Abstract

Keywords: Surface learning, mobile pre-learning system, academic achievement, mobile learning attitude, distance learning, learning approaches, SOLO taxonomy.

Alioon, Y. (2016). An investigation of student engagement, motivation and attitudes towards course content in a mobile-learning enhanced course [Doctoral dissertation, Middle East Technical University]. http://etd.lib.metu.edu.tr/upload/12620375/index.pdf

Alt, D. (2014). The construction and validation of a new scale for measuring features of constructivist learning environments in higher education. Frontline Learning Research, 2(3), 1-28. http://dx.doi.org/10.14786/flr.v2i3.68

Alt, D., & Boniel-Nissim, M. (2018). Links between adolescents’ deep and surface learning approaches, problematic internet use, and fear of missing out (FOMO). Internet Interventions, 13, 30-39. https://doi.org/10.1016/j.invent.2018.05.002

Bakay, Ş. (2017). Investigating the effectiveness of a mobile device supported learning environment on English preparatory school students’ vocabulary acquisition [Doctoral dissertation, Middle East Technical University]. http://etd.lib.metu.edu.tr/upload/12621241/index.pdf

Biggs, J. B. (1987). Student approaches to learning and studying. Australian Council for Educational Research.

Biggs, J. B. (1999). Teaching for quality learning at university (1st ed.). Society for Research into Higher Education and Open University Press.

Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO Taxonomy. Academic Press.

Biggs, J. B., & Tang, C. (2007). Teaching for quality learning at university. Open University Press/McGraw-Hill.

Boulton-Lewis, G. M., Smith, D., McCrindle, A. R., Burnett, P. C., & Campbell, K. J. (2001). Secondary teachers’ conceptions of teaching and learning. Learning and Instruction 11(1), 35-51. https://doi.org/10.1016/S0959-4752(00)00014-1

Boulton-Lewis, G. M., Wilss, L., & Mutch, S. (1996). Teachers as adult learners: Their knowledge of their own learning and implications for teaching. Higher Education, 32(1), 89-106. https://doi.org/10.1007/BF00139220

Brenton, S. (2009). E-learning – an introduction. In H. Fry, D. Ketteridge, & S. Marshall (Eds.), A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (3rd ed., pp. 85-98). Routledge.

Butzler, K. B. (2014). The effects of motivation on achievement and satisfaction in a flipped classroom learning environment [Doctoral dissertation, Northcentral University]. https://www.une.edu/sites/default/files/Effects%20of%20Motivation.pdf

Büyüköztürk, Ş. (2001). Deneysel desenler: öntest – sontest kontrol grubu desen ve veri analizi [Experimental designs: pretest - posttest control group design and data analysis]. Pegem.

Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Erlbaum.

Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53-64. https://doi.org/10.1016/j.compedu.2018.04.007

Demir, K., & Akpınar, E. (2016). Mobil Öğrenmeye Yönelik Tutum Ölçeği Geliştirme Çalışması [Development   of Attitude Scale towards Mobile Learning]. Eğitim Teknolojisi Kuram ve Uygulama, 6(1), 59-79. https://doi.org/10.17943/etku.83341

Dillon, L. T. (1988). The remedial status of student questioning. Journal of Curriculum Studies, 20(3), 197-210. https://doi.org/10.1080/0022027880200301

Dinsmore, D. L., & Alexander, P. A. (2012). A critical discussion of deep and surface processing: What it means, how it is measured, the role of context, and model specification. Educational Psychology Review, 24(4), 499-567. https://doi.org/10.1007/s10648-012-9198-7

Gibbs, G. (1994). Improving Student Learning: Theory and Practice (1st ed.). The Oxford Center for Staff Development.

Gijbels, D., Donche, V., Richardson, J. T. E., & Vermunt, J. D. (2014). Learning patterns in higher education. Dimensions and research perspectives. Routledge.

Gülcü, İ. (2015). Yabancı dil olarak mobil destekli Türkçe kelime öğretim [Mobile - assisted Turkish vocabulary teaching as foreign language] [Doctoral dissertation]. Çanakkale Onsekiz Mart University, Çanakkale, Turkey.

Haggis, T. (2003). Constructing images of ourselves? A critical investigation into ‘approaches to learning’ research in higher education. British Educational Research Journal, 29(1), 89-104. https://doi.org/10.1080/0141192032000057401

Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2013). Multivariate Data Analysis. Pearson.

Hattie, J. A. C. (1998). Evaluating the Paideia program in Guilford County schools: First year report: 1997–1998. Center for Educational Research and Evaluation, University of North Carolina.

Hattie, J. A. C. (2002). What are the attributes of excellent teachers? In B. Webber (Ed.), Teachers make a difference: What is the research evidence? (pp. 1-17). New Zealand Council for Educational Research.

Howell, D. (2013). Effects of an inverted instructional delivery model on achievement of ninth-grade physical science honors students [Doctoral dissertation, Gardner-Webb University]. https://digitalcommons.gardner-webb.edu/education_etd/35/

Kemp, S. (2020). Digital in 2020. We Are Social. https://wearesocial.com/digital-2020

Kohn, A. (2000, September 27). Standardized testing and its victims. Alfie Kohn. https://www.alfiekohn.org/article/standardized-testing-victims

Marton, F. (1983). Beyond individual differences. Educational Psychology, 3(3-4), 289-303. https://doi.org/10.1080/0144341830030311

Marton, F., & Säljö, R. (1976). On qualitative differences in learning: Outcome as a function of learners’ conception of task. British Journal of Educational Psychology, 46(1), 4-11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x

Moore, M. (1993). Theory for transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22-38). Routledge.

Newstead S. E. (1992). A study of two “quick-and-easy” methods of assessing individual differences in student learning. British Journal of Educational Psychology, 62(3), 299-312. https://doi.org/10.1111/j.2044-8279.1992.tb01024.x

Nijhuis, J. F. H., Segers, M. S. R., & Gijselaers, W. H. (2005). Influence of redesigning a learning environment on student perceptions and learning strategies. Learning Environments Research, 8, 67-93. https://doi.org/10.1007/s10984-005-7950-3

Offir, B., Lev, Y., & Bezalel, R. (2008). Surface and deep learning processes in distance education: Synchronous versus asynchronous systems. Computers & Education, 51(3), 1172-1183. https://doi.org/10.1016/j.compedu.2007.10.009

Okumuş-Dağdeler, K. (2018). The role of mobile-assisted language learning (MALL) in vocabulary knowledge, learner autonomy and motivation of prospective English language teachers [Doctoral dissertation]. Atatürk University, Sivas, Turkey.

Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning systems: definitions and directions. Quarterly Review of Distance Education, 4(3), 227-234.

Overmyer, G. R. (2014). The flipped classroom model for college algebra: effects on student achievement [Doctoral dissertation]. Colorado State University.

Özer, Ö. (2017). Mobil destekli öğrenme çevresinin yabancı dil öğrencilerinin akademik başarılarına, mobil öğrenme araçlarını kabul düzeylerine ve bilişsel yüke etkisi [The effect of mobile-assisted language learning environment on EFL students’ academic achievement, acceptance of mobile learning devices and cognitive load] [Doctoral dissertation, Mersin University]. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=6N50087A4ti6cITRJuIPkA&no=xYZ9x6QPUYTF-bIuT5JZLg

Pandey, P., & Zimitat, C. (2007). Medical students’ learning anatomy: Memorization, understanding and visualization. Medical Education, 41(1), 7-14. https://doi.org/10.1111/j.1365-2929.2006.02643.x

Price, L., 2014. Modelling factors for predicting student-learning outcomes in higher education. In D. Gijbels, V. Donche, J. T. E. Richardson, & J. D. Vermunt (Eds.), Learning Patterns in Higher Education: Dimensions and Research Perspectives (pp. 56-77). Routledge.

Shapley, P. (2000). On-line education to develop complex reasoning skills in organic chemistry. Journal of Asynchronous Learning Networks, 4(2), 43-52.

Smith, T. W., & Colby, S. A. (2007) Teaching for Deep Learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 80(5), 205-210, https://doi.org/10.3200/TCHS.80.5.205-210

Smith, T. W., Gordon, B., Colby, S. A., & Wang, J. (2005) An Examination of the Relationship Between Depth of Student Learning and National Board Certification Status. Appalachian State University: Office for Research on Teaching.

Staker, H., & Horn, M. (2012). Classifying K-12 blended learning. Innosight Institute.

Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (6th ed.). Pearson.

Talan, T. (2018). Dönüştürülmüş sınıf modeline göre e-öğrenme ortamının tasarımı ve modelin uygulanabilirliğinin değerlendirilmesi [Design of e-learning environment according to flipped classroom model and evaluation of model applicability] [Doctoral dissertation, İstanbul University. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=lPG6BI35wF7TXwqLoCpHfQ&no=yxkzVKDOOhYGU6ZJqyfgSQ

Tanır, A. (2018). Die möglichen auswirkungen des mobilen lernens auf den lernerfolg im rahmen der wortschatzentwicklung im daf-unterricht (Am beispiel der Anadolu Universität) [The Potential Impact of Mobile Learning on Learning Achievement Within the Scope of the Vocabulary Development in Teaching German as a Foreign Language] [Doctoral dissertation, Anadolu University]. https://earsiv.anadolu.edu.tr/xmlui/handle/11421/4292?locale-attribute=tr

Trigwell, K., Prosser, M., & Ginns, P. (2005). Phenomenographic pedagogy and a revised approaches to teaching inventory. Higher Education Research and Development, 24(4), 349-360. https://doi.org/10.1080/07294360500284730

Wong, B. L. (1985). Self-questioning instructional research: A review. Review of Educational Research, 55(2), 227-268. https://doi.org/10.3102%2F00346543055002227

Yavuz, M. (2016). Ortaöğretim düzeyinde ters yüz sınıf uygulamalarının akademik başarı üzerine etkisi ve öğrenci deneyimlerinin incelenmesi [An investigation into the effects of flipped classroom applications on the academic success and experiences of the students at secondary school] [Master’s thesis]. Atatürk University, Sivas, Turkey.

Yıldırım, A., & Şimşek, H. (1999). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin.

Zengin, Ö. (2018). The effects of an online course designed on mobile technologies on the use of ICT skills, attitudes and self-efficacy of EFL instructors [Doctoral dissertation, Middle East technical University]. http://etd.lib.metu.edu.tr/upload/12622849/index.pdf.

Zimitat, C., & McAlpine, I. (2003). Student use of computer-assisted learning (CAL) and effects on learning outcomes. Biochemistry and Molecular Biology Education, 31(2), 146-150. https://doi.org/10.1002/bmb.2003.494031020173