https://mojet.net/index.php/mojet <p>Malaysian Online Journal of Educational Technology (MOJET) is an online international electronic publication addressing the current issues in the field of education &amp; educational technology. MOJET serves as a forum of researchers, staff and students to raise issues across disciplinary boundaries and facilitate exchange of views in the field of educational technology.</p> <p><strong>Publication Frequency:</strong> Quarterly / every three months / 4 issues per year (January, April, July, October). Possible articles should be reviewed anonymously by members of an editorial board.</p> <p>The reviewing process usually takes 4 to 6 months.</p> <p><strong><span style="color: #000000;">Publication Fee:</span> </strong>There is no publication fee for the manuscripts published in MOJET. As the publication language of the journal is in English, the authors of the manuscripts that have accepted to publish must have proofreading after all editorial, and peer review processes have been completed.</p> <p><span class="VIiyi" lang="en">If the articles are accepted in accordance with a quality publication policy, the companies that are accepted as proofreading service will be notified to the authors.</span></p> <p>MOJET utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration.</p> Bilge Publishing en-US Malaysian Online Journal of Educational Technology 2289-2990 https://mojet.net/index.php/mojet/article/view/554 <p>The aim of this study is to investigate the relations between secondary education students’ learning styles and their use of social networks. The samples of the research designed by relational screening model consist of 1281 students reached by convenient sampling method, one of the non-probability sampling methods. In this study, “Kolb’s Learning Styles Inventory” and “The Survey of the use Social networks” were used as data collections tools. Frequency, percentage and chi-square techniques were used for data analyses. As a results of the study, it was found that the most used social networks are Facebook, YouTube, Twitter and Google Plus among students. In addition, students use social networks mostly for sharing photo, followed by making friends, sharing videos and playing games respectively. Students who have assimilative learning styles use Facebook, accommodative learning styles use Google Plus, converging styles use Twitter and diverging learning styles use other social networks. Moreover, it was found that students who has accommodative and assimilative learning styles use social networks to share videos, diverging learning styles use social networks to share photos and converging learning styles use social networks to make friends. However, it wasn’t found statistically significance difference between the students’ learning styles and both preferring social networks and the purpose of using them. In the study, it was investigated the relation between students’ learning style based on Kolb’s experiential learning theory and the use of social networks. Apart from Kolb’s Model, it is recommended that some other models like Myers and Briggs’ type indicator model, Lawrence’s learning type model, Fleming and Mill’s learning style model (VARK), Felder and Silverman’s learning style model or Reinert’s learning styles model can be preferred by authors to reveal the relationship with the use of social networks. Thus, the relationships between learning styles, one of the most important individual differences that facilitate learning, and social networks can be revealed in more detail and contribute to the literature on integrating social networking into educational environments.</p> Rıdvan Kenanoğlu Mustafa Kahyaoğlu Copyright (c) 2024 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by-nc-nd/4.0 2024-04-30 2024-04-30 12 2 67 77 10.52380/mojet.2024.12.2.554 https://mojet.net/index.php/mojet/article/view/550 <p>Several studies have been conducted on e-learning acceptance among university students. Most of these studies examined various factors and individual characteristics as predictors of actual use and behavioral intention for e-learning systems. However, latent profile analysis was used in the present study, adopting a person-centered approach. Accordingly, the study’s primary purpose was to define LMS acceptance profiles by grouping university students based on gender according to four main UTAUT predictor variables. The secondary purpose was to examine the extent to which LMS acceptance profiles had a relationship with the students' online self-regulation and engagement in online learning environments. The participants in the study were 397 students from a state university in Turkey who continued their distance education. Student Engagements Scale, Online Self-regulation Questionnaire, and Learning Management System Acceptance Scale were used to collect data. The obtained data were analyzed using latent profile analysis. The results obtained in the study revealed that there were three different student profiles: "very low LMS acceptance", "low LMS acceptance", and "high LMS acceptance". According to another result, it was seen that low online self-regulation and engagement had a relationship with a student profile with very low LMS acceptance and that high online self-regulation and engagement had a relationship with a student profile with high LMS acceptance. Based on the findings, various implications were made about increasing students' LMS acceptance.</p> Ferit Karakoyun Bülent Başaran Copyright (c) 2024 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by-nc-nd/4.0 2024-04-30 2024-04-30 12 2 78 92 10.52380/mojet.2024.12.2.550