Ecenaz Alemdag
© Ecenaz Alemdağ
Dr. Ecenaz Alemdag
Eine verschlüsselte E-Mail über das SecureMail-Portal versenden (nur für TUD-externe Personen).
Psychologie des Lehrens und Lernens
Psychologie des Lehrens und Lernens
Besuchsadresse:
Bürogebäude Zellescher Weg (BZW) Zellescher Weg 17
01062 Dresden
Curriculum Vitae
Research and Teaching Experience
|
2022-2023 |
Postdoctoral Researcher, Psychology of Learning and Instruction |
|
2020-2021 |
Lecturer, Distance Education Research & Application Center |
|
2016-2020 |
Teaching Assistant, Computer Education & Instructional Technology |
|
2014-2015 |
Teaching Assistant, Computer Education & Instructional Technology |
|
2013-2014 |
Teaching Assistant, Computer Education & Instructional Technology |
Education
|
2015-2021 |
PhD, Computer Education & Instructional Technology |
|
2013-2015 |
MSc, Computer Education & Instructional Technology |
|
2008-2013 |
BSc, Computer Education & Instructional Technology (Minor in Psychology) |
Awards
|
2022 |
Georg Forster Research Fellowship for Postdocs |
|
2018 |
Third place in the best paper award |
|
2018 |
Course performance award |
|
2015 |
Doctoral fellowship |
Publications
Alemdag, E. (2023). A scoping review of the literature on embodied instructional videos. Research and Practice in Technology Enhanced Learning, 18, 029. https://doi.org/10.58459/rptel.2023.18029
Alemdag, E. (2023). Development of two scales measuring task value of peer feedback provision and reception for pre-service teachers. Journal of Psychoeducational Assessment, 41(1), 63–87. https://doi.org/10.1177/07342829221125020
Alemdag, E., & Yildirim, Z. (2022). Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study. Computers & Education, 188, 104574. https://doi.org/10.1016/j.compedu.2022.104574
Alemdag, E. (2022). Effects of instructor‑present videos on learning, cognitive load, motivation, and social presence: A meta‑analysis. Education and Information Technologies, 27, 12713–12742. https://doi.org/10.1007/s10639-022-11154-w
Alemdag, E., & Yildirim, Z. (2022). Design and development of an online formative peer assessment environment with instructional scaffolds. Educational Technology Research and Development, 70, 1359–1389. https://doi.org/10.1007/s11423-022-10115-x
Alemdag, E., Cevikbas, S. G., & Baran, E. (2020). The design, implementation and evaluation of a professional development programme to support teachers’ technology integration in a public education centre. Studies in Continuing Education, 42(2), 213–239. https://doi.org/10.1080/0158037X.2019.1566119
Alemdag, E., & Cagiltay, K. (2018). A systematic review of eye tracking research on multimedia learning. Computers & Education, 125, 413–428. https://doi.org/10.1016/j.compedu.2018.06.023
Alemdag, E., & Erdem, M. (2017). Designing an e-mentoring program for novice teachers in Turkey and investigating online interactions and program outcomes. Mentoring & Tutoring: Partnership in Learning, 25(2), 123–150. https://doi.org/10.1080/13611267.2017.1327394
Menzi-Çetin, N., Alemdağ, E., Tüzün, M., & Yıldız, M. (2017). Evaluation of a university website’s usability for visually-impaired students. Universal Access in the Information Society, 16(1), 151–160. https://doi.org/10.1007/s10209-015-0430-3
Alemdağ, E., & Özdemir Şimşek, P. (2017). Pre-service teachers’ evaluation of their mentor teachers, school experiences, and theory–practice relationship. International Journal Progressive Education, 13(2), 165–179.
Gündüz, A. Y., Alemdağ, E., Yaşar, S., & Erdem, M. (2016). Design of a problem-based online learning environment and evaluation of its effectiveness. The Turkish Online Journal of Educational Technology, 15(3), 49–58.