Sürdürülebilir Kalkınma Amaçları

• 2

Yazarlar

• Demiralp, Demet(1)
• Gunduzalp, Seda(1)
• Mentese, Sabit(1)

• MakaleYalnız künye2026/r/munzur/4752
  The effect of a professional development program on e-learning readiness and digital fluency: a study with higher education academics

  Demiralp, Demet; Gunduzalp, Seda

  Purpose This study aims to determine the effectiveness of a targeted professional development program in enhancing two critical competencies for higher education academics in the digital age: e-learning readiness and digital fluency.Design/methodology/approach This study used a pretest-posttest control group model within a quasi-experimental framework with 46 academics. The experimental group (n = 23) participated in a six-week training program, whereas the control group (n = 23) received no intervention. Data were collected using validated scales for e-learning readiness and digital fluency.Findings Findings demonstrated that the experimental group experienced considerable gains in both e-learning readiness and digital fluency scores. In contrast, no significant changes were observed in the control group, providing strong evidence of the program's effectiveness.Originality/value Unlike most descriptive studies in the field, this study provides quasi-experimental evidence of program effectiveness regarding professional development interventions. It offers an empirically validated model from a T & uuml;rkiye higher education context, providing valuable insights for university administrators and policymakers internationally who are facing similar challenges.

  • 
  İncele
• MakaleYalnız künye2014Scopus SJRQ3/r/munzur/4725
  Evaluating Teachers' Views on the Impact of Appraisal and Feedback on Professional Development

  Mentese, Sabit

  The purpose of the present research paper is to determine the impact of feedback about appraisal on elementary teachers' professional development. The research was designed as a cross-sectional survey. The population comprised 165 elementary teachers working in primary schools in the central district of Tunceli during 2012-2013 school years. Population was not sampled, but accessed as much as possible. The data was collected using the Teaching and Learning International Survey (TALIS). The Cronbach Alpha reliability coefficient was 0.94. Validity studies were done based on expert opinion. The data was analysed using descriptive statistics, t and ANOVA tests. The results suggested that teachers are supervised and evaluated by the inspectors mostly outside the school; the feedback they receive are mostly about classroom practices. In terms of professional development this. feedback contributed mostly to classroom management practices.

  • 
  AtıfOpenAlex1

  İncele