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Uzaktan Eğitim ve Örgün Eğitim Öğrencilerinin Başarı Odaklı Motivasyon ve Sosyal Bulunuşluk Düzeylerinin İncelenmesi

Year 2023, , 136 - 152, 27.03.2023
https://doi.org/10.54637/ebad.1258005

Abstract

Bu çalışmada, uzaktan eğitime kayıtlı uzaktan eğitim öğrencilerinin ve bazı derslerini uzaktan eğitim ile alan örgün eğitime kayıtlı öğrencilerin başarı odaklı motivasyon ve sosyal bulunuşluk düzeylerinin incelenmesi amaçlanmıştır. Ayrıca başarı odaklı motivasyon ile sosyal bulunuşluk arasında ilişki olup olmadığı da incelenmiştir. Çalışmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Çalışma bir devlet üniversitesinde yürütülmüştür. Çalışmanın katılımcılarını tüm derslerini uzaktan eğitimle alan uzaktan eğitime kayıtlı ve bazı derslerini uzaktan eğitimle alan örgün eğitime kayıtlı toplam 277 öğrenci oluşturmaktadır. Çalışmada “Başarı Odaklı Motivasyon Ölçeği” ve “E-Öğrenme Ortamları için Sosyal Bulunuşluk Ölçeği” veri toplama aracı olarak kullanılmıştır. Verilerin analizinde betimsel istatistikler, bağımsız örneklem t-testi ve pearson korelasyon analiz yöntemleri kullanılmıştır. Çalışmanın sonuçları, tüm öğrencilerin başarı odaklı motivasyon ve sosyal bulunuşluk düzeylerinin ortalamanın üzerinde olduğunu göstermiştir. Ayrıca öğrencilerin başarı odaklı motivasyon düzeylerinin uzaktan eğitim öğrencilerinde anlamlı olarak daha yüksek olduğu görülmüştür. Öğrencilerin başarı odaklı motivasyon ile sosyal bulunuşluk düzeyleri arasında pozitif yönlü güçlü bir ilişki bulunmuştur.

References

  • Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Network, 5(2), 1-17.
  • Aragon, S. R. (2003). Creating social presence in online environments. New directions for adult and continuing education, 2003(100), 57-68.
  • Bennett, S., Evans, T., & Riedle, J. (2007). Comparing academic motivation and accomplishments among traditional, nontraditional, and distance education college students. Psi Chi Journal of Undergraduate Research, 12(4), 154-161.
  • Ergin, A. ve Karataş, H. (2018). Üniversite öğrencilerinin başarı odaklı motivasyon düzeyleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(4), 868-887.
  • Ghorbani, A. T., Zarifsanaiey, N., & Negahban, M. B. (2020). Comparing the impacts of elearning and conventional education on students’ academic motivation and performance: A descriptive Study. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(3), 170-179.
  • Gunawardena, C. N. (1995). Social presence theory and implications for interaction collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1(2), 147-166.
  • Gündüz, A., Aydemir, M. ve Karaman, S. (2018). Eş-Zamanlı sanal sınıf ortamındaki uzaktan eğitim öğrencilerinin sosyal bulunuşluk düzeylerinin demografik değişkenler açısından incelenmesi. Sakarya University Journal of Education, 8(2), 83-95.
  • Holmberg, B. (1986). Growth and structure of distance education. London: Croom Helm.
  • Holmberg, B. (1995). Theory and practice of distance education. London: Routledge.
  • Kaye, A. R. (1989). Distance education. In Titmus, J. T. (Ed.) Lifelong Education for Adults: An international handbook. Oxford: Paragon Press.
  • Kim, J., Kwon, Y., & Cho, D. (2011). Investigating factors that influence social presence and learning outcomes in distance higher education. Computers & Education, 57(2), 1512-1520.
  • Malik, M. A., & Akkaya, B. (2021). Comparing the academic motivation of conventional and distance education students: A study about a Turkish university. Sir Syed Journal of Education & Social Research, 4(2), 341-351.
  • Olpak, Y. Z., & Kılıç Çakmak, E. (2009). E-öğrenme ortamları için sosyal bulunuşluk ölçeğinin uyarlama çalışması. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 142-160.
  • Pintrich, P.R. & Schunk, D.H. (1996). Motivation in education: Theory, research and applications (2nd ed.). Englewood Cliffs: NJ Merrill Company.
  • Qayyum, A., & Zawacki-Richter, O. (2019). The state of open and distance education. In O. Zawacki-Richter & A. Qayyum (Eds.), Open and distance education in Asia, Africa, and the Middle East: National perspectives in digital age (pp. 125 – 140). SpringerBriefs in Education.
  • Reio, T. G., & Crim, S. J. (2006). The emergence of social presence as an overlooked factor in asynchronous online learning. Paper presented at the academy of human resource development international conference (AHRD) (pp. 964–971). Columbus, Ohio.
  • Richardson, J. C. (2001). Examining social presence in online courses in relation to students' perceived learning and satisfaction. State University of New York at Albany.
  • Richardson, M. Abraham, & C. Bond, R. (2012). Psychological correlates of University students’ academic performance: a systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387.
  • Schunk, D. H., (2009). Öğrenme teorileri: Eğitimsel bir bakışla (Çeviri Editörü: Dr. Muzaffer Şahin), 5. Baskıdan Çeviri, Ankara: Nobel Yayınevi.
  • Semerci, Ç. (2010). Başarı odaklı motivasyon (bom) ölçeği’nin geliştirilmesi. Education Sciences, 5(4), 2123-2133.
  • Sung, E., & Mayer, R. E. (2012). Five facets of social presence in online distance education. Computers in human behavior, 28(5), 1738-1747.
  • Tu, C. H., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American journal of distance education, 16(3), 131-150.
  • Tucker, A. L., Edmondson, A. C., & Spear, S. (2002). When Problem Solving Prevents Organizational Learning. Journal of Organizational Change Management, 15(2), 122-137.
  • Ülgen, G., (1994). Eğitim psikolojisi: Kavramlar, ilkeler, yöntemler, kuramlar ve uygulamalar. Ankara: Lazer Ofser Matbaa.
  • Wedemeyer, C. (1981). Learning at the back door: Reflections on non-traditional learning in the lifespan. Madison: University of Wisconsin Press.
  • Yazıcı, H. ve Altun, F. (2013). Üniversite öğrencilerinin içsel ve dışsal motivasyon kaynakları ile akademik başarıları arasındaki ilişki. International Journal of SocialScience, 6(6), 1241-1252.
  • Yilmaz, R., Aydemir, M., Karaman, S., & Goktas, Y. (2016). Social presence in a three dimensional virtual world used for distance education. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 18(3), 859-897.

Investigation of Achievement-Oriented Motivation and Social Presence Levels of Distance Education and Formal Education Students

Year 2023, , 136 - 152, 27.03.2023
https://doi.org/10.54637/ebad.1258005

Abstract

In this study, it was aimed to examine the achievement-oriented motivation and social presence levels of the distance education students enrolled in distance education and the students enrolled in formal education who took some of their courses with distance education. In addition, whether there is a relationship between achievement-oriented motivation and social presence was also examined. In the study, the survey model, which is one of the quantitative research methods, was used. The study was conducted at a state university. The participants of the study consisted of 277 students enrolled in distance education, who took all their courses through distance education, and registered in formal education, who took some of their courses through distance education. “Achievement-Oriented Motivation Scale” and “Social Presence Scale for E-Learning Environments” were used as data collection tools in the study. Descriptive statistics, independent sample t-test and Pearson correlation analysis methods were used in the analysis of the data. The results of the study showed that the achievement-oriented motivation and social presence levels of all students were above the average. In addition, students' achievement-oriented motivation levels were found to be significantly higher in distance education students. A strong positive relationship was found between students' achievement oriented motivation and social presence levels.

References

  • Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Network, 5(2), 1-17.
  • Aragon, S. R. (2003). Creating social presence in online environments. New directions for adult and continuing education, 2003(100), 57-68.
  • Bennett, S., Evans, T., & Riedle, J. (2007). Comparing academic motivation and accomplishments among traditional, nontraditional, and distance education college students. Psi Chi Journal of Undergraduate Research, 12(4), 154-161.
  • Ergin, A. ve Karataş, H. (2018). Üniversite öğrencilerinin başarı odaklı motivasyon düzeyleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(4), 868-887.
  • Ghorbani, A. T., Zarifsanaiey, N., & Negahban, M. B. (2020). Comparing the impacts of elearning and conventional education on students’ academic motivation and performance: A descriptive Study. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(3), 170-179.
  • Gunawardena, C. N. (1995). Social presence theory and implications for interaction collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1(2), 147-166.
  • Gündüz, A., Aydemir, M. ve Karaman, S. (2018). Eş-Zamanlı sanal sınıf ortamındaki uzaktan eğitim öğrencilerinin sosyal bulunuşluk düzeylerinin demografik değişkenler açısından incelenmesi. Sakarya University Journal of Education, 8(2), 83-95.
  • Holmberg, B. (1986). Growth and structure of distance education. London: Croom Helm.
  • Holmberg, B. (1995). Theory and practice of distance education. London: Routledge.
  • Kaye, A. R. (1989). Distance education. In Titmus, J. T. (Ed.) Lifelong Education for Adults: An international handbook. Oxford: Paragon Press.
  • Kim, J., Kwon, Y., & Cho, D. (2011). Investigating factors that influence social presence and learning outcomes in distance higher education. Computers & Education, 57(2), 1512-1520.
  • Malik, M. A., & Akkaya, B. (2021). Comparing the academic motivation of conventional and distance education students: A study about a Turkish university. Sir Syed Journal of Education & Social Research, 4(2), 341-351.
  • Olpak, Y. Z., & Kılıç Çakmak, E. (2009). E-öğrenme ortamları için sosyal bulunuşluk ölçeğinin uyarlama çalışması. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 142-160.
  • Pintrich, P.R. & Schunk, D.H. (1996). Motivation in education: Theory, research and applications (2nd ed.). Englewood Cliffs: NJ Merrill Company.
  • Qayyum, A., & Zawacki-Richter, O. (2019). The state of open and distance education. In O. Zawacki-Richter & A. Qayyum (Eds.), Open and distance education in Asia, Africa, and the Middle East: National perspectives in digital age (pp. 125 – 140). SpringerBriefs in Education.
  • Reio, T. G., & Crim, S. J. (2006). The emergence of social presence as an overlooked factor in asynchronous online learning. Paper presented at the academy of human resource development international conference (AHRD) (pp. 964–971). Columbus, Ohio.
  • Richardson, J. C. (2001). Examining social presence in online courses in relation to students' perceived learning and satisfaction. State University of New York at Albany.
  • Richardson, M. Abraham, & C. Bond, R. (2012). Psychological correlates of University students’ academic performance: a systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387.
  • Schunk, D. H., (2009). Öğrenme teorileri: Eğitimsel bir bakışla (Çeviri Editörü: Dr. Muzaffer Şahin), 5. Baskıdan Çeviri, Ankara: Nobel Yayınevi.
  • Semerci, Ç. (2010). Başarı odaklı motivasyon (bom) ölçeği’nin geliştirilmesi. Education Sciences, 5(4), 2123-2133.
  • Sung, E., & Mayer, R. E. (2012). Five facets of social presence in online distance education. Computers in human behavior, 28(5), 1738-1747.
  • Tu, C. H., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American journal of distance education, 16(3), 131-150.
  • Tucker, A. L., Edmondson, A. C., & Spear, S. (2002). When Problem Solving Prevents Organizational Learning. Journal of Organizational Change Management, 15(2), 122-137.
  • Ülgen, G., (1994). Eğitim psikolojisi: Kavramlar, ilkeler, yöntemler, kuramlar ve uygulamalar. Ankara: Lazer Ofser Matbaa.
  • Wedemeyer, C. (1981). Learning at the back door: Reflections on non-traditional learning in the lifespan. Madison: University of Wisconsin Press.
  • Yazıcı, H. ve Altun, F. (2013). Üniversite öğrencilerinin içsel ve dışsal motivasyon kaynakları ile akademik başarıları arasındaki ilişki. International Journal of SocialScience, 6(6), 1241-1252.
  • Yilmaz, R., Aydemir, M., Karaman, S., & Goktas, Y. (2016). Social presence in a three dimensional virtual world used for distance education. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 18(3), 859-897.
There are 27 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Emine Aruğaslan 0000-0002-8153-9117

Hanife Çivril 0000-0003-2925-3688

Publication Date March 27, 2023
Published in Issue Year 2023

Cite

APA Aruğaslan, E., & Çivril, H. (2023). Uzaktan Eğitim ve Örgün Eğitim Öğrencilerinin Başarı Odaklı Motivasyon ve Sosyal Bulunuşluk Düzeylerinin İncelenmesi. Eğitim Bilim Ve Araştırma Dergisi, 4(1), 136-152. https://doi.org/10.54637/ebad.1258005



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