Investigation of Distance Learners’ Volitional Competence

Year 2020, Volume: 10 Issue: 1, 303 - 323, 31.01.2020

Hasan Uçar Aras Bozkurt Aylin Öztürk Alper Tolga Kumtepe

https://doi.org/10.18039/ajesi.682037

Cited By: 1

Abstract

The volitional competence, which is accepted as a requirement for success in open and distance learning environments, is considered to be an essential part of learning motivation and thus, complementary to learner success. From this point of view, it is important to examine the volitional competencies of distance learners. Within this context, the aim of this study is to examine the level of volitional competence of distance learners enrolled in the Open Education System of Anadolu University. This cross-sectional research used a quantitative method approach. In the study, Volitional Competency Scale and personal information form were used as data collection tools. Data were collected from volunteer online learners. A total of 2115 learners (1132 females and 1002 males) were the sample of the study. Descriptive statistics, t-test for independent samples and one-way ANOVA were used to analyze the data obtained. The results of the research show that distance learners have high levels of volitional competency. In addition to this finding, it was found that online learners' level of volitional competency differed by gender, age, and type of enrollment, but it did not differ according to the year of entry into the Open Education System. The volitional competence, which is considered to be complementary to learning motivation, can be considered as an indicator of the learners' motivation levels, their success in the courses and their tendencies to complete the school. It is also important in terms of predicting the success of learners in distance education.

Keywords

Distance education, online and distance learning, volition, volitional competence

Uzaktan Öğrenenlerin Eylem Yeterlik Düzeylerinin İncelenmesi

Abstract

Açık ve uzaktan öğrenme ortamlarında başarı için gerek şart olarak kabul edilen eylem yeterliği faktörü, öğrenme motivasyonunun önemli bir parçası ve öğrenen başarısının tamamlayıcısı olarak kabul edilmektedir. Bu bakış açısıyla açık ve uzaktan öğrenenlerin eylem yeterliklerinin incelenmesi önem taşımaktadır. Bu bağlamda bu çalışmanın amacı, Anadolu Üniversitesi Açıköğretim Sistemine kayıtlı öğrencilerin eylem yeterlik düzeylerini incelemektir. Çalışma, nicel araştırma yöntemlerinden tarama modelinde gerçekleştirilmiş kesitsel bir araştırmadır. Araştırmada veri toplama aracı olarak Eylem Yeterliği Ölçeği ve kişisel bilgi formu kullanılmıştır. Veriler, çevrimiçi ortamda gönüllülük esasına göre uzaktan öğrenenlerden toplanmıştır. Veri toplama aracına cevap veren 1132 kadın ve 1002 erkek toplam 2115 öğrenen araştırmanın örneklemini oluşturmaktadır. Çalışmanın araştırma sorularına yanıt bulmak amacıyla elde edilen veriler çözümlenirken betimsel istatistikler, bağımsız örneklemler için t-testi ve bağımsız örneklemler için tek faktörlü varyans analizi (ANOVA) kullanılmıştır. Araştırma sonuçları, Açıköğretim sistemine kayıtlı öğrencilerin eylem yeterlik düzeylerinin ölçeğin ortalama puanlarına göre orta seviyenin üstünde olduğunu göstermektedir. Bu bulguya ek olarak, öğrencilerin eylem yeterlik düzeylerinin; cinsiyete, yaşa ve kayıt türüne göre farklılık gösterdiği ancak öğrencilerin Açıköğretim sistemine giriş yılına göre farklılık göstermediği bulunmuştur. Öğrenme motivasyonunun tamamlayıcısı olarak kabul edilen eylem yeterliği, öğrencilerin motivasyon seviyelerinin, derslerde başarılı olma ve okulu tamamlama eğilimlerinin bir göstergesi olarak kabul edilebilir. Ayrıca, eylem yeterliği uzaktan eğitimde öğrencilerin başarılı olup olmama durumlarını yordaması açısından da önemlidir.

Keywords

Uzaktan öğretim, açık ve uzaktan öğrenme, eylem, eylem yeterliği, motivasyon

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