INVESTIGATION OF MOBILE LEARNING READINESS ACCORDING TO SMART PHONE USAGE

Abstract

The aim of this study is to determine mobile learning readiness of associate degree students' and investigate the variance in their readiness according to their smartphone usage. The sample of the research carried out in the survey model consisted of 273 associate degree students. Mobile learning readiness scale was used as data collection tool. Descriptive statistics, t-test and ANOVA analysis were used to analyze data. The findings showed that students have students have medium level mobile learning readiness. Mobile learning readiness of students does not vary according to genders, grade levels and high school whereas it varies significantly according to the department. As soon as they wake up, students who control their smartphone have a significantly higher level of mobile learning readiness. Mobile learning readiness does not differ according to smartphone usage for academic purposes. Research results indicate that smartphone usage experience (smartphone usage year, number of daily smartphone checks) may change mobile learning readiness.

Keywords

• mobile learning,m-learning,mobile learning readiness,smartphone

MOBİL ÖĞRENME HAZIRBULUNUŞLUĞUNUN AKILLI TELEFON KULLANIMINA GÖRE İNCELENMESİ

Abstract

Bu çalışmayla ön lisans öğrencilerinin mobil öğrenme hazırbulunuşluklarının belirlenmesi ve akıllı telefon kullanımlarına göre değişiminin incelenmesi amaçlanmıştır. 273 ön lisans öğrencisinin katılımıyla gerçekleştirilen çalışma tarama modelinde yürütülmüştür. Çalışmada veri toplamak amacıyla mobil öğrenme hazırbulunuşluk ölçeği kullanılmıştır. Araştırma sonucunda öğrencilerin orta düzeyde mobil öğrenme hazırbulunuşluğuna sahip olduğu görülmüştür. Mobil öğrenme hazırbulunuşluğu cinsiyet, sınıf ve liseye göre değişmezken, öğrenim görülen bölüme göre anlamlı değişiklik göstermektedir. Uyanır uyanmaz akıllı telefonunu kontrol eden öğrencilerin hazırbulunuşlukları etmeyenlere göre anlamlı derecede yüksekken, yanında şarj aleti taşıma, gece uyumadan önce akıllı telefonunu kontrol etme ve gece akıllı telefonunu kapatmanın mobil öğrenme hazırbulunuşluğunu değiştirmediği görülmüştür. Akademik amaçlar için akıllı telefon kullanımı mobil öğrenme hazırbulunuşluğu farklılaştırmazken, alışveriş yapmak, gündemi takip etmek, sosyal ağlara bağlanmak ve oyun oynamak için kullanan öğrencilerin mobil öğrenme hazırbulunuşluğunun anlamlı derecede daha yüksek olduğu belirlenmiştir. Ayrıca araştırma sonuçları akıllı telefon kullanım deneyiminin (akıllı telefon kullanım yılı, günlük akıllı telefonu kontrol etme sayısı) mobil öğrenme hazırbulunuşluğunu değiştirebileceğine işaret etmektedir.

Keywords

• mobil öğrenme,m-öğrenme,mobil öğrenme hazırbulunuşluğu,akıllı telefon

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