Üniversite Öğrencilerinin Siber Aylaklık Seviyelerini Yordayan Faktörler

Şenel, Selma; Günaydın, Serpil; Sarıtaş, Mustafa Tuncay; Çiğdem, Harun

doi:10.24106/kefdergi.2376

Cited by 24 publications

(7 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…On the other hand, the results with respect to student-based reasons for cyberloafing are to a great extent in line with previous studies (e.g., Bağrıaçık-Yılmaz, 2017;Ergün & Altun, 2012;Şenel et al, 2019;Varol & Yıldırım, 2018;2019). The results show that respondents attached greater importance to their personal problems and affairs, got or felt bored and could not or did not concentrate during online classes.…”

Section: Discussionsupporting

confidence: 90%

“…Some other researchers (e.g. Knight, 2017;Koay, 2018;Şenel, Günaydın, Sarıtaş, & Çiğdem, 2019), on the other hand, used Akbulut et al's (2016) scale and reported checking posts, checking social networking profiles, sharing content on social networks, liking posts, commenting on shared photos, posting status updates on social networks, tagging friends on photos, chatting, watching shared videos, shopping online, visiting deal-of-the-day websites, visiting online shopping sites, visiting auction sites, using online banking services, visiting online shops for used products, checking job advertisements, downloading music, watching videos online, listening to music online, downloading videos, downloading applications, visiting betting/gambling sites, betting and gambling online, checking online sport sites, playing online games, commenting on trending topics, posting tweets, reading tweets, favouriting a tweet, and retweeting a tweet as types of cyberloafing behaviours students engage with during class hours. In addition to this, there are also studies (e.g., Akgün, 2020;Çok, 2018;Dursun et al, 2018;Sarıtepecı, 2019) that used the same scale and reported its sub-dimensions sharing, shopping, real-time updating, accessing online content, gambling as types of cyberloafing behaviours students carry out.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Study on Pre-service English Instructors' Cyberloafing Behaviors During Online Courses

Karabiyik

2021

Bartın Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Student cyberloafing is a concept that has been mainly investigated in face-to-face educational settings and there are only a few studies that concentrate on this issue in online settings. Therefore, to contribute to the existing line of literature in this respect, the current study sought to explore the types of cyberloafing activities students engage with during online classes, their reasons behind these behaviours, and their views on the possible solutions to prevent these. The sample of the study consisted of 68 preservice English teachers from a foundation university in Central Anatolia, Turkey. A qualitative survey research design was adopted in this study and to that end, data were collected using an online survey instrument that included a demographic information form and three questions related to the research questions. To seek answers to the research questions, data were analysed using thematic analysis. The results showed that preservice English teachers engaged with a wide variety of cyberloafing activities. Moreover, emerging themes with respect to reasons for cyberloafing were instructor, student, course-content, learning environment, and technology-related reasons for cyberloafing whereas themes regarding possible solutions to prevent it were instructor, student, and institution-based solutions.

show abstract

Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

A Study on Pre-service English Instructors' Cyberloafing Behaviors During Online Courses

Karabiyik

2021

Bartın Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

show abstract

“…In the findings, it was found that upperclass students were more prone to cyberloafing compared to lower-class students. Şenel, Günaydın, Sarıtaş, and Çiğdem (2019) examined the level of cyberloafing with 124 university students. It was seen that the students' cyberloafing level was "moderate".…”

Section: Literaturementioning

confidence: 99%

“…(e.g. Çınar and Cinisli, 2018;Çok and Kutlu, 2018;Mercado, Giordano and Dilchert, 2018;Şenel et al, 2019). This may be due to the differences in the scale and scale contents used on cyberloafing behaviors, the differences in the age group of the students, and the differences in the type and number of technological devices they use.…”

Section: Findings On the Cyberloafing Levels Of Middle School Studentsmentioning

confidence: 99%

Research on the cyberloafing levels of middle school students

DERELİ

İzmirli

2022

Journal of Educational Technology and Online Learning

View full text Add to dashboard Cite

The aim of this study was to examine the cyberloafing behaviors of middle school students during the lesson or while studying. Within the scope of this aim, cyberloafing levels of middle school students were examined in terms of various variables. For this research; which was modelled with explanatory sequential mixed pattern, one of the mixed methods, 355 middle school students were selected through the convenient sampling method that is one of the purposive sampling methods. 24 students were interviewed for the qualitative part of the study. Quantitative data were collected via Personal Information Form, Cyberloafing Activities Scale; and qualitative data were collected via Semi-Structured İnterview Form. The data were analyzed using SPSS 22.0 program and content analysis. When the findings were examined, it was observed that the cyberloafing levels of middle school students were low. However, it was determined that students perform moderate cyberloafing in the "accessing content" and "sharing" sub-dimensions within the scope of the sub-dimensions of cyberloafing. It was observed that the cyberloafing behaviors of the students vary significantly in terms of their age, gender, and grade level. It was observed that middle school students mostly watch videos, listen to music, download applications, text their friends, etc., and perform cyberloafing on music websites, TV series websites, movie websites, YouTube, Instagram, and social media. In order to decrease the cyberloafing behaviors of middle school students, various suggestions were made, including the cooperation of parents and teachers.

show abstract

“…Türkçe literatürde ise araştırmaların genellikle işletme alanında yapıldığı tespit edilmekle birlikte, yeni bir konu olduğu gözlemlenmiştir. Eğitim yönetimi alanında sanal kaytarma ile ilgili çalışmalar (Altun ve Ergün, 2012;Akca, 2013;Özdem ve Demir, 2015;Arık, 2016;Hayıt ve Dönmez, 2016;Demir ve Seferoğlu, 2016;Yılmaz, 2017;Varol ve Yıldırım, 2017;Ataş, 2017;Polat, 2018;Şenel, Günaydın, Sarıtaş ve Çiğdem, 2019)…”

Section: Yönetsel Ve Sanal Kaytarma Davranışıunclassified

Okul Yöneticilerinin Yönetsel ve Sanal Kaytarma Davranışları Arasındaki İlişki

Çobanoğlu

2019

IBAD Sosyal Bilimler Dergisi

View full text Add to dashboard Cite

The achievement of the goals of the schools depends on the administrative behaviors that enable the school administrators to perform the tasks assigned to them. However, advances in technology make it easier for school administrators to exhibit managerial behaviors as well as cyberloafing behaviors that may prevent these behaviors. In this research, it was aimed to determine the relationship between school administrators' administrative behaviors and cyberloafing behaviors. The sample of this research, which is a relational survey model, consisted of 41 school principals and 433 teachers working in Tavas district of Denizli in 2018-2019 academic year. The parametric test was used in the analysis of the data collected with the Cyberloafing Scale and the Administrative Behavior Scale developed in the International Teaching and Learning Research (TALIS). However, nonparametric test was used in group comparisons when the number of elements was less than 30. According to the results, it was concluded that school administrators thought that they exhibited more administrative behaviors than teachers' perceptions and that school administrators performed cyberloafing behaviors "very little". In addition, according to both administrators' and teachers' perceptions, it was found out that school administrators exhibited their managerial leadership behaviors more than instructional leadership behaviors. While school administrators 'perceptions of administrative and cyberloafing behaviors were not different in terms of different variables, it was seen that teachers' perceptions differed according to the type of school they work. Finally, it was concluded that there was no relationship between school administrators' level of showing administrative and cyberloafing behaviors.

show abstract

Üniversite Öğrencilerinin Siber Aylaklık Seviyelerini Yordayan Faktörler

Cited by 24 publications

References 13 publications

A Study on Pre-service English Instructors' Cyberloafing Behaviors During Online Courses

A Study on Pre-service English Instructors' Cyberloafing Behaviors During Online Courses

Research on the cyberloafing levels of middle school students

Okul Yöneticilerinin Yönetsel ve Sanal Kaytarma Davranışları Arasındaki İlişki

Contact Info

Product

Resources

About