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ÖzetBu çalışmanın amacı, eğitim fakültesinde öğrenim görmekte olan üniversite öğrencilerinin e--öğrenmeye yönelik tutumlarını belirlemek için genel bir tutum ölçeği geliştirmektir. Alanyazın taraması neticesinde elde edilen 50 tutum maddesi ölçeğe alınmıştır. Araştırmaya Dokuz Eylül Üniversitesi Buca Eğitim Fakültesinden 567 öğrenci katılmıştır. Ölçeğin geçerlik ve güvenirlik analizinde hangi analizlerin uygulanacağına karar verebilmek için alanyazında kabul gören tutum ölçeği geliştirilen makaleler taranmıştır. Alanyazında uygulanmış olan farklı yöntemler denendikten sonra, alt ve üst %27 grup ortalamaları ve toplam madde korelasyonu madde eleme amaçlı kullanılmıştır. Yüksek t--değerine göre maddeler seçildikten sonra faktör analizi yürütülmüş ve Cronbach α katsayısı hesaplanmıştır. Sonuç olarak 20 maddelik e--öğrenmeye yönelik tutum ölçeğinin tek veya iki faktörlü olarak kullanılabileceğine karar verilmiştir. Tek faktör toplam varyansın %45,12'sini açıklarken, İki faktör toplam varyansın %52,23'ünü açıklamıştır. Tek faktörlü ölçek için Cronbach's Alpha güvenirlik katsayısı, 0,93 olarak ortaya çıkmıştır. Bu sonuçlar, e--öğrenmeye yönelik tutum ölçeğinin geçerli ve güvenilir olduğunu ve yüksek eğitimde öğrenim gören öğrencilerin e--öğrenmeye yönelik tutumlarını belirlemede kullanılabileceğini göstermektedir. DEVELOPMENT OF A GENERAL ATTITUDE SCALE TOWARDS E--LEARNING FOR FACULTY OF EDUCATION STUDENTS AbstractThe aim of the study is to develop a general attitude scale towards e--learning to measure students'general attitudes towards e--learning at the Faculty of Education. As a result of the literature review, a--50--attitude item was written for the first draft of the scale. 567 university students from Buca Faculty of Education studying at Dokuz Eylul University participated into the study. The literature was reviewed to be able to decide which methods should be used for the validity and reliability analysis. After applying different methods, the lower 27% and upper 27% group means difference and item--total correlation method were used for item elimination. After selecting items according to the criteria of having high t--value, factor analysis was used and Cronbach's Alpha was calculated. Factor analysis showed that this 20--item e--learning attitude scale can be used both with single factor and two factors. Single factor of the general attitude towards e--learning scale explained %45.12 of the total variance. Two factors scale explained %52.23 of the total variance. Cronbach's Alpha coefficient is 0.93 for single factor scale. These results indicated that general attitude scale towards e--learning was valid and reliable and can be used for measuring higher education students' attitudes towards e--learning.

This study investigates university level students' experiences of designing lessons with an interactive whiteboard as an instructional medium. The sample consisted of 40 students who will be both moderator of technological resources in schools and computer teachers after graduation from university. In the design of a lesson process, the ASSURE instructional design model was their roadmap. The results showed that none of the students had used interactive whiteboards before the course. However, most of them knew interactive whiteboards from other courses, seminars, or the Internet. Nearly half of the participants had some hesitations when they first learned that they were going to use interactive whiteboards in the course. After using it during a lesson, however, their opinions became positive. In addition, ASSURE instructional design model let them to progress systematically and step-by-step. Most of them had problems to find educational software to use with interactive white board. That is, their primary problem was with the "select instructional methods, media, and materials" step of the ASSURE model.

Objective: The aim of this study was to determine the knowledge levels of university students about infertility and investigate the differences in knowledge levels according to sociodemographic variables and some lifestyle factors. Material and methods:The sample of the study consisted of 9693 undergraduate students (5002 females, 4691 males) from 12 regions. Regions were determined according to Statistical Region Units Classification-1 criteria. Infertility Knowledge Test (IKT) was used as a data collection tool.Results: It was found that university students' IKT scores significantly differed according to gender (p<0.01); age (p<0.05); body mass index (p<0.05); reproductive health education status (p<0.001), presence of infertile individuals around (p<0.001); having sexual intercourse (p<0.001); smoking (p<0.001) and alcohol consumption frequency (p<0.05). Conclusion:University students' lack of knowledge about family planning, effects of age and sexual intercourse timing on infertility was remarkable. However, it was determined that the knowledge level of infertility risk factors related to substance use and body mass index was high. It is believed that increasing the level of knowledge about infertility among individuals will positively effect their awareness of risk factors and facilitate their search for timely medical assistance. Sexual health education can be effective in increasing university students' knowledge of infertility.

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PurposeThis study aims to understand the eHealth literacy skills of chronic patients and to explore the relations, patterns between eHealth literacy skills and different factors such as demographics, search strategies and health information sources and to explain their effects on eHealth literacy in Turkey in Izmir in COVID-19 outbreak.Design/methodology/approachA quantitative method was used in the study including a questionnaire. A total of 604 chronic patients responded to the questionnaire who applied the five popularly identified hospitals in Izmir in Turkey. CHAID analysis method was implemented to explore the strongest correlation between eHealth literacy and independent variables.FindingsUsing different social media types were correlated with patients’ eHealth literacy scores. Using Facebook, Twitter were the supportive predictors for the eHealth literacy scores. However, digital literacy was highly important for eHealth literacy.Originality/valueThis study shows that the social media channels which provides much more information such as Facebook and Twitter for the chronic patient. This could be beneficial for the eHealth tools and social media content developers in terms of the supply of health information. Moreover, the study gives ideas about the effect of digital literacy and the importance of health information provided.