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Assuring quality in online learning
Dennis Cheek
Pages 546–561
DOI: 10.31681/jetol.1019257
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Psycho-social and Educational Dimension of the COVID-19 Lockdown for Elementary School Students
Ayşe Taşkıran
Pages 562–575
DOI: 10.31681/jetol.1015191
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Evaluation of academic procrastination behavior in management of personal learning environments within intelligent tutoring systems
Zübeyde Yaraş
Pages 576–593
DOI: 10.31681/jetol.1015928
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An investigation of the integration of blogs into EFL classes: Learners' views toward blogs and preferences for writing classes
Samet Bal
Pages 594–604
DOI: 10.31681/jetol.1016599
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Video feedback via QR codes for pre-service English teachers
Meral Çapar
Pages 605–625
DOI: 10.31681/jetol.1016636
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Action research as a tool of teaching ESP in a flipped learning environment
Ogün İlter, Savaş Yeşilyurt
Pages 626–655
DOI: 10.31681/jetol.988802
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Prospective English language teachers’ perceptions of online and face-to-face education on knowledge, skills, and competencies
Didem Koban Koç, Serdar Engin Koç
Pages 656–672
DOI: 10.31681/jetol.1016509
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Examination of a computer-delivered English proficiency test for flight attendants: Test-takers’ experiences
Sezen Arslan
Pages 673–687
DOI: 10.31681/jetol.1003051
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A study on the applicability of in-service hybrid education in food and beverage businesses (The example of culinary trends)
Mehmet Sarıoğlan, Cevdet Avcıkurt, Bilal Deveci
Pages 688–701
DOI: 10.31681/jetol.1015981
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Determination of science teaching students learning of several concepts of radyoactivity subject taught with emergency remote education and students’ opinions on emergency remote education
Gamze Dolu
Pages 702–725
DOI: 10.31681/jetol.1011437
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Distance education in the Covid-19 pandemic period: opinions of primary pre-service teachers about teaching practice course
Umit Izgı-onbasılı, Burcu Sezginsoy
Pages 726–744
DOI: 10.31681/jetol.1016098
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DDD-E model: Teaching four arithmetic operations in decimal expressions using the problem-based learning approach
Şeyma Atahan, Sevinç Mert Uyangör
Pages 759–773
DOI: 10.31681/jetol.1019499
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Examination of classroom teachers’ technological pedagogical content knowledge and teacher self-efficacy beliefs
Tuğçe Kaşcı, Gülenaz Selçuk
Pages 774–792
DOI: 10.31681/jetol.1018879
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The effect of the training program of digital game design and escape rooms on science and art center teachers' technology acceptance, digital game development self-efficacy and use of digital games
Sibel Yoleri, Gizem Uyumaz
Pages 793–804
DOI: 10.31681/jetol.1021845
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Examination of technology acceptance and TPACK competencies of mathematics teachers who are involved in distance education practices during the pandemic process
Ozan Deniz Kıyıcı, Filiz Dikkartın Övez
Pages 805–821
DOI: 10.31681/jetol.1012204
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Teaching writing skills in EFL classes with blending learning
Murat Ataizi, İstek Aksak Kömür
Pages 822–834
DOI: 10.31681/jetol.932682
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Online peer assessment in teacher education
Fatma Betül Kurnaz Adıbatmaz
Pages 835–853
DOI: 10.31681/jetol.987902
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The relationship between teacher candidates' fear of missing out levels and behavior on social media
Can Mıhcı, Deniz Mertkan Gezgin
Pages 854–863
DOI: 10.31681/jetol.1016364
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Covid-19 effects on distance education in higher education: A comparison with bibliometric analysis before Covid-19 pandemic and the Covid-19 pandemic periods
Murat Topal, Aslihan İstanbullu, Sirin Kucuk-avcı
Pages 864–879
DOI: 10.31681/jetol.1016705
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Opinions and suggestions of classroom teachers in online mathematics education during the Covid-19 pandemic
Veli Toptaş, Büşra Usluoğlu, Gökhan Şengün
Pages 880–895
DOI: 10.31681/jetol.982704
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