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The Gezi Park demonstrations across Turkey in the early summer of 2013 offered another opportunity to examine the role played by social media in a social movement. This survey of 967 ethnic (Turkish or Kurdish) minorities living in Belgium, the Netherlands, and Germany focuses on attitudes and behaviors alongside uses of offline and online networks to make connections with others during and after Gezi. We investigate whether the respondents living in the diaspora experienced communication-generated social capital. We also examine whether the social capital already built through lives spent in Europe, where connections to majority populations had been forged, was at least temporarily reversed through a process of re-bonding, as ethnic minorities turned their attention and loyalty to the social movement in Turkey.

This article describes how interpersonal relationships structures and standards are evolving. By focusingonasocialnetworkcontext,thisstudyexamineddifferentfactorsthatcanaffectforgiveness decisionofavictimofanonlineoffense.Inaddition,itinspectedwhetherthedecreaseoftrustafter anonline-relatedoffensecanbeaffectedbyforgiveness.323participantstookpartinthisstudyby completingaquestionnairethatrecordeddifferentmeasurements.Structuralequationmodelingwas usedasthemaintechniquefordataanalysis,andAMOSwasusedasatool.Surprisingly,whileempathy andcommitmenthadnosignificantdirecteffect,resultsshowedthattheseverityoftheoffense,its frequencyandpretransgressiontrustarethemainfactorsthatinfluenceforgiveness.Moreover,a victim'strusttowardsthetransgressordecreasedmuchmoreintheabsenceofforgivenessthaninits presence.Avaluablecontributionofthisarticleisintheprospectforrelatedfutureresearchaswell asthepotentialforapplicationsthatexplorenewtechniquestofacilitateforgivenessinthedigitalage.

This study constructs and tests the building of social capital and integration among Turkish minorities (n=976) residing in three countries with different integration policy realities according to the Migrant Integration Policy Index (MIPEX) for Belgium, the Netherlands, and Germany. Through online and offline surveys the study examines the extent to which bridging and bonding social capital, the dominant language of media use and the socio-demographic characteristics of respondents affect their degree of integration. The results show that the degree of integration increases with a sense of belonging to a faith, length of stay in Europe, exposure to European mainstream media, and through bridging with natives in the host society.

Given the still existing restrictions of COVID-19, blended learning is undoubtedly becoming a better-fitting strategy for higher education institutions in underprivileged countries. Acknowledging the current changes in higher education, this study aims to investigate the elements that influence students’ satisfaction and their future preferences regarding blended learning in Algeria. A total of 782 questionnaires were collected from different Algerian universities. A structural Equation Modeling (SEM) analysis was conducted to investigate the relationship among the latent variables of the proposed theoretical model. Moreover, an unsupervised sentiment analysis approach was applied to analyze the qualitative data received in the form of feedback from the participants. The results show that students’ perceived ease of use and perceived usefulness of blended learning had a significant positive impact on their satisfaction. Similarly, satisfaction had a positive influence on students’ future preferences regarding blended learning. In turn, students’ perceived ease of use and usefulness had an indirect effect on their future preferences, mediated by satisfaction. Additionally, qualitative data echoed students’ eagerness to adopt more advanced learning technologies and what obstacles currently stand in their way. The contribution of this study is to reflect the current situation of blended learning adoption in developing countries and to support future curriculum planning and development. It can also help teachers, students, and policymakers to make better decisions and recommendations for an improved and more sustainable learning and teaching environment in the future.