Özel Gereksinimli Öğrencilerin E-Öğrenme Sistemlerini Kullanma Niyetlerini Etkileyen Değişkenlerin İncelenmesi

Year 2021, Volume: 22 Issue: 3, 1771 - 1803, 31.12.2021

Ezgi Doğan Ferhan Şahin Gizem Yıldız Yusuf Levent Şahin Muhammet Recep Okur

Abstract

Özel gereksinimli üniversite öğrencilerinin e-öğrenme sitemlerini kullanma durumlarının incelendiği bu araştırmada; katılımcıların bu sistemleri kullanmaya yönelik niyetlerinin sahip olunan yetersizlik sayısı, cinsiyet ve kullanıma yönelik duygular bağlamında belirlenmesi amaçlanmaktadır. Bu amaç doğrultusunda 1711 özel gereksinimli öğrenciye ulaşılmış ve bu katılımcıların e-öğrenme sistemlerini kullanmasını etkileyen niyetleri ile pozitif ve negatif duygularına yönelik ölçümler gerçekleştirilmiştir. Elde edilen veriler betimsel istatistikler, bağımsız örneklemler için iki yönlü ANOVA ve çoklu doğrusal regresyon analizi ile çözümlenmiştir. Elde edilen sonuçlara göre katılımcıların kullanıma yönelik niyetleri ve pozitif duyguları ortalamanın üzerinde bir düzeye sahipken, e-öğrenme sistemlerinin kullanılmasına yönelik negatif duyguları ortalamanın altındadır. Kullanım niyeti cinsiyet ve sahip olunan yetersizlik sayısına göre anlamlı farklılık göstermektedir ve pozitif duygular kullanım niyetinin anlamlı bir yordayıcısıdır. Elde edilen sonuçlar alanyazın ışığında tartışılmış, araştırma ve uygulamaya dönük önerilerde bulunulmuştur.

Keywords

E-öğrenme, Negatif duygular, Niyet, Özel gereksinimli öğrenci, Pozitif duygular, Teknoloji kabul ve kullanımı

Investigation of the Variables that Affect the Intention of Students with Special Needs to Use E-Learning Systems

Abstract

In this study, which examines the use of e-learning systems by university students with special needs; It is aimed to determine the participants' intention to use these systems in the context of the number of disabilities, gender, and emotions towards use. For this purpose, 1711 students with special needs were reached online and measurements were made regarding the intentions, positive and negative emotions of these participants that affect their use of e-learning systems. The obtained data were analyzed by descriptive statistics, two-way ANOVA for independent samples and multiple linear regression analysis. According to results, while participants' intentions and positive emotions towards use are above average, their negative feelings about using e-learning systems are below average. Intention to use varies significantly according to gender and the number of disabilities, and positive emotions are a significant predictor of intention to use e-learning systems. The results obtained were discussed in the light of the literature, and recommendations for research and practice were made.

Keywords

E-learning, Negative emotions, Intention, Student with special needs, Positive emotions, Technology acceptance and use

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