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FACEBOOK’UN ÖĞRENME/ÖĞRETME ARACI OLARAK KULLANILMASININ ÖĞRETMEN ADAYLARININ DAVRANIŞSAL NİYET VE PERFORMANSLARINA ETKİSİ

Yıl 2020, , 1356 - 1372, 15.09.2020
https://doi.org/10.17240/aibuefd.2020.20.56791-571963

Öz

Çalışmada öğretmen adaylarının Facebook’u öğrenme/öğretme aracı olarak kullandıklarında, kullanım niyetlerini etkileyecek faktörlerin neler olabileceğine odaklanılmıştır. Bu amaç doğrultusunda Facebook’un öğretmen adaylarına sağladığı avantajlar, fırsatlar, kullanım kolaylığı ve alışkanlıklar ile çevresel faktörlerden kaynaklanan sosyal etkiyle beraber performans beklentisinin kullanım niyetlerini nasıl etkilediği belirlenmeye çalışılmıştır. Öğretmen adaylarının Facebook’un öğrenme/öğretme aracı olarak kullanımına yönelik görüşleri, Sosyal Ağ Sitelerinin (SAS)üniversitelerde öğretme ve öğrenme sürecinde en etkili biçimde nasıl kullanılabileceğine dair fikir vermektedir. Çalışmanın katılımcıları, Türkiye’de bir devlet üniversitesinde öğrenim gören ve Facebook hesabına sahip olan 258 öğretmen adayından oluşmaktadır. Analizler, kısmi en küçük kareler yapısal eşitlik (Partial Least Squares-PLS-SEM) modellemesi kullanılarak gerçekleştirilmiştir. Facebook’un diğer SAS’a göre sahip olduğu avantajlar, fırsatlar, kullanım kolaylığı ve kullanım alışkanlıkları, ile sosyal etkinin, öğretmen adaylarınınbu platformu öğrenme/öğretme aracı olarak kullanma niyetleri üzerinde olumlu bir etkiye sahip olduğunu göstermektedir. Facebook’un öğrenme/öğretmede sağladığı avantaj ile alışkanlık arasında β=0,205 seviyesinde, avantaj performans beklentisi β=0,228 ve avantaj sosyal etki β=0,167 arasında ilişki bulunmuştur. Facebook’un öğrenme/öğretmede sağladığı kolaylık ile sosyal etki arasında β=0,158 seviyesinde, alışkanlıkların ise davranışsal niyet üzerinde β=0,485 seviyesinde güçlü bir etkiye sahip olduğu tespit edilmiştir. Facebook’un öğrenme/öğretmedesağladığı fırsatların ise performansa etkisi β=0,376 seviyesinde, fırsatın sosyal etkiye β=0,156 ve sosyal etkinin davranışsal niyete β=0,193 seviyesinde etkisi olduğu görülmektedir.    

Kaynakça

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  • Alarcón-del-Amo, M. D. C., Lorenzo-Romero, C., & Gómez-Borja, M. Á. (2011). Classifying and profiling social networking site users: A latent segmentation approach. Cyberpsychology, Behavior, and Social Networking, 14(9), 547-553. https://doi.org/10.1089/cyber.2010.0346
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THE EFFECT OF USING FACEBOOK AS A LEARNING / TEACHING TOOL ON THE BEHAVIORAL INTENTION and PERFORMANCE OF TEACHER CANDIDATES

Yıl 2020, , 1356 - 1372, 15.09.2020
https://doi.org/10.17240/aibuefd.2020.20.56791-571963

Öz

In this study, it has been investigated how the use of Facebook as a learning / teaching tool for teacher candidates affects their behavioral intention and performance perceptions. In the study, the advantages, opportunities, convenience, habits and social impacts of Facebook on learning/teaching have been taken into consideration. Students' views on their behavioral intentions are sufficient to help faculties examine the attitudes of Social Network Sites (SNS) on teaching and learning. The participants of the study, consists of 258 teacher candidates studying at a state university in Turkey and have Facebook account. As a result of the analysis of the data; a significant relation was found between the advantage-habit, advantage-performance and advantage-social effect of Facebook in learning / teaching. Among the convenience-social impact of Facebook in learning / teaching, the use of Facebook has also been found to have a strong impact on behavioral intent. However, it has been observed that the opportunities provided by education in education have an effect on performance, social impact and social effect as well as behavioral intention.

Kaynakça

  • Ainin, S., Naqshbandi, M. M., Moghavvemi, S., & Jaafar, N. I. (2015). Facebook usage, socialization and academic performance. Computers & Education, 83, 64–73. https://doi.org/10.1016/j.compedu.2014.12.018
  • Alarcón-del-Amo, M. D. C., Lorenzo-Romero, C., & Gómez-Borja, M. Á. (2011). Classifying and profiling social networking site users: A latent segmentation approach. Cyberpsychology, Behavior, and Social Networking, 14(9), 547-553. https://doi.org/10.1089/cyber.2010.0346
  • Al-rahmi, W. M., Othman, M. S., & Musa, M. A. (2014). Social media through collaborative learning in Malaysian higher education. Asian Social Science, 10(8), 210-221. http://dx.doi.org/10.5539/ass.v10n8p210
  • Arney, L. (2015). Go blended! A handbook for blending technology in schools. JohnWiley & Sons.
  • Aydin, S. (2012). A review of research on Facebook as an educational environment. Educational Technology Research and Development, 60, 1093–1106.
  • Bartlett-Bragg, A. (2006). Reflections on pedagogy: Reframing practice to foster informal learning with social software. http://matchsz.inf.elte.hu/TT/docs/Anne20Bartlett-Bragg.pdf.
  • Blattner, G., & Lomicka, L. (2012). Facebook-ing and the social generation: A new era of language learning. Alsic. Apprentissage des Langues et Systèmes d'Information et de Communication, 15(1).
  • Bonds-Raacke, J., & Raacke, J. (2010). MySpace and Facebook: Identifying dimensions of uses and gratifications for friend networking sites. Individual Differences Research, 8(1), 27-33.
  • Boyd, S. (2003). Are you ready for social software? Darwin Magazine, 5. http://www.darwinmag.com/read/050103/social.html
  • Boyd, D. M., & Ellison, N. B. (2008). Social network sites: Definition, history, andscholarship. Journal of Computer-Mediated Communication, 13(1), 210-230. https://doi.org/10.1111/j.1083-6101.2007.00393.x
  • Bugeja, M. J. (2006). Facing the facebook. The chronicle of higher education, 52(21), C1-1–4. https://www.chronicle.com/article/Facing-The-Facebook/46904.
  • Buyukozturk, S., Cakmak, E. K., Akgun, O. E., Karadeniz, S. & Demirel, F. (2008). Bilimsel arastırma yontemleri. Pegem A Yayıncılık.
  • Buzzetto-More, N. A. (2012). Social networking in undergraduate education. Interdisciplinary Journal of Information, Knowledge, and Management, 7, 63- 90. https://d1wqtxts1xzle7.cloudfront.net/37931137/IJIKMv7p063-090Buzzetto611.pdf
  • Chin, W. W. (1998). The partial least squares approach to structural equation modeling. In G. A. Marcoulides (Ed.), Modern methods for business research (pp. 295–336). Lawrence Erlbaum Associates.
  • Chin, W. W., & Newsted, P. R. (1999). Structural equation modeling analysis with small samplesusing partial least squares. In R. H. Hoyle (Ed.), Statistical strategies for small sample research (pp. 307–342).
  • Cloete, S., de Villiers, C., & Roodt, S. (2009, June). Facebook as an academic tool for ICT lecturers. In Proceedings of the 2009 Annual Conference of the Southern African Computer Lecturers' Association (pp. 16-22). https://doi.org/10.1145/1562741.1562743
  • Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. https://link.springer.com/content/pdf/10.1007/BF02310555.pdf
  • Cuesta, M., Eklund, M., Rydin, I., & Witt, A.-K. (2016). Using Facebook as a co-learning community in higher education. Learning, Media and Technology, 41(1), 55–72. https://doi.org/10.1080/17439884.2015.1064952.
  • Çoklar, A. N. (2012). Evaluations of students on Facebook as an educational environment. Turkish Online Journal of Qualitative Inquiry, 3(2), 42–53. https://files.eric.ed.gov/fulltext/ED537812.pdf
  • Dahlstrom, E., de Boor, T., Grunwald, P., & Vockley, M. (2011). ECAR national study of undergraduate students and information technology. Educause. https://net. educause.edu/ir/library/pdf/ERS1103/ERS1103W.pdf.
  • Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management science, 35(8), 982-1003. https://doi.org/10.1287/mnsc.35.8.982
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  • Demir, M. (2018). Developing a scale for using Facebook as a learning tool. Educational Technology Research and Development, 66(6), 1457-1477. https://doi.org/10.1007/s11423-018-9616-8
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Toplam 78 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Bülent Başaran 0000-0002-8850-5454

Yayımlanma Tarihi 15 Eylül 2020
Gönderilme Tarihi 30 Mayıs 2019
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Başaran, B. (2020). FACEBOOK’UN ÖĞRENME/ÖĞRETME ARACI OLARAK KULLANILMASININ ÖĞRETMEN ADAYLARININ DAVRANIŞSAL NİYET VE PERFORMANSLARINA ETKİSİ. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(3), 1356-1372. https://doi.org/10.17240/aibuefd.2020.20.56791-571963