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Aim: In this study, the information technology and health informatics knowledge readiness of Turkish physicians were evaluated. Methods: In the evaluation of the Information Technology Dimension, basic computer usage, health informatics concepts and privacy in health informatics were evaluated by a questionnaire. Results: When the science education dimension and survey data were evaluated, it was observed that the male participants’ information technology readiness was higher than the female participants' information technology readiness. The average score of physicians was 3.5 in our study and it needs a personal effort to have a better information technology skills level. Another observation is that the informatics education dimension changes according to the age group, and it is determined that the participants at the early ages have more qualifications in terms of education. Conclusion: Likewise, it is one of the results obtained in the evaluation of the data that young physicians have higher information technology skills. When the data were evaluated in terms of academic title, it was observed that informatics education was affected according to the academic title and basic computer usage skills were not affected by the title, but the information about health informatics was affected by the academic title. Keywords: information technology, readiness, health informatics

The amount of health data created in the world is increasing exponentially every day. Existing technologies such as data storage, fast processing of stored data, and data security are still sufficient, but it is predicted that some problems will most likely occur. The positive effects of blockchain technology have attracted attention on issues such as ensuring that people avoid direct contact in the pandemic, saving time, facilitating international cooperation, and reducing paperwork. Blockchain technology allows for the elimination of an authority or a central server. This feature makes data processing processes incredibly fast. It allows patient health data to be stored regularly, transferred quickly, and easily anonymized when necessary. In this way, the needs of patients who continue their treatment at home or in the hospital can be determined in advance. The drugs to be used, the necessary medical devices, and the treatment to be applied can be determined quickly, and, if necessary, the product supply can be automatically procured in advance and made ready.

Aim: The telepresence technology is the next best thing to being there in person as though sitting together at the same table instead of separated by distances. In this study, it is aimed to investigate the effectiveness of telepresence technology on medical students’ success as an alternative teaching method comparing with face-to-face teaching method in the pathology course.Methods: A quantitative method was used in this study with ( totally N 93) 53 students for the Face-to-Face Teaching Group and 40 students for the Telepresence Teaching Group were used. Measurements were done by “End of Subject Test” and” Final Exam” and repeat times of videos were recorded. The data were analyzed by ANCOVA, one-way ANOVA, Bonferroni correction test, correlation and students’ t test. Results: When End of Subject Test grades was analyzed, the average of the Face-to-Face Teaching Group’s average points was 12,86 points higher than the Telepresence Teaching Group’s average points. For the Final Exam, the average points of the Face-to-Face Teaching Group were 1,12 points higher than average points of Telepresence Teaching Group. When course repeat times were analyzed it was seen that the Telepresence Teaching Group had spent 19,75 minutes more than the Face-to-Face Teaching Group and have an improving effect on both groups students’ success. And correlation analysis showed that 32,5 % of the success of Telepresence Teaching Group and 28,6 % of the success of Face-to-Face Teaching Group result from course video repetition.Conclusions: The outcomes show no statistical difference between success rates and retention of medical students having courses face-to-face and via telepresence method. And it was seen that “repeat times” had a significant effect on student success.

The E-commerce Industry has many changes that affect both the industry and the scope of competition. In this study, online shopping was examined with the factors affecting customer evaluation in the Covid-19 pandemic. During Covid-19, shopping is mostly done online because people are at home. A quantitative method with a questionnaire was applied to 150 active online customers to determine customer evaluation for online shopping. Demographic characteristics, gender, age, marital status, and graduation impact analysis were found to affect online shopping. Minimizing the problems in shipping processes and increasing payment options are important findings. Social media was found to be a significant commercial potential for online shopping during the Covid-19 period. The effect of Trust, Cargo Tracking, Website Features, and Satisfaction was examined. It was determined that there was a negative relationship between Trust and Cargo-Tracking in the Covid-19 period. It was concluded that a positive shipping process increases confidence in Covid-19 period. It was determined that bad features of the websites negatively affect customers' trust. Finally, it has been found that

Responsive design allows users to benefit from the web page without having to worry about screen size and resolution. The aim of this study is to investigate the effect of responsive design on usability. For this purpose, a questionnaire consisting of a five-point Likert was applied to university students. According to the results, it was seen that 99.2% of university students had smart phones and used smart phones to connect to internet with a rate of 91.3%. It was observed that the participants' attitudes towards responsive design did not differ according to gender, and students in the 24–26 age group had more desire to use responsive design. And, university students' attitudes towards responsive design did not differ according to the Internet access method. It was found that 38% of the participants had a daily internet usage rate of 4–5 h and they used social media the most. Ease of use has been identified as the most preferred feature (Avg = 3.67/5, 73.4%) of usability in responsive design by evaluating dimensions central tendency measures. With regression analysis, responsive design explains 74.7% of the change in effectiveness (R2 = 0.747) among the usability dimensions. With regression analysis, 91.5% of usability can be explained with the responsive design (R2 = 0.915). Usability and responsive design (r = 0.92, p

The mobile initiative is changing education and social life worldwide. The question is how to offer the same user-friendly, aesthetically pleasing mobile learning courses on different mobile devices. Developing effective web sites courses and content isn't only about creating a course with solid material. Managers and course authors are concerned about adapting different courses to a variety of learning styles and individual needs and keeping users interested and engaged. A good place to start is to organize thoughts and figure out exactly what is wanted to be included in the web sites course. Responsive design gives the ability to create a single m-learning course that automatically adapts to any browser or device. This allows the target audience to benefit from the courses without having to worry about screen size and resolution. In this chapter, m-learning is discussed in a responsive design context that can be used across platforms and offers the design of courses according to m-learning instructional strategies.

E-learning systems have increased the prevalence of information and computer technologies in education. U-learning is a modern teaching system based on the use of computer technologies (ubiquitous computing technology) everywhere in the environment of existing wired, wireless, mobile, and sensor systems. The interaction between information, object/device, and user/learner/student is formed at any time, anywhere, and form in the communication environment called u-environment. In u-learning, the presence of information in objects (embeded) and mobility is the highest. Training services are among mobile systems and sensors that can move independently in the environment. The status of the learners is followed due to the characteristics of the server systems and objects. Researches on u-learning are ongoing. Especially u-learning system theory and application methods are being investigated. Most of the researches are about u-learning applications rather than u-learning framework. This chapter focuses on basic features, media, and research in the transition from e-learning to u-learning.

The purpose of this study was to teach and evaluate the effectiveness of an Information and Communication Technologies (ICT) course through translation to students in Afghanistan. First, an interview was conducted to determine students’ computer skills. It was concluded that the students had almost no computer skills. The course was delivered to two groups of first-year students for 14 weeks during one semester. In group one, students were taught by a Turkish instructor through a translator. The course was delivered to group 2 by a native-language speaking teacher. At the end of the semester, students of both groups were given a final exam and were asked to comment about teaching speed, overall satisfaction, teacher reactions, course materials and future improvements to the course. Statistically, there was no significant difference between the final performances of students in both groups. The students also declared that they wanted to greatly improve their computer skills and use the Internet to ...

This study proposes an e-learning framework for Turkish Family Medicine (FM) physicians by requirement analysis using e-learning survey and program educators’ interview. The main data collection was done with an online survey complemented by a structured interview. According to the outcomes of e-learning survey, the Khan framework was modified with Mobile/Wireless Technologies, Time, Content Control, Delivery Method dimensions. The program educators declared that their opinions for potential solutions as getting training for e-learning; increasing human resources capacity for support; implementing training in asynchronous format; accepting online learning culture; eliminating hardware, software and connection problems; increasing financial support; getting managerial implementation support and improving personal rights.

Generally it is not easy for an instructor to prepare and deliver electronic courses via e-learning. Therefore it is necessary to work and develop an easy system. In this context module technology was used to for provide modularity in conducting educational development of e-learning course. Then, rapid e-learning was used for more quick and easy course development. In order to implement modular rapid e-learning, a desktop virtual environment was set up. Modular rapid e-learning was used by teachers and students in a one semester course and student success and reactions were evaluated. And also the overall hybrid system cost was calculated and reported. In implementation we combined modular course design with rapid e-learning and desktop virtualization in education of 3rd year nursing students for a one semester course. The effectiveness of this hybrid method was evaluated with respect to students’ success, students’ opinions and over all cost effectiveness. It was seen that the hybrid method was educationally more effective than traditional method comparing with previous year students' success and fit with students’ requirements. The cost reduction was %41 comparing with traditional desktop and e-learning system.

Today, digital transformation is changing the educational and social life rapidly. In contrast, organizations and educational institutions, developers, and end users do not benefit from cloud-based mobile technologies to the desired level. Mobile systems are used extensively for educational purposes in the Internet of Things (IoT) environment, and the number of online students is increasing. The real problem is how user-friendly, aesthetic mobile learning courses can be effectively delivered on different mobile devices in the desired performance and manner. The responsive design developed with fog computing should be able to provide the ability to design and use mobile learning lessons with sufficient performance, automatically adapted to any browser or device. This should ensure that every person of the target audience can benefit from the lessons without worrying about screen size, resolution, speed and even security. In this study, the fog informatics teaching strategies of mobile learning sensitive teaching design are discussed. The fog computing architecture that can be used with responsive mobile learning, utilizing mobile computing to provide seamless and low latency mobile devices, is described. Finally, a fog-based, responsive designed mobile learning education architecture has been compiled with a better understanding of the lessons and a suitable structure for the use of mobile devices in education.

The use of Information and Communication Technologies (ICT) is increasing in education. ICT teachers have important role and responsibilities in ICT world. In this study, the problems of ICT teachers and their suggested solutions that stated by them were evaluated by analyzing their messages and shared information in Internet and social media. Document analysis was used as qualitative data collection method for this study. The research group was consisting of the ICT teachers that have worked in secondary Turkish Schools from July 2012 to July 2013 who used social media. In the study, teachers’ opinions and suggested solutions in social media (forums, blogs, Facebook and Twitter) had been obtained and categorized in six area as course compulsory, curriculum, personal rights, job definitions, Fatih Project, ICT infrastructure and innovative ideas. The data have been evaluated categorically in frequency and percentage. At the end of the study; it was evaluated that the solution suggestions provide a great asset in education for innovation and changes. In this context, problems about employee personal rights (f=61 and %31.9) have been the most important one and the suggested solutions express legal arrangements to be made. In the second place, obligatory course (f=49 and %29.9) was stated. Inadequacy of the curriculum and the need for update (f=28 and %14.6) was the third most discussed topic. Progressive applications and renovations (f=23 and %12.1) were in the fourth place. In the fifth place, it was expressed that the success probability of the Fatih Project (f=21 and % 11) was low in the current situation and the ICT teachers must be included in the project. Lastly it was seen that the infrastructure and support (f=18 and %9.5) were required for development, Bilgi Teknolojileri (BT) kullanımı eğitimde giderek artmaktadır. BT öğretmenleri, bilgi teknolojileri öğretimi konusunda BT dünyasında önemli rol ve sorumluluklara sahiptirler. Bu çalışmada, BT öğretmenlerinin internet ve sosyal medyada paylaştıkları ve kendileri tarafından belirtilen sorunları ve çözüm önerileri kendi mesajlarından analiz edilerek değerlendirildi. Belge analizi bu çalışmanın nitel veri toplama yöntemi olarak kullanılmıştır. Araştırma grubu, Temmuz 2012'den Temmuz 2013’e kadar sosyal medyayı kullanan Türk Okullarında çalışan BT öğretmenlerinden oluşmaktadır. Çalışmada, sosyal medyada (forumlar, bloglar, Facebook ve Twitter) öğretmenlerin sorunları ve önerilen çözümleri altı alanda, ders zorunluluğu, müfredat, kişisel haklar, iş tanımları, Fatih Projesi, BT altyapısı ve yenilikçi fikirler altında kategorize edilmiştir. Veriler, frekans ve yüzde olarak değerlendirilmiştir. Çalışmanın sonunda, çözüm önerilerinin BT eğitimi için büyük bir değer sağladığı görülmüştür. Bu bağlamda, özlük hakları (f=61, % 31.9) ile ilgili sorunlar en önemli konu olmuştur ve çözüm önerisi yasal düzenlemelerin yapılması gerektiği olarak değerlendirilmiştir. İkinci olarak, dersin zorunlu olması (f=49, % 29.9) ifade edilmiştir. Müfredat yetersizliği ve güncelleştirme (f = 28, % 14.6) üçüncü en çok tartışılan konu olmuştur. Çağdaş uygulamalar ve yenilikçilik (f =23, % 12.1) dördüncü sırada yer almıştır. Beşinci olarak, Fatih Projesinin (f=21, % 11) başarı ihtimalinin mevcut durumda düşük olduğu ve BT öğretmenlerinin projeye dahil edilmesi gerektiği belirtilmiştir. Son olarak (f=18, % 9.5) altyapı ve teknik desteğin gelişim için gerekli olduğu görülmüştür

Presence, a sense of “being there,” is critical to the success of designing, teaching, and learning at a distance using both synchronous and asynchronous (blended) technologies. Until recently, presence has been defined and discussed in terms of behavioral or cognitive theory. Emotional aspects of presence have been largely ignored. A theory of presence must incorporate emotions and take into consideration their interaction with behavior and cognition. In order to create, convey, and/or experience a sense of presence, it is necessary to become familiar with and take into consideration the types, modes, determinants, and dimensions of presence. In addition, it is important to recognize that when others sense your existence, it may enhance your individual sense of presence and your differentiation of self and experience of self. Further, continuing to experience and practice with technologies, in groups and sharing with others, a sense of presence will most likely increase. Presence will also be affected by expectations based on prior experience; as expectations rise, it refines ways in which presence can be experienced. Throughout this process, trust and support are critical. The concept of presence has been conceptualized differently across various theoretical models. Different dimensions of the presence in the literature can be grouped in three main categories as (place) presence, social presence, and co-presence. Presence is explored in this chapter.

Information and Communication Technology (ICT) is extensively used in delivering e-learning. The effective use of technology in e-learning fosters learning and communication. E-learning technologies provide dynamism and increase in learning possibilities all over the world. The application of e-learning in education has already changed the organization and delivery of education. E-learning technologies and tools are increasing every day thus it is necessary to learn and know their properties in order to use them effectively. It is also important to know the learners and their skills for e-learning technologies. Digital Pedagogy emerged in response to this challenge; it effectively enhances and transforms teaching and learning to provide rich, diverse and flexible learning opportunities for a digital generation. For effective e-learning an instructor must focus less on lecturing and content presentation, and more on assisting learners in creating personal learning or knowledge networks. Virtual class tools, chat or instant messaging, voice over IP, asynchronous tools, forums, email utilities, blogs, wikis and other asynchronous and synchronous tools are commonly used technological tools. This chapter explores the way in which e-learning technologies have caused a revolution in education, allowing learning to be individualized, enhancing interactions and changing the role of the classical teacher into facilitator.