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التحقيق في آثار استخدام طلاب الجامعة للهاتف الذكي والإنترنت على تطورهم المهني

Year 2023, Issue: 25, 47 - 56, 30.04.2023

Feyzi Kaysi Emrah Aydemir Sevinç Gülseçen

https://doi.org/10.29029/busbed.1204885

Abstract

تتزايد مجالات استخدام وشدة الأجهزة التكنولوجية في الحياة اليومية. في هذا الصدد ، بدأت تظهر آثار هذه الأجهزة في مجال التعليم أكثر. مع الممارسات التي تدعم ممارسات التعليم المهني ، يتم محاولة تطوير التصورات والمهارات المهنية للطلاب. إن معرفة وتنفيذ هذه الدراسات من قبل طلاب الجامعات يمكن أن يزيد أيضًا من فعالية هذه الممارسات. الهدف من هذه الدراسة هو تقييم آثار استخدام الطلاب الجامعيين للهواتف الذكية والإنترنت على تطورهم المهني. في هذا السياق ، أجريت الدراسة بتقنيات نوعية. الدراسة المصممة في نمط دراسة الحالة ، تم جمع البيانات من خلال استمارة مقابلة شبه منظمة. تم إجراء البيانات التي تم الحصول عليها بطريقة المقابلة وجهاً لوجه وأخذت التسجيلات الصوتية أثناء المقابلات بما يتماشى مع أذونات المشاركين. بعد نسخ التسجيلات الصوتية ، خضعت البيانات التي تم الحصول عليها لتحليل المحتوى. ومن بين نتائج الدراسة تم الكشف عن موضوعات البحث والهواتف الذكية واستخدام الإنترنت والتطوير المهني. من المفهوم في الدراسة أن استخدام الهواتف الذكية والإنترنت يؤثر بشكل إيجابي على التطور المهني للطلاب. في هذا السياق ، من الواضح أن الهاتف الذكي والإنترنت عبر الهاتف المحمول يتيحان الفرصة لإجراء بحث فوري حول الموضوع أو المشكلة. عبر الإنترنت ، تم تحديد مشاهدة مقاطع الفيديو للأغراض المهنية والوصول إلى المقالات كمزايا مهمة لهذه الأدوات. ومع ذلك ، في حالة الاستخدام غير المنضبط ، ذكر أنه يؤثر سلبًا على اكتساب المهارات في الدروس. تم التعبير عن هذه المواقف السلبية على أنها غير قادرة على التركيز على الدورات التدريبية والإلهاء وإدمان الهواتف الذكية. من بين اقتراحات الدراسة ، ذكر أنه ينبغي إنتاج المزيد من الممارسات المهنية لزيادة المهارات المهنية للطلاب. بالإضافة إلى ذلك ، يمكن تزويد أعضاء هيئة التدريس بقوائم للطلاب للممارسات المهنية والمواقع الإلكترونية لزيادة كفاءة استخدام الهاتف الذكي للإنترنت للطلاب.

Keywords

Mesleki gelişim Mesleki gelişimin arttırılması Akıllı telefon Mobil internet Mobil teknoloji Professional development Increasing professional development Smartphone Mobile internet Mobile technology.

References

  • Aktaş, H., & Yılmaz, N. (2017). Üniversite gençlerinin yalnızlık ve utangaçlık unsurları açısından akıllı telefon bağımlılığı. IJSSER, 3(1), 85-100.
  • Alan, A. E., & Eyuboglu, E. (2012). Generation y consumers in Turkey: Are they really social media nerds or pretend to be? 11th international marketing trends congress 19-21th. Venice-Italy.
  • Barnes, S. J., Pressey, A. D., & Scornavacca, E. (2019). Mobile ubiquity: Understanding the relationship between cognitive absorption, smartphone addiction and social network services. Computers in Human Behavior, 90, 246–258.
  • Berg, L. B., & Lune, H. (2012). Qualitative research methods for social sciences (8th ed.). New Jersey: Pearson Education Inc.
  • Bromley, D. B. (1990). Academic contributions to psychological counseling: A philosophy of science for the study of individual cases. Counseling Psychology Quarterly 3(3), 299–307.
  • Cao, X., & Sun, J. (2018). Exploring the effect of overload on the discontinuous intention of social media users: An S-O-R perspective. Computers in Human Behavior, 81, 10–18. https://doi.org/10.1016/j.chb.2017.11.035
  • Cha, S. S., & Seo, B. K. (2018). Smartphone use and smartphone addiction in middle school students in Korea: Prevalence, social networking service, and game use. Health Psychology Open, 5(1), 2055102918755046.
  • Chen, G. D., Chang, C. K., & Wang, C. Y. (2008). Ubiquitous learning website: Scaffold learners by mobile devices with information-aware techniques. Computers & Education, 50(1), 77-90.
  • Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into practice, 39(3), 124-130.
  • Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative (Vol. 7). Prentice Hall Upper Saddle River, NJ.
  • Çetinkaya, H. H., & Akçay, M. (2013). Eğitim ortamlarında arttırılmış gerçeklik uygulamaları. Akademik Bilişim Kongresi, Antalya, 11, 2015.
  • Dahlstrom, E., Dziuban, C., & Walker, J. (2012). ECAR study of undergraduate students and information technology 2012. EDUCAUSE Center for Applied Research, Louisville, CO.
  • Denzin, N., K., & Lincoln, Y., S. (1998). Strategies of qualitative inquiry. Thousand Oaks, CA: SAGE.
  • Deshpande, A. (2015). Mobile addiction and associated factors amongst youth. Indian Journal of Mental Health, 2(3), 244-248.
  • Durak, A., & Yılmaz, F. G. K. (2019). Artırılmış gerçekliğin eğitsel uygulamaları üzerine ortaokul öğrencilerinin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 468-481.
  • Erdem, H., Türen, U., & Kalkın, G. (2017). Mobil telefon yoksunluğu korkusu (nomofobi) yayılımı: Türkiye’den üniversite öğrencileri ve kamu çalışanları örneklemi. Bilişim Teknolojileri Dergisi, 10 (1), 1-12.
  • Gangaiamaran, R., & Pasupathi, M. (2017). Review on use of mobile apps for language learning. International Journal of Applied Engineering Research, 12(21), 11242-11251.
  • Giunta, A., Di Stefani, A., & Chimenti, S. (2011). Mobile phones: a role in teaching dermatology?. Dermatology, 222(1), 22.
  • Günal, A., & Pekçetin, S. (2019). Üniversite öğrencilerinde akıllı telefon bağımlılığı ile servikal bölge-üst ekstremite ağrısı arasındaki ilişki. Sürekli Tıp Eğitimi Dergisi, 28(2), 114-119.
  • Haug, S., Castro, R. P., Kwon, M., Filler, A., Kowatsch, T., & Schaub, M. P. (2015). Smartphone use and smartphone addiction among young people in Switzerland. Journal of Behavioral Addictions, 4(4), 299–307.
  • Huang, F., Teo, T., & Scherer, R. (2022). Investigating the antecedents of university students’ perceived ease of using the Internet for learning. Interactive learning environments, 30(6), 1060-1076.
  • Huang, H. W., Wu, C. W., & Chen, N. S. (2012). The effectiveness of using procedural scaffoldings in a paper-plus-smartphone collaborative learning context. Computers & Education, 59(2), 250-259.
  • Isha, S. K., & Sharma, S. (2018). A Review on Perception of Usage-“WhatsApp”. International Journal of Scientific Research in Computer Science, Engineering and Information Technology 3(1), 1382-1393.
  • Kacetl, J., & Klímová, B. (2019). Use of smartphone applications in english language learning—A challenge for foreign language education. Education Sciences, 9(3), 179.
  • Kaysi, F. (2016). Üniversite öğrencilerinin akıllı telefon kullanımlarının incelenmesi. In: Ger MA Eds: Yükseköğrenim Üzerine, İstanbul: İstanbul Aydın Üniversitesi Yayınları, 116-29.
  • Kaysi, F., Aydemir, E., & Yavuz, M. (2021a). Üniversite öğrencilerinin akıllı telefon bağımlılığına yönelik görüşlerinin incelenmesi. İstanbul Gelişim Üniversitesi Sosyal Bilimler Dergisi, 8(1), 79-92.
  • Kaysi, F., Yavuz, M., & Aydemir, E. (2021b). Investigation of university students smartphone usage levels and effects. International Journal of Technology in Education and Science, 5(3), 411–426.
  • Kim, J. H., & Park, H. (2019). Effects of smartphone-based mobile learning in nursing education: A systematic review and meta-analysis. Asian nursing research, 13(1), 20-29.
  • Kwon, M, Lee, J.Y., Won, W.Y., Park, J.W., Min, J.A., Hahn, C., Gu, X., Choi, J.H., & Kim, D. J. (2013) Development and validation of a smartphone addiction scale (SAS). PloS one, 8(2),1-7.
  • Leung, L., & Liang, J. (2019). Psychological traits, addiction symptoms, and feature usage as predictors of problematic smartphone use among university students in China. Substance abuse and addiction: Breakthroughs in research and practice (ss. 321-341). IGI Global.
  • Li, L., Niu, Z., Mei, S., & Griffiths, M. D. (2022). A network analysis approach to the relationship between fear of missing out (FoMO), smartphone addiction, and social networking site use among a sample of Chinese university students. Computers in Human Behavior, 128, 107086.
  • Moreno, V., Cavazotte, F., & Alves, I. (2017). Explaining university students’ effective use of e-learning platforms. British Journal of Educational Technology, 48(4), 995–1009.
  • Nami, F. (2020). Educational smartphone apps for language learning in higher education: Students’ choices and perceptions. Australasian Journal of Educational Technology, 36(4), 82-95.
  • Nand, S., Pitafi, A. H., Kanwal, S., Pitafi, A., & Rasheed, M. I. (2020). Understanding the academic learning of university students using smartphone: Evidence from Pakistan. Journal of Public Affairs, 20(1), e1976.
  • Patton M. Q. (2002). Qualitative Research and Evaluation Methods. 3rd ed. Thousand Oaks, CA: Sage.
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation (No. 4). London: Sage Publications. Reese Bomhold, C. (2013). Educational use of smart phone technology: A survey of mobile phone application use by undergraduate university students. Program, 47(4), 424-436.
  • Sargeant, J. (2012). Qualitative research part II: Participants, analysis, and quality assurance. Journal of graduate medical education, 4(1), 1-3.
  • Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College, Columbia University.
  • Strandell-Laine, C., Stolt, M., Leino-Kilpi, H., & Saarikoski, M. (2015). Use of mobile devices in nursing student–nurse teacher cooperation during the clinical practicum: An integrative review. Nurse education today, 35(3), 493-499.
  • Sunday, O. J., Adesope, O. O., & Maarhuis, P. L. (2021). The effects of smartphone addiction on learning: A meta-analysis. Computers in Human Behavior Reports, 4, 100114.
  • Taşkıran, A. (2017). Dijital çağda yükseköğretim. Anadolu Üniversitesi Açık Öğretim Uygulamaları ve Araştırmaları Dergisi, 3(1), 96-109.
  • Upadhyaya, P., & Acharya, V. (2020). Impact of technostress on academic the productivity of university students. Education & Information Technologies. https://doi.org/10.1007/s10639-020-10319-9
  • Uzgören E, Şengür M, & Yiğit Ü. (2013). Üniversite öğrencilerinin cep telefonu talebinde israfa yönelik davranışlarının analizi-Dumlupınar Üniversitesi öğrencilerine yönelik bir uygulama. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 18(1), 29-44.
  • Vanden Abeele, M. M. (2016). Mobile lifestyles: Conceptualizing heterogeneity in mobile youth culture. New Media & Society, 18(6), 908–926. https://doi.org/10.1177/1461444814551349
  • Yaman, M., & Çakır, E. (2018). Dijitalleşen dünyada akıllı afet ve acil durum uygulamaları. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 7(2), 1124-1138.
  • Yao, N., & Wang, Q. (2022). Technostress from Smartphone Use and Its Impact on University Students’ Sleep Quality and Academic Performance. The Asia-Pacific Education Researcher, 1-10.
  • Zhang, X. (2021). Preparing first-year college students’ academic transition: What is the value of complementary web-based learning? Computers & Education, 172, 104265. https://doi.org/10.1016/j.compedu.2021.104265.

INVESTIGATION OF THE EFFECTS OF UNIVERSITY STUDENTS' SMART PHONE AND INTERNET USE ON THEIR PROFESSIONAL DEVELOPMENT

Year 2023, Issue: 25, 47 - 56, 30.04.2023

Feyzi Kaysi Emrah Aydemir Sevinç Gülseçen

https://doi.org/10.29029/busbed.1204885

Abstract

The usage areas and intensities of technological devices in daily life are increasing. In this regard, the effects of these devices in the field of education have started to be seen more. With the practices that support professional education practices, students' professional perceptions and skills are tried to be developed. Knowing and implementing these studies by university students can also increase the effectiveness of these practices. The aim of this study is to evaluate the effects of university students' smartphone and internet use on their professional development. In this context, study was carried out with qualitative techniques. The study designed in a case study pattern, data was collected through a semi-structured interview form. The data obtained were carried out by face-to-face interview method and voice recordings were taken during the interviews in line with the participants' permissions. After the transcripts of the voice recordings, the data obtained were subjected to content analysis. Among the findings of the study, Research, Smart Phone and Internet Usage, and Professional Development themes were revealed. In the study, it is understood that the use of smartphones and the internet positively affects the professional development of students. In this context, it is prominent that the smartphone and mobile internet give the opportunity to make instant research on the subject or a problem. Via the internet, watching videos for professional purposes and accessing articles have been identified as important advantages of these tools. However, in case of uncontrolled usage, it was stated that it negatively affected the skill acquisition in the lessons. These negative situations were expressed as being unable to focusing for courses, distraction and smartphone addiction. Among the suggestions of the study, it was stated that more professional practices should be produced to increase the professional skills of students. In addition, faculty members can be provided lists to students for professional practices and websites to increase students' smartphone and internet usage efficiency.

Keywords

Professional development Increasing professional development Smartphone Mobile internet Mobile technology.

References

  • Aktaş, H., & Yılmaz, N. (2017). Üniversite gençlerinin yalnızlık ve utangaçlık unsurları açısından akıllı telefon bağımlılığı. IJSSER, 3(1), 85-100.
  • Alan, A. E., & Eyuboglu, E. (2012). Generation y consumers in Turkey: Are they really social media nerds or pretend to be? 11th international marketing trends congress 19-21th. Venice-Italy.
  • Barnes, S. J., Pressey, A. D., & Scornavacca, E. (2019). Mobile ubiquity: Understanding the relationship between cognitive absorption, smartphone addiction and social network services. Computers in Human Behavior, 90, 246–258.
  • Berg, L. B., & Lune, H. (2012). Qualitative research methods for social sciences (8th ed.). New Jersey: Pearson Education Inc.
  • Bromley, D. B. (1990). Academic contributions to psychological counseling: A philosophy of science for the study of individual cases. Counseling Psychology Quarterly 3(3), 299–307.
  • Cao, X., & Sun, J. (2018). Exploring the effect of overload on the discontinuous intention of social media users: An S-O-R perspective. Computers in Human Behavior, 81, 10–18. https://doi.org/10.1016/j.chb.2017.11.035
  • Cha, S. S., & Seo, B. K. (2018). Smartphone use and smartphone addiction in middle school students in Korea: Prevalence, social networking service, and game use. Health Psychology Open, 5(1), 2055102918755046.
  • Chen, G. D., Chang, C. K., & Wang, C. Y. (2008). Ubiquitous learning website: Scaffold learners by mobile devices with information-aware techniques. Computers & Education, 50(1), 77-90.
  • Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into practice, 39(3), 124-130.
  • Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative (Vol. 7). Prentice Hall Upper Saddle River, NJ.
  • Çetinkaya, H. H., & Akçay, M. (2013). Eğitim ortamlarında arttırılmış gerçeklik uygulamaları. Akademik Bilişim Kongresi, Antalya, 11, 2015.
  • Dahlstrom, E., Dziuban, C., & Walker, J. (2012). ECAR study of undergraduate students and information technology 2012. EDUCAUSE Center for Applied Research, Louisville, CO.
  • Denzin, N., K., & Lincoln, Y., S. (1998). Strategies of qualitative inquiry. Thousand Oaks, CA: SAGE.
  • Deshpande, A. (2015). Mobile addiction and associated factors amongst youth. Indian Journal of Mental Health, 2(3), 244-248.
  • Durak, A., & Yılmaz, F. G. K. (2019). Artırılmış gerçekliğin eğitsel uygulamaları üzerine ortaokul öğrencilerinin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 468-481.
  • Erdem, H., Türen, U., & Kalkın, G. (2017). Mobil telefon yoksunluğu korkusu (nomofobi) yayılımı: Türkiye’den üniversite öğrencileri ve kamu çalışanları örneklemi. Bilişim Teknolojileri Dergisi, 10 (1), 1-12.
  • Gangaiamaran, R., & Pasupathi, M. (2017). Review on use of mobile apps for language learning. International Journal of Applied Engineering Research, 12(21), 11242-11251.
  • Giunta, A., Di Stefani, A., & Chimenti, S. (2011). Mobile phones: a role in teaching dermatology?. Dermatology, 222(1), 22.
  • Günal, A., & Pekçetin, S. (2019). Üniversite öğrencilerinde akıllı telefon bağımlılığı ile servikal bölge-üst ekstremite ağrısı arasındaki ilişki. Sürekli Tıp Eğitimi Dergisi, 28(2), 114-119.
  • Haug, S., Castro, R. P., Kwon, M., Filler, A., Kowatsch, T., & Schaub, M. P. (2015). Smartphone use and smartphone addiction among young people in Switzerland. Journal of Behavioral Addictions, 4(4), 299–307.
  • Huang, F., Teo, T., & Scherer, R. (2022). Investigating the antecedents of university students’ perceived ease of using the Internet for learning. Interactive learning environments, 30(6), 1060-1076.
  • Huang, H. W., Wu, C. W., & Chen, N. S. (2012). The effectiveness of using procedural scaffoldings in a paper-plus-smartphone collaborative learning context. Computers & Education, 59(2), 250-259.
  • Isha, S. K., & Sharma, S. (2018). A Review on Perception of Usage-“WhatsApp”. International Journal of Scientific Research in Computer Science, Engineering and Information Technology 3(1), 1382-1393.
  • Kacetl, J., & Klímová, B. (2019). Use of smartphone applications in english language learning—A challenge for foreign language education. Education Sciences, 9(3), 179.
  • Kaysi, F. (2016). Üniversite öğrencilerinin akıllı telefon kullanımlarının incelenmesi. In: Ger MA Eds: Yükseköğrenim Üzerine, İstanbul: İstanbul Aydın Üniversitesi Yayınları, 116-29.
  • Kaysi, F., Aydemir, E., & Yavuz, M. (2021a). Üniversite öğrencilerinin akıllı telefon bağımlılığına yönelik görüşlerinin incelenmesi. İstanbul Gelişim Üniversitesi Sosyal Bilimler Dergisi, 8(1), 79-92.
  • Kaysi, F., Yavuz, M., & Aydemir, E. (2021b). Investigation of university students smartphone usage levels and effects. International Journal of Technology in Education and Science, 5(3), 411–426.
  • Kim, J. H., & Park, H. (2019). Effects of smartphone-based mobile learning in nursing education: A systematic review and meta-analysis. Asian nursing research, 13(1), 20-29.
  • Kwon, M, Lee, J.Y., Won, W.Y., Park, J.W., Min, J.A., Hahn, C., Gu, X., Choi, J.H., & Kim, D. J. (2013) Development and validation of a smartphone addiction scale (SAS). PloS one, 8(2),1-7.
  • Leung, L., & Liang, J. (2019). Psychological traits, addiction symptoms, and feature usage as predictors of problematic smartphone use among university students in China. Substance abuse and addiction: Breakthroughs in research and practice (ss. 321-341). IGI Global.
  • Li, L., Niu, Z., Mei, S., & Griffiths, M. D. (2022). A network analysis approach to the relationship between fear of missing out (FoMO), smartphone addiction, and social networking site use among a sample of Chinese university students. Computers in Human Behavior, 128, 107086.
  • Moreno, V., Cavazotte, F., & Alves, I. (2017). Explaining university students’ effective use of e-learning platforms. British Journal of Educational Technology, 48(4), 995–1009.
  • Nami, F. (2020). Educational smartphone apps for language learning in higher education: Students’ choices and perceptions. Australasian Journal of Educational Technology, 36(4), 82-95.
  • Nand, S., Pitafi, A. H., Kanwal, S., Pitafi, A., & Rasheed, M. I. (2020). Understanding the academic learning of university students using smartphone: Evidence from Pakistan. Journal of Public Affairs, 20(1), e1976.
  • Patton M. Q. (2002). Qualitative Research and Evaluation Methods. 3rd ed. Thousand Oaks, CA: Sage.
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation (No. 4). London: Sage Publications. Reese Bomhold, C. (2013). Educational use of smart phone technology: A survey of mobile phone application use by undergraduate university students. Program, 47(4), 424-436.
  • Sargeant, J. (2012). Qualitative research part II: Participants, analysis, and quality assurance. Journal of graduate medical education, 4(1), 1-3.
  • Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College, Columbia University.
  • Strandell-Laine, C., Stolt, M., Leino-Kilpi, H., & Saarikoski, M. (2015). Use of mobile devices in nursing student–nurse teacher cooperation during the clinical practicum: An integrative review. Nurse education today, 35(3), 493-499.
  • Sunday, O. J., Adesope, O. O., & Maarhuis, P. L. (2021). The effects of smartphone addiction on learning: A meta-analysis. Computers in Human Behavior Reports, 4, 100114.
  • Taşkıran, A. (2017). Dijital çağda yükseköğretim. Anadolu Üniversitesi Açık Öğretim Uygulamaları ve Araştırmaları Dergisi, 3(1), 96-109.
  • Upadhyaya, P., & Acharya, V. (2020). Impact of technostress on academic the productivity of university students. Education & Information Technologies. https://doi.org/10.1007/s10639-020-10319-9
  • Uzgören E, Şengür M, & Yiğit Ü. (2013). Üniversite öğrencilerinin cep telefonu talebinde israfa yönelik davranışlarının analizi-Dumlupınar Üniversitesi öğrencilerine yönelik bir uygulama. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 18(1), 29-44.
  • Vanden Abeele, M. M. (2016). Mobile lifestyles: Conceptualizing heterogeneity in mobile youth culture. New Media & Society, 18(6), 908–926. https://doi.org/10.1177/1461444814551349
  • Yaman, M., & Çakır, E. (2018). Dijitalleşen dünyada akıllı afet ve acil durum uygulamaları. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 7(2), 1124-1138.
  • Yao, N., & Wang, Q. (2022). Technostress from Smartphone Use and Its Impact on University Students’ Sleep Quality and Academic Performance. The Asia-Pacific Education Researcher, 1-10.
  • Zhang, X. (2021). Preparing first-year college students’ academic transition: What is the value of complementary web-based learning? Computers & Education, 172, 104265. https://doi.org/10.1016/j.compedu.2021.104265.

ÜNİVERSİTE ÖĞRENCİLERİNİN AKILLI TELEFON VE İNTERNET KULLANIMLARININ MESLEKİ GELİŞİMLERİNE ETKİSİNİN İNCELENMESİ

Year 2023, Issue: 25, 47 - 56, 30.04.2023

Feyzi Kaysi Emrah Aydemir Sevinç Gülseçen

https://doi.org/10.29029/busbed.1204885

Abstract

Teknolojik cihazların günlük hayattaki kullanım alanları ve yoğunlukları artmaktadır. Bu bakımdan, söz konusu cihazların eğitim alanındaki etkileri de daha fazla görülmeye başlanmıştır. Mesleki eğitim uygulamalarını destekleyici nitelikteki uygulamalar ile öğrencilerin mesleki algıları ve becerileri geliştirilmeye çalışılmaktadır. Bu uygulamaların üniversite öğrencileri tarafından bilinmesi ve kullanılması da uygulamaların etkili olma düzeylerini arttırabilir. Bu çalışmanın amacı, üniversite öğrencilerinin akıllı telefon ve internet kullanımlarının mesleki gelişimlerine etkilerinin değerlendirilmesidir. Çalışma nitel araştırma desenine göre tasarlanmıştır. Durum çalışması deseninde tasarlanan çalışmada yarı-yapılandırılmış görüşme formu ile veriler toplanmıştır. Katılımcıların belirlenmesi aşamasında, amaçlı örnekleme türlerinden ölçüt örnekleme dikkate alınmıştır. Sekiz katılımcı ile yapılan yüz-yüze görüşmeler ile çalışma verileri elde edilmiştir. Görüşmelerde katılımcı izinleri doğrultusunda ses kayıtları alınmıştır. Ses kayıtlarının transkripsiyon sonrası, elde edilen veriler içerik analizine tabi tutulmuştur. Çalışmanın bulguları arasında Araştırma Yapma, Akıllı Telefon ve İnternet Kullanımı ile Mesleki Gelişim temaları ortaya çıkarılmıştır. Çalışmada, akıllı telefon ve internet kullanımının öğrencilerin mesleki gelişimlerini olumlu şekilde etkilediği anlaşılmaktadır. Bu kapsamda akıllı telefon ve mobil internetin merak edilen konuya veya yaşanan bir soruna yönelik anında araştırma yapma imkânı tanıması öne çıkmaktadır. İnternet üzerinden görevlerin takip edilmesi, mesleki amaçlı videoların izlenmesi ve makalelere erişilmesi de bu araçların önemli avantajları olarak belirlenmiştir. Bunlarla birlikte kontrolsüz bir kullanım durumunda ise, derslerdeki beceri kazanımını olumsuz şekilde etkilediği ifade edilmiştir. Bu olumsuz durumlar derse odaklanamama, dikkat dağınıklığı ve akıllı telefon bağımlılığı olarak dile getirilmiştir. Çalışmanın önerileri arasında, öğrencilerin mesleki becerilerini arttırmak amacıyla daha fazla mesleki uygulamanın üretilmesi gerektiği ifade edilmiştir. Ayrıca öğretim elemanlarının, öğrencilerin akıllı telefon ve internet kullanım verimliliğini arttırmak amacıyla mesleki uygulama ve internet sitelerine yönelik liste oluşturmaları sağlanabilir.

Keywords

Mesleki gelişim Mesleki gelişimin arttırılması Akıllı telefon Mobil internet Mobil teknoloji

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There are 47 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Feyzi Kaysi 0000-0001-6681-4574

Emrah Aydemir 0000-0002-8380-7891

Sevinç Gülseçen 0000-0001-8537-7111

Early Pub Date April 29, 2023
Publication Date April 30, 2023
Published in Issue Year 2023Issue: 25

Cite

APA Kaysi, F., Aydemir, E., & Gülseçen, S. (2023). ÜNİVERSİTE ÖĞRENCİLERİNİN AKILLI TELEFON VE İNTERNET KULLANIMLARININ MESLEKİ GELİŞİMLERİNE ETKİSİNİN İNCELENMESİ. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(25), 47-56. https://doi.org/10.29029/busbed.1204885
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