Hatice Ferhan Odabaşı

Unethical computer using behavior scale: A study of reliability and validity on Turkish university students

Abstract This study was carried out in a Turkish university with 216 undergraduate students of computer technology as respondents. The study aimed to develop a scale (UECUBS) to determine the unethical computer use behavior. A factor analysis of the related items revealed that the factors were can be divided under five headings; intellectual property, social impact, safety and quality, net integrity and information integrity.

Exploring the types and reasons of Internet-triggered academic dishonesty among Turkish undergraduate students: Development of Internet-Triggered Academic Dishonesty Scale (ITADS)

Internet contributes to the development of science and facilitates scientific demeanors while it also serves as a ground for academic misdemeanors. Recent studies indicate that Internet facilitates and spreads academic dishonesty. The purpose of the current study is to investigate the extent of involvement of Turkish university students in academic dishonesty practices facilitated through Internet (i.e. e-dishonesty) and to question the conditions which lead to e-dishonesty. Three hundred and forty nine education faculty students from the most populated state university in Turkey were administered two Likert-Scale questionnaires developed by the researchers. After the reliability and validity conditions were met, two exploratory factor analyses were conducted. The first one revealed the factors constituting common types of e-dishonesty among undergraduate students which were fraudulence, plagiarism, falsification, delinquency, and unauthorized help. The second factor analysis exhibited individual and contextual factors triggering e-dishonesty which were named as individual factors, institutional policies and peer pressure. Results of both analyses are discussed and suggestions for further research are provided.

Faculty Members’ Point of Views Regarding Lifelong Learning

The purpose of the current study is to investigate faculty members’ thoughts and characteristics regarding lifelong learning. The research has been designed as phenomenology. The sampling of the research consisted of 65 academicians who are professors, associate professors, assistant professors and research assistants from 17 faculties of Anadolu University in fall term of 20142015 education year. These participants have been selected by using purposive sampling method according to the proportional distribution of faculty members in the universe of study. Researchers designed semi-structured interview form and written-interview form to collect qualitative data. Collected data was analyzed by using content analysis. Based on the themes and codes in which analysis result achieved, faculty members’ thoughts about lifelong learning and factors which effect faculty members’ lifelong learning characteristics were determined. At the end of the study, it was found that faculty members participated in professional activities, social activities and personal development activities. However, academicians stated that they encounter some problems to participate in lifelong learning activities. It was found that these problems have personal, professional, institutional, social aspects and also they are originated 1 The present study is based on the dissertation of the first author. 2 Assist.Prof.Dr., Celal Bayar University, Faculty of Education, Computer Education and Instructional Technology Department, Manisa/Turkey, halil.haseski@cbu.edu.tr 3 Prof.Dr., Anadolu University, Faculty of Education, Computer Education and Instructional Technology Department Eskişehir/Turkey, fodabasi@anadolu.edu.tr Received: 08.03.2016, Accepted: 29.10.2016 Faculty Members’ Point of Views Regarding Lifelong Learning 332 from the structure of academic system, technology, bureaucracy and inadequate facilities. Faculty members stated that lifelong learning is important for them in personal, professional and social ways. However, the participants identified the different aspects of lifelong learning. The participants stated that both individual and environmental factors are effective on faculty members’ lifelong learning characteristics. Based on the results, several suggestions were put forward for implementation for higher education institutions and researchers.

Bilgi ve İletişim Teknolojileri (BİT) Eylem Yeterliliği

Toplumsal sorunlarin cozulmesi hem bireysel hem de toplumsal boyutlarda degisimler gerektirmektedir. Bu baglamda bireylerin cevresindeki insanlari etkileyebilme, fiziksel ve sosyal cevreye katkida bulunabilecek eylem gerceklestirme kapasiteleri, soz konusu sorunlarin cozumu icin buyuk onem tasimaktadir. Eylem yeterliligi, bu kapasiteleri kapsayan bir kavram olarak ortaya atilmistir. Kavram, oncelikli olarak Kuzey Avrupa ulkelerinde cevre, saglik ve baris egitimi gibi konularda calisilmistir. Bu kavramin Bilgi ve Iletisim Teknolojileri (BIT) alaninda uygulanmasinin bilgi toplumu olma yolunda onemli bir adim olabilecegi dusunulmektedir. Bu calismada eylem yeterliligi kavraminin tanitilmasi ve BIT eylem yeterliligi kavraminin tartisilmasi amaclanmistir