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The aim of this study is to investigate the relationship between no mobile phobia (nomophobia) which is defined as a modern fear of being unable to communicate through the mobile phone, and Fear of Missing Out (FOMO) which is known to be related with the problematic relationship with Social Networking Sites (SNSs), and play a critical role in the increased use of Social Networking Sites (SNS). The data were collected from a convenient sample of 538 university students via Nomophobia (NMP-Q) and FOMO Scales, The results show that a positive moderate level of relationship was found between Nomophobia and FOMO levels. The findings showed that FOMO level of university students predicts 41% of the total variance at the Nomophobia level. That is, when FOMO level increases, students’ nomophobia level can be predicted from data depicting the increase.

The togetherness of smartphones and social media has emerged two negative phenomena called Nomophobia and FoMO. Nomophobia, the fear of no mobile phone, and FoMO, the fear of missing out developments on social media, present a risk especially for university students. University students now have longer durations of social media and smartphone usage due to Nomophobia and FoMO. With this increase in usage, university students are more likely to be predisposed to Nomophobia and FoMO, and therefore, have problems leading to fear, anxiety and stress. This study aimed to identify pre-service teachers' metaphorical perceptions of smartphone, Nomophobia and FoMO. In the literature, studies on Nomophobia and FoMO have been conducted as quantitative research. This study was designed with mixed method which includes at least one quantitative and one qualitative method. The findings of the study differed by smartphone usage duration of the pre-service teachers and their scores of the Nomophobia Questionnaire and the FoMO scale. According to the findings, the participants frequently used the metaphors of "friend, organ, eating, need, lover" for smartphone, "being lonely, nothingness" for Nomophobia and "failing to be up to date, necessity" for FoMO.

This study aimed to investigate the attitudes towards e-learning and digital literacy skills of prospective teachers (N = 47) enrolled in the Department of Computer Education and Instructional Technology at a state university in Turkey. The study also investigated whether these variables vary in terms of gender and prior e-learning experience as well as the potential relationship between their attitudes and their digital literacy skills. Adopting a quasi-experimental pre-posttest design with an experimental group, this study sought to discover the effects of a fiveweek treatment on prospective teachers' digital literacy skills and attitudes toward e-learning. The data for the study came from two data collection tools namely, Attitudes towards E-learning Scale (Haznedar & Baran, 2012) and Digital Literacy Scale (Ng, 2012). Findings indicated the effectiveness of the treatment on the participants' attitudes towards e-learning platforms. Furthermore, the findings of the regression tests demonstrated that tendency is one of the most significant predictors of digital literacy skills.

Recent advances in information and communication technologies (ICT) have resulted in improvements in the delivery of education. It is a wellknown fact that learning technologies currently have a pivotal role in education. Amongst them, Virtual Learning Environments (VLEs) are widely used in education. The role of VLEs in improving quality and interaction in education as well as enabling better achievement through the use of a wealth of activities in teaching and learning is widely reported in the literature. However, there is a gap regarding the development of measurement instruments, especially in the Turkish context. Therefore, this study reports the development of a scale to evaluate students' satisfaction with respect to the use of VLEs in educational settings to address this gap. The dimensions of the scale are contribution (CONT), satisfaction (SAT), and communication (COM), and the scale is formed of 13 items. The sample consists of students enrolled in the Department of Computer Education and Instructional Technologies, studying on blended and face-to-face learning programs. First, the reliability of the instrument was calculated by Cronbach Alpha coefficient and test-retest reliability correlation coefficient. The Cronbach Alpha coefficients were found to be 0.87, 0.83, and 0.81 for CONT, SAT, and COM sub-dimensions respectively. The overall reliability of the scale was 0.92. EFA and CFA were conducted on the data collected from two different sample groups (206 and 186 students for EFA and CFA respectively) for the validity analyses of the scale. Results confirm that the scale is valid and reliable. While the t-test analysis shows no significant difference between gender groups, ANOVA revealed significant differences when year of study is considered.