Volume 21, Issue 71 (3-2021)
Zanko J Med Sci 2021, 21(71): 28-39 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Fallahi A, Nemat B, Abdi N. Exploring Internet-dependent students, experiences of social learning. Zanko J Med Sci 2021; 21 (71) :28-39
URL: http://zanko.muk.ac.ir/article-1-554-en.html
URL: http://zanko.muk.ac.ir/article-1-554-en.html
kurdistan university of medical sciences
Abstract: (1640 Views)
Background and Aim: Internet addiction is rising among students and it can lead to unpleasant consequences such as learning disruptions. The purpose of this study was to explore Internet-dependent students, experiences of social learning.
Materials and Methods: This qualitative study was carried out in Sanandaj city in the west of Iran in 2018. Using purposeful sampling, 15 internet-dependent students of universities of Sanandaj city were chosen. To gather data, individual semi-structured interviews, and group interviews, and notes taking during and after interviews were used. Interviews were recorded, taped, and analyzed via the content analysis method. Validity and rigor of the data were obtained using criteria including credibility, dependability, confirmability, and transferability.
Results: The analysis of qualitative data was presented in four major themes: "modeling", "internal encouragement", "disruption in learning", and "disruption in communication". Participants stated that disruption in social learning not only causes disruptions in social functions and roles but also makes them drop out in acquirement and learning.
Conclusion: The results of the study showed that internet dependency leads social learning toward virtual learning. Also, due to disruption in communication in the real world, encouragement, interaction, and learning of students through living and real patterns get limited. We should balance virtual learning and real learning.
Materials and Methods: This qualitative study was carried out in Sanandaj city in the west of Iran in 2018. Using purposeful sampling, 15 internet-dependent students of universities of Sanandaj city were chosen. To gather data, individual semi-structured interviews, and group interviews, and notes taking during and after interviews were used. Interviews were recorded, taped, and analyzed via the content analysis method. Validity and rigor of the data were obtained using criteria including credibility, dependability, confirmability, and transferability.
Results: The analysis of qualitative data was presented in four major themes: "modeling", "internal encouragement", "disruption in learning", and "disruption in communication". Participants stated that disruption in social learning not only causes disruptions in social functions and roles but also makes them drop out in acquirement and learning.
Conclusion: The results of the study showed that internet dependency leads social learning toward virtual learning. Also, due to disruption in communication in the real world, encouragement, interaction, and learning of students through living and real patterns get limited. We should balance virtual learning and real learning.
Type of Study: Research |
Subject:
Special
Received: 2021/02/2 | Accepted: 2021/04/20 | ePublished: 2021/06/20
Received: 2021/02/2 | Accepted: 2021/04/20 | ePublished: 2021/06/20
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
