INVESTIGATION OF MOBILE LEARNING READINESS ACCORDING TO SMART PHONE USAGE

Year 2021, Issue: 57, 362 - 381, 30.01.2021

Mustafa Sırakaya , Didem Alsancak Sırakaya

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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