Bu araştırmada yetişkinlerin sağlık okuryazarlık durumu ile sağlık kaygısı arasındaki ilişki incelenmiştir.Araştırma Konya merkezde yaşayan bireyler üzerine uygulanmış olup 900 kişiye ulaşılmıştır. Çalışmada "sağlık okuryazarlık" ölçeği ve "sağlık kaygısı" ölçeği kullanılmıştır. Araştırmada kadınların sağlık okuryazarlığı ve sağlık kaygısı erkeklere oranla daha fazla çıkmıştır. 26-35 yaş, 36-45 yaş ve 46-55 yaş aralığındakilerin sağlık okuryazarlık oranı 56 ve üstü yaş olanların ortalamasına göre daha yüksek olduğu gözlemlenmiştir. Eğitim durumu arttıkça sağlık okuryazarlık durumunun da arttığı tepsi edilmiştir. Gelir durumu arttıkça sağlık okuryazarlık durumu da artmış ve sağlık kaygısı azalmıştır. Sürekli ilaç kullananların sağlık okuryazarlığı daha düşük ve sağlık kaygı ortalaması daha yüksek çıkmıştır. Araştırma sonuçlarına göre sağlık kaygısı ile sağlık bilgisine erişim, bilgiyi anlama, bilgiyi değerlendirme ve bilgiyi kullanma arasında negatif yönlü bir ilişki tespit edilmiştir. Genel olarak bireylerin sağlık okuryazarlık düzeyi arttıkça sağlık kaygısının azaldığı gözlemlenmiştir.
The digital world abolishing all the limitations to reach knowledge and removing the borders of the countries and even continents serves as a facilitator for everyone who wants to learn and reach knowledge. The growing demand for knowledge throughout the world also increases the need for a variety of courses from highly appreciated institutions and instructors in the most effective educational methods and techniques. Therefore, deciding which substructure or platform to be chosen by both enterprises to make a profit and learners to acquire knowledge in the most suitable way is becoming a more challenging issue for both counterparts of teaching and learning. In order to make this selection process easy, based on the document analysis method, this chapter presents an evaluative report on globally popular e-learning platforms including Canvas, Blackboard, Moodle, and Open edX in terms of their market share, user interface, feature strengths and weaknesses, and it reaches a conclusion by comparing and contrasting their differences and similarities.
PurposeThis study concentrates on South Korean university students' attitude towards cooperative learning by utilizing the “Student Attitudes toward Group Environments” survey (n = 427–181 female and 246 male) originally developed by Kouros and Abrami (2006).Design/methodology/approachThe purpose of this study is to unfold what factors affect the cooperative learning environment in the Higher Education context of South Korea, which is known as a collectivist society, and conduct comparative analysis on gender, department type, GPA level and school year as variables in the perception of cooperative learning. The factor analysis findings demonstrated that there are four factors influencing students' attitude about cooperative learning environments in South Korean higher education; “frustrations with group members”, “peer support”, “fairness” and “quality of product and process”. Moreover, the gender, type of department, school year and GPA variables were yielded statistically differentiating results.FindingsThe overall results showed that effective cooperative learning strategies depend on the type of culture and other demographic variables including learner's gender, department type and school year. In South Korea, known to have a collectivist culture, fairness has appeared as a new criteria needing to be considered when designing a cooperative learning environment, which is a different case than in individualistic cultures. Thus, when employing cooperative learning strategies in South Korea, educators should take learners' culture into consideration. For this, educators might utilize the final instrument of this study as a guideline or criteria to establish an effective cooperative learning environment.Originality/valueThis article provides an example from South Korea which is known as both a collectivist and high-tech country.
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