The purpose of this study was to examine the relationship between e-learning readiness and academic achievement in an online course in higher-level education. The survey method was employed when collecting the study data, and the data-collection instrument used was the E-Learning Readiness Scale. The scale comprises 33 items and six sub-dimensions, including (1) computer self-efficacy, (2) internet self-efficacy, (3) online self-efficacy, (4) self-directed learning, (5) learner control, (6) motivation toward e-learning. The study participants comprised 153 freshmen who were taking an online English as a Foreign Language course. A relational model is proposed in this study to measure the predicted levels of readiness on academic achievement in online learning. Reliability analysis, Pearson correlation, linear regression analysis, and structural equation modelling were used to analyze and model the study data. Results indicated that self-directed learning is the strongest predictor of academic achievement, while motivation toward e-learning was found to be another predictor of academic achievement. Internet/online/computer self-efficacy and learner control were not found to be among significant predictors of academic achievement. It is concluded that, especially with the spread of Covid-19 worldwide, education is currently switching from face-to-face to online learning in an immediate and unexpected way; therefore e-learning readiness has to be carefully taken into consideration within this new educational paradigm.

Introduction:This study investigates the influence of gender and social networking sites (SNSs) such as Instagram, YouTube, WhatsApp, Facebook, and Twitter on consuming, creating, and sharing content within the educational social media usage behaviors of higher education students. The survey method is applied to measure students’ social media usage for educational purposes. So that a more effective use of social media in education can be provided, it is important to understand how university students vary in their educational use of social media. The aim of this study is to examine how higher education students use social media for their educational purposes based on the content and activities with which the students engage. The aim of the research is to determine the correlations, if any, between gender, preferred SNS type, and educational social media in regard to consuming, creating and sharing content.Methods:The derived scale is administered in Turkey with the participation of a total of 365 university students. Psychometric, validation and reliability analysis of the scale which is used in the study to collect the data were done first. Principal component analysis, exploratory and confirmatory factor analysis, descriptive, correlations and multivariate analysis of variance are applied to analyze the social media usage for educational purposes. Gender and the SNS type were set as the additional predictors of the consuming, creating and sharing content on social media.Results:The validation and linguistic adaptation of the Inside School Social Media Behavior (ISSMB) scale from English to Turkish is performed first. Results showed that the three factors of the original scale were confirmed. Secondly, the derived scale is administered with the participation of a total of 365 university students. Results indicated that gender difference was a significant factor in explaining the content creation on social media. Instagram, WhatsApp, and YouTube are the most preferred SNSs for educational use among students at the higher education level. No significant effect was reported for the type of the SNS used in consuming, creating, and sharing educational content on social media. The type of the SNS used by the students was not found to influence educational social media usage; accordingly, students consume, create and share content, regardless of the type of the SNS they use.Discussion:Higher education level students prefer watching videos more than any other social media activity for their educational purposes. The second most frequently preferred social media usage activity was reported as searching for the learning resources or information pertaining to schoolwork. Creating content was the least favorable social media usage. When the social media usage purposes focus on schoolwork and are furthermore educational, males’ social media usage outperforms the females. Thus, males were more likely to create content by using social media for inside schoolwork purposes than the females. Males were also more likely to have sharing habits than the females in sharing learning resources e.g., class notes with their classmates by using social media for their inside schoolwork purposes.Limitations:The total number of participants used in the research sample is a limitation of this study. The study data were only collected in Turkey, and so the study results are only regionally generalizable.Conclusion:Higher education students are consumers of the social media when they use it for educational purposes. Accordingly, students prefer being “passive consumer social media users who avoid active content creating”. Students prefer watching the uploaded ready-to-watch videos who avoid instead of creating and uploading their own video content. When sharing items are compared with creating content items, students responded more to the latter. Students do share their information with classmates e.g. exam schedules and lecture notes. Compared to other sharing content usages, students less frequently preferred sharing extracurricular learning resources. The gender difference found herein is a predictor of social networking site usage among young people, and social networking usage changes according to gender. Males are reported as being more “giving” within a school setting when it comes to sharing the educational content with their colleagues and friends. Social media is a reality of our modern lives, one that is growing exponentially; it is highly crucial that researchers facilitate a better understanding of the ongoing changes and developments that are emerging and transforming learning.Both outside and inside school, the social media usage behaviors of young people can be examined according to different age groups do determine any age-related differences. The subject can be improved with new findings and results from different sample groups.

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Background: Psychological well-being among college students around the world is a current research topic. Despite various number of studies focusing on students who are trained for being a health care specialist, there are no reports on psychological disordes of student physical therapists. The objective of this study is to determine the prevalence of depression and anxiety among student physical therapists and to analyse any possible effects of different parameters on depression and anxiety. Methodology/Principal findings: 158 garad 2and grade3 students were enrolled in the study. Beck's depression inventory (BDI), Beck's anxiety inentory (BAI), Nottingham Health Profile (NHP), International Physical activity Questionnnaire (IPAQ) were used as evaluation measures. The mean age of the participants were 21.8±1.5 years. 18.9% of the students (n=30) had mild, moderate or severe depression. 40.5% of the students (n=64) had mild, moderate or severe anxiety. Only 10.8% of the participants (n=17) were inactive according to IPAQ scores. Female gender was correlated with higher BAI scores. Academic grade was not correlated with evaluation scores. Conclusions: The prevalence of anxiety and depression in student physical therapists was high, similar to the other health care professionals. These psychological disorders could influence the academic attainment. Therefore preventive measures and coping strategies may be implemented as an integral part college education. Keywords

Migren tanısı ile takipli okul çocuğu ve ergenlerin internet kullanım sıklığına göre yaşam kalite indeksi, anksiyete ve depresyon skorlarının, sağlıklı çocuklarla karşılaştırılması amaçlanmıştır.Yöntemler: 9-17 yaş arasında, migren tanısı alan 142 hasta ile aynı yaş ve cinsiyetteki 128 sağlıklı çocuk çalışmaya alındı. Hastaların öykü, öz ve soy geçmiş ve antropometrik ölçümleri de içeren fizik muayene bulguları kaydedildi. Hastalar ergen (˃12 yaş) ve ergen öncesi (<12 yaş) olarak gruplandırıldı. Her yaş grubu, İnternet kullanım sıklığına göre 3 gruba ayrıldı: Grup 1: seyrek internet kullananlar (< 1 saat/hafta) Group 2: düzenli internet kullananlar (< 2 saat/ gün, haftada birkaç gün), group 3: sürekli internet kullananlar (˃2 saat /gün, haftanın her günü). Psikiatrik testler çocuklar için yaşam kalitesi ölçek formu (Pediatric Quality of Life Inventory for Children: Pe-dQL), çocuk depresyon ölçeği (Child Depression Inventory: CDI) ve nasıl hissediyorum anketi 1,2 (the State-Trait Anxiety Inventory for Children: STAI-C) ile yapıldı.Bulgular: Yaş, cinsiyet ne antropometrik ölçümlerde gruplar arasında fark saptanmadı. 12 yaşın altındaki hastalarda, kontrol grubu ile migren grubu arasında, internet kullanım sıklığına göre depresyon anksiyete ve yaşam kalitesi skorlarında anlamlı fark saptanmadı. Ergen ve sürekli internet kullanan migren grubunda, duygulanım ile ilgili sorunlar ve başkaları ile ilgili sorunlar kategorisinde, kontrol grubuna göre anlamlı fark saptandı (p=0,008 ve p=0,02). Sonuç: Ergen hastalarda, internet kullanımının yoğun olması psikososyal ve duygulanım sorunlarına yol açabilir.

In this study, it is aimed to adapt the two scales, the outside school social media behavior (OSSMB) and inside school social media behavior scale (ISSMB) into Turkish, which were developed by Lu et.al (2018). OSSMB includes 21 items, and ISSMB includes 10 items. OSSMB Scale has four sub-dimensions: Consuming, Communicating, Creating, and Sharing. The OSSMB scale has three sub-dimensions: Consuming, Creating, and Sharing. The first part of the study data was collected with the participation of 806 university students attending a public university in the Aegean Region. Further data were collected from 365 students for confirmatory factor analysis of the scales. Data were collected from 1171 students in total. The Turkish version of the scale was started with a language validity study. The translation and back-translation stages of the Turkish version of the scale were performed by three language experts and three field experts. After language validity, Kaiser-Meyer_Olkin, Bartlett's, Exploratory Factor Analysis (AFA), Confirmatory Factor Analysis (CFA) and Cronbach's Alpha reliability and validity analyzes were performed. In the results, the factor loads of all items were good (above .61), and the total variances explained for both scales were high (ISSMB: 67.64% OSSMB: 56.71). The internal consistency values of both scales are acceptable for all factors. The factor structures obtained from the exploratory factor analysis have been confirmed by the confirmatory factor analysis with valid and reliable measurement scales measuring the difference between the social media use of young people in Turkey within and outside the school.

ÖzetBu araştırmada, bilgi ve iletişim teknolojileri kullanımında sergilenen bazı etik dışı davranışlar belirlenerek bu davranışlara ilişkin örüntülerin modellenmesi amaçlanmıştır. Bilgi ve İletişim Teknolojileri (BİT) kullanımında karşılaşılan etik olmayan davranışların yer aldığı 28 maddelik bir "BİT etiği" ölçme aracı geliştirilmiştir. Ölçme aracı, elverişli örnekleme yöntemine göre seçilen ve yaşları 14 ile 18 arasında değişen 362 lise öğrencisine, internet üzerinden çevrimiçi veri toplama yoluyla uygulanmıştır. Etik olmayan davranışlar, çevrede gözlemlenme durumu ve katılımcılara uygunluğuna göre iki boyutlu olmak üzere yedili Likert tipi ölçekle derecelendirilmiştir. Ölçme aracının faktör yapılarını doğrulamak üzere veriler, açımlayıcı ve doğrulayıcı faktör analizleriyle test edilmiştir. BİT kullanımında etik olmayan davranışların, analizler sonucunda yeterli düzeyde olduğu görülen veri-model uyumluluklarına göre yapısal eşitlik modeli çizilmiştir. Çizilen modelin BİT etiği konusunda doğruluk, bilgi ve iletişim teknolojilerinin toplumsal etkileri, telif hakları ve güvenlik olmak üzere dört alt boyutla ilişkili olduğu belirlenmiştir. Anahtar Sözcükler: Bilgi ve İletişim Teknolojileri, Etik Olmayan Davranışlar Modeling of Unethical Behaviors in the Use of Information and Communication Technologies AbstractIn this study, it is aimed to model the patterns of unethical behaviors by determining some of the unethical behaviors in the use of information and communication technologies. A 28-point "ICT Ethics" measurement instrument was developed including unethical usage behaviors of information and communication technologies. Measurement instrument was applied with online data collection method to 362 high school students between the ages of 14 and 18 who were selected relevant to the convenient sampling method. Unethical behaviors were graded in a two dimensional seven-point Likert-type scale regarding participants' own observation and acceptance levels. Data were tested in order to verify the measurement instrument's factorial structure with exploratory and confirmatory factor analyzes. Unethical ICT usage behaviors' structural equation model was drawn according to the results of the analysis of the compatible data-model fit indices. It is determined that the drawn model is in correlation with the four subdimensions; integrity, information and communication technologies' social impact, intellectual property and safety.

The purpose of this study was to investigate the effects of levels of processing (LOP) and various navigation design types (NDTs) on high school students' recall and retention performances in e-learning environments. The participants' (N = 90) performances of free recall, title recognition, location memory and their retentions were measured in two different navigational layout design types by giving participants the instructional tasks which were designed in shallow, medium and deep LOP. Results are in accordance with the main argument of LOP; deeply processed elements are remembered better and the strength of the encoded memory trace depends on the mental processes carried out with different types of tasks. Results show that the main effects of LOP and NDT on memory performance are significant.