Türkiye’de Uzaktan Eğitimde Algılanan Öğrenme Memnuniyetini Etkileyen Faktörler

Abstract

Araştırmanın amacı, algılanan öğrenme memnuniyetini artırabilmek için uzaktan eğitim değişkenlerinin birbiri arasındaki ilişkisine bakılarak hangi değişkenlere odaklanmak gerektiğini belirlemektir. Bu çalışmanın sonuçlarına Türkiye’de 5574 devlet üniversitesi öğrencisinden toplanan verilerle kurulan model ile ulaşılmıştır. Bu bağlamda literatüre katkıda bulunacağı düşünülmektedir. Bu araştırmada özgün olan diğer bir nokta ise; sonuçların güvenilirliği için, pandemi sürecinde üniversitelerdeki uzaktan eğitim altyapısının eksiklerinin giderilmesi beklenip, iyileştirilen altyapı hizmetlerinden sonra uzaktan eğitimi alan üniversite öğrencilerine uygulanan anket formu yardımıyla yapılmış olmasıdır. Değişkenler arasındaki ilişkinin anlamlılığını araştırmak için birçok bilim dalı tarafından kullanılan yapısal eşitlik modeli uygulanmıştır. Uygulanan yöntem sonucunda teknoloji, materyal, destek hizmetleri, ölçme ve değerlendirme faktörleri ile öğrencilerin uzaktan öğrenme memnuniyeti algısı üzerinde anlamlı ilişki olduğu belirlenmiştir. Ayrıca materyal ve teknoloji değişkenlerinin destek hizmetleri değişkeniyle arasında anlamlı bir ilişki bulunmuştur. Destek hizmetleri ile ölçme ve değerlendirme değişkeni arasında ise anlamlı ilişki olmadığı belirlenmiştir. Destek hizmetlerinin aracı değişken olarak kurulduğu modelde de anlamlı bir ilişki olduğu belirlenmiştir. Bu çalışmada kurulan model ile değişkenler arasında bulunan ilişkiler dikkate alınarak uzaktan eğitim hizmetleri üzerine önerilerde bulunulmuştur.

Keywords

• Uzaktan Eğitim
• Uzaktan Öğrenme
• Üniversite Öğrencileri
• Yapısal Eşitlik Modeli
• Türkiye

Factors Affecting Perceived Learning Satisfaction in Distance Education in Turkey

Abstract

The study aims to determine which variables to be focused on by viewing the relationship between the variables of distance education to increase perceived learning satisfaction. The results of this study were obtained with the measurement model established with the data collected from 5574 state university students in Turkey. Within this context, it is thought to contribute to the literature. Another unique point in this study is; for the reliability of the results, it was expected that the deficiencies of the distance education infrastructure in universities would be eliminated during the pandemic process, and it was made with the help of a questionnaire applied to university students who received distance education after the improved infrastructure services. The structural equation model used by many disciplines was applied to investigate the significance of the relationship between the variables. As a result of the method applied, it was determined that there was a significant relationship between the technology, materials, support services, measurement and evaluation factors and the perception of distance learning satisfaction of the students. In addition, a significant relationship was found between the material and technology variables and the support services variable. No significant relationship was found between support services and measurement and evaluation variables. There was also no significant relationship in the model in which support services were established as a mediator variable. In this study, distance education policies on distance education services have been proposed, considering the relationships between the model established and the variables.

Keywords

• Distance Education
• Distance Learning
• Student Satisfaction
• Educational Programs
• Structural Equation Model
• Turkey

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