Eğitim fakültesi öğrencilerinin çevrimiçi öğrenmeye yönelik hazırbulunuşlukları ile E-öğrenmeye yönelik tutumlarının çeşitli değişkenler açısından değerlendirilmesi
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi Fen Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Çalıs?mada o?g?rencilerin c?evrimic?i o?g?renmeye yo?nelik hazırbulunus?lukları ile eo?g?renmeye yo?nelik tutumlarının cinsiyet, o?g?renim go?rülen program, günlük internet kullanım süresi, bilgisayar kullanma düzeyi ve akademik bas?arı deg?is?kenleri ac?ısından deg?erlendirilmesi amac?lanmıs?tır. Çalıs?mada ac?ımlayıcı sıralı karma yo?ntem deseni kullanılmıs? ve c?alıs?ma ic?in gerekli olan veriler 2020-2021 eg?itim-o?g?retim güz yarıyılında Bilis?im Teknolojileri dersini almakta olan 319 Eg?itim Fakültesi birinci sınıf o?g?rencisinden toplanmıs?tır. Çalıs?madan elde edilen bulgular neticesinde o?g?rencilerin c?evrimic?i o?g?renmeye yo?nelik hazırbulunus?luklarının yeterli oldug?u go?rülürken, eo?g?renmeye yo?nelik tutumlarının ise yetersiz oldug?u go?rülmüs?tür. Çalıs?maya katılım sag?layan o?g?rencilerin c?evrimic?i o?g?renmeye yo?nelik hazırbulunus?lukları ile cinsiyet, o?g?renim go?rülen program, günlük internet kullanım süresi ve akademik bas?arı deg?is?kenleri arasında anlamlı farklılık ortaya c?ıkmazken, bilgisayar kullanma düzeyi deg?is?keni arasında anlamlı farklılık ortaya c?ıkmıs?tır. E-o?g?renmeye yo?nelik tutumları ile günlük internet kullanım süresi ve akademik bas?arı deg?is?keni arasında da anlamlı farklılık ortaya c?ıkmazken, cinsiyet, o?g?renim go?rülen program ve bilgisayar kullanma düzeyi deg?is?kenleri arasında ise anlamlı farklılık ortaya c?ıkmıs?tır. Ög?rencilerin c?evrimic?i o?g?renmeye yo?nelik hazırbulunus?lukları ile e-o?g?renmeye yo?nelik tutumları arasındaki ilis?kiye bakıldıg?ında pozitif yo?nde ve orta düzeyde bir ilis?ki oldug?u belirlenirken, gerc?ekles?tirilen regresyon analizi ile de e-o?g?renmeye yo?nelik tutumun c?evrimic?i o?g?renmeye yo?nelik hazırbulunus?lug?un bir yordayıcısı oldug?u belirlenmis?tir. Bununla birlikte c?evrimic?i o?g?renme ortamlarının kullanımına yo?nelik o?g?renciler ile gerc?ekles?tirilen go?rüs?meler sonucunda zaman ve mekândan bag?ımsız olması, ekonomik olarak daha tasarruflu olması, ders materyallerine kolay eris?im ve tekrar izlenebilirlik ac?ısından olumlu etkileri olmasına rag?men, o?g?renciler bu ortamları kullanmada sorun yas?adıklarına, teknoloji kullanımında kendilerini c?ok yeterli go?rmediklerine, c?evrimic?i o?g?renme ortamlarında zamanı iyi yo?netemediklerine, etkiles?imin ve iletis?imin yeterli olmadıg?ına, sosyalles?me sürecine olumsuz etkisi oldug?una, bazı c?evresel etkenlerden dolayı derse odaklanamadıklarına ve e-o?g?renme ortamlarının geleneksel o?g?renmeye oranla o?g?renmede daha az etkili oldug?una ilis?kin go?rüs?ler bildirmis?lerdir. Ayrıca c?alıs?madan elde edilen bulgular ıs?ıg?ında aras?tırmacı tarafından c?es?itli o?nerilerde bulunulmus?tur.
In this study, it was aimed to evaluate students' readiness for online learning and attitudes towards e-learning in terms of gender, the type of program, daily hours of internet usage, level of computer literacy, and academic achievement variables. The exploratory sequential mixed methods design was used in the study and data required for the study was collected from 319 first-year students receiving the course of Information Technologies in the Faculty of Education in the fall term of the 2020-2021 academic year. It was observed as a result of the findings obtained in the study that students' readiness for online learning was adequate while attitudes towards e-learning were inadequate. A significant difference did not occur between the readiness of the students participating in the study for online learning and variables of gender, the type of program, daily hours of internet usage, and academic achievement while a significant difference was revealed between the readiness and level of computer literacy. There was also no significant difference between their attitudes towards e-learning and variables of daily hours of internet usage and academic achievement while a significant difference was observed between the attitudes and gender, the type of program, and level of computer literacy. A positive and medium-level relationship was determined considering the relationship between students' readiness for online learning and attitudes towards e-learning as well as, through the regression analysis performed, that attitude towards e-learning is a predictor of the readiness for online learning. In addition, students expressed opinions as a result of the interviews conducted with them on the usage of online learning environments concerning that although these environments have positive impacts in terms of being time- and place-independent, being more economical, and offering easy access to the course materials and a chance to rewatch them, they still have problems in using these environments, they do no regard themselves qualified enough in using the technology, they cannot manage their time well enough in online learning environments, the interaction and communication are not sufficient, these environments have negative impacts on the process of socialization, they cannot focus on the course due to some environmental factors, and e-learning environments are less effective in learning compared to the traditional learning. Recommendations were also provided by the researcher in light of the findings obtained in the study.
In this study, it was aimed to evaluate students' readiness for online learning and attitudes towards e-learning in terms of gender, the type of program, daily hours of internet usage, level of computer literacy, and academic achievement variables. The exploratory sequential mixed methods design was used in the study and data required for the study was collected from 319 first-year students receiving the course of Information Technologies in the Faculty of Education in the fall term of the 2020-2021 academic year. It was observed as a result of the findings obtained in the study that students' readiness for online learning was adequate while attitudes towards e-learning were inadequate. A significant difference did not occur between the readiness of the students participating in the study for online learning and variables of gender, the type of program, daily hours of internet usage, and academic achievement while a significant difference was revealed between the readiness and level of computer literacy. There was also no significant difference between their attitudes towards e-learning and variables of daily hours of internet usage and academic achievement while a significant difference was observed between the attitudes and gender, the type of program, and level of computer literacy. A positive and medium-level relationship was determined considering the relationship between students' readiness for online learning and attitudes towards e-learning as well as, through the regression analysis performed, that attitude towards e-learning is a predictor of the readiness for online learning. In addition, students expressed opinions as a result of the interviews conducted with them on the usage of online learning environments concerning that although these environments have positive impacts in terms of being time- and place-independent, being more economical, and offering easy access to the course materials and a chance to rewatch them, they still have problems in using these environments, they do no regard themselves qualified enough in using the technology, they cannot manage their time well enough in online learning environments, the interaction and communication are not sufficient, these environments have negative impacts on the process of socialization, they cannot focus on the course due to some environmental factors, and e-learning environments are less effective in learning compared to the traditional learning. Recommendations were also provided by the researcher in light of the findings obtained in the study.
Açıklama
Anahtar Kelimeler
Çevrimiçi öğrenme, E-öğrenme, Tutum, Hazırbulunuşluk, Online learning, E-learning, Attitude, Readiness
