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GELECEKTEKİ UYGULAMACILAR OLARAK ÖĞRETMEN ADAYLARININ UZAKTAN EĞİTİME YÖNELİK ÖZ YETERLİK VE YARAR ALGILARI ÜZERİNE BİR ARAŞTIRMA

Year 2021, Volume: 21 Issue: 4, 1145 - 1158, 15.12.2021
https://doi.org/10.17240/aibuefd.2021..-955655

Abstract

Bu çalışma, uzaktan eğitimin gelecekteki uygulayıcıları olan öğretmen adaylarının, uzaktan eğitim dersine ilişkin deneyimleriyle birlikte öz yeterliklerini ve fayda inançlarını araştırmayı amaçlamaktadır. Bu çalışmada hem nicel hem de nitel veri toplama yöntemlerini içeren bir vaka çalışması kullanılmıştır. Çalışmanın katılımcıları, Türkiye'deki bir üniversitede lisans programlarında uzaktan eğitim dersini tamamlayan, 143 öğretmen adayından oluşmaktadır. Nicel veriler uzaktan eğitime yönelik öz yeterlik ve algılanan fayda inançlarını değerlendiren iki beşli Likert tipi ölçek aracılığıyla, nitel veriler açık uçlu anket aracılığıyla toplanmıştır. Ölçeklerin betimsel istatistik sonuçları, uzaktan eğitime yönelik öz yeterlik ve algılanan fayda bileşenlerinin ortalama puanlarının 3,66 ile 4,07 arasında değiştiğini ortaya koymuştur. Korelasyon analizi sonuçları, öğretmen adaylarının uzaktan eğitime yönelik öz yeterliklerinin algıladıkları fayda ile anlamlı düzeyde ilişkili olduğunu göstermiştir, r = .56, p <.01. Öğretmen adaylarının uzaktan eğitim dersi ile ilgili olumlu algıları dört başlık altında toplanmıştır: (1) Dersin öğretmen adaylarının teknoloji entegrasyonu için bilgi ve beceri gelişimine katkısı, (2) dersin öğretmen adaylarının etkili bir uzaktan eğitim tasarlayabilmeleri için bilgi ve beceri gelişimine katkısı, (3) dersin olumlu özellikleri ve (4) uzaktan eğitimin olumlu özellikleri. Öğretmen adayları dersin olumsuz yönlerini ise (1) ders bileşenleri ile ilgili sorunlar ve (2) teknolojiyle ilgili sorunlar hakkında belirtmişlerdir. Araştırma sonuçları ve çıkarımları makalede tartışılmaktadır.

References

  • Alan, Y., Biçer, N., & Can, F. (2020). Perspectives of pre-service teachers on distance education: COVID-19 process. Revista Argentina de Clínica Psicológica, 29(5), 1972-1984. https://www.revistaclinicapsicologica.com/issue.php?volume=2&issue=2&page=9
  • Arpacı, İ. (2017). The role of self-efficacy in predicting use of distance education tools and learning management systems. Turkish Online Journal of Distance Education, 18(1), 52-62. https://doi.org/10.17718/tojde.285715
  • Bakioğlu, B. & Çevik, M. (2020). COVID-19 pandemisi sürecinde fen bilimleri öğretmenlerinin uzaktan eğitime ilişkin görüşleri. Turkish Studies, 15(4), 109-129. https://dx.doi.org/10.7827/TurkishStudies.43502
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122
  • Berge, Z. L. (1995). Facilitating computer conferencing: Recommendations from the field. Educational Technology, 35(1), 22-30.
  • Berigel, M. & Çetin, İ. (2020). Açık ve uzaktan öğretimde öğreten ve öğrenen rolleri [Roles of teachers and learners in open and distance education]. In E. Tekinarslan & M. D. Gürer (Ed.), Açık ve uzaktan öğrenme [Open and distance learning] (pp. 125-144). Pegem Akademi. https://doi.org/10.14527/9786052412411.07
  • Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education (5th ed.). Pearson Education.
  • Cho, M.-H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290-301. https://doi.org/10.1080/01587919.2013.835770
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Academic Press.
  • Cooper, R., Warren, L., Hogan-Chapman, A., & Mills, L. (2020). Pre-service teachers and their self-efficacy toward online teaching. SRATE Journal, 29(2), 1-7. http://www.srate.org/JournalEditions/Volume29-2/PDF/Cooper,%20et%20al.%20Pre-Service%20Teachers.pdf
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
  • Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003. https://doi.org/10.1287/mnsc.35.8.982
  • Fidalgo, P., & Tormann, J. (2020). Students’ perceptions on distance education: A multinational study. International Journal of Educational Technology in Higher Education, 17(1), 1-18. https://doi.org/10.1186/s41239-020-00194-2
  • Field, A. (2009). Discovering statistics using SPSS: Introducing statistical method (3rd ed.). Sage.
  • Gurjar, N. (2020). Leveraging social networks for authentic learning in distance learning teacher education. Tech Trends, 64, 666-667. https://doi.org/10.1007/s11528-020-00510-7
  • Kanbul, S., Zaitseva, N., Ikonnikov, A., Kalugina, O., Savina, T., & Evgrafova, O. (2020). Determining expert opinions of the faculty of education on the development of distance learning course. International Journal of Emerging Technologies in Learning (iJET), 15(23), 52-62. https://doi.org/10.3991/ijet.v15i23.18783
  • Karabatak, S., Alanoğlu, M., & Karabatak, M. (2020, June 1-2). Effects of homework supported distance education on academic satisfaction, academic achievement, and attitude towards distance education [Paper presentation]. International Symposium on Digital Forensics and Security (ISDFS), Online. https://doi.org/10.1109/ISDFS49300.2020.9116372
  • Karaca, İ., Karaca, N., Karamustafaoğlu, N. & Özcan, M. (2021). Öğretmenlerin uzaktan eğitimin yararına ilişkin algılarının atıf incelenmesi. Humanistic Perspective, 3(1), 209-224. https://doi.org/10.47793/hp.844113
  • Karadeniz, G. & Zabcı, N. (2020). Pandemi döneminde uzaktan eğitim veren öğretmenlerin çalışma koşulları ve algıladıkları stres ile psikolojik iyi oluşları arasındaki ilişki [The effects of teachers’ experiences during the pandemic period, their well-being, stress levels and adaptation to distance education]. MSGSÜ Sosyal Bilimler Dergisi, 2(22), 301-314.
  • Karakuş, N., Ucuzsatar, N., Karacaoğlu, M. Ö., Esendemir, N. & Bayraktar, D. (2020). Türkçe öğretmeni adaylarının uzaktan eğitime yönelik görüşleri [Turkish teacher candidates’ views on distance education]. Rumeli Dil ve Edebiyat Araştırmaları Dergisi, 19, 220-241. https://doi.org/10.29000/rumelide.752297
  • Karatepe, F., Küçükgençay, N. & Peker, B. (2020). Öğretmen adayları senkron uzaktan eğitime nasıl bakıyor? Bir anket çalışması [What are the perspectives of teacher candidates on synchronous distance education?: A survey study]. Journal of Social and Humanities Sciences Research, 7(53), 1262-1274. http://dx.doi.org/10.26450/jshsr.1868
  • Kearsley, G., & Lynch, W. (1996). Structural issues in distance education. Journal of Education for Business, 71(4), 191-195. https://doi.org/10.1080/08832323.1996.10116783
  • King, F. B., Young, M. F., Drivere-Richmond, K., & Schrader, P. G. (2001). Defining distance learning and distance education. AACE Review (Formerly AACE Journal), 9(1), 1-14.
  • König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
  • Kundu, A. (2020). Toward a framework for strengthening participants’ self-efficacy in online education. Asian Association of Open Universities Journal, 15(3), 351-370. https://doi.org/10.1108/AAOUJ-06-2020-0039
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
  • MacNaul, H., Garcia, R., Cividini-Motta, C., & Thacker, I. (2021). Effect of assignment choice on student academic performance in an online class. Behavior Analysis in Practice. Advance online publication. https://doi.org/10.1007/s40617-021-00566-8
  • Marek, M. W., Chew, C. S., & Wu, W. V. (2021). Teacher experiences in converting classes to distance learning in the COVID-19 pandemic. International Journal of Distance Education Technologies, 19(1), 40-60. https://doi.org/10.4018/ijdet.20210101.oa3
  • Moore, M., & Kearsley, G. (2012). Distance education: A systems view of online learning (3rd ed.). Wadsworth.
  • Muzammil, M., Sutawıjaya, A., & Harsası, M. (2020). Investigating student satisfaction in online learning: The role of student interaction and engagement in distance learning university. Turkish Online Journal of Distance Education, 21, 88-96. https://doi.org/10.17718/tojde.770928
  • Parker, A. (2020). Interaction in distance education: The critical conversation. AACE Review (Formerly AACE Journal), 13-17. https://www.learntechlib.org/primary/p/8117/
  • Rice, M. F., & Deschaine, M. E. (2020). Orienting toward teacher education for online environments for all students. The Education Forum, 84(2), 114-125. https://doi.org/10.1080/00131725.2020.1702747
  • Sahin-Topalcengiz, E., & Yildirim, B. (2020). Teachers’ opinions about distance web 2.0 tools training and teachers’ in-class web 2.0 practices. Journal of Turkish Science Education, 17(4), 561-577. http://www.tused.org/index.php/tused/article/view/1247
  • Schlosser, L. A., & Simonson, M. (2009). Distance education: Definition and glossary of terms (3rd ed.). Information Age.
  • Schreiber, B. R., & Jansz, M. (2020). Reducing distance through online international collaboration. ELT Journal, 74(1), 63-72. https://doi.org/10.1093/elt/ccz045
  • Sutiah, S., Slamet, S., Shafqat, A., & Supriyono, S. (2020). Implementation of distance learning during the COVID-19 pandemic in faculty of education and teacher training. Cypriot Journal of Educational Sciences, 15(5), 1204-1214. https://doi.org/10.18844/cjes.v15i5.5151
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
  • Tekin, O. (2020). Uzaktan eğitim kullanılan hizmet içi eğitim programlarına yönelik öğretmen görüşlerinin incelenmesi [Investigation of teachers’ views on distance learning in-service training programs]. Eğitimde Kuram ve Uygulama, 16(1), 20-35. https://doi.org/10.17244/eku.643224
  • Teo, T., Lee, C. B., Chai, C. S., & Wong, S. L. (2009). Assessing the intention to use technology among pre-service teachers in Singapore and Malaysia: A multigroup invariance analysis of the technology acceptance model (TAM). Computers & Education, 53(3), 1000-1009. https://doi.org/10.1016/j.compedu.2009.05.017
  • Ülkü, S. (2018). İlkokullarda görev yapan öğretmenlerin uzaktan eğitime yönelik tutumları [Attitudes of teachers working in primary schools towards distance education] [Master’s thesis, Bolu Abant İzzet Baysal University]. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=UB9xMtTbm9TFHzmmzeyZWw&no=3tWbKIhiPRgR5CiddBET1w
  • Üstün, A. B., Yılmaz, F. G. K. & Yılmaz, R. (2020). Öğretmenler e-öğrenmeye hazır mı? Öğretmenlerin e-öğrenmeye yönelik hazır bulunuşluklarının incelenmesi üzerine bir araştırma [Are teachers ready for e-learning? A study on exploring e-learning readiness of teachers]. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 2(1), 52-67. https://acikerisim.bartin.edu.tr/bitstream/handle/11772/6463/e-ogrenme%20hazirbulunusluk.pdf?sequence=1&isAllowed=y
  • Warner, R. M. (2021). Applied statistics I: Basic bivariate techniques (3rd ed.). Sage.
  • Willis, B. (1994). Distance education: Strategies and tools. Educational Technology Publications.
  • Yıldız, M. (2015). Uzaktan eğitim programlarında ders veren öğretim elemanlarının uzaktan eğitime yönelik bilgi, inanç ve uygulamaları arasındaki ilişkiler [Relationships between the knowledge, beliefs and practices of the instructors who teach in distance education programs] [Unpublished master’s thesis]. Hacettepe University.
  • Yıldız, M., & Erdem, M. (2018). An investigation on instructors’ knowledge, belief and practices towards distance education. Malaysian Online Journal of Educational Technology, 6(2), 1-20. https://doi.org/10.17220/mojet.2018.04.001
  • Yin, R. K. (2014). Case study research: Design and methods (applied social research methods). Sage.
  • Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. https://doi.org/10.1006/ceps.1999.1016

AN INVESTIGATION OF SELF-EFFICACY AND PERCEIVED BENEFIT BELIEFS REGARDING DISTANCE EDUCATION OF PRESERVICE TEACHERS AS FUTURE IMPLEMENTERS

Year 2021, Volume: 21 Issue: 4, 1145 - 1158, 15.12.2021
https://doi.org/10.17240/aibuefd.2021..-955655

Abstract

The current study aims to explore self-efficacy and perceived benefit beliefs of preservice teachers regarding distance education according to their experiences as future implementers of distance education from an undergraduate distance education course they received. A case study was employed including both quantitative and qualitative data collection methods. The participants of the current study were 143 preservice teachers who had completed a distance education course during their undergraduate program at a university in Turkey. Quantitative data were collected through two, five-point, Likert-type scales, with one that assessed self-efficacy towards distance education and one that assessed perceived benefit beliefs regarding distance education. Qualitative data were collected through an open-ended questionnaire. Descriptive statistics results from the scale data revealed that the mean scores for the constructs of self-efficacy and perceived benefit of distance education ranged from 3.66 to 4.07. Correlation analysis results indicated that the preservice teachers’ self-efficacy towards distance education was significantly related to their perceived benefit from distance education, r = .56, p < .01. The preservice teachers mentioned positive aspects of their distance education course under (1) Contribution of the course to the preservice teachers’ knowledge and skills development for technology integration, (2) Contribution of the course to the preservice teachers’ knowledge and skills development for designing effective distance education, (3) Positive features of the distance education course, and (4) Positive features of distance education in general. The preservice teachers stated negative aspects under (1) Issues related to common course components, and (2) Issues related to technology. The research results and implications are presented and discussed within this study.

References

  • Alan, Y., Biçer, N., & Can, F. (2020). Perspectives of pre-service teachers on distance education: COVID-19 process. Revista Argentina de Clínica Psicológica, 29(5), 1972-1984. https://www.revistaclinicapsicologica.com/issue.php?volume=2&issue=2&page=9
  • Arpacı, İ. (2017). The role of self-efficacy in predicting use of distance education tools and learning management systems. Turkish Online Journal of Distance Education, 18(1), 52-62. https://doi.org/10.17718/tojde.285715
  • Bakioğlu, B. & Çevik, M. (2020). COVID-19 pandemisi sürecinde fen bilimleri öğretmenlerinin uzaktan eğitime ilişkin görüşleri. Turkish Studies, 15(4), 109-129. https://dx.doi.org/10.7827/TurkishStudies.43502
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122
  • Berge, Z. L. (1995). Facilitating computer conferencing: Recommendations from the field. Educational Technology, 35(1), 22-30.
  • Berigel, M. & Çetin, İ. (2020). Açık ve uzaktan öğretimde öğreten ve öğrenen rolleri [Roles of teachers and learners in open and distance education]. In E. Tekinarslan & M. D. Gürer (Ed.), Açık ve uzaktan öğrenme [Open and distance learning] (pp. 125-144). Pegem Akademi. https://doi.org/10.14527/9786052412411.07
  • Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education (5th ed.). Pearson Education.
  • Cho, M.-H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290-301. https://doi.org/10.1080/01587919.2013.835770
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Academic Press.
  • Cooper, R., Warren, L., Hogan-Chapman, A., & Mills, L. (2020). Pre-service teachers and their self-efficacy toward online teaching. SRATE Journal, 29(2), 1-7. http://www.srate.org/JournalEditions/Volume29-2/PDF/Cooper,%20et%20al.%20Pre-Service%20Teachers.pdf
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
  • Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003. https://doi.org/10.1287/mnsc.35.8.982
  • Fidalgo, P., & Tormann, J. (2020). Students’ perceptions on distance education: A multinational study. International Journal of Educational Technology in Higher Education, 17(1), 1-18. https://doi.org/10.1186/s41239-020-00194-2
  • Field, A. (2009). Discovering statistics using SPSS: Introducing statistical method (3rd ed.). Sage.
  • Gurjar, N. (2020). Leveraging social networks for authentic learning in distance learning teacher education. Tech Trends, 64, 666-667. https://doi.org/10.1007/s11528-020-00510-7
  • Kanbul, S., Zaitseva, N., Ikonnikov, A., Kalugina, O., Savina, T., & Evgrafova, O. (2020). Determining expert opinions of the faculty of education on the development of distance learning course. International Journal of Emerging Technologies in Learning (iJET), 15(23), 52-62. https://doi.org/10.3991/ijet.v15i23.18783
  • Karabatak, S., Alanoğlu, M., & Karabatak, M. (2020, June 1-2). Effects of homework supported distance education on academic satisfaction, academic achievement, and attitude towards distance education [Paper presentation]. International Symposium on Digital Forensics and Security (ISDFS), Online. https://doi.org/10.1109/ISDFS49300.2020.9116372
  • Karaca, İ., Karaca, N., Karamustafaoğlu, N. & Özcan, M. (2021). Öğretmenlerin uzaktan eğitimin yararına ilişkin algılarının atıf incelenmesi. Humanistic Perspective, 3(1), 209-224. https://doi.org/10.47793/hp.844113
  • Karadeniz, G. & Zabcı, N. (2020). Pandemi döneminde uzaktan eğitim veren öğretmenlerin çalışma koşulları ve algıladıkları stres ile psikolojik iyi oluşları arasındaki ilişki [The effects of teachers’ experiences during the pandemic period, their well-being, stress levels and adaptation to distance education]. MSGSÜ Sosyal Bilimler Dergisi, 2(22), 301-314.
  • Karakuş, N., Ucuzsatar, N., Karacaoğlu, M. Ö., Esendemir, N. & Bayraktar, D. (2020). Türkçe öğretmeni adaylarının uzaktan eğitime yönelik görüşleri [Turkish teacher candidates’ views on distance education]. Rumeli Dil ve Edebiyat Araştırmaları Dergisi, 19, 220-241. https://doi.org/10.29000/rumelide.752297
  • Karatepe, F., Küçükgençay, N. & Peker, B. (2020). Öğretmen adayları senkron uzaktan eğitime nasıl bakıyor? Bir anket çalışması [What are the perspectives of teacher candidates on synchronous distance education?: A survey study]. Journal of Social and Humanities Sciences Research, 7(53), 1262-1274. http://dx.doi.org/10.26450/jshsr.1868
  • Kearsley, G., & Lynch, W. (1996). Structural issues in distance education. Journal of Education for Business, 71(4), 191-195. https://doi.org/10.1080/08832323.1996.10116783
  • King, F. B., Young, M. F., Drivere-Richmond, K., & Schrader, P. G. (2001). Defining distance learning and distance education. AACE Review (Formerly AACE Journal), 9(1), 1-14.
  • König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
  • Kundu, A. (2020). Toward a framework for strengthening participants’ self-efficacy in online education. Asian Association of Open Universities Journal, 15(3), 351-370. https://doi.org/10.1108/AAOUJ-06-2020-0039
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
  • MacNaul, H., Garcia, R., Cividini-Motta, C., & Thacker, I. (2021). Effect of assignment choice on student academic performance in an online class. Behavior Analysis in Practice. Advance online publication. https://doi.org/10.1007/s40617-021-00566-8
  • Marek, M. W., Chew, C. S., & Wu, W. V. (2021). Teacher experiences in converting classes to distance learning in the COVID-19 pandemic. International Journal of Distance Education Technologies, 19(1), 40-60. https://doi.org/10.4018/ijdet.20210101.oa3
  • Moore, M., & Kearsley, G. (2012). Distance education: A systems view of online learning (3rd ed.). Wadsworth.
  • Muzammil, M., Sutawıjaya, A., & Harsası, M. (2020). Investigating student satisfaction in online learning: The role of student interaction and engagement in distance learning university. Turkish Online Journal of Distance Education, 21, 88-96. https://doi.org/10.17718/tojde.770928
  • Parker, A. (2020). Interaction in distance education: The critical conversation. AACE Review (Formerly AACE Journal), 13-17. https://www.learntechlib.org/primary/p/8117/
  • Rice, M. F., & Deschaine, M. E. (2020). Orienting toward teacher education for online environments for all students. The Education Forum, 84(2), 114-125. https://doi.org/10.1080/00131725.2020.1702747
  • Sahin-Topalcengiz, E., & Yildirim, B. (2020). Teachers’ opinions about distance web 2.0 tools training and teachers’ in-class web 2.0 practices. Journal of Turkish Science Education, 17(4), 561-577. http://www.tused.org/index.php/tused/article/view/1247
  • Schlosser, L. A., & Simonson, M. (2009). Distance education: Definition and glossary of terms (3rd ed.). Information Age.
  • Schreiber, B. R., & Jansz, M. (2020). Reducing distance through online international collaboration. ELT Journal, 74(1), 63-72. https://doi.org/10.1093/elt/ccz045
  • Sutiah, S., Slamet, S., Shafqat, A., & Supriyono, S. (2020). Implementation of distance learning during the COVID-19 pandemic in faculty of education and teacher training. Cypriot Journal of Educational Sciences, 15(5), 1204-1214. https://doi.org/10.18844/cjes.v15i5.5151
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
  • Tekin, O. (2020). Uzaktan eğitim kullanılan hizmet içi eğitim programlarına yönelik öğretmen görüşlerinin incelenmesi [Investigation of teachers’ views on distance learning in-service training programs]. Eğitimde Kuram ve Uygulama, 16(1), 20-35. https://doi.org/10.17244/eku.643224
  • Teo, T., Lee, C. B., Chai, C. S., & Wong, S. L. (2009). Assessing the intention to use technology among pre-service teachers in Singapore and Malaysia: A multigroup invariance analysis of the technology acceptance model (TAM). Computers & Education, 53(3), 1000-1009. https://doi.org/10.1016/j.compedu.2009.05.017
  • Ülkü, S. (2018). İlkokullarda görev yapan öğretmenlerin uzaktan eğitime yönelik tutumları [Attitudes of teachers working in primary schools towards distance education] [Master’s thesis, Bolu Abant İzzet Baysal University]. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=UB9xMtTbm9TFHzmmzeyZWw&no=3tWbKIhiPRgR5CiddBET1w
  • Üstün, A. B., Yılmaz, F. G. K. & Yılmaz, R. (2020). Öğretmenler e-öğrenmeye hazır mı? Öğretmenlerin e-öğrenmeye yönelik hazır bulunuşluklarının incelenmesi üzerine bir araştırma [Are teachers ready for e-learning? A study on exploring e-learning readiness of teachers]. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 2(1), 52-67. https://acikerisim.bartin.edu.tr/bitstream/handle/11772/6463/e-ogrenme%20hazirbulunusluk.pdf?sequence=1&isAllowed=y
  • Warner, R. M. (2021). Applied statistics I: Basic bivariate techniques (3rd ed.). Sage.
  • Willis, B. (1994). Distance education: Strategies and tools. Educational Technology Publications.
  • Yıldız, M. (2015). Uzaktan eğitim programlarında ders veren öğretim elemanlarının uzaktan eğitime yönelik bilgi, inanç ve uygulamaları arasındaki ilişkiler [Relationships between the knowledge, beliefs and practices of the instructors who teach in distance education programs] [Unpublished master’s thesis]. Hacettepe University.
  • Yıldız, M., & Erdem, M. (2018). An investigation on instructors’ knowledge, belief and practices towards distance education. Malaysian Online Journal of Educational Technology, 6(2), 1-20. https://doi.org/10.17220/mojet.2018.04.001
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There are 47 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Derya Başer 0000-0002-2006-8737

Publication Date December 15, 2021
Submission Date June 21, 2021
Published in Issue Year 2021 Volume: 21 Issue: 4

Cite

APA Başer, D. (2021). AN INVESTIGATION OF SELF-EFFICACY AND PERCEIVED BENEFIT BELIEFS REGARDING DISTANCE EDUCATION OF PRESERVICE TEACHERS AS FUTURE IMPLEMENTERS. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 21(4), 1145-1158. https://doi.org/10.17240/aibuefd.2021..-955655