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The general aim of this study is to determine the effects of learning management systems supported by social networking sites on learners’ academic achievements in distance education. The study group consisted of 75 undergraduate students from a state university in eastern Turkey. The data for the study, in which an experimental research design was used, were collected through an achievement test, which consisted of 40 multiple-choice questions. Within the scope of the research, a learning management system and a social networking site were utilized in a distance education course. As a result of the research, it was seen that social network supported distance learning activities created a more positive effect on the achievements of the learners than the distance learning activities. Also, it was determined that social network supported distance education activities were more effective in the acquisition of behaviours at the knowledge level of the cognitive domain than activities in other groups; however, the groups were not different from each other in relation to the acquisition of behaviours at the comprehension level of the cognitive domain. In this context, it was concluded that the learning management systems used in distance education should be supported by social networking sites to increase the academic achievement of learners.

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eLearning paradigm, which is becoming increasingly evident across many academic disciplines, providing further support for the notion that learning processes are no longer only supported by traditional teaching methods. It can be argued that today’s third level education (TLE) students are part of a new virtual generation, where blackboards and refill pads have been replaced by interactive white boards and laptops, as more interactive, animated and virtually orientated teaching aids assist the transition from traditional learning to eLearning. The main contribution of

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