The measurement of Internet addiction

Differences between specific and generalized problematic Internet uses according to gender, age, time spent online and psychopathological symptoms

Social Networking in Higher Education

Problematic internet use, psychopathology, personality, defense and coping

Cyberloafing is one of the phenomena that adversely affects the efficiency and productivity in learning and teaching activities in educational settings. Increased ICT (information and communication technology) access status in educational environments and personal mobile devices lead to a wide range of cyberloafing behaviors of learners. In this regard, the aim of this study was to investigate cyberloafing behaviors of high school students in terms of several variables, including gender, ICT usage, unauthorized access to school network, metacognitive awareness and smartphone addiction. In this study, the relational screening model from descriptive research methods was used. A total of 269 9th grade students, 123 of whom were male and 146 of whom were female, were recruited. Hierarchical linear multilevel regression analysis was employed in the data analysis. The findings indicate that four of the five models designed to investigate cyberloafing behaviors in educational settings were found to be statistically significant. In other words, four hypotheses were supported. It has been concluded that the unauthorized access to the school network of learners has a significant impact on the cyberloafing behaviors in educational contexts. Additionally, the smartphone addiction and metacognitive awareness levels of students, as well as daily social media usage time are fundamental predictors of the cyberloafing behaviors.

Predictors of cyberloafing among high school students: unauthorized access to school network, metacognitive awareness and smartphone addiction

Place of Wikis in Learning and Teaching Process

Bu arastirma, 2007–2008 Ogretim Yili Bolu Ili Yenicaga Ilcesi Mehmet Celik Ilkogretim Okulu 6. sinif ogrencilerinden olusan 41 ogrenci uzerinde yurutulmustur. ANCOVA sonuclarina gore, farkli iki ogrenme ortaminda ogrenim goren ogrencilerin ontest puanlarina gore duzeltilmis sontest yaraticilik ortalama puanlari arasinda yaratici ders etkinliklerinin kullanildigi egitim lehine anlamli bir farkin oldugu gorulmektedir. Arastirmada ogrenme ortamina iliskin ogrencilerin bilissel basari puanlarinin dahil olunan gruba gore degisip degismedigi ile ilgili arastirma sorusu icin iki faktorlu ANOVA kullanilmis, elde edilen bulgulara gore; bilissel basari puanlari, deney grubu lehine anlamli bir farklilik gostermistir

/pdf/yaratici-dusunme-etkinliklerinin-ogrencilerin-yaratici-7ega79glup.pdf

Yaratıcı Düşünme Etkinliklerinin Öğrencilerin Yaratıcı Düşünmelerine ve Proje Geliştirmelerine Etkisi

Owing to advancements in both information and communication technologies and especially in the internet infrastructure, globalization has shifted to the next dimension; and these developments in technology has expressed its significance in online education like other domains of life. Utilization from new technologies has significantly minimized limitation brought by space and time in online learning progressively. Now, individuals are able to take classes from any institutions across the word. Accordingly, this situation has motivated majority of education institutions around the world to look for ways to maintain their courses or various education programs in e‐learning environment more effectively. Along this process, studies on significant factors on application of technology have intensified. One of these key factors is considered as personal characteristic. When it comes to utilization of technology, individual innovativeness concept gains prominence based on personal behaviors relevant with innovativeness. Attitudes of pre‐service teacher towards e‐learning are influent on numbers of variable relevant with e‐course. Thus, the purpose of the present study is to reveal the changes in attitudes of pre‐service teachers who take online classes towards online learning with respect to their individual innovativeness levels. Study data was collected from students who take online classes through distance education system in a bachelor degree program at faculty of education at a public university. On the basis of collected data, it was revealed that pre‐service teachers’ attitude towards e‐learning differs significantly according to respondents’ levels of individual innovativeness.

/pdf/investigation-into-attitudes-of-pre-service-teachers-towards-2e6qtqethg.pdf

Investigation into Attitudes of Pre-Service Teachers towards e-Learning with Respect to Their Individual Innovativeness Levels.

An investigation of the relationship between cyberloafing and academic motivation among university students

Bu mektupta Bilgisayar ve Ogretim Teknolojileri Egitimi Bolumu (BOTE)'nu tanitmak, alandaki kavramlari ve bu kavramlar arasindaki iliskiler aciklanmaya calisilmistir. Bu amacla oncelikle alandaki temel kavramlar olan egitim ve ogretim teknolojisi kavramlarinin tanimlarina yer verilmistir. Ayrica alanin temel bilesenleri olan teknolojilerine, ogrenme yaklasimlarinin alana etkilerine ve ogretim sistemleri gelistirme kavramlarina da deginilmistir. Calismada son olarak egitim teknolojilerinden dogan ancak daha sonra onu da kapsayan performans teknolojileri hakkinda bilgi verilmis ve bir BOTE mezunun kendine hangi alanlarda yer bulabilecegi kisaca aciklanmaya calisilmistir.

/pdf/bote-nedir-nasil-tanimlanir-okul-muzesiyle-baslayan-pawijqr1a6.pdf

BÖTE Nedir? Nasıl Tanımlanır? Okul Müzesiyle Başlayan Serüvenden İnsan Performans Teknolojilerine Uzanan Yolculuk

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