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Teaching model preferences of university students and the factors explaining these preferences may give ideas to educators and decision-makers to design future innovative higher education systems. For this reason, this study aims to examine how some factors affect university students' teaching model preferences (face-to-face, online and hybrid) in detail. The factors of the study were gender, opinions about the complexity of the learning management system, sufficiency of digital materials, knowing how to solve problems during online learning, course participation preferences, online teaching methods preferences (synchronous, asynchronous or both), and finally community of inquiry elements (teaching, social and cognitive presence levels). 5504 university students participated in the study and the data were collected by an online questionnaire. Two-way contingency table analyses using Pearson X^2 method and a multinomial logistic regression model (MLR) were applied to determine the factors affecting the teaching model preferences. The results revealed that 71.2% of students preferred to use online supported models (online and hybrid) while only 28.8% of them preferred a wholly face-to-face model. Interestingly, more than half of the females preferred face-to-face and hybrid, while more than half of the males preferred online education. The tendency to prefer online education was related to students' problem solving competencies in the online environment and the learning management system not being complicated for them. This study indicated the relationship of the teaching model preferences with the other factors and community of inquiry elements.

The aim of this study was to develop a scale to measure the attitudes of the university academic and administrative staff and students toward sexual harassment and assault, and examine its psychometric properties. After the development of the item pool and examination of the content validity of the intended items, Exploratory Factor Analysis (EFA) and parallel analysis was conducted and Cronbach's alpha reliability coefficient was calculated collecting data from 150 participants (54.7% of female and 45.3% of male) for the initial version (comprised of 12 items) of the Attitudes Toward Sexual Harassment and Assault Scale (ATSHAS). In the second phase, Confirmatory Factor Analysis (CFA) was conducted with 354 participants (54% of female and 46% of male) for the revised version (10 items) of the ATSHAS. Additionally, Cronbach's alpha reliability coefficient was calculated with second sample. After developing the item pool, the completion of the first phase of the study took 5 months, and the second phase took 4 months. The final version of the ATSHAS consisting of nine items demonstrated sufficient psychometric properties for measuring attitudes toward sexual harassment and assault in the university environment.

This study presents the results of a survey implemented to investigate Turkish university students' technology use profile and their thoughts about distance education. The sample of the study is 6504 students from four universities in Turkey. The results of the study are reported in five main sections: 1) demographic information of the students, 2) students' Internet and computer-use opportunities, 3) students' computer skills, 4) studying styles of the students, and 5) thoughts concerning Internet-based distance education. The results of this study show that 38% of the students have home computer with an Internet connection, and 64%, 53%, and 30% of the students connect to the Internet for communication, newsgroups, and web searches, respectively. In addition, the findings show that the students prefer to access the Internet from either Internet cafes or their homes. Blended learning is the most favorite learning environment among these students. (Contains 9 tables.)

The purpose of this study is to analyze three separate constructs (demographics, study habits, and technology familiarity) that can be used to identify university students' characteristics and the relationship between each of these constructs with student achievement. A survey method was used for the current study, and the participants included 2,949 university students from 11 faculties of a public university in Turkey. A survey was used to collect data, and the data were analyzed using the chi-squared automatic interaction detection (CHAID) algorithm. The results of the study revealed that female students are significantly more successful than male students. In addition, the more introverted students, whether male or female, have higher grade point averages (GPAs) than those students who are more extroverted. Furthermore, male students who use the Internet more than 22 hours per week and use the Internet for up to six different aims have the lowest GPAs among all students, while female students who use the Internet for up to 21 hours per week have the highest GPAs among all students. The implications of these findings are also discussed herein.

Copyright of Cukurova Medical Journal / Çukurova Üniversitesi Tip Fakültesi Dergisi is the property of Cukurova University, Faculty of Medicine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education & Science / Egitim ve Bilim is the property of Turkish Education Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

BACKGROUND Despite the development of medical interventions, being infertile is still deemed a shameful and humiliating experience and perceived as a failure. The aim of the study was to investigate university students' attitudes towards infertility in terms of socio-demographic variables and risky behaviors in Turkey. PARTICIPANTS AND PROCEDURE It was a cross-sectional study with a self-administered scale. A total of 9693 university students (5002 female, 4691 male) from 12 statistical regions of Turkey participated in the study. RESULTS According to the findings of the study, 26.99% of the Turkish university students believed that lives of couples without a child are incomplete, 49.00% stated that they would not marry again if their partner was infertile, and 70.05% did not agree that women who do not have a child are faulty. Like the limited studies done before, male students reported more negative attitudes towards infertility than female students. Students who received sexual health education and knew someone infertile in their social network had more positive attitudes. CONCLUSIONS The results of the study indicated that university students' attitudes towards infertility are relatively positive. Gender differences in attitudes towards infertility indicate that psycho-education programs about infertility including gender role issues can be developed and applied for Turkish university students. [ABSTRACT FROM AUTHOR]