students used NotebookLM for summarizing, concept mapping, and scenario-based problem-solving activities. Data was collected from a pretest, posttest, and interviews. Quantitative data was projected into SPSS 27 for analysis, and qualitative data was thematically analysed. Results reveal a significant difference between the pretest score (M = 66.90, SD = 10.26) and posttest score (M = 74.90, SD = 13.16) in terms of academic achievement, t(32) = −3.51, p = 0.001. The effect size was moderate (Cohen’s d = 0.68). Interview data shows that the students perceived NotebookLM as helpful for comprehension, time efficiency, motivation, and feedback, though constrained by language support and occasional technical problems. The findings suggest implications for using NotebookLM in online courses in higher education in Turkey.

  • 
  İncele
• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11526
  Determination of complex permittivity of a thin low-loss dielectric sample using state-space approach from waveguide measurements

  Hasar, Ugur C.; Ali, Husain; Kaya, Yunus

  An extraction procedure is proposed for relative complex permittivity () determination of thin low-loss samples positioned/deposited on a supporting substrate material using waveguide non-resonant microwave measurements. Its substrate thickness and sample thickness independence makes it unique extraction method in comparison with the available retrieval methods which are free from either substrate thickness information only or sample thickness information only. Its theoretical model is constructed on the state-transition matrix and state vector through which the link between and measured scattering (S-) parameters is established. Compared with previous works in the literature, a closed form (explicit) expression of is derived for a two-layer (sample on a substrate material) composite structure, thereby eliminating any numerical analysis or tool. Numerical analyses are implemented for validation of the proposed method as well as assessing the effect of noise and any possible air gap between the sample and its substrate. X-band ( GHz) waveguide measurements of a thinner (around 1.00 mm) polyvinyl chloride (PVC) for different measurement scenarios and measurements of a thin zinc oxide film (m) were performed to evaluate the performance of the proposed extraction method against other similar methods in the literature. Our method can find applications for characterization of thin-film, radar-absorbent material coatings, anti-corrosive paints, or thermal barrier coatings where sample thickness (and substrate thickness) can vary from one sample to another from the same batch.

  İncele
• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11509
  The Relational Online Learner: Self-Directed Learning, University Belonging, and Student Engagement in Online Higher Education from a Self-Determination Theory Perspective

  Kayalı, Bünyami; Yavuz, Mehmet; Üstün, Ayşin Gaye; Uçar, Hasan; Erdoğdu, Erdem; Aydemir, Mesut; Bozkurt, Aras

  We examined the relationships between self-directed learning skills, university belonging, and student engagement in open online and distance learning environments within the framework of Self-Determination Theory. The research was conducted using a correlational survey model. Data were collected from 696 university students enrolled at a large-scale open, online and distance learning institution in Türkiye. We used three instruments measuring self-directed learning skills, university belonging, and student engagement. The data were analyzed using partial least squares structural equation modeling. The findings indicate that university belonging significantly and positively predicts all dimensions of student engagement. While self-control skills, learning skills, and sustaining the desire to learn significantly explain university belonging, metacognitive awareness and ability to identify sources were found to have no significant effect. Furthermore, it was found that university belonging acts as a significant mechanism in the relationships between self-control skills, learning skills, and sustaining the desire to learn, and student engagement. In this open and distance learning context, student engagement was not explained by individual learning skills alone. University belonging may therefore be one mechanism that partly accounts for the association between self-directed learning and academic participation. The study contributes by testing self-directed learning at the level of its dimensions, by identifying university belonging as a mechanism that partly accounts for its association with engagement, and by situating this model in a large-scale open and distance learning setting.

  • 
  İncele
• Derleme MakaleAçık Erişim2026Scopus SJRQ2/r/bayburt/11458
  From Technology Adoption to Organizational Governance: Mapping the Intellectual Structure and Shifting Paradigms of AI Governance in Educational Leadership

  Kayalı, Bünyami; Yavuz, Mehmet; Bozkurt, Aras

  This study maps the intellectual structure and thematic evolution of the intersection between artificial intelligence (AI) and educational leadership in related literature. Employing a hybrid research design that integrates bibliometric analysis with Latent Dirichlet Allocation (LDA)-based topic modeling, we examined 757 unique records retrieved from the Web of Science and Scopus databases for the period 2017–2026. Through computational optimization, the corpus was delineated into six emerging research themes that dictate the field’s shifting paradigms: “Digital Leadership & Transformation,” “Teaching & Student Learning,” “AI Acceptance & Self-Efficacy,” “Data Management & Machine Learning,” “School Leadership & Principals,” and “Technical & Computational Fields.” While “Digital Leadership & Transformation” dominates over half of the literature, a sharp proportional decline in “School Leadership & Principals” uncovers a critical structural imbalance between abstract institutional transformation discourse and the actual human agents executing it. Furthermore, a severe underrepresentation of technical, governance, and transparency themes exposes a critical “opaque box” crisis of institutional agency. The study concludes that the field remains theoretically fragmented and calls for an integrated socio-technical framework reconciling leadership governance with the complex realities of AI systems.

  • 
  İncele
• MakaleAçık Erişim2026Scopus SJRQ2/r/bayburt/11432
  Investigation of the Effect of Niobium Addition on Fluidity and Mechanical Properties in Casting of Aluminum Alloys

  Çolak, Murat; Yalçin, Önder

  Aluminum and its alloys are important engineering materials widely used in the defense industry, industrial production, and machinery industry. Depending on the increase in quality expectations from aluminum casting alloys, castings are made with different alloy element additions. In the study, the effects of Nb addition to A356 aluminum alloy on casting properties were investigated with experimental studies. The Nb addition rate in the alloy was determined as 0.03%, 0.06% and 0.1%. Four-channel fluidity mold with varying section thicknesses, spiral fluidity mold and mechanical test mold were used in casting experiments. As a result, with the addition of Niobium, an increase in maximum tensile strength and % elongation was observed, while a decrease in fluidity properties was observed.

  AtıfScopus4·WoS5·OpenAlex4

  İncele