Developing A Scale Of Readiness In Asynchronous Learning Environments For University Students

Abstract

In this study, "University Students' Readiness Scale For Learning In Asynchronous Learning Environments" was developed based on self-determination and heutagogy theories. The validity and reliability study of the scale was conducted with the data collected from 371 newly enrolled students from different departments at Hacettepe University. As a result of the analysis, a four-factor "University Students' Readiness To Learn In Asynchronous Learning Environments" scale is proposed. The scale consists of five factors which are named as "self control", "sense of confidence", "awareness", and "reflection". Stratified Alpha reliability coefficient obtained from the scale was calculated as 0.86. The results of the exploratory factor analysis showed that the first factor consisting of five items explained 16,50% of the total variance, the second factor consisting of four items explained 31,36% of the total variance together with the first factor, the third factor consisting of three items explained 46,01% of the total variance together. And finally, with the addition of the fourth factor consisting of two items, the total four factors explained 55.95% of the variance. In the test of the factors according to demographic data, it was found that only whether or not to have taken the course before created a statistically significant difference in the awareness factor of the scale. It was also found that gender and asynchronous course experience did not have a significant effect on the factors.

Keywords

• Readiness
• self determination theory
• heutagogy
• asynchronous learning
• e-learning.

Üniversite Öğrencilerine Yönelik Asenkron (Eş Zamansız) Öğrenme Ortamlarında Öğrenmeye Hazır Olma Ölçeğinin Geliştirilmesi

Abstract

Bu çalışmada, öz belirleme ve hetagoji kuramlarıyla temellendirilen “Üniversite Öğrencilerinin Asenkron (Eş Zamansız) Öğrenme Ortamlarında Öğrenmeye Hazır Olma Ölçeği” geliştirilmiş, ayrıca ölçek puanları çeşitli demografik özellikler açısından incelenmiştir. Hacettepe Üniversitesine yeni kayıt olan, farklı bölümlerden 371 öğrenciden toplanan verilerle ölçeğin geçerlik ve güvenirlik çalışması gerçekleştirilmiştir. Analiz sonucunda beş maddeden oluşan “öz kontrol”, dört maddeden oluşan “güven hissi” üç maddeden oluşan “farkındalık” ve iki maddeden oluşan “ öz yansıtma” olarak isimlendirilen dört faktörlü beşli likert tipinde “Üniversite Öğrencilerinin Asenkron (Eş Zamansız) Öğrenme Ortamlarında Öğrenmeye Hazır Olma Ölçeği” elde edilmiştir. Ölçeğin, tabakalı alfa güvenirlik katsayısı 0,86 olarak hesaplanmıştır. Açımlayıcı faktör analizi sonunda beş maddelik birinci faktörün toplam varyansın %16,50’sini, dört maddelik ikinci faktör ile birlikte toplam varyansın %31,36’sını, üç maddelik üçünçü faktör ile %46.01’ini ve son olarak iki maddelik dördüncü faktör eklendiğinde dört faktörün toplam varyansın %55,95’ini açıkladığı bulunmuştur. Faktörlerin demografik verilere göre sınanmasında yalnızca dersi daha önce alıp almama durumunun ölçeğin farkındalık faktöründe istatistiksel olarak anlamlı farklılık oluşturduğu tespit edilmiştir. Ayrıca cinsiyetin ve asenkron ders tecrübesinin faktörler üzerinde anlamlı bir etkisinin olmadığı bulunmuştur.

Keywords

• Hazır bulunuşluk
• öz belirleme kuramı
• hetagoji
• asenkron öğrenme
• e-öğrenme

References

1. Akaslan, D., & Law, E. L. C. (2011). Measuring teachers’ readiness for E-learning in higher education institutions associated with the subject of electricity in Turkey. 2011 IEEE Global Engineering Education Conference, EDUCON 2011, 481–490. https://doi.org/10.1109/EDUCON.2011.5773180
2. Alkharusi, H., Kazem, A. M. ve Al-Musawai, A. (2011). “Knowledge, skills, and attitudes of preservice and inservice teachers in educational measurement.” Asia-Pacific Journal of Teacher Education, 39(2): 113- 123.
3. Al-Solbi, A., & Mayhew, P. (2013). Synteza i aktywność biologiczna nowych analogów tiosemikarbazonowych chelatorów żelaza. Uniwersytet Śląski, 343–354. https://doi.org/10.2/JQUERY.MIN.JS
4. Almaiah, A.; Al-Khasawneh, A.; Althunibat, A. (2021). COVID-19 and higher education: First-year students’ expectations toward distance learning. Mdpi.Com. https://doi.org/10.3390/su13041889
5. Altındağ, M. (2008). Hacettepe üniversitesi eğitim fakültesi öğrencilerinin yürütücü biliş becerileri. (Yayımlanmamış Yüksek Lisans Tezi). Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
6. Alqahtani, A. Y., & Rajkhan, A. A. (2020). E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Education Sciences, 10(9), 1–16. https://doi.org/10.3390/educsci10090216
7. Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (Ed.). In Athabasca University Press (Ed.), Social Media in Academia. https://doi.org/10.4324/9781315742298-7
8. Aparicio, M., Bacao, F., & Oliveira, T. (2016). An e-learning theoretical framework. Journal of Educational Technology Systems, 44(1), 5-22. https://doi.org/10.1177/0047239515626373

9. Bakioğlu, B., Küçükaydın, M. A., & Karamustafaoğlu, O. (2015). Öğretmen adaylarının bilişötesi farkındalık düzeyi, problem çözme becerileri ve teknoloji tutumlarının incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 22-33.
10. Başman, M. and Tavşancıl, E. (2016). “Self-Efficacy Perceptions and The Attitudes of Prospective Teachers towards Assessment and Evaluation.” International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(3): 932-937.
11. Baumeister, R. F., & Leary, M. R. (2017). The need to belong: Desire for interpersonal attachments as a fundamental human motivation.In Interpersonal development (pp. 57-89).
12. Bedir, T. (2017). Öğretmen adaylarının sorgulama becerileri ile üstbilişsel farkındalık düzeylerinin incelenmesi (Master's thesis, Bartın Üniversitesi, Eğitim Bilimleri Enstitüsü).
13. Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56–71. https://doi.org/10.19173/irrodl.v13i1.1076
14. Blaschke, L. (2019). The pedagogy–andragogy–heutagogy continuum and technology-supported personal learning environments. Open and Distance Education Theory Revisited: Implications for the Digital Era, 75–84.
15. Blaschke, L. M., & Hase. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1.
16. Blaschke, L. M., & Hase, S. (2015). Heutagogy : A Holistic Framework for Creating Twenty-First-Century Self-determined Learners. Learning Designs for Emerging Pedagogies., 25–41. https://doi.org/10.1007/978-3-662-47724-3
17. Borotis, S. & Poulymenakou, A. (2004). E-learning readiness components: Key issues to consider before adopting e-learning interventions. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 1622–1629. https://www.learntechlib.org/p/11555/
18. Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. (Vol. 7, Issue 1). Pegem A Yayıncılık. https://dergipark.org.tr/tr/pub/ilkonline/issue/8602/107147
19. Cai, R., & Wang, Q. (2020). A six-step online teaching method based on protocol-guided learning during the COVID-19 epidemic: A case study of the first middle school teaching practice in. Papers.Ssrn.Com, 4(2), 529–534. https://doi.org/10.15354/bece.20.rp010
20. Can, Ş., Özdil, T., & Yılmaz, C. (2018). Üniversite Öğrencilerinin Ders Başarisini Etkileyen Faktörlerin Lojistik Regresyon Analizi İle Tahminlenmesi. International Review of Economics and Management, 6(1), 28-49.
21. Çalışkan, E., & Caner, M. (2022). E-readiness of EFL teachers. Malaysian Online Journal of Educational Technology, 10(1), 1–15. https://doi.org/10.52380/mojet.2022.10.1.266
22. Çardak, Ç. S. (2018). Öğretmen adaylarının ölçme ve değerlendirme dersine ilişkin tutumları: Anadolu üniversitesi örneği. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (29), 401-453.
23. Carpenter, J., & Green, T. (2017). Mobile instant messaging for professional learning : Educators ’ perspectives on and uses of Voxer. Teaching and Teacher Education, 68, 53–67. https://doi.org/10.1016/j.tate.2017.08.008
24. Celik, B., & Cagiltay, K. (2023). The undervalued variable in Massive Open Online Course (MOOC) research: An analysis and conceptualization of readiness for online learning in MOOCs. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-023-11662-3
25. Çiğdem, H., & Özkan, U. (2022). Do vocational college students ready for online learning in post-COVID instruction? Journal of Educational Technology and Online Learning, 5(2). https://doi.org/10.31681/jetol.1074913
26. Dahloff, M. (1971). Ability grouping, content validity, and curriculum process analysis. Teachers College Press.
27. Davis, T. S. B. (2006). Assessing online readiness: Perceptions of distance learning stakeholders in three Oklahoma community colleges (Doctoral dissertation). Oklahoma State University.
28. Dai, D., & Lin, G. (2020). Online home study plan for postponed 2020 spring semester during the COVID-19 epidemic: A case study of Tangquan Middle School in Nanjing, Jiangsu province, China. Best Evidence of Chinese Education, 4(2), 543-547. https://doi.org/10.15354/bece.20.rp010.
29. Demir, Ö. (2015). Öğrencilerin ve öğretim elemanlarının e-öğrenmeye hazır bulunuşluk düzeylerinin incelenmesi: Hacettepe Üniversitesi Eğitim Fakültesi örneği (Yüksek lisans tezi, Eğitim Bilimleri Enstitüsü).Hacettepe Üniversitesi.
30. Demir, S., & Eren, E. (2021). The Investigation of University Students Online Learning Readiness Levels. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 144–163. https://doi.org/10.34056/aujef.852145
31. Dilci, T. ve Kaya, S. (2012). 4. ve 5. sınıflarda görev yapan sınıf öğretmenlerinin üstbilişsel farkındalık düzeylerinin çeşitli değişkenler açısından incelenmesi. SDÜ Fen Edebiyat Fakültesi Sosyal Bilimler Dergisi, 27, 247-267
32. Doyle, E., Stamouli, I., & Huggard, M. (2005). Computer anxiety, self-efficacy, computer experience: An investigation throughout a computer science degree. In Frontiers in Education, 2005. FIE'05. Proceedings 35th Annual Conference (pp. S2H-3). IEEE.
33. Dron, J., & Anderson, T. (2014). Teaching crowds: Learning and social media. Athabasca University Press.
34. Elbasuony, M. M. M., Gangadharan, P., & R., J. (2018). Undergraduate Nursing Students’ Perception and Usage of E-Learning and Blackboard Learning System. Middle East Journal of Nursing, 12(2), 3–13. https://doi.org/10.5742/mejn.2018.93394.
35. Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme. Ankara: Pegem Akademi Yayınları.
36. Evran, S. (2013). İlköğretim 6, 7 ve 8. sınıf öğrencilerinin bilişüstü farkındalık düzeylerinin incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 2(1), 213-220
37. Fakhrou, A., Ghareeb, S., & Al-Jaber, M. A. (2023). Cognitive absorption and e-learning readiness in learning digitization among preparatory stage in Qatar. Journal of Educational and Psychological Studies, 17(1), 123-135. https://www.iasj.net/iasj/article/258265
38. Field, A. (2005). Discovering statistics using SPSS. SAGE.
39. Gay, G. H. E. (2016). An assessment of online instructor e-learning readiness before, during, and after course delivery. Journal of Computing in Higher Education, 28(2), 199–220. https://doi.org/10.1007/s12528-016-9115-z
40. George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference (4th ed.). Allyn and Bacon.
41. Hammond, T., Watson, K., Brumbelow, K., Fields, S., Shryock, K., Chamberland, J.-F., Barroso, L., de Miranda, M., & Jegede, P. O. (2009). Predictors of Java programming self-efficacy among engineering students in a Nigerian university. International Journal of Computer Science and Information Security, 4(1 & 2), 1–10.
42. Johnson, M., Alexander, G., Childs, M. D., Ray, S., White, L., Cherian, J., Dunn, A., & Herbert, B. (2020). A survey to measure the effects of forced transition to 100% online learning on community sharing, feelings of social isolation, equity, resilience, and learning content during the COVID-19 pandemic. Retrieved from https://oaktrust.library.tamu.edu/handle/1969.1/187835
43. Harter, S. (1978). Effectance motivation reconsidered. Toward a developmental model. Human development, 21(1), 34-64.
44. Hase, S. & Kenyon, C. (2000). From Andragogy to Heutagogy. UltiBASE In-Site. https://ictlogy.net/bibliography/reports/projects.php?idp=2869
45. Hase, S. (2016). Self-determined learning (heutagogy): where have we come since 2000? SITJAR, 2.
46. Hase, S., & Kenyon, C. (2007). Heutagogy: A Child of Complexity Theory. Complicity: An International Journal of Complexity and Education, 4(1), 111–118. https://doi.org/10.29173/cmplct8766
47. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-
48. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
49. Hong, Y., & Gardner, L. (2018). An exploration of undergraduates’ preparedness and experiences in blended courses. In Proceedings of the Twenty-Second Pacific Asia Conference on Information Systems (PACIS 2018). Association for Information Systems. https://aisel.aisnet.org/pacis2018/123
50. Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080–1090. https://doi.org/10.1016/J.COMPEDU.2010.05.004
51. İbili, E. (2020). Examination of Health Science University students’ level of readiness for e-learning. International Online Journal of Education and Teaching (IOJET), 7(3), 1010–1030. https://iojet.org/index.php/IOJET/article/view/868
52. Ilgaz, H., & Gülbahar, Y. (2015). A snapshot of online learners: e-Readiness, e-Satisfaction and expectations. The International Review of Research in Open and Distributed Learning, 16(2), 171–187. https://doi.org/10.19173/IRRODL.V16I2.2117
53. Karakose, T., Yirci, R., Papadakis, S., Midtsundstad, T., Lundqvist, P., Crawford, J., Clas-Håkan, N., & García-Sánchez, J.-N. (2021). Exploring the interrelationship between COVID-19 phobia, work–family conflict, and psychological distress among school administrators. Frontiers in Psychology, 12, 678849. https://doi.org/10.3389/fpsyg.2021.678849
54. Kaur, K., & Abas, Z. W. (2004). An assessment of e-learning readiness at Open University Malaysia. Journal of Online Learning, 10(2), 123–145. Retrieved from http://library.oum.edu.my/repository/115/
55. Kenyon, C., & Hase, S. (2013). Heutagogy fundamentals. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action (pp. 19-36). Bloomsbury Academic.
56. Kılınç, E., & Uygun, M. (2015). Sınıf öğretmeni adaylarının hayat bilgisi öğretimine yönelik öz yeterlilik ile bilişötesi farkındalıkların arasındaki ilişkinin incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(29), 1-15.
57. Mazman, S. G., & Altun, A. (2013). Programlama–I dersinin BÖTE bölümü öğrencilerinin programlamaya ilişkin öz yeterlilik algıları üzerine etkisi. Journal of Instructional Technologies and Teacher Education, 2(3).
58. Oakes, J. (1985). Keeping track: How schools structure inequality. Yale University Press. https://books.google.com.tr/books?hl=tr&lr=&id=6SDTfrsnjmQC&oi=fnd&pg=PA1&dq=Oakes,+J.+(1985).+Keeping+track:+How+schools+structure+inequality.+New+Haven,+CT:+Yale+University+Press&ots=UfyTqMQlBl&sig=lfSdySWBxC6B0d4tTqnY9Xcnvmw&redir_esc=y#v=onepage&q&f=f
59. Oducado, R. M. F., & Estoque, H. (2021). Online Learning in Nursing Education During the COVID-19 Pandemic: Stress, Satisfaction, and Academic Performance. Journal Of Nursing Practice, 4(2), 143–153. https://doi.org/10.30994/jnp.v4i2.128
60. Oye, N. D., A.Iahad, N., & Ab.Rahim, N. (2014). The history of UTAUT model and its impact on ICT acceptance and usage by academicians. Education and Information Technologies, 19(1), 251–270. https://doi.org/10.1007/s10639-012-9189-9
61. Park, J, Kim, K, & Bang, K. (2010). Preceptor’s perception of student preceptorship and comparison of perception of the students’ clinical competence readiness between nurses and students. The Journal of Korean Academic Society of Nursing Education, 16(2), 213–221.
62. Phelps, R., & Hase, S. (2002). Complexity and action research: Exploring the theoretical and methodological connections. Educational Action Research, 10(3), 507–524. https://doi.org/10.1080/09650790200200198
63. Ramalingam, V., LaBelle, D., & Wiedenbeck, S. (2004, June). Self-efficacy and mental models in learning to program. In Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education (pp. 171-175).
64. Reis, H. T., Erber, R., & Gilmour, R. (1994). Domains of experience: Investigating relationship processes from three perspectives. Theoretical frameworks for personal relationships (pp. 87–110).
65. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory. Encyclopedia of quality of life and well-being research. In American Psychologist (pp. 68–78).
66. Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). University of Rochester Press. https://www.researchgate.net/profile/Edward-Deci/publication/309563565_Self-determination_theory_A_dialectical_framework_for_understanding_sociocultural_influences_on_student_motivation/links/5874f20708aebf17d3b3bf42/Self-determination-theory-A-dialectical-framework-for-understanding-sociocultural-influences-on-student-motivation.pdf
67. Saraç, A. (2020). Üniversite araştırmaları dergisi (Cilt 4, Sayı 2).
68. Senemoğlu, N. (2009). Gelişim Öğrenme ve Öğretim Kuramdan Uygulamaya (15. basım). Pegem Akademi.
69. Sevim-Cirak, N., Erol, O., & Gul Baser-Gulsoy, V. (2023). Examination of the correlation between e-learning readiness and achievement goal orientation of college students. Journal of Educational Technology and Online Learning. https://doi.org/10.31681/jetol.1184739
70. Smith, P. J. (2005). Çevrimiçi öğrenmeye yönelik öğrenme tercihleri ve hazırlık. Eğitim Psikolojisi, 25(1), 1-12.
71. Smith, P. J. (2010). Learning preferences and readiness for online learning. Educational Psychology, 30(1), 1-12. https://doi.org/10.1080/01443410903258591
72. Swee, P., Goh, C., & Blake, D. (2021). Cogent Education ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/oaed20 E-readiness measurement tool: Scale development and validation in a Malaysian higher educational context E-readiness measurement tool: Scale development and v. https://doi.org/10.1080/2331186X.2021.1883829
73. Swee, P., Goh, C., & Blake, D. (2021). E-readiness measurement tool: Scale development and validation in a Malaysian higher educational context. Cogent Education, 8(1), 1883829. https://doi.org/10.1080/2331186X.2021.1883829
74. Ten Cate, O. T. J., Kusurkar, R. A., & Williams, G. C. (2011). How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59. Medical eacher, 33(12), 961-973.
75. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Allyn & Bacon.
76. Topkaya, Y., Şentürk, M., & Yılar, M. B. (2021). Sosyal bilgiler öğretmen adaylarının bilişötesi farkındalık düzeylerinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22(1), 1-25.
77. Valtonen, T., Kukkonen, J., Dillon, P., & Väisänen, P. (2009). Finnish high school students’ readiness to adopt online learning: Questioning the assumptions. Computers and Education, 53(3), 742–748. https://doi.org/10.1016/J.COMPEDU.2009.04.014
78. Vosloo, S., & B. V. (2005). E-government and the E-readiness of Non-Profit Organisations in the Western Cape. Westerncape.Gov.Za. https://www.westerncape.gov.za/text/2005/2/tr_e-readiness_of_npos_in_the_western_cape.doc
79. Vosloo, S., & B. V. (2005). E-government and the e-readiness of non-profit organisations in the Western Cape. Western Cape Government. https://www.westerncape.gov.za/text/2005/2/tr_e-readiness_of_npos_in_the_western_cape.doc
80. Xia, J. (2020). Practical Exploration of School-Family Cooperative Education during the COVID-19 Epidemic: A Case Study of Zhenjiang Experimental School in Jiangsu Province, China. SSRN Electronic Journal, 4(2), 521–528. https://doi.org/10.2139/ssrn.3555523
81. Xie, Z., & Yang, J. (2020). Autonomous Learning of Elementary Students at Home During the COVID-19 Epidemic: A Case Study of the Second Elementary School in Daxie, Ningbo, Zhejiang Province, China. SSRN Electronic Journal, 4(2), 535-541. https://doi.org/10.2139/ssrn.3555537.
82. Ural, A., & Kiliç, İ. (2005). Bilimsel araştırma süreci ve SPSS ile veri analizi. Detay Yayıncılık.
83. Üstün, A. B. (2021). Covid-19 Pandemi Sürecinde Üniversite Öğrencilerinin İşlemsel Uzaklık Algısı ile Bilişötesi Farkındalığı Arasındaki İlişkinin İncelenmesi. Bilgi ve İletişim Teknolojileri Dergisi, 3(2), 175-195.
84. Yavuz, D. (2009). Öğretmen adaylarının öz-yeterlik algıları ve üstbilişsel farkındalıklarının çeşitli değişkenler açısından incelenmesi (Yayınlanmamış Yüksek Lisans Tezi) Zonguldak Karaelmas Üniversitesi Sosyal Bilimler Enstitüsü, Zonguldak.
85. Yenilmez, K., & Kakmacı, Ö. (2008). İlköğretim Yedinci Sınıf Öğrencilerinin Matematikteki Hazır Bulunuşluk Düzeyi. Kastamonu Eğitim Dergisi, 16(2), 529–542.
86. Yılmaz , Sezer & Yurdugül, H. (2018). Üniversite öğrencilerinin bilgi ve iletişim teknolojilerinden yararlanma durumları ve alışkanlıkları üzerine bir araştırma: mevcut durum ve geleceğe bakış. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 724-747.
87. Yolcu, E. (2009). Sınıf Öğretmeni Adayılarının Sanata İlişkin Dersler Bağlamında Hazırbulunuşluk Düzeylerinin İncelenmesi. The First International Congress of Educational Research (pp. 1-3).
88. Yurdugül, H., & Demir, Ö. (2017). Öğretmen yetiştiren lisans programlarındaki öğretmen adaylarının e-öğrenmeye hazır bulunuşluklarının incelenmesi: Hacettepe üniversitesi örneği. Hacettepe Egitim Dergisi, 32(4), 896–915. https://doi.org/10.16986/HUJE.2016022763
89. Watkins, R., Leigh, D. ve Triner, D. (2004). Assessing Readiness for E-Learning. Performance Improvement Quarterly, 17(4), 66-79.
90. White, R. W. (1963). Ego and reality in psychoanalytic theory. Psychological issues.
91. WriteWork. (2010). How maturity and motivation affect readiness to learn, and how educators utilize these attributes to instruct adult learners. Retrieved from https://www.writework.com/essay/maturity-and-motivation-affect-readiness-learn-and-educator