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Yıl 2020, Cilt: 3 Sayı: 1, 69 - 90, 22.01.2020

Burak Yılmazsoy Mehmet Kahraman Utku Köse

https://doi.org/10.31681/jetol.662746
Cited By: 3

Öz

Kaynakça

  • Allagui, B. (2019). Writing a Descriptive Paragraph Using an Augmented Reality Application: An Evaluation of Students’ Performance and Attitudes. Technology, Knowledge and Learning, 1-24.
  • Baguma, R., Bagarukayo, E., Namubiru, P., Brown, C., & Mayisela, T. (2019). Using WhatsApp in Teaching to Develop Higher Order Thinking Skills--A Literature Review Using the Activity Theory Lens. International Journal of Education and Development using Information and Communication Technology, 15(2), 98-116.
  • Büyüköztürk, Ş. (2009). Handbook of Data Analysis for Social Sciences (In Turkish), Ankara, Turkey: Pegem A Akademi Press.
  • Calvo, R., Arbiol, A., & Iglesias, A. (2014). Are all chats suitable for learning purposes? A study of the required characteristics. Procedia Computer Science, 27, 251-260. DOI: 10.1016/j.procs.2014.02.028
  • Calvo, R., Arbiol, A., & Iglesias, A. (2014). Are all chats suitable for learning purposes? A study of the required characteristics. Procedia Computer Science, 27, 251-260. DOI: 10.1016/j.procs.2014.02.028
  • Cheung, W. S., Hew, K. F., & Ng, S. L. (2008). Toward an understanding of why students contribute in asyn- hronous online discussions. Journal of Educational Computing Research, 38(1), 29–50. DOI: 10.2190/EC.38.1.b
  • Church, K., & de Oliveira, R. (2013). What’s up with whatsapp?: Comparing mobile instant messaging behav-iors with traditional SMS. In Proceedings of the 15th International Conference on Human-computer Interaction with Mobile Devices and Services (pp. 352-361). ACM. DOI: 10.1145/2493190.2493225
  • Coleman, E., & O’Connor, E. (2019). The role of WhatsApp® in medical education; a scoping review and instructional design model. BMC medical education, 19(1), 279.
  • Constine, J. (2018). WhatsApp hits 1.5 billion monthly users. $19B? Not so bad. TechCrunch. Online: https://techcrunch.com/2018/01/31/whatsapp-hits-1-5-billion-monthlyusers-19b-not-so-bad/ (Retrieved December 14, 2019).
  • Dan Bouhnik, D., & Deshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education Research, 13, 217-231.
  • Dietz, S. & Henrich, C. (2014). Texting as a distraction to learning college students. Elsevier. Computers in Human Behaviour, 36, 163-167.
  • Echeverría, A., Nussbaum, M., Calderón, J., Bravo, C., & Infante, C. (2011). Face-to-face collaborative learning supported by mobile phones. Interactive Learning Environments, 19 (4), 351-363.
  • Ekiz, D. (2013). Scientific Research Methods (In Turkish).Ankara, Turkey: Anı Press.
  • Fante, R., Jacobi, L., & Sexton, V. (2013). The effects of instant messaging and task difficulty on reading comprehension. North American Journal of Psychology, 15(2), 287–298.
  • Fondevila-Gascón, J. F. (2019). Uses of WhatsApp in the Spanish university student. Pros and cons.
  • Fondevila-Gascón, J. F., Carreras-Alcalde, M., Mir-Bernal, P., Del Olmo-Arriaga, J. L., & Pesqueira-Zamora, M. J. (2014). El impacto de la mensajería instantánea en los estudiantes en forma de estrés y ansiedad para el aprendizaje: Análisis empírico. Didáctica, Innovación y Multimedia (DIM), 30, 1–15.
  • Fox, A. B., Rosen, J., & Crawford, M. (2009). Distractions, distractions: Does instant messaging affect college students’ performance on a concurrent reading comprehension task? Cyberpsychology & Behavior, 12(1), 51–53. doi: 10.1089/cpb.2008.0107
  • Gon, S., & Rawekar, A. (2017). Effectivity of E-learning through Whatsapp as a teaching learning tool. MVP J Med Sci., 4(1):19–25.
  • Goyal, A., Tanveer, N., & Sharma, P. (2017). WhatsApp for teaching pathology postgraduates: a pilot study. J Pathol Inform., 8(1):6.
  • Grover, K., Pecor, K., Malkowski, M., Kang, L., Machado, S., Lulla, R., …, & Ming, X. (2016). Effects of instant messaging on school performance in adolescents. Journal of Child Neurology, 31(7), 850–857. DOI: 10.1177/0883073815624758
  • Gurusınga, N. I. B. (2018). The Contrıbutıon Of Chat Usıng Whatsapp On The Student’s Abılıty In Developıng Englısh Wrıtıng Sıxth Semester Of Englısh Department At Uınsu (Doctoral Dissertation, Universitas Islam Negeri Sumatera Utara).
  • Hamad, M. M. (2017). Using WhatsApp to Enhance Students' Learning of English Language" Experience to Share". Higher Education Studies, 7(4), 74-87.
  • Han, I., & Shin, W. S. (2016). The use of a mobile learning management system and academic achievement of online students. Computers & Education, 102, 79–89. doi:10.1016/j.compedu.2016.07.003
  • Harma, A., & Shukla, A. K. (2016). Impact of Social Messengers Especially WhatsApp on Youth-A Sociological Study. International Journal of Advance Research and Innovative Ideas in Education, 2(5), 367-375.
  • Hayati, A., Jalilifar, A., & Mashhadi, A. (2013). Using Short Message Service (SMS) to teach English idioms to EFL students. British Journal of Educational Technology, 44(1), 66- 1. DOI: 10.1111/j.1467-8535.2011.01260.x
  • Hayward, E, & Ward, A. (2018). Virtual learning communities for faculty members: does WhatsApp work? Med. Educ., 52(5):569.
  • Hertzog, P. E., & Swart, A. J. (2018). The use of WhatsApp in design-based modules. In 2018 IEEE Global Engineering Education Conference (EDUCON) (pp. 445-450). IEEE.
  • Huang, H., & Leung, L. (2009). Instant messaging addiction among teenagers in China: Shyness, alienation, and academic performance decrement. Cyberpsychology & Behavior, 12(6), 675–679. DOI: 10.1089/cpb.2009.0060
  • Jere, N. R., Jona, W., & Lukose, J. M. (2019). Effectiveness of Using WhatsApp for Grade 12 Learners in Teaching Mathematics in South Africa. In 2019 IST-Africa Week Conference (IST-Africa) (pp. 1-12). IEEE.
  • Junco, R., & Cotten, S. R. (2011). Perceived academic effects of instant messaging use. Computers & Education, 56(2), 370–378. DOI: 10.1016/j.compedu.2010.08.020
  • Kaieski, N.; Grings, J. A.; Fetter, S. A. (2015). Um estudo sobre as possibilidades pedagógicas de utilização do WhatsApp. RENOTE Revista Novas Tecnologias na Educação, v. 13, p. 1-10.
  • Kaliyadan, F., Ashique, K. K. T., Jagadeesan, S., & Krishna, B. (2016). What’s up dermatology? A pilot survey of the use of WhatsApp in dermatology practice and case discussion among members of WhatsApp dermatology groups. Indian J Dermatology, Venereol Leprol., 82(1):67–9.
  • Lopes, C. G.; Vaz, B. B. (2016). O Uso Pedagógico dos Grupos do Whatsapp no Ensino de História. In: V Congresso Internacional de História - Novas Epistemes e Narrativas Conteporâneas, Jatai.
  • Malka, V., Ariel, Y., & Avidar, R. (2015). Fighting, worrying and sharing: Operation ‘Protective Edge’ as the first WhatsApp war. Media, War & Conflict, 8(3), 329-344. DOI: 10.1177/1750635215611610
  • Moran, J. M. (2013). Novas tecnologias e mediação pedagógica. 21 ed. rev. E atual. – Campinas, SP: Papirus.
  • Moran, J. M. (2015). Educação híbrida: Um conceito-chave para a educação hoje. In: BACICH, Lilian; NETO, Adolfo Tanzi; TREVISANI, Fernando de Mello. Ensino híbrido: personalização e tecnologia na educação. Porto Alegre: Penso.
  • Priyono, A. (2016). Improving quality of interactivity between organisation and customers with the support of WhatsApp. Paper presented at the 2016 Global Marketing Conference at Hong Kong.
  • Rosenberg, H., & Asterhan, C. S. (2018). “WhatsApp, Teacher?”-Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools. Journal of Information Technology Education: Research, 17, 205-226.
  • Saccol, A. Z.; Schlemmer, E.; Barbosa, J. (2011). M-learning e u-learning: novas perspectivas da aprendizagem móvel e ubíqua. São Paulo: Pearson Prentice Hall.
  • Sánchez-Moya, A., & Cruz-Moya, O. (2015). Whatsapp, Textese, and Moral Panics: Discourse Features and Habits across Two Generations. Procedia-Social and Behavioral Sciences, 173, 300-306. DOI: 10.1016/j.sbspro.2015.02.069
  • Souza, C. F. (2015). Aprendizagem sem distância: tecnologia digital móvel no ensino de língua inglesa. Revista Texto Livre, v. 8, p. 39-50.
  • Unesco. (2014). Organização das Nações Unidas para a Educação, a Ciência e a Cultura. Diretrizes de políticas da UNESCO para a aprendizagem móvel. Brasília: UNESCO.
  • We Are Social. (2019). Digital in 2019. 18 Aralık 2019 tarihinde https://wearesocial.com/global-digital-report-2019 adresinden erişilmiştir.
  • WhatsApp. (2019a). Feature of WhatsApp. Online: https://www.whatsapp.com/features/?lang=tr (Retrieved December 18, 2019).
  • WhatsApp. (2019b). About WhatsApp. Online: https://www.whatsapp.com/about/ (Retrieved November 20, 2019).
  • Yeboah, J., & Ewur, G. D. (2014). The impact of WhatsApp messenger usage on students performance in Tertiary Institutions in Ghana. Journal of Education and practice, 5(6), 157-164.
  • Yılmazsoy, B., & Kahraman, M. (2018). Investigation of Tutor-Teacher Views on Using Whatsapp Social Network in Education. FATİH Project Educational Technologies Summit, (pp. 137-148). Ankara, Turkey.
  • Yılmazsoy, B., Kahraman, M., & Baysan, E. (2019). Investigation of Student Opinions on the Use of Social Networks in the Education Process: The Case of WhatsApp (In Turkish). International Congress on Science and Education, (pp. 137-148). Afyonkarahisar, Turkey.
  • Zan, N. (2019). Communication Channel Between Teachers and Students in Chemistry Education: WhatsApp. US-China Education Review, 9(1), 18-30.
  • Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. TOJET: The Turkish Online Journal of Educational Technology, 10(3), 203-214.

Negative Aspects of Using Social Networks in Education: A Brief Review on WhatsApp Example

Yıl 2020, Cilt: 3 Sayı: 1, 69 - 90, 22.01.2020

Burak Yılmazsoy Mehmet Kahraman Utku Köse

https://doi.org/10.31681/jetol.662746
Cited By: 3

Öz

The aim of this study is to examine negative effects of using WhatsApp social network application in educational processes and to create a conceptual framework in this manner. In order to examine the literature related to the research topic, sources in different databases were evaluated and research works after especially 2010 have been considered accordingly. A holistic framework regarding negative results of using WhatsApp in education has been tried to be established by examining the sources in detail. There is currently not too many scientific research works on benefits and disadvantages of using WhatsApp in long-term. But since this application has been accepted by many researchers as an instant messaging approach, it appears to be a small number of studies analyzing the effects of over-use of instant messaging take place in the associated literature. When the data obtained within this research is examined it is possible to express that the students addicted to instant messaging are inadequate in academic processes, they cannot control the time spent for messaging, they neglect their homework and they are also less disciplined compared to other students. Additionally, it is also seen these students’ comprehension levels, learning skills, productivity and academic achievements have been affected negatively. It is also remarkable that students using instant messaging during reading tasks can increase the time required for completing reading, and may even feel sleepiness during daytime.

Anahtar Kelimeler

social media whatsapp addiction negative effects education

Kaynakça

  • Allagui, B. (2019). Writing a Descriptive Paragraph Using an Augmented Reality Application: An Evaluation of Students’ Performance and Attitudes. Technology, Knowledge and Learning, 1-24.
  • Baguma, R., Bagarukayo, E., Namubiru, P., Brown, C., & Mayisela, T. (2019). Using WhatsApp in Teaching to Develop Higher Order Thinking Skills--A Literature Review Using the Activity Theory Lens. International Journal of Education and Development using Information and Communication Technology, 15(2), 98-116.
  • Büyüköztürk, Ş. (2009). Handbook of Data Analysis for Social Sciences (In Turkish), Ankara, Turkey: Pegem A Akademi Press.
  • Calvo, R., Arbiol, A., & Iglesias, A. (2014). Are all chats suitable for learning purposes? A study of the required characteristics. Procedia Computer Science, 27, 251-260. DOI: 10.1016/j.procs.2014.02.028
  • Calvo, R., Arbiol, A., & Iglesias, A. (2014). Are all chats suitable for learning purposes? A study of the required characteristics. Procedia Computer Science, 27, 251-260. DOI: 10.1016/j.procs.2014.02.028
  • Cheung, W. S., Hew, K. F., & Ng, S. L. (2008). Toward an understanding of why students contribute in asyn- hronous online discussions. Journal of Educational Computing Research, 38(1), 29–50. DOI: 10.2190/EC.38.1.b
  • Church, K., & de Oliveira, R. (2013). What’s up with whatsapp?: Comparing mobile instant messaging behav-iors with traditional SMS. In Proceedings of the 15th International Conference on Human-computer Interaction with Mobile Devices and Services (pp. 352-361). ACM. DOI: 10.1145/2493190.2493225
  • Coleman, E., & O’Connor, E. (2019). The role of WhatsApp® in medical education; a scoping review and instructional design model. BMC medical education, 19(1), 279.
  • Constine, J. (2018). WhatsApp hits 1.5 billion monthly users. $19B? Not so bad. TechCrunch. Online: https://techcrunch.com/2018/01/31/whatsapp-hits-1-5-billion-monthlyusers-19b-not-so-bad/ (Retrieved December 14, 2019).
  • Dan Bouhnik, D., & Deshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education Research, 13, 217-231.
  • Dietz, S. & Henrich, C. (2014). Texting as a distraction to learning college students. Elsevier. Computers in Human Behaviour, 36, 163-167.
  • Echeverría, A., Nussbaum, M., Calderón, J., Bravo, C., & Infante, C. (2011). Face-to-face collaborative learning supported by mobile phones. Interactive Learning Environments, 19 (4), 351-363.
  • Ekiz, D. (2013). Scientific Research Methods (In Turkish).Ankara, Turkey: Anı Press.
  • Fante, R., Jacobi, L., & Sexton, V. (2013). The effects of instant messaging and task difficulty on reading comprehension. North American Journal of Psychology, 15(2), 287–298.
  • Fondevila-Gascón, J. F. (2019). Uses of WhatsApp in the Spanish university student. Pros and cons.
  • Fondevila-Gascón, J. F., Carreras-Alcalde, M., Mir-Bernal, P., Del Olmo-Arriaga, J. L., & Pesqueira-Zamora, M. J. (2014). El impacto de la mensajería instantánea en los estudiantes en forma de estrés y ansiedad para el aprendizaje: Análisis empírico. Didáctica, Innovación y Multimedia (DIM), 30, 1–15.
  • Fox, A. B., Rosen, J., & Crawford, M. (2009). Distractions, distractions: Does instant messaging affect college students’ performance on a concurrent reading comprehension task? Cyberpsychology & Behavior, 12(1), 51–53. doi: 10.1089/cpb.2008.0107
  • Gon, S., & Rawekar, A. (2017). Effectivity of E-learning through Whatsapp as a teaching learning tool. MVP J Med Sci., 4(1):19–25.
  • Goyal, A., Tanveer, N., & Sharma, P. (2017). WhatsApp for teaching pathology postgraduates: a pilot study. J Pathol Inform., 8(1):6.
  • Grover, K., Pecor, K., Malkowski, M., Kang, L., Machado, S., Lulla, R., …, & Ming, X. (2016). Effects of instant messaging on school performance in adolescents. Journal of Child Neurology, 31(7), 850–857. DOI: 10.1177/0883073815624758
  • Gurusınga, N. I. B. (2018). The Contrıbutıon Of Chat Usıng Whatsapp On The Student’s Abılıty In Developıng Englısh Wrıtıng Sıxth Semester Of Englısh Department At Uınsu (Doctoral Dissertation, Universitas Islam Negeri Sumatera Utara).
  • Hamad, M. M. (2017). Using WhatsApp to Enhance Students' Learning of English Language" Experience to Share". Higher Education Studies, 7(4), 74-87.
  • Han, I., & Shin, W. S. (2016). The use of a mobile learning management system and academic achievement of online students. Computers & Education, 102, 79–89. doi:10.1016/j.compedu.2016.07.003
  • Harma, A., & Shukla, A. K. (2016). Impact of Social Messengers Especially WhatsApp on Youth-A Sociological Study. International Journal of Advance Research and Innovative Ideas in Education, 2(5), 367-375.
  • Hayati, A., Jalilifar, A., & Mashhadi, A. (2013). Using Short Message Service (SMS) to teach English idioms to EFL students. British Journal of Educational Technology, 44(1), 66- 1. DOI: 10.1111/j.1467-8535.2011.01260.x
  • Hayward, E, & Ward, A. (2018). Virtual learning communities for faculty members: does WhatsApp work? Med. Educ., 52(5):569.
  • Hertzog, P. E., & Swart, A. J. (2018). The use of WhatsApp in design-based modules. In 2018 IEEE Global Engineering Education Conference (EDUCON) (pp. 445-450). IEEE.
  • Huang, H., & Leung, L. (2009). Instant messaging addiction among teenagers in China: Shyness, alienation, and academic performance decrement. Cyberpsychology & Behavior, 12(6), 675–679. DOI: 10.1089/cpb.2009.0060
  • Jere, N. R., Jona, W., & Lukose, J. M. (2019). Effectiveness of Using WhatsApp for Grade 12 Learners in Teaching Mathematics in South Africa. In 2019 IST-Africa Week Conference (IST-Africa) (pp. 1-12). IEEE.
  • Junco, R., & Cotten, S. R. (2011). Perceived academic effects of instant messaging use. Computers & Education, 56(2), 370–378. DOI: 10.1016/j.compedu.2010.08.020
  • Kaieski, N.; Grings, J. A.; Fetter, S. A. (2015). Um estudo sobre as possibilidades pedagógicas de utilização do WhatsApp. RENOTE Revista Novas Tecnologias na Educação, v. 13, p. 1-10.
  • Kaliyadan, F., Ashique, K. K. T., Jagadeesan, S., & Krishna, B. (2016). What’s up dermatology? A pilot survey of the use of WhatsApp in dermatology practice and case discussion among members of WhatsApp dermatology groups. Indian J Dermatology, Venereol Leprol., 82(1):67–9.
  • Lopes, C. G.; Vaz, B. B. (2016). O Uso Pedagógico dos Grupos do Whatsapp no Ensino de História. In: V Congresso Internacional de História - Novas Epistemes e Narrativas Conteporâneas, Jatai.
  • Malka, V., Ariel, Y., & Avidar, R. (2015). Fighting, worrying and sharing: Operation ‘Protective Edge’ as the first WhatsApp war. Media, War & Conflict, 8(3), 329-344. DOI: 10.1177/1750635215611610
  • Moran, J. M. (2013). Novas tecnologias e mediação pedagógica. 21 ed. rev. E atual. – Campinas, SP: Papirus.
  • Moran, J. M. (2015). Educação híbrida: Um conceito-chave para a educação hoje. In: BACICH, Lilian; NETO, Adolfo Tanzi; TREVISANI, Fernando de Mello. Ensino híbrido: personalização e tecnologia na educação. Porto Alegre: Penso.
  • Priyono, A. (2016). Improving quality of interactivity between organisation and customers with the support of WhatsApp. Paper presented at the 2016 Global Marketing Conference at Hong Kong.
  • Rosenberg, H., & Asterhan, C. S. (2018). “WhatsApp, Teacher?”-Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools. Journal of Information Technology Education: Research, 17, 205-226.
  • Saccol, A. Z.; Schlemmer, E.; Barbosa, J. (2011). M-learning e u-learning: novas perspectivas da aprendizagem móvel e ubíqua. São Paulo: Pearson Prentice Hall.
  • Sánchez-Moya, A., & Cruz-Moya, O. (2015). Whatsapp, Textese, and Moral Panics: Discourse Features and Habits across Two Generations. Procedia-Social and Behavioral Sciences, 173, 300-306. DOI: 10.1016/j.sbspro.2015.02.069
  • Souza, C. F. (2015). Aprendizagem sem distância: tecnologia digital móvel no ensino de língua inglesa. Revista Texto Livre, v. 8, p. 39-50.
  • Unesco. (2014). Organização das Nações Unidas para a Educação, a Ciência e a Cultura. Diretrizes de políticas da UNESCO para a aprendizagem móvel. Brasília: UNESCO.
  • We Are Social. (2019). Digital in 2019. 18 Aralık 2019 tarihinde https://wearesocial.com/global-digital-report-2019 adresinden erişilmiştir.
  • WhatsApp. (2019a). Feature of WhatsApp. Online: https://www.whatsapp.com/features/?lang=tr (Retrieved December 18, 2019).
  • WhatsApp. (2019b). About WhatsApp. Online: https://www.whatsapp.com/about/ (Retrieved November 20, 2019).
  • Yeboah, J., & Ewur, G. D. (2014). The impact of WhatsApp messenger usage on students performance in Tertiary Institutions in Ghana. Journal of Education and practice, 5(6), 157-164.
  • Yılmazsoy, B., & Kahraman, M. (2018). Investigation of Tutor-Teacher Views on Using Whatsapp Social Network in Education. FATİH Project Educational Technologies Summit, (pp. 137-148). Ankara, Turkey.
  • Yılmazsoy, B., Kahraman, M., & Baysan, E. (2019). Investigation of Student Opinions on the Use of Social Networks in the Education Process: The Case of WhatsApp (In Turkish). International Congress on Science and Education, (pp. 137-148). Afyonkarahisar, Turkey.
  • Zan, N. (2019). Communication Channel Between Teachers and Students in Chemistry Education: WhatsApp. US-China Education Review, 9(1), 18-30.
  • Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. TOJET: The Turkish Online Journal of Educational Technology, 10(3), 203-214.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Burak Yılmazsoy 0000-0001-5462-4247

Mehmet Kahraman 0000-0002-2551-6623

Utku Köse 0000-0002-9652-6415

Yayımlanma Tarihi 22 Ocak 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 3 Sayı: 1

Kaynak Göster

APA Yılmazsoy, B., Kahraman, M., & Köse, U. (2020). Negative Aspects of Using Social Networks in Education: A Brief Review on WhatsApp Example. Journal of Educational Technology and Online Learning, 3(1), 69-90. https://doi.org/10.31681/jetol.662746

Cited By

Investigating the Effect of Social Media on Dependency and Communication Practices in Emirati Society
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https://doi.org/10.3390/socsci13010069
Social presence and dynamics of group communication: An analysis of a health professionals WhatsApp group chats
PLOS ONE
https://doi.org/10.1371/journal.pone.0288773
The Educational Use of WhatsApp
Sustainability
https://doi.org/10.3390/su141710510
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