Research Article
BibTex RIS Cite

Research for the Readiness of the Faculty Members towards the Authentic Learning Approach through Distance Learning

Year 2023, , 508 - 526, 27.10.2023

Cansu Şahin Kölemen

https://doi.org/10.18009/jcer.1275690

Abstract

The concept of authentic learning is functioned for reality simulation in education. Under this approach, the objective is to ensure the learner to find solutions for the real-life problems instead of direct classical learning on a subject. Thus, the learning processes should include authentic activities and assessments. In authentic learning, the students are active participants whereas the teacher assumes the guide model responsibilities. The authentic learning activities may be carried out also in distance learning as well as through formal education. Accordingly, the object of this research is to establish the readiness levels of the faculty members towards authentic learning approach through the distance education process. The sample group of the research consists of the faculty members/associates who give lectures through distance education. The general survey model, as a quantitative research method, has been used in this study. The data collection tool is preferred as the Authentic Learning Readiness Scale for Teachers which has been developed by Horzum, Bektaş, Can, Üngören and Sellüm (2019). The independent samples t-test and one-way analysis of variance (ANOVA) have been conducted. The respective findings have established the authentic learning readiness levels of the faculty members; and also shown that such levels had not demonstrated a statistically significant difference according to the gender, age and faculty.

Keywords

Distance education authentic learning readiness

References

  • Aina, J. K., Aboyeji, Kola, A., Oluseun, O., & Omolewa, D. (2015). An investigation of authentic learning experience of pre-service teachers in a Nigerian college of education. European Journal of Research and Reflection in Educational Science, 3 (4), 54-63.
  • Akça Berk, N. & Ata, B. (2009). Lise tarih derslerinde otantik etkinliklerin uygulanması ve sorunları [Implementation and problems of authentic activities in high school history courses], New Directions in Education V- Nature of Learning and Evaluation Symposium, İzmir, Turkey, pp.390-400.
  • Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers' covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19 (6), 127-144.
  • Bektaş, M. (2019). Examining the teacher candidates' metaphorical perceptions related to the notion of authentic learning. International Online Journal of Educational Sciences, 11 (2).
  • Bektaş, M., & Horzum, M. B. (2014). Otantik öğrenme [Authentic learning]. Ankara: Pegem A
  • Borthwick, F., Lefoe, G., Bennett, S., & Huber, E. (2007). Applying authentic learning to social science: A learning design for an inter-disciplinary sociology subject. Journal of Learning Design, 2 (1), 14-24.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri [Methods of scientific research]. Ankara: Pegem Akademi.
  • Cholewinski, M. (2009). An introduction to constructivism and authentic activity. Journal of the School of Contemporary International Studies Nagoya University of Foreign Studies, 5, 283-316.
  • Clarke-Midura, J., & Dede, C. (2010). Assessment, technology, and change. Journal of Research on Technology in Education, 42 (3), 309-328.
  • Demirtaş, H. & Dönmez, B. (2008). Ortaöğretimde görev yapan öğretmenlerin problem çözme becerilerine ilişkin algıları [Secondary school teachers' perceptions of problem-solving skills]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 9 (16), 177-198.
  • Dursun, İ. E., & Yıldız, B. B. (2019). Öğretmenlerin uzaktan eğitime yönelik algılarının farklı değişkenlere göre incelenmesi: İstanbul ili örneği [Examining teachers' perceptions towards distance education according to different variables: The case of Istanbul province]. Uluslararası Beşeri Bilimler ve Eğitim Dergisi, 8(17), 74-99.
  • Estes, T. S. (2016). From the use of performance tasks to the user of performance tasks: Authentic learning and assessment experiences in middle schools. (Doctoral dissertation). Aurora University.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8 b.). NY: McGraw-Hill İnternational Edition.
  • Gelbal, S., & Kelecioğlu, H. (2007). Öğretmenlerin ölçme ve değerlendirme yöntemleri hakkındaki yeterlik algıları ve karşılaştıkları sorunlar [Teachers' perceptions of teachers' competence in measurement and evaluation methods and the problems they face]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33), 135-145.
  • George, D., & Mallery, P. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 update (10a ed.). Boston: Pearson.
  • Güler, H., Şahinkayası, Y. & Şahinkayası, H. (2017). İnternet ve mobil teknolojilerin yaygınlaşması: fırsatlar ve sınırlılıklar [The proliferation of internet and mobile technologies: opportunities and limitations]. Kilis 7 Aralık Üniversitesi Sosyal Bilimler Dergisi, 7 (14), 186-207
  • Gürdoğan, M., & Aslan, A. (2016). Sınıf öğretmeni adaylarının otantik öğrenme yaklaşımı hakkındaki görüşleri [Prospective primary school teachers' views on the authentic learning approach]. Fen Bilimleri Öğretimi Dergisi, 4(2), 114-140.
  • Hattie, J. & Yates, G. (2014). Using feedback to promote learning. In V. A. Benassi, C. E. Overson, & C.M. Hakala (Eds.). Applying science of learning in education: Infusing psychological science into the curriculum (pp. 45-58).
  • Herrington, J., Reeves, T. C. & Oliver, R. (2010). A guide to authentic e-learning. NY: Routledge.
  • Horzum, M. B., Bektaş, M., Can, A. A., Üngören, Y., & Sellüm, F. S. (2019). Öğretmenler için otantik öğrenme hazırbulunuşluk ölçeği: Geçerlik ve güvenirlik çalışması [Authentic learning readiness scale for teachers: Validity and reliability study]. International Journal of Field Education, 5(2), 94-106.
  • İlter, I. (2014). Öğretim elemanlarinin kullandiği yöntem ve tekniklere ilişkin öğretmen adaylarinin görüşleri [Opinions of pre-service teachers about the methods and techniques used by the instructors]. Journal of International Social Research, 7(35).
  • İneç, Z. F. (2020a). Otantik öğrenme. içinden İ. Kozikoğlu (Ed.), Eğitimde Güncel Yaklaşımlar [Current approaches to education]. (pp.17–36). Ankara: Pegem Akademi.
  • Johnson, Z. D., & LaBelle, S. (2017). An examination of teacher authenticity in the college classroom. Communication Education, 66(4), 423-439.
  • Karacaoğlu, Ö. C. (2008). Öğretmenlerin yeterlilik algıları [Teachers' perceptions of competency]. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 70-97.
  • Koçyiğit, S. & Zembat, R. (2013). Otantik görevlerin öğretmen adaylarının başarısına etkisi [The effect of authentic tasks on pre-service teachers' achievement]. Hacettepe Üniversitesi eğitim Fakültesi Dergisi, 28(3), 291-303.
  • Kozikoğlu, İ., Dilek, G., & Arkali, Y. (2022). Öğretmenlerin otantik öğrenmeye ilişkin hazırbulunuşlukları ile problem çözme becerisi kazandırma yeterlikleri arasındaki ilişki [The relationship between teachers' readiness for authentic learning and their problem-solving competencies]. Trakya Eğitim Dergisi, 12(3), 1500-1514.
  • Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause Learning Initiative (Ed. D. G. Oblinger).
  • Maina, F.W. (2004). Authentic learning: Perspectives from contemporary educators. Journal of Authentic Learning, 1(1), 1-8.
  • Parker, J., Maor, D., & Herrington, J. (2013). Authentic online learning: aligning learner needs, pedagogy and technology. Issues in Educational Research, 23(2), 227–241.
  • Pearce, S. (2016). Authentic learning: What, why and how? E-teaching: Management strategies for the classroom. Australian Council for Educational Leaders, April, 10.
  • Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. In T. Herrington (Ed.) Research and Development in higher education: Quality conversations Vol. 25 (pp. 562–567). Hammondville, NSW, Australia: HERDSA.
  • Schlosser, L. A., & Simonson, M. (2012). Distance education definition and glossary of terms. (3rd ed.). Charlotte, NC: Information age publishing.
  • Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2002). Teaching and learning at a distance foundation of education (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
  • Tam, M. (2000). Constructivism, instructional design, and technology: Implications for transforming distance learning. Educational Technology & Society, 3(2), 50–60.
  • Tan, H. Y.-J. (2012). Authentic learning principles in a web-based student-centred learning environment. (Unpublished master thesis). Multimedia Üniversitesi, Malezya.
  • TDK (2022). Türk Dil Kurumu. https://sozluk.gov.tr/ adresinden 28.03.2023 tarihinde erişilmiştir.
  • Yalaza-Atay, D. (2003). Öğretmen eğitiminin değişen yüzü [The changing face of teacher education]. Ankara: Nobel Yayın.

Research for the Readiness of the Faculty Members towards the Authentic Learning Approach through Distance Learning

Year 2023, , 508 - 526, 27.10.2023

Cansu Şahin Kölemen

https://doi.org/10.18009/jcer.1275690

Abstract

The concept of authentic learning is functioned for reality simulation in education. Under this approach, the objective is to ensure the learner to find solutions for the real-life problems instead of direct classical learning on a subject. Thus, the learning processes should include authentic activities and assessments. In authentic learning, the students are active participants whereas the teacher assumes the guide model responsibilities. The authentic learning activities may be carried out also in distance learning as well as through formal education. Accordingly, the object of this research is to establish the readiness levels of the faculty members towards authentic learning approach through the distance education process. The sample group of the research consists of the faculty members/associates who give lectures through distance education. The general survey model, as a quantitative research method, has been used in this study. The data collection tool is preferred as the Authentic Learning Readiness Scale for Teachers which has been developed by Horzum, Bektaş, Can, Üngören and Sellüm (2019). The independent samples t-test and one-way analysis of variance (ANOVA) have been conducted. The respective findings have established the authentic learning readiness levels of the faculty members; and also shown that such levels had not demonstrated a statistically significant difference according to the gender, age and faculty.

Keywords

Distance education authentic learning readiness

References

  • Aina, J. K., Aboyeji, Kola, A., Oluseun, O., & Omolewa, D. (2015). An investigation of authentic learning experience of pre-service teachers in a Nigerian college of education. European Journal of Research and Reflection in Educational Science, 3 (4), 54-63.
  • Akça Berk, N. & Ata, B. (2009). Lise tarih derslerinde otantik etkinliklerin uygulanması ve sorunları [Implementation and problems of authentic activities in high school history courses], New Directions in Education V- Nature of Learning and Evaluation Symposium, İzmir, Turkey, pp.390-400.
  • Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers' covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19 (6), 127-144.
  • Bektaş, M. (2019). Examining the teacher candidates' metaphorical perceptions related to the notion of authentic learning. International Online Journal of Educational Sciences, 11 (2).
  • Bektaş, M., & Horzum, M. B. (2014). Otantik öğrenme [Authentic learning]. Ankara: Pegem A
  • Borthwick, F., Lefoe, G., Bennett, S., & Huber, E. (2007). Applying authentic learning to social science: A learning design for an inter-disciplinary sociology subject. Journal of Learning Design, 2 (1), 14-24.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri [Methods of scientific research]. Ankara: Pegem Akademi.
  • Cholewinski, M. (2009). An introduction to constructivism and authentic activity. Journal of the School of Contemporary International Studies Nagoya University of Foreign Studies, 5, 283-316.
  • Clarke-Midura, J., & Dede, C. (2010). Assessment, technology, and change. Journal of Research on Technology in Education, 42 (3), 309-328.
  • Demirtaş, H. & Dönmez, B. (2008). Ortaöğretimde görev yapan öğretmenlerin problem çözme becerilerine ilişkin algıları [Secondary school teachers' perceptions of problem-solving skills]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 9 (16), 177-198.
  • Dursun, İ. E., & Yıldız, B. B. (2019). Öğretmenlerin uzaktan eğitime yönelik algılarının farklı değişkenlere göre incelenmesi: İstanbul ili örneği [Examining teachers' perceptions towards distance education according to different variables: The case of Istanbul province]. Uluslararası Beşeri Bilimler ve Eğitim Dergisi, 8(17), 74-99.
  • Estes, T. S. (2016). From the use of performance tasks to the user of performance tasks: Authentic learning and assessment experiences in middle schools. (Doctoral dissertation). Aurora University.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8 b.). NY: McGraw-Hill İnternational Edition.
  • Gelbal, S., & Kelecioğlu, H. (2007). Öğretmenlerin ölçme ve değerlendirme yöntemleri hakkındaki yeterlik algıları ve karşılaştıkları sorunlar [Teachers' perceptions of teachers' competence in measurement and evaluation methods and the problems they face]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33), 135-145.
  • George, D., & Mallery, P. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 update (10a ed.). Boston: Pearson.
  • Güler, H., Şahinkayası, Y. & Şahinkayası, H. (2017). İnternet ve mobil teknolojilerin yaygınlaşması: fırsatlar ve sınırlılıklar [The proliferation of internet and mobile technologies: opportunities and limitations]. Kilis 7 Aralık Üniversitesi Sosyal Bilimler Dergisi, 7 (14), 186-207
  • Gürdoğan, M., & Aslan, A. (2016). Sınıf öğretmeni adaylarının otantik öğrenme yaklaşımı hakkındaki görüşleri [Prospective primary school teachers' views on the authentic learning approach]. Fen Bilimleri Öğretimi Dergisi, 4(2), 114-140.
  • Hattie, J. & Yates, G. (2014). Using feedback to promote learning. In V. A. Benassi, C. E. Overson, & C.M. Hakala (Eds.). Applying science of learning in education: Infusing psychological science into the curriculum (pp. 45-58).
  • Herrington, J., Reeves, T. C. & Oliver, R. (2010). A guide to authentic e-learning. NY: Routledge.
  • Horzum, M. B., Bektaş, M., Can, A. A., Üngören, Y., & Sellüm, F. S. (2019). Öğretmenler için otantik öğrenme hazırbulunuşluk ölçeği: Geçerlik ve güvenirlik çalışması [Authentic learning readiness scale for teachers: Validity and reliability study]. International Journal of Field Education, 5(2), 94-106.
  • İlter, I. (2014). Öğretim elemanlarinin kullandiği yöntem ve tekniklere ilişkin öğretmen adaylarinin görüşleri [Opinions of pre-service teachers about the methods and techniques used by the instructors]. Journal of International Social Research, 7(35).
  • İneç, Z. F. (2020a). Otantik öğrenme. içinden İ. Kozikoğlu (Ed.), Eğitimde Güncel Yaklaşımlar [Current approaches to education]. (pp.17–36). Ankara: Pegem Akademi.
  • Johnson, Z. D., & LaBelle, S. (2017). An examination of teacher authenticity in the college classroom. Communication Education, 66(4), 423-439.
  • Karacaoğlu, Ö. C. (2008). Öğretmenlerin yeterlilik algıları [Teachers' perceptions of competency]. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 70-97.
  • Koçyiğit, S. & Zembat, R. (2013). Otantik görevlerin öğretmen adaylarının başarısına etkisi [The effect of authentic tasks on pre-service teachers' achievement]. Hacettepe Üniversitesi eğitim Fakültesi Dergisi, 28(3), 291-303.
  • Kozikoğlu, İ., Dilek, G., & Arkali, Y. (2022). Öğretmenlerin otantik öğrenmeye ilişkin hazırbulunuşlukları ile problem çözme becerisi kazandırma yeterlikleri arasındaki ilişki [The relationship between teachers' readiness for authentic learning and their problem-solving competencies]. Trakya Eğitim Dergisi, 12(3), 1500-1514.
  • Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause Learning Initiative (Ed. D. G. Oblinger).
  • Maina, F.W. (2004). Authentic learning: Perspectives from contemporary educators. Journal of Authentic Learning, 1(1), 1-8.
  • Parker, J., Maor, D., & Herrington, J. (2013). Authentic online learning: aligning learner needs, pedagogy and technology. Issues in Educational Research, 23(2), 227–241.
  • Pearce, S. (2016). Authentic learning: What, why and how? E-teaching: Management strategies for the classroom. Australian Council for Educational Leaders, April, 10.
  • Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. In T. Herrington (Ed.) Research and Development in higher education: Quality conversations Vol. 25 (pp. 562–567). Hammondville, NSW, Australia: HERDSA.
  • Schlosser, L. A., & Simonson, M. (2012). Distance education definition and glossary of terms. (3rd ed.). Charlotte, NC: Information age publishing.
  • Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2002). Teaching and learning at a distance foundation of education (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
  • Tam, M. (2000). Constructivism, instructional design, and technology: Implications for transforming distance learning. Educational Technology & Society, 3(2), 50–60.
  • Tan, H. Y.-J. (2012). Authentic learning principles in a web-based student-centred learning environment. (Unpublished master thesis). Multimedia Üniversitesi, Malezya.
  • TDK (2022). Türk Dil Kurumu. https://sozluk.gov.tr/ adresinden 28.03.2023 tarihinde erişilmiştir.
  • Yalaza-Atay, D. (2003). Öğretmen eğitiminin değişen yüzü [The changing face of teacher education]. Ankara: Nobel Yayın.
There are 37 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Cansu Şahin Kölemen 0000-0003-2376-7899

Early Pub Date October 25, 2023
Publication Date October 27, 2023
Submission Date April 2, 2023
Acceptance Date July 2, 2023
Published in Issue Year 2023

Cite

APA Şahin Kölemen, C. (2023). Research for the Readiness of the Faculty Members towards the Authentic Learning Approach through Distance Learning. Journal of Computer and Education Research, 11(22), 508-526. https://doi.org/10.18009/jcer.1275690

Creative Commons Lisansı


Bu eser Creative Commons Atıf 4.0 Uluslararası Lisansı ile lisanslanmıştır.


Değerli Yazarlar,

JCER dergisi 2018 yılından itibaren yayımlanacak sayılarda yazarlarından ORCID bilgilerini isteyecektir. Bu konuda hassasiyet göstermeniz önemle rica olunur.

Önemli: "Yazar adından yapılan yayın/atıf taramalarında isim benzerlikleri, soyadı değişikliği, Türkçe harf içeren isimler, farklı yazımlar, kurum değişiklikleri gibi durumlar sorun oluşturabilmektedir. Bu nedenle araştırmacıların tanımlayıcı kimlik/numara (ID) edinmeleri önem taşımaktadır. ULAKBİM TR Dizin sistemlerinde tanımlayıcı ID bilgilerine yer verilecektir.

Standardizasyonun sağlanabilmesi ve YÖK ile birlikte yürütülecek ortak çalışmalarda ORCID kullanılacağı için, TR Dizin’de yer alan veya yer almak üzere başvuran dergilerin, yazarlardan ORCID bilgilerini talep etmeleri ve dergide/makalelerde bu bilgiye yer vermeleri tavsiye edilmektedir. ORCID, Open Researcher ve Contributor ID'nin kısaltmasıdır.  ORCID, Uluslararası Standart Ad Tanımlayıcı (ISNI) olarak da bilinen ISO Standardı (ISO 27729) ile uyumlu 16 haneli bir numaralı bir URI'dir. http://orcid.org adresinden bireysel ORCID için ücretsiz kayıt oluşturabilirsiniz. "