Dijital Yerlilerin Akademisyen-Öğrenci İlişkileri

Abstract

Dijital yerliler, 21. yüzyılın gelişmiş dijital medya teknolojileriyle doğmuş ilk kuşağı olarak kabul edilmektedir. Bu nicel çalışma, COVID-19 pandemisi sırasında Kuzey Kıbrıs'taki en köklü devlet üniversitesinde bulunan dijital yerlilerin teknoloji odaklı akademisyen-öğrenci etkileşimlerine yönelik uyaranlarını ve algılarını keşfetmeyi amaçlamaktadır. Gelişmekte olan bu ülkedeki katılımcıların (N=259 Z kuşağı öğrencileri), yüksek öğretimde akademisyen-öğrenci etkileşimlerinin dijitalleşmesine değer verdiği ortaya çıkmıştır. Çünkü katılımcılara göre dijital teknolojiler, özellikle kriz durumlarında eğitimciler ve öğrenciler arasındaki ve olası iletişim engellerini ortadan kaldırmaktadır. Teknolojinin eğitimciler ve öğrenciler arasındaki etkileşimi kolaylaştırdığı, geliştirdiği, zenginleştirdiği ve tetiklediği inancıyla dijital yerlilerin hayatlarında çoğunlukla dijital iletişimi tercih ettikleri bulguları öne çıkmıştır. Dijital öğrenenler çoğunlukla harmanlanmış eğitimi ve dijital iletişimi tercih etmiştir çünkü katılımcılar dijitalleşmenin öğretim ve iletişimin etkinliğini artırdığı üzerinde durmuşlardır. Çalışmanın diğer bir bulgusu ise, dijital destekli eğitimin, öğrencilerin özgüvenini ve sınıf içi etkileşimi başlatma ve ders içeriğini anlama isteğini artırdığıdır.

Keywords

• Dijital yerliler
• kişilerarası iletişim
• eğitim teknolojileri
• yeni medya teknolojileri
• yüksek öğretim

Digital Natives’ Academician-Student Relationships

Abstract

Digital natives born with advanced digital media technologies are acknowledged as the first generation of the 21st century. This quantitative study seeks to explore digital natives’ stimuli and perceptions towards technology-oriented academician-student interactions at a major university in North Cyprus amid the COVID-19 pandemic. Participants (N=259 Gen Z learners) in a developing country seem to value the virtualization of academician-student interactions in higher education because digital technologies eliminate the existing and possible communication obstacles between educators and learners especially during the crisis situations. It was underlined that digital natives mostly prefer mobile communication in their lives with the belief that technology facilitates, enhances, enriches and triggers interactions between educators and learners. Hence, digital learners mostly prefer blended education and digital communication because participants claim that digitalization escalates the effectiveness of teaching and communication. Digital-assisted education ascends learners’ self-confidence and desire towards initiating interactions and comprehending the course contents.

Keywords

• Digital natives
• educational technologies
• interpersonal communication
• new media technologies
• tertiary education

References

1. Aagaard, J. (2022). On the dynamics of Zoom Fatigue. Convergence: The International Journal of Research into New Media Technologies, 28(6), 1878–1891. https://doi.org/10.1177/13548565221099711
2. Abdullah, Z., Anumudu, C. E., & Raza, S. H. (2022). Examining the Digital Organizational Identity through Content Analysis of Missions and Vision Statements of Malaysian and Singaporean SME Company Websites. The Bottom Line, 35(2/3), 137–158. https://doi.org/10.1108/bl-12-2021-0108
3. Aydın-Aitchison, A. (2022). The Pandemic, the Pivot and Building from Remote Emergency Instruction to Quality Online Learning. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4088508
4. Azimi, S., Andonova, Y., & Schewe, C. (2021). Closer Together or Further Apart? Values of Hero Generations Y and Z during Crisis. Young Consumers, 23(2), 179–196. https://doi.org/10.1108/yc-03-2021-1300
5. Büttner, C. M., Gloster, A. T., & Greifeneder, R. (2021). Your Phone Ruins our Lunch: Attitudes, Norms, and Valuing the Interaction Predict Phone Use and Phubbing in Dyadic Social Interactions. Mobile Media & Communication, 10(3), 387–405. https://doi.org/10.1177/20501579211059914
6. Chen, J., & Bogachenko, T. (2022). Online Community Building in Distance Education: The Case of Social Presence in the Blackboard Discussion Board versus Multimodal VoiceThread Interaction. Educational Technology & Society, 25(2), 65–72.
7. Dar, S. A., & Nagrath, D. (2022). The Impact that social media has had on today’s generation of Indian youth: An analytical study. Morfai Journal, 2(2), 377–386. https://doi.org/10.54443/morfai.v2i2.291
8. Demirdag, S. (2022). The mediating role of communication skills in the relationship between leadership style and 21st-century skills. South African Journal of Education, 42(2), 1–11. https://doi.org/10.15700/saje.v42n2a2053

9. Djafarova, E., & Foots, S. (2022). Exploring Ethical Consumption of Generation Z: Theory of Planned Behaviour. Young Consumers: Insight and Ideas for Responsible Marketers 23(3), 413–431. https://doi.org/10.1108/yc-10-2021-1405
10. Dumas, J. E., & Stough, R. A. (2022). When Influencers are not very influential: The Negative Effects of Social Media Verification. Journal of Consumer Behaviour, 21(3), 614–624. https://doi.org/10.1002/cb.2039
11. Errisuriz, V. L., Villatoro, A. P., & McDaniel, M. D. (2022). Contextualizing the Impact of the COVID-19 Pandemic on the Educational Experiences and Outcomes of Latinx College Students in Texas. Journal of Latinos and Education, 21(3), 319–334. https://doi.org/10.1080/15348431.2022.2052294
12. Faulkner, S. L., Watson, W. K., & Shetterly, J. (2022). Intergenerational Connections: An Online Community Engagement Project. Communication Teacher, 1–9. https://doi.org/10.1080/17404622.2022.2077973
13. Fortunati, L. (2022). The Smartphone between the Present and the Future: Five changes. Mobile Media & Communication, 1–6. https://doi.org/10.1177/20501579221131223
14. Gabrielova, K., & Buchko, A. A. (2021). Here Comes Generation Z: Millennials as Managers. Business Horizons, 64(4), 489–499. https://doi.org/10.1016/j.bushor.2021.02.013
15. Garris, C. P., & Fleck, B. (2022). Student Evaluations of Transitioned-Online Courses during the COVID-19 Pandemic. Scholarship of Teaching and Learning in Psychology, 8(2), 119–139. https://doi.org/10.1037/stl0000229
16. Giray, L. (2022) Meet the Centennials: Understanding the Generation Z Students. International Journal of Sociologies and Anthropologies Science Reviews (IJSASR), 2(4), 9–18. https://doi.org/10.14456/jsasr.2022.26
17. Golob, B. (2022). Finding me in Social Me-dia: Teaching Students to use Social Networking Platforms legally and mindfully. Communication Teacher, 1-8. https://doi.org/10.1080/17404622.2022.2118340
18. He, G., & Zhang, Y. (2022). (Im) Mobility and Performance of Emotions: Chinese International Students’ Difficult Journeys to Home during the COVID-19 Pandemic. Mobile Media & Communication, 1–23. https://doi.org/10.1177/20501579221119585
19. Hicks, L. J., Caron, E. E., & Smilek, D. (2021). SARS-CoV-2 and Learning: The Impact of a Global Pandemic on Undergraduate Learning Experiences. Scholarship of Teaching and Learning in Psychology. https://doi.org/10.1037/stl0000250
20. Ho, M. T., Mantello, P., Ghotbi, N., Nguyen, M. H., Nguyen, H. K. T., & Vuong, Q. H. (2022). Rethinking Technological Acceptance in the Age of Emotional AI: Surveying Gen Z (Zoomer) Attitudes toward Non-conscious Data Collection. Technology in Society, 70, 102011. https://doi.org/10.1016/j.techsoc.2022.102011
21. Holzer, B. M., Ramuz, O., Minder, C. E., & Zimmerli, L. (2022). Motivation and Personality Factors of Generation Z High School Students Aspiring to Study Human Medicine. BMC Medical Education, 22(1), 1–10. https://doi.org/10.1186/s12909-021-03099-4
22. Ivan, L. (2022). Interpersonal Communication in the Information Age: Opportunities and Disruptions. American Behavioral Scientist, 1–13. https://doi.org/10.1177/00027642221092801
23. Kapoor, P. S., Balaji, M., & Jiang, Y. (2021). Effectiveness of Sustainability Communication on Social Media: Role of Message Appeal and Message Source. International Journal of Contemporary Hospitality Management, 33(3), 949–972. https://doi.org/10.1108/ijchm-09-2020-0974
24. Karahisar, T. (2013) “Dijital Nesil, Dijital İletişim ve Dijitalleşen (!) Türkçe,” AJIT‐e: Online Academic Journal of Information Technology, 4(12), pp. 71–83. https://doi.org/10.5824/1309-1581.2013.3.006.x.
25. Karthika, I., Kalpanadevi, P., Mythili, L., Sugantha, M., & Parveen Banu, K. (2022). Impact of Social Media Marketing on Buying Behaviour: Comparison among Gen X, Millennial and Gen Z. International Journal of Early Childhood Special Education (INT-JECS), 14(3), 7827–7830. https://doi.org/10.9756/int-jecse/v14i3.931
26. Kinsky, E. S., Merle, P. F., & Freberg, K. (2021). Zooming through a Pandemic: An Examination of Marketable Skills gained by University Students during the COVID-19 Crisis. Howard Journal of Communications, 32(5), 507–529. https://doi.org/10.1080/10646175.2021.1965927
27. Kolak, A., Markić, I., & Horvat, Z. (2022). Parents’ attitudes towards distance learning during the COVID-19 pandemic. South African Journal of Education, 42(3), 1–13. https://doi.org/10.15700/saje.v42n3a2129
28. Lengel, L. M., Mechehoud, M., & Newsom, V. A. (2022). Intercultural Communication, Creative Practice and Embodied Activisms: Arts-based Interculturality in the Maghreb. Language and Intercultural Communication, 22(2), 235–252. https://doi.org/10.1080/14708477.2022.2032122
29. Li, J., Liu, J., Yuan, R., & Shadiev, R. (2022). The Influence of Socially Shared Regulation on Computational Thinking Performance in Cooperative Learning. Educational Technology & Society, 25(1), 48–60.
30. Martínez, C., & Olsson, T. (2022). The Warm Expert—a Warm Teacher? Learning about Digital Media in Intergenerational Interaction. Convergence: The International Journal of Research into New Media Technologies, 1–17. https://doi.org/10.1177/13548565211070409
31. Mateus, J.-C., Andrada, P., González-Cabrera, C., Ugalde, C., & Novomisky, S. (2022). Teachers’ Perspectives for a Critical Agenda in Media Education Post COVID-19. A Comparative Study in Latin America. Comunicar, 30(70), 9–19. https://doi.org/10.3916/c70-2022-01
32. Menon, D. (2022). Updating ‘Stories’ on Social Media and its relationships to Contextual Age and Narcissism: A Tale of Three Platforms – WhatsApp, Instagram and Facebook. Heliyon, 8(5), 1–11. https://doi.org/10.1016/j.heliyon.2022.e09412
33. Miller, A. N., Sellnow, D. D., & Strawser, M. G. (2020). Pandemic Pedagogy Challenges and Opportunities: Instruction Communication in Remote, HyFlex, and BlendFlex courses. Communication Education, 70(2), 202–204. https://doi.org/10.1080/03634523.2020.1857418
34. Moreno-Guerrero, A.-J., Soler-Costa, R., Marín-Marín, J.-A., & López-Belmonte, J. (2021). Flipped Learning and Good Teaching Practices in Secondary Education. Comunicar, 29(68), 107–117. https://doi.org/10.3916/c68-2021-09
35. Ntshangase, S. Z. (2022). Interactive pedagogy elevating learners as producers of knowledge in the isiZulu classroom. South African Journal of Education, 42(2), 1–11. https://doi.org/10.15700/saje.v42n2a2095
36. Öngün, E. (2010) “Öğrenmede Ağ Kullanımı,” AJIT‐e: Online Academic Journal of Information Technology, 1(1), pp. 13–14. https://doi.org/10.5824/1309-1581.2010.005.x.
37. Payaprom, S., & Payaprom, Y. (2020). Identifying Learning Styles of Language Learners: A Useful Step in Moving towards the Learner-centred Approach. Dil ve Dilbilimi Çalışmaları Dergisi, 16(1), 59–72. https://doi.org/10.17263/jlls.712646
38. Pires, F., Masanet, M.-J., Tomasena, J. M., & Scolari, C. A. (2022). Learning with YouTube: Beyond Formal and Informal through New Actors, Strategies and Affordances. Convergence: The International Journal of Research into New Media Technologies, 28(3), 838–853. https://doi.org/10.1177/13548565211020545
39. Proszek, J. M. (2019). Developing a Digital Voice: Embedding Digital Communication Networks, Platforms, and Technologies in the 21st-century Classroom. Journal of Communication Pedagogy, 2, 127-133. https://doi.org/10.31446/JCP.2019.22
40. Pugachev, A. A. (2022). Analysis of Russian and global game studies: ludology vs. narratology. RUDN Journal of Studies in Literature and Journalism, 27(4), 823–832. https://doi.org/10.22363/2312-9220-2022-27-4-823-832
41. Purba, R. A. (2021). The Effectiveness Combination of Blended Learning and Flipped Classroom with Edmodo as a Digital Media Innovation for Learning from Home. Journal of Education Technology, 5(3). https://doi.org/10.23887/jet.v5i3.36210
42. Rosen, D. J. (2022). Technology for Simultaneous Blended or Flex (HyFlex or BlendFlex) Instruction. Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy, 4(2), 76–80. https://doi.org/10.35847/drosen.4.2.76
43. Sanfilippo, F., Blazauskas, T., Salvietti, G., Ramos, I., Vert, S., Radianti, J., Majchrzak, T. A., & Oliveira, D. (2022). A Perspective Review on Integrating VR/AR with Haptics into STEM Education for Multi-Sensory Learning. Robotics, 11(2), 41. https://doi.org/10.3390/robotics11020041
44. Sartor Harada, A., Azevedo Gomes, J., Ulloa Guerra, O., Ruiz, R., & Calderón, R. (2022). Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries. South African Journal of Education, 42(3), 1–11. https://doi.org/10.15700/saje.v42n3a2063
45. Stewart, N. K., & Smith, R. (2022). Networked Students Gaming Together: Mobile Scavenger Hunts for Online Classrooms. Communication Teacher, 1–7. https://doi.org/10.1080/17404622.2022.2062018
46. Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information Technology and Gen Z: The Role of Teachers, the Internet, and Technology in the Education of Young People. Technology in Society, 65, 101565. https://doi.org/10.1016/j.techsoc.2021.101565
47. Tarihoran, N., Fachriyah, E., Tressyalina, & Sumirat, I. R. (2022). The Impact of Social Media on the Use of Code Mixing by Generation Z. International Journal of Interactive Mobile Technologies (iJIM), 16(07), 54–69. https://doi.org/10.3991/ijim.v16i07.27659
48. Tavakol, M., & Dennick, R. (2011). Making Sense of Cronbach’s Alpha. International Journal of Medical Education, 2, 53-55.
49. Tech, H. T. (2022, June 30). Get your animated WhatsApp avatar soon; here is how it works. HT Tech. Retrieved August 26, 2022, from https://tech.hindustantimes.com/how-to/get-your-animated-whatsapp-avatar-soon-here-is-how-it-works-71656591698652.html#:%7E:text=Animated%20Avatars%20on%20WhatsApp,-WABetaInfo%20shared%20a&text=All%20you%20will%20need%20to,chats%20and%20groups%20on%20WhatsApp.
50. Tlili, A., Huang, R., Shehata, B., Liu, D., Zhao, J., Metwally, A. H. S., Wang, H., Denden, M., Bozkurt, A., Lee, L. H., Beyoglu, D., Altinay, F., Sharma, R. C., Altinay, Z., Li, Z., Liu, J., Ahmad, F., Hu, Y., Salha, S., . . . Burgos, D. (2022). Is Metaverse in Education a Blessing or a Curse: A Combined Content and Bibliometric Analysis? Smart Learning Environments, 9(1). https://doi.org/10.1186/s40561-022-00205-x
51. Tran, V. D. (2022). Perceived Satisfaction and Effectiveness of Online Education during the COVID-19 Pandemic: The Moderating Effect of Academic Self-efficacy. Higher Education Pedagogies, 7(1), 107–129. https://doi.org/10.1080/23752696.2022.2113112
52. Tsatsou, P. (2021). Aging: The Two Faces of Janus in Digital Inclusion? International Journal of Communication, 15, 1309–1329.
53. Tutgun, A. and Özdener, N. (2011) “Bilgi ve İletişim Teknolojilerinin Eğitime Entegrasyonu: Bilgisayar Tabanlı Öykü Tamamlama Çalışması Örneği,” AJIT‐e: Online Academic Journal of Information Technology, 2(3), pp. 1–2. https://doi.org/10.5824/1309-1581.2011.2.003.x.
54. Valkenburg, P., Beyens, I., Pouwels, J. L., van Driel, I. I., & Keijsers, L. (2021). Social Media Use and Adolescents’ Self-esteem: Heading for a Person-specific Media Effects Paradigm. Journal of Communication, 71(1), 56–78. https://doi.org/10.1093/joc/jqaa039
55. Wang, H.-Y., & Sun, J. C.-Y. (2022). Influences of Online Synchronous VR Co-Creation on Behavioral Patterns and Motivation in Knowledge Co-Construction. Educational Technology & Society, 25(2), 31-47.
56. Wei, R. (2022). Evolving Mobile Media: Changing Technology and Transforming Behavior. Mobile Media & Communication, 1–5. https://doi.org/10.1177/20501579221131448
57. Wong, L., Tan, G. W., Hew, T., Ooi, K., & Leong, L. (2020). Mobile social media marketing: a new marketing channel among digital natives in higher education? Journal of Marketing for Higher Education, 32(1), 113–137. https://doi.org/10.1080/08841241.2020.1834486
58. Youth: An Analytical Study. International Journal of English, Literature and Social Science, 7(4), 048056. https://doi.org/10.22161/ijels.74.8
59. Yue, Z., Zhang, R., & Xiao, J. (2023). Social media use, perceived social support, and well-being: Evidence from two waves of surveys peri- and post-COVID-19 lockdown. Journal of Social and Personal Relationships. https://doi.org/10.1177/02654075231188185
60. Zhou, J., & Charoensukmongkol, P. (2022). Cultural Intelligence and Adaptive Selling Behaviors in Cross-cultural Selling: The Cognitive Resource Theory and Social Role Theory Perspective. Journal of Business Research, 146, 477–488. https://doi.org/10.1016/j.jbusres.2022.03.079
61. Zou, W., Hu, X., Pan, Z., Li, C., Cai, Y., & Liu, M. (2021). Exploring the Relationship between Social Presence and Learners’ Prestige in MOOC Discussion Forums Using Automated Content Analysis and Social Network Analysis. Computers in Human Behavior, 115, 106582. https://doi.org/10.1016/j.chb.2020.106582
62. Zuo, X., & Hong, Z. (2022). The Impact of Digital Technology on Land Rent-Out Behavior: Information Sharing or Exclusion? Agriculture, 12(7), 1046. https://doi.org/10.3390/agriculture1207104