University of Leicester

computer science

RESEARH STUDENT — Dursun Akaslan BSc Electricity University of Marmara Turkey MA ICT and Education University of Leeds UK

POSITION
G3 Computer Science Building
Department of Computer Science,
University of Leicester,
University Road,
Leicester,
LE1 7RH.

T: +4 (0)116 252 5243
F: +4 (0)116 252 3839 (Please, specify my name)
E: da112 at le.ac.uk
Web Address http://www.dursunakaslan.com

I am a PhD student at Deparment of Computer Science at University of Leicester.I am investigating the effects of fostering e-learning into higher education institutions associated with the subject of electricity.




Education and Qualifications:

2009-20?? University of Leicester, Department of Computer Science, PhD
2008-2009 University of Leeds, School of Education, ICT and Education, MA
2003-2006 Marmara University, Faculty of Technical Edication, Electricity Technology, BSc
2001-2003 Ataturk University, School of Erzurum Vocational Higher Education, Electricity


Publications:

 

1- A Model for Personalised Learning on the Internet: A Solution for Issues in Departments of Electrical Education in Technical Education Faculties in Universities in Turkey

Abstract:

There is a situation in Turkey where there are not enough of high-skilled labours that high-technology industries need in Turkey whereas graduates of Technical Education Faculties (TEFs) complain about the unemployment situation at the same time. This revealed that there is a situation which puts a barrier into education and training in the TEFs. This study was, hence, carried out to develop a model for personalised learning on the Internet as a solution for issues in Departments of Electrical Education in Technical Education Faculties in Turkey. The findings showed that the majority of respondents believe that personalised learning on the Internet may help to solve issues in electrical education and also detected that teachers who have normal knowledge in the level of ICTs are not able to generate interactive content except e-book because they know only how to use a word processor. This reveals that issues in software to generate interactive materials will be very crucial in the future. This study may be an intersting source for the audience in Information Communications and Technology field or anyone who considers ICT for Higher Education in Technology.

Reference:

Akaslan, D. (2010). A Model for Personalised Learning on the Internet: A Solution for Issues in Departments of Electrical Education in Technical Education Faculties in Universities in Turkey. ISBN: 9783838334875. LAP Lambert Acad. Publ. German.

Sources for Purchasing:

Amazon (£37.40), WHSmith (£41.00), Play (£40.03), etc.

2- Measuring Teachers’ Readiness for E-learning in Higher Education Institutions associated with the Subject of Electricity in Turkey

Abstract:

Implementing e-learning in higher education institutions (HEIs) is influenced by various barriers and drivers. The majority of barriers are related to the challenging issue concerning the integration of e-learning into universities. Hence, it is deemed relevant to understand whether different stakeholders in HEIs tend to embrace or ostracize e-learning for their work. This study investigates the extent to which the HEIs associated with the science of electricity in Turkey are ready for e-learning. It also examines two factors that presumably affect the perceptions of academic staff on e-learning: first, the degree to which teachers believe that e-learning would be free of effort and would enhance their teaching; second, whether teachers need training on e-learning before embarking on it. To address these issues, a web-based survey was distributed to 417 programs in 360 HEIs in Turkey. More than 1206 active academic staff were invited to participate in the survey with 289 answering all the questions and 53 some of them. Descriptive and inferential statistics were computed. Overall, the findings indicate that the academic staff in the HEI associated with the subject of electricity in Turkey generally show positive experiences, confidences and attitudes towards e-learning. In spite of the fact that their readiness seems to be sufficient, their attitudes towards e-learning must be strengthened in order to facilitate effective adoption of e-learning.

Reference:

Akaslan, Dursun and Law, Effie Lai-Chong, Measuring Teachers’ Readiness for E-learning in Higher Education Institutions associated with the Subject of Electricity in Turkey, in Proceedings of the 2nd Annual Global Engineering Education Conference (EDUCON): Learning Environments and Ecosystems in Engineering Education, Amman, Jordan, 2011.

Sources for Reading:

Princess Sumaya University for Technology, IEEE Xplore, etc.

3- E-learning in the Science of Electricity in Higher Education in Turkey in terms of Environment and Energy

Abstract:

The number of studies aimed to find out how to implement e-learning in Higher Education Institutions (HEI) is ever increasing due largely to the potential advantages of e-learning in education and training all around the world. While the Internet is filled with academic publications that mention the benefits of e-learning such as developing information skills/literacy, widening access, improving quality of teaching and learning, increasing flexibility, and reducing cost/improving cost-effectiveness, the number of studies focussing on the benefits of e-learning in terms of environment and energy is relatively few. This research study investigates the potential benefits of e-learning in the institutions providing education and training in the discipline of electricity in Turkey by considering several dimensions such as carbon footprint, recycling, traffic congestion, residential issues and energy. The number of institutions offering teaching and training in the science of electricity across Turkey is 417. At least 1496 teachers are currently working in these institutions. The Higher Education Council (HEC) in Turkey announced that the quotas of these institutions for the 2010-11 academic year is 20246 and 16,873 university applicants have already been placed in them. Noteworthy is that 138 of these institutions are based on evening classes because the number of university applicants is higher than the capacity of universities. Implementing e-learning in the institutions to deal with fast-changing knowledge is deemed a cost-effective means. Specifically, it has the important impact on environmental protection.

Reference:

Akaslan, D., & Law, E. L.-C. (2010). E-learning in the Science of Electricity in Higher Education in Turkey in terms of Environment and Energy. Proceedings of Postgraduate Research Student Conference 2010 – Perspectives in Society (pp. 1-10). Nottingham, UK: EMUA.

Sources for Reading:

EMUA, DURSUNAKASLAN.COM, etc.

4- Analysing Issues for Applying E-learning to the Subject of Electricity in Higher Education in Turkey

Abstract:

Effective integration of e-learning in Higher Education Institutions (HEIs) is influenced by many factors with the learning domain and socio-political context being two of the critical ones. The overarching goal of our research is to investigate how to implement e-learning in HEIs in the field of electricity in Turkey. A survey has been conducted to measure teachers’ readiness for e-learning in these HEIs. It consisted of two phases: (i) a web-based questionnaire with close-ended and open-ended questions; (ii) semi-structured online interviews. This paper reports our findings of analysing the qualitative data that address four main aspects: current educational issues in those HEIs; perceptions of academic staff regarding e-learning; advantages and disadvantages of e-learning as a solution for the issues; strategies to implement e-learning. Overall, our results show that e-learning will bring an innovation into the HEIs and it should be integrated with the blended learning approach.

Reference:

Akaslan, Dursun, Law, Effie Lai-Chong and Taskin, Sezai, Analysing Issues for Applying E-learning to the Subject of Electricity in Higher Education in Turkey, in Proceedings of the 17th International Conference on Engineering Education (ICEE): Engineering Sustainability for a Global Economy, Belfast, Northern Ireland, 2011.

Sources for Reading:

DURSUNAKASLAN.COM

5- Measuring Student E-learning Readiness: A Case about the Subject of Electricity in Higher Education Institutions in Turkey

Abstract:

Today e-learning is embraced for delivering education and training as it offers various potential benefits. However, successful uptake of e-learning depends on a cluster of personal, technological, institutional and domain specific (content) factors. Based on our literature review and empirical results of our previous work, we have identified specific attributes subsumed by each of these factors and integrated them into our model of student e-learning readiness. To validate the model, we have conducted a web-based survey to investigate the extent to which students in the Higher Education Institutions (HEIs) in Turkey offering the subject of electricity are ready for e-learning. 704 responses from the students of 417 departments in the related HEIs have been collected; 425 were complete responses. Whilst the findings revealed that the students were sufficiently ready for e-learning, training for e-learning is considered essential for enhancing student e-learning readiness.

Reference:

Akaslan, Dursun and Law, Effie Lai-Chong, Measuring Student’ E-learning Readiness: A Case about the Subject of Electricity in Higher Education Institutions in Turkey, in Proceedings of the 10th International Conference on Web-based Learning (ICWL), Hong Kong, China, 2011.

Sources for Reading:

SPRINGER LINK, Google Books

6- Analysis of Issues for Implementing E-Learning: the StudentPerspective

Abstract:

Integration of e-learning into campus-based institutions is a challenging issue. A number of key issues and questions clearly need to be solved and answered before any attempt for implementing e-learning is taken. The purpose of this paper is hence to investigate how to implement e-learning in the higher education institutions (HEI) associated with the subject of electricity in Turkey, considering the student perspective. For this reason, a web-based survey has been conducted to measure the extent to which the representative students in the Turkish HEI are ready for e-learning and to investigate their perspectives on issues for implementing elearning. Two techniques were used: an online questionnaire with close- and open-ended items and semi-structured online interviews. 704 responses were analysed. At the end of the questionnaire, respondents were invited to participate in a semi-structured interview. 63 accepted the invitation, but only 33 of them actually attended the interview. Based on the findings derived from the interviews, we develop a model to illustrate what principles are needed for implementing elearning in the respective institutions. Overall, our findings show that e-learning is perceived as a solution for resolving some issues and it brings some innovation in the respective institutions in Turkey; and that it should be integrated into campus-based education and training via the blended learning approach.

Reference:

Akaslan, Dursun, Law, Effie Lai-Chong and Taskin, Sezai, Analysis of Issues for Implementing E-learning: The Student Perspective, in Proceedings of the 3rd Annual Global Engineering Education Conference (EDUCON): Collaborative Learning and New Pedagogic Approaches in Engineering Education, Marrakesh, Morocco, 2012

Sources for Reading:

EDUCON

 

 



Teaching Activities:

2010-2011

CO1019 - Databases and Web Applications. (Campus Access Only)

2011-2012

CO7104 - C++ Programming and Advanced Algorithm Design (Campus Access Only)

2011-2012

CO2012 - Software project management and professionalism (Campus Access Only)

2011-2012

CO2017 - Operating Systems, Networks and Distributed Systems (Campus Access Only)

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Author: Dursun Akaslan (da112@le.ac.uk), T: +4 (0)116 252 5243.
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