1. Examining the Social Anxiety of University Students in Synchronous Online Learning Environments.
This study examines the social anxiety of university students in online live lessons in terms of their digital literacy levels, gender, previous distance education experiences, and the way they interact with the teacher in live lessons. The study was conducted with a causal-comparative and correlational research design. Data was obtained from 167 university students with an online questionnaire. The instruments used in the study were the general information form, the student-teacher interaction subscale of the social anxiety scale in e-learning environments, and the digital literacy scale. The data analysis was carried out with correlation analysis and an independent sample t-test. Results of the research showed that the social anxiety of students in synchronous learning environments has a negative relationship with their digital skills. The social anxiety of female students was found to be higher than male students. Also, students who did not actively listen to the lesson and interact with the teacher through live chat were more anxious. The social anxiety did not differ according to previous distance education experience and the use of microphones in lessons.
Bahçekapılı, E. (2021). Examining the Social Anxiety of University Students in Synchronous Online Learning Environments. Acta Infologica, 5(2), 12-13.
2. Participation style and social anxiety as predictors of active participation in asynchronous discussion forums and academic achievement.
In the study, the impact of social anxiety and participation styles on active participation in discussions were investigated using three-factor social anxiety and four-factor participation style models. In addition, the impact of active participation on academic achievement was also examined. Path analysis was used to explain the predictive correlation among these indicators. Students’ participation behaviors in discussions during a three-week implementation were analyzed within the scope of a course taught during the COVID-19 pandemic period. The findings showed that social anxiety and participation styles had a significant impact on active participation, which, in turn, significantly affected academic achievement. The study provides crucial inputs in portraying the characteristics of learners in such a way as to tailor online discussions to their needs.
Demir, Ö., Cinar, M. & Keskin, S. Participation style and social anxiety as predictors of active participation in asynchronous discussion forums and academic achievement. Educ Inf Technol (2023). https://doi.org/10.1007/s10639-022-11517-3
3. Analysis of University Students Social Anxiety Levels in E-Learning Environments.
Social anxiety is an important construct that causes individuals behave physiologically, cognitively and behaviorally different. Although this concept is addressed for face-to-face communication environments, individuals can also feel a sense of social anxiety in online communication environments, which are widely preferred today. This anxiety can prevent the individual from interacting in his environment and performing in the group. This research aims to investigate the social anxiety level of the university students that study in university in Turkey and continue his education remotely due to pandemic process in e-learning environments. The research was developed with the descriptive survey method. 516 students from various universities in Turkey participated in this research. The research data were collected using the personal information form and the “social anxiety scale for e-learning environments” developed by Keskin at. all (2020). According to the results of the research, it was determined that the social anxiety levels of the university students who received lessons through distance education during the pandemic process in communication with the teacher and friends were below the middle level. While the highest score for the sub-dimensions was calculated in the social anxiety dimension on the discussion pages, the lowest score was calculated in the social avoidance dimension in communication with the teacher. In addition, it is seen that the average scores for the anxiety dimension are higher than the avoidance dimension. Accordingly, it can be said that the probability of students’ social anxiety turning into behavior is relatively low. When the sub-dimensions of social anxiety were examined in terms of demographic variables, it was determined that there was no significant difference between groups. Based on the results of the research, a certain amount of social anxiety has been observed even in the distance education process where students and teachers are not physically in the same environment which eye contact is minimized and the psychology of being in public is at the lowest. Predictive studies are recommended to determine the structures that affect social anxiety and can affect social anxiety in the e-learning process.
Özbey, M., Keskin, S., & Kayri, M. (2020). Analysis of University Students Social Anxiety Levels in E-Learning Environments. Presented at the EDUCCON 2020 EDUCATION CONFERENCE, Ankara.