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    Knowledge Sharing Self-Efficacy, Motivation and Sense of Community as Predictors of Knowledge Receiving and Giving Behaviors
    (Int Forum Educational Technology & Soc, Natl Taiwan Normal Univ, 2018) Ergun, Esin; Avci, Ummuhan
    This study examines the extent to which knowledge sharing self-efficacy, motivation and sense of community variables predict undergraduate students' knowledge sharing behaviors (knowledge receiving and knowledge giving) in online learning environments. The participants included undergraduate students (N = 284) from two different universities in Turkey. Stepwise multiple regression analyses were carried out to identify the variables predicting knowledge sharing behaviors as knowledge giving and receiving behaviors. The results revealed that both knowledge giving and receiving behaviors were best predicted by knowledge sharing self-efficacy, followed by motivations and sense of community. External effects and growth of aim affected knowledge receiving, whereas only internal effects affected knowledge giving. The independence factor giving.
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    Online students' LMS activities and their effect on engagement, information literacy and academic performance
    (Routledge Journals, Taylor & Francis Ltd, 2022) Avci, Ummuhan; Ergun, Esin
    The purpose of this study was to examine online students' LMS activities and the effect on their engagement, information literacy, and academic performance. The participants of the study were 65 undergraduate students enrolled to an online Computer Literacy course. Cluster analysis was performed on the log data gathered from LMS activities, and participation levels were grouped according to two levels, as high participation and low participation. Multivariate analysis of variance (MANOVA) revealed that LMS participation levels could play an important role on student academic performance and engagement, but not for student information literacy. Closely monitoring student participation levels can help instructors determine students' needs and support learning accordingly. It can be stated that high levels of student participation enhance students' engagements to online courses. Thus, learning difficulties in online learning environments can be prevented. These findings may have implications for students' online learning processes, and also for instructional designs as they play an important role in enhancing students' success in online learning environments.