Sürdürülebilir Kalkınma Amaçları

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• MakaleYalnız künye2026Scopus SJRQ2/r/bayburt/11544
  DRAWING THE BIG PICTURE OF OPEN EDUCATION: A COMPARATIVE BIBLIOMETRIC ANALYSIS

  Aksoy, Dilara Arzugul

  This paper aims to provide a comprehensive overview of research on open education through bibliometric analysis. English-language articles published between 1955 and 2024 in the Scopus and Web of Science databases were selected for analysis. A variety of analytical techniques were employed, including descriptive analysis, co-authorship analysis, co-occurrence analysis, and citation analysis. The findings of this study indicated that research on open education steadily increased until 2020, after which it began to decline. The study also revealed that open education research is conducted globally, though it is predominantly concentrated in countries such as the United States and the United Kingdom. Furthermore, the majority of research in open education focuses on massive open online courses, followed by open educational resources. The International Review of Research in Open and Distributed Learning was identified as the journal with the highest number of open education articles across both databases. The research findings discussed in detail, and suggestions for future research are provided. This study offers an overview of open education research, assesses the current state of the field, and provides guidance for future investigations.

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• Derleme MakaleAçık Erişim2026Scopus SJRQ2/r/bayburt/11153
  SURVEILLANCE OR SUPPORT? A SYSTEMATIC LITERATURE REVIEW OF ARTIFICIAL INTELLIGENCE SUPPORTED PROCTORED ONLINE EXAMS

  Ustun, Aysin Gaye; Kayali, Bunyami; Yavuz, Mehmet; Bozkurt, Aras

  Proctored online exams have become widespread, especially after COVID-19, increasing exam security and efficiency. In recent years, artificial intelligence developments have increased these systems' importance by expanding their use. Accordingly, this study aims to provide an in-depth understanding of the conceptual structure of artificial intelligence-supported proctored online examination (AI-SPOE) research. Systematic literature review and text mining were used as methods. Thirty-two studies in Scopus and Web of Science databases were analyzed according to the PRISMA technique. While all the studies were examined in the context of content analysis, abstracts and keywords of the relevant studies were analyzed by text mining. The current study found it effective in increasing academic integrity and exam security, but problems such as privacy violations, exam anxiety, and algorithmic biases were encountered. Although methods such as biometric verification and behaviour analysis successfully detect cheating, technical difficulties, and false positives negatively affect the user experience. In the future, more inclusive designs, transparent algorithms, and alternative evaluation methods are suggested. In conclusion, the study emphasizes the potential of AI-SPOE systems and highlights the importance of ethical and technical improvements.

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  AtıfScopus1·OpenAlex1

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• MakaleAçık Erişim2025Scopus SJRQ2/r/bayburt/11313
  The Role of Techno-Ethical Classroom Behavior and Metacognitive Experiences Over Time in Students’ Artificial Intelligence Addictions

  Durmus, Ibrahim

  The study aims to identify the factors that may influence university students’ artificial intelligence addiction in educational activities. The study sample consists of 415 students currently studying at Bayburt University. The snowball sampling method was used in the research. In the study, an electronic survey was conducted with university students. The research surveys were distributed to students attending face-to-face education at various departments of Bayburt University by academic staff (or educators). Students participated in the study voluntarily. In the research application, statistical analysis programs such as SPSS, SPSS Process Macro, and AMOS were utilized. The study was designed using Structural Equation Modeling (SEM). The analyses revealed relational outcomes of the research variables, along with the demographic information of the students. In the analyses, results for both direct effect hypotheses and moderator effect hypotheses were also presented. The study explores the relationships between negative classroom behavior from a techno-ethical perspective, positive and negative metacognitive experiences related to the passage of time, and artificial intelligence addiction. The results of the study indicate that negative classroom behavior from a techno-ethical perspective increases students’ artificial intelligence addiction. The students’ negative techno-ethical classroom behavior reduced their positive metacognitive experiences related to the passage of time. At the same time, increased their negative metacognitive experiences related to the passage of time. Students’ positive and negative metacognitive experiences associated with time also increased their artificial intelligence addiction. It was observed that many students dedicated more than two hours, or between two and one hour, to artificial intelligence and its applications in their daily activities. In the relationship between negative techno-ethical classroom behavior and artificial intelligence addiction, the daily usage time of artificial intelligence played a moderating role. The daily usage time of artificial intelligence strengthened the relationship between negative techno-ethical classroom behavior and artificial intelligence addiction. There was also a moderating effect of positive metacognitive experiences related to the passage of time in the relationship between negative techno-ethical classroom behavior and artificial intelligence addiction. The student’s educational status and gender were found to have moderating effects on the relationship between negative techno-ethical classroom behavior and artificial intelligence addiction.

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  AtıfScopus2·OpenAlex3

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• MakaleYalnız künye2023Scopus SJRQ2/r/bayburt/14085
  THE EFFECTS OF STRATEGY TRAINING ON THE USE OF IMPLICATIONS FROM THINK-ALOUD AND EYE-TRACKING DATA

  Utku Bilici, Ozlem; Subasi, Gonca; Dolgunsoz, Emrah

  Considering the critical role of readings strategies in L2 reading this study aimed to investigate the impact of strategy training on Turkish EFL learners' use of global reading strategies. 23 freshmen, enrolled in the ELT Department, participated in the study, and the data were collected through eye tracking and thinkaloud protocols. The results are encouraging for the use of reciprocal teaching, one of the comprehensionenhancing approaches to teach reading, in the EFL contexts. Eye tracking results, hand in hand with the think-aloud protocols' findings, revealed that the participants utilised global reading strategies more frequently to a statistically significant degree after the strategy instruction. Thus, it was concluded that strategy training was useful for the participants to improve their use of global reading strategies, and a recent technological tool can be purposefully integrated into the data collection procedure of educational research studies. Pedagogical implications on the strategy training for the employment of global reading strategies that would help students improve reading skills need to be given attention by teachers.

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• MakaleYalnız künye2023Scopus SJRQ2/r/bayburt/11761
  THE EFFECTS OF STRATEGY TRAINING ON THE USE OF GLOBAL READING STRATEGIES: IMPLICATIONS FROM THINK-ALOUD AND EYE-TRACKING DATA

  Bilici, Ozlem Utku; Subasi, Gonca; Dolgunsoz, Emrah

  Considering the critical role of readings strategies in L2 reading this study aimed to investigate the impact of strategy training on Turkish EFL learners’ use of global reading strategies. 23 freshmen, enrolled in the ELT Department, participated in the study, and the data were collected through eye tracking and think-aloud protocols. The results are encouraging for the use of reciprocal teaching, one of the comprehension-enhancing approaches to teach reading, in the EFL contexts. Eye tracking results, hand in hand with the think-aloud protocols’ findings, revealed that the participants utilised global reading strategies more frequently to a statistically significant degree after the strategy instruction. Thus, it was concluded that strategy training was useful for the participants to improve their use of global reading strategies, and a recent technological tool can be purposefully integrated into the data collection procedure of educational research studies. Pedagogical implications on the strategy training for the employment of global reading strategies that would help students improve reading skills need to be given attention by teachers.

  AtıfScopus2

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• MakaleAçık Erişim2014Scopus SJRQ4/r/bayburt/12224
  Students' views on distance learning in Turkey: An example of Anadolu University open education faculty

  Gurbuz, Fatih

  The aim of the study is to reveal the students' views who are studying in different departments of distant education programs provided by Anadolu University in TURKEY. Qualitative research method was used in the study and purposeful sampling was followed. The research was conducted with 10 students who were working in different jobs and taking distance education courses in different departments. The interviews carried out face to face with the participants by the researcher were recorded by getting their consents. The interview data recorded were later transcribed. Then the texts were given to the participants and the recordings were verified for their accuracy and completeness, so the reliability of data was obtained. Content analysis method was used for the data analysis. When the findings obtained as a result of data analysis were examined, the students taking distance education courses in different departments stated that this education method was a great opportunity and chance for them. Moreover, it was determined that the participant students in the study had positive attitudes and views towards distance education, but they had some negative views such as lack of course materials.

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  AtıfScopus8·WoS3·OpenAlex44

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