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- 저자 : Kocas, Erkan (검색결과 3 건)
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Kocas, Erkan Michigan State University ProQuest Dissertations & 2022 해외박사(DDOD)
Extensive research has proven that integrating experiential learning techniques with traditional teaching methods improves student learning, success, and outcomes in higher education institutions (Derous & Ryan, 2008; Dolan & Stevens, 2006; Eyler, 2009; Kuh & Ikenberry, 2009; McCarthy & McCarthy, 2006; Pierson & Troppe, 2010). The proven success of these methods has inspired many fields to introduce experiential learning activities. As a result, international business education has also become a field that benefits from teaching through experience (Hagan, 2012). Many researchers have studied the impact of these methods in international business education, mostly focusing on classrooms and other for-credit activities. However, the studies on the effects of experiential learning in non-credit academic activities (NCAAs) have been limited in the past. To situate my research in this space, I expand the examination of NCAAs and study former students who have participated in an NCAA during their college enrollment. I enrich the study with my experiences and offer a detailed profile of the aforementioned NCAA. My research seeks to understand the role of experiential learning in non-credit academic settings and examine student perceptions about what they believe they have learned as international business skills. To accomplish this, I used Kolb’s experiential learning theory as a framework that also guided data coding, interview questions to former students, and further analysis. Five themes were identified from the analysis of the interviews: learning through experience, impactful experiential learning activities, personal development and self-confidence, employment, and learning international business. In this work, I offer my findings categorized under these five themes, an extensive profile of the NCAA I studied, my analysis and discussion of the research findings, my recommendations, and implications for future research.
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Koca, Ozgur The Claremont Graduate University 2013 해외박사(DDOD)
Nursian occasionalism holds, on the one hand, that God is the creator of both cause and effect, and attaches them to each other on a self-imposed habitual pattern. On the other hand, Nursian occasionalism attributes theosophical, epistemological, and ethical functions to secondary causality with the help of ibn 'Arabi's theory of the Divine Names--the basic premise of which is the idea that the world is a multiplicity of loci for the continuous and ever-changing manifestation of the divine qualities. As such, Nursi's theory of causality combines Ash'arite occasionalism and ibn 'Arabi's metaphysical cosmology and leads to simultaneous affirmation of vertical (divine) and horizontal (secondary) causation, hence, what I call, "diagonal occasionalism.". This work attempts to present diagonal occasionalism as a viable option for thinking about divine causation without doing violence to scientific causal explanations. The proposed understanding of diagonal occasionalism sees no horizontal causal gaps, but rather, vertical gaps between each cause and effect. Its uninterrupted horizontality secures the law-like functioning of the world to an extent that an occasionalist world is indistinguishable from a world governed by secondary causality. The vertical gap or, in other words, the disproportionality, in each cause and effect relationship manifests the divine qualities in every point and instant of spatio-temporal reality without disturbing the horizontal flow of natural processes. As such, diagonal occasionalism on the one hand secures the organizing principles of scientific activity and on the other hand escapes both deism and interventionism. Diagonal occasionalism can be a viable option only if the reality of free will is firmly established in a way consistent with the logic of occasionalism. The traditional solution is to locate human will in an ontological intermediate realm between existence and nonexistence, as a "relative matter" ( amrun 'itibâriyyun), beyond the scope of the divine power. The argument is strong but not complete. The intermediacy of the world between God and nothingness can be established within the larger context of gradational ontology suggested by the theory of the Divine Names. Here one can assert that by participating in the divine freedom we feel and live our being as free. As such, the theory of the Divine Names provides a comprehensive metaphysical framework in which diagonal occasionalism can be contextualized.
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Ozgun-Koca, S. Asli The Ohio State University 2001 해외박사(DDOD)
The utilization of technology in multiple representations is a significant topic in mathematics education. Linked multiple representations are a group of representations in which, upon altering a given representation, other representations are automatically updated to reflect the change. Semi-linked representations are those for which the corresponding updates of changes within the representations are available only upon request and are not automatic. This study compared three groups of Algebra I students: one group using linked representation software, the second group semi-linked representation software, and the control group to study the effects of these technologies on students' understanding of linear relationships. Moreover, this study investigated students' attitudes towards and preferences for representations. Data collection methods included mathematics pre- and posttests, follow-up interviews, computer-based interviews, observations, and a survey. Questions in tests were clustered into categories and compared across the three groups by using a nonparametric Kruskal-Wallis test. There were no significant differences in achievement between the groups in any category on either the pretest or posttest. To study how the groups' achievement changed from pretest to posttest, the Wilcoxon nonparametric test for dependent samples, was performed. Some of the improvements were significant at the .05 level, such as for the experimental groups in the categories of interpreting graphs and constructing equations, the semi linked group for the height/slope misconception, and the linked group for the graph as picture category. Linkage was helpful for some students in constructing mathematical ideas, whereas students who had already constructed those ideas and trusted them did not need the linkage. Semi-linked software forced students to be more active in their learning process, to make use of their knowledge and the information provided by the software, and to construct connections among the representations. The conclusion of this study was that semi-linked representations can be as effective as linked representations and that there is a role for each in different educational settings. Students reported that easy access to all representations at once with the technology was helpful in comparing different representations. Personal preferences and previous experience/knowledge were the main themes emerging as reasons for preferring one representation over another.
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