Özet:

The aim of this study is to study the impact of the quality of the information system on the psychosocial perceptions of students towards the environment in a mixed e-learning environment. For this purpose, the Turkish version of the distance learning environment scale developed by Walker (2003) to test the impact of the mixed e-learning environment on students' psychosocial perceptions, and the information systems success scales adapted to the Turkish by Dağhan and Akkoyunlu (2016a) (DeLone and McLean, 2003; Chang, 2013) were used. The study group consists of 536 students who have undergraduate and graduate studies at a semi-private public university with international status. The data of the study was collected in the 2017-2018 academic year. The established hypothetical model is tested by the structural equality model. The research findings have confirmed the hypothetical model founded on the basis of Moos' (1976) social environment theory. The research finds that the quality of service, information quality and system quality can directly explain the variables of teaching support, student interaction and cooperation, information quality, original learning, active learning and student autonomy, and that the emerging model provides valid, reliable and good harmony. According to the research model, 51 per cent of the teacher support variable and 20 per cent of the student interaction and cooperation variable can be explained when the service quality variable, 79 per cent of the personal interest variable, 72 per cent of the authentic learning variable and 42 per cent of the active learning variable can be explained when the information quality variable, and 47 per cent of the student autonomy variable can be explained positively and meaningfully when the system quality variable. According to the results of the study, recommendations for further research are presented.

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