A question-answer system for mobile devices in lecture-based instruction: a qualitative analysis of student engagement and learning

The aim of this study was to explore the opinions, perceptions and evaluations of students about their experiences with a question-answer system used on mobile devices in a lecture-based course. Basic qualitative research method was employed in this study to understand how students made sense of their experiences during the instruction. The participants of the study were 25 of 42 students enrolled in a Computer Hardware course, who were interviewed in five sessions of focus-groups. Data analysis was done based on the six steps of inductive analysis. The results showed that students mostly ascribed the meaning of their engagement to the observable behaviors about academic challenge. Concerning inhibiting factors for participating in a lecture, they stressed the constraints of lecture method. As inhibiting factors for asking questions, they mostly stated shyness as a reason. The results of the research were discussed reflectively to investigate the constructed meanings of participants about the context and to make suggestions for further studies.


Student Engagement in Blended Learning Environments with Lecture-Based and Problem-Based Instructional Approaches
This study investigates how blending of different instructional approaches with technology affects students' engagement. A computer networks course was designed and implemented for the first eight weeks of the semester as a lecture-based blended learning environment and for the second eight weeks of the semester as a problem-based blended learning environment. A single group repeated measures research design was carried out to understand if there are significant differences in measures of student engagement...
A constructivist approach to the integration of systematic reflection in EAP courses: an action research study
Kızılcık Eren, Hale; Daloğlu, Ayşegül; Department of Foreign Language Education (2012)
The aim of the study was to investigate to what extent integrating systematic reflection into the academic English courses at the tertiary level fosters learning. To this end, the teacher-researcher designed an action research study and carried it out with seventy-one students in the three sections of ENG 101 she taught at the Middle East Technical University. In the course of the action research, the teacher-researcher developed an interactive reflection model in which the teacher and students engage in a ...
A Model for Doctoral Students' Perceptions and Attitudes Toward Written Feedback for Academic Writing
Can, Gülfidan (Springer Science and Business Media LLC, 2011-08-01)
The purpose of this study is to investigate social science doctoral students' perceptions and attitudes toward written feedback about their academic writing and towards those who provide it. The study culminates in an explanatory model to describe the relationships between students' perceptions and attitudes, their revision decisions, and other relevant factors in their written feedback practices. The investigation used a mixed methods approach involving 276 participants from two large mountain west public ...
An ınvestigation of factors affecting student participation level in an online dıscussion forum
YÜKSELTÜRK, ERMAN (2010-04-01)
This study analyzed the factors that affect student participation in discussion forum under the two main purposes. The first purpose was to examine the relationship between the students' individual demographics and categories of students' participation level (inactive, moderate, and active) in discussion forum of an online course. The second purpose was to examine the students' views about reasons for low level of interaction in discussion forum. A total of 196 students who attended computers systems and st...
Students' Perceptions On Effective Dimensions Of Interactive Learning In A Blended Learning Environment
Delialioğlu, Ömer; Yıldırım, Zahide (Institute of Electrical and Electronics Engineers (IEEE), 2007)
This study investigates students' perceptions of the "effective dimensions of interactive learning" in a hybrid course. A case- study design was used, and 25 students enrolled in "Computer Networks and Communication," a course at a public university in Turkey, formed the sample of this study. The study lasted for 14 weeks. At the end of the study, interviews were conducted to gather data on the "effective dimensions of interactive learning". Additionally, computer logs of the students were kept and analyzed...
Citation Formats
A. H. Ataş and Ö. Delialioğlu, “A question-answer system for mobile devices in lecture-based instruction: a qualitative analysis of student engagement and learning,” INTERACTIVE LEARNING ENVIRONMENTS, pp. 75–90, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/47276.