Uzaktan Eğitim Öğrencilerinin Sosyal Bulunuşluk Algılarını Yordayan Öğrenme Stratejileri

Year 2018, , 276 - 295, 28.02.2018

Yusuf Ziya Olpak , Ebru Kılıç Çakmak

https://doi.org/10.14686/buefad.365218

Cited By: 3

Abstract

Bu araştırma uzaktan eğitim
öğrencileri için oldukça önemli olan sosyal bulunuşluk ve öz-düzenlemenin
e-öğrenme sürecinde bir biri ile ilişkisini ortaya koymak amacıyla
planlanmıştır. Bu bağlamda öğrencilerin sosyal bulunuşluk algılarını yordayan
öğrenme stratejileri belirlenmeye çalışılmıştır. Tarama modeline göre yürütülen
araştırma, kullanılan veri toplama araçlarındaki sorulara uygun şekilde
yanıtlar veren 61 öğrenciden elde edilen veriler ile gerçekleştirilmiştir.
Verilerin toplanmasında; güdülenme ve öğrenme stratejileri ölçeği, sosyal
bulunuşluk ölçeği ve yazarlar tarafından geliştirilen kişisel bilgi formu
kullanılmıştır. Verilerin çözümlenmesinde ise; betimsel istatistikler, adımsal regresyon analizi ve ilişkisiz örneklemler için tek faktörlü varyans analizi
kullanılmıştır. Araştırma sonuçları öğrencilerin ortak bulunuşluk algılarının; düzenleme
ve yardım isteme ile, etkileme algılarının; düzenleme, yardım isteme ve emek
yönetimi ile, kaynaştırma algılarının; yardım isteme, düzenleme ve emek
yönetimi ile ve son olarak sosyal bulunuşluk algılarının ise; düzenleme, yardım
isteme ve emek yönetimi ile yordanabileceğini göstermiştir. Ayrıca öğrencilerin
sosyal bulunuşluk algıları; cinsiyet, sınıf ve bölüm değişkenlerine göre
anlamlı bir farklılık göstermemiştir.

Keywords

Sosyal bulunuşluk, Ortak bulunuşluk, Etkileme, Kaynaştırma, Öğrenme stratejileri

Learning Strategies Predicting the Perception of Social Presence of Distance Education Students

Abstract

This research has been
planned for presenting the relations between the social presence and
self-regulation in e-learning process which is very important for distance
education students. In this respect, it is tried to determined the learning
strategies which predict the social presence perceptions of the students. The
research which is carried out according to the survey model, is actualize with
the data obtained from 61 students giving appropriate answers to the questions
in data collection tools. In collecting the data; motivated strategies for
learning questionnaire, social presence scale and personal information form
which is developed by the authors, has been used. In analyzing the data;
descriptive statistics, stepwise regression analysis and one way ANOVA are
used. Study results shows that e-learners perceived co-presence could be
predicted with two variables; organization and help seeking, e-learners
perceived influence could be predicted with three variables; organization, help
seeking and effort regulation, e-learners perceived cohesiveness could be
predicted with three variables; help seeking, organization and effort
regulation, and e-learners perceived social presence could be predicted with
three variables; organization, help seeking and effort regulation. Besides, the
social presence perception of the students, do not show a significant
difference according to the gender, class level and department variables.

Keywords

Social presence, Co-presence, Influence, Cohesiveness, Learning strategies

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