E-Öğrenme ve Epistemik Gerekçelendirme Arasındaki İlişki: Spor Bilimi Öğrencilerinin Algıları ve Tutumları

Abstract

Bu çalışmada spor bilimi öğrencilerinin internete özgü epistemik gerekçelendirme düzeyleri ile sporda e-öğrenmeye yönelik tutumları arasındaki ilişki incelenmiştir. Araştırmada nicel araştırma yöntemleri arasında yer alan ilişkisel tarama modeli benimsenerek dizayn edilmiştir. Araştırma grubunu 146’sı erkek (%58,4), 104’ü kadın (%41,6) olmak üzere toplam 250 öğrenci oluşturmaktadır. Öğrencilerin e-öğrenme düzeylerinin belirlenmesinde “Sporda e-öğrenmeye yönelik tutum ölçeği”, epistemik gerekçelendirme düzeylerinin belirlenmesinde ise “İnternete özgü epistemik gerekçelendirme ölçeği” (Beden eğitimi ve spor öğretimi uyarlaması) kullanılmıştır. Verilerin analizinde t-testi, ANOVA ve Pearson korelasyon analizi kullanılmıştır. Çalışma bulgularına göre, öğrencilerin sporda e-öğrenmeye yönelik tutum puan ortalamalarında kadınlar lehine anlamlı farklılık görülmüştür. Öğrencilerin sporda e-öğrenme ve internete özgü epistemik gerekçelendirme alt boyutlarında aldıkları puan ortalamaları günlük internette geçirilen süreye göre anlamlı olarak farklılık göstermemiştir. Sporda e-öğrenme ile internete özgü epistemik gerekçelendirme tüm alt boyutları arasında pozitif ilşkinin olduğu görülmüştür. Sonuç olarak; spor bilimi öğrencilerinin e-öğrenmeye yönelik olumlu tutumlarının, epistemik gerekçelendirme süreçleri ile yakından ilişkilidir. Spor bilimi öğrencilerinin e-öğrenmeye yönelik tutumlarının olumlu yönde etkilenmesi için, epistemik gerekçelendirme süreçlerinin geliştirilmesi ve bu süreçlerin e-öğrenme materyallerinin tasarımına dahil edilmesi gerekebilir. Ayrıca, spor bilimi eğitiminde e-öğrenmenin daha etkili bir şekilde kullanılabilmesi için, öğrencilere internet kaynaklarına nasıl güvenebilecekleri, bilgiyi nasıl değerlendirebilecekleri ve en iyi şekilde kullanabilecekleri konusunda rehberlik edilmesi önemli olabilir.

Keywords

• E-öğrenme
• Epistemik Gerekçelendirme
• Spor Bilimleri Öğrencileri

The Relationship Between E-Learning and Epistemic Justification: Perceptions and Attitudes of Sports Science Students

Abstract

This study examines the relationship between sports science students' levels of internet-specific epistemic justification and their attitudes towards e-learning in sports. The research was designed using a quantitative research method, specifically adopting a correlational survey model. The study group consists of a total of 250 students, including 146 males (58.4%) and 104 females (41.6%). To determine the students' levels of e-learning, the "Attitude Scale for E-Learning in Sports" was employed, while the "Internet-Specific Epistemic Justification Scale" (adaptation for physical education and sports teaching) was used to determine the levels of epistemic justification. Data analysis involved t-tests, ANOVA, and Pearson correlation analysis. According to the study findings, there is a significant difference in favor of females in terms of the average attitude scores towards e-learning in sports among students. The average scores of students in the sub-dimensions of e-learning in sports and internet-specific epistemic justification do not significantly differ based on the daily time spent on the internet. A positive relationship between e-learning in sports and internet-specific epistemic justification was observed in all sub-dimensions. In conclusion, the positive attitudes of sports science students towards e-learning are closely related to epistemic justification processes. To positively influence sports science students' attitudes towards e-learning, it may be necessary to develop epistemic justification processes and incorporate these processes into the design of e-learning materials. Additionally, for more effective utilization of e-learning in sports science education, guiding students on how to trust internet sources, evaluate information, and utilize them effectively may be crucial.

Keywords

• E-Learning
• Epistemic Justification
• Sports Science Students

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