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Turel Y.K.,Frat University
Computers and Education | Year: 2011

The interactive whiteboard (IWB) has become a popular technology for instructors over the last decade. Though research asserts that the IWBs facilitate learning in different ways, there is a lack of studies examining actual IWB use in classroom settings based on learners' perspectives by means of valid instruments. The purpose of this study is to develop a valid and reliable interactive whiteboard student survey in order to evaluate the IWB use based on perceptions of students who have been taught with IWBs. In establishing the theoretical base of the survey, the Technology Acceptance Model (TAM) and constructivist learning theories were considered. In addition, with respect to IWB use in classrooms, a number of studies emanated from countries such as the UK, the USA, and Australia were examined, and similar research questionnaires and findings and also reflections of students about IWBs were utilized to create an item pool. A 39-item survey was conducted among middle school students (N = 263) from the city of Istanbul in Turkey. Collected data was exposed to exploratory factor analysis and resulted in a 26-item, three-factor survey, whose factors were named as the perceived efficiency of IWB, perceived learning contribution and motivation, and the perceived negative effects of IWB. The results of the analyses illustrated that this new IWB student scale, which explains 50% of the total variance with a good level of Cronbach's Alpha coefficient (0.93) is a valid and reliable instrument designed specifically for measuring the use of IWBs in real classroom settings. Besides, theoretical foundations of interactive whiteboard use, the development process of the instrument, and results of validity and reliability analyses were discussed in detail. © 2011 Elsevier Ltd. All rights reserved.

Selimefendigil F.,Celal Bayar University | Oztop H.F.,Frat University
International Communications in Heat and Mass Transfer | Year: 2012

In this study, heat transfer from a square cavity in the presence of a thin inclined adiabatic fin is estimated using inputs-outputs generated from a CFD code with a fuzzy based identification procedure. The Reynolds number based on cavity length is 300 and the Richardson number is varied between 1 and 30. The top and bottom walls of the cavity are kept at constant temperature while the vertical walls are assumed to be adiabatic. The fin height, fin inclination angle, and Richardson number are considered as the input and the spatial averaged Nusselt number is taken as the output for the fuzzy model. Two data sets are used. One data set which contains 45 cases is used for estimation and another data set which contains 10 cases (not used in estimation) is used for validation purposes. The predictions using fuzzy model compare well with the CFD computations. © 2012 Elsevier Ltd.

Selimefendigil F.,Celal Bayar University | Oztop H.F.,Frat University
Computers and Fluids | Year: 2015

In the present study, numerical investigation of mixed convection at a backward facing step with a rotating cylinder subjected to nanofluid is conducted and a reduced order model of the system is obtained by using the proper orthogonal decomposition method. The governing equations are solved with a finite element based commercial solver. The effects of various pertinent parameters, Reynolds number, cylinder angular velocity and nanofluid volume fraction on the fluid flow and heat transfer characteristics are numerically studied. It is observed that flow field and thermal patterns change for different parameters and heat transfer enhancement is obtained for some combinations of parameters. Length averaged Nusselt number plots indicate that there is almost a linear increase in the heat transfer enhancement with increasing Reynolds number and nanoparticle volume fraction. Heat transfer enhancement is obtained for cylinder angular velocities of Ω. = -. 4.5 and Ω. = 1.5. A reduced order model of the system with proper orthogonal decomposition method is obtained and it provides accurate results when compared to high fidelity CFD model of the system. © 2014 Elsevier Ltd.

Tuncer T.,Frat University
Nonlinear Dynamics | Year: 2016

The security of cryptographic systems depends on the unpredictability, not being regenerate and good statistical properties of the random numbers. The numbers, generated to provide the peculiarities, need to be the true random ones. Another method for generating these numbers is physical unclonable functions based on ring oscillator (RO-PUF). PUFs show susceptibility to reverse engineering, emulation, man-in-the-middle and reconfiguration attacks. In this paper, the chaotic signs which were generated from logistic map are applied to the challenge of RO-PUF in order to prevent such undesirable occurrences. Chaotic-based RO-PUF was implemented on Altera’s FPGA-based 60-nm EP4CE115F29C7 development boards by using VHDL language. The obtained random numbers passed the NIST statistical tests, accepted as standard for cryptographic applications. Additionally, the periodicity degree of the system is evaluated by the scale index method and correlations between the generated numbers are analyzed by the autocorrelation method to demonstrate their validity. The results of the developed system show that it is possible to prevent the attacks which PUFs are subjected to and increase the randomness of the obtained numbers as well. © 2016 Springer Science+Business Media Dordrecht

The main purpose of this study is to examine relationships between the social abilities, perceived team learning, and the performances of students in a blended learning setting. The participants, 82 undergraduate students, worked in small teams on a research method task over one semester. The instruments used for this study included a five-factor social ability scale and a one-dimensional perceived collaborative learning scale. The results showed moderate significant relationships between students' perceived team learning scores and students' peer social presence scores as well as weaker relationships between team learning and two social ability subscales, written communication skills and instructor social presence. There appears to be an important effect of peer social presence that is linked to learning and performance. Using a blended learning model may have an important impact on increasing social interaction and learning with a team learning approach thereby helping students undertake comprehensive tasks and increase student learning. © 2016

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