Yazar "Gemikonakli O." seçeneğine göre listele

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  • Küçük Resim Yok
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    Relationship between nomophobia and fear of missing out among Turkish university students
    (Birlesik Dunya Yenilik Arastirma ve Yayıncilik Merkezi, 2018) Gezgin D.M.; Hamutoglu N.B.; Sezen-Gultekin G.; Gemikonakli O.
    To the literature, it is seen that there are some studies demonstrating the relationship between FOMO and problematic smartphone use, or FOMO and smartphone addiction. However, no study has yet been found that explains the relationship between nomophobia and FOMO. Therefore, the aim of this study is to examine the effect of FOMO on nomophobia by investigating the relation between nomophobia and FOMO. No mobile phobia, i.e., nomophobia, is about a contemporary fear of not having a chance to communicate via mobile phone, while Fear of Missing Out, i.e., FOMO, is known to be correlated with the problematic use of social networking sites (SNSs). This descriptive study is a correlational study adopting a correlational survey model. The data were collected from a convenient sample of 538 university students via nomophobia questionnaire (NMP-Q) and FOMO scales as data collection tools. The results show that a positive moderate level of the relationship was found between Nomophobia and FOMO levels. © 2018 SciencePark Research, Organization & Counseling. All rights reserved.
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    A Study of the Effectiveness of Edmodo on Preservice Classroom Teachers' Views of Web-Assisted Collaborative Learning Environments, Sense of Classroom Community, and Perceived Learning
    (International Council of Associations for Science Education (ICASE), 2019) Hamutoglu N.B.; Gemikonakli O.; Gezgin D.M.
    This study explored the effectiveness of using web-assisted collaborative learning (COL) environments on the sense of classroom community and perceived learning (PL) using a learning platform Edmodo to enhance face-to-face learning within the framework of a community of inquiry. This study utilized pre-experimental quantitative research approaches based on a single group, pre-, and post-test model. To establish the effectiveness of the intervention, pre- and post-tests were conducted. To support the findings, independent sample t-test was used to compare the differences within groups such as gender. The findings of this study underline the importance of fostering the interaction of students with each other as well as content and instructors in online COL environments to enhance traditional classroom teaching and learning. The results show the effectiveness of the deployment of web-assisted COL environments on a sense of community of classroom and PL. © 2019 International Council of Associations for Science Education (ICASE).