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FARKLI ÖĞRENME STİLLERİNE SAHİP ÖĞRENCİLERİN ÇEVRİMİÇİ ÖĞRENME NESNELERİNE YÖNELİK TERCİHLERİ

Year 2016, Volume: 6 Issue: 2, 19 - 45, 27.07.2016

Muzaffer Özdemir , Rauf Yıldız

https://doi.org/10.17943/etku.69267

Abstract

Bu çalışmanın amacı farklı öğrenme stillere sahip öğrencilerin eş zamanlı sunulan çevrimiçi öğrenme nesnelerine yönelik tercihlerini, bu nesneleri kullanma sıklıkları bağlamında incelemektir. İlişkisel tarama modellerinden tekil tarama modeli kullanılarak gerçekleştirilen çalışmanın katılımcılarını, 103 üçüncü sınıf lisans öğrencisi oluşturmaktadır. Nicel verileri destelemek amacı ile de odak grup görüşmesi yardımıyla nitel veriler toplanmıştır. “Mysql ile temel veri tabanı işlemleri” dersine yönelik öğretim elemanı tarafından dört farklı çevrimiçi öğrenme nesnesi (video konu anlatımları, sesli konu anlatımları, PDF Konu anlatımları ve konu kavrama testleri) hazırlanmıştır. Araştırmanın bulgularına göre öğrencilerin çevrimiçi ortamda en çok video konu anlatımlarını tercih ettikleri görülmüştür. Kullanma sıklıkları bakımından algısal öğrenciler öncelikli olarak video konu anlatımlarını ve konu kavrama testlerini tercih etmişlerdir. Görsel öğrenciler çalışmada sunulan bütün materyalleri neredeyse eşit sıklıkta kullanmayı tercih ederken aktif ve sıralı öğrenciler çalışmada sunulan tüm öğrenme nesnelerini çok düşük sıklıkta kullanmışlardır.

References

  • Abdul-Rahman, S. S., & Du Boulay, B. (2014). Learning programming via worked-examples: Relation of learning styles to cognitive load. Computers in Human Behavior, 30, 286-298.
  • Ahmad, N., & Tasir, Z. (2013). Threshold Value in Automatic Learning Style Detection. Procedia-Social and Behavioral Sciences, 97, 346-352.
  • Allison, C., Miller, A., Oliver, I., Michaelson, R., & Tiropanis, T. (2012). The Web in education. Computer Networks, 56(18), 3811-3824.
  • Akkoyunlu, B., & YILMAZ, M. (2005). Türetimci çoklu ortam öğrenme kuramı.Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28).
  • Carver Jr, C. A., Howard, R. A., & Lane, W. D. (1999). Enhancing student learning through hypermedia courseware and incorporation of student learning styles. Education, IEEE Transactions on, 42(1), 33-38.
  • Cartwright, V., & Hammond, M. (2003). The integration and embedding of ICT into the school curriculum: more questions than answers. In ITTE 2003 Annual Conference of the Association of Information Technology for Teacher Education, Trinity and All Saints College, Leeds.
  • Chang, Y. C., Kao, W. Y., Chu, C. P., & Chiu, C. H. (2009). A learning style classification mechanism for e-learning. Computers & Education, 53(2), 273-285.
  • Chen, C. M., & Sun, Y. C. (2012). Assessing the effects of different multimedia materials on emotions and learning performance for visual and verbal style learners. Computers & Education, 59(4), 1273-1285.
  • Cheng, G. (2014). Exploring students' learning styles in relation to their acceptance and attitudes towards using Second Life in education: A case study in Hong Kong. Computers & Education, 70, 105-115.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2th ed.).Thousand Oaks, CA: Sage.
  • De Boer, J., Kommers, P. A., & De Brock, B. (2011). Using learning styles and viewing styles in streaming video. Computers & Education, 56(3), 727-735.
  • Dursun, Ö.Ö. ve Odabaşı, H.F. (Ed.) (2011). Çoklu ortam tasarımı. Ankara: PegemAkademi.
  • Feldman, J., Monteserin, A., & Amandi, A. (2014). Detecting students' perception style by using games. Computers & Education, 71, 14-22.
  • Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering education, 78(7), 674-681.
  • Felder, R.M. & Soloman, B. A. (1994). Index of Learning Styles. North Carolina State University, [Available online at: http://www.ncsu.edu/felder-public/ILSdir.html], Accessed date: 10 August, 2013.
  • Fraenkel, J.R., Wallen, N.E. & Hyun, H.H. (2012). How to design and evaluate research in education (8nd ed.). New York: McGraw Hill.
  • Gay, L.R., Mills, G.E. & Airasian, P. (2006). Educational research: Competencies for analysis and applications (8th ed.). Upper Saddle River, NJ: Prentice Hall.
  • Graf, S., Liu, T. C., Chen, N. S., & Yang, S. J. (2009). Learning styles and cognitive traits–Their relationship and its benefits in web-based educational systems. Computers in Human Behavior, 25(6), 1280-1289.
  • Gregorc, A. F. (1979). Learning/teaching styles: Their nature and effects.Student learning styles: Diagnosing and prescribing programs, 19-26.
  • Gülbahar, Y. (2005). Öğrenme stilleri ve teknoloji. Eğitim ve Bilim, 30 (138).
  • Heenaye, M., Ashwin Gobin, B., Khan, M., & Ali, N. (2012). Analysis of Felder-Solomon Index of Learning Styles of Students from Management and Engineering at the University of Mauritius. Journal of Education & Vocational Research, 3(8).
  • Holmes, B., & Gardner, J. (2006). E-learning: Concepts and practice. Sage.
  • Horzum, M. B., & Kaymak, Z. D. (2013). Çevrimiçi öğrenme öğrencilerinin çevrimiçi öğrenmeye hazır bulunuşluk düzeyleri, algıladıkları yapı ve etkileşim arasındaki ilişki. KUYEB, 13(3), 1783-1797.
  • IEEE.(2002). IEEE LTSC (Institute of Electrical and Electronics Engineers, Inc., Learning Technology Standards Committee).
  • Jonassen, D. H., & Grabowski, B. L. (1993). Handbook of individual differences learning and instruction. Lawrence Erlbaum, Hillsdale, NJ.
  • Kassim, H. (2013). The Relationship between Learning Styles, Creative Thinking Performance and Multimedia Learning Materials. Procedia-Social and Behavioral Sciences, 97, 229-237.
  • Kalyuga, S. (2012). Instructional benefits of spoken words: A review of cognitive load factors. Educational Research Review, 7(2), 145-159.
  • Karasar, N.(2006). Bilimsel Araştırma Yöntemi. Ankara: Nobel yayın Dağıtım.
  • Kay, R. H., & Knaack, L. (2008). A formative analysis of individual differences in the effectiveness of learning objects in secondary school. Computers & Education, 51(3), 1304-1320.
  • Keefe, J. W. (1987). Learning Style Theory and Practice. National Association of Secondary School Principals, 1904 Association Dr., Reston, VA 22091.
  • Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
  • Klašnja-Milićević, A., Vesin, B., Ivanović, M., & Budimac, Z. (2011). E-Learning personalization based on hybrid recommendation strategy and learning style identification. Computers & Education, 56(3), 885-899.
  • Latham, A., Crockett, K., Mclean, D., & Edmonds, B. (2012). A conversational intelligent tutoring system to automatically predict learning styles. Computers & Education, 59(1), 95-109.
  • Leslie, K. C., Low, R., Jin, P., & Sweller, J. (2012). Redundancy and expertise reversal effects when using educational technology to learn primary school science. Educational Technology Research and Development, 60(1), 1-13.
  • Liu, M., & Reed, W. M. (1995). The relationship between the learning strategies and learning styles in a hypermedia environment. Computers in human behavior, 10(4), 419-434.
  • Koper (2003) Chapter Littlejohn, A. (Ed.). (2003). Reusing online resources: a sustainable approach to e-learning. Psychology Press.
  • Köklü, N., Büyüköztürk, Ş., & Çokluk Bökeoğlu, Ö. (2006). Sosyal bilimler için istatistik (2nd Ed). Pegem Akademi Yayıncılık.
  • Mahazir I, I., Norazah, M. N., Ridzwan, C. R., & Azwin Arif, A. A. (2013). Relationship between the Acceptance of Mobile Learning for AutoCAD Course and Learning Style in Polytechnic. Procedia-Social and Behavioral Sciences,102, 177-187.
  • Mayer, R. E. (2001). Multimedia learning (2nd Ed.), ISBN: 9780521735353
  • Merrill, M. D. (1998). Knowledge objects. CBT solutions, 2, 1-11.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed). Thousand Oaks, CA: Sage.
  • Moodle. (2014). https://moodle.org/
  • Myers, I.B., & McCaulley, M.H. (1985). Manual: A guide to the development and use of the Myers-Briggs type indicator, Vol. 3rd Consulting Psychologists Press (1985)
  • Ocepek, U., Bosnić, Z., Nančovska Šerbec, I., & Rugelj, J. (2013). Exploring the relation between learning style models and preferred multimedia types. Computers & Education, 69, 343-355.
  • Pala,K.F., & Erdem, M. (2011). Öğrenci Yönetimli Çevrimiçi Tartışmalara Katılımın Yönetme Sorumluluğu Ve Öğrenme Stilleri Açısından İncelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41: 360-371
  • Ravid, R. (2011). Practical statistics for educators (4nd Ed.). Rowman & Littlefield.
  • Reiff, J. (1992). What research says to the teacher: Learning styles. Washington, DC: National Education Association.
  • Reiss, D. (2008). Video-based multimedia designs: A research study testing learning effectiveness. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 33(3).
  • Romero, C., Ventura, S., & García, E. (2008). Data mining in course management systems: Moodle case study and tutorial. Computers & Education, 51(1), 368-384.
  • Shaw, R. S. (2012). A study of the relationships among learning styles, participation types, and performance in programming language learning supported by online forums. Computers & Education, 58(1), 111-120.
  • Shinnick, M. A., & Woo, M. A. (2014). Learning Style Impact on Knowledge Gains in Human Patient Simulation. Nurse Education Today.
  • Samancı, N. K., & Keskin, M. Ö. (2007) Felder ve Soloman Öğrenme Stili İndeksi: Türkçeye Uyarlanması ve Geçerlik-Güvenirlik Çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD) 8(2),37-54
  • Seferoğlu, S. S. (2007). Öğretim teknolojileri ve materyal tasarımı. Pegem Akademi.
  • Şimşek, H., & Yıldırım, A. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Tseng, J. C., Chu, H. C., Hwang, G. J., & Tsai, C. C. (2008). Development of an adaptive learning system with two sources of personalization information. Computers & Education, 51(2), 776-786.
  • Van Waes, L., Van Weijen, D., & Leijten, M. (2014). Learning to write in an online writing center: The effect of learning styles on the writing process. Computers & Education, 73, 60-71.
  • Waite, S. J., Wheeler, S., & Bromfield, C. (2007). Our flexible friend: The implications of individual differences for information technology teaching. Computers & Education, 48(1), 80-99.

Year 2016, Volume: 6 Issue: 2, 19 - 45, 27.07.2016

Muzaffer Özdemir , Rauf Yıldız

https://doi.org/10.17943/etku.69267

Abstract

References

  • Abdul-Rahman, S. S., & Du Boulay, B. (2014). Learning programming via worked-examples: Relation of learning styles to cognitive load. Computers in Human Behavior, 30, 286-298.
  • Ahmad, N., & Tasir, Z. (2013). Threshold Value in Automatic Learning Style Detection. Procedia-Social and Behavioral Sciences, 97, 346-352.
  • Allison, C., Miller, A., Oliver, I., Michaelson, R., & Tiropanis, T. (2012). The Web in education. Computer Networks, 56(18), 3811-3824.
  • Akkoyunlu, B., & YILMAZ, M. (2005). Türetimci çoklu ortam öğrenme kuramı.Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28).
  • Carver Jr, C. A., Howard, R. A., & Lane, W. D. (1999). Enhancing student learning through hypermedia courseware and incorporation of student learning styles. Education, IEEE Transactions on, 42(1), 33-38.
  • Cartwright, V., & Hammond, M. (2003). The integration and embedding of ICT into the school curriculum: more questions than answers. In ITTE 2003 Annual Conference of the Association of Information Technology for Teacher Education, Trinity and All Saints College, Leeds.
  • Chang, Y. C., Kao, W. Y., Chu, C. P., & Chiu, C. H. (2009). A learning style classification mechanism for e-learning. Computers & Education, 53(2), 273-285.
  • Chen, C. M., & Sun, Y. C. (2012). Assessing the effects of different multimedia materials on emotions and learning performance for visual and verbal style learners. Computers & Education, 59(4), 1273-1285.
  • Cheng, G. (2014). Exploring students' learning styles in relation to their acceptance and attitudes towards using Second Life in education: A case study in Hong Kong. Computers & Education, 70, 105-115.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2th ed.).Thousand Oaks, CA: Sage.
  • De Boer, J., Kommers, P. A., & De Brock, B. (2011). Using learning styles and viewing styles in streaming video. Computers & Education, 56(3), 727-735.
  • Dursun, Ö.Ö. ve Odabaşı, H.F. (Ed.) (2011). Çoklu ortam tasarımı. Ankara: PegemAkademi.
  • Feldman, J., Monteserin, A., & Amandi, A. (2014). Detecting students' perception style by using games. Computers & Education, 71, 14-22.
  • Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering education, 78(7), 674-681.
  • Felder, R.M. & Soloman, B. A. (1994). Index of Learning Styles. North Carolina State University, [Available online at: http://www.ncsu.edu/felder-public/ILSdir.html], Accessed date: 10 August, 2013.
  • Fraenkel, J.R., Wallen, N.E. & Hyun, H.H. (2012). How to design and evaluate research in education (8nd ed.). New York: McGraw Hill.
  • Gay, L.R., Mills, G.E. & Airasian, P. (2006). Educational research: Competencies for analysis and applications (8th ed.). Upper Saddle River, NJ: Prentice Hall.
  • Graf, S., Liu, T. C., Chen, N. S., & Yang, S. J. (2009). Learning styles and cognitive traits–Their relationship and its benefits in web-based educational systems. Computers in Human Behavior, 25(6), 1280-1289.
  • Gregorc, A. F. (1979). Learning/teaching styles: Their nature and effects.Student learning styles: Diagnosing and prescribing programs, 19-26.
  • Gülbahar, Y. (2005). Öğrenme stilleri ve teknoloji. Eğitim ve Bilim, 30 (138).
  • Heenaye, M., Ashwin Gobin, B., Khan, M., & Ali, N. (2012). Analysis of Felder-Solomon Index of Learning Styles of Students from Management and Engineering at the University of Mauritius. Journal of Education & Vocational Research, 3(8).
  • Holmes, B., & Gardner, J. (2006). E-learning: Concepts and practice. Sage.
  • Horzum, M. B., & Kaymak, Z. D. (2013). Çevrimiçi öğrenme öğrencilerinin çevrimiçi öğrenmeye hazır bulunuşluk düzeyleri, algıladıkları yapı ve etkileşim arasındaki ilişki. KUYEB, 13(3), 1783-1797.
  • IEEE.(2002). IEEE LTSC (Institute of Electrical and Electronics Engineers, Inc., Learning Technology Standards Committee).
  • Jonassen, D. H., & Grabowski, B. L. (1993). Handbook of individual differences learning and instruction. Lawrence Erlbaum, Hillsdale, NJ.
  • Kassim, H. (2013). The Relationship between Learning Styles, Creative Thinking Performance and Multimedia Learning Materials. Procedia-Social and Behavioral Sciences, 97, 229-237.
  • Kalyuga, S. (2012). Instructional benefits of spoken words: A review of cognitive load factors. Educational Research Review, 7(2), 145-159.
  • Karasar, N.(2006). Bilimsel Araştırma Yöntemi. Ankara: Nobel yayın Dağıtım.
  • Kay, R. H., & Knaack, L. (2008). A formative analysis of individual differences in the effectiveness of learning objects in secondary school. Computers & Education, 51(3), 1304-1320.
  • Keefe, J. W. (1987). Learning Style Theory and Practice. National Association of Secondary School Principals, 1904 Association Dr., Reston, VA 22091.
  • Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
  • Klašnja-Milićević, A., Vesin, B., Ivanović, M., & Budimac, Z. (2011). E-Learning personalization based on hybrid recommendation strategy and learning style identification. Computers & Education, 56(3), 885-899.
  • Latham, A., Crockett, K., Mclean, D., & Edmonds, B. (2012). A conversational intelligent tutoring system to automatically predict learning styles. Computers & Education, 59(1), 95-109.
  • Leslie, K. C., Low, R., Jin, P., & Sweller, J. (2012). Redundancy and expertise reversal effects when using educational technology to learn primary school science. Educational Technology Research and Development, 60(1), 1-13.
  • Liu, M., & Reed, W. M. (1995). The relationship between the learning strategies and learning styles in a hypermedia environment. Computers in human behavior, 10(4), 419-434.
  • Koper (2003) Chapter Littlejohn, A. (Ed.). (2003). Reusing online resources: a sustainable approach to e-learning. Psychology Press.
  • Köklü, N., Büyüköztürk, Ş., & Çokluk Bökeoğlu, Ö. (2006). Sosyal bilimler için istatistik (2nd Ed). Pegem Akademi Yayıncılık.
  • Mahazir I, I., Norazah, M. N., Ridzwan, C. R., & Azwin Arif, A. A. (2013). Relationship between the Acceptance of Mobile Learning for AutoCAD Course and Learning Style in Polytechnic. Procedia-Social and Behavioral Sciences,102, 177-187.
  • Mayer, R. E. (2001). Multimedia learning (2nd Ed.), ISBN: 9780521735353
  • Merrill, M. D. (1998). Knowledge objects. CBT solutions, 2, 1-11.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed). Thousand Oaks, CA: Sage.
  • Moodle. (2014). https://moodle.org/
  • Myers, I.B., & McCaulley, M.H. (1985). Manual: A guide to the development and use of the Myers-Briggs type indicator, Vol. 3rd Consulting Psychologists Press (1985)
  • Ocepek, U., Bosnić, Z., Nančovska Šerbec, I., & Rugelj, J. (2013). Exploring the relation between learning style models and preferred multimedia types. Computers & Education, 69, 343-355.
  • Pala,K.F., & Erdem, M. (2011). Öğrenci Yönetimli Çevrimiçi Tartışmalara Katılımın Yönetme Sorumluluğu Ve Öğrenme Stilleri Açısından İncelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41: 360-371
  • Ravid, R. (2011). Practical statistics for educators (4nd Ed.). Rowman & Littlefield.
  • Reiff, J. (1992). What research says to the teacher: Learning styles. Washington, DC: National Education Association.
  • Reiss, D. (2008). Video-based multimedia designs: A research study testing learning effectiveness. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 33(3).
  • Romero, C., Ventura, S., & García, E. (2008). Data mining in course management systems: Moodle case study and tutorial. Computers & Education, 51(1), 368-384.
  • Shaw, R. S. (2012). A study of the relationships among learning styles, participation types, and performance in programming language learning supported by online forums. Computers & Education, 58(1), 111-120.
  • Shinnick, M. A., & Woo, M. A. (2014). Learning Style Impact on Knowledge Gains in Human Patient Simulation. Nurse Education Today.
  • Samancı, N. K., & Keskin, M. Ö. (2007) Felder ve Soloman Öğrenme Stili İndeksi: Türkçeye Uyarlanması ve Geçerlik-Güvenirlik Çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD) 8(2),37-54
  • Seferoğlu, S. S. (2007). Öğretim teknolojileri ve materyal tasarımı. Pegem Akademi.
  • Şimşek, H., & Yıldırım, A. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Tseng, J. C., Chu, H. C., Hwang, G. J., & Tsai, C. C. (2008). Development of an adaptive learning system with two sources of personalization information. Computers & Education, 51(2), 776-786.
  • Van Waes, L., Van Weijen, D., & Leijten, M. (2014). Learning to write in an online writing center: The effect of learning styles on the writing process. Computers & Education, 73, 60-71.
  • Waite, S. J., Wheeler, S., & Bromfield, C. (2007). Our flexible friend: The implications of individual differences for information technology teaching. Computers & Education, 48(1), 80-99.
There are 57 citations in total.

Details

Journal Section Articles
Authors

Muzaffer Özdemir

Rauf Yıldız This is me

Publication Date July 27, 2016
Published in Issue Year 2016 Volume: 6 Issue: 2

Cite

APA Özdemir, M., & Yıldız, R. (2016). FARKLI ÖĞRENME STİLLERİNE SAHİP ÖĞRENCİLERİN ÇEVRİMİÇİ ÖĞRENME NESNELERİNE YÖNELİK TERCİHLERİ. Eğitim Teknolojisi Kuram Ve Uygulama, 6(2), 19-45. https://doi.org/10.17943/etku.69267