Exploring the role of Facebook adoption and virtual environment loneliness on knowledge sharing behaviors in a Facebook learning community

Current research aimed to investigate the structural relationships among knowledge sharing behavior, adoption of Facebook and virtual loneliness behavior. The dataset of this study were gathered from Knowledge Sharing Behaviors (KSB) Scale, Facebook Adoption (FA) Scale and Virtual Environment Loneliness (VEL) Scale. Structural equation modelling was used to test the research hypotheses. The structural relationships among KSB, FA and VEL of the virtual community members were examined. It was found that there were moderate and significant relationships in a positive direction among KSB, FA and VEL. The structural model indicated that the increase in the FA and decrease in the VEL levels of the community members improved KSB as well. It was seen that the highest factor load value in KSB scale originated from FA scale. Today, Facebook is one of the most popular social networking sites (SNS) to create virtual communities. In addition, the impact of adoption of Facebook by community members and the feeling of virtual loneliness arising as a result of using Facebook were examined

The Relationship Between Metacognitive Awareness And Online Information Searching Strategies

The aim of this study is to look into the relationship between undergraduate students' metacognitive awareness (MA) and their online information searching strategies (OISS). Mixed method was used in the study. The participants involved 419 undergraduate students. The data in the study were collected using OISS Inventory, MA Inventory and student interview forms. The results indicate that students' level of MA and their OISS are developed. The results of correlation analysis reveal that there is a positive and significant level of relationship between OISS and MA variables at a medium level. When the qualitative findings are examined, it is seen that in planning process students mostly determine key words, and in monitoring and evaluation processes they compare the accessed information with searching goals. In the discussion section of the study, how MA could be used to improve students' OISS is discussed

Öğrenme analitiği geribildirimleri ile desteklenmiş ters-yüz öğrenme ortamının çeşitli değişkenler açısından modellenmesi

The aim of this research is to examine the relationships between students' community of inquiry, academic self-efficacy, reflective thinking skills, problem-solving skills, and metacognitive awareness in a flipped learning environment supported by personalized recommendation and guidance messages based on learning analytics. For this purpose, personalized recommendation and guidance were made based on the weekly learning analytics results of the students through the learning management system. In the research, the status of community of inquiry, academic self-efficacy, reflective thinking skills, problem-solving skills and metacognitive awareness were determined and the structural relationships between them were tried to be revealed. The research was carried out in the Computer I course, carried out with the flipped learning approach. The research was carried out on 117 university students. As a result of the research, students' community of inquiry levels are high; academic self-efficacy, reflective thinking skills, problem-solving skills and metacognitive awareness levels were found to be moderate. It has been observed that community of inquiry has a significant effect on academic self-efficacy. Academic self-efficacy was found to significantly affect reflective thinking skills and problem-solving skills. It was demonstrated that reflective thinking skills and problem-solving skills significantly affect metacognitive awareness. This research is important in terms of revealing the relationships between structural variables in a flipped learning supported by personalized recommendation and guidance feedbacks based on learning analytics.Bu araştırmanın amacı öğrenme analitiklerine dayalı kişiselleştirilmiş tavsiye ve yönlendirme mesajları ile desteklenmiş bir ters-yüz öğrenme ortamında öğrencilerin sorgulama topluluğu, akademik öz-yeterlikleri, yansıtıcı düşünme becerileri, problem çözme becerileri ve üstbilişsel farkındalıkları arasındaki ilişkileri incelemektir. Bu amaçla öğrenme yönetim sistemi üzerinden öğrencilerin haftalık öğrenme analitiği sonuçlarına dayalı olarak kişiselleştirilmiş tavsiye ve yönlendirmelerde bulunulmuştur. Araştırmada öğrencilerin sorgulama topluluğu, akademik öz-yeterlikleri, yansıtıcı düşünme becerileri, problem çözme becerileri ve üstbilişsel farkındalık durumları belirlenmiş ve bunlar arasındaki yapısal ilişkiler ortaya konulmaya çalışılmıştır. Araştırma, ters-yüz öğrenme yaklaşımı ile yürütülen Bilgisayar I dersinde gerçekleştirilmiştir. Araştırma 117 üniversite öğrencisi üzerinde yürütülmüştür. Araştırma sonucunda öğrencilerin sorgulama topluluğu düzeylerinin yüksek; akademik öz-yeterlikleri, yansıtıcı düşünme becerileri, problem çözme becerileri ve üstbilişsel farkındalık düzeylerinin ise orta olduğu görülmüştür. Sorgulama topluluğunun akademik öz-yeterliği, akademik öz-yeterliğin yansıtıcı düşünme becerileri ile problem çözme becerilerini anlamlı şekilde etkilediği görülmüştür. Yansıtıcı düşünme becerileri ile problem çözme becerilerinin ise üstbilişsel farkındalığı anlamlı şekilde etkilediği ortaya konulmuştur. Bu araştırma öğrenme analitiklerine dayalı kişiselleştirilmiş tavsiye ve yönlendirme mesajları ile desteklenmiş bir ters-yüz öğrenme ortamında yapısal değişkenler arasındaki ilişkileri ortaya koyması açısından önemlidir