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Dijital Yerlilerin Akademisyen-Öğrenci İlişkileri

Yıl 2023, Cilt: 14 Sayı: 55, 377 - 395, 23.11.2023
https://doi.org/10.5824/ajite.2023.04.004.x

Öz

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.

Teşekkür

Thank you for Assoc. Prof. Dr. Hasan Özder and Assoc. Prof. Dr. Sertan Kağan for their statistical guidance.

Kaynakça

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  • 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
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  • 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
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  • 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
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  • 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
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Digital Natives’ Academician-Student Relationships

Yıl 2023, Cilt: 14 Sayı: 55, 377 - 395, 23.11.2023
https://doi.org/10.5824/ajite.2023.04.004.x

Öz

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.

Kaynakça

  • 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
  • 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
  • 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
  • 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
  • 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
  • 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.
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Fortunati, L. (2022). The Smartphone between the Present and the Future: Five changes. Mobile Media & Communication, 1–6. https://doi.org/10.1177/20501579221131223
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Ivan, L. (2022). Interpersonal Communication in the Information Age: Opportunities and Disruptions. American Behavioral Scientist, 1–13. https://doi.org/10.1177/00027642221092801
  • 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
  • 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.
  • 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
  • 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
  • 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
  • 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
  • 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.
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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.
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Tavakol, M., & Dennick, R. (2011). Making Sense of Cronbach’s Alpha. International Journal of Medical Education, 2, 53-55.
  • 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.
  • 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
  • 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
  • Tsatsou, P. (2021). Aging: The Two Faces of Janus in Digital Inclusion? International Journal of Communication, 15, 1309–1329.
  • 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.
  • 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
  • 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.
  • Wei, R. (2022). Evolving Mobile Media: Changing Technology and Transforming Behavior. Mobile Media & Communication, 1–5. https://doi.org/10.1177/20501579221131448
  • 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
  • Youth: An Analytical Study. International Journal of English, Literature and Social Science, 7(4), 048056. https://doi.org/10.22161/ijels.74.8
  • 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
  • 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
  • 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
  • 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
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal Medya Çalışmaları, İletişim ve Medya Çalışmaları (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Ahmet İyici 0000-0002-8224-7730

Ülfet Kutoğlu Kuruç 0000-0003-1588-2379

Yayımlanma Tarihi 23 Kasım 2023
Gönderilme Tarihi 20 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 14 Sayı: 55

Kaynak Göster

APA İyici, A., & Kuruç, Ü. K. (2023). Digital Natives’ Academician-Student Relationships. AJIT-E: Academic Journal of Information Technology, 14(55), 377-395. https://doi.org/10.5824/ajite.2023.04.004.x