ABSTRACT. Knowledge sharing is seen as one of the most vital processes for knowledge management and virtual communities of practice (VCoPs). In this study, knowledge sharing behaviors between members of VCoPs and opinions about their community were investigated. We employed a qualitative research design. Data were gathered on the members through online observation of the messages in the VCoPs. Additional data were collected via semi-structured individual interviews. The results of the survey showed that the majority of the activity was Sharing Knowledge, followed by Talk/Conversation and Request. The most common type of knowledge shared was Sharing Resource. Results also showed that there was a significant difference between gender, time to become a member, means of communication used, types of knowledge and activities. Our results showed that people are more likely to participate in such communities because of "tangible returns". The findings revealed that sharer members appear to be main motivator. On the other hand, disrupted issues were seen a major barrier. Key Words: Lifelong learning, informal learning, communities of practice, knowledge sharing behaviour SUMMARY Purpose and Significance: The continuum of lifelong learning brings informal learning more fully into the picture. Although informal learning is the oldest form of learning and provides an enormous learning reservoir, it is likely to be missed out of the learning environments. Learning systems must adapt to the changing ways in which people live and learn their lives. Today, a noticeable shift towards more integrated virtual communities that combine universal and continuing access to learning for gaining and renewing the skills needed for sustained participation in the knowledge-based economy which takes advantages of the opportunities offered by ICT is taking place. While knowledge sharing has been seen to be as one of the vital processes for putting lifelong learning into the practice, little research has been done for effective knowledge sharing in VCoPs. This research is an attempt to investigate factors influencing knowledge sharing behaviours between members of VCoPs in Turkey. Methods:In this study, we employed a qualitative research design. The data were gathered on the members through online observation of the messages. A total of 2171 messages were collected. Besides that, semistructured interviews were used to gather data on the members' reasons to join the community, motivators and barriers. We interviewed 19 members with different occupations. The data were analyzed using content analysis.

The purpose of this study was to adapt "Online Privacy Concern Scale" developed by Buchanan, Paine, Joinson and Reips (2007) to Turkish culture. The original version of the scale was composed of 16 items gathered under a one-factor structure. During the translation process, expert opinions were taken for the language validity. The scale was pre-administered to 40 participants to pursue linguistic equality. To determine the validity and reliability evidence of the scale, it was administered to two separate groups consisting of adult Internet users. In order to examine and confirm the scale structure, exploratory and confirmatory factor analyses (EFA and CFA) were conducted. After eliminating two items, EFA showed that the scale had a three-factor structure (email usage, online trust and online payment) in Turkish culture. The Cronbach's Alpha internal consistency of the whole scale was .89. In addition, CFA verified the three-factor solution. The results of the current study confirmed that the Turkish version of the scale is a valid and reliable measurement tool for the assessment of online privacy concern of adult Internet users.

With its new variety of IT products and services created in the last decade for students, teachers and schools, Google has changed the face of education. Google technologies that can be used completely free of charge via a single account in any device offer innovative alternatives to meet the needs of education. These technologies also help continuously improve digital competencies of students and teachers. On the other hand, criticisms against the monopolization of the company as well as its privacy and transparency policies have been increasing. In the light of these developments, the current study aims to examine academicians' metaphorical perceptions related to Google. The study was designed based on metaphorical analysis as a method of qualitative research. The study group was comprised of academicians working at education faculties of four state universities located in the middle west of Turkey. The data were collected through a closed web-based questionnaire consisting of open-ended questions. Results revealed that large majority of the academicians have a positive perception of Google. A group of participants also views it as a threat. Results offer important insights about the academicians' perceptions of Google and how and why they make use of Google products.

No abstract

Mobile phones are the most popular and widely used mobile devices in the world. Besides providing users with different communication facilities (SMS messages, voice or video calls, social media etc.), they can also be used as a powerful tool for teaching and learning. Despite this popularity and widespread, the use of mobile phones in schools is the most controversial issue in Turkey, as well as all over the world. This study was aimed to determine the views of ICT teachers on students' use of mobile phone in schools. The survey research was used in this study. Data were collected from 424 teachers working at secondary schools, high schools and vocational/technical high schools in Turkey. The results of the research revealed that mobile phones have become an indispensable tool for teachers to both access information and communicate in their professional and personal lives. On the other hand, it was determined that ICT teachers lean towards bans or restrictions on the use of mobile phones by students at school due to pedagogical concerns. We also found that teachers have different views about whether mobile phones are a need for students or not, although mobile phones are an important means for communication and gaining information in their lives. The results of the research showed that education and guidance activities for effective use of mobile phones are not carried out in most of the schools.