Öğretmen Adaylarının Çevrimiçi Öğrenme Öz-Yeterliklerinin Katılım Modları ve Yardım Arama Kapsamında İncelenmesi

Abstract

Bu çalışmada öğretmen adaylarının çevrimiçi öğrenme öz-yeterlikleri çevrimiçi derslere katılım modları ve bu derslerde yardım alma kaynakları kapsamında incelenmiştir. Araştırmada kesitsel tarama yöntemi kullanılmış; 293 öğretmen adayıyla süreç gerçekleştirilmiştir. Veriler Çevrimiçi Öğrenmeye Yönelik Öz-Yeterlik Ölçeği kullanılarak toplanmış, öğretmen adaylarının derslere katılım modları (Eş-zamanlı, Eş-zamansız) ve çevrimiçi öğretim boyunca sıklıkla yardım aldıkları kaynaklara ilişkin veriler (öğretim elemanı, akran internet) de demografik bilgileri içerisinde toplanmıştır. Buna göre öğretmen adaylarının çoğunun çevrimiçi derslere eş-zamansız katıldığı, çevrimiçi derslere yönelik yardımı daha çok akranlarından istediği saptanmıştır. Ayrıca çevrimiçi derslere eş-zamanlı katılan ve öğretim elemanından yardım alan öğretmen adaylarının öz-yeterlikleri yüksek; derslere düzenli katılmayan, akran ve internetten yardım arayan öğretmen adaylarının çevrimiçi öz-yeterliği ise diğerlerine göre düşük çıkmıştır.

Keywords

• çevrimiçi öğrenme
• öz yeterlik
• katılım modları
• yardım arama kaynakları

Examining Pre-service Teachers' Online Learning Self-Efficacy within the Context of Participation Modes and Help Seeking

Abstract

In this study, pre-service teachers' online learning self-efficacy was examined within the scope of their participation modes in online courses and sources of assistance in these courses. Cross-sectional survey method was used in the research; The process was carried out with 293 pre-service teachers. Data were collected using the Self-Efficacy Scale for Online Learning, and demographic information was also collected regarding the pre-service teachers’ modes of participation in classes (Synchronous, Asynchronous) and the sources from which they frequently receive help during online teaching (instructor, peer internet). Accordingly, it was determined that most of the pre-service teachers attended online courses asynchronously and mostly asked for help in online courses from their peers. In addition, the self-efficacy of pre-service teachers who attend online classes simultaneously and receive help from the instructor is high; The online self-efficacy of pre-service teachers who did not attend classes regularly and sought help from peers and the internet was lower than others.

Keywords

• online learning
• self-efficacy
• participation modes
• help seeking

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