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Üniversite Öğrencilerinin Sosyal Ağ Kullanım Amaçları ve Öğrenme Stilleri Üzerine Bir İnceleme

Yıl 2015, Cilt: 35 Sayı: 3, 0 - 0, 15.12.2015

Öz

Bu araştırmanın amacı, öğrencilerin öğrenme stillerine göre sosyal ağları kullanım amaçlarını incelemektir. Çalışma, Gazi Üniversitesi’nde 479 lisans öğrencisiyle gerçekleştirilmiştir. Araştırmada tarama modeli kullanılmıştır. Öğrencilerin öğrenme stillerini belirlemek amacıyla Fer (2003) tarafından Türkçe’ye uyarlanan öğrenme stilleri envanteri; sosyal ağ kullanım amaçlarını belirlemek için Karal ve Kokoç (2010) tarafından geliştirilen sosyal ağ kullanım amaçları ölçeği kullanılmıştır. Bulgulara göre, Aktif/Yansıtan ve Duyumsal/Sezgisel öğrenme stillerine göre tanıma-tanınma amaçlı kullanım yönünden anlamlı bir fark bulunmuştur. Bu farklılık aktif/yansıtan öğrenme stilinde aktif öğrenciler lehine, duyumsal/sezgisel öğrenme stilinde sezgisel öğrenen öğrenciler lehinedir. Görsel/Sözel öğrenme stiline göre hem sosyal etkileşimiletişim hem de eğitim amaçlı kullanımda görsel öğrenme stiline sahip öğrencilerin lehine anlamlı fark görülmüştür. Ardışık/bütünleşik öğrenme stiline göre ise sosyal ağ kullanım amaçlarında anlamlı bir fark bulunmamıştır.

Kaynakça

  • Akyazı, E. & Ünal, A. (2013). İletişim fakültesi öğrencilerinin amaç, benimseme, yalnızlık düzeyi ilişkisi bağlamında sosyal ağları kullanımı. Global Media Journal, 3(6). 1-24.
  • Anderson, T. (2008). The Theory and Practice of Online Learning: AU Press.
  • Attwell, G. (2007). Personal learning environments-the future of elearning?. eLearning Papers, 2(1), 1-8.
  • Baird, D. & Fisher, M. (2006). Neomillennial user experience design strategies: Utilizing social networking media to support “always on” learning styles. Journal of Educational Technology Systems, 34(1), 5-32.
  • Barnes, K., Marateo, R. C. & Ferris, S. P. (2007). Teaching and learning with the net generation. Journal of Online Education, 3(4). 19 Şubat 2013 tarihinde http://www.editlib.org/p/104231 adresinden erişilmiştir.
  • Bosch, T., E. (2009). Using online social networking for teaching and learning: Facebook use at the university of cape town. South African Journal for Communication Theory and Research. 35(2), 185-200.
  • Bray, J. H., & Maxwell, S. E. (1985). Multivariate Analysis of Variance. Beverly Hills, CA: Sage
  • Capogna, S. (2010, October). Learning and social networks newforms of sociability. ESA Research Network Sociology of Culture Midterm Conference: Cultureand The Making of Worlds, pp.1-15. 20 Şubat 2013 tarihinde http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1692082## adresinde alınmıştır.
  • Cho, H., Gay, G., Davidson, B., & Ingraffea, A. (2007). Social networks, communication styles, and learning performance in a CSCL community. Computers & Education, 49(2), 309-329.
  • Correa, T., Hinsley, A. W. and Zuniga, H. G. (2010). Who interacts on the web? the intersection of users’ personality and social media use. Computers in Human Behaviour, 26, 247-253.
  • Curran, Sara R. & Saguy, Abigail C. (2001). Migration and cultural change: A role for gender and social networks?. Journal of International Women's Studies, 2(3), 54-77.
  • De Vita, G. (2001). Learning styles, culture and inclusive instruction in the multicultural classroom: A business and management perspective. Innovations in Education and Teaching International, 38(2), 165–174.
  • Dippold, D. (2009). Peer feedback through blogs: Student and tutor perceptions in an advanced german class. ReCALL, 21(1). 18 - 36.
  • Dunn, R. & K. Dunn. (1992). Teaching Elementary Students Through Their İndividual Learning Styles: Practical Approaches For Grades. Boston: Allyn and Bacon.
  • Edmunds, R. & Richardson, J. T. E. (2009). Conceptions of learning, approaches to studying and personal development in UK higher education. British Journal of Educational Psychology, 79, 295-309.
  • Ellison, N., Steinfield, C. & Lampe, C. (2007). The benefits of facebook ‘‘friends’’: Exploring the relationship between college students’ use of online social networks and social capital. Journal of Computer-Mediated Communication, 12(4), 1143-1168.
  • Felder, R. M. & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
  • Fer, S. (2003). Matematik, fizik ve kimya öğretmenliği öğrencilerinin öğrenme biçemlerine göre kolay öğrendikleri öğrenme etkinlikleri. Çağdaş Eğitim, 28(304), 33-43.
  • Graf, S. & Lui, T. C. (2010). Analysis of learners’ navigational behaviour and their learning styles in an online course. Journal of Computer Assisted Learning, 26 (2), 116-131.
  • Gregorc, A. F. (1979). Learning styles: Differences which the profession must address. Reading Through Content, 29-34.
  • Hackman, M. Z., & Walker, K. B. (1990). Instructional communication in the televised classroom: The effects of systems design and teacher ımmediacy on student learning and satisfaction. Communication Education, 39(3), 196-206.
  • Hannafin, M. J. & Hooper, S.R. (1993). Learning Principles. In M. Fleming and H. Levie (Eds.). Instructional Message Design. New Jersey: Educational techology publications englewood cliffs.
  • Hansen, D., Shneiderman, B. & Smith, M. A. (2010). Analyzing Social Media Networks with Nodexl: Insights From A Connected World. Burlington, USA.
  • Harrison, R. & Thomas, M. (2009). Identity in online communities: social networking sites and language learning. International Journal of Emerging Technologies and Society, 7(2), 109-124.
  • Hsieh, S. W., Jang, Y. R., Hwang, G. J., & Chen, N. S. (2011). Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning. Computers & Education, 57(1), 1194-1201.
  • Huang, E., Wei Lin, S. & Huang, T. (2012). What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction. Computers & Education, 58, 338-349.
  • Karal, H., & Kokoç, M. (2010). Üniversite öğrencilerinin sosyal ağ siteleri kullanım amaçlarını belirlemeye yönelik bir ölçek geliştirme çalışması. Turkish Journal of Computer and Mathematics Education, 1(3), 251-263.
  • Kaplan, A., M. & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of social Media. Business Horizons, 53, 59-68.
  • Keefe, J.W. (1982). Student Learning Styles and Brain Behaviour. Reston, VA: National Association of Secondary School Principals.
  • Kirschner, P. A. & Karpinski, A. C. (2010). Facebook and academic performance. Computers in Behaviour, 26, 1237-1245.
  • Klasnja-Milicevic, A., Vesin, B., Ivanovic, M. & Budimac, Z. (2011). E-learning personalization based on hybrid recommendation strategy and learning style identification. Computers & Education, 56, 885–899.
  • Lau, W.W.F. & Yuen, A. H. K. (2010). Promoting conceptual change of learning sorting algorithm through the diagnosis of mental models: The effects of gender and learning styles. Computers & Education, 54, 275-288.
  • Lenhart, A. & Madden, M. (2007). Teens, Privacy & Online Social Networks: How Teens Manage Their Online Identities And Personal Information in The Age Of Myspace. Washington, DC: Pew Internet & American Life Project.
  • Mazman, G. & Usluel, Y. (2011). Gender differences in using social networks. The Turkish Online Journal of Educational Technology, 10 (2), 133-139.
  • Moallem, M. (2007). Accommodating individual differences in the design of online learning environments: A comparative study. Journal of Research on Technology in Education, 40(2), 217-245.
  • Morris, J., & Meyer, J. H. F. (2003). Variation in the Conceptions of Learning of Physiotherapy Students in England and Wales. C. Rust (Ed.), Improving Student Learning Theory and Practice (235−250). Oxford, UK: Oxford Centre for Staff and Learning Development.
  • Mupinga, D. M., Nora, R. T., & Yaw, D. C. (2006). The learning styles, expectations, and needs of online students. College Teaching, 54(1), 185-189.
  • Muscanell, N. and Guadagno, R. (2012). Make new friends or keep the old: Gender and personality differences in social networking use. Computers in Human Behavior, 28 (1), 107–112.
  • Ortigosa, A., Paredes, P. & Rodriguez P. (2010). AH-questionnaire: An adaptive hierarchical questionnaire for learning styles. Computers & Education, 54, 999-1005.
  • Pempek, T, A.,Yermolayeva, Y. A. & Calvert, Sandra L. (2009). Collegestudents' social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30, 227-238.
  • Rasmussen, K. L. (1998). Hypermedia and learning styles: Can performance be influenced? Journal of Multimedia and Hypermedia, 7 (4), 291-308.
  • Rennie, F. & Morrison, T. (2013). E-Learning and Social Networking Handbook. UK: Routledge Publishing.
  • Riding, R., & Grimley, M. (1999). Cognitive style and learning from multimedia materials in 11-year children. British Journal of Educational Technology, 30(1), 43-59.
  • Roblyer, M., McDaniel, M., Webb, M., Herman, J. & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13(3), 134–140.
  • Ross, C., Orr, E. S., Sisic, M., Arseneault J. M., Simmering, M. G. & Orr, R. R. (2009). Personality and motivations associated with facebook use. Computers in Human Behaviour, 25, 578-586.
  • Saeed, N., & Yang, Y. (2008, July). Using learning styles and preferences to incorporate emerging e-learning tools in teaching. In Advanced Learning Technologies, 2008. ICALT'08. Eighth IEEE International Conference on (pp. 967-971). IEEE.
  • Shaw, R. (2012). A study of the relationships among learning styles, participation types, and performance in programming language learning supported by online forums. Computers & Education, 58, 111-120.
  • Şener, G. (2009). Türkiye’de Facebook kullanımı araştırması. 14. Türkiye’de İnternet Konferansı’nda sunulmuş bildiri, Bilgi Üniversitesi, İstanbul.
  • Tınmaz, H. (2013). Sosyal Ağ Web Siteleri ve Sosyal Ağların Eğitimde Kullanımı. K. Çağıltay ve Y. Göktaş (Editörler). Öğretim Teknolojilerinin Temelleri: Teoriler, Araştırmalar, Eğilimler (615-630). Ankara: Pegem A Yayıncılık.
  • Yan Yu, A., Wen Tian, S., Vogel, D., & Kwok, R. C. (2010). Can learning be virtuallyboosted? An investigation of online social networking impacts. Computers & Education, 55, 1494-1503.
  • Valkenburg, P. M., Schouten, A. P., & Peter, J. (2005). Adolescents' identity experiments on the Internet. New Media & Society, 7(3), 383–402.
  • Van Zwanenberg, N., Wilkinson, L. J. & Anderson, A. (2000). Felder and silverman’s ındex of learning styles and honey and mumford’s learning styles questionnaire: How do they compare and do they predict academic performance?. Educational Psychology, 20(3), 365-380.
  • Zacharis, N. (2011). The effect of learning style on preference for web-based courses and learning outcomes. British Journal of Educational Technology, 2(5). 790-800.
Yıl 2015, Cilt: 35 Sayı: 3, 0 - 0, 15.12.2015

Öz

Kaynakça

  • Akyazı, E. & Ünal, A. (2013). İletişim fakültesi öğrencilerinin amaç, benimseme, yalnızlık düzeyi ilişkisi bağlamında sosyal ağları kullanımı. Global Media Journal, 3(6). 1-24.
  • Anderson, T. (2008). The Theory and Practice of Online Learning: AU Press.
  • Attwell, G. (2007). Personal learning environments-the future of elearning?. eLearning Papers, 2(1), 1-8.
  • Baird, D. & Fisher, M. (2006). Neomillennial user experience design strategies: Utilizing social networking media to support “always on” learning styles. Journal of Educational Technology Systems, 34(1), 5-32.
  • Barnes, K., Marateo, R. C. & Ferris, S. P. (2007). Teaching and learning with the net generation. Journal of Online Education, 3(4). 19 Şubat 2013 tarihinde http://www.editlib.org/p/104231 adresinden erişilmiştir.
  • Bosch, T., E. (2009). Using online social networking for teaching and learning: Facebook use at the university of cape town. South African Journal for Communication Theory and Research. 35(2), 185-200.
  • Bray, J. H., & Maxwell, S. E. (1985). Multivariate Analysis of Variance. Beverly Hills, CA: Sage
  • Capogna, S. (2010, October). Learning and social networks newforms of sociability. ESA Research Network Sociology of Culture Midterm Conference: Cultureand The Making of Worlds, pp.1-15. 20 Şubat 2013 tarihinde http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1692082## adresinde alınmıştır.
  • Cho, H., Gay, G., Davidson, B., & Ingraffea, A. (2007). Social networks, communication styles, and learning performance in a CSCL community. Computers & Education, 49(2), 309-329.
  • Correa, T., Hinsley, A. W. and Zuniga, H. G. (2010). Who interacts on the web? the intersection of users’ personality and social media use. Computers in Human Behaviour, 26, 247-253.
  • Curran, Sara R. & Saguy, Abigail C. (2001). Migration and cultural change: A role for gender and social networks?. Journal of International Women's Studies, 2(3), 54-77.
  • De Vita, G. (2001). Learning styles, culture and inclusive instruction in the multicultural classroom: A business and management perspective. Innovations in Education and Teaching International, 38(2), 165–174.
  • Dippold, D. (2009). Peer feedback through blogs: Student and tutor perceptions in an advanced german class. ReCALL, 21(1). 18 - 36.
  • Dunn, R. & K. Dunn. (1992). Teaching Elementary Students Through Their İndividual Learning Styles: Practical Approaches For Grades. Boston: Allyn and Bacon.
  • Edmunds, R. & Richardson, J. T. E. (2009). Conceptions of learning, approaches to studying and personal development in UK higher education. British Journal of Educational Psychology, 79, 295-309.
  • Ellison, N., Steinfield, C. & Lampe, C. (2007). The benefits of facebook ‘‘friends’’: Exploring the relationship between college students’ use of online social networks and social capital. Journal of Computer-Mediated Communication, 12(4), 1143-1168.
  • Felder, R. M. & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
  • Fer, S. (2003). Matematik, fizik ve kimya öğretmenliği öğrencilerinin öğrenme biçemlerine göre kolay öğrendikleri öğrenme etkinlikleri. Çağdaş Eğitim, 28(304), 33-43.
  • Graf, S. & Lui, T. C. (2010). Analysis of learners’ navigational behaviour and their learning styles in an online course. Journal of Computer Assisted Learning, 26 (2), 116-131.
  • Gregorc, A. F. (1979). Learning styles: Differences which the profession must address. Reading Through Content, 29-34.
  • Hackman, M. Z., & Walker, K. B. (1990). Instructional communication in the televised classroom: The effects of systems design and teacher ımmediacy on student learning and satisfaction. Communication Education, 39(3), 196-206.
  • Hannafin, M. J. & Hooper, S.R. (1993). Learning Principles. In M. Fleming and H. Levie (Eds.). Instructional Message Design. New Jersey: Educational techology publications englewood cliffs.
  • Hansen, D., Shneiderman, B. & Smith, M. A. (2010). Analyzing Social Media Networks with Nodexl: Insights From A Connected World. Burlington, USA.
  • Harrison, R. & Thomas, M. (2009). Identity in online communities: social networking sites and language learning. International Journal of Emerging Technologies and Society, 7(2), 109-124.
  • Hsieh, S. W., Jang, Y. R., Hwang, G. J., & Chen, N. S. (2011). Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning. Computers & Education, 57(1), 1194-1201.
  • Huang, E., Wei Lin, S. & Huang, T. (2012). What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction. Computers & Education, 58, 338-349.
  • Karal, H., & Kokoç, M. (2010). Üniversite öğrencilerinin sosyal ağ siteleri kullanım amaçlarını belirlemeye yönelik bir ölçek geliştirme çalışması. Turkish Journal of Computer and Mathematics Education, 1(3), 251-263.
  • Kaplan, A., M. & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of social Media. Business Horizons, 53, 59-68.
  • Keefe, J.W. (1982). Student Learning Styles and Brain Behaviour. Reston, VA: National Association of Secondary School Principals.
  • Kirschner, P. A. & Karpinski, A. C. (2010). Facebook and academic performance. Computers in Behaviour, 26, 1237-1245.
  • Klasnja-Milicevic, A., Vesin, B., Ivanovic, M. & Budimac, Z. (2011). E-learning personalization based on hybrid recommendation strategy and learning style identification. Computers & Education, 56, 885–899.
  • Lau, W.W.F. & Yuen, A. H. K. (2010). Promoting conceptual change of learning sorting algorithm through the diagnosis of mental models: The effects of gender and learning styles. Computers & Education, 54, 275-288.
  • Lenhart, A. & Madden, M. (2007). Teens, Privacy & Online Social Networks: How Teens Manage Their Online Identities And Personal Information in The Age Of Myspace. Washington, DC: Pew Internet & American Life Project.
  • Mazman, G. & Usluel, Y. (2011). Gender differences in using social networks. The Turkish Online Journal of Educational Technology, 10 (2), 133-139.
  • Moallem, M. (2007). Accommodating individual differences in the design of online learning environments: A comparative study. Journal of Research on Technology in Education, 40(2), 217-245.
  • Morris, J., & Meyer, J. H. F. (2003). Variation in the Conceptions of Learning of Physiotherapy Students in England and Wales. C. Rust (Ed.), Improving Student Learning Theory and Practice (235−250). Oxford, UK: Oxford Centre for Staff and Learning Development.
  • Mupinga, D. M., Nora, R. T., & Yaw, D. C. (2006). The learning styles, expectations, and needs of online students. College Teaching, 54(1), 185-189.
  • Muscanell, N. and Guadagno, R. (2012). Make new friends or keep the old: Gender and personality differences in social networking use. Computers in Human Behavior, 28 (1), 107–112.
  • Ortigosa, A., Paredes, P. & Rodriguez P. (2010). AH-questionnaire: An adaptive hierarchical questionnaire for learning styles. Computers & Education, 54, 999-1005.
  • Pempek, T, A.,Yermolayeva, Y. A. & Calvert, Sandra L. (2009). Collegestudents' social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30, 227-238.
  • Rasmussen, K. L. (1998). Hypermedia and learning styles: Can performance be influenced? Journal of Multimedia and Hypermedia, 7 (4), 291-308.
  • Rennie, F. & Morrison, T. (2013). E-Learning and Social Networking Handbook. UK: Routledge Publishing.
  • Riding, R., & Grimley, M. (1999). Cognitive style and learning from multimedia materials in 11-year children. British Journal of Educational Technology, 30(1), 43-59.
  • Roblyer, M., McDaniel, M., Webb, M., Herman, J. & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13(3), 134–140.
  • Ross, C., Orr, E. S., Sisic, M., Arseneault J. M., Simmering, M. G. & Orr, R. R. (2009). Personality and motivations associated with facebook use. Computers in Human Behaviour, 25, 578-586.
  • Saeed, N., & Yang, Y. (2008, July). Using learning styles and preferences to incorporate emerging e-learning tools in teaching. In Advanced Learning Technologies, 2008. ICALT'08. Eighth IEEE International Conference on (pp. 967-971). IEEE.
  • Shaw, R. (2012). A study of the relationships among learning styles, participation types, and performance in programming language learning supported by online forums. Computers & Education, 58, 111-120.
  • Şener, G. (2009). Türkiye’de Facebook kullanımı araştırması. 14. Türkiye’de İnternet Konferansı’nda sunulmuş bildiri, Bilgi Üniversitesi, İstanbul.
  • Tınmaz, H. (2013). Sosyal Ağ Web Siteleri ve Sosyal Ağların Eğitimde Kullanımı. K. Çağıltay ve Y. Göktaş (Editörler). Öğretim Teknolojilerinin Temelleri: Teoriler, Araştırmalar, Eğilimler (615-630). Ankara: Pegem A Yayıncılık.
  • Yan Yu, A., Wen Tian, S., Vogel, D., & Kwok, R. C. (2010). Can learning be virtuallyboosted? An investigation of online social networking impacts. Computers & Education, 55, 1494-1503.
  • Valkenburg, P. M., Schouten, A. P., & Peter, J. (2005). Adolescents' identity experiments on the Internet. New Media & Society, 7(3), 383–402.
  • Van Zwanenberg, N., Wilkinson, L. J. & Anderson, A. (2000). Felder and silverman’s ındex of learning styles and honey and mumford’s learning styles questionnaire: How do they compare and do they predict academic performance?. Educational Psychology, 20(3), 365-380.
  • Zacharis, N. (2011). The effect of learning style on preference for web-based courses and learning outcomes. British Journal of Educational Technology, 2(5). 790-800.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Doç.Dr. Mehmet Akif Ocak

Şahin Gökçearslan

Ebru Solmaz

Seher Özcan

Esma Aybike Bayır

Yayımlanma Tarihi 15 Aralık 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 35 Sayı: 3

Kaynak Göster

APA Ocak, D. M. A., Gökçearslan, Ş., Solmaz, E., Özcan, S., vd. (2015). Üniversite Öğrencilerinin Sosyal Ağ Kullanım Amaçları ve Öğrenme Stilleri Üzerine Bir İnceleme. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 35(3).
AMA Ocak DMA, Gökçearslan Ş, Solmaz E, Özcan S, Bayır EA. Üniversite Öğrencilerinin Sosyal Ağ Kullanım Amaçları ve Öğrenme Stilleri Üzerine Bir İnceleme. GEFAD. Aralık 2015;35(3).
Chicago Ocak, Doç.Dr. Mehmet Akif, Şahin Gökçearslan, Ebru Solmaz, Seher Özcan, ve Esma Aybike Bayır. “Üniversite Öğrencilerinin Sosyal Ağ Kullanım Amaçları Ve Öğrenme Stilleri Üzerine Bir İnceleme”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 35, sy. 3 (Aralık 2015).
EndNote Ocak DMA, Gökçearslan Ş, Solmaz E, Özcan S, Bayır EA (01 Aralık 2015) Üniversite Öğrencilerinin Sosyal Ağ Kullanım Amaçları ve Öğrenme Stilleri Üzerine Bir İnceleme. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 35 3
IEEE D. M. A. Ocak, Ş. Gökçearslan, E. Solmaz, S. Özcan, ve E. A. Bayır, “Üniversite Öğrencilerinin Sosyal Ağ Kullanım Amaçları ve Öğrenme Stilleri Üzerine Bir İnceleme”, GEFAD, c. 35, sy. 3, 2015.
ISNAD Ocak, Doç.Dr. Mehmet Akif vd. “Üniversite Öğrencilerinin Sosyal Ağ Kullanım Amaçları Ve Öğrenme Stilleri Üzerine Bir İnceleme”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 35/3 (Aralık 2015).
JAMA Ocak DMA, Gökçearslan Ş, Solmaz E, Özcan S, Bayır EA. Üniversite Öğrencilerinin Sosyal Ağ Kullanım Amaçları ve Öğrenme Stilleri Üzerine Bir İnceleme. GEFAD. 2015;35.
MLA Ocak, Doç.Dr. Mehmet Akif vd. “Üniversite Öğrencilerinin Sosyal Ağ Kullanım Amaçları Ve Öğrenme Stilleri Üzerine Bir İnceleme”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 35, sy. 3, 2015.
Vancouver Ocak DMA, Gökçearslan Ş, Solmaz E, Özcan S, Bayır EA. Üniversite Öğrencilerinin Sosyal Ağ Kullanım Amaçları ve Öğrenme Stilleri Üzerine Bir İnceleme. GEFAD. 2015;35(3).