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Öğrencilerin Uzaktan Öğrenme Ortamında Eğitim Yaşantısının Memnuniyete Etkisi

Year 2023, , 312 - 324, 29.06.2023
https://doi.org/10.17556/erziefd.1187670

Abstract

Uzaktan eğitimde derslerin niteliğinin değerlendirilmesinde öğrencilerin akademik başarısı dikkat çekerken öğrencilerin duyuşsal özelliklerini ifade eden memnuniyet gibi değişkenlerin de ele alınmasına ihtiyaç duyulmaktadır. Bu araştırmanın amacı, Covid-19 salgın sürecinde acil uzaktan eğitimde öğrenci memnuniyetini yordayan değişkenlerin belirlenmesidir. Araştırmanın amacı doğrultusunda öğrencilerin öğretmen desteği, öğrenci etkileşimi ve iş birliği, kişisel uygunluk, otantik öğrenme, aktif öğrenme ve öğrenci özerkliği değişkenleri temelinde öğrenci memnuniyetinin belirleyicileri araştırılmıştır. Araştırma, 2019-2020 Eğitim Öğretim yılının Bahar Döneminde 1549 ön lisans ve lisans öğrencisiyle yürütülmüştür. Tarama desenlerinden kesitsel tarama modelinin kullanıldığı araştırmada yordayıcı değişkenlerin öğrenci memnuniyetine katkısını belirlemek için regresyon ve CHAID analizi yapılmıştır. Analiz bulgularına göre öğretmen desteği, otantik (gerçekçi) öğrenme, öğrenci iletişimi ve iş birliği ve kişisel uygunluk değişkenlerinin uzaktan eğitimde öğrenci memnuniyetinin birer yordayıcısı olduğu görülmüştür. Bunun yanı sıra araştırma kapsamında bu değişkenlerin öğrenci memnuniyetine etkisi araştırılmıştır. Araştırmanın bu bulgusuna göre öğretmen desteği algısı yüksek olan öğrencilerden öncelikle kişisel uygunluk algısı yüksek ve daha sonra otantik (gerçekçi) öğrenme algısı yüksek olanların en yüksek memnuniyet düzeyine sahip oldukları bulunmuştur. Araştırmanın bulgularının uzaktan öğrenme sürecine ilişkin öğrenci deneyimlerini yansıtması açısından yapılacak çalışmalara temel oluşturması öngörülmektedir. Ayrıca araştırma bulgularının uzaktan eğitimin niteliğini arttırmaya yönelik kurumlara yol göstereceği düşünülmektedir.

References

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The Effect of Students' Education Experience on Satisfaction in Distance Learning Environment

Year 2023, , 312 - 324, 29.06.2023
https://doi.org/10.17556/erziefd.1187670

Abstract

In evaluating the quality of the courses in distance education, while the students' academic success draws attention, it is necessary to consider the variables such as satisfaction, which expresses the students' affective characteristics. This research aims to determine the educational experiences in the distance learning environment that affect students' satisfaction with emergency distance education during the Covid-19 pandemic. In line with the research purpose, the determinants of student satisfaction regarding instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy were investigated. The research was conducted with 1549 associate and undergraduate students in the spring term of the 2019-2020 academic year. Regression and CHAID analysis were performed to determine the contribution of the predictor variables to student satisfaction. According to the analysis findings, it was seen that instructor support, authentic learning, student interaction and collaboration, and personal relevance were predictors of student satisfaction in distance education. In addition, the effects of these variables on student satisfaction were investigated within the scope of the research. According to the this finding of the study, it was found that among the students with a high perception of teacher support, those with a heightened perception of personal relevance and a high perception of authentic learning had the highest level of satisfaction. It is foreseen that the study's findings will form the basis for the studies to reflect the student experiences regarding the distance learning process. In addition, it is thought that the research findings will guide the institutions to increase the quality of distance education.

References

  • Abdous, M., & Yen, C. J. (2010). A predictive study of learner satisfaction and outcomes in face-to-face, satellite broadcast, and live video-streaming learning environments. The Internet and Higher Education, 13(4), 248–257. https://doi.org/10.1016/j.iheduc.2010.04.005.
  • Alan, Y., Biçer, N., & Can, F. (2020). Perspectives of pre-service teachers on distance education: Covid-19 process. Revista Argentina de Clínica Psicológica, 29(5), 1972-1984. https://doi.org/10.24205/03276716.2020.1193 .
  • Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction with distance education to traditional classrooms in higher education: A meta-analysis. American Journal of Distance Education, 16(2), 83–97. https://doi.org/10.1207/s15389286ajde1602_3
  • Almarashdeh, I. (2016). Sharing instructors experience of learning management system: A technology perspective of user satisfaction in distance learning course. Computers in Human Behavior, 63, 249–255. https://doi.org/10.1016/j.chb.2016.05.013
  • Alqurashi, E. (2018). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133–148. https://doi.org/10.1080/01587919.2018.1553562.
  • Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148. https://doi.org/10.1080/01587919.2018.1553562.
  • Asio, J. M. R., & Bayucca, S. A. (2021). Spearheading education during the COVID-19 rife: Administrators level of digital competence and schools readiness on distance learning. Journal of Pedagogical Sociology and Psychology, 3(1), 19-26. https://doi.org/10.33902/JPSP.2021364728.
  • Barnard, L., Paton, V., & Lan, W. (2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. The International Review of Research in Open and Distributed Learning, 9(2). https://doi.org/10.19173/irrodl.v9i2.516
  • Bolliger, D. U., & Martindale, T. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-Learning, 3(1), 61–67. https://www.learntechlib.org/primary/p/2226/
  • Bossman, A., & Agyei, S. K. (2022). Technology and instructor dimensions, e-learning satisfaction, and academic performance of distance students in Ghana. Heliyon, 8(4), e09200. https://doi.org/10.1016/j.heliyon.2022.e09200
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri (17. Baskı). Ankara: Pegem Yayınları.
  • Chae, S. E., & Shin, J.-H. (2015). Tutoring styles that encourage learner satisfaction, academic engagement, and achievement in an online environment. Interactive Learning Environments, 24(6), 1371–1385. https://doi.org/10.1080/10494820.2015.1009472
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge.
  • Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Los Angeles, CA: Sage.
  • Demir, B., & Walker, S. L. (2022). Psychosocial learning environments: EFL learners’ voices. English Language Teaching Educational Journal, 5(1), 16-31. https://doi.org/10.12928/eltej.v5i1.5770.
  • Díaz-Pérez, F. M., & Bethencourt-Cejas, M. (2016). CHAID algorithm as an appropriate analytical method for tourism market segmentation. Journal of Destination Marketing & Management, 5(3), 275–282. https://doi.org/10.1016/j.jdmm.2016.01.006
  • Durak, G., Çankaya, S., & İzmirli, S. (2020). COVID-19 pandemi döneminde Türkiye’deki üniversitelerin uzaktan eğitim sistemlerinin incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 14(1), 787–810. https://doi.org/10.17522/balikesirnef.743080
  • Dziuban, C., Moskal, P., Thompson, J., Kramer, L., DeCantis, G., & Hermsdorfer, A. (2015). Student satisfaction with online learning: Is it a psychological contract? Online Learning, 19(2). https://doi.org/10.24059/olj.v19i2.496
  • Ferrer-Cascales, R., Walker, S. L., Reig-Ferrer, A., Fernández-Pascual, M. D., & Albaladejo-Blázquez, N. (2011). Evaluation of hybrid and distance education learning environments in Spain. Australasian Journal of Educational Technology, 27(7). https://doi.org/10.14742/ajet.906
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2012). How to design and evaluate research in education. Mcgraw-Hill.
  • Forson, I. K., & Vuopala, E. (2019). Online learning readiness: Perspective of students enrolled in distance education in Ghana. The Online Journal of Distance Education and E-Learning, 7(4), 277-294. http://www.tojdel.net/journals/tojdel/articles/v07i04/v07i04-03.pdf
  • Hagedorn, R. L., Wattick, R. A., & Olfert, M. D. (2022). “My Entire World Stopped”: College Students’ Psychosocial and Academic Frustrations during the COVID-19 Pandemic. Applied Research in Quality of Life, 17(2), 1069-1090. https://doi.org/10.1007/s11482-021-09948-0
  • Harsasi, M., & Sutawijaya, A. (2018). Determinants of student satisfaction in online tutorial: A study of a distance education institution. Turkish Online Journal of Distance Education, 19(1), 89–99. https://doi.org/10.17718/tojde.382732
  • Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of Views of Students and Teachers on Distance Education Practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science, 4(4), 267-282. https://doi.org/10.46328/ijtes.v4i4.113
  • Huck, S. W. (2012). Reading statistics and research. Pearson Education, Repr.
  • İncebacak, B. B. (2022). Pandemi döneminde çevirimiçi yaratici drama. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 24(2), 218–230. https://doi.org/10.17556/erziefd.992687
  • Joo, Y. J., Joung, S., & Son, H. S. (2014). Structural relationships among effective factors on e-learners' motivation for skill transfer. Computers in Human Behavior, 32, 335–342. https://doi.org/10.1016/j.chb.2013.08.011.
  • Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in Education & Teaching International, 39(2), 153-162. https://doi.org/10.1080/14703290252934603
  • Karasar, N. (2003). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kaminski, K., Switzer, J., & Gloeckner, G. (2009). Workforce readiness: A study of university students’ fluency with information technology. Computers & Education, 53(2), 228-233. https://doi.org/10.1016/j.compedu.2009.01.017
  • Kaufmann, R., & Vallade, J. I. (2022). Exploring connections in the online learning environment: Student perceptions of rapport, climate, and loneliness. Interactive Learning Environments, 30(10), 1794-1808. https://doi.org/10.1080/10494820.2020.1749670
  • Keskin, S., & Yurdugül, H. (2020). Kestirim Yöntemleri. Eğitsel Veri Madenciliği ve Öğrenme Analitikleri İçinde (ss. 66-88). Ankara: Anı Yayıncılık.
  • Kırmızı, Ö. (2015). The influence of learner readiness on student satisfaction and academic achievement in an online program at higher education. The Turkish Online Journal of Educational Technology, 14(1). https://files.eric.ed.gov/fulltext/EJ1057353.pdf
  • Kılıç, S. (2013). Sampling methods. Journal of Mood Disorders, 3(1), 44. https://doi.org/10.5455/jmood.20130325011730
  • Koğar, E. Y. (2019). The Investigation of the relationship between mathematics and science literacy and information and communication technology variables. International Electronic Journal of Elementary Education, 11(3), 257–271. https://www.iejee.com/index.php/IEJEE/article/view/710/389
  • Kuo, Y.-C., Walker, A. E., Belland, B. R., & Schroder, K. E. E. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distributed Learning, 14(1), 16. https://doi.org/10.19173/irrodl.v14i1.1338
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Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section In This Issue
Authors

Can Meşe 0000-0002-9759-7055

Early Pub Date June 14, 2023
Publication Date June 29, 2023
Acceptance Date May 19, 2023
Published in Issue Year 2023

Cite

APA Meşe, C. (2023). Öğrencilerin Uzaktan Öğrenme Ortamında Eğitim Yaşantısının Memnuniyete Etkisi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(2), 312-324. https://doi.org/10.17556/erziefd.1187670