Investigation of University Students E-Learning Readiness: Example of Bartın University

Abstract

The aim of the current study was to determine the level of readiness of e-learning students at Bartın University who were in the first or last year of their studies. It was also aimed to identify the variables that influence students' e-learning readiness. The survey model was used in this research. Participants of the study were students who were enrolled in bachelor or associate degree programs (N = 5021). The data collection instrument was the demographic information form and the e-learning readiness scale of university students consisting of six factors and 33 items. As a result, it was determined that the level of e-learning readiness of the students was high. When the sub-dimensions were examined, computer self-efficacy and motivation for e-learning were moderate. Self-directed learning, online communication self-efficacy, Internet self-efficacy, and learning control were found to be at high levels. It was also found that the e-learning readiness levels of male students were higher than female students. Another finding was a statistically significant difference among students’ e-learning readiness levels based on grades and this difference was found to be in favor of last year students. It was observed that e-learning readiness levels of students who owned a computer and those who owned a smart phone were higher. There was also a difference between the mean of e-learning readiness according to faculty / college in which students were enrolled. Various suggestions were made in line with the findings of the study.

Keywords

• E-Learning,Higher Education,Readiness,Self-Directed Learning,Self-Efficacy

Üniversite Öğrencilerinin E-Öğrenmeye Hazır Bulunuşluklarının İncelenmesi: Bartın Üniversitesi Örneği

Abstract

Bu araştırmanın amacı Bartın Üniversitesi’nde bir ve son sınıflarda öğrenim gören öğrencilerin e-öğrenmeye hazır bulunuşluk düzeylerini ve bunun üzerinde etkili olan faktörleri belirlemektir. Araştırmada tarama modeli kullanılmıştır. Araştırmanın katılımcıları birinci ve son sınıftaki 5021 öğrencidir. Veri toplama aracı olarak demografik bilgiler formu ve altı faktör ve 33 maddeden oluşan e-öğrenmeye hazır bulunuşluk ölçeği kullanılmıştır. Araştırma sonucunda ölçek geneli için öğrencilerin hazır bulunuşluk düzeylerinin yüksek düzeyde olduğu, alt boyutlar açısından bakıldığında bilgisayar öz-yeterliği ve e-öğrenmeye yönelik motivasyon alt boyutlarında orta, kendi kendine öğrenme, çevrimiçi iletişim öz-yeterliği, internet öz-yeterliği ve öğrenen kontrolü alt boyutlarında yüksek düzeyde olduğu belirlenmiştir. Ayrıca erkek öğrencilerin e-öğrenme hazır bulunuşluklarının kadın öğrencilere göre, son sınıf öğrencilerinin birinci sınıftaki öğrencilere göre, kişisel bilgisayar sahip olan öğrencilerin olmayanlara göre, internet bağlantısı olan akıllı telefona sahip olan öğrencilerin olmayanlara göre daha yüksek düzeyde olduğu bulunmuştur. Araştırmanın diğer bir bulgusuna göre öğrencilerin öğrenim gördükleri fakülteye/yüksekokula göre e-öğrenmeye hazır bulunuşluk puan ortalamaları arasında farklılıkların olduğu belirlenmiştir. Araştırmadan elde edilen bulgular doğrultusunda çeşitli önerilerde bulunulmuştur.

Keywords

• E-öğrenme,Yükseköğretim,Hazır Bulunuşluk,Kendi Kendine Öğrenme,Öz-Yeterlik

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