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Üniversite Öğrencileri Derste Akıllı Telefonla Siber Aylaklık Yapıyor mu?: Tanımlayıcı Bir Çalışma

Year 2022, Issue: 16, 75 - 86, 30.04.2022

Tuğba Öztürk Yıldırım Hanife Tiryaki Şen Hilal Kuşcu Karatepe Halime Öztürk Çalıkoğlu Şehrinaz Polat

https://doi.org/10.38079/igusabder.1041336

Abstract

Amaç: Günümüzde öğrencilerin akıllı telefonlarını ders sırasında ders dışı amaçlarla kullanmaları eğiticilerin kontrol etmekte zorlandıkları bir konu haline gelmiştir. Bu çalışmanın amacı, üniversite öğrencilerinin ders esnasında akıllı telefon üzerinden gerçekleştirdikleri siber aylaklık düzeylerini belirlemektir.
Yöntem: Tanımlayıcı türdeki bu araştırma iki devlet ve iki vakıf üniversitesinde sağlıkla ilgili lisans programlarında öğrenim gören 892 öğrenci ile yürütülmüştür. Veriler, Soru Formu ve Polat (2018) tarafından Türkçe’ye uyarlanan Derslerde Akıllı Telefon Siber Aylaklığı Ölçeği (DATSA) kullanılarak yüzyüze anket tekniği ile toplanmıştır.
Bulgular: Araştırmaya katılan üniversite öğrencilerinin derslerde akıllı telefon siber aylaklığı düzeylerinin düşük (2,33 ± 1,11) olduğu belirlenmiştir. Çalışmaya katılan kadın öğrencilerin erkek öğrencilere; 21 ve üzeri yaşa sahip öğrencilerin 20 ve altı yaşa sahip öğrencilere; Marmara bölgesinde okuyan öğrencilerin Akdeniz bölgesinde okuyan öğrencilere; Beslenme ve Diyetetik bölümünde okuyan öğrencilerin Hemşirelik bölümünde okuyan öğrencilere göre derslerde akıllı telefon siber aylaklığı düzeyleri anlamlı şekilde yüksek bulunmuştur (p<0,05).
Sonuç: Derste akıllı telefonla sanal aylaklık davranışının sıklığı cinsiyet, yaş, coğrafi bölge ve öğrencilerin okudukları bölümden etkilenmektedir. Bu çalışma, etkili öğretme ve öğrenme ortamlarına yönelik planlamalara yol göstermesi bakımından eğiticilere temel bir bilgi sağlar.

Keywords

Siber aylaklık Akıllı telefon öğrenciler

Thanks

Yazarlar çalışmaya katılan tüm öğrencilere teşekkür eder.

References

  • Lim VKG, Chen DJQ. Cyberloafing at the workplace: gain or drain on work? Behav Inf Technol. 2012;31(4):343-353. doi:10.1080/01449290903353054.
  • Widiastuti R, Margaretha M. Personality factors and cyberloafing of college students in Indonesia. Int J Appl Bus Econ Res. 2016;14(13):9227-9238.
  • Huma ZE, Hussain S, Thurasamy R, Malik MI. Determinants of cyberloafing: a comparative study of a public and private sector organization. Internet Res. 2017;27(1):97-117. doi:10.1108/IntR-12-2014-0317.
  • Koay KY, Soh PCH. Should cyberloafing be allowed in the workplace? Hum Resour Manag Int Dig. 2018;26(7):4-6. doi:10.1108/HRMID-05-2018-0107.
  • Mercado BK, Giordano C, Dilchert S. A meta analytic investigation of cyberloafing. Career Dev Int. 2017;22(5):546-564. doi:10.1108/CDI-08-2017-0142.
  • Çok R, Kutlu M. An examination of the relationship between non-course related internet usage during course time and academic motivation level of university students in terms of various variables. J Int Lingual Soc Educ Sci. 2018;4(1):1-21.
  • Semerci R, Akgün Kostak M. The determination of the usage characteristic of smartphones in nursing students. HSP. 2019;6:8-16. doi:10.17681/hsp.380004.
  • Wu J, Mei W, Ugrin JC. Student cyberloafing in and out of the classroom in China and the relationship with student performance. Cyberpsychology, Behav Soc Netw. 2018;21(3):199-204. doi:10.1089/cyber.2017.0397.
  • Bulduklu Y, Paşa Özer N. Young people’s smartphone use motivations. İnsan ve Toplum Bilim Araştırmaları Derg. 2016;5(8):2963-2986.
  • We Are Social. Digital 2021 Global Overview Report. We Are Social. https://wearesocial.com/uk/blog/2021/01/digital-2021-uk/. Published 2021. Accessed November 18, 2021.
  • Dursun OO, Donmez O. Predictors of cyberloafing among preservice information technology teachers. Contemporary Educational Technology. 2018;9(1):22-41.
  • Kumcagiz H, Gunduz Y. Relationship between psychological well-being and smartphone addiction of university students. Int J High Educ. 2016;5(4). doi:10.5430/ijhe.v5n4p144.
  • Polat M. Derslerde akıllı telef siber aylaklığı ölçeği üniversite öğrencileri için bir ölçek uyarlama çalışması. Social Sciences Studies Journal. 2018;4(21):3114-3127. doi:10.4135/9781608717583.n96.
  • Korucu AT, Kara S. Examination of the relationship between smartphone cyberloafing levels and virtual environment loneliness levels of teacher candidates. Journal of Information and Communication Technologies. 2019;1(1):41-56.
  • Blau G, Yang Y, Ward-Cook K. Testing a measure of cyberloafing. J Allied Health. 2006;35(1):9-17.
  • Varol F, Yıldırım E. Cyberloafing in higher education: Reasons and suggestions from students’ perspectives. Technol Knowl Learn. 2019;24(1):129-142. doi:10.1007/s10758-017-9340-1.
  • Şumuer E, Gezgin DM, Yıldırım S. An investigation of the factors affecting college students’ mobile phone use for non-instructional purposes in the class. Sak Univ J Educ. 2018;8(4):7-19. doi:10.19126/suje.378459.
  • Torun F, Dargut T. A proposal for the applicability of flipped classroom model in mobile learning environments. J Educ Sci. 2015;6(2):20-29.
  • Hsu LL, Hsiang HC, Tseng YH, Huang SY, Hsieh SI. Nursing students’ experiences of using a smart phone application for a physical assessment course: a qualitative study. Japan J Nurs Sci. 2019;16(2):115-124. doi:10.1111/jjns.12215.
  • Kheokao J, Yingrengreung S, Siriwanij W, Krirkgulthorn T, Panidchakult K. Media use of nursing students in Thailand. In: 2015 4th Int Symp Emerg Trends Technol Libr Inf Serv; January, 2015; doi:10.1109/ETTLIS.2015.7048184.
  • Kim JH, Park H. Effects of smartphone-based mobile learning in nursing education: a systematic review and meta-analysis. Asian Nurs Res (Korean Soc Nurs Sci). 2019;13(1):20-29. doi:10.1016/j.anr.2019.01.005.
  • Lin CC. Learning English reading in a mobile-assisted extensive reading program. Comput Educ. 2014;78:48-59. doi:10.1016/j.compedu.2014.05.004.
  • Sandholzer M, Deutsch T, Frese T, Winter A. Predictors of students’ self-reported adoption of a smartphone application for medical education in general practice. BMC Med Educ. 2015;15(1):1-7. doi:10.1186/s12909-015-0377-3.

Do University Students Cyberloaf with Their Smartphones in Class? A Descriptive Study

Year 2022, Issue: 16, 75 - 86, 30.04.2022

Tuğba Öztürk Yıldırım Hanife Tiryaki Şen Hilal Kuşcu Karatepe Halime Öztürk Çalıkoğlu Şehrinaz Polat

https://doi.org/10.38079/igusabder.1041336

Abstract

Aim: Nowadays, students' smartphone use during their lessons for non-class-related purposes has become an issue that educators have trouble controlling. The purpose of this study is to determine the level of cyberloafing that university students perform during lessons through their smartphones.
Method: This descriptive study was conducted with 892 students studying in health-related undergraduate programs at two-state and two foundation universities. The data was collected through a face-to-face survey using a question form and the Smartphone Cyberloafing Scale in Classes (SPCSC) adapted to Turkish by Polat (2018).
Results: The smartphone cyberloafing level of university students participating in the research has been determined to be low (2,33±1,11). The smartphone cyberloafing levels during lessons were significantly higher for male students participating in the study compared to female students; for students aged 21 and over compared to students aged 20 and under; for students in the Marmara region compared to students in the Mediterranean region; and for students studying in the Department of Nutrition and Dietetics compared to students studying in the Department of Nursing (p<0.05).
Conclusion: The frequency of smartphone cyberloafing behavior in class is affected by gender, age, geographical region, and the department of the students. This study provides educators with basic knowledge to guide planning for effective teaching and learning settings.

Keywords

Cyberloafing smartphone students

References

  • Lim VKG, Chen DJQ. Cyberloafing at the workplace: gain or drain on work? Behav Inf Technol. 2012;31(4):343-353. doi:10.1080/01449290903353054.
  • Widiastuti R, Margaretha M. Personality factors and cyberloafing of college students in Indonesia. Int J Appl Bus Econ Res. 2016;14(13):9227-9238.
  • Huma ZE, Hussain S, Thurasamy R, Malik MI. Determinants of cyberloafing: a comparative study of a public and private sector organization. Internet Res. 2017;27(1):97-117. doi:10.1108/IntR-12-2014-0317.
  • Koay KY, Soh PCH. Should cyberloafing be allowed in the workplace? Hum Resour Manag Int Dig. 2018;26(7):4-6. doi:10.1108/HRMID-05-2018-0107.
  • Mercado BK, Giordano C, Dilchert S. A meta analytic investigation of cyberloafing. Career Dev Int. 2017;22(5):546-564. doi:10.1108/CDI-08-2017-0142.
  • Çok R, Kutlu M. An examination of the relationship between non-course related internet usage during course time and academic motivation level of university students in terms of various variables. J Int Lingual Soc Educ Sci. 2018;4(1):1-21.
  • Semerci R, Akgün Kostak M. The determination of the usage characteristic of smartphones in nursing students. HSP. 2019;6:8-16. doi:10.17681/hsp.380004.
  • Wu J, Mei W, Ugrin JC. Student cyberloafing in and out of the classroom in China and the relationship with student performance. Cyberpsychology, Behav Soc Netw. 2018;21(3):199-204. doi:10.1089/cyber.2017.0397.
  • Bulduklu Y, Paşa Özer N. Young people’s smartphone use motivations. İnsan ve Toplum Bilim Araştırmaları Derg. 2016;5(8):2963-2986.
  • We Are Social. Digital 2021 Global Overview Report. We Are Social. https://wearesocial.com/uk/blog/2021/01/digital-2021-uk/. Published 2021. Accessed November 18, 2021.
  • Dursun OO, Donmez O. Predictors of cyberloafing among preservice information technology teachers. Contemporary Educational Technology. 2018;9(1):22-41.
  • Kumcagiz H, Gunduz Y. Relationship between psychological well-being and smartphone addiction of university students. Int J High Educ. 2016;5(4). doi:10.5430/ijhe.v5n4p144.
  • Polat M. Derslerde akıllı telef siber aylaklığı ölçeği üniversite öğrencileri için bir ölçek uyarlama çalışması. Social Sciences Studies Journal. 2018;4(21):3114-3127. doi:10.4135/9781608717583.n96.
  • Korucu AT, Kara S. Examination of the relationship between smartphone cyberloafing levels and virtual environment loneliness levels of teacher candidates. Journal of Information and Communication Technologies. 2019;1(1):41-56.
  • Blau G, Yang Y, Ward-Cook K. Testing a measure of cyberloafing. J Allied Health. 2006;35(1):9-17.
  • Varol F, Yıldırım E. Cyberloafing in higher education: Reasons and suggestions from students’ perspectives. Technol Knowl Learn. 2019;24(1):129-142. doi:10.1007/s10758-017-9340-1.
  • Şumuer E, Gezgin DM, Yıldırım S. An investigation of the factors affecting college students’ mobile phone use for non-instructional purposes in the class. Sak Univ J Educ. 2018;8(4):7-19. doi:10.19126/suje.378459.
  • Torun F, Dargut T. A proposal for the applicability of flipped classroom model in mobile learning environments. J Educ Sci. 2015;6(2):20-29.
  • Hsu LL, Hsiang HC, Tseng YH, Huang SY, Hsieh SI. Nursing students’ experiences of using a smart phone application for a physical assessment course: a qualitative study. Japan J Nurs Sci. 2019;16(2):115-124. doi:10.1111/jjns.12215.
  • Kheokao J, Yingrengreung S, Siriwanij W, Krirkgulthorn T, Panidchakult K. Media use of nursing students in Thailand. In: 2015 4th Int Symp Emerg Trends Technol Libr Inf Serv; January, 2015; doi:10.1109/ETTLIS.2015.7048184.
  • Kim JH, Park H. Effects of smartphone-based mobile learning in nursing education: a systematic review and meta-analysis. Asian Nurs Res (Korean Soc Nurs Sci). 2019;13(1):20-29. doi:10.1016/j.anr.2019.01.005.
  • Lin CC. Learning English reading in a mobile-assisted extensive reading program. Comput Educ. 2014;78:48-59. doi:10.1016/j.compedu.2014.05.004.
  • Sandholzer M, Deutsch T, Frese T, Winter A. Predictors of students’ self-reported adoption of a smartphone application for medical education in general practice. BMC Med Educ. 2015;15(1):1-7. doi:10.1186/s12909-015-0377-3.
There are 23 citations in total.

Details

Primary Language English
Subjects Clinical Sciences
Journal Section Articles
Authors

Tuğba Öztürk Yıldırım 0000-0002-6853-8996

Hanife Tiryaki Şen 0000-0003-3350-1701

Hilal Kuşcu Karatepe 0000-0001-9237-2714

Halime Öztürk Çalıkoğlu 0000-0003-0121-7124

Şehrinaz Polat 0000-0002-1884-897X

Publication Date April 30, 2022
Acceptance Date April 8, 2022
Published in Issue Year 2022 Issue: 16

Cite

APA Öztürk Yıldırım, T., Tiryaki Şen, H., Kuşcu Karatepe, H., Öztürk Çalıkoğlu, H., et al. (2022). Do University Students Cyberloaf with Their Smartphones in Class? A Descriptive Study. İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi(16), 75-86. https://doi.org/10.38079/igusabder.1041336
AMA Öztürk Yıldırım T, Tiryaki Şen H, Kuşcu Karatepe H, Öztürk Çalıkoğlu H, Polat Ş. Do University Students Cyberloaf with Their Smartphones in Class? A Descriptive Study. IGUSABDER. April 2022;(16):75-86. doi:10.38079/igusabder.1041336
Chicago Öztürk Yıldırım, Tuğba, Hanife Tiryaki Şen, Hilal Kuşcu Karatepe, Halime Öztürk Çalıkoğlu, and Şehrinaz Polat. “Do University Students Cyberloaf With Their Smartphones in Class? A Descriptive Study”. İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi, no. 16 (April 2022): 75-86. https://doi.org/10.38079/igusabder.1041336.
EndNote Öztürk Yıldırım T, Tiryaki Şen H, Kuşcu Karatepe H, Öztürk Çalıkoğlu H, Polat Ş (April 1, 2022) Do University Students Cyberloaf with Their Smartphones in Class? A Descriptive Study. İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi 16 75–86.
IEEE T. Öztürk Yıldırım, H. Tiryaki Şen, H. Kuşcu Karatepe, H. Öztürk Çalıkoğlu, and Ş. Polat, “Do University Students Cyberloaf with Their Smartphones in Class? A Descriptive Study”, IGUSABDER, no. 16, pp. 75–86, April 2022, doi: 10.38079/igusabder.1041336.
ISNAD Öztürk Yıldırım, Tuğba et al. “Do University Students Cyberloaf With Their Smartphones in Class? A Descriptive Study”. İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi 16 (April 2022), 75-86. https://doi.org/10.38079/igusabder.1041336.
JAMA Öztürk Yıldırım T, Tiryaki Şen H, Kuşcu Karatepe H, Öztürk Çalıkoğlu H, Polat Ş. Do University Students Cyberloaf with Their Smartphones in Class? A Descriptive Study. IGUSABDER. 2022;:75–86.
MLA Öztürk Yıldırım, Tuğba et al. “Do University Students Cyberloaf With Their Smartphones in Class? A Descriptive Study”. İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi, no. 16, 2022, pp. 75-86, doi:10.38079/igusabder.1041336.
Vancouver Öztürk Yıldırım T, Tiryaki Şen H, Kuşcu Karatepe H, Öztürk Çalıkoğlu H, Polat Ş. Do University Students Cyberloaf with Their Smartphones in Class? A Descriptive Study. IGUSABDER. 2022(16):75-86.
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