Araştırma Makalesi
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Investigating Social Media Usage Purposes of University Students According to Several Variables

Yıl 2020, Cilt: 3 Sayı: 2, 171 - 198, 31.12.2020

Öz

The main objective of this study was to examine the purpose of university students’ use of social media according to some variables (i.e., faculty type, gender, age groups, time spent in a day in social media and academic achievement levels). The research was conducted in 2019-2020 academic year with 3283 students employed at a private university located in İstanbul. Social Media Usage Purposes Scale was administrated to collect the data. According to the general results of the research, the participants used social media for four different purposes: “information acquisition and sharing”; “entertainment”; “social interaction and communication” and “problem solving”. Furthermore, it was observed that the purposes of the students’ use of social media differed statistically according to the variables of “faculty type”, “gender”, “age groups”, “time spent in social media” and “academic achievement levels”. It was found that the tendency to use social media varied statistically as the type of the employed faculty changed. Except for social communication and problem solving purposes, it was observed that the preferences of the participants for all other social media usage purposes differed according to the gender variable. Except for the purpose of problem solving, it was found that the preferences of the participants for all other social media usage purposes differed statistically by the age groups. As an important finding, according to the research findings, the purposes of the social media using differed considerably based on the time spent on social media. It was revealed that as students’ academic achievement levels increase, they seemed to tend to use social media for more information sharing. In line with the findings, the use of social media tools in the teaching-learning process was discussed and several recommendations were offered.

Kaynakça

  • Ahn, J. (2011). Digital divides and social network sites: Which students participate in social media? J. Educational Computing Research, 45(2) 147-163.
  • Brooks-Young, S. (2002). Making technology standards work for you: A guide for school administrators. Eugene, OR: International Society for Technology in Education
  • Bryce, J. (2004). Different ways that secondary schools orient to lifelong learning. Educational Studies, 30(1), 53-63.
  • Bülbül, T. ve Çuhadar, C. (2011). Evaluation of policiesrelated with technology use Turkish Educational System. VI. Balkan Education and Science Conference (pp.423-428). Skopje, Macedonia.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Cameron, D. (2005). The net generation goes to university? The Journalism Education Association Conference, Griffith University.
  • Chen, B. ve Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. The International Review of Research in Open and Distance Learning, 13(1), 87–104.
  • Creswell, J. W. (2003). Research design: Qualitative ve quantitative approaches (2. bs.). Thousand Oaks, CA: SAGE.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
  • De Vaus, D. (2002). Analyzing social science data: 50 key problems in data analysis. New York: SAGE.
  • Fabrigar, L. R. ve Wegener, D. T. (2011). Exploratory factor analysis. New York: Oxford University Press.
  • Finegold, D. ve Notabartolo, A. S. (2010). 21st-century competencies and their impact: an interdisciplinary literature review. D. Finegold, M. Gatta, H. Salzman ve S. J. Schurman (Eds.). Transforming the US workforce development system içinde (19-56). Champaign, IL: Labor and Employment Relations Association.
  • Fraenkel, J. R. ve Wallen, N. E. (2009). How to designing and evaluate research in education. New York: McGraw-Hill.
  • Gülbahar, Y., Kalelioğlu, F. ve Madran, O. (2010). Sosyal ağların eğitim amaçlı kullanımı. XV. Türkiye’de İnternet Konferansı, İstanbul.
  • Holland, L. (2000). A different divide: Preparingtech-savvyleaders. Leadership, 30(1), 8-12.
  • Jerald, C. D. (2009). Defining a 21st century education. Alexandria. VA: The Center for Public Education.
  • Johnson, D. B. (2009). The digital disconnect: Uncovering barriers that sustain the phenomena of unplugged teachers in a technological era. (Yayımlanmamış doktora tezi). Louisiana State University, ABD.
  • Johnson, L., Adams, S. ve Cummins, M. (2012). The NMC horizon report: 2012 Higher Education edition. Austin, TX: New Media Consortium.
  • Karaca, A. P. ve Tamer, M. A. (2017). Development of a scale to determine high school students’ purposes for the utilization of social networks via smart phones. E-International Journal of Educational Research, 8(3), 34-45.
  • Karlin, S. (2007). Examining how youths interact online. School Board News, 73(4), 6-9.
  • Kert, S. B. ve Kert, A. (2010). The usage potential of social network sites for educational purposes. International Online Journal of Educational Sciences, 2(2), 486-507.
  • Khan, T., Kend, M. ve Robertson, S. (2016). Use of social media by university accounting students and its impact on learning outcomes. Accounting Education, 25(6), 534-567.
  • Kindi, S. S. A. ve Alhashmi, S. M. (2012). Use of social networking sites among Shinas College of Technology students in Oman. Journal of Information and Knowledge Management, 11(1), 1-9.
  • Kurtuluş, S., Özkan, E. ve S. Öztürk, (2015). How do social media users in turkey differ in terms of their use habits and preferences? International Journal of Business and Information, 10(3), 337-364.
  • Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed. Journal of Computing in Teacher Education, 25(3), 87-97.
  • Lenhart, A., Purcell, K., Smith, A. ve Zickuhr, K. (2010). Social media and mobile Internet uses among teens and young adults. Pew Internet ve American Life Project: An initiative of the Pew Researh Center, Washington, D.C.
  • Lin, K.Y. ve Lu, H.P. (2011). Why people use social networking sites: An empirical study integrating network externalities and motivation theory. Computers in Human Behavior, 27, 1152-1161.
  • Louis, R. C. (2012). A case study exploring technology integration and incorporation of 21st century skilss in elementary classrooms. (Yayımlanmamış doktora tezi). College of Professional Studies Northeastern University, Boston, Massachusetts.
  • Mansumitrchai, S., Park, C.H. ve Chiu, C.L. (2012). Factors underlying the adoption of social network: A study of Facebook users in South Korea. International Journal of Business and Management,7(24), 138-153.
  • Martin, E. M. P. (2012). Digital natives and digital immigrants: Teaching with technology. (Yayımlanmamış doktora tezi). Northeastern University, Boston, Massachusetts.
  • Mazman, G. ve Usluel, Y. K. (2011). Gender differences in using social networks. The Turkish Online Journal of Educational Technology (TOJET), 10(2), 133-139.
  • Means, B. ve Olson, K. (1995). Technology's role in education reform: Findings from a national study of innovating schools. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
  • Oblinger, D. G. ve Oblinger, J. L. (2005). Educating the net generation. Erişim adresi (20.12.2020): www.educause.edu/educatingthenetgen
  • Pallant, J. (2013). SPSS survival manual. UK: McGraw-Hill Education.
  • Pedró, F. (2006). The new millennium learners: Challenging our views on ICT and learning. OECD-CERI.
  • Phang, A. ve Schaefer, D. J. (2009). Is ignorance bliss? Assessing Singaporean media literacy awareness in the era of globalization. Journalism ve Mass Communication Educator, 64(2), 156-172.
  • Prensky, M. (2001a). Digital natives, digital immigrants. From on the horizon (MCB University Press, 9(5), 1-6. Erişim adresi (20.12.2020): https://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
  • Prensky, M. (2001b). Do they really think differently? Published in On the Horizon (MCB University Press, 9 (6). Erişim adresi (20.12.2020): https://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf
  • Prensky, M. (2004). The emerging online life of the digital native. Erişim adresi (20.12.2020): http://www.marcprensky.com/writing/Prensky-The_Emerging_Online_Life_of_the_Digital_Native-03.pdf
  • Prensky, M. (2009). H. Sapiens Digital: From digital immigrants and digital natives. Innovate: Journal of Online Education, 5(3). Erişim adresi (20.12.2020): https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1020&context=innovate
  • Rayport, J. F. (2009). Social networks are the new web portals. Erişim adresi (2.12.2019): http://www.businessweek.com/technology/content/jan2009/tc20190121_557202.html
  • Sistek-Chandler, C. (2012). Connecting the digital dots with social media and Web 2.0 technologies, Journal of Research in Innovative Teaching, 5(1), 78-87.
  • Tabachnick, B. G. ve Fidell, L. S. (2015). Using multivariate statistics (Vol. 5). Boston, MA: Pearson.
  • Tan, S. C. (2010). School technology leadership: Lessons from empirical research. Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference, Sydney, Australia, 5 - 8 December 2010. Erişim adresi: 15.12.2019): http://repository.nie.edu.sg/jspui/bitstream /10497/4622/1/sc_tan_2010_stl_a.pdf
  • Tonta, Y. (2009). Dijital yerliler, sosyal ağlar ve kütüphanelerin geleceği. Türk Kütüphaneciliği, 23(4), 742-768.
  • Veletsianos, G. (2010). A definition of emerging technologies for education. G. Veletsianos (Ed.), Emerging technologies in distance education içinde (s. 3-22). Edmonton, AB, Canada: Athabasca University Press.
  • Wallace, R. M. (2004). A framework for understanding teaching with the internet. American Educational Research Journal, 41, 447-488.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.

Üniversite Öğrencilerinin Sosyal Medya Kullanım Amaçlarının Çeşitli Değişkenler Açısından İncelenmesi

Yıl 2020, Cilt: 3 Sayı: 2, 171 - 198, 31.12.2020

Öz

Bu çalışmanın temel amacı üniversite öğrencilerinin sosyal medyayı kullanım amaçlarını, bazı değişkenlere (öğrenim görülen fakülte türü, cinsiyet, yaş grupları, sosyal medyada bir günde geçirilen zaman ve akademik başarı düzeyleri) göre incelemektir. Araştırma, 2019-2020 akademik yılında, İstanbul’da bir vakıf üniversitesinde öğrenim gören 3283 öğrenci ile yürütülmüştür. Verilerin toplanmasında “Sosyal Medya Kullanım Amaçları Ölçeği” kullanılmıştır. Araştırmanın genel sonuçlarına göre katılımcılar, sosyal medyayı dört farklı amaçla kullanmaktadırlar. Bu amaçlar bilgi edinimi ve paylaşımı, eğlence, sosyal etkileşim ile iletişim ve problem çözmedir. Ek olarak, öğrencilerin sosyal medyayı kullanım amaçlarının "öğrenim görülen fakülte türü", "cinsiyet", "yaş grupları", "sosyal medyada bir günde geçirilen zaman" ve "akademik başarı düzeyleri" değişkenlerine göre istatistiki olarak anlamlı bir şekilde farklılaştığı gözlemlenmiştir. Öğrenim görülen fakülte türleri değiştikçe sosyal medyayı kullanım eğilimlerinin istatistiki olarak farklılaştığı tespit edilmiştir. Sosyal iletişim ve sorun çözme amaçları hariç, katılımcıların diğer tüm sosyal medya kullanım amaçlarına yönelik tercihlerinin, cinsiyet değişkenine göre farklılaştığı gözlemlenmiştir. Sorun çözme amacı hariç, katılımcıların diğer tüm sosyal medya kullanım amaçlarına yönelik tercihlerinin, yaş gruplarına göre istatistiki bir şekilde farklılaştığı bulunmuştur. Önemli bir bulgu olarak, sosyal medyada geçirilen zaman değiştikçe, kullanım amaçları da ciddi derecede değişkenlik göstermektedir. Öğrencilerin akademik başarı düzeyleri arttıkça sosyal medyayı daha çok bilgi paylaşımı amacıyla kullanma eğiliminde oldukları görülmüştür. Bulgular doğrultusunda sosyal medya araçlarının, öğretme-öğrenme sürecinde kullanılabilirliği tartışılmış ve önerilere yer verilmiştir.

Kaynakça

  • Ahn, J. (2011). Digital divides and social network sites: Which students participate in social media? J. Educational Computing Research, 45(2) 147-163.
  • Brooks-Young, S. (2002). Making technology standards work for you: A guide for school administrators. Eugene, OR: International Society for Technology in Education
  • Bryce, J. (2004). Different ways that secondary schools orient to lifelong learning. Educational Studies, 30(1), 53-63.
  • Bülbül, T. ve Çuhadar, C. (2011). Evaluation of policiesrelated with technology use Turkish Educational System. VI. Balkan Education and Science Conference (pp.423-428). Skopje, Macedonia.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Cameron, D. (2005). The net generation goes to university? The Journalism Education Association Conference, Griffith University.
  • Chen, B. ve Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. The International Review of Research in Open and Distance Learning, 13(1), 87–104.
  • Creswell, J. W. (2003). Research design: Qualitative ve quantitative approaches (2. bs.). Thousand Oaks, CA: SAGE.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
  • De Vaus, D. (2002). Analyzing social science data: 50 key problems in data analysis. New York: SAGE.
  • Fabrigar, L. R. ve Wegener, D. T. (2011). Exploratory factor analysis. New York: Oxford University Press.
  • Finegold, D. ve Notabartolo, A. S. (2010). 21st-century competencies and their impact: an interdisciplinary literature review. D. Finegold, M. Gatta, H. Salzman ve S. J. Schurman (Eds.). Transforming the US workforce development system içinde (19-56). Champaign, IL: Labor and Employment Relations Association.
  • Fraenkel, J. R. ve Wallen, N. E. (2009). How to designing and evaluate research in education. New York: McGraw-Hill.
  • Gülbahar, Y., Kalelioğlu, F. ve Madran, O. (2010). Sosyal ağların eğitim amaçlı kullanımı. XV. Türkiye’de İnternet Konferansı, İstanbul.
  • Holland, L. (2000). A different divide: Preparingtech-savvyleaders. Leadership, 30(1), 8-12.
  • Jerald, C. D. (2009). Defining a 21st century education. Alexandria. VA: The Center for Public Education.
  • Johnson, D. B. (2009). The digital disconnect: Uncovering barriers that sustain the phenomena of unplugged teachers in a technological era. (Yayımlanmamış doktora tezi). Louisiana State University, ABD.
  • Johnson, L., Adams, S. ve Cummins, M. (2012). The NMC horizon report: 2012 Higher Education edition. Austin, TX: New Media Consortium.
  • Karaca, A. P. ve Tamer, M. A. (2017). Development of a scale to determine high school students’ purposes for the utilization of social networks via smart phones. E-International Journal of Educational Research, 8(3), 34-45.
  • Karlin, S. (2007). Examining how youths interact online. School Board News, 73(4), 6-9.
  • Kert, S. B. ve Kert, A. (2010). The usage potential of social network sites for educational purposes. International Online Journal of Educational Sciences, 2(2), 486-507.
  • Khan, T., Kend, M. ve Robertson, S. (2016). Use of social media by university accounting students and its impact on learning outcomes. Accounting Education, 25(6), 534-567.
  • Kindi, S. S. A. ve Alhashmi, S. M. (2012). Use of social networking sites among Shinas College of Technology students in Oman. Journal of Information and Knowledge Management, 11(1), 1-9.
  • Kurtuluş, S., Özkan, E. ve S. Öztürk, (2015). How do social media users in turkey differ in terms of their use habits and preferences? International Journal of Business and Information, 10(3), 337-364.
  • Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed. Journal of Computing in Teacher Education, 25(3), 87-97.
  • Lenhart, A., Purcell, K., Smith, A. ve Zickuhr, K. (2010). Social media and mobile Internet uses among teens and young adults. Pew Internet ve American Life Project: An initiative of the Pew Researh Center, Washington, D.C.
  • Lin, K.Y. ve Lu, H.P. (2011). Why people use social networking sites: An empirical study integrating network externalities and motivation theory. Computers in Human Behavior, 27, 1152-1161.
  • Louis, R. C. (2012). A case study exploring technology integration and incorporation of 21st century skilss in elementary classrooms. (Yayımlanmamış doktora tezi). College of Professional Studies Northeastern University, Boston, Massachusetts.
  • Mansumitrchai, S., Park, C.H. ve Chiu, C.L. (2012). Factors underlying the adoption of social network: A study of Facebook users in South Korea. International Journal of Business and Management,7(24), 138-153.
  • Martin, E. M. P. (2012). Digital natives and digital immigrants: Teaching with technology. (Yayımlanmamış doktora tezi). Northeastern University, Boston, Massachusetts.
  • Mazman, G. ve Usluel, Y. K. (2011). Gender differences in using social networks. The Turkish Online Journal of Educational Technology (TOJET), 10(2), 133-139.
  • Means, B. ve Olson, K. (1995). Technology's role in education reform: Findings from a national study of innovating schools. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
  • Oblinger, D. G. ve Oblinger, J. L. (2005). Educating the net generation. Erişim adresi (20.12.2020): www.educause.edu/educatingthenetgen
  • Pallant, J. (2013). SPSS survival manual. UK: McGraw-Hill Education.
  • Pedró, F. (2006). The new millennium learners: Challenging our views on ICT and learning. OECD-CERI.
  • Phang, A. ve Schaefer, D. J. (2009). Is ignorance bliss? Assessing Singaporean media literacy awareness in the era of globalization. Journalism ve Mass Communication Educator, 64(2), 156-172.
  • Prensky, M. (2001a). Digital natives, digital immigrants. From on the horizon (MCB University Press, 9(5), 1-6. Erişim adresi (20.12.2020): https://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
  • Prensky, M. (2001b). Do they really think differently? Published in On the Horizon (MCB University Press, 9 (6). Erişim adresi (20.12.2020): https://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf
  • Prensky, M. (2004). The emerging online life of the digital native. Erişim adresi (20.12.2020): http://www.marcprensky.com/writing/Prensky-The_Emerging_Online_Life_of_the_Digital_Native-03.pdf
  • Prensky, M. (2009). H. Sapiens Digital: From digital immigrants and digital natives. Innovate: Journal of Online Education, 5(3). Erişim adresi (20.12.2020): https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1020&context=innovate
  • Rayport, J. F. (2009). Social networks are the new web portals. Erişim adresi (2.12.2019): http://www.businessweek.com/technology/content/jan2009/tc20190121_557202.html
  • Sistek-Chandler, C. (2012). Connecting the digital dots with social media and Web 2.0 technologies, Journal of Research in Innovative Teaching, 5(1), 78-87.
  • Tabachnick, B. G. ve Fidell, L. S. (2015). Using multivariate statistics (Vol. 5). Boston, MA: Pearson.
  • Tan, S. C. (2010). School technology leadership: Lessons from empirical research. Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference, Sydney, Australia, 5 - 8 December 2010. Erişim adresi: 15.12.2019): http://repository.nie.edu.sg/jspui/bitstream /10497/4622/1/sc_tan_2010_stl_a.pdf
  • Tonta, Y. (2009). Dijital yerliler, sosyal ağlar ve kütüphanelerin geleceği. Türk Kütüphaneciliği, 23(4), 742-768.
  • Veletsianos, G. (2010). A definition of emerging technologies for education. G. Veletsianos (Ed.), Emerging technologies in distance education içinde (s. 3-22). Edmonton, AB, Canada: Athabasca University Press.
  • Wallace, R. M. (2004). A framework for understanding teaching with the internet. American Educational Research Journal, 41, 447-488.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Somayyeh Radmard

Yilmaz Soysal

Ali Yiğit Kutluca

Zeynep Türk Bu kişi benim 0000-0001-6744-1255

Yayımlanma Tarihi 31 Aralık 2020
Gönderilme Tarihi 26 Mayıs 2020
Kabul Tarihi 23 Temmuz 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 3 Sayı: 2

Kaynak Göster

APA Radmard, S., Soysal, Y., Kutluca, A. Y., Türk, Z. (2020). Üniversite Öğrencilerinin Sosyal Medya Kullanım Amaçlarının Çeşitli Değişkenler Açısından İncelenmesi. International Journal of Scholars in Education, 3(2), 171-198.