This study investigated factors influencing college students' self-directed learning with technology. A questionnaire was employed to obtain data from 153 college students on their selfdirected learning readiness, the use of Web 2.0 tools for learning, online communication selfefficacy, and computer self-efficacy to predict their self-directed learning with technology. The data were analysed using sequential multiple regression and mediation analyses. The results showed that the predictor variables explained 19% of the variation in self-directed learning with technology. Self-directed learning readiness and the use of Web 2.0 tools for learning were found to be significant predictors of students' self-directed learning with technology. Moreover, the results indicate that the use of Web 2.0 tools for learning significantly mediated the influence of students' online communication self-efficacy and computer self-efficacy on their self-directed learning with technology. This study suggests that students be provided with scaffolding or assistance, not only for self-directed learning skills and the use of Web 2.0 tools for learning, but also for computer use and online communication in order to enhance their self-directed learning with technology. IntroductionIn today's knowledge-based society, lifelong learning is an important prerequisite for coping with economic, occupational and social challenges. It involves 'all general education, vocational education and training, nonformal education and informal learning undertaken throughout life, resulting in an improvement in knowledge, skills and competences within a personal, civic, social and/or employment-related perspective' (European Parliament, & Council of the European Union, 2006a, p. 50). Individuals need to have several competencies in order to succeed in lifelong learning (European Parliament, & Council of the European Union, 2006b;Sharma, 2004). These competencies include learners taking more responsibility and initiative to arrange their own learning processes -from the awareness of learning needs to the evaluation of learning results individually or in a group, which refers to self-direction in a learning process. Self-directed learning (SDL) is regarded as both a prerequisite for and the outcome of lifelong learning (Loyens, Magda, & Rikers, 2008). It enables individuals to take control of their learning by deciding what and how to learn, with or without the support of others (Merriam & Bierema, 2014).In higher education, SDL is an important goal for improving the quality of student learning and preparing students for the future (Raidal & Volet, 2008). It corresponds to the fundamental principles of higher education, including personal autonomy, personal responsibility, and personal growth (Wilcox, 1996). Given the pervasive use of information and communication technologies (ICTs) in higher education, nowadays, SDL with technology warrants further investigation because SDL as a process is particularly enhanced with the affordances of ICTs (Candy, 2004;Lee, T...

The purpose of the present study was to investigate the prevalence of nomophobia (the fear of being out of mobile phone contact) among young adults in Turkey. The Nomophobia Questionnaire (NMP-Q) was administered to 537 Turkish college students. The results revealed 42.6% of young adults had nomophobia, and their greatest fears were related to communication and information access. The study also found that gender and the duration of smartphone ownership had an effect on young adults’ nomophobic behaviors, whereas age and the duration of mobile phone ownership had no effect. Based on these results, implications, limitations, and further studies were discussed.

Bu araştırmada, COVID-19 pandemisi döneminde öğretmenlerin sanal sınıflardaki derslerde yaşadıkları sınıf yönetimi sorunlarının ortaya konulması amaçlanmıştır. Karma yöntem araştırma desenlerinden yakınsayan desenin kullanıldığı araştırmaya çeşitli kademelerde görev yapan 381 öğretmen katılmıştır. Hem nicel hem de nitel veriler araştırmacılar tarafından oluşturulan çevrimiçi veri toplama formu aracılığıyla toplanmıştır. Elde edilen verilerin analizinde, kapalı uçlu sorulara ilişkin betimsel istatistiklerden yararlanılmış; açık uçlu soruların analizinde ise nitel veri analizi yöntemlerinden içerik analizi kullanılmıştır. Araştırma sonucunda, öğretmenlerin en yoğun olarak fiziksel düzen boyutunun donanım, yazılım bileşenleri ve plan-program etkinlikleri boyutunun öğretimin değerlendirilmesi bileşenlerinde sorun yaşadıkları görülmüştür. Öğretmenlerin deneyimledikleri sorunlardan bazıları dış ortam gürültüsü, internet bağlantısı, derse erişim, dijital içerik yetersizliği, etkileşim eksikliği, kısa ders süresi, ses iletimi, gizlilik ve güvenlik ve yazılımın uygun olmayan kullanımı gibi konularda kümelenmiştir. Araştırmanın sonuçları doğrultusunda uygulayıcılara ve araştırmacılara bazı öneriler sunulmuştur.

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This mixed methods research study aimed to explain and understand user acceptance of an electronic performance support system (EPSS) designed for the Crime Scene Investigation and Identification Units of the Turkish National Police. Quantitative data were collected from 209 police officers through a questionnaire to test relationships hypothesized in the technology acceptance model. At the same time, qualitative data were collected through interviews with 15 police officers to acquire an in‐depth understanding of perceived usefulness and perceived ease of use of the system. This study showed that perceived usefulness, perceived ease of use, and attitude toward using were significant determinants of the acceptance of the EPSS. The findings also presented several user personal, system, and organizational characteristics that were considered as influencing factors for usefulness and ease of use of the EPSS.