Research Article
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Year 2021, Volume: 4 Issue: 2, 334 - 348, 31.05.2021
https://doi.org/10.31681/jetol.929304

Abstract

References

  • Aghazamani, A. (2010). How do university students spend their time on Facebook? An exploratory study. Journal of American Science, 6(12), 730–735.
  • Alhabash, S., & Ma, M. (2017). A tale of four platforms: Motivations and uses of Facebook, Twitter, Instagram, and Snapchat among college students?. Social Media and Society, 3(1), 1–13.
  • Al-Dhanhani, A., Mizouni, R., Otrok, H., & Al-Rubaie, A. (2015). Analysis of collaborative learning in social network sites used in education. Social Network Analysis and Mining, 5(1), 65.
  • Al-Rahmi, W. M., Alias, N., Othman, M. S., Marin, V. I., & Tur, G. (2018). A model of factors affecting learning performance through the use of social media in Malaysian higher education. Computers & Education, 121, 59–72.
  • Al-Rahmi, W., Othman, M., Yusof, L., & Musa, M. (2015). Using social media as a tool for improving academic performance through collaborative learning in Malaysian higher education. Review of European Studies, 7, 265–273.
  • Aydın, F. (2010). Ortaöğretim öğrencilerinin coğrafya kavramına ilişkin sahip oldukları metaforlar. Kuram ve Uygulamada Eğitim Bilimleri, 10(3), 1293–1322.
  • Balakrishnan, J., & Griffiths, M. D. (2017). Social media addiction: What is the role of content in YouTube?. Journal of Behavioral Addictions, 6(3), 364–377.
  • Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer‐mediated Communication, 13(1), 210–30.
  • Caraher, K., & Braselman, M. (2010). The 2010 21st-Century Campus Report: Campus 2.0. 2010 CDW Government LLC. Retrieved from http://webobjects.cdw.com/webobjects/media/pdf/newsroom/CDWG-21st-Century-Campus-Report-0710.pdf.
  • Carpenter, J. (2015). Preservice teachers’ microblogging: Professional development via Twitter. Contemporary Issues in Technology and Teacher Education, 15(2), 209–234.
  • Chou, H.T.G., & Edge, N. (2012). “They are happier and having better lives than I am”: The impact of using Facebook on perceptions of others’ lives. Cyberpsychology, Behavior and Social Networking, 15(2), 117–121
  • Correa, T., Hinsley, A. W., & De Zuniga, H. G. (2010). Who interacts on the Web?: The intersection of users’ personality and social media use. Computers in Human Behavior, 26(2), 247–253.
  • Cramer, E. M., Song, H., & Drent, A. M. (2016). Social comparison on Facebook: Motivation, affective consequences, self-esteem, and Facebook fatigue. Computers in Human Behavior, 64, 739–746.
  • Creswell, J. W. (2015). Nitel araştırma yöntemleri. (M. Bütün & S. B. Demir, çev. ed.). Ankara: Siyasal Kitabevi.
  • Christensen, L. B., Johnson, B., & Turner, L. A. (2011). Research methods, design, and analysis. Pearson: New York.
  • Denti, L., Barbopuolos, I., Nilsson, I., Holmberg, L., Thulin, M., Wendeblad, M., & Davidsson, E. (2012). Sweden's largest Facebook study, Gothenburg Research Institute, Gothenburg (2012). Retrieved from https://gupea.ub.gu.se/bitstream/2077/28893/1/gupea_2077_28893_1.pdf
  • Dyson, B., Vickers, K., Turtle, J., & Cowan, S. (2015). Evaluating the use of Facebook to increase student engagement and understanding in lecture-based classes. Higher Education, 69, 303–313.
  • Erdem, A., Alkan, M.F., & Erdem, Ş. (2017). The Perceptions of preservice teachers about the concept of social media. Karaelmas Journal of Educational Sciences, 5(1), 169–179.
  • Eynon, R., & Malmberg, L. (2011). A typology of young people's Internet use: implications for education. Computers and Education, 56(3), 585–595.
  • Foss, N., & Olson, M. (2013). The beliefs and perceived experiences of pre-service and early service teachers using Facebook. National Forum of Teacher Education Journal, 23(3), 1–16.
  • Gonzales, A. L., & Hancock, J. T. (2011). Mirror, mirror on my Facebook wall: Effects of exposure to Facebook on self-esteem. Cyberpsychology, Behavior, and Social Networking, 14, 79–83.
  • Haferkamp, N., & Kramer, N. C. (2011). Social comparison 2.0: Examining the effects of online profiles on social-networking sites. Cyberpsychology, Behavior, and Social Networking, 14(5), 309–314.
  • Hamade, S. N. (2013). Perception and use of social networking sites among university students. Library Review, 62(6-7), 388–397.
  • Haneefa, M. K., & Sumitha, E. (2011). Perception and use of social networking sites by the students of Calicut University. DESIDOC Journal of Library & Information Technology, 31(4).
  • Hew, K. F. (2011). Students’ and teachers’ use of Facebook. Computers in Human Behavior, 27(2), 662–676.
  • Hosny, M.I., & Fatima, S. (2012). Facebook in education: Students, teachers, and library perspectives. Journal of Computing, 4(6), 78–86.
  • Hrastinski, S., & Aghaee, N. M. (2012). How are campus students using social media to support their studies? An explorative interview study. Education and Information Technologies, 17(4), 451–464.
  • Hughes, D. J., Rowe, M., Batey, M., & Lee, A. (2012). A tale of two sites: Twitter vs. Facebook and the personality predictors of social media usage. Computers in Human Behavior, 28(2), 561–569.
  • Hughes, J. E., Ko, Y., Lim, M., & Liu, S. (2015). Preservice teachers’ social networking use, concerns, and educational possibilities: Trends from 2008-2012. Journal of Technology and Teacher Education, 23(2), 185–212.
  • Imlawi, J., Gregg, D., & Karimi, J. (2015). Student engagement in course-based social networks: The impact of instructor credibility and use of communication. Computers & Education, 88, 84–96.
  • Iordache, D. D., & Lamanauskas, V. (2013). Exploring the usage of social networking websites: perceptions and opinions of Romanian university students. Informatica Economică, 17(4), 18–25.
  • Ito, M., Horst, H. A., Bittanti, M., Danah, B., Herr Stephenson, B., Lange, P. G., Pascoe, C. J., & Robinson, L. (2009). Living and learning with new media. The MIT Press: London.
  • Jiao, Y., Gao, J., & Yang, J. (2015). Social value and content value in social media: two ways to flow. Journal of Advanced Management Science, 3(4), 299–306.
  • Kara, N., Çubukçuoğlu, B., & Elçi, A. (2020). Using social media to support teaching and learning in higher education: an analysis of personal narratives. Research in Learning Technology, 28.
  • Keçe, M. (2016). Facebook addiction among Turkish students. IOSR Journal of Research & Method in Education (IOSR-JRME), 6(2), 123–132.
  • Kemp, S. (2020). Digital 2020: Global digital overview. We Are Social & Hootsuite. Retrieved from https://datareportal.com/reports/digital-2020-global-digital-overview
  • Khan, M. L. (2017). Social media engagement: What motivates user participation and consumption on YouTube?. Computers in Human Behavior, 66, 236–247.
  • Kim, Y., Sohn, D., & Choi, S. M. (2011). Cultural difference in motivations for using social network sites: A comparative study of American and Korean college students. Computers in Human Behavior, 27(1), 365–372.
  • Kircaburun, K. (2016). Effects of gender and personality differences on Twitter addiction among Turkish undergraduates. Journal of Education and Practice, 7(24), 33–42.
  • Kircaburun, K., Alhabash, S., Tosuntaş, Ş. B., & Griffiths, M. D. (2020). Uses and gratifications of problematic social media use among university students: A simultaneous examination of the Big Five of personality traits, social media platforms, and social media use motives. International Journal of Mental Health and Addiction, 18(3), 525–547.
  • Kitsantas, A., Dabbagh, N., Chirinos, D. S., & Fake, H. (2016). College students’ perceptions of positive and negative effects of social networking. In Social networking and education (pp. 225-238). Springer, Cham.
  • Köseoğlu, P. (2018). An analysis of prospective teachers’ perceptions concerning the concept of “social media” through metaphors. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 45–52.
  • Lakoff, G., & Johnson, M. (2005). Metaforlar Hayat, Anlam ve Dil, (Cev: Demir, G.Y.). Istanbul: Paradigma Yayincilik.
  • Lee, C.C., Chou, S.T.H., & Huang, Y.R. (2014). A study on personality traits and social media fatigue-example of Facebook users. Lecture Notes on Information Theory, 2(3), 249–253.
  • Lin, M.F.G., Hoffman, E.S., & Borengasser, C. (2013). Is social media too social for class? A case study of Twitter use. TechTrends, 57(2), 39–45.
  • Lipsman, A. (2007). Facebook sees flood of new traffic from teenagers and adults. ComScore. Retrieved from http://www.comscore.com/Insights/Press_Releases/2007/07/Teenagers_and_Adults_Flood_Facebook
  • Luo, T., Sickel, J., & Cheng, L. (2017). Preservice teachers’ participation and perceptions of Twitter live chats as personal learning networks. TechTrends: Linking Research & Practice to Improve Learning, 61(3), 226–235.
  • Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university: “It is more for socialising and talking to friends about work than for actually doing work.” Learning, Media and Technology, 34(2), 141–155.
  • Matzat, U., & Vrieling, E. M. (2016). Self-regulated learning and social media–a ‘natural alliance’? Evidence on students’ self-regulation of learning, social media use, and student–teacher relationship. Learning, Media and Technology, 41(1), 73–99.
  • Mazman, S.G., & Usluel, Y.K. (2010). Modeling educational uses of Facebook. Computers in Education, 55(2), 444–453.
  • Miller, R., & Melton, J. (2015). College students and risk-taking behaviour on Twitter versus Facebook. Behaviour & Information Technology, 34(7), 678–684.
  • Mirabolghasemi, M., Iahad, N. A., & Rahim, N. Z. A. (2016). Students’ perception towards the potential and barriers of social network sites in higher education. In Social networking and education (pp. 41-49). Springer, Cham.
  • Neier, S., & Zayer, L. T. (2015). Students’ perceptions and experiences of social media in higher education. Journal of Marketing Education, 37(3), 133-143.
  • Park, C.H., & Kim, Y.J. (2013). Intensity of social network use by involvement: A study of young Chinese users. International Journal of Business and Management, 8(6), 22–33.
  • Pempek, T. A., Yermolayeva, Y. A., & Calvert, S. L. (2009). College students' social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30(3), 227–238.
  • Pew Reseach Center (2019). Social media fact sheet. Retrieved from http:// https://www.pewresearch.org/internet/fact-sheet/social-media/
  • Piwek, L., & Joinson, A. (2016). “What do they snapchat about?” Patterns of use in time-limited instant messaging service. Computers in Human Behavior, 54, 358–367.
  • Prescott, J., Wilson, S., & Becket, G. (2013). Facebook use in the learning environment: do students want this? Learning, Media and Technology 38(3), 345-350.
  • Raacke, J., & Bonds-Raacke, J. (2008). MySpace and Facebook: Applying the uses and gratifications theory to exploring friend-networking sites. CyberPsychology & Behavior, 11(2), 169–174
  • Recepoğlu, E., & Ergün, M. (2013). Analyzing Perceptions of Prospective Teachers about Their Media Literacy Competencies. Education, 134(1), 62–73.
  • Selwyn, N. (2009). Faceworking: exploring students' education‐related use of Facebook. Learning, Media and Technology, 34(2), 157–174.
  • Sendurur, P., Sendurur, E., & Yilmaz, R. (2015). Examination of the social network sites usage patterns of pre-service teachers. Computers in Human Behavior, 51, 188–194.
  • Soomro, K. A., Kale, U., & Zai, Y. S. (2014). Pre-service teachers’ and teacher-educators’ experiences and attitudes toward using social networking sites for collaborative learning. Educational Media International, 51(4), 278–294.
  • Şahin, C. (2017). The predictive level of social media addiction for life satisfaction: a study on university students. Turkish Online Journal of Educational Technology-TOJET, 16(4), 120–125.
  • Teherani A, Martimianakis T, Stenfors-Hayes T, Wadhwa A, & Varpio L. (2015). Choosing a qualitative research approach. Journal of Graduate Medical Education, 7(4), 669–70.
  • Turvey, K. (2012). Questioning the character and significance of convergence between social network and professional practices in teacher education. British Journal of Educational Technology, 43(5), 739–753.
  • Vidal, C. E., Martínez, J. G., Fortuño, M. L., & Cervera, M. G. (2011). University students’attitudes towards and expectations of the educational use of social networks. RUSC. Revista de Universidad y Sociedad del Conocimiento, 8(1).
  • Vogel, E. A., Rose, J. P., Roberts, L. R., & Eckles, K. (2014). Social comparison, social media, and self-esteem. Psychology of Popular Media Culture, 3(4), 206.
  • Yaman, M., & Yaman, Ç. (2014). The Use of Social Network Sites by Prospective Physical Education and Sports Teachers (Gazi University Sample). Turkish Online Journal of Educational Technology-TOJET, 13(1), 223–231.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin yayıncılık.

Pre-service teachers' perceptions of social media – A qualitative survey study in Turkey and Sweden

Year 2021, Volume: 4 Issue: 2, 334 - 348, 31.05.2021
https://doi.org/10.31681/jetol.929304

Abstract

The purpose of this study was to investigate pre-service teachers' perceptions of social media. The phenomenology approach, one of the qualitative research methods, was used in the study. The participants of the study included 201 pre-service teachers studying at two state universities, one in Turkey and the other in Sweden, in the spring term of the 2018-2019 academic year. In the study, metaphors were used to reveal pre-service teachers' perceptions of social media. The pre-service teachers were asked to fill in the following query: 'Social Media is like ……… because ………'. The collected qualitative data were analyzed by using content analysis method. The findings indicated that the pre-service teachers from both countries perceived social media mostly as a tool for communication and access to information and that a very few of them associated social media with education. In addition, it was found that pre-service teachers from Turkey had more negative perceptions of social media compared to those from Sweden. The pre-service teachers from Turkey who had negative perceptions associated social media mostly with addiction.

References

  • Aghazamani, A. (2010). How do university students spend their time on Facebook? An exploratory study. Journal of American Science, 6(12), 730–735.
  • Alhabash, S., & Ma, M. (2017). A tale of four platforms: Motivations and uses of Facebook, Twitter, Instagram, and Snapchat among college students?. Social Media and Society, 3(1), 1–13.
  • Al-Dhanhani, A., Mizouni, R., Otrok, H., & Al-Rubaie, A. (2015). Analysis of collaborative learning in social network sites used in education. Social Network Analysis and Mining, 5(1), 65.
  • Al-Rahmi, W. M., Alias, N., Othman, M. S., Marin, V. I., & Tur, G. (2018). A model of factors affecting learning performance through the use of social media in Malaysian higher education. Computers & Education, 121, 59–72.
  • Al-Rahmi, W., Othman, M., Yusof, L., & Musa, M. (2015). Using social media as a tool for improving academic performance through collaborative learning in Malaysian higher education. Review of European Studies, 7, 265–273.
  • Aydın, F. (2010). Ortaöğretim öğrencilerinin coğrafya kavramına ilişkin sahip oldukları metaforlar. Kuram ve Uygulamada Eğitim Bilimleri, 10(3), 1293–1322.
  • Balakrishnan, J., & Griffiths, M. D. (2017). Social media addiction: What is the role of content in YouTube?. Journal of Behavioral Addictions, 6(3), 364–377.
  • Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer‐mediated Communication, 13(1), 210–30.
  • Caraher, K., & Braselman, M. (2010). The 2010 21st-Century Campus Report: Campus 2.0. 2010 CDW Government LLC. Retrieved from http://webobjects.cdw.com/webobjects/media/pdf/newsroom/CDWG-21st-Century-Campus-Report-0710.pdf.
  • Carpenter, J. (2015). Preservice teachers’ microblogging: Professional development via Twitter. Contemporary Issues in Technology and Teacher Education, 15(2), 209–234.
  • Chou, H.T.G., & Edge, N. (2012). “They are happier and having better lives than I am”: The impact of using Facebook on perceptions of others’ lives. Cyberpsychology, Behavior and Social Networking, 15(2), 117–121
  • Correa, T., Hinsley, A. W., & De Zuniga, H. G. (2010). Who interacts on the Web?: The intersection of users’ personality and social media use. Computers in Human Behavior, 26(2), 247–253.
  • Cramer, E. M., Song, H., & Drent, A. M. (2016). Social comparison on Facebook: Motivation, affective consequences, self-esteem, and Facebook fatigue. Computers in Human Behavior, 64, 739–746.
  • Creswell, J. W. (2015). Nitel araştırma yöntemleri. (M. Bütün & S. B. Demir, çev. ed.). Ankara: Siyasal Kitabevi.
  • Christensen, L. B., Johnson, B., & Turner, L. A. (2011). Research methods, design, and analysis. Pearson: New York.
  • Denti, L., Barbopuolos, I., Nilsson, I., Holmberg, L., Thulin, M., Wendeblad, M., & Davidsson, E. (2012). Sweden's largest Facebook study, Gothenburg Research Institute, Gothenburg (2012). Retrieved from https://gupea.ub.gu.se/bitstream/2077/28893/1/gupea_2077_28893_1.pdf
  • Dyson, B., Vickers, K., Turtle, J., & Cowan, S. (2015). Evaluating the use of Facebook to increase student engagement and understanding in lecture-based classes. Higher Education, 69, 303–313.
  • Erdem, A., Alkan, M.F., & Erdem, Ş. (2017). The Perceptions of preservice teachers about the concept of social media. Karaelmas Journal of Educational Sciences, 5(1), 169–179.
  • Eynon, R., & Malmberg, L. (2011). A typology of young people's Internet use: implications for education. Computers and Education, 56(3), 585–595.
  • Foss, N., & Olson, M. (2013). The beliefs and perceived experiences of pre-service and early service teachers using Facebook. National Forum of Teacher Education Journal, 23(3), 1–16.
  • Gonzales, A. L., & Hancock, J. T. (2011). Mirror, mirror on my Facebook wall: Effects of exposure to Facebook on self-esteem. Cyberpsychology, Behavior, and Social Networking, 14, 79–83.
  • Haferkamp, N., & Kramer, N. C. (2011). Social comparison 2.0: Examining the effects of online profiles on social-networking sites. Cyberpsychology, Behavior, and Social Networking, 14(5), 309–314.
  • Hamade, S. N. (2013). Perception and use of social networking sites among university students. Library Review, 62(6-7), 388–397.
  • Haneefa, M. K., & Sumitha, E. (2011). Perception and use of social networking sites by the students of Calicut University. DESIDOC Journal of Library & Information Technology, 31(4).
  • Hew, K. F. (2011). Students’ and teachers’ use of Facebook. Computers in Human Behavior, 27(2), 662–676.
  • Hosny, M.I., & Fatima, S. (2012). Facebook in education: Students, teachers, and library perspectives. Journal of Computing, 4(6), 78–86.
  • Hrastinski, S., & Aghaee, N. M. (2012). How are campus students using social media to support their studies? An explorative interview study. Education and Information Technologies, 17(4), 451–464.
  • Hughes, D. J., Rowe, M., Batey, M., & Lee, A. (2012). A tale of two sites: Twitter vs. Facebook and the personality predictors of social media usage. Computers in Human Behavior, 28(2), 561–569.
  • Hughes, J. E., Ko, Y., Lim, M., & Liu, S. (2015). Preservice teachers’ social networking use, concerns, and educational possibilities: Trends from 2008-2012. Journal of Technology and Teacher Education, 23(2), 185–212.
  • Imlawi, J., Gregg, D., & Karimi, J. (2015). Student engagement in course-based social networks: The impact of instructor credibility and use of communication. Computers & Education, 88, 84–96.
  • Iordache, D. D., & Lamanauskas, V. (2013). Exploring the usage of social networking websites: perceptions and opinions of Romanian university students. Informatica Economică, 17(4), 18–25.
  • Ito, M., Horst, H. A., Bittanti, M., Danah, B., Herr Stephenson, B., Lange, P. G., Pascoe, C. J., & Robinson, L. (2009). Living and learning with new media. The MIT Press: London.
  • Jiao, Y., Gao, J., & Yang, J. (2015). Social value and content value in social media: two ways to flow. Journal of Advanced Management Science, 3(4), 299–306.
  • Kara, N., Çubukçuoğlu, B., & Elçi, A. (2020). Using social media to support teaching and learning in higher education: an analysis of personal narratives. Research in Learning Technology, 28.
  • Keçe, M. (2016). Facebook addiction among Turkish students. IOSR Journal of Research & Method in Education (IOSR-JRME), 6(2), 123–132.
  • Kemp, S. (2020). Digital 2020: Global digital overview. We Are Social & Hootsuite. Retrieved from https://datareportal.com/reports/digital-2020-global-digital-overview
  • Khan, M. L. (2017). Social media engagement: What motivates user participation and consumption on YouTube?. Computers in Human Behavior, 66, 236–247.
  • Kim, Y., Sohn, D., & Choi, S. M. (2011). Cultural difference in motivations for using social network sites: A comparative study of American and Korean college students. Computers in Human Behavior, 27(1), 365–372.
  • Kircaburun, K. (2016). Effects of gender and personality differences on Twitter addiction among Turkish undergraduates. Journal of Education and Practice, 7(24), 33–42.
  • Kircaburun, K., Alhabash, S., Tosuntaş, Ş. B., & Griffiths, M. D. (2020). Uses and gratifications of problematic social media use among university students: A simultaneous examination of the Big Five of personality traits, social media platforms, and social media use motives. International Journal of Mental Health and Addiction, 18(3), 525–547.
  • Kitsantas, A., Dabbagh, N., Chirinos, D. S., & Fake, H. (2016). College students’ perceptions of positive and negative effects of social networking. In Social networking and education (pp. 225-238). Springer, Cham.
  • Köseoğlu, P. (2018). An analysis of prospective teachers’ perceptions concerning the concept of “social media” through metaphors. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 45–52.
  • Lakoff, G., & Johnson, M. (2005). Metaforlar Hayat, Anlam ve Dil, (Cev: Demir, G.Y.). Istanbul: Paradigma Yayincilik.
  • Lee, C.C., Chou, S.T.H., & Huang, Y.R. (2014). A study on personality traits and social media fatigue-example of Facebook users. Lecture Notes on Information Theory, 2(3), 249–253.
  • Lin, M.F.G., Hoffman, E.S., & Borengasser, C. (2013). Is social media too social for class? A case study of Twitter use. TechTrends, 57(2), 39–45.
  • Lipsman, A. (2007). Facebook sees flood of new traffic from teenagers and adults. ComScore. Retrieved from http://www.comscore.com/Insights/Press_Releases/2007/07/Teenagers_and_Adults_Flood_Facebook
  • Luo, T., Sickel, J., & Cheng, L. (2017). Preservice teachers’ participation and perceptions of Twitter live chats as personal learning networks. TechTrends: Linking Research & Practice to Improve Learning, 61(3), 226–235.
  • Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university: “It is more for socialising and talking to friends about work than for actually doing work.” Learning, Media and Technology, 34(2), 141–155.
  • Matzat, U., & Vrieling, E. M. (2016). Self-regulated learning and social media–a ‘natural alliance’? Evidence on students’ self-regulation of learning, social media use, and student–teacher relationship. Learning, Media and Technology, 41(1), 73–99.
  • Mazman, S.G., & Usluel, Y.K. (2010). Modeling educational uses of Facebook. Computers in Education, 55(2), 444–453.
  • Miller, R., & Melton, J. (2015). College students and risk-taking behaviour on Twitter versus Facebook. Behaviour & Information Technology, 34(7), 678–684.
  • Mirabolghasemi, M., Iahad, N. A., & Rahim, N. Z. A. (2016). Students’ perception towards the potential and barriers of social network sites in higher education. In Social networking and education (pp. 41-49). Springer, Cham.
  • Neier, S., & Zayer, L. T. (2015). Students’ perceptions and experiences of social media in higher education. Journal of Marketing Education, 37(3), 133-143.
  • Park, C.H., & Kim, Y.J. (2013). Intensity of social network use by involvement: A study of young Chinese users. International Journal of Business and Management, 8(6), 22–33.
  • Pempek, T. A., Yermolayeva, Y. A., & Calvert, S. L. (2009). College students' social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30(3), 227–238.
  • Pew Reseach Center (2019). Social media fact sheet. Retrieved from http:// https://www.pewresearch.org/internet/fact-sheet/social-media/
  • Piwek, L., & Joinson, A. (2016). “What do they snapchat about?” Patterns of use in time-limited instant messaging service. Computers in Human Behavior, 54, 358–367.
  • Prescott, J., Wilson, S., & Becket, G. (2013). Facebook use in the learning environment: do students want this? Learning, Media and Technology 38(3), 345-350.
  • Raacke, J., & Bonds-Raacke, J. (2008). MySpace and Facebook: Applying the uses and gratifications theory to exploring friend-networking sites. CyberPsychology & Behavior, 11(2), 169–174
  • Recepoğlu, E., & Ergün, M. (2013). Analyzing Perceptions of Prospective Teachers about Their Media Literacy Competencies. Education, 134(1), 62–73.
  • Selwyn, N. (2009). Faceworking: exploring students' education‐related use of Facebook. Learning, Media and Technology, 34(2), 157–174.
  • Sendurur, P., Sendurur, E., & Yilmaz, R. (2015). Examination of the social network sites usage patterns of pre-service teachers. Computers in Human Behavior, 51, 188–194.
  • Soomro, K. A., Kale, U., & Zai, Y. S. (2014). Pre-service teachers’ and teacher-educators’ experiences and attitudes toward using social networking sites for collaborative learning. Educational Media International, 51(4), 278–294.
  • Şahin, C. (2017). The predictive level of social media addiction for life satisfaction: a study on university students. Turkish Online Journal of Educational Technology-TOJET, 16(4), 120–125.
  • Teherani A, Martimianakis T, Stenfors-Hayes T, Wadhwa A, & Varpio L. (2015). Choosing a qualitative research approach. Journal of Graduate Medical Education, 7(4), 669–70.
  • Turvey, K. (2012). Questioning the character and significance of convergence between social network and professional practices in teacher education. British Journal of Educational Technology, 43(5), 739–753.
  • Vidal, C. E., Martínez, J. G., Fortuño, M. L., & Cervera, M. G. (2011). University students’attitudes towards and expectations of the educational use of social networks. RUSC. Revista de Universidad y Sociedad del Conocimiento, 8(1).
  • Vogel, E. A., Rose, J. P., Roberts, L. R., & Eckles, K. (2014). Social comparison, social media, and self-esteem. Psychology of Popular Media Culture, 3(4), 206.
  • Yaman, M., & Yaman, Ç. (2014). The Use of Social Network Sites by Prospective Physical Education and Sports Teachers (Gazi University Sample). Turkish Online Journal of Educational Technology-TOJET, 13(1), 223–231.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin yayıncılık.
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Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Ferit Karakoyun 0000-0003-1110-4035

Ola J. Lındberg This is me 0000-0002-0941-9364

Publication Date May 31, 2021
Published in Issue Year 2021 Volume: 4 Issue: 2

Cite

APA Karakoyun, F., & Lındberg, O. J. (2021). Pre-service teachers’ perceptions of social media – A qualitative survey study in Turkey and Sweden. Journal of Educational Technology and Online Learning, 4(2), 334-348. https://doi.org/10.31681/jetol.929304


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JETOL is abstracted and indexed by ERIC - Education Resources Information Center.