The purpose of the study is to reveal the relationship between teachers’ lifelong learning tendencies and digital literacy levels. Both single and correlational survey designs from the quantitative research models were employed. To determine the study group, convenience case sampling was used by considering the Covid-19 pandemic and a total of 322 teachers on social media participated in the study. The data were collected in the second semester of the 2020-2021 academic year. In the current study, two scales, namely, “Lifelong Learning Scale” and “Digital Literacy Self-efficacy Scale of Teacher Candidates” were used for data collection tools. As a result of the study, it was determined that lifelong learning tendencies of teachers were at a high level. Besides, teachers find themselves sufficient in terms of digital literacy. It was observed that there was a positive and significant relationship between teachers’ lifelong learning tendencies and digital literacy levels. Ultimately, it was among the obtained results that teachers’ digital literacy levels also predicted their lifelong learning skills.

This quasi-experimental study aimed to examine students’ community of inquiry perceptions through online learning activities designed based on the community of inquiry model. The participants of the study consisted of 81 freshmen enrolled in two different departments of a Turkish state university. The process for the experimental procedure was carried out as part of the Information Technologies course. Due to the COVID-19 pandemic, the research process was carried out with synchronous distance education. While the control group received instruction through direct instruction and question/answer technique, the experimental group received instruction based on the community of inquiry model. For data collection, a demographic information form and the community of inquiry scale were administered. According to the results, students in the experimental group had significantly higher scores in terms of cognitive and teaching presence compared with the students in the control group. On the other hand, no significant difference was observed between the groups in terms of their social presence scores. Overall, the students in the experimental group had higher community of inquiry score than the students in the control group.

Bu çalışmada dijital ebeveynlik tutumunun çeşitli değişkenlere göre incelenmesi ve çocukların güvenli internet kullanımı ile dijital ebeveynlik tutumu arasındaki ilişkinin belirlenmesi amaçlanmıştır. Çalışma nicel araştırma yöntemlerinden ilişkisel tarama modeli ile yürütülmüştür. Çalışmaya Türkiye’nin farklı illerinde ortaokul düzeyinde öğrenim gören 487 çocuk ve bu çocukların ebeveynleri katılmıştır. Veri toplamak için Dijital Ebeveynlik Tutum Ölçeği, Güvenli Olmayan İnternet Kullanım Ölçeği ve EU Kids Online Anketi kullanılmıştır. Çalışmadan elde edilen sonuçlara göre dijital ebeveynlik tutumu ebeveyn cinsiyetine göre değişmemektedir. Ebeveynin eğitim düzeyi dijital ebeveynlik tutumunda farklılaşmaya sebep olmaktadır. Ebeveynin yaşı arttıkça dijital ebeveynlik tutumu azalmaktadır. Ebeveynin sahip olduğu dijital teknolojiler dijital ebeveynlik tutumunu pozitif yönde etkilemektedir. Dijital ebeveynlik tutumu ile çocuğun dijital ortamlarda sunulan fırsatlara erişimi birbirleri ile pozitif ilişki gösterirken, karşılaşacağı riskler arasında herhangi bir ilişki bulunamamıştır.

A quasi-experimental design was employed to examine the effects of flipped classroom approach on students’ academic achievement, self-regulation skills, and interaction level in synchronous distance education. The participants consisted of 50 undergraduate students. In an online synchronous course, the Zoom application and its breakout rooms were used. For ten weeks, students were asked to attend the course two times each week. For data collection, learning achievement test, online self-regulation scale, and online course interaction level determination scale were administered. The results revealed that while flipped classroom approach in an online synchronous course positively influenced students’ self-regulation skills and the interaction level, it did not affect students’ learning achievement.