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Ortaöğretim Öğrencilerinin Sosyal Ağlardan Öğrenme Biçimleri: Nitel Bir İnceleme

Year 2017, Volume: 25 Issue: 3, 1221 - 1238, 15.05.2017

Muhammet Fatih Alkan , Salih Bardakcı

Abstract

Bu araştırmada, ortaöğretim öğrencilerinin, doğal bir öğrenme ortamı olarak çevrimiçi
sosyal ağlardan yararlanma biçimleri betimlenmeye çalışılmıştır. Bu doğrultuda dokuz
ortaöğretim öğrencisinin görüşleri, araştırmacılar tarafından geliştirilen yarı yapılandırılmış
bir görüşme formu ile toplanmış ve içerik analizine tabi tutulmuştur. Araştırmanın sonuçlarına
göre, ortaöğretim öğrencileri çevrimiçi sosyal ağlarda en çok arkadaşlarına ve öğretmenlerine
sorarak öğrenmektedir. Bu ortamlarda en çok yabancı dil bilgilerini (genellikle İngilizce)
artırmaktadır. Derslerle ilişkili olarak ise bu ortamları en çok ödev/projelerini sürdürmek ve
sınavlara çalışmak amacıyla işe koşmaktadır. 

Keywords

çevrimiçi sosyal ağ ortaöğretim öğrencisi öğrenme biçimleri çevrimiçi öğrenme topluluğu.

References

  • Ainin, S., Naqshbandi, M. M., Moghavvemi, S., & Jaafar, N. I. (2015). Facebook usage, socialization and academic performance. Computers & Education, 83, 64-73.
  • Ajzen, I. (2005). Attitudes, personality, and behavior. McGraw-Hill Education (UK).
  • Akbari, E., Pilot, A., & Simons, R. (2015). Autonomy, competence, and relatedness in foreign language learning through facebook. Computers in Human Behavior. 48, 126-134.
  • Bardakcı, S., Alakurt, T. ve Keser, H. (2014). Çevrimiçi öğrenme ortamında öğrenci rol ve davranışları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 47-60.
  • Boud, D., Cohen, R., & Sampson, J. (2001). Peer Learning in Higher Education: Learning from & with Each Other. Psychology Press.
  • Boyd, D., & Ellison, N. (2008). Social networking sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication. 13, 210-230.
  • Bozhovich, E. (2009). Zone of proximal development the diagnostic capabilities and limitations of ındirect collaboration. Journal of Russian and East European Pyschology. 47(6), 48-69.
  • Buzzetto-More, N. A. (2012). Social networking in undergraduate education. Interdisciplinary Journal of Information, Knowledge, and Management , 63-90.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
  • DeAndrea, D. C., Ellison, N. B., LaRose, R., Steinfield, C., & Fiore, A. (2012). Serious social media: On the use of social media for improving students' adjustment to college. The Internet and higher education, 15(1), 15-23.
  • Durak, G., Çankaya, S., & Yünkül, E. (2015). Eğitimde eğitsel sosyal ağ sitelerinin kullanımı: edmodo örneği. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 41.
  • Ekici, M., & Kıyıcı, M. (2012). Sosyal ağların eğitim bağlamında kullanımı. Uşak Üniversitesi Sosyal Bilimler Dergisi. 5(2), 156-167.
  • Erjavec, K. (2013). Informal learning through Facebook among Slovenian pupils. Comunicar, 21(41), 117-126.
  • Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008–2011. British Journal of Educational Technology, 43(5), 783-801.
  • Green, T., & Bailey, B. (2010). Academic uses of facebook: Endless possibilities or endless perils? TechTrends. 54(3), 20-23.
  • Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students' perceptions of the benefits of online social networking use for teaching and learning. The Internet and Higher Education, 26, 1-9.
  • Harrison, R., & Thomas, M. (2009). Identity in online communities: Social networking sites and language learning. International Journal of Emerging Technologies & Society, 7(2), 109-124.
  • Hofstra, B., Corten, R., & Buskens, V. (2015). Learning in social networks: Selecting profitable choices among alternatives of uncertain profitability in various networks. Social Networks. 43, 100-112.
  • Işık, F. (2013). Comparison of the use of social network in education between north and south cyprus. Social and Behavioral Sciences. 103, 210-219.
  • Jaramillo, J. (1996). Vygotsky's sociocultural theory and contributions to the development of constructivist curricula. Education. 117(1), 133-140.
  • Jonassen, D. H. (1999). Designing Constructivist Learning Environments. In C. M. Reigeluth (Ed.). Instructional-design theories and models. A new paradigm of instructional theory (V. II) (pp.215-239)Mahwah NJ, London: Lawrence Erlbaum.
  • Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with Technology: A Constructivist Perspective. Upper Saddle River: Prentice Hall.
  • Jonassen, D., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development. 47(1), 61-79.
  • Kaplan, A., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business Horizons, 53, 59-68.
  • Kio, S. L., & Negreiros, J. (2013). Facebook as an informal learning space channel: the sao jose, macao cases. In Learning And Teaching in Computing and Engineering, 70-76.
  • Kreijns, K. (2004). Sociable CSCL environments. Social affordances, sociability, and social presence. Maastricht: Datawyse boek- en grafische producties.
  • Labus, A., Despotovic-Zrakic, M., Radenkovic, B,. Bogdanovic, Z., & Radenkovict, M. (2015). Enhancing formal e- learning with edutainment on social networks. Journal of Computer Assisted Learning, 31(6), 592-605.
  • Lin, C., Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language Learning & Technology, 20(1), 124-147.
  • Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university:‘It is more for socialising and talking to friends about work than for actually doing work’. Learning, Media and Technology, 34(2), 141-155.
  • Maloney, E. (2007). What Web 2.0 can teach us about learning. Chronicle of Higher Education, 53(18), B26.
  • Marmaros, D., & Sacerdote, B. (2002). Peer and social networks in job search. European Economic Review, 870-879.
  • Marques, A. M., Krejci, R., Siqueira, S. W., Pimentel, M., & Braz, M. H. (2013). Structuring the discourse on social networks for learning: Case studies on blogs and microblogs. Computers in Human Behavior. 29(2), 395–400.
  • Mata-Rivera, F., Torres-Ruiz, M., Guzmán, G., Moreno-Ibarra, M., & Quintero, R. (2015). A collaborative learning approach for geographic information retrieval based on social networks. Computers in Human Behavior, 51, 829-842.
  • Mazer, J., Murphy, R., & Simonds, C. (2007). I'll see you on "facebook": The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education. 56(1), 1-17.
  • Mazman, S.G., & Koçak Usluel, Y. (2010). Modeling educational usage of Facebook. Computers & Education, 55(2), 444-453.
  • Milošević, I., Živković, D., Arsić, S., & Manasijević, D. (2015). Facebook as virtual class-room–Social networking in learning and teaching among Serbian students. Telematics and Informatics, 32(4), 576-585.
  • Özmen, F., Aküzüm, C., & Sünkür, M. (2012). Functionality of social networks in educational settings. Education Sciences, 7(2), 496-506.
  • Paul, J. A., Baker, H. M., & Cochran, J. D. (2012). Effect of online social networking on student academic performance. Computers in Human Behavior, 28(6), 2117-2127.
  • Pempek, T. A., Yermolayeva, Y. A., & Calvert, S. L. (2009). College students’ social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30(3), 227-238.
  • Preece, J. (2001). Sociability and usability in online communities: Determining and measuring success. Behaviour & Information Technology. 20(5), 347-356.
  • Rap, S., & Blonder, R. (2016). Let’s face (book) it: Analyzing interactions in social network groups for chemistry learning. Journal of Science Education and Technology, 25(1), 62-76.
  • Richardson, W. (2009). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. California: Corwin Press.
  • Sánchez, R. A., Cortijo, V., & Javed, U. (2014). Students' perceptions of Facebook for academic purposes. Computers & Education, 70, 138-149.
  • Scott, K. S., Sorokti, K. H., & Merrell, J. D. (2016). Learning “beyond the classroom” within an enterprise social network system. The Internet and Higher Education, 29, 75-90.
  • Sezer, A., & Çoban, O. (2016). Ortaokul öğrencilerinin sorumluluk değeri algıları. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 2(1).
  • Sharma, S. K., Joshi, A., & Sharma, H. (2016). A multi-analytical approach to predict the Facebook usage in higher education. Computers in Human Behavior, 55, 340-353.
  • Short, J., Williams, E., & Christie, B. (1976). The Social Psychology of Telecommunications. London: John Wiley & Sons.
  • Stevenson, M., & Liu, M. (2010). Learning a language with web 2.0: Exploring the use of social networking features of foreign language learning websites. CALICO Online. 27(2), 233-259.
  • Strauss, A. L, & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage.
  • Tiryakioğlu, F., & Erzurum, F. (2011). Bir eğitim aracı olarak ağların kullanımı. 2nd International Conference on New Trends in Education and Their Implications (s. 1031-1047). Antalya: Siyasal Kitabevi.
  • Tu, C. H. (2000). On-line learning migration: From social learning theory to social precence theory in CMC environment. Journal of Network and Computer Applications , (23), 27-37.
  • Turan, Z., & Göktaş, Y. (2011). Çevrimiçi sosyal ağlar: Öğrenciler neden facebook kullanmıyor? 5th International Computer & Instructional Technologies Symposium. Elazığ.
  • Vygotsky, L. S. (1994). Extracts from Thought and Language and Mind in Society. In M. Gauvain, & M. Cole (Ed.). Readings on the Development of Children (pp. 29-36) New York: W. H. Freeman and Company.
  • Vygotsky, L. S. (1997). Interaction between Learning and Development. In B. Stierer, & J. Maybin (Ed.). Language, Literacy and Learning in Educational Practice (pp. 45-58) Clevedon: Multilingual Matters Ltd.
  • Yeh, Y. (2010). Analyzing online behaviors, roles, and learning communities via online discussions. Educational Technology & Society, 13(1), 140-151.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yılmaz, F., & Demir, S. (2016). The validity and reliability study of revised school climate teacher survey’s Turkish version. International Journal of Assessment Tools in Education (IJATE), 3(1).
  • Yu, A. Y., Tian, S. W., Vogel, D., & Kwok, R. C. W. (2010). Can learning be virtually boosted? An investigation of online social networking impacts. Computers & Education, 55(4), 1494-1503.
  • Zaidieh, A. J. (2012). The use of social networking in education: Challenges and opportunities. World of Computer Science and Information Technology Journal , 2 (1), 18-21.

High School Students’ Learning Activities Through Social Networks: A Qualitative Inquiry

Year 2017, Volume: 25 Issue: 3, 1221 - 1238, 15.05.2017

Muhammet Fatih Alkan , Salih Bardakcı

Abstract

This study describes the secondary school students’ online social network activities as a
natural learning environment. Accordingly, the opinions of nine high school students were
collected via a semi-structured interview form, which was developed by the researchers, and
content analysis was performed on the data. According to the results, the students learn most
by asking their friends and teachers on social network sites. They enhance their language skills
most within these media – mostly English. In terms of the courses, they use these media in order
to do their homework/projects and study for the exams. 

Keywords

online social network high school student learning activities online learning community

References

  • Ainin, S., Naqshbandi, M. M., Moghavvemi, S., & Jaafar, N. I. (2015). Facebook usage, socialization and academic performance. Computers & Education, 83, 64-73.
  • Ajzen, I. (2005). Attitudes, personality, and behavior. McGraw-Hill Education (UK).
  • Akbari, E., Pilot, A., & Simons, R. (2015). Autonomy, competence, and relatedness in foreign language learning through facebook. Computers in Human Behavior. 48, 126-134.
  • Bardakcı, S., Alakurt, T. ve Keser, H. (2014). Çevrimiçi öğrenme ortamında öğrenci rol ve davranışları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 47-60.
  • Boud, D., Cohen, R., & Sampson, J. (2001). Peer Learning in Higher Education: Learning from & with Each Other. Psychology Press.
  • Boyd, D., & Ellison, N. (2008). Social networking sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication. 13, 210-230.
  • Bozhovich, E. (2009). Zone of proximal development the diagnostic capabilities and limitations of ındirect collaboration. Journal of Russian and East European Pyschology. 47(6), 48-69.
  • Buzzetto-More, N. A. (2012). Social networking in undergraduate education. Interdisciplinary Journal of Information, Knowledge, and Management , 63-90.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
  • DeAndrea, D. C., Ellison, N. B., LaRose, R., Steinfield, C., & Fiore, A. (2012). Serious social media: On the use of social media for improving students' adjustment to college. The Internet and higher education, 15(1), 15-23.
  • Durak, G., Çankaya, S., & Yünkül, E. (2015). Eğitimde eğitsel sosyal ağ sitelerinin kullanımı: edmodo örneği. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 41.
  • Ekici, M., & Kıyıcı, M. (2012). Sosyal ağların eğitim bağlamında kullanımı. Uşak Üniversitesi Sosyal Bilimler Dergisi. 5(2), 156-167.
  • Erjavec, K. (2013). Informal learning through Facebook among Slovenian pupils. Comunicar, 21(41), 117-126.
  • Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008–2011. British Journal of Educational Technology, 43(5), 783-801.
  • Green, T., & Bailey, B. (2010). Academic uses of facebook: Endless possibilities or endless perils? TechTrends. 54(3), 20-23.
  • Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students' perceptions of the benefits of online social networking use for teaching and learning. The Internet and Higher Education, 26, 1-9.
  • Harrison, R., & Thomas, M. (2009). Identity in online communities: Social networking sites and language learning. International Journal of Emerging Technologies & Society, 7(2), 109-124.
  • Hofstra, B., Corten, R., & Buskens, V. (2015). Learning in social networks: Selecting profitable choices among alternatives of uncertain profitability in various networks. Social Networks. 43, 100-112.
  • Işık, F. (2013). Comparison of the use of social network in education between north and south cyprus. Social and Behavioral Sciences. 103, 210-219.
  • Jaramillo, J. (1996). Vygotsky's sociocultural theory and contributions to the development of constructivist curricula. Education. 117(1), 133-140.
  • Jonassen, D. H. (1999). Designing Constructivist Learning Environments. In C. M. Reigeluth (Ed.). Instructional-design theories and models. A new paradigm of instructional theory (V. II) (pp.215-239)Mahwah NJ, London: Lawrence Erlbaum.
  • Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with Technology: A Constructivist Perspective. Upper Saddle River: Prentice Hall.
  • Jonassen, D., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development. 47(1), 61-79.
  • Kaplan, A., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business Horizons, 53, 59-68.
  • Kio, S. L., & Negreiros, J. (2013). Facebook as an informal learning space channel: the sao jose, macao cases. In Learning And Teaching in Computing and Engineering, 70-76.
  • Kreijns, K. (2004). Sociable CSCL environments. Social affordances, sociability, and social presence. Maastricht: Datawyse boek- en grafische producties.
  • Labus, A., Despotovic-Zrakic, M., Radenkovic, B,. Bogdanovic, Z., & Radenkovict, M. (2015). Enhancing formal e- learning with edutainment on social networks. Journal of Computer Assisted Learning, 31(6), 592-605.
  • Lin, C., Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language Learning & Technology, 20(1), 124-147.
  • Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university:‘It is more for socialising and talking to friends about work than for actually doing work’. Learning, Media and Technology, 34(2), 141-155.
  • Maloney, E. (2007). What Web 2.0 can teach us about learning. Chronicle of Higher Education, 53(18), B26.
  • Marmaros, D., & Sacerdote, B. (2002). Peer and social networks in job search. European Economic Review, 870-879.
  • Marques, A. M., Krejci, R., Siqueira, S. W., Pimentel, M., & Braz, M. H. (2013). Structuring the discourse on social networks for learning: Case studies on blogs and microblogs. Computers in Human Behavior. 29(2), 395–400.
  • Mata-Rivera, F., Torres-Ruiz, M., Guzmán, G., Moreno-Ibarra, M., & Quintero, R. (2015). A collaborative learning approach for geographic information retrieval based on social networks. Computers in Human Behavior, 51, 829-842.
  • Mazer, J., Murphy, R., & Simonds, C. (2007). I'll see you on "facebook": The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education. 56(1), 1-17.
  • Mazman, S.G., & Koçak Usluel, Y. (2010). Modeling educational usage of Facebook. Computers & Education, 55(2), 444-453.
  • Milošević, I., Živković, D., Arsić, S., & Manasijević, D. (2015). Facebook as virtual class-room–Social networking in learning and teaching among Serbian students. Telematics and Informatics, 32(4), 576-585.
  • Özmen, F., Aküzüm, C., & Sünkür, M. (2012). Functionality of social networks in educational settings. Education Sciences, 7(2), 496-506.
  • Paul, J. A., Baker, H. M., & Cochran, J. D. (2012). Effect of online social networking on student academic performance. Computers in Human Behavior, 28(6), 2117-2127.
  • Pempek, T. A., Yermolayeva, Y. A., & Calvert, S. L. (2009). College students’ social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30(3), 227-238.
  • Preece, J. (2001). Sociability and usability in online communities: Determining and measuring success. Behaviour & Information Technology. 20(5), 347-356.
  • Rap, S., & Blonder, R. (2016). Let’s face (book) it: Analyzing interactions in social network groups for chemistry learning. Journal of Science Education and Technology, 25(1), 62-76.
  • Richardson, W. (2009). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. California: Corwin Press.
  • Sánchez, R. A., Cortijo, V., & Javed, U. (2014). Students' perceptions of Facebook for academic purposes. Computers & Education, 70, 138-149.
  • Scott, K. S., Sorokti, K. H., & Merrell, J. D. (2016). Learning “beyond the classroom” within an enterprise social network system. The Internet and Higher Education, 29, 75-90.
  • Sezer, A., & Çoban, O. (2016). Ortaokul öğrencilerinin sorumluluk değeri algıları. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 2(1).
  • Sharma, S. K., Joshi, A., & Sharma, H. (2016). A multi-analytical approach to predict the Facebook usage in higher education. Computers in Human Behavior, 55, 340-353.
  • Short, J., Williams, E., & Christie, B. (1976). The Social Psychology of Telecommunications. London: John Wiley & Sons.
  • Stevenson, M., & Liu, M. (2010). Learning a language with web 2.0: Exploring the use of social networking features of foreign language learning websites. CALICO Online. 27(2), 233-259.
  • Strauss, A. L, & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage.
  • Tiryakioğlu, F., & Erzurum, F. (2011). Bir eğitim aracı olarak ağların kullanımı. 2nd International Conference on New Trends in Education and Their Implications (s. 1031-1047). Antalya: Siyasal Kitabevi.
  • Tu, C. H. (2000). On-line learning migration: From social learning theory to social precence theory in CMC environment. Journal of Network and Computer Applications , (23), 27-37.
  • Turan, Z., & Göktaş, Y. (2011). Çevrimiçi sosyal ağlar: Öğrenciler neden facebook kullanmıyor? 5th International Computer & Instructional Technologies Symposium. Elazığ.
  • Vygotsky, L. S. (1994). Extracts from Thought and Language and Mind in Society. In M. Gauvain, & M. Cole (Ed.). Readings on the Development of Children (pp. 29-36) New York: W. H. Freeman and Company.
  • Vygotsky, L. S. (1997). Interaction between Learning and Development. In B. Stierer, & J. Maybin (Ed.). Language, Literacy and Learning in Educational Practice (pp. 45-58) Clevedon: Multilingual Matters Ltd.
  • Yeh, Y. (2010). Analyzing online behaviors, roles, and learning communities via online discussions. Educational Technology & Society, 13(1), 140-151.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yılmaz, F., & Demir, S. (2016). The validity and reliability study of revised school climate teacher survey’s Turkish version. International Journal of Assessment Tools in Education (IJATE), 3(1).
  • Yu, A. Y., Tian, S. W., Vogel, D., & Kwok, R. C. W. (2010). Can learning be virtually boosted? An investigation of online social networking impacts. Computers & Education, 55(4), 1494-1503.
  • Zaidieh, A. J. (2012). The use of social networking in education: Challenges and opportunities. World of Computer Science and Information Technology Journal , 2 (1), 18-21.
There are 59 citations in total.

Details

Subjects Studies on Education
Journal Section Review Article
Authors

Muhammet Fatih Alkan

Salih Bardakcı This is me

Publication Date May 15, 2017
Acceptance Date December 7, 2016
Published in Issue Year 2017 Volume: 25 Issue: 3

Cite

APA Alkan, M. F., & Bardakcı, S. (2017). High School Students’ Learning Activities Through Social Networks: A Qualitative Inquiry. Kastamonu Education Journal, 25(3), 1221-1238.

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