Turkish(Online(Journal(of( Educational(Technology

ISSN!214657242!

Turkish(Online(Journal(of( Educational(Technology( Special(Issue(for(INTE(2015( August,(2015!

! ! ! ! ! Prof.!Dr.!Aytekin!İşman! Editor5in5Chief! ! Prof.!Dr.!Jerry!WILLIS!5!ST!John!Fisher!University!in!Rochester,!USA! Prof.!Dr.!J.!Ana!Donaldson!5!AECT!President! Editors! ! Assist.Prof.Dr.!Fahme!DABAJ!5!Eastern!Mediterranean!University,!TRNC! Associate!Editor! ! Assoc.Prof.Dr.!Eric!Zhi!5!Feng!Liu!5!National!Central!University,!Taiwan! Assistant!Editor! ! ! ! !

TOJET! 08.01.2015!

THE

TURKISH ONLINE JOURNAL OF

EDUCATIONAL TECHNOLOGY August, 2015 Special Issue for INTE 2015 Prof. Dr. Aytekin İşman Editor-in-Chief Editors Prof. Dr. Jerry Willis Prof. Dr. J. Ana Donaldson Associate Editor Assist. Prof. Dr. Fahme Dabaj Assistant Editor Assoc. Prof. Dr. Eric Zhi - Feng Liu ISSN: 1303 - 6521 Indexed by Education Resources Information Center – ERIC SCOPUS - ELSEVIER

TOJET: The Turkish Online Journal of Educational Technology – August 2015, Special Issue for INTE 2015

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Copyright © The Turkish Online Journal of Educational Technology


! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Copyright © THE TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY All rights reserved. No part of TOJET's articles may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrival system, without permission in writing from the publisher. Published in TURKEY Contact Address: Prof. Dr. Aytekin İŞMAN TOJET, Editor in Chief Sakarya-Turkey



Message from the Editor-in-Chief Dear Colleagues, We are very pleased to publish Special Issue 2 for INTE 2015 conference. This issue covers the papers presented th at 6 International New Horizons in Education Conference which was held in Barcelona, Spain. These papers are about different research scopes and approaches of new developments and innovation in educational. Call for Papers TOJET invites you article contributions. Submitted articles should be about all aspects of educational technology. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to TOJET. Manuscripts must be submitted in English. TOJET is guided by its editors, guest editors and advisory boards. If you are interested in contributing to TOJET as an author, guest editor or reviewer, please send your CV to [email protected]. August, 2015 Prof. Dr. Aytekin ISMAN Sakarya University



Editorial Board Editors Prof. Dr. Aytekin İŞMAN - Sakarya University, Turkey Prof. Dr. Jerry WILLIS - ST John Fisher University in Rochester, USA Prof. Dr. J. Ana Donaldson – AECT, Past President Associate Editor Assist.Prof.Dr. Fahme DABAJ - Eastern Mediterranean University, TRNC Assistant Editor Assoc.Prof.Dr. Eric Zhi - Feng Liu - National Central University, Taiwan Editorial Board Prof.Dr. Ahmet Zeki Saka - Karadeniz Technical University, Turkey Prof.Dr. Akif Ergin - Başkent University, Turkey Prof.Dr. Ali Al Mazari - Alfaisal University, Kingdom of Saudi Arabia Prof.Dr. Ali Ekrem Özkul - Anadolu University, Turkey Prof.Dr. Antoinette J. Muntjewerff - University of Amsterdam Prof.Dr. Arif Altun - Hacettepe University, Turkey Prof.Dr. Arvind Singhal - University of Texas, USA Prof.Dr. Asaf Varol - Fırat University, Turkey Prof.Dr. Aytekin İşman - Sakarya University, Turkey Prof.Dr. Brent G. Wilson - University of Colorado at Denver, USA Prof.Dr. Buket Akkoyunlu - Hacettepe University, Turkey Prof.Dr. Cengiz Hakan Aydın - Anadolu University, Turkey Prof.Dr. Chang-Shing Lee - National University of Tainan, Taiwan Prof.Dr. Charlotte N. (Lani) Gunawardena - University of New Mexico, USA Prof.Dr. Chi - Jui Lien - National Taipei University of Education, Taiwan Prof.Dr. Chih - Kai Chang - National University of Taiwan, Taiwan Prof.Dr. Chin-Min Hsiung - National pingtung university, Taiwan Prof.Dr. Colin Latchem - Open Learning Consultant, Australia Prof.Dr. Colleen Sexton - Governor State University, USA Prof.Dr. Demetrios G. Sampson - University of Piraeus, Greece Prof.Dr. Dimiter G. Velev - University of National and World Economy, Bulgaria Prof.Dr. Don M. Flournoy - Ohio University, USA Prof.Dr. Dongsik Kim - Hanyang University, South Korea Prof.Dr. Enver Tahir Rıza - Dokuz Eylül University, Turkey Prof.Dr. Eralp Altun - Ege University, Turkey Prof.Dr. Feng-chiao Chung - National pingtung university, Taiwan Prof.Dr. Ferhan Odabaşı - Anadolu University, Turkey Prof.Dr. Finland Cheng - National pingtung university, Taiwan Prof.Dr. Fong Soon Fook - Uniiversiti Sains Malaysia, Malaysia Prof.Dr. Francine Shuchat Shaw - New York University, USA Prof.Dr. Gianni Viardo Vercelli - University of Genova, Italy Prof.Dr. Gwo - Dong Chen - National Central University Chung - Li, Taiwan Prof.Dr. Hafize Keser - Ankara University, Turkey Prof.Dr. Halil İbrahim Yalın - Gazi University, Turkey Prof.Dr. Heli Ruokamo - University of Lapland, Finland Prof.Dr. Henry H.H. Chen - National pingtung university, Taiwan Prof.Dr. Ing. Giovanni Adorni - University of Genova, Italy Prof.Dr. J. Ana Donaldson - AECT President Prof.Dr. J. Michael Spector - University of North Texas, USA Prof.Dr. Jerry Willis - ST John Fisher University in Rochester, USA Prof.Dr. Jie-Chi Yang - National central university, Taiwan Prof.Dr. Kinshuk - Athabasca University, Canada Prof.Dr. Kiyoshi Nakabayashi - Chiba Institute of Technology, Japan Prof.Dr. Kumiko Aoki - The Open University of Japan, Japan



Prof.Dr. Kuo - En Chang - National Taiwan Normal University, Taiwan Prof.Dr. Kuo - Hung Tseng - Meiho Institute of Technology, Taiwan Prof.Dr. Kuo - Robert Lai - Yuan - Ze University, Taiwan Prof.Dr. Liu Meifeng - Beijing Normal University, China Prof.Dr. Marina Stock Mcisaac - Arizona State University, USA Prof.Dr. Mehmet Ali Dikermen - Middlesex University, UK Prof.Dr. Mehmet Çağlar - Near East University, TRNC Prof.Dr. Mehmet Gürol - Fırat University, Turkey Prof.Dr. Mehmet Kesim - Anadolu University, Turkey Prof.Dr. Mei-Mei Chang - National pingtung university, Taiwan Prof.Dr. Melissa Huı-Mei Fan - National central university, Taiwan Prof.Dr. Min Jou - National Taiwan Normal University, Taiwan Prof.Dr. Ming - Puu Chen - National Taiwan Normal University, Taiwan Prof.Dr. Murat Barkan - Yaşar University, Turkey Prof.Dr. Mustafa Murat Inceoğlu - Ege University, Turkey Prof.Dr. Mustafa Şahin Dündar - Sakarya University, Turkey Prof.Dr. Nabi Bux Jumani - International Islamic University, Pakistan Prof.Dr. Nian - Shing Chen - National Sun Yat - Sen University, Taiwan Prof.Dr. Paul Gibbs - Middlesex University, UK Prof.Dr. Petek Aşkar - Hacettepe University, Turkey Prof.Dr. Ramdane Younsi - Ecole polytechnique de Montreal, Canada Prof.Dr. Rauf Yıldız - Çanakkale 19 Mart University, Turkey Prof.Dr. Roger Hartley - University of Leeds, UK Prof.Dr. Rozhan Hj. Mohammed Idrus - Universiti Sains Malaysia, Malaysia Prof.Dr. Saedah Siraj - University of Malaya, Malaysia Prof.Dr. Sello Mokoena - University of South Africa, South Africa Prof.Dr. Servet Bayram - Yeditepe University, Turkey Prof.Dr. Shan - Ju Lin - National Taiwan University, Taiwan Prof.Dr. Sheng Quan Yu - Beijing Normal University, China Prof.Dr. Shi-Jer Lou - National pingtung university, Taiwan Prof.Dr. Shu - Sheng Liaw - China Medical University, Taiwan Prof.Dr. Shu-Hsuan Chang - National Changhua University of Education, Taiwan Prof.Dr. Stefan Aufenanger - University of Mainz, Germany Prof.Dr. Stephen Harmon - Georgia State University, USA Prof.Dr. Stephen J.H. Yang - National Central University, Taiwan Prof.Dr. Sun Fuwan - China Open University, China Prof.Dr. Sunny S.J. Lin - National Chiao Tung University, Taiwan Prof.Dr. Teressa Franklin - Ohio University, USA Prof.Dr. Toshio Okamoto - University of Electro - Communications, Japan Prof.Dr. Toshiyuki Yamamoto - Japan Prof.Dr. Tzu - Chien Liu - National Central University, Taiwan Prof.Dr. Uğur Demiray - Anadolu University, Turkey Prof.Dr. Ülkü Köymen - Lefke European University, TRNC Prof.Dr. Vaseudev D.Kulkarni - Hutatma Rajjguru College, Rajguruunagar(Pune),(M.S.) INDIA Prof.Dr. Xibin Han - Tsinghua University, China Prof.Dr. Yau Hon Keung - City University of Hong Kong, Hong Kong Prof.Dr. Yavuz Akpinar - Boğaziçi University, Turkey Prof.Dr. Yen-Hsyang Chu - National central university, Taiwan Prof.Dr. Yuan - Chen Liu - National Taipei University of Education, Taiwan Prof.Dr. Yuan-Kuang Guu - National pingtung university, Taiwan Prof.Dr. Young-Kyung Min - University of Washington, USA Assoc.Prof.Dr. Abdullah Kuzu - Anadolu University, Turkey Assoc.Prof.Dr. Adile Aşkım Kurt - Anadolu University, Turkey Assoc.Prof.Dr. Ahmet Eskicumalı – Sakarya University Assoc.Prof.Dr. Aijaz Ahmed Gujjar - Sindh Madressatul Islam University, Pakistan Assoc.Prof.Dr. Aytaç Göğüş - Sabancı University, Turkey Assoc.Prof.Dr. Chen - Chung Liu - National Central University, Taiwan Assoc.Prof.Dr. Cheng - Huang Yen - National Open University, Taiwan Assoc.Prof.Dr. Ching - fan Chen - Tamkang University, Taiwan



Assoc.Prof.Dr. Ching Hui Alice Chen - Ming Chuan University, Taiwan Assoc.Prof.Dr. Chiung - sui Chang - Tamkang University, Taiwan Assoc.Prof.Dr. Danguole Rutkauskiene - Kauno Technology University, Lietvenia Assoc.Prof.Dr. David Tawei Ku - Tamkang University, Taiwan Assoc.Prof.Dr. Eric Meng - National pingtung university, Taiwan Assoc.Prof.Dr. Eric Zhi Feng Liu - National central university, Taiwan Assoc.Prof.Dr. Erkan Tekinarslan - Bolu Abant İzzet Baysal University, Turkey Assoc.Prof.Dr. Ezendu Ariwa - London Metropolitan University, U.K. Assoc.Prof.Dr. Fahad N. AlFahad - King Saud University Assoc.Prof.Dr. Fahriye Altinay - Near East University, TRNC Assoc.Prof.Dr. Gurnam Kaur Sidhu - Universiti Teknologi MARA, Malaysia Assoc.Prof.Dr. Hao - Chiang Lin - National University of Tainan, Taiwan Assoc.Prof.Dr. Hasan Çalışkan - Anadolu University, Turkey Assoc.Prof.Dr. Hasan KARAL - Karadeniz Technical University, Turkey Assoc.Prof.Dr. Hsin - Chih Lin - National University of Tainan, Taiwan Assoc.Prof.Dr. Huey - Ching Jih - National Hsinchu University of Education, Taiwan Assoc.Prof.Dr. Huichen Zhao - School of Education, Henan University, China Assoc.Prof.Dr. Hüseyin Yaratan - Eastern Mediterranean University, TRNC Assoc.Prof.Dr. I - Wen Huang - National University of Tainan, Taiwan Assoc.Prof.Dr. I Tsun Chiang - National Changhua University of Education, Taiwan Assoc.Prof.Dr. Ian Sanders - University of the Witwatersrand, Johannesburg Assoc.Prof.Dr. İsmail İpek - Fatih University, Turkey Assoc.Prof.Dr. Işıl Kabakcı - Anadolu University, Turkey Assoc.Prof.Dr. Jie - Chi Yang - National Central University, Taiwan Assoc.Prof.Dr. John I-Tsun Chiang - National Changhua University of Education, Taiwan Assoc.Prof.Dr. Ju - Ling Shih - National University of Taiwan, Taiwan Assoc.Prof.Dr. Koong Lin - National University of Tainan, Taiwan Assoc.Prof.Dr. Kuo - Chang Ting - Ming - HSIN University of Science and Technology, Taiwan Assoc.Prof.Dr. Kuo - Liang Ou - National Hsinchu University of Education, Taiwan Assoc.Prof.Dr. Larysa M. Mytsyk - Gogol State University, Ukraine Assoc.Prof.Dr. Li - An Ho - Tamkang University, Taiwan Assoc.Prof.Dr. Li Yawan - China Open University, China Assoc.Prof.Dr. Manoj Kumar Saxena - Central University of Himachal Pradesh, Dharamshala, Kangra, India Assoc.Prof.Dr. Mike Joy - University of Warwick, UK Assoc.Prof.Dr. Ming-Charng Jeng - National pingtung university, Taiwan Assoc.Prof.Dr. Murat Ataizi - Anadolu University, Turkey Assoc.Prof.Dr. Nergüz Serin - Cyprus International University, TRNC Assoc.Prof.Dr. Norazah Mohd Suki - Universiti Malaysia Sabah, Malaysia Assoc.Prof.Dr. Normaliza Abd Rahim - Universiti Putra Malaysia, Malaysia Assoc.Prof.Dr. Oğuz Serin - Cyprus International University, TRNC Assoc.Prof.Dr. Ping - Kuen Chen - National Defense University, Taiwan Assoc.Prof.Dr. Popat S. Tambade - Prof. Ramkrishna More College, India Assoc.Prof.Dr. Prakash Khanale - Dnyanopasak College, INDIA Assoc.Prof.Dr. Pramela Krish - Universiti Kebangsaan Malaysia, Malaysia Assoc.Prof.Dr. Tzu - Hua Wang - National Hsinchu University of Education, Taiwan Assoc.Prof.Dr. Vincent Ru-Chu Shih - National Pingtung University of Science and Technology, Taiwan Assoc.Prof.Dr. Wu - Yuin Hwang - National Central University, Taiwan Assoc.Prof.Dr. Ya-Ling Wu - National pingtung university, Taiwan Assoc.Prof Dr. Yahya O Mohamed Elhadj - AL Imam Muhammad Ibn Saud University, Saudi Arabia Assoc.Prof Dr. Yavuz Akbulut - Anadolu University Assoc.Prof.Dr. Zehra Altınay - Near East University, TRNC Assoc.Prof.Dr. Zhi - Feng Liu - National Central University, Taiwan Assist.Prof.Dr. Aaron L. Davenport - Grand View College, USA Assist.Prof.Dr. Andreja Istenic Starcic - University of Primorska, Slovenija Assist.Prof.Dr. Anita G. Welch - North Dakota State University, USA Assist.Prof.Dr. Betül Özkan - University of Arizona, USA Assist.Prof.Dr. Burçin Kısa Işık - Gaziantep University, Turkey Assist.Prof.Dr. Chiu - Pin Lin - National Hsinchu University of Education, Taiwan Assist.Prof.Dr. Chun - Ping Wu - Tamkang University, Taiwan



Assist.Prof.Dr. Chun - Yi Shen - Tamkang University, Taiwan Assist.Prof.Dr. Chung-Yuan Hsu - National pingtung university, Taiwan Assist.Prof.Dr. Dale Havill - Dhofar University, Sultanate of Oman Assist.Prof.Dr. Ferman Konukman - College of Arts and Science, Sport Science Program, Qatar University Assist.Prof.Dr. Filiz Varol - Fırat University, Turkey Assist.Prof.Dr. Guan - Ze Liao - National Hsinchu University of Education, Taiwan Assist.Prof.Dr. Hsiang chin - hsiao - Shih - Chien University, Taiwan Assist.Prof.Dr. Huei - Tse Hou - National Taiwan University of Science and Technology, Taiwan Assist.Prof.Dr. Hüseyin Ünlü - Aksaray University, Turkey Assist.Prof.Dr. Jagannath. K Dange - Kuvempu University, India Assist.Prof.Dr. K. B. Praveena - University of Mysore, India Assist.Prof.Dr. Kanvaria Vinod Kumar - University of Delhi, India Assist.Prof.Dr. Marko Radovan - University of Ljubljana, Slovenia Assist.Prof.Dr. Min-Hsien Lee - National central university, Taiwan Assist.Prof.Dr. Mohammad Akram Mohammad Al-Zu'bi - Jordan Al Balqa Applied University, Jordan Assist.Prof.Dr. Muhammet Demirbilek - Süleyman Demirel University, Turkey Assist.Prof.Dr. Pamela Ewell - Central College of IOWA, USA Assist.Prof.Dr. Pei-Hsuan Hsieh - National Cheng Kung University, Taiwan Assist.Prof.Dr. Pey-Yan Liou - National central university, Taiwan Assist.Prof.Dr. Phaik Kin, Cheah - Universiti Tunku Abdul Rahman, Kampar, Perak Assist.Prof.Dr. Ping - Yeh Tsai - Tamkang University, Taiwan Assist.Prof.Dr. S. Arulchelvan - Anna University, India Assist.Prof.Dr. Seçil Kaya - Anadolu University, Turkey Assist.Prof.Dr. Selma Koç Vonderwell - Cleveland State University, Cleveland Assist.Prof.Dr. Sunil Kumar - National Institute of Technology, India Assist.Prof.Dr. Tsung - Yen Chuang - National University of Taiwan, Taiwan Assist.Prof.Dr. Vahid Motamedi - Tarbiat Moallem University, Iran Assist.Prof.Dr. Yalın Kılıç Türel - Fırat University, Turkey Assist.Prof.Dr. Yu - Ju Lan - National Taipei University of Education, Taiwan Assist.Prof.Dr. Zehra Alakoç Burma - Mersin University, Turkey Assist.Prof.Dr. Zerrin Ayvaz Reis - İstanbul University, Turkey Assist.Prof.Dr. Zülfü Genç - Fırat University, Turkey Dr. Arnaud P. Prevot - Forest Ridge School of the Sacred Heart, USA Dr. Balakrishnan Muniandy - Universiti Sains Malaysia, Malaysia Dr. Brendan Tangney - Trinity College, Ireland Dr. Chen Haishan - China Open University, China Dr. Chin Hai Leng - University of Malaya, Malaysia Dr. Chin Yeh Wang - National Central University, Taiwan Dr. Chun Hsiang Chen - National Central University, Taiwan Dr. Chun Hung Lin - National central university, Taiwan Dr. Farrah Dina Yusop - University of Malaya, Malaysia Dr. Hj. Issham Ismail - Universiti Sains Malaysia, Malaysia Dr. Hj. Mohd Arif Hj. Ismail - National University of Malaysia, Malaysia Dr. I-Hen Tsai - National University of Tainan, Taiwan Dr. Jarkko Suhonen - University of Eastern Finland, Finland Dr. Li Ying - China Open University, China Dr. Norlidah Alias - University of Malaya, Malaysia Dr. Rosnaini Mahmud - Universiti Putra Malaysia, Malaysia Dr. Sachin Sharma - Faridabad Institute of Technology, Faridabad Dr. Seetharam Chittoor Jhansi - Pushpa Navnit Shah Centre for Lifelong Learning, India Dr. Tam Shu Sim - University of Malaya, Malaysia Dr. Tiong Goh - Victoria University of Wellington, New Zealand Dr. Vikrant Mishra - Shivalik College of Education, India Dr. Zahra Naimie - University of Malaya, Malaysia



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Table of Contents A Comparison Of Positioning In Business Administration Education Between First Five Established Business Administration Departments At State And Private Universities In Turkey: A Content Analysis On Strategic Drivers And Curriculum

1

Kürşat ÖZDAŞLI, Mehmet KAHRAMAN

A Creative And Entrepreneurship Project Promotion Of Primary Schools And High Education

6

Teresa PAIVA, Pedro TADEU

A Network For The Enhancement Of Digital Competence Skills

10

Sofoklis SOTIRIOU, Andrina GRANIĆ

An Analysis About The Environmental Behavior Of Brazilian University Students

20

Geraldo Luiz FILHO, Dirceu da SILVA, Sergio Silva Braga JUNIOR

An Investigation Of Graduate Dissertations About Cooperative Learning: The Case Of Turkey

29

Melek DEMIREL, Abdul Samet DEMIRKAYA, İlkay AŞKIN

Approaches To Teaching Information And Communication Technologies In Pregraduate Teacher Training

37

Jan KUBRICKÝ, Pavlína ČÁSTKOVÁ

Are The Entrance Exams Results Of Applicants To University In English And German Languages Equally Good?

44

Lucie SPERKOVA, Lea NEDOMOVA

Binary Logistic Regression As A Tool For Analysing Student’s Preferences Choosing Online Or Traditional Course For A Repeated Exam

51

Laszlo BOGNAR, Péter HORVÁTH

Bridging The Gap: Addressing The First Year University Mathematics And Statistics At Vaal University Of Technology, South Africa

58

Jeremiah MADZIMURE

Broadcasting Violence Scenes Recorded By Surveillance Cameras Through Television Or Internet News And Media Literacy Education

61

Kemal Cem BAYKAL

Clil In Mathematics Education

67

Jan WOSSALA

Communication, Education And Responsibility. Making Healthier Choices Quickly And Easily: The Case Of UK’s Traffic Light Labelling

72

Matteo Fabio VIADANA PIOVESAN

Comparison Of Perception Levels Of Students At The School Teaching Department Of The Faculty Of Educational Sciences And Physical Education And Sport Teaching Department Of Faculty Of Sport Sciences Concerning Personal Justice In Terms Of Their Decision Making Styles

77

Gökhan ACAR

Creating A Powerful, Achievement Oriented And Motivationally Self-Sustaining Classroom Culture And Its Effect On Academic Achievement

85

Henry Uwem TYRON, Henry UWEM

Croatian School Teachers’ Familiarity With The European Dimension In Education

89

Marko TURK, Jasminka LEDIĆ

Design And Evaluation Of Web Based Science Learning Environments

98

Ali ÇETİN, Esef Hakan TOYTOK, Mehmet KORKMAZ

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! Different Approaches To Solve Problems Involving Boundary And Initial Conditions Using Free Software

106

Georgina Beatriz RODRIGUEZ, María Elena SCHIVO, Lorena Fernanda LAUGERO, María Rosa ROMITI, Marta Graciela CALIGARIS

Discipline Of An International Training Course Proposal To Printmaking: Sample Of Karabuk University

112

Eda ÖZ

Educational And Behavioural Impact On Caring For Feet

118

Madalena CUNHA, Rosa MARTINS, Carlos ALBUQUERQUE, Students 26th CLE, Students 9th CLE

Educational Meaning Of Imagination In Dewey’s Philosophy

125

Jungson KWON, Hoyyong KIM, Hanyoung KWAK

Elements Of Human Capital Development According To Hasan Al-Banna

133

Muhammad Hilmi JALIL, Mohd Yusof HJ. OTHMAN, Jawiah DAKIR, Fariza MD. SHAM, Mashitoh YAACOB, Nasruddin YUNOS, Fakhrul Adabi ABDUL KADIR

Embodiment: A New Perspective For The Teaching And Learning

141

Chiara TAMBURRELLI

Enabling Inter-Cultural Competence Within Double Degree Program

147

Fabio CORNO, Richa LAL

Establishing Value Oriented Social And Cultural Policies

155

Seda MENGÜ, Murat MENGÜ

Evaluating The Psychometric Properties Of Turkish Version Of The Science Motivation Questionnaire

162

Serhat ARSLAN, Besra YILMAZ, Mehmet AKCAALAN, Ali YILAN, Ramazan CAVDAR

Evaluation Of Life Sciences Curricula In Turkish Elementary Education Regarding Outdoor Education

167

Sükran UÇUŞ

Evaluation Of Selection Criteria Of Schools Principal In Turkey: A Qualitative Study In Order To Define Appropriateness Of Selection Criteria Of School Principal From The Point Of View Of Participants

176

Şaban BERK, Tuğba TOPCAN, Serkan ÖZDEMIR

Evaluation Of The Use Of A Course Management System (CMS) In A Business School

185

Barajas-VILLARRUEL, Buenrostro MORÁN

Exaimining The Media Literacy Levels Of Vocational Technical School Students’

193

Hakkı BAĞCI, Özlem ASLAN BAĞCI

Examination Of The Levels Of Acquiring Values To The Students Of High Schools

199

Durmuş ÜMMET

Factors Affecting Social Adaptation Of Physically Disabled Students During Inclusive Education, Rights-Based Approach And School Social Work

204

Aslıhan AYKARA

From Training To The Continuing Professional Development For Teachers

208

Stefano BONOMETTI, Luca REFRIGERI

Generating Higher-Order Thinking Skills In Islamic Education Through Information Communication Technology (ICT)

215

Zulkefli AINI, Norasmahani Hj NOR, Khadijah Abdul RAZAK

Good Teacher Quality From The Perspective Of Learners, Teachers And Headmasters Of Primary Schools And High Schools/Secondary Grammar Schools

222

Marcela VEREŠOVÁ

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! Happy City: City Discussions

229

Zafer SAGDIC, Aysun AYDIN, Ali DEGIRMENCI

Human Rights Education: The Case Of Russian Universities

234

Olga BOGATYREVA, Natalia LESKINA

In The Context Of Preventing Social Violence, Television Series Impact On The Behaviour And Education Of Both Children And Teenagers

242

Metin KASIM

Incorporating ICTs In Moroccan Higher Education: Benefits And Implementation Challenges

246

Najib SLIMANI

Instrumentalization Process Analysis On The Appropriation Of A Digital Work Environment In Target Language By Turks Learners In FFL

253

Nurhayat ATAN, Broutin JONATHAN

Intangible Cultural Heritage And Possibilities Of Its Development On The Basic Schools With Accent On Folk Traditions And Crafts

258

Jiří DOSTÁL

Intercultural Education Of Nurses

261

Anna MAJDA, Joanna Zalewska-PUCHAŁA, Iwona Bodys-CUPAK, Alicja KAMIŃSKA

Intersexual Differences In Adolestents´ Perception Of Success

267

Viera ANDREANSKA, Zuzana BRUNCLÍKOVÁ

Knowledge Management Of Local Wisdom Model For Tourism Along The Route Of Lower Central Provinces Of Thailand

271

Narong SOMPONG, Nattaphon RAMPA, Cherdpong KHEERAJITT

Knowledge Of People With Type 2 Diabetes About Their Disease And Their Influence In Treatment Adherence

277

Carlos ALBUQUERQUE, Carla CORREIA, Manuela FERREIRA

Learning Strategies: Validating A Questionnaire

284

Madalena CUNHA, João DUARTE, Arménio CRUZ, Students 26th CLE

Learning The Phonetic Of FFL By Turkish Learners: Need For Specific Teaching Materials

301

Fatma KAZANOĞLU, Havva ÖZÇELEBI

Making The Process Of University Teachers' Motivation More Effective

308

Mária LUSKOVÁ, Mária HUDÁKOVÁ

Mass Media And Religious Practices In The Immigrant Situation: A Challenging Developmental Psychology Encountered By The Sri Lankan Tamil Adolescents Living In Palermo, South Italy

314

Samson David ANTONY

Mass Melancholy Perceived As Education Materialon Historical Turkish Dramas After 2000

321

Tuğba ELMACI

Matching And Mismatching The Learning Style Of Students And The Lecturer

328

Emine Zehra SAMANCI, Omur AKDEMIR

Migration Studies And Collaborative Learning In An Intercultural Environment: Evaluating The Project "Sono Un Migrante"

336

Paolo DIANA, Maria ESPOSITO, Domenico MADDALONI

M-Learning In The Transmission And Sustainability Of Cantonese Opera In KSK Art Crew

344

Shan HE, Fung Chiat LOO, Fung Ying LOO

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! Modified Explanation Of Java Object Constructs Helping With Their Understanding

348

Rudolf PECINOVSKÝ, Jarmila PAVLÍČKOVÁ

Motivation Leading To Eating Disorders Among Young Female Athletes

358

Ladislav PYŠNÝ

Multi-Media Culture

361

Erhan YILDIRIM

Music Teacher's Use Of Technologies In Teaching In State-Funded Schools In Catalonia

365

Eduard Masdeu YÉLAMOS

New Approach To The Topic Lipids In Secondary Schools

374

Tereza TRESTIKOVA, Helena KLIMOVA

New Horizons On Architecture: Creating The Future While Conserving The Past On Historical Peninsula, Istanbul

380

Zafer SAGDIC, Ali DEGIRMENCI

Opinions Of Teacher Candidates On The Gender Of Mathematics Teachers

385

Baki ŞAHİN

Personalized Context-Aware Recommendations In 3D Virtual Learning Environments

392

Andrina GRANIĆ, Vicky MARATOU, Christos METTOURIS, George A. PAPADOPOULOS, Michalis XENOS

Phenomenal Change And Adolescents’ Psychological Disinterest In Commitments: A Concern For The Family Traditions

402

Samson David ANTONY

Prospective Chemistry Teachers’ Opinions About Teaching Practice And Its Effects On Attitudes Towards Teaching Profession

408

Özge Özyalçın OSKAY

Prospective Chemistry Teachers’ Reflective Diaries And Reflective Thinking Levels In Basic Chemistry Laboratory

414

Özge Özyalçın OSKAY

Reflections From Lesson Study: A Perspective To Promote Students’ Metacognitions In The Problem Solving Environment

420

Avni YILDIZ, Bülent GÜVEN

Reflective Practicum Class: Somebody’s Watching You

424

Semin KAZAZOĞLU, Elif Tokdemir DEMİREL

Religiosity Element In Young Muslim Profesional Accountability

429

Mohamad Zaid MOHD ZIN, Azimi HAMZAH, Turiman SUANDI, Steven Eric KRAUSS, Abdul Lateef ABDULLAH, Hayrol Azril MOHAMED SHAFFRIL

Role Of DNA Styling: The Creation Of Local Brand Identity Recognition Framework

435

Wan Nuraini RAHIM, Rusmadiah ANWAR, Shahriman ZAINAL ABIDIN, Laura CHRIST DASS, Baharudin UJANG

Satisfaction Of Individuals With Blindness From Use Of Audio-Tactile Maps, Tactile Maps And Walking Experience As Means For Spatial Knowledge Of A City Route

442

Marialena BAROUTI, Konstantinos PAPADOPOULOS

School Administrators' Level Of Using Scientific Problem Solving Skills In Organisational Problems Based On The Views Of Inspectors

448

Celal GÜLŞEN, Dilek TURHAN

School Integration Of Adolescents With Mental Disease: Attitudes Of The Group Before And After Inclusion

455

Fulvia ORTALDA, Elena AMISTÀ, Sergio CHIEREGATO

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! Science In A Changing World: A Generalization Of Science And Politics And Their Impacts On Knowledge Societies

459

Özlem Becerik YOLDAŞ

Secondary School Administrators’ Opinions On The Prevention Of Violent Behaviours In Schools

464

Ulku TOSUN, Celal GÜLŞEN, Besra TAŞ, Makbule ŞİMŞEK

Self-Mention And Identity Construction In Statement Of Purpose

471

Sibo CHEN, Hossein NASSAJI

Social-Inclusive Competencies Among Slovak Teachers And Future Teachers

476

Blandina SRAMOVA

Specifics Of Innovative Teaching

480

Lenka PASTERNÁKOVÁ

Spiritual Education Module For Out-Of-Wedlock Pregnant Adolescents

483

FARIZA Md Sham, JAWIAH Dakir, SITI RUGAYAH Hj Tibek, NOOR AZIAH Mohd Awal, SALASIAH Hanin Hamjah, ADAWIYAH Hj Ismail, Maheran Ismail, SITI MAHERAN Ismail Ibrahim

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Migration Studies And Collaborative Learning In An Intercultural Environment: Evaluating The Project "Sono Un Migrante" Paolo Diana University of Salerno, Italy [email protected]

Maria Esposito University of Salerno, Italy [email protected]

Domenico Maddaloni University of Salerno, Italy [email protected]

ABSTRACT The purpose of this paper is to evaluate the outcomes of the Erasmus Intensive Programme Sono Un Migrante, financed by the Italian Erasmus LLP Authority and realized by the University of Salerno in the academic year 2013/2014. Through innovative educational methodologies, based on multimedia technologies and collaborative learning, the project was aimed at building a shared knowledge about migration and strengthening a sense of European identity among participants. The paper reviews the results obtained from the IP evaluation, with particular reference to participants’ awareness of international migration and the individual and social skills developed by learners. 1. INTRODUCTION The combination of e-learning and collaborative learning is often referred to as a tool to facilitate learning in educational settings in which the user has special characteristics, such as education for prisoners (Diana, 2013). Incorporating the use of ICT technologies into the process of collaborative learning can be very beneficial in terms of knowledge and experience. Moreover, an intensive use of ICT technologies in a collaborative learning environment can rapidly improve students’ awareness of a common problem, as well as their ability to manage it and to find viable solutions (Ehlers, 2011, 2013). This can be especially true when the common educational task at stake is strongly related to political and social debates on such issues as race, ethnicity, religion, multiculturalism, and above all migration: all of them seem to be of great value in the making of the social identity of youth people in today’s Europe. The aim of this paper is to evaluate an interdisciplinary experience of (ICT-aided) collaborative learning in an international environment, the Erasmus Intensive Programme Sono Un Migrante (SUM), financed by the Italian Erasmus LLP Authority and realized by the University of Salerno in the academic year 2013/2014. As we said in a previous paper, which was written just before the end of our educational experience. The more general purpose of our IP is to develop communities of practice that focus not only on learning, but on the social construction of knowledge useful to the community in the perspective identified by Scardamalia and Beretier (Bereiter, 2002; Scardamalia, 2002). Following these authors, we intend to push the stakeholders of educational systems to reconceptualize learning activities and to think of European schools and universities as learning communities producing valuable, critical knowledge for their students and for the wider societal context. This is therefore an example of collaborative learning in a sociological discipline in an intercultural context. In our opinion, the project raises issues of great interest for teaching sociology – and, more generally, social sciences – in a time when the need for the internationalization of university activities is becoming widespread, and the quest for a learning society is becoming more urgent (Kuhn, 2007) (Diana, Maddaloni, Melillo, Moffa, 2015, p. 516). In this paper, we will provide some elements to assess whether these objectives of our initiative have been achieved. In Section 2 we will briefly discuss the assessment methodology employed. In Section 3 we will highlight the outcomes of the evaluation procedure, with reference to the students’ attitudes towards immigrants (section 3.1), their attitudes towards the European Union (section 3.2), and the degree of satisfaction achieved by students in relation to the knowledge they acquired and the experience they lived. Finally, we will try to make some remarks on migration studies and (ICT-aided) collaborative learning in the more general context of tertiary education.


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! 2. METHODOLOGY The project evaluation was carried out through structured questionnaires submitted to participants at the beginning and at the end of the project. The ex-ante questionnaire was mainly aimed at: - exploring participants’ motivations and expectations; - investigating participants’ opinions and attitudes about the issues of migration and socio-territorial identity; - assessing respondents’ opinions and attitudes towards the EU. The ex post questionnaire was aimed at: - assessing the effects of the project on participants’ awareness of international migration; - evaluating the effects of the project on participants’ attitudes toward the EU; - investigating the effects of the project on participants’ individual and social skills. The questionnaires were administered anonymously to all 42 students who took part in the project. The participants were mostly women (72.5%) than men (27.5%) and they were aged between 19 and 37. Participants came from different European countries – Italy (50%), Romania (15%), France (12.5%), Cyprus (10%), Spain (10%), and Greece (2.5%). In accordance with the interdisciplinary approach that inspired the project, the students came from different degree programs: participant students were following mostly curricula of Political and Social Sciences (63.4%), but also curricula of Economics (14.6%), Humanities (11.9), and Law (2.4%). For the majority of participants (61.9%), the Intensive Program was the first experience of international mobility. 3. MAIN FINDINGS 3.1. ATTITUDES TOWARDS IMMIGRANTS In the ex-ante questionnaire this dimension was investigated through a battery of items, containing different sentences about immigrants. The students were asked to give a score using a Cantril scale – from 0 (max disagreement) to 10 (max agreement) – to express their level of agreement with each statement. The items of the battery were also counterbalanced, i.e. alternating positive and negative opinions toward immigrants, in order to reduce the possibility of having response set. Tab. 1 - In the box below, there are some statements that we often hear when it comes to the EU. For each of them, please, express your level of agreement. You can use a scale from 0 to 10, where 0 means maximum disagreement, 10 maximum agreement. Of course, you can use any intermediate score. Please, answer in each row: Mean SD Immigrants help to raise awareness of my country in the world 7,5 17,4 Immigrants do useful jobs that my fellow countrymen do not want to do 7,4 2,3 Immigrants contribute to the cultural enrichment of my country 6,9 2,5 Immigrants must have the right to vote 6,1 3,2 The spread of immigrants is a good opportunity for the dialogue among religions 6,0 2,8 Immigration is useful to renew our society 5,9 2,5 In my country, the national laws are too favorable to immigrants 5,0 2,7 In my country, there are too many shops owned by immigrants 4,8 3,0 Immigrants have values too different from mine 4,2 2,8 First we need to help our poor fellow countrymen and, only after, poor immigrants 4,1 3,2 Immigrants must preserve their traditions, even if they go against our constitutional principles 3,8 3,4 In my country, since immigration has increased, crime (drugs, prostitution etc.) also increased 3,6 3,1 The new rich in my country are all immigrants 2,8 2,4 Immigrants can bring dangerous diseases 2,8 2,8 Immigrants bring terrorism in my country 2,4 2,8 If immigrants want to live in our country, they have to live in distinct areas 1,3 2,4 In line with other research (Hainmueller and Hiscox, 2007; O’Rourke and Sinnott, 2006; Card, Dustmann and Preston, 2005) which show that determinants like young age and high education promote a more favorable attitude toward immigrants, data analysis shows an extensive attitude of openness and solidarity towards immigrants by our respondents (Tab. 1). This attitude is evidenced by the high average scores expressed in reference to the items: Immigrants help to raise awareness of my country in the world (7,5); Immigrants do useful jobs that my fellow countrymen do not want to do (7,4); Immigrants contribute to the cultural enrichment of my country (6,9). In contrast, lower average scores are attributed by respondents to the items that are negatively oriented towards immigration, as Immigrants can bring dangerous diseases (2,8); Immigrants bring terrorism in my country (2,4); If immigrants want to live in our country, they have to live in distinct areas (1,3). Copyright © The Turkish Online Journal of Educational Technology

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! The most important items were proposed again in the ex post questionnaire, in order to assess the effects of the project on participants’ opinions (Tab. 2). Data comparison shows some significant differences, especially in reference to positive items, as Immigration is useful to renew our society (from 5.9 to 6.7); The spread of immigrants is a good opportunity for the dialogue among religions (from 6 to 6.5) and Immigrants must preserve their traditions, even if they go against our constitutional principles (from 3.8 to 4.5). In other words, the attitude of our respondents, already characterized by openness and tolerance towards immigrants at the beginning of the project, seems to be further strengthened because of the participation in the project itself and its activities. Data comparison also shows a decrease, at the end of the project, in the agreement with items that refer to “local attitude” as: In my country, the national laws are too favorable to immigrants (from 5 to 4.5) and If immigrants want to live in our country, they have to live in distinct areas (1.3 to 0.9). An interesting exception is represented by an increase (+1.4) in the agreement with the item Immigrants have values too different from mine. This variation can be interpreted assuming that the in-depth study of issues related to immigration helped participants to develop a critical sensibility, understanding the complexity of socio-cultural integration issues. Tab. 2 - In the box below, you will find a list of sentences about immigration. For each sentence, please, tell us how much you agree with it. You can use a scale from 0 to 10, where 0 means maximum disagreement, 10 maximum agreement. Of course, you can use any intermediate score. Please, answer in each row: Mean ex Mean ex Diff. ante post b-a (a) (b) Immigration is useful to renew our society Immigrants do useful jobs that my fellow countrymen do not want to do The spread of immigrants is a good opportunity for the dialogue among religions Immigrants help to raise awareness of my country in the world Immigrants have values too different from mine In my country, the national laws are too favorable to immigrants Immigrants must preserve their traditions, even if they go against our constitutional principles In my country, since immigration has increased, crime (drugs, prostitution etc.) also increased If immigrants want to live in our country, they have to live in distinct areas

5,9 7,4 6,0 7,5 4,2 5,0

6,7 6,6 6,5 5,8 5,6 4,5

+0,8 -0,8 +0,5 -1,7 +1,4 -0,5

3,8

4,5

+0,7

3,6

3,7

+0,1

1,3

0,9

-0,4

3.2 ATTITUDES TOWARDS EUROPEAN UNION The issue of a European common identity is one of the most important challenges that the EU is called to face. In particular, for a long time a main concern of most scholars (Haste and Hogan, 2006; Dalton, 2008; Stoker, 2006; Pirie and Worcester, 1998 in Horvath and Paolini, 2013) has been young generation’s weak sense of citizenship and political participation because of the crisis of traditional identities. However, current studies (Harris, Wyn and Younes, 2010; O'Toole, Marsh and Jones, 2003; Sloam, 2013 in Horvath and Paolini, 2013) have shown that the image of young people not at all interested in politics is quite incorrect. On the contrary, they seem to be very interested in political and institutional issues (Horvath and Paolini, 2013) and to have a stronger European identity (Eurobarometer, 2014). These trends are confirmed by our research. Within this section, some items from Eurobarometer survey and European Social Survey have been proposed, in order to allow a comparison between results. In the ex-ante questionnaire, the attitudes toward the EU were investigated through a specific section, containing a set of multiple choice questions (Tab. 3;4;5;6;7). Data analysis shows that, in general, our participants had a positive image of the European Union (64.2%) and declared themselves interested in issues related to the EU (85.7%). In line with the results presented by Eurobarometer (2014), our participants (69%) stated that their country benefited from the entrance into the European Union and they were quite favorable to the extension of the European integration process. Asked about the best tools to participate in the EU public life, our respondents, again in line with the Eurobarometer survey (2014), indicated in first place Vote in the European elections (48,8%) followed by Participate in discussions on the Internet / social media of the European institutions (34,1%); Be a member or a supporter of European associations (31,7%) and Exercise the right of European citizens' initiative (22%).

Tab. 3 - Generally speaking, what image do you have of the EU? Copyright © The Turkish Online Journal of Educational Technology

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! Quite positive Very positive Neither positive, nor negative Quite negative Total

a.v. 24 3 7 8 42

Tab. 4 - In general, how much do you feel interested in the issued concerning the EU? a.v. Very interested 19 Quite interested 17 A little interested 5 Not interested 1 Total 42

% 57,1 7,1 16,7 19,0 100 % 45,2 40,5 11,9 2,4 100

Tab. 5 - In your opinion, has your country received benefits from its membership in the European Union? a.v. % Yes, it has received benefits 29 69,0 No, it has not received benefits 10 23,8 I do not know 3 7,1 Total 42 100 Tab. 6 - In your opinion, which of the following methods are the best to ensure that your voice counts in Europe? (You can choose at most two answers) Table N Table Responses % % Vote in the European elections 48,8 29,0 Participate in discussions on the Internet / social media of the European 34,1 20,3 institutions Be a member or a supporter of European associations 31,7 18,8 Exercise the right of European citizens' initiative 22,0 13,0 Write directly to the European Institutions 12,2 7,2 Other 9,8 5,8 Write to your MEP (Model European Parliament) 7,3 4,3 I do not know 2,4 1,4 Total 100 Tab. 7 - Thinking about the European Union, some people say European unification should go further. Others say it has already gone too far. Using the scale below, what number best describes your position? Minimum Maximum Mean Std. Deviation 2 10 6,15 2,2 In the same section of the ex-ante questionnaire, a battery of sentences about advantages and disadvantages of European integration process was displayed (Tab. 8). Within this section, some items from Ause survey have been proposed, in order to allow a comparison between results. Data analysis confirms an overall favorable attitude towards the EU. In particular, in line with other contributions about the topic (Felisini, 2012; Bontempi and Bettin, 2008) , mobility (8,5) was perceived by our interviews as the main advantage of the European integration process. Moreover, high average scores were accorded to other positive statements like EU supported knowledge, research and scientific progress” (7,6) and EU promoted the integration of different cultures (7,4). In contrast, negative items received quite low average scores: EU made cultural identities and traditions disappear (4,0); EU produced and increase in drug trafficking and crimes” (3,2) “EU created problems of integration between different cultures (3,1).


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! Tab. 8 - I think that the process of European integration has: Facilitated mobility of students within Europe Supported knowledge, research and scientific progress Promoted the free movement of goods and services by the creation of a common market Promoted the integration of different cultures Promoted the defense of basic human rights Supported democracy Caused a loss of power of the smaller countries Increased jobs transferring to countries where labor is cheaper Caused an increase in prices Encouraged employment through greater labor force mobility Increased economic prosperity through the adoption of a strong and stable currency Favored immigration without control Made cultural identities and traditions disappear Increased drug trafficking and crimes Created problems of integration between different cultures

Mean 8,5 7,6 7,5 7,4 7,1 6,7 6,6 6,2 6,2 5,9 5,3 4,1 4,0 3,2 3,1

SD 1,8 1,8 1,7 2,1 2,3 2,4 2,3 2,4 2,8 2,4 2,8 3,1 2,6 2,6 2,5

As for the previous section, the most significant items were also inserted in the ex post questionnaire, in order to compare results and analyze the project effects on participants’ opinions and attitudes toward the EU (Tab. 9). The comparison between ex ante and ex post data shows that the starting participants’ opinions toward the European Union were substantially confirmed and strengthened by attending the project activities. An interesting exception was represented by the variation of the negative item EU has created problems of integration between cultures, which increased from 3.1 to 4.2. This difference can be explained by assuming that the in-depth study of the immigration topic and the comprehension of its related issues made the young participants more aware of the weakness and difficulties in managing the phenomenon by the EU. Tab. 9 - I think that the process of European integration has:

Facilitated mobility of students within Europe Supported knowledge, research and scientific progress Promoted the integration of different cultures Promoted the defense of basic human rights Supported democracy Caused a loss of power of the smaller countries Favored immigration without control Created problems of integration between different cultures

Mean ex ante (a)

Mean ex post (b)

Diff. b-a

8,5 7,6 7,4 7,1 6,7 6,6 4,1 3,1

8,5 7,3 7,2 7,1 6,9 5,8 4,6 4,2

0 -0,3 -0,2 0 +0,2 -0,8 +0,5 +1,1

3.3. OPPORTUNITIES AND SKILLS As shown by respondents’ answers (Tab. 10), the participation in the project was perceived, above all, as an opportunity to meet new people from different countries (9,2) and live a new experience, different from their everyday life (8.6). Participants considered the project as a chance for testing themselves in a new context (8.2) and improving the knowledge of another language (8.1) while having fun (8.1). Moreover (Tab. 11), respondents stated that the project contributed to expand their knowledge of other cultures (7.6) and their knowledge about migration (7.4). The project was favorably perceived by participants, especially in terms of development of interpersonal skills, as the ability to adapt to changes (8.4) and to get along with different kinds of people (8.3). Moreover, respondents believe that participation in the SUM project contributed to develop their linguistic skills (7.7); their ability to present ideas / report them to an audience (7.7); their ability to come up with new ideas and solutions (7.6) and their ability to work productively with others (7.5).


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! Tab. 10 - Taking part in this project gave me the opportunity to: Meet new people from different countries Live a new, different experience Prove myself in a new context Have fun Improve my knowledge of another language Improve my CV Acquire new skills Experience different educational methods Satisfy my personal interest in the issue of migration Deepen topics that are not addressed in depth in traditional university programs Feel more "European" Enhance job opportunities for the future Visit a foreign country

Mean 9,2 8,6 8,2 8,1 8,1 7,9 7,7 7,6 7,6 6,9 6,9 6,9 5,5

SD 1,3 2,0 2,1 2,1 1,5 2,0 2,3 2,0 2,2 2,6 3,0 2,1 4,3

Tab. 11 - To what extent, do you think that the project has provided you with each of the following skills? Mean SD Ability to adapt to changes 8,4 1,7 Ability to get along with different kinds of people 8,3 1,7 Linguistic skills 7,7 2,1 Ability to present your ideas/report them to an audience 7,7 2,1 Knowledge of other cultures 7,6 1,9 Ability to come up with new ideas and solutions 7,6 2,0 Ability to work productively with others 7,5 1,9 Knowledge about migration 7,4 2,5 Attitude to critical thinking 7,3 2,4 Ability to coordinate the work of other people 7,3 2,0 Ability to clearly express your ideas 7,3 2,2 Ability to negotiate your ideas 7,2 2,0 Computer skills 4,8 3,3 In order to assess the project effects on participants’ knowledge about migration, this item was assessed both ex ante and ex post (Tab. 12). The comparison between the two scores shows a significant change: knowledge on migration goes from 5.3 (before the project) to 8.3 (after the project), demonstrating the effectiveness of the educational activities. Both the interdisciplinary perspective and (ICT-based) collaborative learning approach were effective in promoting the understating of a complex and multidimensional phenomenon like migration. Tab. 12 - How would you rate your knowledge of the topic Migration? ex ante ex post Mean SD Mean SD 5,3 2,3 8,3 1,2 At the end of the project (Tab. 13), respondents feel more sociable (7,8); tolerant (7.8); open minded (7.7), selfconfident (7.4) as they were more aware of their abilities and limitations (7.6). The comparison between the set of items included both in the ex-ante questionnaire (for the assessment of expectations) and in the ex-post questionnaire (for the assessment of satisfaction) shows that participants’ expectations, particularly high at the beginning of the IP activities, have been altogether fulfilled (Tab. 14). In particular, the expectation to Meet people from different countries, that was perceived by our respondents as one of the most important factors in the decision of taking part in the project, was fully satisfied (from 9.1 to 9.2). The comparison between the ex-ante and ex post results highlights other positive changes, in particular with respect to the items Prove myself in a new context (from 7.9 to 8.2); Have fun (from 7.3 to 8,1) and Improve my CV (from 7.2 to 7.9). These results underline that participants considered the project as an opportunity to test and increase their set of skills testing themselves in a new and challenging situation. At last, the positive change in reference to the item Feel myself more European (from 6.2 to 6.9) is particularly significant as it shows that the project has achieved one of its main goals: strengthening the European sense of belonging and citizenship among participants. Copyright © The Turkish Online Journal of Educational Technology

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! Tab. 13 - After the project, to what extend do you feel more (from 0 to 10): Mean 7,8 7,8 7,7 7,6 7,4 7,4 7,1 7,1 7,1 7,0 6,4

Sociable Tolerant Open minded Aware of your abilities and limitations Self confident Mature Creative Inquiring Flexible Independent European Tab. 14 - Taking part in this project gave me the opportunity to: Mean ex ante (a) Meet new people from different countries 9,1 Live a new, different experience 8,6 Prove myself in a new context 7,9 Have fun 7,3 Improve my knowledge of another language 8,2 Improve my CV 7,2 Experience different educational methods 8,0 Deepen topics that are not addressed in depth in 7,2 traditional university programs Feel myself more "European" 6,2 Enhance job opportunities for the future 7,2 Visit a foreign country 5,9

SD 2,4 2,4 2,2 2,0 2,0 2,3 2,7 2,2 2,4 2,5 3,1

Mean ex post (b)

Rank ex ante

Rank ex post

Diff. b-a

9,2 8,6 8,2 8,1 8,1 7,9 7,6

1 2 6 7 4 8 5

1 2 3 4 5 6 8

+0,1 0,0 +0,3 +0,8 -0,1 +0,7 -0,4

6,9

9

9

-0,3

6,9 6,9 5,5

11 10 12

10 11 12

+0,7 -0,3 -0,4

4. CONCLUSIVE REMARKS As a final remark, we would say that our research findings seem to confirm and strengthen the idea that learning in small groups is an appropriate way to make students not only benefit, but also enjoy the learning experience (Griffiths, 2000, p. 74). IP students – as well as most of teachers – strongly appreciated what the educational project intended to do, in terms of knowledge and skill as well as inter-cultural collaboration and identity building. We can also say that our approach, based on problem-based learning (where «all learning of new knowledge is done within the context of the problems»: Hughes and Overton, 2000, p. 232), seems to have helped participant students to acquire both new individual skills and an improved ability to work together (ibidem). Moreover, these educational results were obtained in an international environment. Therefore, the educational methodology we used in the SUM project has proven to be a useful tool to achieve – albeit, perhaps, not in the same measure – the educational goals at stake in the making of a learning society on an EU (thus, inter-national, inter-cultural) scale. According to the evaluation findings we discussed in this paper, all participants students seem to have improved their level of knowledge, skills, personal development, and collaborative attitude. Of course, according to some scholar these results can be criticized for their seemingly implicit adhesion to neo-liberal ideology (Jarvis, 2007, pp. 96-121; see also Maddaloni, 2007). Nevertheless, we believe that – despite this ideological underpinnings – ICT-based collaborative learning can contribute to the building of a new European identity and citizenship. References Bereiter, C. (2002). Education and Mind in the Knowledge Age. Mahwah, NJ: Lawrence Erlbaum Associates. Bettin Lattes, G., & Bontempi, M. (2008). Generazione Erasmus? L’identità europea tra vissuto e istituzioni. Firenze: Firenze University Press. Card, D., Dustmann, C., & Preston, I. (2005). Understanding attitudes to immigration: The migration and minority module of the first European Social Survey. Centre for Research and Analysis of Migration, Department of Economics, University College London, Discussion Paper, 03/05, pp. 1-43. Dalton, R.J. (2008). Citizenship Norms and the Expansion of Political Participation. Political Studies, 56(1), pp. Copyright © The Turkish Online Journal of Educational Technology

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