Yazar "Kaya, Mehmet Haldun" seçeneğine göre listele

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    Exploring views and experiences of faculty members’ participation in an asynchronous online program: Using a micro-learning format and CoP framework
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND, 2025) Bulut, Mehmet Akın; Adıgüzel, Tufan; Kaya, Mehmet Haldun
    Traditional teaching methods in higher education often fall short of meeting the diverse needs of learners, particularly in remote or asynchronous settings. Addressing this gap, this qualitative case study investigates how a six-module asynchronous online professional learning program can support the integration of active learning strategies using micro-learning and a Community of Practice (CoP) framework. Conducted at a higher education institution, the study involved six faculty members from diverse academic backgrounds. Data were gathered through semi-structured interviews, lesson observations, discussion board content, and participant reflections. Content analysis revealed that the flexibility and accessibility of asynchronous learning coupled with micro-learning segments. This study addresses a critical need for practical insights into professional learning programs that effectively implement active learning in non-traditional educational environments. The findings suggest that such programs should incorporate structured support mechanisms, clear guidelines, and diverse content formats to enhance motivation and mitigate cognitive overload, particularly in remote learning contexts.
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    Teachers and AI: Understanding the factors infuencing AI integration in K‑12 education
    (SPRINGER, ONE NEW YORK PLAZA, SUITE 4600 , NEW YORK, NY 10004, UNITED STATES, 2025) Filiz, Ozan; Kaya, Mehmet Haldun; Adıgüzel, Tufan
    This study investigates the psychological and pedagogical factors infuencing K-12 teachers’ readiness to integrate artifcial intelligence (AI) into educational settings. An exploratory qualitative approach was employed, involving 66 teachers from 11 disciplines at a private school in Türkiye participating in a professional development program focused on AI-enhanced teaching. Data were collected through online discussion forums and AI-supported learning activity design tasks and analyzed using inductive thematic analysis. Findings reveal that teachers valued AI for its efciency, interactivity, and adaptability, particularly in tools like ChatGPT and MagicSchool, which supported personalized learning and lesson planning. However, signifcant challenges emerged, including technical issues, curriculum misalignment, ethical concerns, and cultural barriers, such as difculties adapting AI-generated content to local contexts. The study concludes that while AI ofers signifcant potential to enhance education, successful integration requires addressing the identifed barriers through targeted support, resources, and ethical guidelines. Implications for further research include exploring diverse educational settings to generalize fndings, conducting longitudinal studies to assess long-term impacts, and investigating strategies to align AI tools with existing curricula and ethical standards.