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Article Citation - WoS: 58Citation - Scopus: 74Internet Addiction Among College Students: Some Causes and Effects(Springer, 2019) Baturay, Meltem Huri; Toker, SacipInternet addiction among college students in terms of causes and effects are investigated. Correlation study method is utilized; structural equation modelling is applied to analyze the data. There are fifteen hypotheses generated for the model. The data is collected via numerous instruments proven as reliable and valid by the previous studies. There are 159 undergraduate students as participants of the study. Antecedent variables are game addiction, bad relationships with friends, family and professors, neglecting daily chores, hindrance of sleep pattern, use internet for researching, weekly internet use hours, leisure time activities, reading and playing computer games. Consequence variables are self-esteem, self-confidence, social self-efficacy, loneliness, and academic self-efficacy. The results indicates that game addiction, neglecting daily chores, bad relationships with professors are significantly associated with internet addiction. Internet addiction decreases one's self-esteem, self-confidence, social self-efficacy, academic self-efficacy and triggers loneliness. Parents, professors and educational institutions may be illuminated about prevention or monitoring of internet addiction. The current study investigates Internet addiction with respect to its implications for social behavioral, and psychological phenomenon but not in a clinical sense. Hence, studies on Internet addiction merely concentrate on antecedents and features that may cause more addiction; however, both antecedents and consequences are not examined. The value of the current study is to provide more systematic, comprehensive, and theory-based empirical causations via structural equation models. The model may help to diagnose Internet Addiction and illuminate college students its potential harmful socio-psychological consequences.Article Citation - WoS: 10The Comparison of Trust Development in Virtual and Face-To Collaborative Learning Groups(Anadolu Univ, 2019) Baturay, Meltem Huri; Toker, SacipThe study investigates the effect of delivery types of (virtual and face-to-face) collaborative learning environments on the development of trust among group members in a graduate course. For this aim, a quasi-experimental, non-equivalent group comparison was used. It comprised a total of 64 participants 21 in the face-to-face group, and 43 in the virtual group. Study participants were comprised of students registered in a course entitled 'Web-based Education: Principles of Design and Implementation' in the spring semester as part of either a virtual or traditional face-to-face graduate program in Information Systems at an institute of higher education in Turkey in 2010. Trust levels were measured at two different occasions, namely in the beginning and end of the semester, for both study groups. The participants completed a web-based course material design project as a collaborative group activity. The results indicate that trust increases over time among virtual participants, but declines among face-to-face participants. While levels of trust among virtual course participants are lower than those of face-to-face course participants in the beginning of the semester, trust levels of virtual participants surpass those of faceto-face participants by the end of the semester. This study demonstrates that trust can develop in virtual learning environments. The initial level of trust should be taken into consideration by instructors or managers before forming groups.Book Part Reading To Learn Developing Advanced Reading Skills in Traditional and Digital Environments(John Benjamins B V Publ, 2018) Baturay, Meltem Huri; Toker, Sacip; Sendag, Serkan; Akbulut, YavuzRapid advances in digital technologies are transforming patterns of learning to read, as well as 'reading to learn'. The latter refers to the process of reading in the service of learning, in school and beyond, and is a major purpose for reading beyond the earliest school years. When reading to learn, contemporary e-learning trends either promote the supplementary use of ICT in face-to-face settings or the use of such environments for comprehensive delivery of learning materials. Such changes make it imperative to understand the basic elements of reading in digital environments to support learning. In this chapter we first introduce the basic elements that can be used to build an effective digital reading environment to improve learning. The chapter then considers the instructional design principles that best promote learning through digital reading and explores the impact of digital interfaces on traditional reading-to-learn strategies.Article Citation - WoS: 7Citation - Scopus: 11Developing Disposition To Critical Thinking and Problem-Solving Perception in Instructional Design Projects for Producing Digital Materials(Springer, 2022) Toker, Sacip; Baturay, Meltem HuriThis study investigated the development of perceptions of critical thinking and problem-solving skills among a group of students taking part in instructional design projects to produce digital materials using different instructional design models. The study participants were students from a computer science teaching department who were enrolled in an instructional design course. Participants were divided into two groups according to instructional design model. The rapid prototyping model (RPM) group consisted of 47 students working in 9 teams on an assignment to develop an e-book for educational use, and the Dick and Carey model (DCM) group consisted of 37 students working in 7 teams on an assignment to design digital materials to enrich courses on a specific subject. Student perceptions of the development of their critical thinking and problem-solving skills were analyzed using a causal-comparative approach, with the Big Five Personality traits as covariance. The RPM group indicated significant improvements in their perceived problem-solving skills, particularly with respect to their confidence in undertaking tasks, whereas the DCM group perceived significant improvements in their disposition to critical-thinking, particularly with respect to self-confidence and analyticity. The Openness to Experience trait was reported to be a significant covariance on the self-confidence sub-factor of both skills, as was the trait Extraversion. The findings are discussed in detail, along with recommendations for further research.
