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Information on the emotional outcomes of e-learning system use and emotional aspects of user experience in higher education is quite limited. Accordingly, the aim of the study is to identify the factors that influence university students' intention to continue using e-learning systems and to examine the emotional outcomes of the continuance intention. The core constructs of the Technology Acceptance Model formed the basis of the proposed model, and the model was extended with a framework of emotions (challenge, achievement, deterrence, loss) and external variables. Data were collected online from 19,530 university students of a state university. For the analysis, Partial Least Squares-Structural Equation Modeling was employed. The proposed model explained 73.5% of continuance intention, 50.3% of achievement, and 52.2% of challenge emotions. In addition, 23 of the 25 tested hypotheses were supported. The findings indicate that perceived usefulness is a decisive factor in creating user experiences that generate emotions such as enjoyment, playfulness and satisfaction. In addition, the results showed that personal innovativeness strongly influenced the core constructs of technology acceptance model and the positive aspects of emotions (achievement and challenge). Accordingly, it can be stated that these findings lead us to the fact that students' value perceptions regarding e-learning systems have a critical role in terms of emotional outcomes. In addition, the findings suggest that both intrinsic-extrinsic motivators, innovativeness characteristics and emotional outcomes should be taken into account in design and development process in order to improve the quality of the user experience. In this direction, implications for research and practice are discussed.

Purpose: This research aims to determine the place of the "Refreshment University" in the systems of older age education in the world by examining the purposes, basic features, admission conditions, activities, and ways of providing funding for the systems for older age education in the world.Design/Methodology/Approach: Since the researcher will develop an objective attitude by looking at the facts from the outside with a deductive approach, the research has been designed with a cross-sectional descriptive design, one of the survey models, with a quantitative research approach. The study population was determined by grouping them as French model, English model, and hybrid models, and ten universities were determined to be examined through purposive sampling. One of these universities represents the French model, one represents the English model, and the other eight universities represent the Hybrid models. The investigated features of these ten older adult education systems were also carried out for Refreshment University. In collecting data, the websites of the older adult universities in the sample were examined and the catalogs, reports, plans, periodic written sources, magazines, books, films, photographs, and videos (documents) accessed from the websites were used. The data analysis was carried out by presenting the tables created in line with the questions determined to achieve the purpose.Findings: Old age adult university systems in the research sample were analyzed in terms of their objectives, main characteristics, student admission conditions, educational areas and activities, and sources of funding. The research has concluded that although the "Refreshment University" is similar to the French model, it is a proper candidate to create a hybrid model. It should be noted that this could change, given that “Refreshment University” is more recent and developing.Highlights: The primary purpose of the systems for older age adult education is to ensure healthy and quality aging as well as active aging in line with the philosophy of lifelong learning.

2020 yılının başında yaşanan ve tüm dünyadaki eğitim-öğretim-öğrenme sürecini yeni bir dönüşüme sokan pandemi dönemi, açık ve uzaktan öğrenmenin eğitimdeki yerini ve önemini netleştirmiş; bilgi iletişim teknolojileri desteğiyle etkili, verimli, öğrenenin ilgi ve güdüsünü aktif tutacak öğrenme içerikleri oluşturma ihtiyacı artmıştır. Türkiye’de uzaktan öğretim sürecine okul öncesi eğitimin de dahil olmasıyla beraber bu dönem çocuklarının görsel okuryazarlık durumları ile öğretimde kullanılan dijital öğrenme içeriklerinin ilişkisinin incelenmesi önem kazanmıştır. 5-6 yaş çocukların dijital öğrenme içeriklerine gösterdikleri ilgi-güdü düzeylerinin analizi, okul öncesi uzaktan eğitimde başarının artırılması için gereklidir. Çalışmada, Eğitim Bilişim Ağı (EBA) üzerinden gerçekleştirilen okul öncesi öğretim sürecinde kullanılan altı farklı öğrenme içeriğinin (dijital kitap, eğitici çizgi film, konu anlatımlı video, doküman, etkileşimli içerik, ses dosyası) 5-6 yaş grubu çocukların ilgi-güdü düzeylerine etkisi incelenmiştir.

It has been observed that Covid-19, which affects millions of students around the world, has adverse effects on education. For this reason, this research aims to examine the learning losses at the K12 level of emergency distance education applied during the Covid-19 pandemic and to seek solutions for the learning losses experienced. Thus research, it is aimed to increase the positive effects of the distance education process on learning. In line with this goal, a case study designs a qualitative research method was used to detect learning losses. In the interviews with the classroom teachers, it was determined with the findings that although there is more social learning in the emergency distance education applications of the pandemic period K12 level, there is a lack of achievement based on all courses, technology, and internet problems, lack of parental support and physical distance negatively affect the learning process based on all. It was discussed and suggestions were made about what families and teachers can do to compensate for the learning loss experienced.

Empirical evidence on the e-learning adoption in the field of special education is quite limited. Path modelling in particular draws attention as an important methodological gap. Therefore, a model that can provide a theoretical basis for practice in special education has the potential to make significant contributions. Accordingly, this study aimed to identify the factors influencing the intention to use e-learning systems by proposing an extended technology acceptance model for special education. The participant group consisted of 1713 university students with special needs receiving education through the e-learning systems of a state university. For analysing the data, partial least squares-structural equation modelling was used. The results showed that the model explained 76.9% of intention to use e-learning systems. Perceived ease of use and perceived usefulness had the strongest relationship in the model while that between perceived enjoyment and behavioural intention represented the strongest relationship in terms of influence on intention. In addition, hypothesis tests revealed that both social and individual-emotional factors affected intention to use e-learning, and constructs that provide intrinsic motivation and constructs of extrinsic motivation associated with performance improvement play a critical role in e-learning adoption. Accordingly, implications for research and practice are discussed. Implications for practice or policy: • It is critical for instructional designers, special education experts and policymakers to consider the effects of core acceptance constructs, both in terms of competence in and tendency to use e-learning systems. • E-learning system designs that can meet the expectations arising from social norms and can contribute to strengthening the sense of belonging may have a crucial role. • It is vital to consider the enjoyment elements in terms of ensuring quality learning through online education. © Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0., Anadolu Üniversitesi, Anadolu, The authors thank the editor and anonymous reviewers for their outstanding feedback on the previous versions of the manuscript. This study represents a part of research conducted by the Social Media and Digital Safety Education, Practice & Research Center, Anadolu University.

The number of studies providing empirical evidence on e-learning in the field of special education is limited. From this point of view, the aim of this study is to examine whether the factors influencing the e-learning adoption of university students with disability differ according to the type of disability and gender. The participants of the study consist of 809 university students with a single disability (orthopaedic, visual or hearing). Confirmatory factor analysis and two-way ANOVA were used in the analysis of the study. The factor analysis showed that validity and reliability of the measurement tool was established and the model fit was good. The results revealed that for all dependent variables (social influence, self-efficacy, compatibility and facilitating conditions), students with orthopaedic disability and visual impairment had higher scores than students with hearing impairment. On the other hand, contrary to expectations, there was no difference between students with orthopaedic disability and students with visual impairment in any of the factors according to the type of disability. In addition, none of the factors differed by gender. The findings provide empirical evidence that can contribute to the planning of online education processes of students with disability by revealing the similarities and differences in the use of e-learning systems according to the type of disability. Practitioner notes What is already known about this topic The field of special education deals with the special needs of individuals and frequently uses technology to provide the support they need. It is observed that educational processes have been moved to online environments due to the COVID-19 pandemic, which has affected the field of education nowadays and e-learning systems in online environments have become indispensable for students with special needs. With their flexible structure, e-learning systems create universal and inclusive learning environments for all students. Accessibility and special education adaptations are needed for individuals with special needs to use e-learning systems effectively. For this, first of all, the effects of the disabilities of these individuals in using e-learning systems should be determined. What this paper adds The results showed that social influence, self-efficacy, compatibility, and facilitating conditions all differed significantly by type of disability. The research findings revealed that all factors differed significantly in terms of orthopaedic and visual impairment versus hearing impairment. The main contribution of the study can be summarized as investigating the relationships between technology adoption and types of disability with empirical evidence and the fact that the implications and inferences made for theory and practice have the potential to make critical contributions to technology acceptance and use of individuals with special needs. It can be stated that the tool adapted in this study offers a valid and reliable tool for future studies with university students with special needs. Implications for practice and/or policy There is a need for considering the individual differences of participants and adaptations for hearing in the adoption of e-learning systems. Individual differences should be taken into account in the designs of e-learning systems, and user-oriented designs should be given priority. It can be mentioned that providing subtitle support for live lessons and recorded videos for the hearing impairment and adding sign and text support to the audio stimuli, providing screen readers for the visual impairment in the e-learning system can make valuable contributions to improving the quality of education., SODIGEM, We thank the students with special needs registered in the Anadolu University Open Education System who participated in this research and SODIGEM for their support in the conduct of the study.

Different needs are solved with making new innovations. Other fields use those innovations based on providing usefulness and simplicity. Open and distance learning is a core method on its own as a result of integrating with information communication technologies in 21st century. It can be seen that fully online doctoral programs are being carried out. It has been overcome difficulties of time, place and distance in the field of communication. New learning methods emerge such as open, distance and flexible learning because of technology integration in distance education. One of those is to use open and distance learning in summer school. There are limited researches about open and distance education in summer school at abroad. There is no research about the same topic in Turkey as a result of literature review. In that sense the research topic can be an innovation in Turkey. There are several aims of the research. First one is to justify why open and distance learning should be used in summer school. Second one is to describe benefits of the method. Third one is to specify strengths and weaknesses of the new method. Consequently, main aim of the research is to establish a framework for the use of open and distance learning in summer school. Additionally, the research also includes design principles of open and distance learning in summer school and shares details of the method designed by the researchers. To make it more understandable, several instances of open and distance learning in summer school implementations have been explained. Finally conclusions of the study and the recommendations based on these conclusions have been shared explicitly.

There is a growing interest in open and distance learning with the advances in information and communication technologies and demand for lifelong learning. In open and distance learning, the learner is thought to be responsible for his or her own learning life. Throughout their learning life, individuals have to drop out their education or leave their education due to different reasons. For determining the reasons about dropping out education will provide important information for the solution of these problems. There isn’t any comprehensive study about dropping out education in the open and distance education system in Turkey. In this study, the literature about dropping out education were examined and the reasons for dropping out were tried to be determined according to these researches. The reasons for dropping out in the literature were discussed within the developed theories on this subject and the factors causing drop out in open and distance learning were examined. It is very important to identify the reasons for dropping out the education and to develop solutions. The aim of this study is to provide a theoretical background to the studies to be done about dropping out in open and distance learning. In addition, suggestions have been made to solve the reasons about dropping out education are given in the literature.

This study aims to reveal the numerical change of the number of open education system students according to the central placement examination. Between 2015-2018, the numerical change of the Open Education Faculty students enrolled in the higher education system was examined in the context of central placement examination. In the study examining how the changes in the central examinations applied to the transition to higher education affect the quotas and settlement rates of the faculties of open education, number of students in higher education, number of students in open education, number of students in associate degree and bachelor's degree programs, number of students, quota and number of vacancies were investigated. Anadolu University, Atatürk University and İstanbul University, which have open education faculty, constitute the scope of the research. The distribution of the number of distance education students in 2015-2018 years in three universities in research and higher education system that rates in Turkey were also discussed. Quotas and settlement rates were examined statistically by years. It is thought that the results of the research will guide the decision makers about opening new programs in open education faculties, program quotas and legal regulations., Açıköğretim sistemi öğrenci sayılarının, merkezi yerleştirme sınavına göre sayısal değişimini ortaya çıkarmayı amaçlayan bu çalışmada, 2015-2018 yılları arasında yükseköğretim sistemine kayıtlı Açıköğretim Fakültesi öğrencilerinin sayısal değişimi merkezi yerleştirme sınavı bağlamında incelenmiştir. Yükseköğretime geçişte uygulanan merkezi sınav uygulamalarındaki değişimlerin, açıköğretim fakültelerinin kontenjan ve yerleşim oranlarını nasıl etkilediğinin de incelendiği çalışmada, ilgili yıllarda yükseköğretimdeki öğrenci sayıları, açıköğretim öğrenci sayıları, ön lisans ve lisans düzeyinde eğitim veren programlarına yerleşen öğrenci sayıları, kontenjanlar ve boş kalan kontenjanlardaki değişim araştırılmıştır. Açıköğretim yoluyla eğitim-öğretim yapan fakültesi bulunan Anadolu Üniversitesi, Atatürk Üniversitesi ve İstanbul Üniversitesi araştırmanın kapsamını oluşturmaktadır. Araştırmada üç üniversitedeki 2015-2018 yılları arasında açıköğretim öğrenci sayılarının dağılımı ve Türkiye yükseköğretim sistemi içerisindeki oranları ele alınmıştır. Yıllara göre kontenjanlar ve yerleşme oranları istatistiksel olarak incelenmiştir. Araştırma sonuçlarının açıköğretim fakültelerinde yeni programlar açılması, program kontenjanları ve yasal düzenlemeler konusunda karar vericilere yol göstereceği düşünülmektedir.

Gerçekleştirilen bu çalışma kapsamında, açık ve uzaktan öğrenme süreçlerinin önemli bir bileşeni olan ölçme ve değerlendirme sürecinde dikkat edilmesi gereken unsurların neler olması gerektiğini belirlemek amaçlanmıştır. Bu kapsamda ölçme-değerlendirme ve açık ve uzaktan öğrenme alanındaki uzmanların görüşlerini elde etmek amacıyla durum çalışması deseni kullanılmıştır. Veri toplama tekniği olarak odak grup görüşmesi tekniğinin kullanıldığı bu araştırmada, katılımcıların belirlenmesi noktasında amaçlı örnekleme yöntemlerinden biri olan ölçüt örnekleme yöntemi kullanılmıştır. Bu noktada ölçüt olarak, katılımcıların ölçme ve değerlendirme alanında veya açık ve uzaktan öğrenme alanında uzman olmaları göz önünde bulundurulmuştur. Bu kapsamda beş gruptan oluşan odak grup görüşmelerine 10’u ölçme vedeğerlendirme alanında, 15’i açık ve uzaktan öğrenme alanında olmak üzere toplam 25 alan uzmanı katkı sağlamıştır. Çalışma sonunda elde edilen sonuçlar, soru sayısının ve çeşitliliğinin artırılması, mutlak değerlendirmenin kullanılması, şans başarısı için düzeltme uygulamasının olmaması, süreç değerlendirilmesi yapılması, soruların üretildiği öğrenme materyallerinin nitelikli olması, en az kavrama düzeyinde sorular sorulması, açık uçlu soruların sorulması ve bu soruları değerlendirecek uzman ekiplerin kurulması, kitaplarda ünite başında yer alan kazanımların yazılmasına yönelik ve soru üretimine yönelik hizmet içi eğitimlerin verilmesi yönünde olmuştur. Çalışma sonunda, elde edilen bulgulardan yola çıkarak bazı önerilerde bulunulmuştur., Within the scope of this study, it was aimed to determine the factors that should be considered in the measurement and evaluation process, which is an important component of open and distance learning processes. In this context, case study design was used in order to obtain the opinions of experts in the field of measurement-evaluation and open and distance learning. In this study, in which focus group interview technique was used as data collection technique, criterion sampling method, which is one of the purposeful sampling methods, was used in determining the participants. At this point, it is taken into consideration that the participants are experts in the field of measurement and evaluation or in the field of open and distance learning as a criterion. In this context, a total of 25 field experts, ten in the field of measurement and evaluation, 15 in the field of open and distance learning, contributed to the focus group meetings consisting of five groups. The results obtained within the scope of the study are as follows; increasing the number and variety of questions, using absolute evaluation, four mistakes do not reduce one right, doing process evaluation, the learning materials from which the questions were produced were qualified, asking questions at the least comprehension level, asking open-ended questions and establishing expert teams to evaluate these questions, providing in-service trainings for writing the acquisitions at the beginning of the unit in the books and for question generation. At the end of the study, some suggestions were made based on the findings obtained.

E-öğrenme sistemleri esnek yapısıyla özel gereksinimli öğrenciler için zamandan ve mekândan bağımsız öğrenme ortamları sunmaktadır. Bu ortamların özel gereksinimli öğrenciler için etkili olabilmesinde onların bireysel gereksinimlerini dikkate alan tasarımlar kritik role sahiptir. Bu araştırmanın amacı Türkiye’de özel gereksinimli üniversite öğrencilerinin büyük kısmına hizmet sunan Anadolu Üniversitesi Açıköğretim Sistemi “Engelsiz Açıköğretim Fakültesi (AÖF)” web sayfası ve çevrimiçi öğrenme ortamı olarak “e-Kampüs” sistemine yönelik kullanıcı deneyimlerinin belirlenmesidir. Bu bağlamda destek gereksinimlerinin, güçlüklerin ve çözüm önerilerinin ortaya konması çalışma amaçları arasındadır. Bu amaç doğrultusunda çalışmada nitel ve nicel veri toplama tekniklerinin işe koşulduğu durum çalışması deseni kullanılmıştır. Araştırmanın nicel aşamasına 9513 özel gereksinimli öğrenci, nitel aşamasına 20 görme yetersizliği olan öğrenci olmak üzere toplam 9533 öğrenci katılmıştır. Araştırma bulgularına göre özel gereksinimli öğrenciler kullandıkları web sayfası ve e-Kampüs sisteminin kullanımının kolay olduğunu, aradıkları içerikleri kolaylıkla bulabildiklerini, web sayfasından diğer hizmetlere (AKADEMA, Otomasyon vb.) erişebildiklerini ve faydalı içerikler (önlisans ve lisans programları) sunulduğunu bildirmiştir. Öte yandan güçlük yaşanan konular arasında mobil uygulama giriş ekranını kullanımı, çağrı merkezine erişimde ve e-Kampüs’te bazı içeriklere erişim gibi durumlara yer verilmiştir. Görme yetersizliği olan katılımcılar canlı derslere erişimin kolaylaştırılması, çevrimiçi sınavlarda metinlerin büyütülmesi ve ek süre verilmesi, giriş sayfasına sesli yönlendirmelerin eklenmesi ve sesli anlatımların artırılması konularına ilişkin gereksinimler noktasında destek talep etmişlerdir. Çalışmada katılımcıların gereksinim duyduğu bu destek alanları ve sözü edilen güçlüklerin giderilmesine yönelik çözüm önerileri bulgular ve ilgili alanyazın temelinde tartışılmıştır., E-learning systems with its flexible structure offer learning environments independent of time and place for students with special needs. The effectiveness of these environments for students with special needs depends on the creation of designs that consider their individual needs. The aim of this research is to reveal the needs, difficulties, and solution suggestions by determining the user experiences for the "e-Campus" system as the web page of the Anadolu University Open Education System "Barrier-Free Open Education Faculty (OEF)", which provides services to most university students with special needs in Turkey, and the online learning environment. For this purpose, a case study design, in which qualitative and quantitative data collection techniques are used together, was used. A total of 9533 students, including 9513 students with special needs and 20 visually impaired students, participated in the quantitative stage of the study. According to the findings of the research, students with special needs reported that the web page and e-Campus system they use are easy to use, they can easily find the content they are looking for, they can access other services from the web page and offer useful content. On the other hand, difficulties in using the mobile application login screen, accessing the call center, and accessing some content on the e-Campus were mentioned among the issues encountered. The visually impaired participants requested support for facilitating access to live lectures, enlarging the texts in online exams, and giving additional time, adding voice prompts to the entry page, and increasing audio narrations. In line with these supports required by the participants and the literature, solution suggestions to overcome the difficulties were discussed

Within the scope of this study, it was aimed to determine the factors that should be considered regarding the usability and security of online test applications used as an assessment and evaluation tool during the COVID-19 pandemic. In this context, the case study method was used to obtain the opinions of field experts. Furthermore, in this study, using the focus group interview technique as a data collection technique, the criterion sampling method, one of the purposeful sampling methods, was used to determine participants. At this point, it was taken into consideration that the participants were experts in the field of open and distance learning. In this regard, a total of 15 field experts who have experienced online test during the emergency distance education period at Anadolu University, Turkey contributed to the focus group interviews consisting of three groups. The results obtained at the end of the study offer solutions for the usability of online test applications, the use of which has increased with the pandemic process and ensuring the security of these applications.

Diversity of interactive environments has increased with use of developing technology in open education systems. In this sense social media platforms allows to coming together of learners. Distance education institutions can make important decisions by following students’ interaction in these environments. Especially students established themselves non-formal social media platforms are subject of investigation. There are different support needs of students throughout student learning life in distance education institutions. These issues are called student affair in distance education literature. These issues may vary by countries, region or program. Anadolu University is a mega-university in distance education area. There are some student support issues in this system and they attempt to find supports. Some of them can be listed as follows: New Registration and Registration Renewal, Examination Services, Course Exemption, Student Certificates, Forgotten Password and Sign-in Problems, Academic Amnesty, Military Service, Student ID Cards, Diploma and Diploma Supplements, Associate Degree, Honor Certificate, Postage and Shipping Services, İnternational Programs and Tuition Fee. In this subject some solutions can produce by following trends of students. In this study, Facebook groups have been investigated which created by distance education learners on social media platforms. These groups were analyzed with maximum interaction and Open Education Faculty Department of Sociology Facebook group is selected. Interaction and trends in the group are discussed in the context of student support. NodeXL, Gephi and Quintly software are used for social network analysis based on shares, comment and likes. The research aims to uncover student support trends on social networks. Student trends will be discussed under categories. Findings of the research can contribute to development of student support activities in this open education system. Further learners’ trends are important to show that intensity topics. Emerging student support trends on social media platforms is important to produce solutions.Keywords: Student support; open and distance learning; social networks; content analyses; sociology

Quantum mechanical calculations of ground state energy, vibration wavenumbers, and electronic absorption wavelengths of N '-[(Z)-(4-methylphenyl)methylidene]-4-nitrobenzohydrazide with C15H13N3O3 empirical formula was performed by using Gaussian 09 program. Becke's three-parameter exchange functional in conjunction with the Lee-Yang-Parr correlation functional and Heyd-Scuseria-Ernzerhof functional levels of density functional theory (DFT) with the 6-311++G(d,p) basis set were used in the performing of above mentioned calculations. The highest occupied and lowest unoccupied molecular orbital (HOMO and LUMO) energies have been also calculated at the same levels. Stability of the molecule arising from hyperconjugative interactions and charge delocalization has been analyzed using natural bond orbital (NBO) analysis. Nonlinear optical (NLO) behavior of the title molecule has been examined by the determining of electric dipole moment (mu), polarizability (alpha), and static first-order hyperpolarizability (beta). Finally, molecular electrostatic potential (MEP) surface as well as Mulliken and NBO atomic charges were calculated by using Gaussian 09 program.

WOS: 000450369300007, This study aims to predict the final exam scores and pass/fail rates of the students taking the Basic Information Technologies -1 (BIL101U) course in 2014-2015 and 2015-2016 academic years in the Open Education System of Anadolu University, through Artificial Neural Networks (ANN). In this research, data about the demographics, educational background, BIL101U course mid-term, final and success scores of 626,478 students was collected and purged. Data of 195,584 students, obtained after this process was analysed through Multilayer Perception (MLP) and Radial Basis Function (RBF) models. Sixteen different networks attained through the combination of ANN parameters were used to predict the final exam scores and pass/fail rates of the students. As a result of the analyses, it was found out that networks established through MLPs make more exact predictions. In the prediction of the final exam scores, it was determined that there is a low level of correlation between the actual scores and predicted scores. In the analyses for the prediction of pass/fail rates of the students, networks established through MLPs ensured more exact prediction results. Moreover, it was determined that the variables as mid-term exam scores, university entrance scores and secondary school graduation year were of highest importance in explaining the final exam scores and pass/fail rates of the students. It was found out that in the higher institutions serving for Open and Distance Learning, pass/fail state of the students can be predicted through ANN under favour of variables of students which have been found as most the important predictors., Anadolu University Scientific Research Projects Commission, This research was produced from master's thesis titled "Predicting Achievement with Artificial Neural Networks: The Case of Anadolu University Open Education System" by Hilal S. Yildiz Aybek in supervising of M. Recep Okur, and supported by Anadolu University Scientific Research Projects Commission.

Though first appeared in 1971, digital book technology has evolved especially since 2000s and it is relatively a new research area. Therefore, to better understand this phenomenon, a quantitative survey research was conducted in 2015 spring term in a state university in Turkey. The objective of the study is to explain current state of digital books within post-graduate students’ perspectives and to identify post-graduate student’s perceptions, attitudes and preferences related to digital books. In this regard, this research presents results of the survey. A total of 135 post-graduate students responded the questionnaire. The data regarding use of digital books in addition to demographics was collected through an online questionnaire and the findings were analyzed through descriptive statistics. In this sense, post-graduate students’ use of digital books, purposes to use, preferred devices, and most used features of digital books were examined. In addition to these questions, reasons not to use digital books and post-graduate students’ future attitude whether to use digital books or not were further investigated. Additionally, research directions for future implications were provided.