Determination of Digital Citizenship Levels of University Students at Sakarya University Turkey

Abstract

When digital transactions such as official transactions, banking transactions, communication, education, production, shopping are carried out in digital environment, the concept of digital citizenship has emerged. Digital citizenship; it is the person who has the ability to use information technologies appropriately and correctly in areas such as official transactions, social communication, education, and production. As technology improves, problems with its use increases exponentially. So technological behavior or technological citizenship it is clear that the behavior, values, ethical rules and awareness should be created. In this study in order to detection this awareness; it is aimed to determine the digital citizenship levels of university students. For this purpose, 253 students studied in various departments of the Hendek Vocational High School of Technical Sciences in Sakarya university. The research was carried out with the relational scanning model from the quantitative research method. “Digital Citizenship Scale for Youth” was developed by Kus, Gunes, Basarmak and Yakar (2017) the researcher as a data collection tool with permission. The scale has 49 items, the total variance of the scale was determined that the scale had 8-factor structure and was found to be 49,70%. Related dimensions are communication, jus and responsibility, critical thinking, participation, security, digital skills, ethics and commerce. In the analysis of the data, non-parametric tests were used in addition to the percentage, frequency and standard deviation values. As a result; students were revealed to be aware of digital citizenship’s sub-dimension.

A Proposed Ethics Code for Online Learning During Crisis

“…Also, the results confirmed the importance of online code of ethics for both teachers and students, thus researchers propose four online learning ethical principles: respect and protect digital dignity, commitment to the profession, commitment to the distance educational system, teachers' and students' rights and responsibilities within an online learning environment. These principles conquer with many studies previously [31]; [32]; [33]; [1]. These principles asserted on the importance of rights and duties for both teachers and students within online environment as mentioned in several studies [18]; [19]; [20]; [21]; [22]; [23]; [24]; [13].…”

“…The rapid growth and transformations experienced with information and communication technology provided an evolutionary way of learning since it is easy to find specific information on the internet [1]; [2]. Online learning is one of the outcome tools of recent advancement of technologies; it is based on information and communication technology that supports teaching and learning processes [3] that can be defined as learning eased by technology tools which aims to enhance knowledge retention, skills and productive abilities of learners [4].…”

Digital Citizenship, Self-Esteem and Life Satisfaction: An Assessment of the Geographical Differentials and Demographic Factors in the Context of Saudi Arabia

“…Nordin et al (2016) defined digital safety and se-curity as the emotional and physical well-being of individuals as well as the procedures for ensuring electronic security; this requires a set of attitudes, skills, beliefs, and information that make users of digital technology more aware of concerns such as ergonomics and posture, protecting oneself against theft of personal information, anti-virus protection, and can also include issues such as excessive or even addictive use of digital and mobile devices are relevantly threatening to health and well-being in the digital age.Studies on DC in Islamic nations have primarily focused on identifying overall DC levels as well as specific aspects of DC among students(Al-Abdullatif & Gameil, 2020;Alqahtani, 2017aAlqahtani, ,2017bAl-Zahrani, 2015; Isman & Gungoren, 2014; Nordin et al, 2016;Yildiz, Çengel, & Alkan, 2020). The nine elements ofRibble's (2015) framework were employed by Isman and Gungoren (2014), who found Ribble's Digital citizenship scale 2011, proven to be the best and most beneficial in determining the degrees of DC among Turkish higher education students.…”

How personal values and critical dispositions support digital citizenship development in higher education students

“…As argued above, some personal values have been explored in previous studies on digital citizenship, but to our knowledge self-direction and universalism yet to be included among them. Furthermore, although most conceptual frameworks for digital citizenship acknowledge the relevance of critical thinking, there is little empirical evidence to bridge these constructs (e.g., Herwati et al, 2020 ; Yildiz et al, 2020 ). The present research addresses these gaps and aims to show how students’ personal values and dispositions can help them self-regulate their learning process and support the development of the learning process in terms of digital citizenship.…”