Üniversite Öğrencilerinin Sosyal Medya Bağımlılığı ile Sosyal Medyayı Eğitsel Amaçlı Kullanımları Arasındaki İlişkinin İncelenmesi: Facebook Örneği

Yıl 2017, Cilt: 6 Sayı: 1, 9 - 20, 03.04.2017

Burak Yılmazsoy Mehmet Kahraman

Öz

Bu araştırmanın amacı üniversite
öğrencilerinin sosyal ağ bağımlılık düzeyleri ve eğitsel amaçlı sosyal ağ
kullanım düzeyleri arasındaki ilişkiyi belirlemektir. Ayrıca öğrencilerin
cinsiyet, bölüm, akıllı telefona sahip olma durumu ve kişisel bilgisayara sahip
olma durumları gibi değişkenler açısından Facebook bağımlılık düzeylerinde ve
eğitim amaçlı Facebook kullanım düzeylerinde anlamlı ilişki olup olmadığı incelenmiştir.
Araştırmada betimsel tarama modeli kullanılmıştır. Araştırmanın örneklemini
Afyon Kocatepe Üniversitesi İktisadi ve İdari Bilimler Fakültesi, Eğitim
Fakültesi, Mühendislik Fakültesi ve Meslek Yüksek Okulu (MYO)’nda öğrenim
görmekte olan 272 öğrenci oluşturmaktadır. Veri toplama aracı olarak, Kişisel
Bilgi Formu, Facebook Eğitsel Kullanım Ölçeği ve Facebook Bağımlılığı Ölçeği
kullanılmıştır. Verilerin analizinde, Mann Whitney U testi, Kruscall Wallis
testi ve Spearman Brown Sıra Farklılıkları Katsayısı testlerinden
yararlanılmıştır. Araştırma bulgularına göre; öğrencilerin Facebook bağımlılığı
ve eğitsel amaçlı Facebook kullanımlarına ilişkin görüşlerinin pozitif yönde
olduğu ortaya çıkmıştır. Öğrencilerin Facebook’u eğitsel amaçla kullanma
düzeyleri ile cinsiyet ve fakülte değişkeni arasında anlamlı ilişki olduğu
ancak, akıllı telefona sahip olma ve kişisel bilgisayar sahibi olma durumu ile
anlamlı bir farklılık olmadığı belirlenmiştir. Facebook bağımlılık düzeylerinin
cinsiyet ve akıllı telefona sahip olma değişkenine göre anlamlı düzeyde
farklılaşmadığı, kişisel bilgisayara sahip olma ve fakülte değişkenlerine göre
anlamlı farklılık gösterdiği ortaya koyulmuştur.  

Anahtar Kelimeler

sosyal medya, sosyal medya bağımlılığı, eğitimde facebook

Addiction to Social Media And Usage Of The Social Media For Educational Purposes: The Facebook Example

Öz

The number of internet users in our country and world
and the time they spend on the internet are increasing rapidly. Increased use
of the internet is a big influence of social networks. In the "Internet
and Social Media User Statistics" report which was prepared by "We
Are Social" in 2016, it is stated that Facebook is the most used social
networking environment in the world. Among the most used social networks in
Turkey, the first rank is Facebook with 32% (Ayvaz, 2016). Rapid developments
in technology have caused changes in the field of education as well as in every
area. By becoming a world interacting with Web 2.0, collaborating through social
networks enables to share information among producers (universities) and enable
production (Strathdee, 2007) and it is used as a supportive tool in education.

When Facebook's educational use is examined, a group
is set up on Facebook and the manager is the learner. Through this group, pages
on which materials such as lecture notes, videos, photos are shared are used
intensely to support formal education. It has been seen that in the course
discussions on Facebook, the student gives feedback without hesitation and
provides the participation to the lesson. The collaborative nature of Facebook
provides teacher - student interaction, content - student interaction, student
- student interaction at a high level.

As social networks evolve, people are increasingly
dependent on social networks. Facebook is frequently used in everyday life,
people constantly have the desire to enter Facebook. This situation can cause
negative behaviors such as not doing the needs of the people, disrupting the
necessary work. Constantly entering Facebook, sharing, commenting, liking,
follow-up situations are increasing with time and people become addictive.

The purpose of this research is to determine the
relationship between the degree of Facebook dependency of university students
and the level of Facebook use for educational purposes. In addition, it has
been examined whether there is a significant difference in Facebook dependency
levels and Facebook usage levels for educational purposes in terms of variables
such as gender, department, possessing smartphone and having personal computer
status.

The importance of this research has increased the
importance of Facebook social network because the usage rate of our country,
age range of use in education, and Facebook usage time is very long and it can
be used for training, information sharing and communication.

Descriptive scanning model was used in the study. The
sample of the research consists of 272 students studying at Afyon Kocatepe University
Faculty of Economics and Administrative Sciences, Faculty of Education,
Engineering Faculty and Vocational School (Vocational School). Personal
Information Form, Facebook Educational Use Scale and Facebook Dependency Scale
were used as data collection tools. In the analysis of the data, Mann Whitney U
test, Kruscall Wallis test and Spearman Brown Rank Differential Coefficient
tests were used.

Research findings showed that students' opinions on
Facebook addiction and use of Facebook for educational purposes had a low level
of positive correlation in the positive direction. As the level of students'
Facebook dependency increases, it can be said that the level of usage of
Facebook for educational purposes increases. It has been observed that
university students' educational use levels of Facebook social network differ
significantly in favor of female students compared to gender, female students
use Facebook social network more educationally than male students. It is seen
that there is no difference according to the possession of the smart phone, it
does not differ when it is examined according to personal computer ownership,
and it is seen that it is significantly different according to the faculty
variable. It was observed that Facebook dependency levels of university
students did not significantly differ according to gender variable. However,
although there is no significant difference, male students are more dependent
on Facebook social network than female students. It has been observed that
there is no difference according to having a smart phone, it is different in
favor of those who do not have a personal computer according to ownership of
personal computer, and does not significantly differ according to the faculty
variable.

It is concluded that there is a meaningful
relationship between the usage level of Facebook social network for educational
purposes by university students and gender change. It was found that female
students use the Facebook social network for educational purposes higher than
male students. When we view the educational use of Facebook for smartphones, it
is observed that there is no difference. It can be said that students who have
a smartphone use Facebook more educationally than students who do not have a
smartphone. There seems to be no difference when we consider the educational
use of Facebook according to the status of the students' personal computer
ownership. Differences were observed when university students' use of Facebook
for educational purposes was examined according to the faculties. It can be
said that the students who study at the Faculty of Education use Facebook more
educationally than the students at the Faculty of Economics and Administrative
Sciences, Faculty of Engineering and Vocational School. According to the gender
variable, male students are more dependent on female students than female
students when the Facebook dependency levels of university students are
examined. It seems that the level of Facebook dependency of the students does
not change according to the status of having a smartphone. When university
students' level of Facebook dependency is examined according to personal
computer ownership, it can be said that students who do not have a personal
computer are more Facebook addicted than students who have a personal computer.
When the level of Facebook dependency according to the faculty variable is
examined, it can be said that the students of Faculty of Economics and
Administrative Sciences and Faculty of Education have higher dependency
according to other faculties.

A survey of the relationship between Facebook addicted
students and Facebook use for educational purposes can be used in a survey of
students at addictive level towards educational use of Facebook with
educational activities and positive changes in achievement levels.

Anahtar Kelimeler

Social media, social media addiction, Facebook

Kaynakça

• Amichai-Hamburger, Y. ve Vinitzky, G. (2010). Social network use and personality. Computers in Human Behavior, 26(6), 1289-1295.
• Ayvaz, T. (2016). İnternet ve Sosyal Medya Kullanıcı İstatistikleri 2016. http://www.dijitalajanslar.com/internet-ve-sosyal-medya-kullanici-istatistikleri-2016/ adresinden Nisan 2016 tarihinde erişilmiştir.
• Beard, K. W.ve Wolf, E. M. (2001). Modification in the Proposed Diagnostic Criteria for Internet Addiction. CyberPsychology and Behavior, 4(3), 377-383.
• Çam, E. (2012). Öğretmen Adaylarının Eğitsel Ve Genel Amaçlı Facebook Kullanımları Ve Facebook Bağımlılıkları (SAÜ Eğitim Fakültesi Örneği). Yayımlanmış yüksek lisans tezi, Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü, Sakarya.
• Davis, R. A. (2001). A Cognitive–Behavioral Model of Pathological Internet Use. Computer in Human Behaviour, 77, 187-195.
• Greenhow, C. (2009). Tapping the Wealth of Social Networks for Professional Development. Learning & Leading with Technology, 36(8), 10-11
• Gürhani, N. (2004). On-Line (Çevrimiçi) Toplumun Doğuşu.
• Hazar, M. (2011). Sosyal Medya Bağımlılığı-Bir Alan Çalışması. Gazi Üniversitesi İletişim Fakültesi, 151.
• Kandell, J. J. (1998). Internet addiction on campus: the vulnerability of college students. CyberPsychology and Behavior, 1(1), 11-17.
• Karademir, T., & Alper, A. (2011, September). Öğrenme ortamı olarak sosyal ağlarda bulunması gereken standartlar. In 5th International Computer&Instructional Technologies Symposium.
• Karasar, N. (2012). Bilimsel Araştırma Yöntemi (24. Basım). Nobel Yayın Dağıtım: Ankara.
• Kazançoğlu, İ., Üstündağlı, E., & Baybars, M. (2012). Tüketicilerin sosyal ağ sitelerindeki reklamlara yönelik tutumlarının satın alma davranışları üzerine etkisi: Facebook örneği. International Journal of Economic and Administrative Studies, 8, 159-182.
• Kobak, K., & Biçer, S. (2008). Facebook sosyal paylaşım sitesinin kullanım nedenleri. In 8th International Education Technology Conference (p. 568).
• Kuduğ, H. (2011). Sosyal Ağ Analizi Ölçütlerinin İş Ağlarına Uyarlanması, Ege Üniversitesi, Fen Bilimleri Enstitüsü, Yüksek Lisans Tezi, İzmir. S.3-23-24-25-28
• Kwon, O. ve Wen, Y. (2010). An empirical study of the factors affecting social network service use. Computers in Human Behavior, 26(2), 254-263.
• Lai, L. S., & Turban, E. (2008). Groups formation and operations in the Web 2.0 environment and social networks. Group Decision and negotiation, 17(5), 387-402.
• Mazman, S. G. (2009). Sosyal Ağların Benimsenme Süreci ve Eğitsel Bağlamda Kullanımı. Yüksek Lisans Tezi, Hacettepe Üniversitesi, Fen Bilimleri Enstitüsü, Ankara.
• McKenna, K. Y. A., Green, A. S. and Glenson M. E. J. (2002). Relationship formation on the Internet:What’s the big attraction? Journal of Social Issues, 58(1), 9–31.
• McLoughlin, C., & Lee, M. J. (2008). The Three P's of Pedagogy for the Networked Society: Personalization, Participation, and Productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10-27.
• Morahan-Martin, J., & Schumacher, P. (2000). Incidence and correlates of pathological Internet use among college students. Computers in human behavior, 16(1), 13-29.
• Munoz, C., & Towner, T. (2009, March). Opening Facebook: How to use Facebook in the college classroom. In Proceedings of society for information technology & teacher education international conference (Vol. 2623).
• Paul, M. J., & Dredze, M. (2011). You are what you Tweet: Analyzing Twitter for public health. ICWSM, 20, 265-272.
• Serim, M. (2016). Facebook' un Dünyadaki Ve Türkiye' deki Kullanım İstatistikleri. http://bigumigu.com/haber/facebook-un-dunyadaki-ve-turkiye-deki-kullanim-istatistikleri/ adresinden Nisan 2016 tarihinde erişilmiştir.
• Strathdee, R. (2007). School improvement, pre‐service teacher education and the construction of social networks in New Zealand and England. Journal of Education for Teaching, 33(1), 19-33.
• Şener, G. (2009). Türkiye’de Facebook kullanımı araştırması. XIV. Türkiye’de İnternet Konferansı, December12-13.
• Young, K. S. (2007). Cognitive Behavior Therapy with Internet Addicts: Treatment Outcomes and Implications. CyberPsychology and Behavior, 10(5), 671-679.Olafson, L., Schraw, G., Nadelson L., Nadelson, S. ve Kehrwald, N. (2013). Exploring the judgment–action gap: College students and academic dishonesty. Ethics & Behavior, 23(2), 148-162.
• Özden, M. ve Özdemir Özden, D. (2015). Öğretmen adaylarının görüşlerine dayalı olarak akademik usulsüzlük davranışlarının belirlenmesi. Yükseköğretim ve Bilim Dergisi. 5(1), 88-98. doi: 10.5961/jhes.2014.00x
• Park, E.-J., Park, S. ve Jang, I.-S. (2013). Academic cheating among nursing students. Nurse Education Today, 33, 346-352.
• Patton, M. Q. (2002). Qualitative research and evaluation methods. (3. Baskı). Thousand Oaks: Sage.
• Ritchie, J., Lewis, J. ve Elam, G. (2003). Designing and selecting samples. J. Ritchie ve J. Lewis (Eds), Qualitative research practice: A guide for social science students and researchers içinde (ss.77-108). London: Sage.
• Saldaña, J. (2009). The coding manual for qualitative researchers. Los Angelos: Sage.
• Schmelkin, L. P., Gilbert, K., Spencer, K. J., Pincus, H. S. ve Silva, R. (2008). A multidimensional scaling of college students' perceptions of academic dishonesty. The Journal of Higher Education, 79(5), 587-607.
• Szabo, A. ve Underwood, J. (2004). Cybercheats: Is information and communication technology fuelling academic dishonesty? Active Learning in Higher Education, 5(2), 180-199. doi: 10.1177/1469787404043815
• Teodorescu, D. ve Andrei, T. (2009). Faculty and peer influences on academic integrity: College cheating in Romania. Higher Education, 57(3), 267-282. doi: 10.1007/s10734-008-9143-3
• Vaismoradi, M.,Turunen, H. ve Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences, 15(3), 398-405. doi: 10.1111/nhs.12048.
• Van Manen, M. (1990). Researching lived experiences. State University of New York Press, Albany.
• Wei, T., Chesnut, S. R., Barnard-Brak, L. ve Schmidt, M. (2014). University students’ perceptions of academic cheating: Triangulating quantitative and qualitative findings. Journal of Academic Ethics, 12, 287-298. doi: 10.1007/s10805-014-9219-x
• Whitley, B. E., Jr. (1998). Factors associated with cheating among college students: A review. Research in Higher Education, 39(3), 39.
• Whitley, B. E., Nelson, A. B. ve Jones, C. J. (1999). Gender differences in cheating attitudes and classroom cheating behavior: A meta-analysis. Sex Roles, 41(9-10), 657-680.
• Willig, C. (2008). Introducing qualitative research in psychology (2. Baskı). Berkshire: McGraw-Hill Professional Publishing.
• Willig, C. (2013). Interpretation and analysis. U. Flick. (Ed.), The Sage handbook of qualitative data analysis içinde (ss. 136-149). Los Angeles: Sage.
• Yang, S. C., Huang, C.-L. ve Chen, A.-S. (2013). An investigation of college students’ perceptions of academic dishonesty, reasons for dishonesty, achievement goals, and willingness to report dishonest behavior. Ethics & Behavior, 23(6), 501-522, doi: 10.1080/10508422.2013.802651
• Yıldırım A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. Baskı). Ankara: Seçkin Yayıncılık.