April 2012 Volume 15 Number 2 - Educational Technology & Society

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1. How do Turkish high school students’ Internet usage patterns (i.e., frequency of use, dominant place of use, and dominant purpose of use) distribute? 2. What is the status of Internet abuse among these students? 3. Are there differences in Internet abuse based on demographics (i.e., gender, perceived SES, school type, and perceived academic achievement)? 4. Are there differences in Internet abuse and Internet usage patterns? Research methodology Participants Cluster sampling was employed to recruit the participants from the population of high school students in 20 schools in the city of Isparta, Turkey. Since school type was used as a grouping variable in the study, the schools were clustered into three groups: vocational (n=8), general (n=4), and Anatolian schools (n=8). This order also represents the ascending order of average students’ motivation and achievement in these schools. In accordance with the research budget and time constraints, a total of five schools were proportionally (i.e., 40%, 20%, and 40% respectively) and randomly selected from the three groups. Therefore, the final sample was made up of 1380 students who were accessible and volunteer at the time of the data collection. Demographic characteristics of the sample are given in the following results section. Procedures and instruments The data were gathered through a paper–based questionnaire towards the end of the fall semester in 2010. In order to ensure the content validity of the instrument, all questions were derived from the relevant literature. Moreover, the questionnaire was reviewed by two educators to ensure the face validity. The approval for the survey administration was granted by the Provincial Office of National Education in the city of Isparta. The first author visited schools and conducted the survey in two weeks. Students were not offered any incentives and their anonymity was assured by not requesting any identifying information. The questionnaire form comprised three main sections. The first section contained several multiple–choice items that asked students to provide the following background information: gender (male, female), type of the school they were attending (vocational, general, and Anatolian), perceived SES of their family (low, middle, and high class), and perceived academic achievement (poor, average, and good). In the second section, students were asked to provide information about their Internet usage. The frequency of Internet usage was measured by a four–point Likert scale item ranging from “not at all” to “everyday”. The dominant place of the usage was measured through a multiple–choice item with single response and “other” option that asked students to indicate the place where they most frequently access to the Internet. The related literature revealed four main motives for Internet use as: information (e.g., searching for information, doing assignments, reading news), communication (e.g., using e–mail, instant messaging), entertainment (e.g., playing games, watching videos), and business (e.g., online shopping, trading) (Koc & Ferneding, 2007). Hence, the dominant purpose of usage was operationalized on a multiple–choice item with these four options asking students to select only the one for which they most frequently use the Internet. The last section contained “Internet Addiction Test” (IAT) that was developed by Young (1998) as one of the first standardized tests for the assessment of disturbed Internet use. Although there are several instruments available in the literature, the IAT was selected for this study because it had already been adapted into Turkish by Bayraktar (2001). It was also shown to produce valid and reliable measures in several studies on Turkish youth (e.g., Bayraktar, 2001; Cakir–Balta & Horzum, 2008). The test contains 20 items which ask respondents to rate how often they show such symptoms of damaging Internet usage as excessive time spent online, neglect of daily routine tasks, disruption of academic or job performance, concealment of online time and behaviors from others, loss of sleep, social isolation, depressive feelings if usage is restricted, and failure attempts to cut down Internet use (Table 2). It employs a six– point Likert scale ranging from “0=never” to “5=always.” Thus, the possible total score for each respondent could range from 0 to 100, with higher scores indicating greater problems associated with Internet usage. In accordance with Young’s (1998) grouping criteria based on the normative cut–off scores, the present study classified students 27
with a score of 39 and below as “average user”, those with a score of 40 to 69 as “possible Internet abuser”, and those with a score of 70 and above as “Internet abuser”. Prior psychometric studies of Internet abuse have indicated that the IAT is a valid and reliable instrument (e.g., Widyanto & McMurran, 2004). Nevertheless, a confirmatory factor analysis using structural equation modeling on LISREL 8.80 software program was conducted to verify the single–factor structure of the IAT for the present data set. This analysis was based on a covariance matrix and maximum likelihood estimation. Since chi–square value is known to be inflated and significant with large sample size, other goodness–of–fit indices including Comparative Fit Index (CFI), Normed Fit Index (NFI), Goodness of Fit Index (GFI), Root Mean Square Error of Approximation (RMSEA) and Root Mean Square Residual (RMR), which are less sensitive to sample size, were used to assess the fitness of the single–factor model. The results revealed that standardized factor loadings of the items were all meaningful in size, ranging from .43 to .69. The t–test values for these loadings ranged from <strong>15</strong>.73 to 27.44 and were statistically significant (p
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Page 3 and 4: Supporting Organizations Centre for
Page 5 and 6: Contextualizing a MALL: Practice De
Page 7 and 8: Kop, R. (2012). The Unexpected Conn
Page 9 and 10: Human mediation and information flo
Page 11 and 12: elevant information based on some k
Page 13 and 14: of learners. A search facilitated t
Page 15 and 16: information as human mediation mean
Page 17 and 18: Blau, I., & Barak, A. (2012). How D
Page 19 and 20: examined whether the readiness to p
Page 21 and 22: Table 5 presents the ANOVA for the
Page 23 and 24: However, in discussing a non-sensit
Page 25 and 26: deviations showed smaller variance,
Page 27 and 28: actual participation discussing sen
Page 29 and 30: Mesch, G., & Elgali, Z. (2009). Soc
Page 31: Although prior research on overall
Page 35 and 36: Table 2 demonstrates mean scores an
Page 37 and 38: Discussion Although the recent Inte
Page 39 and 40: Furthermore, the most preferred pla
Page 41 and 42: MEB. (2009). Internete erisim proje
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Page 45 and 46: practice and repetition with feedba
Page 47 and 48: Online peer assessment Peer assessm
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Page 51 and 52: � Ability to produce rich assessm
Page 53 and 54: Meishar-Tal, H., & Tal-Elhasid, E.
Page 55 and 56: Tsai, S. C. (2012). Integration of
Page 57 and 58: order to decrease text complexity a
Page 59 and 60: matter how the learners’ aptitude
Page 61 and 62: If compared by programs, WP student
Page 63 and 64: mean F2F 4.64 4.52 4.35 4.44 *: p
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Page 67 and 68: Chen, G.-D., Lee, J.-H., Wang, C.-Y
Page 69 and 70: and diverse cognitional and emotion
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Page 73 and 74: Materials and procedure Each studen
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The Account Management Module provi
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Experiment 1 and results Figure 7.
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Utilization of Test Item 36 33 30 2
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Utilization of Test Item 36 33 30 2
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0.065 0.877 (17.56) 0.938 (22.55) 0
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Hwang, G.J., Hsiao, C.L., & Tseng,
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the diverse needs of modern industr
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Figure 1. The framework of interdis
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Research Design Figure 3. Recommend
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friendly. 8. I feel the layout and
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satisfaction, and system acceptance
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Ozok, A. A., Fan, Q., & Norcio, A.
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than students in a conventional cla
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shown in Figure 2 to include the st
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(1996) Pleasure-Arousal-Dominance (
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Based on this connection, we consid
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Final dominance measurements were p
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student mood and thereby allow comp
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Sessink, O., Beeftink, H., Tramper,
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The rationale behind the video form
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usefulness of the movies and their
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case of the first two questions and
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this paper in order to evaluate the
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The survey questions Appendix A In
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E-training in organizations E-train
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efficacy regarding online training,
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Method Sample and procedure Figure
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0.874 which exceeded the recommende
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Even though the result does not con
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Brown, M., & Cudeck, R. (1993). Alt
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Wen, Y., Looi, C.-K., & Chen, W. (2
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when they are designing and impleme
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paper focuses on the first three st
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their self-esteem to be partners in
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Democratizing knowledge and symmetr
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1) Reading the article: At the star
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Effects of RCKI principle-based ped
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References Alexander, C. (1979). Th
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Valsamidis, S., Kontogiannis, S., K
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The Analog system (Yan et al., 1996
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First, the number of the sessions a
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BioLayout uses a modified version o
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As shown in figure 3, all metrics c
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Figure 7. The detailed results for
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Enright, A. J., van Dongen, S., Ouz
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Chu, S. K. W., Kwan, A. C. M., & Wa
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teachers, as well as collaboration
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from the students’ ratings appear
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Table 5 summarizes the students’
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eading blogs (i.e., reminders, easy
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Luehmann, A. L. (2008). Using blogg
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Uzunboylu et al. (2009) examined th
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System implementation Overview of M
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Methods Before the experiment, a mo
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too simple, incomplete, or they eve
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Comparisons of UMLS Questionnaire i
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already described may play an impor
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Parker, D., Manstead, A. S. R., Str
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Avci, U., & Askar, P. (2012). The C
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Literature review The related varia
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collected through Personal Informat
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Self-efficacy 92 5 21 13.37 3.726 W
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In this problem, intention was take
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References Ajjan, H., & Hartshorne,
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Tan, T.-H., Lin, M.-S., Chu, Y.-L.,
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Students perused the course materia
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problem. All articles were then sen
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tests, electronic tests are more li
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Students 10 and 11: My classmate Ed
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collection was also approved by all
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Ubiquitous Revision Seamless Collab
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Tai, Y. (2012). Contextualizing a M
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tasks were developed from task type
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experiences in this phase. Moreover
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test is administered again right af
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The collected data were analyzed wi
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Gorp, K. V., & Bogaert, N. (2006).
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4PL IRT model According to the numb
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examinee’s ability more accuratel
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would be more accurate if items j+1
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C�I or Change I�I) would be 0.2
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improved by rearrangement procedure
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Table 6. Repeated Measures ANOVA of
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Leppisaari, I., & Lee, O. (2012). M
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Selection of the virtual tool The t
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Environmental themes emerged strong
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Visualization of text (visual langu
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environments where visual technolog
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- Logging in to learning environmen
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McNaught, C., Lam, P. & Lam, S.L. (
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on-site to finally achieve a meanin
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Table 1. Digital game designers and
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worldviews are socio-cultural-histo
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Phase Methods Visitor data collecti
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operate the game without the help o
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Visitors (end users) must be heard.
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Islas Sedano, C., Pawlowski, J., Su
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part of something larger than the s
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Previous studies have developed rel
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Technology Acceptance. The 10 items
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Table 4. Model Fit Indices Model χ
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In the final path model of set 1, t
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Discussion Differing from prior stu
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Haythornthwaite, C., Kazmer, M. M.,
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Ge, Z.-G. (2012). Cyber Asynchronou
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college of a university situated in
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Table 3 shows us the following info
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Appendix B shows Class 1’s respon
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increase one’s ability to process
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Appendix A Responses concerning syn
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Shih, S.-C., Kuo, B.-C., & Liu, Y.-
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Adaptive U-learning Math Path Syste
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Figure 4. Online tutorial courses o
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Participants and Experimental Proce
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the influence of Test1 scores, an e
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Hall, T., & Bannon, L. (2006). Desi
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(Hofer & Pintrich, 1997; Liu, Lin &
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� Through online peer assessment,
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elativism.” High Internet self-ef
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Peng, H., Tsai, C.-C., & Wu, Y.-T.
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Since game-based learning has been
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The second reason is about the sust
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Methods Figure 5. Quest NPCs provid
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These differences indicated that pa
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quests further involves students’
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Chang, I.-H. (2012). The Effect of
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(1) Vision, planning and management
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Based on an examination of the lite
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Table 2. Analysis of reliability an
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λ10 - 0.69 0.83 ε5 14.50 * - 0.32
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Bailey, G. D. (1997). What technolo
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Stegall, P. (1998). The principal:
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instruction has studied the student
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espond and the estimation of possib
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Research question For the purpose o
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READI reliability To verify the con
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Physical -1.43333(*) .44699 .029 -2
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The results of this study suggest t
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Hsu, Y.-C., Ho, H. N. J., Tsai, C.-
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domains. Five research questions we
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Research sample groups (4) Faculty
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13. Policies, Social Culture Impact
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Non-Specified Others Engineering &
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(AR = -2.1) (n = 7) 2. Non-specifie
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(n): Total number of articles Resea
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Compared to the publications in 200
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Pedagogical Content Knowledge (TPAC
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April 2012 Volume 15 Number 2 - Educational Technology & Society

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