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    An Analysis of Density and Degree-Centrality According to the Social Networking Structure Formed in an Online Learning Environment
    (Natl Taiwan Normal Univ, Taiwan, 2016) Ergun, Esin; Usluel, Yasemin Kocak
    In this study, we assessed the communication structure in an educational online learning environment using social network analysis (SNA). The communication structure was examined with respect to time, and instructors' participation. The course was implemented using ELGG, a network learning environment, blended with face-to-face sessions over a 14-week period. Data were collected from 114 undergraduate students who were enrolled in Instructional Technology and Material Design course. The program functions on the basis of a matrix; in this case a square matrix with rows and columns being the students' ID numbers. Density and centrality measures were visualized and interpreted. In terms of the density of the groups, it was found that the lowest density occurred during the first week. The highest density, on the other hand, occurred during the week when the instructor participated, in all the groups except for the third and sixth groups. The students placed in the center and those on the edges of the network differed on the basis of time as well as the instructor's participation. Other online learning environments could be assessed in a similar fashion using SNA in order to understand levels of participation and changes in interaction over time.
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    Exploring the Predictive Role of E-Learning Readiness and E-Learning Style on Student Engagement
    (Int Council Open & Distance Education, 2020) Ergun, Esin; Adibatmaz, Fatma Betul Kurnaz
    The aim of this study was to determine the factors predicting student engagement. The sample of the study consisted of 527 students from Karabuk University Distance Education Center. Independent variables of the study were e-learning style and online learning readiness. The data were analyzed using the stepwise multiple regression analysis. The findings revealed that students, who set a learning goal, can manage their time in line with this goal, put effort, organize their leaming considering their needs, pay attention to learning situations or the learning object, prefer to work with visual elements, enjoy doing research, can remember easily and study with visuals that facilitate retrieval, prefer to work independently, take responsibility for their learning, and believe in their learning ability, have higher levels of engagement.
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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.
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    Participation in online discussion environments: Is it really effective?
    (Springer, 2018) Kurnaz, Fatma Betul; Ergun, Esin; Ilgaz, Hale
    This study aimed to develop a rubric to assess participation of students in online discussion environments. For this purpose, the study included 168 students who participated in a course offered online during the spring semester of the 2015-2016 academic year. Developed based on the literature, the rubric consists of two parts (Form and Content, and Number and Density) and seven criteria in total. Form and Content consists of congruity of the message in terms of subject, clarity of the message, original value of the message, interactional value of the message, and directing the subject; whereas, Number and Density consists of the number of messages and their density. Four different discussion subjects were presented to the students in an online discussion environment. The researchers analyzed the students' messages individually. Exploratory Factor Analysis was performed in order to obtain evidence for construct validity. After conducting the factor analysis, results showed that the first dimension, which is form and content sub-factor, is unidimensional. The number and density sub-factor was included in the graded scoring key based on the literature and expert opinion. The findings show that the graded scoring key is reliable and valid.