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Sosyal Medya Destekli Öğretimin Öğrenci Memnuniyet Düzeylerine Etkisi: Instagram Örneği

Yıl 2021, Cilt 23, Sayı 2, 593 - 612, 31.08.2021
https://doi.org/10.17556/erziefd.892005

Öz

Bu çalışmada örgün olarak yürütülen lisans derslerinin sosyal medya (Instagram) paylaşımları ile desteklenmesi sonucunda öğrencilerin memnuniyet düzeyleri incelenmiştir. Çalışmanın örneklemi “Atatürk Üniversitesi İktisadi ve İdari Bilimler Fakültesi” 2. ve 3. sınıf lisans öğrencilerinden oluşmaktadır. Sosyal medya araçlarından Instagram uygulaması ile her iki gruptaki öğrenciler için birer ders desteklenmeye çalışılmıştır. Yarıyıl boyunca Karar Destek Sistemleri ve Algoritma ve Programlamaya Giriş derslerine yönelik dersin öğretim üyesi tarafından öğretim amaçlı açılan Instagram hesabı üzerinden çeşitli paylaşımlar yapılmıştır. Dönem sonunda, Instagram hesabı üzerinden söz konusu derslere yönelik yapılan paylaşımlar için öğrencilerin memnuniyet düzeylerini inceleyen bir değerlendirme anketi ile veriler toplanmıştır. Anket 7'li Likert tipi maddeler ve açık uçlu sorular içermektedir. 180 katılımcı öğrenciden elde edilen nicel veriler SPSS yazılımı ile analiz edilirken, nitel verilerin analizi için NVivo yazılımı kullanılmıştır. Elde edilen nicel verilerin analizi sonucunda özellikle cinsiyet ve dersler bağlamında önemli farklılıklar bulunmuştur. Nitel veri analizi sonucunda örgün olarak yürütülen derslerin sosyal medya ile desteklenmesi gerektiği sonucuna varılmıştır.

Kaynakça

  • Ak, B. (2014). Parametrik Hipotez Testleri . In Ş. Kalaycı (Ed.), SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri (pp. 73-82). Ankara: Asil Yayın.
  • Altıparmak, M., Kurt, İ. D., & Kapıdere, M. (2011). E-Learning And Open Source Code Management Systems In Education. XI. Academic Informatics Conference, (pp. 319-327). Malatya.
  • Baran, B., & Ata, F. (2013). University Students’ Web 2.0 Technologies Usage, Skill Levels and Educational Usage. Education and Science, 38(169), (pp. 192-208).
  • Cooke, S. (2017). Social teaching: Student perspectives on the inclusion of social media in higher education. Education and Information Technologies, 22(1), (pp. 255-269).
  • Çakır, H., & Yalçın, N. (2006). The Virtual Classroom of System That Using Internet And Intranet. Kastamonu Journal of Education, 14(1), (pp. 101-112).
  • Erdoğan, Y., Bayram, S., & Deniz, L. (2007). Web Based Instruction Attitude Scale: Explanatory and Confirmatory Factor Analyses. International Journal of Human Sciences, 4(2), (pp. 1-14).
  • Gleason, B., & Von Gillern, S. (2018). Digital citizenship with social media: Participatory practices of teaching and learning in secondary education. Journal of Educational Technology & Society, 21(1), (pp. 200-212).
  • Gülbahar, Y., Kalelioğlu, F., & Madran, O. (2010). Educational Use of Social Networks. XV. Internet Conference in Turkey. İstanbul.
  • Güneş, P. U. (2016). The Place of Social Networks in the Relationship between Social Change, Technology and Education. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(2), (pp. 191-206).
  • Kang, X., & Zhang, W. (2020). An Experimental Case Study On Forum-Based Online Teaching To Improve Student’s Engagement And Motivation In Higher Education. Interactive Learning Environments, (pp. 1-12).
  • Karaman, G. (2010). The Effect of Written And Voice Feedback on Students Satisfaction and Success. Master Thesis, Atatürk University, Erzurum.
  • Manca, S., & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of social media for teaching in higher education. Computers & Education, 95, (pp. 216-230).
  • Mellati, M., & Khademi, M. (2018). MOOC-Based Educational Program and Interaction in Distance Education: Long Life Mode Of Teaching. Interactive Learning Environments, (pp. 1-14).
  • Menteşe, M. (2013). The Perspectives of School Managers and Teachers Regarding Use of Social Media Tools and Platforms in Education. Master Thesis, Hacettepe University, Ankara.
  • Özgür, H., & Tosun, N. (2010). The Effect of Internet Based Education on E-learning Attitudes. XV. Internet Conference in Turkey, (pp. 2-4).
  • Shen, J. (2020). Introduction of Social Media to Aid Active-Learning in Medical Teaching. Interactive Learning Environments, (pp. 1-8).
  • Sözbilir, M. (2009). Nitel Veri Analizi [Qualitative Data Analysis]. Retrieved 2019, from http://fenitay. files. wordpress. com
  • Tengilimoğlu, E., Parıltı, N., & Yar, C. E. (2015). Social Media Usage Level in The Choice of Hospital and Doctors: Ankara Case Study. Gazi University Journal of Economics and Administrative Sciences, 17(2), (pp. 76-96).
  • Varol, C. (2002). Using the Video Conference System for Distance Education. Education Conference in the Light of Information Technologies.
  • Vural, Z. B., & Bat, M. (2010). Social Media As a New Communication Environment: A Research On Ege University Faculty of Communication. Journal of Yasar University, 20(5), (pp. 3348-3382).
  • Yıldız, Y. (2014). The Effect of Social Media on Consumer Behaviours: The Sample of Apple and Samsung. Kastamonu University Journal of Economics and Administrative Sciences, 4(2), (pp. 5-15).
  • Yılmazsoy, B., & Kahraman, M. (2017). Investigation of the relationship between Social Media Addiction of University Student and Social Media Use for Educational Purposes: The Case of Facebook. Journal of Instructional Technologies & Teacher Education, 6(1), (pp. 9-20).

The Effect of Social Media-Supported Teaching on Students Satisfaction Levels: A Case Study of Instagram

Yıl 2021, Cilt 23, Sayı 2, 593 - 612, 31.08.2021
https://doi.org/10.17556/erziefd.892005

Öz

In this study, satisfaction levels of students were examined as a result of supporting the formal undergraduate courses with social media (Instagram) shares. The sample of this study consists of 2nd and 3rd grade undergraduate students of “Atatürk University Faculty of Economics and Administrative Sciences”. One course for each group of those students were tried to be supported via Instagram application, which is one of the social media tools. During the semester, for the courses of Decision Support Systems and Introduction to Algorithms and Programming, various posts were shared through Instagram account which is signed up for the teaching purpose by the lecturer of the course. At the end of the semester, data were collected through an evaluation questionnaire that examines the satisfaction levels of students for the course sharing on Instagram account. The questionnaire includes 7-point Likert-type items and open-ended questions. While quantitative data obtained from 180 participant students were analyzed with SPSS software, NVivo software was used for the analysis of qualitative data. As a result of the analysis of the quantitative data obtained, significant differences were found, especially in the context of gender and the courses. As a result of qualitative data analysis, it was concluded that the courses carried out formally ought to be supported with social media.

Kaynakça

  • Ak, B. (2014). Parametrik Hipotez Testleri . In Ş. Kalaycı (Ed.), SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri (pp. 73-82). Ankara: Asil Yayın.
  • Altıparmak, M., Kurt, İ. D., & Kapıdere, M. (2011). E-Learning And Open Source Code Management Systems In Education. XI. Academic Informatics Conference, (pp. 319-327). Malatya.
  • Baran, B., & Ata, F. (2013). University Students’ Web 2.0 Technologies Usage, Skill Levels and Educational Usage. Education and Science, 38(169), (pp. 192-208).
  • Cooke, S. (2017). Social teaching: Student perspectives on the inclusion of social media in higher education. Education and Information Technologies, 22(1), (pp. 255-269).
  • Çakır, H., & Yalçın, N. (2006). The Virtual Classroom of System That Using Internet And Intranet. Kastamonu Journal of Education, 14(1), (pp. 101-112).
  • Erdoğan, Y., Bayram, S., & Deniz, L. (2007). Web Based Instruction Attitude Scale: Explanatory and Confirmatory Factor Analyses. International Journal of Human Sciences, 4(2), (pp. 1-14).
  • Gleason, B., & Von Gillern, S. (2018). Digital citizenship with social media: Participatory practices of teaching and learning in secondary education. Journal of Educational Technology & Society, 21(1), (pp. 200-212).
  • Gülbahar, Y., Kalelioğlu, F., & Madran, O. (2010). Educational Use of Social Networks. XV. Internet Conference in Turkey. İstanbul.
  • Güneş, P. U. (2016). The Place of Social Networks in the Relationship between Social Change, Technology and Education. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(2), (pp. 191-206).
  • Kang, X., & Zhang, W. (2020). An Experimental Case Study On Forum-Based Online Teaching To Improve Student’s Engagement And Motivation In Higher Education. Interactive Learning Environments, (pp. 1-12).
  • Karaman, G. (2010). The Effect of Written And Voice Feedback on Students Satisfaction and Success. Master Thesis, Atatürk University, Erzurum.
  • Manca, S., & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of social media for teaching in higher education. Computers & Education, 95, (pp. 216-230).
  • Mellati, M., & Khademi, M. (2018). MOOC-Based Educational Program and Interaction in Distance Education: Long Life Mode Of Teaching. Interactive Learning Environments, (pp. 1-14).
  • Menteşe, M. (2013). The Perspectives of School Managers and Teachers Regarding Use of Social Media Tools and Platforms in Education. Master Thesis, Hacettepe University, Ankara.
  • Özgür, H., & Tosun, N. (2010). The Effect of Internet Based Education on E-learning Attitudes. XV. Internet Conference in Turkey, (pp. 2-4).
  • Shen, J. (2020). Introduction of Social Media to Aid Active-Learning in Medical Teaching. Interactive Learning Environments, (pp. 1-8).
  • Sözbilir, M. (2009). Nitel Veri Analizi [Qualitative Data Analysis]. Retrieved 2019, from http://fenitay. files. wordpress. com
  • Tengilimoğlu, E., Parıltı, N., & Yar, C. E. (2015). Social Media Usage Level in The Choice of Hospital and Doctors: Ankara Case Study. Gazi University Journal of Economics and Administrative Sciences, 17(2), (pp. 76-96).
  • Varol, C. (2002). Using the Video Conference System for Distance Education. Education Conference in the Light of Information Technologies.
  • Vural, Z. B., & Bat, M. (2010). Social Media As a New Communication Environment: A Research On Ege University Faculty of Communication. Journal of Yasar University, 20(5), (pp. 3348-3382).
  • Yıldız, Y. (2014). The Effect of Social Media on Consumer Behaviours: The Sample of Apple and Samsung. Kastamonu University Journal of Economics and Administrative Sciences, 4(2), (pp. 5-15).
  • Yılmazsoy, B., & Kahraman, M. (2017). Investigation of the relationship between Social Media Addiction of University Student and Social Media Use for Educational Purposes: The Case of Facebook. Journal of Instructional Technologies & Teacher Education, 6(1), (pp. 9-20).

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Güler KARAMAN
Ankara Hacı Bayram Veli Üniversitesi
0000-0001-5713-6759
Türkiye


Esra ÖZMEN (Sorumlu Yazar)
ATATURK UNIVERSITY
0000-0001-6661-3473
Türkiye

Yayımlanma Tarihi 31 Ağustos 2021
Kabul Tarihi 22 Ağustos 2021
Yayınlandığı Sayı Yıl 2021, Cilt 23, Sayı 2

Kaynak Göster

APA Karaman, G. & Özmen, E. (2021). The Effect of Social Media-Supported Teaching on Students Satisfaction Levels: A Case Study of Instagram . Erzincan Üniversitesi Eğitim Fakültesi Dergisi , 23 (2) , 593-612 . DOI: 10.17556/erziefd.892005