Çevrim içi Öğrenme Formatı, Çevrim içi Öğrenmeye Yönelik Hazır Bulunuşluk ve Teknoloji ile Öz-yönelimli Öğrenmenin Başarı ve Algılanan Öğrenmeye Etkisi

Year 2024, , 568 - 593, 29.08.2024

Şule Kılınç , Zeliha Demir Kaymak

https://doi.org/10.14812/cuefd.1267431

Abstract

Bu araştırmada farklı çevrim içi öğrenme formatlarının akademik başarı ve algılanan öğrenme üzerindeki etkisini incelemek amaçlanmıştır. Araştırmanın bir diğer amacı ise kullanılan çevrim içi öğrenme formatları, çevrim içi öğrenmeye yönelik hazır bulunuşluk ve teknoloji ile öz-yönelimli öğrenmenin başarı ve algılanan öğrenme üzerindeki etkisini incelemektir. Araştırmada iki deney grubu ile çalışılmış ve deney grupları hâlihazırda mevcut olan iki gruba atandığından yarı deneysel desen kullanılmıştır. Birinci deney grubunda hibrit (eşzamanlı ve eşzamansız) çevrim içi uygulamalar yapılırken, ikinci deney grubunda eşzamansız çevrim içi uygulamalar yapılmıştır. Araştırmanın çalışma grubunu eğitim fakültesi ortak seçmeli derslerinden biri olan “Açık ve Uzaktan Öğrenme” dersine kayıtlı 73 öğrenci oluşturmaktadır. Araştırmanın verilerinin analizinde bağımsız örneklem t-testi, Pearson korelasyon analizi ve hiyerarşik regresyon analizi kullanılmıştır. Araştırmanın sonucunda kullanılan çevrim içi öğrenme formatına göre başarı üzerinde anlamlı bir farklılık olduğu ve eşzamansız çevrim içi öğrenme formatında öğrencilerin başarı puanlarının daha yüksek olduğu sonucuna ulaşılmıştır. Araştırmada kullanılan çevrim içi öğrenme formatına göre öğrencilerin algılanan öğrenmeleri incelendiğinde ise anlamlı bir farklılık olmadığı sonucuna ulaşılmıştır. Yapılan hiyerarşik regresyon analizi sonucunda araştırmada kullanılan çevrim içi öğrenme formatının (hibrit veya eşzamansız) akademik başarının yordayıcısı olduğu görülmüştür. Son olarak kullanılan çevrim içi öğrenme yöntemi ve teknoloji ile öz-yönelimli öğrenme değişkenlerinin algılanan öğrenmeyi anlamlı olarak yordamadığı, ancak çevrim içi öğrenmeye yönelik hazır bulunuşluğun algılanan öğrenmenin anlamlı bir yordayıcısı olduğu sonucuna ulaşılmıştır.

Keywords

Çevrim içi Öğrenmeye Yönelik Hazır Bulunuşluk, Teknoloji ile Öz-yönelimli Öğrenme, Algılanan Öğrenme, Eşzamanlı Uzaktan Eğitim, Eşzamansız Uzaktan Eğitim

The Effect of Online Learning Format, Online Learning Readiness and Self-directed Learning with Technology on Achievement and Perceived Learning

Abstract

This study aims to examine the effects of different online learning formats on academic achievement and perceived learning. Another aim of the study is to examine the effects of online learning formats, online learning readiness and self-directed learning with technology on achievement and perceived learning. In the study, a quasi-experimental design was used. Two groups were involved in the study. While hybrid (synchronous and asynchronous) online applications were applied in the first experimental group, asynchronous online applications were applied in the second experimental group. The participants of this study are 73 students who are enrolled in the “Open and Distance Learning” course, which is one of the common elective courses of the faculty of education. To analyze the data, independent sample t-tests, Pearson correlation analysis, and hierarchical regression analysis were used. According to the results of the study, it was concluded that there was a significant difference in achievement according to the online learning format used and that the achievement scores of the students were higher in the asynchronous online learning format. When the perceived learning of the students was analyzed according to the online learning format used in the study, it was concluded that there was no significant difference. As a result of the hierarchical regression analysis, it was seen that the online learning format used in the study (hybrid or asynchronous) was a predictor of academic achievement. Finally, it was concluded that the online learning method and self-directed learning with technology variables did not significantly predict perceived learning, but online learning readiness was a significant predictor of perceived learning.

Keywords

Online Learning Readiness, Self-directed Learning with Technology, Perceived Learning, Synchronous Distance Education, Asynchronous Distance Education

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