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    Examining the Views of Engineering Students about Massive Open Online Courses
    (Ieee, 2021) Kisla, Tarik; Metin, Senem Kumova; Karaoglan, Bahar; Demir, Elif Kubra
    Today, one of the most important tools of open and distance learning, Massive Open Online Courses (MOOC) has emerged as a continuation of the Open Educational Resources approach. The Open Education Resources (OER) approach was first introduced in 1999, and gained a great momentum in 2002 with the help of the Massachusetts Institute of Technology (MIT). MOOCs are defined as a scalable, free online course with open access that supports learning in different fields. Thanks to these platforms, an interaction between learner-learner and learner-intructor is established and a flexible learning environment is provided. MOOCs, which first appeared in 2008, have increased their popularity with MOOC platforms that include hundreds of courses such as edX, Coursera, Udemy and Udacity with the support of many important universities in the world such as MIT and Harvard. In this study, the thoughts of engineering students about MOOCs were asked with a questionnaire which was used as a data collection tool developed by the researchers. The study was attended by 307 students studying Electrical and Electronics Engineering, Civil Engineering, Industrial Engineering, Aerospace Engineering, Mechanical Engineering, and Food Engineering
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    Mobile Performance Support System Facilitates Paediatric Dentistry Clinical Practice
    (Wiley, 2026) Cinarcik, Bugse Saki; Donmez, Onur; Demir, Elif Kubra; Sahin, Hatice; Akaltan, Kadriye Funda; Yetkiner, Arzu Aykut; Ersin, Nazan
    Introduction The purpose of this study is to evaluate the affordances of the Mobile Performance Support System (MPSS) in paediatric dentistry clinical practice through fourth-year dental students' clinical performance and technology acceptance.Methods The study involved 95 fourth-year students engaged in paediatric dentistry clinical training. The control group continued with their regular clinical practice training without any changes, whereas the experimental group received performance support through the MPSS. A time-series quasi-experimental design was employed to examine the impact of MPSS on students' clinical performance. The researchers developed authentic analytical rubrics for all applications, which were designed to assess clinical performance. A post-test control group quasi-experimental design was employed to investigate the participants' technology acceptance regarding the MPSS. Upon completion of the clinical training term, the researchers administered the Technology Acceptance Scale to all participants. The MPSS recorded the participants' interaction logs in order to ascertain their use patterns. The collected data were subjected to statistical analysis using SPSS 25.0.Results The experimental group demonstrated superior performance to the control group across all performance measures. The interaction logs showed that students used the MPSS not only during clinical hours, but also for clinical preparation. In addition, multi-stage implementations, such as the application of glass ionomer fissure sealant, were observed to receive higher visit rates.Conclusion The MPSS significantly improved fourth-year dental students' clinical performance and received high technology acceptance, making it a scalable and effective tool for pediatric dentistry education.