Ruzgar - A reaserch on the purpose of Internet usage 2005, SWPS, Uzależnienie od Internetu

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The Turkish Online Journal of Educational Technology – TOJET October 2005 ISSN: 1303-6521 volume 4 Issue 4 Article 4
A RESEARCH ON THE PURPOSE OF INTERNET USAGE AND LEARNING VIA
INTERNET
Ass. Prof. Dr. Nursel Selver RUZGAR,
Marmara University, Technical Education Faculty, Department of Computer Education, Kadikoy, Istanbul
nruzgar@marmara.edu.tr
ABSTRACT
New technologies are rapidly changing our ways of communication, and also the art of teaching, as well as
extending ways of learning. The dramatic growth of Internet usage has changed the lives of millions of people
around the globe during the last decade. For students and teachers, the Internet is becoming an increasingly
important part of the educational process. In addition, a new kind of multimedia approach is making the Web
available not just in the classroom, but in the textbook as well.
This study is based on an online survey conducted
at a Turkish University to obtain student views about intensity of Internet use, reasons for using the Internet,
impact of the Internet on student life, via the Internet, web-based lecture notes, exercises, an electronic
discussion panel and an internal course email communication system and their future plans about web-based
learning. The sample was drawn from different faculties of Marmara University in Turkey. 744 students
answered online survey, but after extraction 720 survey results were evaluated by SPSS. On the evaluation
process, frequency and percentage graphs were sketched the results were compared with cross-tables. The results
indicate that in the future the profile of education will be changed, mostly the students will access to Internet and
take their courses via Internet. The young generation is exposed to Internet at very early ages and this will
rapidly increase Internet usage in the near future. Sending/receiving e-mail topped the list in sample followed by
research for school-related work. Approximately fifty percent of students believe that Internet access at home
improves their grade-point-averages (GPAs).
Keywords
: Learning via Internet, Student preferences, Internet usage.
INTRODUCTION
The use of information technologies has shown a very rapid growth during the last decade in almost every
country in the world. Increasing computer ownership and access to the Internet have changed the lives of
millions of people who get online on a daily basis at home, at school, at work and other locations such as Internet
cafes. They go online to send/receive e-mails, chat, research for school or work, download music or images, and
to do many other activities.
More recent statistics for the United States indicate that, the end of 2002 connected 166 million people
connected to the Internet, representing 59 percent of the population (CyberAtlas, June 11, 2003). Coupled with
this high connection rate and increasing use of fast connection systems such as cable modems, Americans also
spend a lot more time on the Net than the citizens of other countries. As reported by Nielsen//NetRatings Inc. in
May 2003, the average Web usage in the United Kingdom was about 12 hours per month for both home and
work combined, while the corresponding statistics for Australia was 13.5 hours per month (CyberAtlas, June 16
2003). In the United States, the total time spent on the Web was about 99 hours per month (25.5 hours at home
and 73.5 hours at work). The rapid diffusion of the Internet is not a unique to the United States. Internet
penetration in the European Union has also shown very rapid growth during the last few years. The number of
households online has increased from18.3 percent in March 2000 to 40.4 percent in June 2002. Five countries
now exceed the 50% penetration rate with the Netherlands leading the pack (66 %), followed by Denmark (65
%), Sweden (64 %), Luxembourg (55 %) and Finland (54 percent). Greece had the lowest penetration rate in EU
with 9 percent (eEuropa).
By the end of 2002, 48 countries in the world had Internet populations of 1 million or more (Cyber Atlas, June
11). The United States leads the world in Internet technology and usage. Overall, it was estimated that 143
million Americans (54 percent of the American population) were using the Internet, up from 45 percent in
August 2000 (DOC, 2002). Japan had the second largest online population with 56 million people and 44 percent
access rate while China, the most populous country in the world, ranked number three with 46 million people but
only 4 percent access rate. Turkey had 2.5 million people online with an access rate of 4 percent. Countries with
similar access range were Romania (4 %), China (4 %), Mexico (3 %), Colombia (3 %), Indonesia (2 %),
Pakistan (1 %) and India (1 %).
The Internet is a global system of connections between millions of computers that allows almost instant access to
and dissemination of information. The use of the Internet as an instructional tool in higher education is rapidly
increasing. Today, there is an increase in the development of academic course websites with huge amounts of
learning materials imbedded within them. The Internet’s ability to provide students quick access to government
documents, scholarly list serves, and databases located at geographically-removed institutions makes it a
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The Turkish Online Journal of Educational Technology – TOJET October 2005 ISSN: 1303-6521 volume 4 Issue 4 Article 4
valuable information source for students (Benson, 1994; Browne et al., 2000; Lubans, 1998; Ryan, 1994. The
integration of the Internet as a teaching tool in academic courses has grown rapidly. Many universities, including
leading academic institutes, are implementing advanced technologies as a part of existing teaching frameworks
(AFT, 2001; Bonk, 2001). It is typical to see Web pages for courses in all fields taught at universities and
colleges providing course notes and related resources as supplements to courses that are delivered in traditional
classrooms (Zaiane, 2001). The Internet is mainly used for information transferring from the teacher to the
student. However, the mere posting of academic materials on the Web may not result in students utilizing these
materials to enhance their learning or course understanding (Cummings, Bonk, & Jacobs, 2002). Bork (2001)
claimed that although an enormous amount of material for Web-based learning is developed, there is little
empirical consideration of the learning effectiveness of these materials. Educators using Web-based learning
environments are in urgent need for no intrusive and automatic ways to get objective feedback from learners to
better follow the learning process and appraise the effectiveness of online course structure (Zaiane, 2001). The
Web supports many forms of learner interactivity and engagement, and provides access to a vast repository of
resources (Mioduser & Nachmias, 2002; Oliver & McLoughlin, 1999). In addition, the Web is used in response
to the needs of learners for improvement in accessibility and convenience, to lower costs, and to increase the
relevance of contents for the workplace (Beller & Or, 1998). The Internet has been implemented in higher
education teaching to such an extent that some argue we may be witnessing the formation of a new culture of
learning (Bullock & Ory, 1999).
Many Web-based learning activities in the late were based providing information in lecture mode. Course
materials were posted on the Web for students to download and to study on an individualized basis. Indeed, we
are currently witnessing the development of huge amounts of Web-based learning materials and contents that
have become a major component in many academic courses (Bork, 2001). The centrality of contents in Web-
supported academic courses can be seen by the examination of the most accessible tools by lecturers who
implemented the Internet in their teaching (Bonk, 2001).
RESEARCH OBJECTIVES AND METHODOLOGY
The survey form sought information on demographic data, availability of the Internet at home and school, how
long students had used the Internet, with what frequency they used the Internet, what purpose they used it for,
what sites were visited, impact of the Internet on student life, their attitudes about web based lecture notes,
electronic discussion panel and web based education.
The data for this project was collected online during the fall term of 2003-2004 Academic years. The sample was
drawn from different 18 faculties of Marmara University and 744 students responded online survey randomly,
but after extraction 720 survey results were evaluated. On the evaluation process, results were tabulated and
analyzed descriptive statistics, frequencies and percentages, and cross tabulation with SPSS statistical package
and Microsoft Excel 5.0 spreadsheet software.
RESEARCH FINDINGS
744 students responded this online survey, but after extraction 720 reponses were evaluated. From 720
participated students, 373 were freshmen (51.8%), 181 were sophomores (25.1%), 71 were juniors (9.9%) and 95
were seniors (13.2%). The males dominated the responses (71 %) as shown in Table 1. Males still dominate
Internet usage in Turkey (Sevdik; Polatoglu, 2001). Cross tabulations indicated that there were significant
differences in sex or class level, freshmen/sophomores versus juniors/seniors on overall frequency of web use.
For the sample, most of the respondents went online from home (50.1%) while “other combinations” option
received the second place (32.4 %). The Internet Cafes that are widely available in Istanbul explain the
importance of this category. The lower access from school is because of the fact that most Colleges in Turkey
have not been able to create the infrastructure to provide easy access to their students.
67.1 % of the respondents had telephone dial-up connections. The cost and availability factors explain the low
usage of cable modems in Turkey. The cost is as high as $60 per month and the service is not available
everywhere. One might suspect that the slow speed of dial-up modems and the relatively high hourly cost might
reduce the use of Internet in Turkey.
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The Turkish Online Journal of Educational Technology – TOJET October 2005 ISSN: 1303-6521 volume 4 Issue 4 Article 4
TABLE 1. Sample Characteristics
Characteristics
Sample (%)
Gender
Male
Female
71.4
28.6
Internet Access From:
Home Only
School Only
Both Home and
School
Other
Combinations
50.1
12.8
4.7
32.4
Type of Internet Connection
Modem (Dial-Up)
DSL
Cable
Other/Don’t Know
67.1
14.6
11.3
7.1
Time Spent Online (Hours/week)
1-5
6-10
11-15
16-20
More than 20
36
20.6
11.1
22.1
10.3
ONLINE ACTIVITIES
The students used the Internet to perform a number of activities. Among these, sending/receiving e-mail topped
the list (Table 2). It was interesting to discover that the school-sponsored e-mail played a small role with only 7.5
percent of the respondents using it. This finding perhaps suggests that the universities in Turkey should invest
more in Internet infrastructure. Hotmail (48.3 %), Yahoo (44.7 %) and Mynet (34.3 %) were the three top e-mail
account providers to the sample members.
Using the Internet to read news and sports information was the second most important activity. To do research
for school-related work was the third and chatting was the fourth important activities. While about 45 percent of
the group used the Internet to research for products and services, 30.6 percent and 29.7 percent of respondents
used it to download images and music, respectively. In addition, only 20 percent of the respondents did actually
bought products online.
TABLE 2. What Do They Use the Internet For?
Use Internet For....
Sample (%
)
E-Mail
64.4
Research for Homework
58
Chat
56.8
Read News and Sports Information
60.6
Download Music
29.7
Buy Products Online
20
Research for Products and Services
45.6
Play Games
26.3
Download Images
30.6
Impact of Internet
As mentioned above, the students use the Internet for a number of activities ranging from e-mail to buying
products online. Regarding impact of the Internet, the results show that 40.6 % of the students agree and strongly
agree that they read less because of Internet, compared to 46.5 % who disagree or strongly disagree and 12.9 %
who are neutral (Table 3). Obviously, this might cause some problems in cultural and literary development of
these students. Less than half of the respondents also indicate that they watch less television now because of their
online involvement. This might be good or bad depending that one talks to. However, it is definitely bad news
for television advertisers! It is sometimes argued that Internet negatively impacts the socialization process and
reduces interaction with friends or family members (Reisberg, 2000; Anderson, 2001). Others argue that
Internet actually facilitates interactions and people keep in touch with friends or family members via e-mail or
chat. One might even make friends online. 46.2 percent of the respondents indicated that they made new friends
while in chat rooms.
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The Turkish Online Journal of Educational Technology – TOJET October 2005 ISSN: 1303-6521 volume 4 Issue 4 Article 4
TABLE 3. The Impact of the Internet on Student Behavior
Comments/Statements
Str. Agree-
Agree
Neutral
Disagree-
Str.disagree
I read less because of the Internet
20.3-20.3
12.9
21.9-24.6
I watch less television because of the Internet
18.6-23.9
18.6
20.6-18.3
I have acquired new friends while in chat
rooms
18.6-27.6
19.6
21-13.1
Access to the Internet at home improves my
GPA
16-19.4
15.1
30.7-18.8
I am on the Internet more than I should be
14.6-23.6
7.8
32.8-21.3
About 25 percent of the respondents indicated that access to Internet at home improved their grade-point-average
while 49.5 percent of the respondents did not feel that way. There were some gender differences here. a larger
proportion of the males (38 percent of females versus 27 percent of the males) indicated that Internet access
improved their GPAs.
In spite of very favorable attitudes towards Internet, students also worry that they might be spending too much
time on the Web. A large share, 37 percent of the students indicated, “they are on the Internet more than they
should be.”
Favorite Sites
In an open-ended question, the respondents were asked to provide the top three Web sites that they use most
often. E-Mail sites (Hotmail, Yahoo, Mynet, MSN) topped the list followed by News/Sports Information sites,
and search engines. Entertainment, music, cinema, arts, banking, and health sites were also frequently
mentioned.
The Future of the Internet
According to a recent study, over 80 percent of faculty at North American colleges and universities believe that
web-based technology is a key contributor to student success (McGraw-Hill, 2002). It was also noted that 62
percent of faculty the United States and Canada, use the Internet to prepare coursework, 56 percent use the Web
to supplement textbooks, while 51 percent use it to ensure up-to-date course content. A large number of
professors in the United States now place lecture outlines, course requirements, homework, required reading and
guidelines on the Web using software such as the Blackboard or WebCT. They also communicate with their
students via e-mail quite often. Thus, having access to the Internet at home is a big advantage for the American
students.
The respondents in this study also confirmed positive expectations. The comments made were overwhelmingly
positive and many remarked that their lives would be much improved at work and at home due to their ability to
access the Internet. They felt that they would be a lot more productive because of the Net and some even
mentioned that “they can’t imagine spending a day in the future without being online to communicate with
friends, family and colleagues, read news and sports, listen to music, view videos, and to shop online.” Some
concerns were as well. These mainly revolved around privacy and security online that they expected will be
solved in the near future.
Feeling about Online Education Activities
Quantitative research methods (descriptive statistics,mean and standard deviatin; Independent sample t-test for
equality of means under the assumption of equal variances) were used in order to investigate the feelings of
respondents. All questions in this section of the survey were prepared a five-point scale Likert type scale
anchored at 1=‘‘strongly agree,’’ 2=‘‘somewhat agree,’’ 3=‘‘neutral,’’ 4=‘‘ somewhat disagree,’’ and 5=‘‘
strongly disagree.’’ According to Independent Samples Test results (Table 4), sig. (2-tailed) values of each
questions were greater than =0.05. This indicate that means are not significantly different.
According to mean values of the questions, most of the respondents strongly agree on “Lecture notes can also be
on the web”, “Exam results should be demonstrated on the web page of the Faculty.”, “Answer keys of
midterms, assignments and final should be demonsrated on the web page.”, “I have to access content and use
communication tools such as discussion boards, on-line.”, “ On-line Quizzes have to be avalible on the web
page.”, “Lecture notes are on my faculty web page.”, “İnternet has to be used for supporting education.”,
“Registration of a course can also be on-line.”, “I have enough face to face contact with my lecturers in my
faculty.”and “In the future, web based education will take place of school based education.”, but, however, they
generally disagree on “Exam results are announced on my faculty web page”. Most of the students feel that they
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The Turkish Online Journal of Educational Technology – TOJET October 2005 ISSN: 1303-6521 volume 4 Issue 4 Article 4
will have performed on the Internet better than they would have done under a more traditional approach and also
web based education will be alternative for school based education.
TABLE 4. Independent Samples Test
Levene's Test
for Equality of
Variances
.t-test for Equalityof
Means (95% Conf.
Int. of the Diff)
Descriptive
Stat.
Sig.2-
tailed
St.
Var.
F
Sig.
t
df
Mean
Lecture notes can also be on the web.
2,378
,123
-,281
718
,779
1,52
,543
Exam results should be demonstrated on the web page of the
Faculty.
,133
,715
,894
718
,372
1,56
,542
Answer keys of midterms, assignments and final should be
demonsrated on the web page.
1,248
,264
,045
718
,964
1,53
,534
I have to access content and use communication tools such as
discussion boards, on-line.
1,215
,271
-1,241
718
,215
1,55
,540
On-line Quizzes have to be avalible on the web page.
,733
,392
-,085
718
,932
1,55
,538
Exam results are announced on my faculty web page
7,512
,006
-1,304
718
,193
2,70
,457
Lecture notes are on my faculty web page.
13,470
,000
-1,766
718
,078
1,85
,356
İnternet has to be used for supporting education.
6,532
,011
-1,233
718
,218
1,71
,464
Registration of a course can also be on-line.
,173
,678
-,150
718
,880
1,54
,542
Do you think you will have performed better than, as well as
or poorer than you would have done under a more traditional
approach?.
3,517
,061
,076
718
,940
2,15
1,13
I have enough face to face contact with my lecturers in my
faculty.
7,168
,008
1,294
718
,196
1,21
,404
In the future, web based education will take place of school
based education.
,364
,546
,223
718
,824
2,45
1,31
I have Internet education.
16,179
,000
-1,935
718
,053
1,88
,331
My feelings about Internet in the future.
,009
,924
-,072
718
,943
1,21
,02
My feelings about web based education in the future.
,486
,486
-,633
718
,527
1,32
,127
SUMMARY AND CONCLUSIONS
The use of Internet has shown a rapid growth during the recent years. Students are heavy users of the Internet
throughout the whole world. Since they often serve as opinion leaders in technology products, it is important to
investigate their online behavior. In this study, students from Marmara University were surveyed to find out
more about their online activities and perceived impact of Internet on social behavior and their feelings about
online education activities. The following are some of the basic conclusions obtained after a detailed analysis of
student responses: The Internet has also become an integral part of college life and its usage is approaching 100
percent among students. It is expected that they will keep on using the Net after graduation. Thus, the future
looks very bright for Internet. The problems faced by the older generations due to the introduction of new
computer/Internet technology will not be a problem for this segment. Access from school was much for the
sample and home access was a lot more prevalent. 36 percent of the students spent 1-10 hours per week on the
Internet. In terms of activities online, sending/receiving e-mail topped the list followed by read news and sports
informations, research for school-related work, chat, research for products and services, download images and
musicand buy products online, respectively.
Because of their online activities, students read less and watch less television now. A significant number of
students also worry that they online more than they should be. These have some educational and marketing
implications. 36 percent of the students believe that Internet access at home improves their grade-point-averages
(GPAs).
In addition to the above conclusions, an analysis of the open-ended comments indicates that students view the
future of the Internet in a very positive manner. These students, as they enter the workforce, will continue to use
the Internet as their main mode of communication, job-related activities, and for fun. Some years from now,
education via Internet will takes place of of traditional education. It also appears from the responses that they
will be using the Internet in the future mostly in education base.
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