Using Telegram in Distance Learning

Öz

Today, social networks have a significant impact worldwide. The limits that social networks remove in many subjects have a positive effect on meeting the individual's need to learn anytime and anywhere and are widely used in the field of learning as in many fields. It is known that social networks such as Facebook, Twitter, Youtube, Instagram are frequently used in the field of learning. It has been supported by international studies that Telegram network, which has increased in popularity in recent years, is one of the social networks used for learning. The aim of this study is to specifically investigate the use of Telegram for learning purposes in Turkey. In this descriptive survey model study, data were collected from 203 participants in four different groups in which Telegram network was used for learning in Turkey. The dimensions of performance expectation, social impact, intention to use and effort expectation in the Scale of Acceptance and Use of Online Social Networks for Instructional Purposes were examined and whether these dimensions show a difference in terms of Telegram users according to age, gender and usage experience was examined by t-Test and ANOVA analysis. According to the results of the study, no significant difference was found in the data analysed within the scope of three different variables, but it was observed that the averages in the effort expectation dimension were higher compared to all sub-dimensions.

Anahtar Kelimeler

• Distance Learning
• Social Networks
• Telegram
• Performance Expectancy
• Social Impact
• Effort Expectancy
• Intention to Use

Uzaktan Öğrenmede Telegram Kullanımı

Öz

Günümüzde sosyal ağlar dünya genelinde önemli bir etkiye sahiptir. Sosyal ağların birçok konuda kaldırdığı sınırlar, bireyin her an ve her yerde öğrenme ihtiyacının karşılanmasına da olumlu yönde etki etmekte ve sosyal ağlar pek çok alanda olduğu gibi öğrenme alanında da yaygın şekilde kullanılmaktadır. Facebook, Twitter, Youtube, Instagram gibi sosyal ağların öğrenme alanında sık kullanıldığı bilinmektedir. Son yıllarda popülerliği artan Telegram ağının da öğrenme amaçlı kullanılan sosyal ağlardan biri olduğu uluslararası çalışmalarla desteklenmiştir. Bu çalışma ise, Türkiye’de öğrenme amaçlı Telegram kullanımını araştırmayı amaçlamaktadır. Betimsel tarama modeliyle gerçekleştirilen bu çalışmada Türkiye’de Telegram ağının öğrenmeye yönelik kullanıldığı dört farklı gruptaki 203 katılımcıdan veri toplanmıştır. Çevrimiçi Sosyal Ağların Öğretim Amaçlı Kabul ve Kullanımı Ölçeği’nde yer alan performans beklentisi, sosyal etki, kullanma niyeti ve çaba beklentisi boyutları ele alınarak bu boyutların Telegram kullanıcıları açısından yaş, cinsiyet ve kullanım deneyimine göre bir farklılık gösterip göstermediği t-Testi ve ANOVA analizi ile incelenmiştir. Çalışma sonucuna göre, üç farklı değişken kapsamında incelenen verilerde anlamlı bir farklılık bulunmamıştır ancak tüm alt boyutlar ile karşılaştırıldığında çaba beklentisi boyutundaki ortalamaların daha yüksek olduğu gözlemlenmiştir.

Anahtar Kelimeler

• Uzaktan Öğrenme
• Sosyal Ağlar
• Telegram
• Performans Beklentisi
• Sosyal Etki
• Çaba Beklentisi
• Kullanma Niyeti

Kaynakça

1. Ajjan, H. ve Hartshorne, R. (2008). Investigating faculty decisions to adopt web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11(2), 71-80. http://dx.doi.org/10.1016/j.iheduc.2008.05.002
2. Aladsani, H. K. (2021). University students’ use and perceptions of telegram to promote effective educational interactions: A qualitative study. International Journal of Emerging Technologies in Learning, 16(9), 182-197. http://dx.doi.org/10.3991/ijet.v16i09.19281
3. Altunay, F. (2022). Sosyal ağlar. T. Taylan (Ed.). Eğitimde dijitalleşme ve yeni yaklaşımlar içinde (s. 115-141). İstanbul: Efeakademi Yayınları.
4. Ansari, J. ve Khan, N. A. (2020). Exploring the role of social media in collaborative learning the new domain of learning. Smart Learning Environments, 7(1), 1-16 https://dx.doi.org/10.1186/s40561-020-00118-7
5. Arifianto, M. ve Izzudin, I. (2021). Students’ acceptance of discord as an alternative online learning media. International Journal of Emerging Technologies in Learning (iJET), 16(20), 179-195. https://dx.doi.org/10.3991/ijet.v16i20.22917
6. Atar, C., Aydın, S. ve Bağcı, H. (2019). An investigation of pre-service English teachers’ level of technopedagogical content knowledge. Journal of Language and Linguistic Studies, 15(3), 794-805. https:/dx./doi.org/10.17263/jlls.631517
7. Awada, G. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward learning. Cogent Education, 3(1), 1264173. https://dx.doi.org/10.1080/2331186X.2016.1264173
8. Barnad, B. (2021). Discord to support synchronous communication in distance learning. In 2nd Annual Conference on blended learning, educational technology and Innovation (ACBLETI 2020) (s. 34-38). Atlantis Press. https://dx.doi.org/10.2991/assehr.k.210615.007

9. Demir, E. B. K. ve Akbulut, Y. (2017). Çevrimiçi sosyal ağların öğretim amaçlı kabul ve kullanımı ölçeğinin geliştirilmesi. Turkish Journal of Computer and Mathematics Education, 8(1), 52-82. http://dx.doi.org/10.16949/turkbilmat.298120
10. Demir, S. ve Kale M. (2020). Öğretmen görüşlerine göre, Covid-19 küresel salgını döneminde gerçekleştirilen uzaktan eğitim sürecinin değerlendirilmesi. Turkish Studies, 15(8), 3445-3470. https://dx.doi.org/10.7827/TurkishStudies.44492
11. Faramarzi, S., Tabrizi, H. H. ve Chalak, A. (2019). Telegram: an instant messaging application to assist distance language learning. Teaching English with Technology, 19(1), 132-147. Erişim adresi: http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-48b3a5e6-5fcd-4f9e-b815-881e93eeb464
12. García-Orosa, B., Gamallo, P., Martín-Rodilla, P. ve Martínez-Castaño, R. (2021). Hybrid intelligence strategies for identifying, classifying and analyzing political bots. Social Sciences, 10(10), 357. http://dx.doi.org/10.3991/ijet.v16i09.19281
13. Ghaffari, M., Rakhshanderou, S., Mehrabi, Y. ve Tizvir, A. (2017). Using social network of telegram for education on continued breastfeeding and complementary feeding of children among mothers: A successful experience from Iran. International Journal of Pediatrics, 5(7), 5275-5286. http://dx.doi.org/10.22038/ijp.2017.22849.1915
14. Gören, S. Ç., Gök, F., Yalçın, M., Göregen, F. ve Çalışkan, M. (2020). Küresel salgın sürecinde uzaktan eğitimin değerlendirilmesi: Ankara örneği. Milli Eğitim Dergisi, 49(1), 69-94. https://dx.doi.org/10.37669/milliegitim.787145
15. Gunawardena, C. N. ve McIsaac, M. S. (2013). Distance education. J. M. Spector, M. D. Merrill, J. Elen ve M. J. Bishop (Ed.). Handbook of research on educational communications and technology içinde (s. 361-395). New York: Routledge.
16. Gülbahar, Y. (2009). E-ögrenme. Ankara: Pegem Akademi Yayıncılık.
17. Hatol, J. T., Lopez, M. J. ve Onglao, M. S. (2021). The use of telegram as a social media tool for surgical education during the COVID-19 pandemic. Diseases of the Colon and Rectum, 64(5), 246. Erişim adresi: https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/pt/covidwho-1223387
18. Hew, K. F. ve Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45-58. https://dx.doi.org/10.1016/j.edurev.2014.05.001
19. Hung, H. T. ve Yuen, S. C. Y. (2010). Educational use of social networking technology in higher education. Teaching in Higher Education, 15(6), 703-714. http://dx.doi.org/10.1080/13562517.2010.507307
20. Ibrahim, A., Elhassan, A. B. E., Salman, M., Mohammed, O., Bashir, S., Mohamed, N. ve Abdelkarem, A. (2022). 259 Effect of telegram videos on anatomy education among 2nd year medical students, University of Khartoum, 2021. British Journal of Surgery, 109(Supplement_1), 49. http://dx.doi.org/10.1093/bjs/znac039.168
21. Idris, M. T. M. ve Hussin, S. (2022). Engaging in English language learning-acquisition using Edmodo and Telegram among open distance learners (ODLs). Asian Journal of Social Science Studies, 7(4), 1-9. http://dx.doi.org/10.20849/ajsss.v7i4.1083
22. Iqbal, M. Z., Alradhi, H. I., Alhumaidi, A. A., Alshaikh, K. H., AlObaid, A. M., Alhashim, M. T. ve AlSheikh, M. H. (2020). Telegram as a tool to supplement online medical education during COVID-19 crisis. Acta Informatica Medica, 28(2), 94-97. http://dx.doi.org/10.5455/aim.2020.28.94-97
23. Job, J., Naresh, V. ve Chandrasekaran, K. (2015, July). A modified secure version of the Telegram protocol (MTProto). In 2015 IEEE International Conference on Electronics, Computing and Communication Technologies (CONECCT) (s. 1-6). IEEE. https://dx.doi.org/10.1109/CONECCT.2015.73838844
24. Juang, Y. R. (2010). Integrating social networking site into teaching and learning. S. L. Wong, S. C. Kong ve F. Y. Yu (Ed.), Proceedings of the 18th International Conference on Computers in Education: Enhancing and sustaining new knowledge through the use of digital technology in education (s. 244-251) içinde. Putrajaya, Malezya: Faculty of Educational Studies, Universiti Putra Malaysia. Erişim adresi: https://www.researchgate.net/publication/228414087_Integrating_Social_Networking_Site_into_Teaching_and_Learning
25. Karasar, N. (2009). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
26. Kesici, A. (2019). Lise öğrencilerinin sosyal ağları kullanma sıklığına göre sosyal ağları eğitim amaçlı kullanmaya yönelik tutumlarının incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 32(1), 315-343. https://doi.org/10.19171/uefad.443155
27. Khalil, M. ve Rambech, M. (2022). Eduino: A telegram learning-based platform and chatbot in higher education. P. Zaphiris ve A. Loannou (Ed.), Learning and Collaboration Technologies: Novel Technological Environments (s. 188-204) içinde. Gothenburg, İsviçre: Springer. http://dx.doi.org/10.1007/978-3-031-05675-8_15
28. Khan, R. A. ve Jawaid, M. (2020). Technology enhanced assessment (TEA) in COVID 19 pandemic. Pakistan journal of medical sciences, 36(COVID19-S4), S108. https://doi.org/10.12669/pjms.36.COVID19-S4.2795
29. Kılıç, A. ve Yılmaz, R. (2021). YouTube’un eğitsel amaçlı kabul durumunun incelenmesi. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 3(1), 69-89. https://doi.org/10.38151/akef.2021.10
30. Kirschner, P. A., ve Karpinski, A. C. (2010). Facebook® and academic performance. Computers in human behavior, 26(6), 1237-1245. https://dx.doi.org/10.1016/j.chb.2010.03.024
31. León Gómez, A., Gil Fernández, R. ve Calderón Garrido, D. (2021). Influence of COVID on the educational use of Social Media by students of Teaching Degrees. Education in the knowledge society: EKS. 22(7), 1-10. https://dx.doi.org/10.14201/eks.23623
32. Makhsudova, M. ve Turg'unova, S. (2023). Social media in education: Its use, benefıts and obstacles. Zamonaviy dunyoda innovatsion tadqiqotlar: Nazariya va amaliyot, 2(1), 81-83. https://dx.doi.org/10.5281/zenodo.7514563
33. Mehrotra, C., Hollister, C. D. ve McGahey, L. (2001). Distance learning: Principles for effective design, delivery, and evaluation. New York: Sage Publications.
34. Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6. http://dx.doi.org/10.1080/08923648909526659
35. Moore, M. G. ve Kearsley, G. (2012). Distance education: A systems view of online learning. Belmont, CA: Wadsworth Cengage Learning.
36. Murray, C. (2008). Schools and social networking: Fear or education. Synergy Perspectives: Local, 6(1), 8-12. Erişim adresi: https://silo.tips/download/schools-and-social-networking-fear-or-education
37. McLoughlin, C. ve Lee, M. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. R. Atkinson, C. McBeath ve A. Soong Swee Kit (Ed.), ICT: Providing Choices for Learners and Learning (s. 664-675) içinde. Singapore: Centre for Educational Development, Nanyang Techn. Erişim adresi: https://acuresearchbank.acu.edu.au/item/865qz/social-software-and-participatory-learning-pedagogical-choices-with-technology-affordances-in-the-web-2-0-era
38. Nobari, A. D., Sarraf, M. H. K. M., Neshati, M. ve Daneshvar, F. E. (2020). Characteristics of viral messages on telegram; The world’s largest hybrid public and private messenger. Expert Systems with Applications, 168(3), 1-28. http://dx.doi.org/10.1016/j.eswa.2020.114303
39. Ololube, N. P., Ubogu, A. E. ve Ossai, A. G. (2007). ICT and Distance Education in Nigeria: A review of literature and accounts. 2nd International Open and Distance Learning (IODL) Symposium (s. 643-655) içinde. Eskişehir, Anadolu Üniversitesi. Erişim adresi: https://cdn.anadolu.edu.tr/files/anadolu-cms/RAzLolyY/uploads/2006-kitap-68920d537f2244a0.pdf
40. Owusu-Mensah, F., Pufaa, H. A. K. ve Sakyi, D. K. (2020). Delivery of learning modules through the telegram social media application: Views of post graduate diploma in education distance students of university of education, Winneba. 2nd International Conference on New Trends in Teaching and Education (s. 93-116) içinde. London, United Kingdom. http://dx.doi.org/10.33422/2nd.ntteconf.2020.10.55
41. Pempek, T. A., Yermolayeva, Y. A. ve Calvert, S. L. (2009). College students' social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30(3), 227-238. http://dx.doi.org/10.1016/j.appdev.2008.12.010
42. Pradana, S. (2022). Utilizing Telegram And Whatsapp As Effective Substitute Media For Teaching English. Journal on Education, 4(4), 1867-1873. https://doi.org/10.31004/joe.v4i4.2775
43. Pratama, H. ve Prastyaningrum, I. (2019). Effectiveness of the use of integrated project based learning model, Telegram messenger, and plagiarism checker on learning outcomes. Journal of Physics: Conference Series, 1171(1), 1-11. http://dx.doi.org/10.1088/1742-6596/1171/1/012033
44. Salmon, G. (2012). E-moderating: The key to online teaching and learning. London: Routledge.
45. Selwyn, N. (2012). Social media in higher education. The Europa World of Learning, 1(3), 1-10. http://dx.doi.org/10.4135/9781483346397.n272
46. Silalahi, D. E., Siallagan, H., Munthe, B. ve Sihombing, P. S. R. (2022). Investigating students' motivation toward the use of Zoom Meeting application as english learning media during COVID-19 pandemic. Journal of Curriculum and Teaching, 11(5), 41-48. https://dx.doi.org/10.5430/jct.v11n5p41
47. Şimşek, A. (2018). Veri çözümleme teknikleri. A. Şimşek (Ed.). Sosyal bilimlerde araştırma yöntemleri içinde (s. 162-195). Eskişehir: Açıköğretim Yayınları.
48. Singh, C. K. S., Singh, T. S. M., Abdullah, N. Y., Moneyam, S., Ismail, M. R., Tek, E. ve Singh, J. K. S. (2020). Rethinking English language teaching through Telegram, Whatsapp, Google Classroom and Zoom. Systematic Reviews in Pharmacy, 11(11), 45-54. http://dx.doi.org/10.31838/srp.2020.11.9
49. Statista, (2022, 7 Kasım). Number of monthly active telegram users worldwide from March 2014 to April 2022. Erişim adresi: https://www.statista.com/statistics/234038/telegram-messenger-mau-users/
50. Sobaih, A. E. E., Hasanein, A. M., ve Abu Elnasr, A. E. (2020). Responses to COVID-19 in higher education: Social media usage for sustaining formal academic communication in developing countries. Sustainability, 12(16), 6520. https://dx.doi.org/10.3390/su12166520
51. Suri, H. (2011).  Purposeful sampling in qualitative research synthesis. Qualitative Research Journal, 11(2), 63-75. http://dx.doi.org/10.3316/QRJ1102063
52. Sutikno, T., Handayani, L., Stiawan, D., Riyadi, M. A., ve Subroto, I. M. I. (2016). WhatsApp, viber and telegram: Which is the best for instant messaging?. International Journal of Electrical & Computer Engineering (2088-8708), 6(3), 909-914. https://doi.org/10.11591/ijece.v6i3.10271
53. Tabachnick, B.G. ve Fidell, L.S. (2013). Using multivariate statistics. New Jersey, USA: Pearson Education.
54. Telegram Blog, (2015, 15 Mart). Reinventing group chats: Replies, mentions, hashtags and more [Blog yazısı]. Erişim adresi: https://telegram.org/blog/replies-mentions-hashtags
55. Telegram Blog, (2020a, 3 Nisan). Koronavirüs haberleri ve doğrulanmış kanallar [Blog yazısı]. Erişim adresi: https://telegram.org/blog/coronavirus/tr
56. Telegram Blog, (2020b, 14 Ağustos). Telegram’ın evrimi [Blog yazısı]. Erişim adresi: https://telegram.org/evolution Telegram Blog, (2021, 28 Ocak). Telegram haberleri [Blog yazısı]. Erişim adresi: https://telegram.org/blog
57. Telegram Blog, (2022a, 31 Ocak). Video çıkartmaları, daha iyi tepkiler ve daha fazlası [Blog yazısı]. Erişim adresi: https://telegram.org/blog/video-stickers-better-reactions/tr
58. Telegram Blog, (2022b, 11 Mart). İndirme yöneticisi, yeni ek menüsü, diğer uygulamalar ile canlı yayın ve daha fazlası [Blog yazısı]. Erişim adresi: https://telegram.org/blog/downloads-attachmentsstreaming/tr
59. Telegram Blog, (2022c, 16 Nisan). Bildirim sesleri, bot devrimi ve çok daha fazlası [Blog yazısı]. Erişim adresi: https://telegram.org/blog/notifications-bots/tr
60. Telegram Blog, (2022d, 19 Haziran). 700 milyon kullanıcı ve Telegram premium [Blog yazısı]. Erişim adresi: https://telegram.org/blog/700-million-and-premium/tr
61. Telegram Blog, (2022e, 12 Ağustos). Telegram ifade platformu, özel hareketli ifadeler [Blog yazısı]. Telegram premium hediye etme ve daha fazlası. Erişim adresi: https://telegram.org/blog/custom-emoji/tr
62. Telegram Blog, (2022f, 6 Aralık). SIM kartsız kayıt, tüm sohbetleri otomatik silme, konular 2.0 ve daha fazlası [Blog yazısı]. Erişim adresi: https://telegram.org/blog/ultimate-privacy-topics-2-0/tr
63. Telegram Blog, (2023, 3 Şubat). Profil fotoğrafı oluşturucu, tüm sohbetleri çevirme, ifade kategorileri ve daha fazlası [Blog yazısı]. Erişim adresi: https://telegram.org/blog/profile-pics-emoji-translations/tr
64. Uzunboylu, H., Genç, Z. ve Tugun, V. (2017). Determination of how much the preservice teachers use and adopt the online social networks for educational purpose. Procedia Computer Science, 120, 649-655. https://doi.org/10.1016/j.procs.2017.11.291
65. Venkatesh, V., Morris, M. G., Davis, G. B. ve Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3) 425-478. http://dx.doi.org/10.2307/30036540
66. Yazıcıoğlu, Y. ve Erdoğan, S. (2004). SPSS applied scientific research methods. Ankara: Detay Publishing.
67. Yeniçıktı, N. T. (2020). Sağlık Bakanlığının Instagram paylaşımları üzerinden göstergebilimsel bir inceleme #Hayatevesığar. Gaziantep University Journal of Social Sciences, 19(Covid-19 Special Issue), 365-385. http://dx.doi.org/10.21547/jss.767280
68. We Are Social, (2023, 26 Ocak). Digital 2023: Another year of bumper growth [Blog yazısı]. Erişim adresi: https://wearesocial.com/uk/blog/2023/01/digital-2023/