Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SOCIAL MEDIA and PSYCHOLOGY | - | Fall Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Nağme GÖR |
| Name of Lecturer(s) | Prof.Dr. Gökhan MALKOÇ, Lect.Dr. Müslüm Gökhan ASLAN |
| Assistant(s) | |
| Aim | The purpose of the course is to introduce basic terminology of digital culture theories, particularly describe the notions of new media and social media; provide discussion to interpret the social media phenomena through the perspective of psychology; provide students the insight to analyze critically the current issues and cases in social media by referring psychological theories; to gain basic knowledge about the current studies - and literature in general- addressing the issues/topics which are at the same cluster of research scope of both discipline; Psychology and media studies. |
| Course Content | This course contains; Introduction - Introducing the topics,Media Psychology, Social Media and Psychological Studies, What is Cyberpsychology? Importance of the field,Social Media and New Media Theories, History of the field,Construction of the digital identity and self-1,Construction of the digital identity and self-2,Visibility, privacy and self-disclosure,Online interpersonal and romantic relationships,Overuse of internet and social media, social media addiction,Online deviant behaviours, cyberbullying and hate speech,Violence on social media and trauma,Social media use of children, teens and adolescents,Attention deficiency and concentration problems ,Cognitive effects of social media use and conditioning,Future of cyberpsychology; review of the course. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. To be able to demonstrate basic knowledge and understanding of the terminology; important descriptions and concepts concerning social media and new media | 16, 9 | A |
| 2. To be able to demonstrate basic theoretical knowledge about the fields of Media Psychology and Cyberpsychology | 16, 9 | A |
| 3. To be able to demonstrate analytical insight regarding the issues and cases on social media by interpreting the theories of psychology and through the scientific perspective of the discipline | 10, 16, 19 | E |
| 4. To be able to conduct basic literature review about the subjects of psychological issues on social media and cyberpsychology | 14, 9 | E |
| 5. To be able to interpret the manuscripts of conducted research and journal articles basically | 14, 9 | A |
| 6. To be able to discuss critically the issues and cases by referring the related literature. | 10, 13, 14, 16, 19, 4 | E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction - Introducing the topics | No preliminary work |
| 2 | Media Psychology, Social Media and Psychological Studies, What is Cyberpsychology? Importance of the field | Reading the texts and articles provided by the lecturer |
| 3 | Social Media and New Media Theories, History of the field | Reading the texts and articles provided by the lecturer |
| 4 | Construction of the digital identity and self-1 | Reading the texts and articles provided by the lecturer |
| 5 | Construction of the digital identity and self-2 | Reading the texts and articles provided by the lecturer |
| 6 | Visibility, privacy and self-disclosure | Reading the texts and articles provided by the lecturer |
| 7 | Online interpersonal and romantic relationships | Reading the texts and articles provided by the lecturer |
| 8 | Overuse of internet and social media, social media addiction | Reading the texts and articles provided by the lecturer |
| 9 | Online deviant behaviours, cyberbullying and hate speech | Reading the texts and articles provided by the lecturer |
| 10 | Violence on social media and trauma | Reading the texts and articles provided by the lecturer |
| 11 | Social media use of children, teens and adolescents | Reading the texts and articles provided by the lecturer |
| 12 | Attention deficiency and concentration problems | Reading the texts and articles provided by the lecturer |
| 13 | Cognitive effects of social media use and conditioning | Reading the texts and articles provided by the lecturer |
| 14 | Future of cyberpsychology; review of the course | Preparing the response and feedback notes about the course |
| Resources |
| - Büyükaslan, A., Kınık, A. A. [Ed.] (2015). Sosyal Medya Araştırmaları 1: Sosyalleşen Birey. Çizgi Kitabevi. - Fuchs, Christian, (2016). Sosyal Medya Eleştirel Bir Giriş. Ankara: NotaBene Yayınları. - Halil, E. K. Ş. İ., ERDEN, N., ERDOĞAN, F. H., & YILMAZ, E. (2013). Ergenlerin kimlik oluşumunun Facebook üzerinden incelenmesi: Nitel araştırma örneği. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(3). - Hazar, M. (2011). Sosyal medya bağımlılığı-bir alan çalışması. İletişim Kuram ve Araştırma Dergisi, 32(1), 151-76. - Ögel, K. (2012). İnternet Bağımlılığı İnternetin Psikolojisini Anlamak ve Bağımlılıkla Başa Çıkmak. İstanbul: İşbankası Kültür Yayınları. - Öztürk, Ö., Odabaşıoğlu, G., Eraslan, D., Genç, Y., Kalyoncu, Ö.A. (2007). İnternet Bağımlılığı: Kliniği ve Tedavisi, Bağımlılık Dergisi, 8 (1): 36-41. - Yıldırım, F. E., & Çakır, M. (2016). Medya Psikolojisi ve Tarihçesi Üzerine Bir İnceleme. Akademik Sosyal Araştırmalar Dergisi, 4 (29): 538-556. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | ||||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 3 | 8 | 24 | |||
| Term Project | 1 | 40 | 40 | |||
| Presentation of Project / Seminar | 1 | 4 | 4 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 25 | 25 | |||
| General Exam | 1 | 30 | 30 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 165 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(165/30) | 6 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SOCIAL MEDIA and PSYCHOLOGY | - | Fall Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Nağme GÖR |
| Name of Lecturer(s) | Prof.Dr. Gökhan MALKOÇ, Lect.Dr. Müslüm Gökhan ASLAN |
| Assistant(s) | |
| Aim | The purpose of the course is to introduce basic terminology of digital culture theories, particularly describe the notions of new media and social media; provide discussion to interpret the social media phenomena through the perspective of psychology; provide students the insight to analyze critically the current issues and cases in social media by referring psychological theories; to gain basic knowledge about the current studies - and literature in general- addressing the issues/topics which are at the same cluster of research scope of both discipline; Psychology and media studies. |
| Course Content | This course contains; Introduction - Introducing the topics,Media Psychology, Social Media and Psychological Studies, What is Cyberpsychology? Importance of the field,Social Media and New Media Theories, History of the field,Construction of the digital identity and self-1,Construction of the digital identity and self-2,Visibility, privacy and self-disclosure,Online interpersonal and romantic relationships,Overuse of internet and social media, social media addiction,Online deviant behaviours, cyberbullying and hate speech,Violence on social media and trauma,Social media use of children, teens and adolescents,Attention deficiency and concentration problems ,Cognitive effects of social media use and conditioning,Future of cyberpsychology; review of the course. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. To be able to demonstrate basic knowledge and understanding of the terminology; important descriptions and concepts concerning social media and new media | 16, 9 | A |
| 2. To be able to demonstrate basic theoretical knowledge about the fields of Media Psychology and Cyberpsychology | 16, 9 | A |
| 3. To be able to demonstrate analytical insight regarding the issues and cases on social media by interpreting the theories of psychology and through the scientific perspective of the discipline | 10, 16, 19 | E |
| 4. To be able to conduct basic literature review about the subjects of psychological issues on social media and cyberpsychology | 14, 9 | E |
| 5. To be able to interpret the manuscripts of conducted research and journal articles basically | 14, 9 | A |
| 6. To be able to discuss critically the issues and cases by referring the related literature. | 10, 13, 14, 16, 19, 4 | E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction - Introducing the topics | No preliminary work |
| 2 | Media Psychology, Social Media and Psychological Studies, What is Cyberpsychology? Importance of the field | Reading the texts and articles provided by the lecturer |
| 3 | Social Media and New Media Theories, History of the field | Reading the texts and articles provided by the lecturer |
| 4 | Construction of the digital identity and self-1 | Reading the texts and articles provided by the lecturer |
| 5 | Construction of the digital identity and self-2 | Reading the texts and articles provided by the lecturer |
| 6 | Visibility, privacy and self-disclosure | Reading the texts and articles provided by the lecturer |
| 7 | Online interpersonal and romantic relationships | Reading the texts and articles provided by the lecturer |
| 8 | Overuse of internet and social media, social media addiction | Reading the texts and articles provided by the lecturer |
| 9 | Online deviant behaviours, cyberbullying and hate speech | Reading the texts and articles provided by the lecturer |
| 10 | Violence on social media and trauma | Reading the texts and articles provided by the lecturer |
| 11 | Social media use of children, teens and adolescents | Reading the texts and articles provided by the lecturer |
| 12 | Attention deficiency and concentration problems | Reading the texts and articles provided by the lecturer |
| 13 | Cognitive effects of social media use and conditioning | Reading the texts and articles provided by the lecturer |
| 14 | Future of cyberpsychology; review of the course | Preparing the response and feedback notes about the course |
| Resources |
| - Büyükaslan, A., Kınık, A. A. [Ed.] (2015). Sosyal Medya Araştırmaları 1: Sosyalleşen Birey. Çizgi Kitabevi. - Fuchs, Christian, (2016). Sosyal Medya Eleştirel Bir Giriş. Ankara: NotaBene Yayınları. - Halil, E. K. Ş. İ., ERDEN, N., ERDOĞAN, F. H., & YILMAZ, E. (2013). Ergenlerin kimlik oluşumunun Facebook üzerinden incelenmesi: Nitel araştırma örneği. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(3). - Hazar, M. (2011). Sosyal medya bağımlılığı-bir alan çalışması. İletişim Kuram ve Araştırma Dergisi, 32(1), 151-76. - Ögel, K. (2012). İnternet Bağımlılığı İnternetin Psikolojisini Anlamak ve Bağımlılıkla Başa Çıkmak. İstanbul: İşbankası Kültür Yayınları. - Öztürk, Ö., Odabaşıoğlu, G., Eraslan, D., Genç, Y., Kalyoncu, Ö.A. (2007). İnternet Bağımlılığı: Kliniği ve Tedavisi, Bağımlılık Dergisi, 8 (1): 36-41. - Yıldırım, F. E., & Çakır, M. (2016). Medya Psikolojisi ve Tarihçesi Üzerine Bir İnceleme. Akademik Sosyal Araştırmalar Dergisi, 4 (29): 538-556. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | ||||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |