PDF Zotero Mendeley EndNote BibTex Cite

Students E-learning Readiness and Satisfaction Levels and Effects on the Academic Achievement

Year 2015, Volume 16, Issue 3, 219 - 241, 01.08.2015

Abstract

Readiness and satisfaction levels related to the e-learning process and the impact on academic achievement have been studied in this study. This study has been conducted with a descriptive survey method. The research’s study group consists of 313 off-campus students. For the purpose of determining students e-learning readiness and their expectation levels “The Scale of Readiness and Expectation Regarding the E-Learning Process” has been used. In addition, for the purpose of determining students e-learning satisfaction level, “The Scale of Satisfaction Regarding the E-Learning Process” has been used. Arithmetic mean, standard deviation, mode, median, frequency, t, Anova, LSD, and correlation analysis have been performed on the obtained data. As a result; students think their personal characteristics convenient enough in terms of e-learning process. It can be said that students have been pleased at medium level and above the communication features of the e-learning environment they use

References

  • Aase, S. (2000). Online learning goes the distance. International Data Corp., http://www.itdl.org/journal/Jan_04/article02.htm adresinden 06 Mart 2011 tarihinde alınmıştır.
  • Alacapınar, F.G.(2001). Hayat Bilgisi Öğretiminde Programlandırılmış Öğretimin Erişi ve Kalıcılığa Etkisi. Yayınlanmamış Doktora Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara
  • Allen, E. and Seaman, J., 2010, Class Differences: Online Education in the United States,United States of America: Babson Servey Research Group.
  • Aoki, K. (2010). TheUse of ICT and e-Learning in HigherEducation in Japan. World Academy of Science, Engineering &Technology, 66, 868-872.
  • Artino A. R (2010).Online or face-to-face learning? Exploring the personal factors that predict students' choice of instructional format. Internet and Higher Education 13 (2010) 272–276
  • Aşkar, P., Dönmez O. , Kızılkaya G. , Çevik V. & Gültekin K. (2005) . The dimension of student satisfaction on onlline learning programs. Encyclopedia of Distance Learning Vol 4 (editors: Howard C et al) Idea-Group Reference: USA. P 585-590
  • Biber, S. K. (2009). Web Destekli Fen Bilgisi Öğretiminin Kaynaştırma Eğitimindeki İlköğretim . Sınıf Öğrencilerinin Performans Düzeyi ve Akademik Başarılarına Etkisi. Yayınlanmamış yüksek lisans tezi, Ege Üniversitesi Fen Bilimleri Enstitüsü, İzmir.
  • Blum, K. D. (1999). Gender differences in asynchronous learning in higher education: learning styles, participa- tion barriers and communication. Journal of Asynchronous http://www.aln.org/alnweb/journal/Vol3_issue1/blum.htm). Networks, 3(1) (retrieved May 1, 2001
  • Bolhuis, S. (2003). Towards process-oriented teaching for self-directed lifelong learning: a multidimensional perspective. Learning and Instruction, 13(3):327–347
  • Bouhnik, D., & Marcus, T. (2006). Interaction in distance-learning courses. Journal of the American Society Information Science and Technology, 57(3), 299–305
  • Budak, Y. (2009). Yaşam boyu Öğrenme ve İlköğretim Programlarının Hedeflemesi Gereken İnsan Tipi. GÜ, Gazi Eğitim Fakültesi Dergisi, 29(3); 693 – 708.
  • Çakır, H. (2006). Baskın Zeka Türüne Dayalı larak Geliştirilen e Destekli Eğitim ve Bilgisayar Destekli Eğitimin Trafik EğitimindeEtkililiği. Yayımlanmamış Doktora Tezi. Ankara. Ankara ÜniversitesiEğitim Bilimleri Enstitüsü.
  • Dada, D. (2006). E-Readiness for Developing Countries: Moving the Focus from the Environment to the Users. The Electronic Journal on Information Systems in Developing Countries, 27(6), 1-14.
  • Diker, Coşkun, Y., Demirel, M. (2012).Üniversite Öğrencilerinin Yaşam Boyu Öğrenme Eğilimleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42:108-120
  • Fredericksen, E., Pickett, A., Shea, P., Pelz, W., & Swan, K. (2000). Student satisfaction and perceived learning with on-line courses: principles and examples from the SUNY learning network. Journal of Asynchronous Learning Networks, 4(2), 7– 41.
  • Golonka E., M., Bowles, A., R., Frank, V., M., Richardson, D., & Freynik, S. (2014) Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105
  • Gülbahar, Y.(2012). E-Öğrenme Ortamlarında Katılımcıların Hazır Bulunuşluk ve Memnuniyet Düzeylerinin Ölçülmesi için Ölçek Geliştirme Çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 45(2): 119-137
  • Hew, K. F., & Cheung, W. S. (2008). Attracting student participation in asynchronous online discussion: a case study of peer facilitation. Computers & Education, 51(3), 1112– 1124.
  • Holder, B. (2007). An investigation of hope, academics, environment, and motivation as predictors of persistence in higher education online programs. The Internet and Higher Education, 10, 245-260. doi:10.1016/j.iheduc.2007.08.002
  • Holmes, B., Huet, I., Leahy, D., Gardner, J., Dolan, D., & Tavares, J. (2009). Elearning in European higher education: an analysis of present practice in Ireland, Portugal, and the UK, with lessons for the Bologna process. In J. Fegan, & M. H. Field (Eds.), Education across borders (pp. 93–113). Netherlands: Springer.
  • Hong K.-S. (2002) Relationships between students’ and instructional variables with satisfaction and learning from a Web-based course. Internet and Higher Education 5, 267–281
  • Hong, K. S., Lai, K. W., & Holton, D. (2002). Students’ satisfaction and perceived learning with Web-based course: a case study at Universiti Malaysia Sarawak. Educational Technology and Society (submitted).
  • Hung L-M., Chou C., Chen C-H. & Own Z-Y. (2010) Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55 1080–1090
  • Jiang, M., & Ting, E. (1998). Course design, instruction, and students’ online ehaviors: A study of instructional variables and student perceptions of online learning. In Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 13–17, 1988.
  • Johnson, R. D., Hornik, S., & Salas, E. (2008). An empirical examination of factors contributing to the creation of successful e-learning environments. International Journal of Human-Computer Studies, 66(5), 356–369.
  • Karasar, N. (2010). Bilimsel Araştırma Yöntemi. Ankara Nobel Yayınevi.
  • Karuppan, C. M. (2001). Web-based teaching materials: a user’s profile. Internet Research: Electronic Networking Applications and Policy, 11(2), 138–148.
  • Keramati, A., Afshari-Mofrad, M. ve Kamrani, A. (2011). The role of readiness factors in E-learning outcomes: An empirical study. Computers & Education, 57(3), 1919- 1929
  • Klein, H. J., Noe, R. A., & Wang, C. (2006). Motivation to learn and course outcomes: The impact of delivery mode, learning goal orientation, and perceived barriers and enablers. Personnel Psychology, 59, 665−703
  • Kocoglu, Z., Ozek, Y., &Kesli, Y. (2011). Blended learning: Investigating its potential in an English language teacher training program. Australasian Journal of Educational Technology, 27(7), 1124-1134
  • Kuo, Y.C., Walker, A.E., Belland, B.R., & Schroder, K.E. (2013). A predictive study of student satisfaction in online education programs, The International Review of Research in Open and Distance Learning, 14(1), 16-39.
  • Larson, D., &Sung, C. (2009). Comparing student performance: Online versus blended versus face to face. Journal of Asynchronous Learning Networks, 13 (1) 31-42
  • Liaw, S-S. (2008) Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education. 51 (2), 864–873
  • Liaw, S. S., Huang, H. M., & Chen, G. D. (2007). An activity-theoretical approach to investigate learners’ factors toward e-learning systems. Computers in Human Behavior, 23, 1906–1920.
  • Machado, C. (2007). Developing an e-readiness model for higher education institutions: results of a focus group study. British Journal Of Educational Technology, 38(1), 72-82.
  • Means, B. Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning practices/finalrepott.pdf from
  • www.ed.gov/rschstat/eval/tech/evidence-based
  • Muilenburg, L.Y., & Berge , Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26 (1), 29–48.
  • Ory, J., Bullock, C., & Burnaska, K. (1997). Gender similarity in the use of and attitudes about ALN in a university setting. Journal of Asynchronous Learning Networks, 1(1) www.aln.org/alnweb/journal/issue1/ory.htm). October 1, 2000: http://
  • Özcan, H. (2014). Administrators' perceptions of motives to offer online academic programs in distance learning centers. Yayınlanmamış yüksek lisans tezi, Orta Doğu teknik Üniversitesi Fen Bilimleri Enstitüsü, Ankara
  • Özgür, H. (2011). Syracusemodelı ı le e-öğrenme ortamı içı n tasarlanmış ı r dersı n öğrencı lerı n aşarısına etkı sı : Trakya Ünı versı tesı Eğı tı m Fakültesı örneğı . Yayınlanmamış doktora tezi, Trakya üniversitesi, Fen Bilimleri Enstitüsü, Edirne.
  • Özgür, H. & Tosun, N. (2010). İnternet destekli eğitimin e-öğrenme tutumlarına etkisi. XV. Türkiye'de İnternet Konferansı, 2-4 Aralık. İstanbul: İstanbul teknik Üniversitesi
  • Pena, M. ve Yeung, A. (2010). Satisfaction with Online Learning: Does Students' Computer Competence Matter?. International Journal Of Technology, Knowledge & Society, 6(5), 97-108.
  • Peng, H., Tsai, C. C., & Wu, Y. T. (2006). University students’ self-efficacy and their attitudes toward the Internet: the role of students’ perceptions of the Internet. Educational Studies, 32(1), 73–86.
  • Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS Quarterly, 25(4), 401-426.
  • Roper, A. R. (2007). How students develop online learning skills. Educause Quarterly, 30(1), 62–64.
  • Salaberry, M. R. (2000). Pedagogical design of computer mediated communication tasks: learning objectives and technological capabilities. Modern Language Journal, 84(1), 28–37.
  • Smith, P. J., Murphy, K. L., & Mahoney, S. E. (2003). Towards identifying factors underlying readiness for online learning: an exploratory study. Distance Education, 24(1), 57–67.
  • Soran, H., Akkoyunlu, B., Kavak, Y. (2006).Yaşam Boyu Öğrenme Becerileri ve Eğiticilerin Eğitimi Programı: Hacettepe Üniversitesi Örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30:201-210
  • Stansfield, M., McLellan, E., & Connolly, T. M. (2004). Enhancing student performance in online learning and traditional face-to-face class delivery. Journal of Information Technology Education, 3, 173–188.
  • Swan, K., Shea, P., Fredericksen, E. E., Pickett, A. M. & Pelz, W. E. (2000). Course design factors influencing the success of online learning. In: Proceedings of WebNet 2000 world conference on the WWW and Internet, San Antonio, TX.
  • Tallent-Runnels, M. K., J. A. Thomas, W. Y. Lan, S. Cooper, T. C. Ahern, S. M. Shaw, and X. Liu. 2006. Teaching courses online: A review of research. Review of Educational Research 76:93–135.
  • Tsai, C.-C., & Lin, C.-C. (2004). Taiwanese adolescents’ perceptions and attitudes regarding the Internet: exploring gender differences. Adolescence, 39, 725–734.
  • Valtonen, T., Kukkonen J., Dillon, P., & V is nen P. ( 2010) Finnish high school students’ readiness to adopt online learning: Questioning the assumptions. Computers & Education 53 742–748
  • Watkins, R., Leigh, D. ve Triner, D. (2004). Assessing Readiness for E-Learning. Performance Improvement Quarterly, 17(4), 66-79.
  • Wan, Z., Wang Y., Haggerty (2008) Why people benefit from e-learning differently: The effects of psychological processes on e-learning outcomes. Information & Management 45 513–521
  • Welsh, E.T., Wanberg, C.R., Brown, K.G. & Simmering, M.J.E (2003), “E-learning: emerging uses, empirical results and future directions”. International Journal of Training and Development, 7 4, pp. 245-258.
  • Yang, C. C., Tsai, I. C., Kim, B., Cho, M.-H., & Laffey, J. M. (2006). Exploring the relationships between students’ academic motivation and social ability in online learning environments. The Internet and Higher Education, 9(4), 277–286.
  • Zandberg, I., and L. Lewis. (2008). Technology-based distance education courses for public elementary and secondary school students: 2002-03 and 2004-05. (NCES 2008-08). Washington, D.C.: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
  • Zhan Z. & Mei H. (2013). Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students’ learning achievement and satisfaction across environments. Computers & Education 69, 131–138

ÖĞRENCİLERİN E-ÖĞRENMEYE HAZIR BULUNUŞLUK VE MEMNUNİYET DÜZEYLERİNİN AKADEMİK BAŞARIYA ETKİSİ

Year 2015, Volume 16, Issue 3, 219 - 241, 01.08.2015

Abstract

Bu araştırmada e-öğrenme sürecine ilişkin hazır bulunuşluk ve e-öğrenme sürecine ilişkin memnuniyet durumlarının akademik başarıya etkisi incelenmeye çalışılmıştır. Bu çalışma, ilişkisel betimleme modelindedir. Bu araştırmanın çalışma grubunu 313 kampüs dışı öğrenci oluşturmaktadır. Araştırma kapsamında öğrencilerin akademik başarılarına ilişkin veriler, öğrenci bilgi sisteminden edinilmiştir. Ayrıca öğrencilerin e-öğrenme ortamlarına ilişkin özelliklerini ölçmek amacıyla e-Öğrenme Sürecine İlişkin Hazır Bulunuşluk ve Beklenti ve e-Öğrenme Sürecine İlişkin Memnuniyet Ölçekleri kullanılmıştır. Elde edilen veriler üzerinde aritmetik ortalama, standart sapma, mod, medyan, frekans, t, Anova, LSD, ve korelasyon analizleri gerçekleştirilmiş ve özetle şu sonuçlara erişilmiştir: Öğrencileri e-öğrenme ortamlarında eğitim alabilecek kişisel özelliklere sahip olduklarına inanmaktadırlar. Öğrenciler, kullandıkları e-öğrenme ortamının iletişim özelliklerinden ve kullanışlılığından orta düzey ve üzerinde memnuniyet duymaktadırlar öğrencilerin akademik başarıları ile memnuniyet algı düzeyleri arasından tüm faktörler açısından anlamlı düzeyde pozitif yönde bir ilişkinin bulunduğu belirlenmiştir.

References

  • Aase, S. (2000). Online learning goes the distance. International Data Corp., http://www.itdl.org/journal/Jan_04/article02.htm adresinden 06 Mart 2011 tarihinde alınmıştır.
  • Alacapınar, F.G.(2001). Hayat Bilgisi Öğretiminde Programlandırılmış Öğretimin Erişi ve Kalıcılığa Etkisi. Yayınlanmamış Doktora Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara
  • Allen, E. and Seaman, J., 2010, Class Differences: Online Education in the United States,United States of America: Babson Servey Research Group.
  • Aoki, K. (2010). TheUse of ICT and e-Learning in HigherEducation in Japan. World Academy of Science, Engineering &Technology, 66, 868-872.
  • Artino A. R (2010).Online or face-to-face learning? Exploring the personal factors that predict students' choice of instructional format. Internet and Higher Education 13 (2010) 272–276
  • Aşkar, P., Dönmez O. , Kızılkaya G. , Çevik V. & Gültekin K. (2005) . The dimension of student satisfaction on onlline learning programs. Encyclopedia of Distance Learning Vol 4 (editors: Howard C et al) Idea-Group Reference: USA. P 585-590
  • Biber, S. K. (2009). Web Destekli Fen Bilgisi Öğretiminin Kaynaştırma Eğitimindeki İlköğretim . Sınıf Öğrencilerinin Performans Düzeyi ve Akademik Başarılarına Etkisi. Yayınlanmamış yüksek lisans tezi, Ege Üniversitesi Fen Bilimleri Enstitüsü, İzmir.
  • Blum, K. D. (1999). Gender differences in asynchronous learning in higher education: learning styles, participa- tion barriers and communication. Journal of Asynchronous http://www.aln.org/alnweb/journal/Vol3_issue1/blum.htm). Networks, 3(1) (retrieved May 1, 2001
  • Bolhuis, S. (2003). Towards process-oriented teaching for self-directed lifelong learning: a multidimensional perspective. Learning and Instruction, 13(3):327–347
  • Bouhnik, D., & Marcus, T. (2006). Interaction in distance-learning courses. Journal of the American Society Information Science and Technology, 57(3), 299–305
  • Budak, Y. (2009). Yaşam boyu Öğrenme ve İlköğretim Programlarının Hedeflemesi Gereken İnsan Tipi. GÜ, Gazi Eğitim Fakültesi Dergisi, 29(3); 693 – 708.
  • Çakır, H. (2006). Baskın Zeka Türüne Dayalı larak Geliştirilen e Destekli Eğitim ve Bilgisayar Destekli Eğitimin Trafik EğitimindeEtkililiği. Yayımlanmamış Doktora Tezi. Ankara. Ankara ÜniversitesiEğitim Bilimleri Enstitüsü.
  • Dada, D. (2006). E-Readiness for Developing Countries: Moving the Focus from the Environment to the Users. The Electronic Journal on Information Systems in Developing Countries, 27(6), 1-14.
  • Diker, Coşkun, Y., Demirel, M. (2012).Üniversite Öğrencilerinin Yaşam Boyu Öğrenme Eğilimleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42:108-120
  • Fredericksen, E., Pickett, A., Shea, P., Pelz, W., & Swan, K. (2000). Student satisfaction and perceived learning with on-line courses: principles and examples from the SUNY learning network. Journal of Asynchronous Learning Networks, 4(2), 7– 41.
  • Golonka E., M., Bowles, A., R., Frank, V., M., Richardson, D., & Freynik, S. (2014) Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105
  • Gülbahar, Y.(2012). E-Öğrenme Ortamlarında Katılımcıların Hazır Bulunuşluk ve Memnuniyet Düzeylerinin Ölçülmesi için Ölçek Geliştirme Çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 45(2): 119-137
  • Hew, K. F., & Cheung, W. S. (2008). Attracting student participation in asynchronous online discussion: a case study of peer facilitation. Computers & Education, 51(3), 1112– 1124.
  • Holder, B. (2007). An investigation of hope, academics, environment, and motivation as predictors of persistence in higher education online programs. The Internet and Higher Education, 10, 245-260. doi:10.1016/j.iheduc.2007.08.002
  • Holmes, B., Huet, I., Leahy, D., Gardner, J., Dolan, D., & Tavares, J. (2009). Elearning in European higher education: an analysis of present practice in Ireland, Portugal, and the UK, with lessons for the Bologna process. In J. Fegan, & M. H. Field (Eds.), Education across borders (pp. 93–113). Netherlands: Springer.
  • Hong K.-S. (2002) Relationships between students’ and instructional variables with satisfaction and learning from a Web-based course. Internet and Higher Education 5, 267–281
  • Hong, K. S., Lai, K. W., & Holton, D. (2002). Students’ satisfaction and perceived learning with Web-based course: a case study at Universiti Malaysia Sarawak. Educational Technology and Society (submitted).
  • Hung L-M., Chou C., Chen C-H. & Own Z-Y. (2010) Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55 1080–1090
  • Jiang, M., & Ting, E. (1998). Course design, instruction, and students’ online ehaviors: A study of instructional variables and student perceptions of online learning. In Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 13–17, 1988.
  • Johnson, R. D., Hornik, S., & Salas, E. (2008). An empirical examination of factors contributing to the creation of successful e-learning environments. International Journal of Human-Computer Studies, 66(5), 356–369.
  • Karasar, N. (2010). Bilimsel Araştırma Yöntemi. Ankara Nobel Yayınevi.
  • Karuppan, C. M. (2001). Web-based teaching materials: a user’s profile. Internet Research: Electronic Networking Applications and Policy, 11(2), 138–148.
  • Keramati, A., Afshari-Mofrad, M. ve Kamrani, A. (2011). The role of readiness factors in E-learning outcomes: An empirical study. Computers & Education, 57(3), 1919- 1929
  • Klein, H. J., Noe, R. A., & Wang, C. (2006). Motivation to learn and course outcomes: The impact of delivery mode, learning goal orientation, and perceived barriers and enablers. Personnel Psychology, 59, 665−703
  • Kocoglu, Z., Ozek, Y., &Kesli, Y. (2011). Blended learning: Investigating its potential in an English language teacher training program. Australasian Journal of Educational Technology, 27(7), 1124-1134
  • Kuo, Y.C., Walker, A.E., Belland, B.R., & Schroder, K.E. (2013). A predictive study of student satisfaction in online education programs, The International Review of Research in Open and Distance Learning, 14(1), 16-39.
  • Larson, D., &Sung, C. (2009). Comparing student performance: Online versus blended versus face to face. Journal of Asynchronous Learning Networks, 13 (1) 31-42
  • Liaw, S-S. (2008) Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education. 51 (2), 864–873
  • Liaw, S. S., Huang, H. M., & Chen, G. D. (2007). An activity-theoretical approach to investigate learners’ factors toward e-learning systems. Computers in Human Behavior, 23, 1906–1920.
  • Machado, C. (2007). Developing an e-readiness model for higher education institutions: results of a focus group study. British Journal Of Educational Technology, 38(1), 72-82.
  • Means, B. Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning practices/finalrepott.pdf from
  • www.ed.gov/rschstat/eval/tech/evidence-based
  • Muilenburg, L.Y., & Berge , Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26 (1), 29–48.
  • Ory, J., Bullock, C., & Burnaska, K. (1997). Gender similarity in the use of and attitudes about ALN in a university setting. Journal of Asynchronous Learning Networks, 1(1) www.aln.org/alnweb/journal/issue1/ory.htm). October 1, 2000: http://
  • Özcan, H. (2014). Administrators' perceptions of motives to offer online academic programs in distance learning centers. Yayınlanmamış yüksek lisans tezi, Orta Doğu teknik Üniversitesi Fen Bilimleri Enstitüsü, Ankara
  • Özgür, H. (2011). Syracusemodelı ı le e-öğrenme ortamı içı n tasarlanmış ı r dersı n öğrencı lerı n aşarısına etkı sı : Trakya Ünı versı tesı Eğı tı m Fakültesı örneğı . Yayınlanmamış doktora tezi, Trakya üniversitesi, Fen Bilimleri Enstitüsü, Edirne.
  • Özgür, H. & Tosun, N. (2010). İnternet destekli eğitimin e-öğrenme tutumlarına etkisi. XV. Türkiye'de İnternet Konferansı, 2-4 Aralık. İstanbul: İstanbul teknik Üniversitesi
  • Pena, M. ve Yeung, A. (2010). Satisfaction with Online Learning: Does Students' Computer Competence Matter?. International Journal Of Technology, Knowledge & Society, 6(5), 97-108.
  • Peng, H., Tsai, C. C., & Wu, Y. T. (2006). University students’ self-efficacy and their attitudes toward the Internet: the role of students’ perceptions of the Internet. Educational Studies, 32(1), 73–86.
  • Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS Quarterly, 25(4), 401-426.
  • Roper, A. R. (2007). How students develop online learning skills. Educause Quarterly, 30(1), 62–64.
  • Salaberry, M. R. (2000). Pedagogical design of computer mediated communication tasks: learning objectives and technological capabilities. Modern Language Journal, 84(1), 28–37.
  • Smith, P. J., Murphy, K. L., & Mahoney, S. E. (2003). Towards identifying factors underlying readiness for online learning: an exploratory study. Distance Education, 24(1), 57–67.
  • Soran, H., Akkoyunlu, B., Kavak, Y. (2006).Yaşam Boyu Öğrenme Becerileri ve Eğiticilerin Eğitimi Programı: Hacettepe Üniversitesi Örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30:201-210
  • Stansfield, M., McLellan, E., & Connolly, T. M. (2004). Enhancing student performance in online learning and traditional face-to-face class delivery. Journal of Information Technology Education, 3, 173–188.
  • Swan, K., Shea, P., Fredericksen, E. E., Pickett, A. M. & Pelz, W. E. (2000). Course design factors influencing the success of online learning. In: Proceedings of WebNet 2000 world conference on the WWW and Internet, San Antonio, TX.
  • Tallent-Runnels, M. K., J. A. Thomas, W. Y. Lan, S. Cooper, T. C. Ahern, S. M. Shaw, and X. Liu. 2006. Teaching courses online: A review of research. Review of Educational Research 76:93–135.
  • Tsai, C.-C., & Lin, C.-C. (2004). Taiwanese adolescents’ perceptions and attitudes regarding the Internet: exploring gender differences. Adolescence, 39, 725–734.
  • Valtonen, T., Kukkonen J., Dillon, P., & V is nen P. ( 2010) Finnish high school students’ readiness to adopt online learning: Questioning the assumptions. Computers & Education 53 742–748
  • Watkins, R., Leigh, D. ve Triner, D. (2004). Assessing Readiness for E-Learning. Performance Improvement Quarterly, 17(4), 66-79.
  • Wan, Z., Wang Y., Haggerty (2008) Why people benefit from e-learning differently: The effects of psychological processes on e-learning outcomes. Information & Management 45 513–521
  • Welsh, E.T., Wanberg, C.R., Brown, K.G. & Simmering, M.J.E (2003), “E-learning: emerging uses, empirical results and future directions”. International Journal of Training and Development, 7 4, pp. 245-258.
  • Yang, C. C., Tsai, I. C., Kim, B., Cho, M.-H., & Laffey, J. M. (2006). Exploring the relationships between students’ academic motivation and social ability in online learning environments. The Internet and Higher Education, 9(4), 277–286.
  • Zandberg, I., and L. Lewis. (2008). Technology-based distance education courses for public elementary and secondary school students: 2002-03 and 2004-05. (NCES 2008-08). Washington, D.C.: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
  • Zhan Z. & Mei H. (2013). Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students’ learning achievement and satisfaction across environments. Computers & Education 69, 131–138

Details

Primary Language Turkish
Journal Section Research Article
Authors

Özgen KORKMAZ This is me
Amasya Üniversitesi


Recep ÇAKIR This is me
Amasya Üniversitesi


Serkan TAN This is me
Amasya Üniversitesi

Publication Date August 1, 2015
Application Date
Acceptance Date
Published in Issue Year 2015, Volume 16, Issue 3

Cite

APA Korkmaz, Ö. , Çakır, R. & Tan, S. (2015). ÖĞRENCİLERİN E-ÖĞRENMEYE HAZIR BULUNUŞLUK VE MEMNUNİYET DÜZEYLERİNİN AKADEMİK BAŞARIYA ETKİSİ . Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi , 16 (3) , 219-241 . Retrieved from https://dergipark.org.tr/en/pub/kefad/issue/59449/854082

19122   19121   19116   19117     19118       19119       19120     19124