The Relationship Between Preservice Teachers' Online Information Seeking Strategies and Technostress Levels

Abstract

This study aimed to reveal the relationship between preservice teachers' online information seeking strategies and their level of technostress. The study was conducted with 424 preservice teachers using the survey method. It was found that there was a small negative correlation between the factor of organizing information from advanced information seeking strategies and technostress levels. On the other hand, it was found that there was a small positive correlation between the factors of technical features and visuality and single-source use from simple online information seeking strategies and technostress levels. It was concluded that as the level of organizing information, which is an advanced online information seeking strategy, increases, the technostress levels of preservice teachers decrease. In this direction, effective and advanced information search practices of search engines, databases and online libraries can be integrated into educational activities to develop simple and complex information and data search strategies.

Keywords

• Online information seeking strategy
• preservice teachers
• technostress

Öğretmen Adaylarının Çevrimiçi Bilgi Arama Stratejileri ile Teknostres Düzeyleri Arasındaki İlişki

Abstract

Bu çalışmanın amacı öğretmen adaylarının çevrimiçi bilgi arama ve yorumlama stratejileri ile teknostres düzeyleri arasındaki ilişkiyi ortaya koymaktır. Çalışma 424 öğretmen adayıyla, tarama yöntemi kullanılarak gerçekleştirilmiştir. Verilerin toplanmasında Web Ortamında Bilgi Arama ve Yorumlama Stratejileri (WOBAYS) ve Teknoloji Destekli Öğrenme Ortamında Teknostres Düzeyleri ölçekleri kullanılmıştır. Öğretmen adaylarının gelişmiş bilgi arama stratejilerinden bilgiyi organize etme faktörü ile teknostres düzeyleri arasında negatif yönde küçük düzeyde ilişki olduğu tespit edilmiştir. Ayrıca öğretmen adaylarının basit çevrimiçi bilgi arama stratejilerinden teknik özellikler, görsellik ve tek kaynak kullanımı faktörleriyle teknostres düzeyleri arasında pozitif yönde küçük düzeyde ilişki olduğu ortaya çıkmıştır. Bulgular doğrultusunda gelişmiş çevrimiçi bilgi arama stratejisi olan bilgiyi organize etme düzeyi arttıkça öğretmen adaylarının teknostres düzeylerinin azaldığı sonucuna varılmıştır. Öğretmen adayları basit ve karmaşık bilgi ve veri arama stratejilerini geliştirmeleri için arama motorları, veritabanları ve çevrimiçi kütüphanelerinin etkili ve gelişmiş bilgi arama pratikleri eğitim-öğretim etkinliklerine entegre edilebilir. Böylece öğretmen adaylarının olası teknostres kaynaklarının önüne geçilebilir.

Keywords

• Çevrimiçi bilgi arama stratejisi
• öğretmen adayları
• teknostres

References

1. Aesaert, K., Voogt, J., Kuiper, E., & Van Braak, J. (2017). Accuracy and bias of ICT self-efficacy: An empirical study into students’ over- and underestimation of their ICT competencies. Computers in Human Behavior, 75, 92-102. https://doi.org/10.1016/j.chb.2017.05.010
2. Amin, E. B., Al-Dmour, R., Al-Dmour, H., & Al-Dmour, A. (2024). Technostress impact on educator productivity: Gender differences in Jordan's Higher Education. Electronic Journal of e-Learning, 22(8), 60-75. https://doi.org/10.34190/ejel.22.8.3608
3. Atanasoff, L., & Venable, M. A. (2017). Technostress: Implications for adults in the workforce. The Career Development Quarterly, 65(4), 326-338. DOI: 10.1002/cdq.12111
4. Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273-285. https://doi.org/10.1037/ocp0000056
5. Bartra-Rivero, K. R., Vásquez-Pajuelo, L., Avila-Sánchez, G. A., Andrade-Díaz, E. M., Méndez-Ilizarbe, G. S., Rodriguez-Barboza, J. R., & Alarcón-Villalobos, Y. J. (2024). How digital competence reduces technostress. Data and Metadata, 3, 303-303. https://doi.org/10.56294/dm2024303
6. Baş, M., Balaman, F., & Balcı, S. (2021). Üniversite öğrencilerinin teknoloji destekli öğrenme ortamında teknostres düzeyleri ölçeğinin Türkçeye uyarlanması: Geçerlik-güvenirlik çalışması. EKEV Akademi Dergisi, (87), 451-470.
7. Bhatia, S., & Singh, N. (2018). Technostress among information technology professionals: A gender perspective. Journal of Organizational Change Management, 31(7), 1516-1533.
8. Bilal, D. (2000). Children's use of the Yahooligans! web search engine: I. Cognitive, physical, and affective behaviors on fact-based search tasks. Journal of the American Society for Information Science, 51(7), 646-665. https://doi.org/10.1002/(SICI)1097-4571(2000)51:7<646::AID-ASI6>3.0.CO;2-A

9. Brand-Gruwel, S., Wopereis, I., & Vermetten, Y. (2009). Information problem solving by experts and novices: Analysis of a complex cognitive skill. Computers in Human Behavior, 25(3), 987-997. https://doi.org/10.1016/j.chb.2008.12.023
10. Brečko, B. N., Ferrari, A., & Punie, Y., (2014). DIGCOMP: A framework for developing and understanding digital competence in Europe. eLearning Papers, 3-17, ISNN: 1887-1542, www.openeducationeuropa.eu/en/elearning_papers adresinden 24 Kasım 2024 tarihinde alındı.
11. Brod, C. (1984). Technostress: The human cost of the computer revolution. Addison-Wesley.
12. Califf, C. B., Sarker, S., & Sarker, S. (2020). The bright and dark sides of technostress: A mixed-methods study involving healthcare IT. MIS Quarterly, 44(2), 809-856. DOI:10.25300/MISQ/2020/14818
13. Chowdhury, S., Gibb, F., & Landoni, M. (2011). Uncertainty in information seeking and retrieval: A study in an academic environment. Information Processing & Management, 47(2), 157-175. https://doi.org/10.1016/j.ipm.2010.09.006
14. Çalışkan, M., & Çoklar, A. N. (2022). Öğretmen adaylarının teknostres düzeylerinin belirlenmesi. Anadolu Üniversitesi Eğitim Fakültesi Dergisi (AUJEF), 6(3), 341-354. https://doi.org/10.34056/aujef.1106453
15. Çebi, A., & Özdemir, T. B. (2019). The role of digital nativity and digital citizenship in predicting high school students’ online information searching strategies. Egitim ve Bilim, 44(200), 47-57, DOI: 10.15390/EB.2019.8379
16. Çoklar, A. N., & Şahin, Y. L. (2011). Technostress levels of social network users based on ICTs in Turkey. European Journal of Social Sciences, 23(2), 171-182.
17. Çoklar, A., Efilti, E., Şahin, Y., & Akçay, A. (2016). Determining the reasons of technostress experienced by teachers: A qualitative study. Turkish Online Journal of Qualitative Inquiry, 7(2), 71-96. https://doi.org/10.17569/tojqi.96082
18. Davidson, M., & Glassner, A. (2017). Cross-border collaborative learning in the professional development of teachers: case study–online course for the professional development of teachers in a digital age. In M. Khorsrow-Pour (Ed.), Educational leadership and administration: Concepts, methodologies, tools, and applications (pp.1348-1379). IGI Global. DOI: 10.4018/978-1-5225-1624-8.ch063
19. Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. Asia-Pacific Edu Res, 29, 147–157. https://doi.org/10.1007/s40299-019-00461-5
20. Duman, B., & Oğuz, T. (2023). Eğitim alanında yapılan teknostres konulu araştırmalar üzerine sistematik bir analiz. Bartın Üniversitesi Eğitim Araştırmaları Dergisi, 7(2), 195-210.
21. Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Education and Information Technologies, 25, 5751–5769. https://doi.org/10.3390/soc10040086
22. Fidan, M., & Yeleğen, H. C. (2022). Öğretmenlerin dijital yeterliklerinin çeşitli değişkenler açısından incelenmesi ve dijital yeterlik gereksinimleri. Ege Eğitim Dergisi, 23(2), 150-170. https://doi.org/10.12984/egeefd.1075367
23. Fraenkel, J., Wallen, N., & Hyun, H., (2006). How to design and evaluate research in education. McGraw-Hill Education.
24. García-Quismondo, M. Á. M., & Cruz-Palacios, E. (2018, December 20). Gaming como Instrumento Educativo para una Educación en Competencias Digitales desde los Academic Skills Centres. Revista General de Información y Documentación. Universidad Complutense de Madrid (UCM). http://doi.org/10.5209/rgid.62836
25. Geçer, A., & İra, N. (2014). Web ortamında bilgi arama ve yorumlama stratejileri ölçeği’nin Türkçeye uyarlanması. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (38), 134-147.
26. Georgas, H. (2014). Google vs. the library (part II): Student search patterns and behaviors when using Google and a federated search tool. Libraries and the Academy, 14(4), 503-532. https://doi.org/10.1353/pla.2014.0011
27. Gökaslan, M. O. (2022). Akademisyenlerin teknostres kaynaklarının ve teknostres seviyelerinin belirlenmesi. Journal of Applied Sciences of Mehmet Akif Ersoy University, 6(2), 354-383. https://doi.org/10.31200/makuubd.1149198
28. Gökbulut, B. & Dindaş, S. (2022). Öğretmenlerin mesleki tükenmişlik ve teknostres düzeylerinin incelenmesi, International Journal of Eurasia Social Sciences (IJOESS), 13(47), 42-59. http://dx.doi.org/10.35826/ijoess.3096
29. Gökbulut, B. (2021). Öğretmenlerin teknostres ve teknopedagojik yeterlikleri arasındaki ilişki. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22(1), 472-496. https://doi.org/10.29299/kefad.929603
30. Göker, H., & Tekedere, H. (2024). Dijital yerlilerde çevrimiçi bilgi arama stratejileri: Dijital okuryazarlık düzeyinin yordayıcı rolü. Türkiye Sosyal Araştırmalar Dergisi, 28(2), 532-542. https://doi.org/10.20296/tsadergisi.1274856
31. Jena, R. K. (2015). Technostress in ICT enabled collaborative learning environment: An empirical study among Indian academician. Computers in Human Behavior, 51, 1116-1123. https://doi.org/10.1016/j.chb.2015.03.020
32. Kıncı, C., & Özgür, H. (2022). Öğretmenlerin teknostres düzeylerinin çeşitli değişkenlere göre değerlendirilmesi: Edirne ili örneği. Trakya Eğitim Dergisi, 12(2), 1106-1132. https://doi.org/10.24315/tred.1033278
33. Kim, K. S., & Sin, S. J. (2011). Selecting quality sources: Bridging the gap between the perception and use of information sources. Journal of Information Science, 37(2), 178-188. https://doi.org/10.1177/0165551511400958
34. König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
35. Kuiper, E., Volman, M., & Terwel, J. (2005). The Web as an information resource in K–12 education: Strategies for supporting students in searching and processing information. Review of Educational Research, 75(3), 285-328.
36. Kumpikaitė-Valiūnienė, V., Aslan, I., Duobienė, J., Glińska, E., & Anandkumar, V. (2021). Influence of digital competence on perceived stress, burnout and well-being among students studying online during the COVID-19 lockdown: A 4-country perspective. Psychology research and behavior management, 1483-1498. https://doi.org/10.2147/PRBM.S325092
37. Lazonder, A. W., & Rouet, J. F. (2008). Information problem solving instruction: Some cognitive and metacognitive issues. Computers in Human Behavior, 24(3), 753-765. https://doi.org/10.1016/j.chb.2007.01.025
38. Lee, Y., Park, J. G., & Baker, R. D. (2016). The role of self-efficacy in technostress and job satisfaction: A case of south korean workers. Journal of Organizational and End User Computing, 28(1), 36-48. https://doi.org/10.4018/JOEUC.2016010103
39. Li, L., & Wang, X. (2021). Technostress inhibitors and creators and their impacts on university teachers’ work performance in higher education. Cognition, Technology & Work, 23(2), 315-330. https://doi.org/10.1007/s10111-020-00625-0
40. Lin, Y., & Yu, Z. (2024). An integrated bibliometric analysis and systematic review modelling students’ technostress in higher education. Behaviour & Information Technology, 1-25. https://doi.org/10.1080/0144929X.2024.2332458
41. Liu, Z. (2004). Perceptions of credibility of scholarly information on the web. Information Processing & Management, 40(6), 1027-1038. https://doi.org/10.1016/j.ipm.2004.02.003
42. Marchionini, G. (1995). Information seeking in electronic environments. Cambridge University Press.
43. Merdan, E., & Karadal, H. (2022). Teknostres ve iş geriliminin hizmet inovasyon davranışına etkisi: Esnek çalışma düzenlemelerinin aracılık rolü. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(2), 540-557. https://doi.org/10.31592/aeusbed.1096614
44. Naifeld, A., & Simon, S. (2017). Teaching students’ understanding of innovative pedagogy. European Scientific Journal, 13(4), 15-26. http://dx.doi.org/10.19044/esj.2017.v13n4p15
45. Niu, L., Wang, X., Wallace, M. P., Pang, H., & Xu, Y. (2022). Digital learning of English as a foreign language among university students: How are approaches to learning linked to digital competence and technostress?. Journal of Computer Assisted Learning, 38(5), 1332-1346. https://doi.org/10.1111/jcal.12679
46. Pirkkalainen, H., Salo, M., Makkonen, M., & Tarafdar, M. (2017, 10-13 December). Coping with technostress: When emotional responses fail. In Proceedings of the 38th International Conference on Information Systems, Association for Information Systems (AIS), Seoul, South Korea
47. Ragu-Nathan, T. S., Tarafdar, M., Ragu-Nathan, B. S., & Tu, Q. (2008). The consequences of technostress for end users in organizations: Conceptual development and empirical validation. Information Systems Research, 19(4), 417-433. https://doi.org/10.1287/isre.1070.0165
48. Riedl, R. (2012). On the biology of technostress: Literature review and research agenda. Data Base for Advances in Information Systems, 44(1), 18-55. https://doi.org/10.1145/2436239.2436242
49. Rodgers, S., Maloney, B., Ploderer, B., & Brereton, M. (2016, 29 November – 2 December). Managing stress, sleep and technologies: an exploratory study of Australian university students. In Proceedings of the 28th Australian Conference on Computer-Human Interaction (pp. 526-530). Launceston Tasmania Australia. https://doi.org/10.1145/3010915.3010961
50. Salanova, M., Llorens, S., & Cifre, E. (2013). The dark side of technologies: Technostress among users of information and communication technologies. International Journal of Psychology, 48(3), 422-436. https://doi.org/10.1080/00207594.2012.680460
51. Saleem, F., & Malik, M. I. (2023). Technostress, quality of work life, and job performance: A moderated mediation model. Behavioral Sciences, 13(12), 1014. https://doi.org/10.3390/bs13121014
52. Shamir-Inbal, T., & Blau, I. (2016). Developing digital wisdom by students and teachers: The impact of integrating tablet computers on learning and pedagogy in an elementary school. Journal of Educational Computing Research, 54(7), 967-996. https://doi.org/10.1177/0735633116649
53. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
54. Tarafdar, M., Cooper, C. L., & Stich, J. F. (2019). The technostress trifecta—Techno eustress, techno distress and design: Theoretical directions and an agenda for research. Information Systems Journal, 29(1), 6-42. https://doi.org/10.1111/isj.12169
55. Tarafdar, M., Tu, Q., & Ragu-Nathan, B. S. (2011). Impact of technostress on end-user satisfaction and performance. Journal of Management Information Systems, 27(3), 303-334. https://doi.org/10.2753/MIS0742-1222270311
56. Tarafdar, M., Tu, Q., Ragu-Nathan, B. S., & Ragu-Nathan, T. S. (2007). The impact of technostress on role stress and productivity. Journal of Management Information Systems, 24(1), 301-328. https://doi.org/10.2753/MIS0742-1222240109
57. Thompson, P. (2013). The digital natives as learners: Technology use patterns and approaches to learning. Computers & Education, 65, 12-33. https://doi.org/10.1016/j.compedu.2012.12.022
58. Timmers, C. F., & Glas, C. A. (2010). Developing scales for information‐seeking behaviour. Journal of Documentation, 66(1), 46-69. https://doi.org/10.1108/00220411011016362
59. Tsai, M. J. (2009). Online information searching strategy inventory (OISSI): A quick version and a complete version. Computers & Education, 53(2), 473-483. https://doi.org/10.1016/j.compedu.2009.03.007
60. Vural, M., & Tuncer, M. (2024). Öğretmen ve yöneticilerin teknostres düzeylerinin çeşitli değişkenler açısından değerlendirilmesi. Elektronik Eğitim Bilimleri Dergisi, 13(25), 34-53. https://doi.org/10.55605/ejedus.1390593
61. Wang, X., Tan, S. C., & Li, L. (2020). Measuring university students’ technostress in technology-enhanced learning: Scale development and validation. Australasian Journal of Educational Technology, 36(4), 96-112. https://doi.org/10.14742/ajet.5329
62. Warden, C. A., Yi-Shun, W., Stanworth, J. O., & Chen, J. F. (2022). Millennials’ technology readiness and self-efficacy in online classes. Innovations in Education and Teaching International, 59(2), 226-236. https://doi.org/10.1080/14703297.2020.1798269 Wu, Y.T., & Tsai, C. C. (2005). Information commitments: Evaluative standard and information searching strategies in web-based learning environments. Journal of Computer Assisted Learning, 21, 374-385. https://doi.org/10.1111/j.1365-2729.2005.00144.x Yüksek Öğretim Kurumu [YÖK] (2018). Öğretmen yetiştirme lisans programları. https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari adresinden 22 Şubat 2025 tarihinde alındı. Zhang, M., & Quintana, C. (2012). Scaffolding strategies for supporting middle school students' online inquiry processes. Computers & Education, 58(1), 181-196. https://doi.org/10.1016/j.compedu.2011.07.016