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a brief yet robust measure of cognitive functioning and impairment. Like the previous version, the Shipley-2 assesses crystallized ability, which is gained through education and experience, and fluid cognitive ability, which is the capacity to use logic to learn and acquire new information or solve problems, as two distinct aspects of cognitive ability. According to Shipley et al. (2009), "These two aspects were proven to provide a well-grounded perspective in cognitive ability that has held up to scientific scrutiny and practical application" (p. 3). The Shipley-2 can also be used to reveal cognitive impairment by uncovering discrepancies between crystallized and fluid intelligence. In contrast to the previous version, the Shipley-2 has its own large, nationally representative sample and can be used with confidence in a broad array of clinical and educational applications without reference to scores from other instruments. In addition, the Shipley-2, with its extended age range, can be used with persons aged 7 through 89 in a group or individually. The test may not be appropriate for individuals whose first language is not English or who have uncorrected visual impairment. Although the test is self-administered, administration must be monitored by a person familiar and competent with psychological or educational testing. It can be administered and scored in 25 min. The test results should be used in conjunction with other information derived from concurrent or former assessments, detailed interviews and history taking, and observations.

Distance education in the 21 st century often relies on educational technology as the primary delivery of teaching to learners. In distance education, the source of the information and the learner do not share the same physical setting; therefore, the information is delivered by a variety of methods. The new emerging tools that are used in online learning have changed the view of pedagogical perspective in distance education. Although online learning shares some elements with traditional classroom environments, the shared elements often take very different forms, and each type of learning environment has distinct limitations and affordances. Because current practices often compare or assess the effectiveness of online learning by comparing it with traditional instruction methods, educators and researchers often find it important to consider the methods and strategies that are used in classroom settings when designing online learning environments. Online environments should provide opportunities for students to master necessary tasks by using appropriate strategies, such as self-regulation. Self-regulation is one of the predictors of student performance in both traditional and modern learning environments. In an online platform, when students use strategies that are related to self-regulation, they can regulate their personal functioning and benefit from the online learning environment by changing their behaviors accordingly. Thus, it is important to explore and embed new interactive functions to the online learning environments and lead learners to use self-regulatory behaviors in those learning environments. This article discusses the importance of self-regulation in online environments, and provides recommendations for best practices in the design and implementation of interactive online learning environments with the self-regulated learning approach.Keywords: Distance education, online learning, self-regulation, interactive environments. 25 IntroductionLearning environments continue to evolve especially with advances in technology, with online learning environments being one such advance that has become increasingly common in the 21st century. As the cost of technology decreased without necessarily compromising its quality, the access of wide user groups to new technologies increased. The Internet and computer-mediated communication have broadened our conceptualizations of learning environments and distance education to online learning environments. While online learning affords learners' autonomy or choice in their education, it also requires learners to be self-regulated or self-directed in their learning. To be successful in online learning environments, learners need to remain motivated, engaged, and persistent without the physical presence and reinforcements of instructors or peers that are afforded by traditional learning environments. One of the primary concerns in online education is how to design online learning environments for effective teaching and learning, particularly in light of keepi...

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Background and aims: In this study, the Internet Addiction Test (IAT) was adapted to Turkish language, which was originally developed by Young (1998) in English to measure the presence and severity of the Internet dependency. The main purpose was to ensure that the psychometric features and the factor structure of the test were suitable for Turkish university students. Method: The study was conducted in two sequent phases. Participants were 990 undergraduate students from several public universities in Turkey. Results: In the first phase, an exploratory factor analysis (EFA) was applied to figure out the factor structure of the Turkish version of the IAT. The EFA revealed four factors, which explained 46.02% of the total variance. In the following phase, a confirmatory factor analysis (CFA) was conducted with a different sample, to verify the factor structure that was found in the initial EFA. The CFA resulted four-factor model was satisfactory for the Turkish version of the IAT. These four factors were named as Mood, Relationship, Responsibilities, and Duration. Conclusions: Based on the findings, the administration of Turkish version of the IAT provided acceptable results on undergraduate students.