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The effect of the flipped classroom model on students’ academic achievement, academic satisfaction, and general belongingness was investigated using an experimental design. Purposive sampling was used to select 94 undergraduate students as participants. The participants were divided into three groups: one experimental group with the flipped classroom model and two control groups with the traditional classroom and distance education models. The groups attended the same course content sessions that are suitable for their classroom model over eight weeks. For analysis, descriptive statistics, dependent groups t-tests, Wilcoxon signed-rank test, ANCOVA, and ANOVA tests were performed. Students’ academic achievement, academic satisfaction, and general belongingness levels significantly increased in the flipped classroom compared with the other classroom models. Suggestions for future research and limitations of the study are provided.

This study aimed to determine the effects of the traditional classroom model, distance education model and flipped classroom model designed according to ARCS (attention, relevance, confidence and satisfaction) motivation strategies on motivation and academic achievement levels. For this purpose, the study was conducted by using an experimental pretest-posttest control group design. Purposive sampling was used to determine the participants. Frequency, percentage, mean, dependent groups t-test and ANOVA test were utilized for data analysis. The results indicated that the academic achievement levels of the students in the flipped classroom model using ARCS motivation strategies were significantly higher than those of the students in the distance education classroom model and the traditional classroom model. In addition, the training process did not lead to a significant change in the motivation of the students in the traditional classroom model and distance education classroom model, but did lead to a significant change in the motivation of the students in the flipped classroom model. In response to the results of the study, various suggestions were made.

The global Covid-19 pandemic has accelerated the implementation of distance education and training, resulting in a shift of course activities and processes to an online environment. The introduction of online exams in this new educational landscape has raised concerns among learners regarding academic honesty. This situation has prompted worries about safeguarding the ongoing institutional identity and reputation of academic institutins, thereby raising questions about academic honesty. This study presents a systematic review of the literature on protecting academic honesty in online examinations, focusing on recent publications within the last five years. This period is marked by intensified online exam evaluations and the impact of Covid-19. Based on the literature review, a total of 50 studies were examined by three experts in the field. Descriptive and content analysis techniques were utilized to identify research trends. The findings of these studies indicated that learners tend to accept unethical behavior violations, which are also increasing. In conclusion, it is recommended that future studies consider factors such as a wider range of publication years, employed research methods, increased publication rates, success rates, dataset size, and the utilization of assistive technologies.

Background/purpose – This study aims to determine the effect of faculty members’ psychological empowerment on their change orientation and the mediating role of knowledge inertia (learning and experience) in this effect.Materials/methods – A cross-sectional research design was used to achieve this goal. The opinions of 398 faculty members working in six universities in Türkiye were collected via the survey method.Results – The results showed that the faculty members’ psychological empowerment had a favorable effect on their levels of change orientation and a negative effect on their levels of learning inertia. Additionally, it was shown that the faculty members’ psychological empowerment had little effect on their experiential inertia. Additionally, there was no discernible relationship between degrees of faculty members’ change orientation and perceived knowledge inertia (learning and experience).Conclusion – The study’s results imply that faculty members who see their jobs as meaningful have sufficient knowledge about their jobs, are responsible for making decisions about their jobs, and accept change easily. It was also concluded that these faculty members have high levels of change orientation.

This study developed and validated the Turkish version of the Self-Directed Online Learning Scale (SDOLS-T) for assessing students’ perceptions of their self-directed learning (SDL) ability in an online environment. Specifically, this study conducted in two stages multiple categorical confirmatory factor analyses factoring in the ordered categorical structure of the SDOLS-T data. The data in this study came from a parent study which utilized the SDOLS-T and other instruments for data collection. From among the three competing models the literature recommends examining to explain the shared variance of items in a survey, the results at stage 1 showed that the correlated, two-factor structure, originally proposed for the SDOLS, was also the best-fit model for the SDOLS-T. At stage 2, using the best-fit model from stage 1, measurement invariance analyses were conducted to examine the extent to which SDL under the SDOLS-T was understood and measured equivalently across the groups specified by four dichotomous demographic variables: gender, network connection, online learning experience, and grade. The stage 2 results indicate the SDOLS-T reached scalar invariance at least for gender and network connection, thus allowing the comparison of latent or manifest means, or any other scores (e.g., total scores, Rasch scores), across the groups by these two demographic variables. In the end, the findings support the SDOLS-T for use in facilitating educational practice (e.g., improving instructional design), advancing scholarly literature (e.g., investigating SDL measurement and content area issues), and informing policy/decision-making (e.g., increasing retention rates and reducing dropout) in online education in Turkey.

The purpose of this research is to determine the effect of a web-based problem based school administrator training program (WB-PBSAT) on participants' self-efficacy beliefs and attitudes towards principalship. For this aim, mixed approach combining quantitative and qualitative research approach was used in this study. The quantitative dimension was carried out with the experimental model. The focus group interviews were conducted in the qualitative dimension. An experimental group and a control group were used. Participants of the experimental and the control groups were determined by purposive sampling. According to the findings, WB-PBSAT process was significantly and positively affected participants' attitudes towards general and professional self-efficacy beliefs and principalship. This result shows that the administrator training model used has the potential to make significant contributions in the professional development of school administrators. Bu çalışmanın amacı web tabanlı problem temelli bir okul yöneticisi yetiştirme programının okul yöneticilerinin öz-yeterlik inançlarına ve okul yöneticiliği mesleğine ilişkin tutumlarına etkisini belirlemektir. Bu amaçla, nicel ve nitel araştırma yaklaşımının birlikte kullanıldığı karma yaklaşımdan faydalanılmıştır. Nicel boyut, deneysel model ile yürütülmüştür. Nitel boyutta da odak grup görüşmeleri yapılmıştır. Çalışmada bir deney grubu ve bir kontrol grubu kullanılmıştır. Deney ve kontrol gruplarının katılımcıları amaçlı örnekleme tekniği ile belirlenmiştir. Araştırmadan elde edilen bulgulara göre, WT-PTOYE süreci katılımcıların genel ve mesleki öz-yeterlik inançlarını ve okul yöneticiliği mesleğine ilişkin tutumlarını anlamlı ve olumlu yönde etkilemiştir. Bu sonuç, kullanılan yönetici eğitim modelinin, okul yöneticilerinin mesleki gelişimlerinde önemli katkılar sağlama potansiyeline sahip olduğunu göstermektedir.

The aim of this study is to determine the effectiveness of a web-based problem-based school administrator training program (WB-PBSAT) in practice and the effect of training on participants' attitudes towards web based learning. Mixed method approach was used in this study. While the quantitative dimension of the study was conducted within the framework of one group pre-test post-test experimental design, focus group interviews was performed in the qualitative dimension. Participants of the experimental and the control groups were determined by purposive sampling. Attitudes Toward Web-Based Learning (ATWBL) Scale was used to determine the participants' attitudes towards web-based learning, and the Program Assessment Scale was used to evaluate the training process. According to the findings it was concluded that the training process positively affected the attitudes of the participants towards web-based learning and training process has also provided significant contributions to participants' establishing the link between theory and practice and self-directed learning. Based on these results, some suggestions for educational policy makers and practitioners were developed for the use of a web-based problem-based learning in school administrators' pre-service and in-service training programs.

In the recent years, school administrators often come across various problems while teaching, counseling, and promoting and providing other services which engender disagreements and interpersonal conflicts between students, the administrative staff, and others. Action learning is an effective way to train school administrators in order to improve their conflict-handling styles. In this paper, a novel approach is used to determine the effectiveness of training in school administrators who attended an action learning course based on their conflict-handling styles. To this end, a Rahim Organization Conflict Inventory II (ROCI-II) instrument is used that consists of both the demographic information and the conflict-handling styles of the school administrators. The proposed method uses the Neutrosophic Set (NS) and Support Vector Machines (SVMs) to construct an efficient classification scheme neutrosophic support vector machine (NS-SVM). The neutrosophic c-means (NCM) clustering algorithm is used to determine the neutrosophic memberships and then a weighting parameter is calculated from the neutrosophic memberships. The calculated weight value is then used in SVM as handled in the Fuzzy SVM (FSVM) approach. Various experimental works are carried in a computer environment out to validate the proposed idea. All experimental works are simulated in a MATLAB environment with a five-fold cross-validation technique. The classification performance is measured by accuracy criteria. The prediction experiments are conducted based on two scenarios. In the first one, all statements are used to predict if a school administrator is trained or not after attending an action learning program. In the second scenario, five independent dimensions are used individually to predict if a school administrator is trained or not after attending an action learning program. According to the obtained results, the proposed NS-SVM outperforms for all experimental works.

In this study, firstly the effects of cooperative and authoritarian management styles on teachers' organisational justice, job satisfaction, and OCBs were tested. Then, the mediating effects of job satisfaction and organisational justice on the relationship between principals' management style and teachers' OCBs were examined. In accordance with this aim, the prediction research design was used. The sample of the study consisted of 312 teachers. The predictive and mediating relationships between variables were examined by the structural equation model. According to the results obtained at the end of the study, both organisational justice perception and job satisfaction have partial mediating effect on the effect of cooperative management style on organisational citizenship behaviour, but neither organisational justice perception nor job satisfaction have any mediating effect on the effect of authoritarian management style on organisational citizenship behaviour.