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Year 2020, Volume: 3 Issue: 2, 67 - 78, 30.09.2020

Abstract

References

  • Adnan, M., & Boz-Yaman, B. (2017). Profile of engineering undergraduates on readiness and satisfaction for e-learning. Turkish Journal of Computer and Mathematics Education, 8(2), 218-243.
  • Allen, I. E., & Seaman, J. (2013). Changingcourse: Ten years of tracking online education in the United States. Babson Park, MA Babson Survey Research Group and Quahog Research Group.
  • Aoki, K. (2010). The use of ICT and e-learning in higher education in Japan. World Academy of Science, Engineering and Technology, 66, 868-872.
  • Aydın, C. H. & Taşçı, D. (2005). Measuring readiness for e-learning: Reflections from an emerging country. Educational Technology and Science, 8(4), 244-257.
  • Artino, A. R. (2009). Online Learning: Are subjective perceptions of instructional context related to academic success? Internet and HigherEducation, 12, 117-125.
  • Beaten, M., Kyndt, E., Struyven, K. & Dochy, F. (2010). Using student-centered learning environments to stimulate deep approaches to learning: factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243-260. Bicen, H., & Demir, B. (2020). A content analysis on articles using augmented reality technology and ınfographic in education. Postmodern Openings/Deschideri Postmoderne, 11-21.
  • Bilgiç, H. G., Doğan, D., & Seferoğlu, S. S (2011). Gelişen ve değişen üniversiteler ve Türkiye’de yüksek öğretimde çevrim-içi öğrenim durumu. Uluslararası Yükseköğretim Kongresi. Yeni Yönelişler ve Sorunlar. 27-29 Mayıs 2011, İstanbul.
  • Çakır, Ö., & Horzum, M. B. (2015). Öğretmen adaylarının çevrimiçi öğrenmeye hazır bulunuşluk düzeylerinin çeşitli değişkenler açısından incelenmesi. Eğitimde Kuram ve Uygulama, 11(1), 1-15.
  • Çalışkan, H. (2002). Çevrimiçi (online) eğitimde öğrenci etkileşimi. Açık ve Uzaktan Eğitim Sempozyumu, Anadolu Üniversitesi, Açık Öğretim Fakültesi, Eskişehir. Çelen, F. K., Çelik, A., & Seferoğlu, S. S. (2011). Yükseköğretimde çevrimiçi öğrenme:Sistemde yaşanan sorunlar ve çözüm önerileri, Journal European Education, 1(1), 25-34.
  • Chinaza, K. N., Achukwu, B. C., & Uzoekwe, H. E. (2015). Computer self-efficacy, computer-related technology dependence and on-line learning readiness of undergraduate students. International Journal of Higher Education Management (IJHEM), 1(2), 60-71.
  • Hürsen, Ç., & Öztürk, M. (2016). Critical components of online learning readiness and their relationships with learner achievement. Turkish Online Journal of Distance Education, 17(2), 98-109.
  • Compeau, D. R., & Higgings, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189-211.
  • Coopasami, M., Knight, S. & Pete, M. (2017).E-learning readiness amongst nursing students at the Durban University of Technology. Health SA Gesondheid, 22, 300-306.
  • Çelen, F. K., Çelik, A., & Seferoğlu, S. S. (2011). Yükseköğretimde çevrimiçi öğrenme: sistemde yaşanan sorunlar ve çözüm önerileri, Journal of European Education, 1(1), 2-22.
  • Demir Kaymak, Z., & Horzum, M. B. (2013). Çevrimiçi öğrenme öğrencilerinin çevrimiçi öğrenmeye hazır bulunuşluk düzeyleri, algıladıkları yapı ve etkileşim arasındaki ilişki. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 13(3), 1792-1797.
  • Dere, E., Yücel, Ü. A., & Yalçınalp, S. (2016). İlköğretim öğrencilerinin eğitsel bir çevrimiçi sosyal öğrenme ortamı olan edmodo'ya ilişkin görüşleri. Ilkogretim Online, 15(3), 77-86.
  • DeTure, M. (2004). Cognitive style and self-efficacy: predicting student success in online distance education. American Journal of distance Education, 18(1), 21-38.
  • Dikbaş, E. (2006). Öğretmen adaylarinin e-öğrenmeye yönelik tutumlarının incelenmesi (Yüksek Lisans Tezi). Dokuz Eylül Üniversitesi, İzmir.
  • Doe, R., Castillo, S. M., & Musyoka, M. M. (2017). Assessing online readiness of students. Online Journal of Distance Learning Administration, 20(1), 27-37.
  • Ezin, Y., Bilen, A., Aslan, R., & Altundağ, S. (2017). Üniversitelerde muhasebe öğretim elemanlarının, muhasebe eğitimi hakkındaki görüşleri üzerine bir araştırma: Güneydoğu Anadolu Bölgesi örneği. Journal of Accounting & Finance, 76-87.
  • Grow, G. O. (1991). Teaching learners to be self-directed. Adult Education Quarterly, 41(3), 125-149.
  • Galy, E., Downey, C., & Johnson, J. (2011). Theeffect of using E-learning tools in online and campus-based classrooms on student performance. Journal of Information Technology Education, 10, 209-230.
  • Harris, P., Connolly, J., & Feeney, L. (2009). Blenden learning: Overview and recommendations for successful implementation. Industrial and Commercial Training, 41(3), 155-163.
  • Hung, M.,Chou, C., Chen, C., & Own, Z. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55, 1080-1090.
  • Ilgaz, H. & Gülbahar, Y. (2015). A snapshot of online learners: e-readiness, e-satisfaction and expectations. Internal Review of Research in Open and Distributed Learning, 16(2),171-187.
  • Joo, Y., Bong, M. & Choi, H. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self-efficacy in Web-based instruction. Educational Technology Research and Development, 48(2), 5-17.
  • Khan, I. M. (2009). An analysis of motivational factors in online learning (Yayımlanmamış Doktora Tezi). University of Phoenix. Retrieved from https://www.learntechlib.org/p/127822/
  • Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press.
  • Kruger-Ross, M., & Waters, R. D. (2013). Predicting online learning success: applying the situational theory of publics to the virtual classroom. Computers & Education, 61, 176-184.
  • Mager, R. F. (1992). No self-efficacy, no performance. Training Magazine, 32-36.
  • Merrill, M. (1984). What is learner control? In R.K.Bass, & C.D. Dills (Eds), Instructional Development: The state of the art II, 221-242, Dubuque, IA, Kendall Hunt Pub Co.
  • McVay, M. (2000). Developing a web-based distance student orientation to enhance student success in an online bachelor’s degree completion program. Unpublished practicum report presented to the Ed.D. Program. Florida: Nova Southeastern University.
  • McVay, M. (2001). How to be a successful distant learning student: Learning on the Internet. New York: Prentice Hall.
  • Pintrich, P.R. & Schunk, D. H. (2002). Motivation in education: Theory, research and applications (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Riffley, S. K., & Sibley, D. F. (2004). Can hybrid course formats increase attendance in undergraduate environmental science courses? Journal of Natural Resources and Life Science Education, 33, 1-5.
  • Saade, R. G., He, X., & Kira, D. (2007). Exploring dimensions to online learning. Computers in Human Behavior, 23(4), 1721-1739.
  • 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.
  • Stefanou, C. & Salisbury-Glennon, J. (2002). Developing motivation and cognitive learning strategies through an undergraduate learning community. Learning Environments Research, 5(1), 77-97.
  • Tsai, M., J., & Tsai, C. C. (2003). Information searching strategies in web-based science learning: the role of internet self-efficacy. Innovations in Education and Teaching International, 40(1), 43-50.
  • Vasilevska, D., Rivza, B., & Bogdan, R. (2017). Evaluation of readiness for distance education of students in European Universities. BRAIN: Broad Research in Artificial Intelligence and Neuroscience, 8(1), 2067-3957.
  • Wang, L. C. C., & Beasley, W. (2002). Effects of learner control and hypermedia preference on cyber-students’ performance in a web-based learning environment. Journal of Educational Multimedia and Hypermedia, 11(1), 71-91.
  • Warner, D.,Christie, G., &Choy, S. (1998). Readiness of VET clients for flexible delivery including on-line learning. Brisbane: Australian National Training Authority in an Australian Secondary College: Strategies and tactics for educational leaders. The Innovation Journal, 8(4), 1-18.
  • Watkins, R. (2003). Readiness for online learning self-assessment. In E.Biech (Ed.), The 2003 Pfeiffer Annual: Training. San Francisco: Jossey-Bass-Pfeiffer.
  • Watkins, R.,Leigh, D.,&Triner, D. (2004).Assessing readiness for e-learning. Performance Improvement Quarterly, 17(4), 66-79.
  • Wendt, J. L., & Rockinson‐Szapkiw, A. (2014). The effect of online collaboration on middle school student science misconceptions as an aspect of science literacy. Journal of Research in Science Teaching, 51(9), 1103-1118.
  • Wojciechowski, A., & Palmer, L. B. (2005). Individual student characteristics: can any be predictors of success in online classes? Online Journal of Distance Learning Administration, 8(2), 78-87.
  • Yurdugül, H., & Sırakaya, A. S. (2013). Çevrimiçi öğrenme hazır bulunuşluluk ölçeği: Geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 38(169), 391-406.

DETERMINING THE ENGLISH PREPARATORY SCHOOL STUDENTS' READINESS FOR ONLINE LEARNING

Year 2020, Volume: 3 Issue: 2, 67 - 78, 30.09.2020

Abstract

The aim of this study is to evaluate students ' readiness for online learning at the Near East University English Preparatory School and to provide suggestions on how they can be further supported to strengthen their online learning. 202 adult students participated in the study were fall semester students of the 2019-2020 Academic year. As the data collection tool, Online Learning Readiness Scale (OLRS) by Hung et al. (2010) was used. The dimensions of the scale are; self-directed learning, motivation, learner control, computer-Internet self-efficacy, and online communication self-efficacy. The data obtained showed that the participants were ready in all dimensions with some variations within the dimensions. In the self-directed learning dimension, the participants were observed to lack the ability to manage time in their studies however they were willing to ask for help when they need help. Although the scores were above the average, Computer / Internet self-efficacy was found to have the lowest scores compared to the other dimensions. Participants stated that they were distracted by other online applications while studying for their online course. Results for computer / internet self-efficacy dimension showed that participants did not have a very high readiness in using basic Microsoft Office Programs, reaching information easily via online search and using online applications. Motivation and Online Communication self-efficacy dimensions were found to be the dimensions where all the items received a high score.

References

  • Adnan, M., & Boz-Yaman, B. (2017). Profile of engineering undergraduates on readiness and satisfaction for e-learning. Turkish Journal of Computer and Mathematics Education, 8(2), 218-243.
  • Allen, I. E., & Seaman, J. (2013). Changingcourse: Ten years of tracking online education in the United States. Babson Park, MA Babson Survey Research Group and Quahog Research Group.
  • Aoki, K. (2010). The use of ICT and e-learning in higher education in Japan. World Academy of Science, Engineering and Technology, 66, 868-872.
  • Aydın, C. H. & Taşçı, D. (2005). Measuring readiness for e-learning: Reflections from an emerging country. Educational Technology and Science, 8(4), 244-257.
  • Artino, A. R. (2009). Online Learning: Are subjective perceptions of instructional context related to academic success? Internet and HigherEducation, 12, 117-125.
  • Beaten, M., Kyndt, E., Struyven, K. & Dochy, F. (2010). Using student-centered learning environments to stimulate deep approaches to learning: factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243-260. Bicen, H., & Demir, B. (2020). A content analysis on articles using augmented reality technology and ınfographic in education. Postmodern Openings/Deschideri Postmoderne, 11-21.
  • Bilgiç, H. G., Doğan, D., & Seferoğlu, S. S (2011). Gelişen ve değişen üniversiteler ve Türkiye’de yüksek öğretimde çevrim-içi öğrenim durumu. Uluslararası Yükseköğretim Kongresi. Yeni Yönelişler ve Sorunlar. 27-29 Mayıs 2011, İstanbul.
  • Çakır, Ö., & Horzum, M. B. (2015). Öğretmen adaylarının çevrimiçi öğrenmeye hazır bulunuşluk düzeylerinin çeşitli değişkenler açısından incelenmesi. Eğitimde Kuram ve Uygulama, 11(1), 1-15.
  • Çalışkan, H. (2002). Çevrimiçi (online) eğitimde öğrenci etkileşimi. Açık ve Uzaktan Eğitim Sempozyumu, Anadolu Üniversitesi, Açık Öğretim Fakültesi, Eskişehir. Çelen, F. K., Çelik, A., & Seferoğlu, S. S. (2011). Yükseköğretimde çevrimiçi öğrenme:Sistemde yaşanan sorunlar ve çözüm önerileri, Journal European Education, 1(1), 25-34.
  • Chinaza, K. N., Achukwu, B. C., & Uzoekwe, H. E. (2015). Computer self-efficacy, computer-related technology dependence and on-line learning readiness of undergraduate students. International Journal of Higher Education Management (IJHEM), 1(2), 60-71.
  • Hürsen, Ç., & Öztürk, M. (2016). Critical components of online learning readiness and their relationships with learner achievement. Turkish Online Journal of Distance Education, 17(2), 98-109.
  • Compeau, D. R., & Higgings, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189-211.
  • Coopasami, M., Knight, S. & Pete, M. (2017).E-learning readiness amongst nursing students at the Durban University of Technology. Health SA Gesondheid, 22, 300-306.
  • Çelen, F. K., Çelik, A., & Seferoğlu, S. S. (2011). Yükseköğretimde çevrimiçi öğrenme: sistemde yaşanan sorunlar ve çözüm önerileri, Journal of European Education, 1(1), 2-22.
  • Demir Kaymak, Z., & Horzum, M. B. (2013). Çevrimiçi öğrenme öğrencilerinin çevrimiçi öğrenmeye hazır bulunuşluk düzeyleri, algıladıkları yapı ve etkileşim arasındaki ilişki. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 13(3), 1792-1797.
  • Dere, E., Yücel, Ü. A., & Yalçınalp, S. (2016). İlköğretim öğrencilerinin eğitsel bir çevrimiçi sosyal öğrenme ortamı olan edmodo'ya ilişkin görüşleri. Ilkogretim Online, 15(3), 77-86.
  • DeTure, M. (2004). Cognitive style and self-efficacy: predicting student success in online distance education. American Journal of distance Education, 18(1), 21-38.
  • Dikbaş, E. (2006). Öğretmen adaylarinin e-öğrenmeye yönelik tutumlarının incelenmesi (Yüksek Lisans Tezi). Dokuz Eylül Üniversitesi, İzmir.
  • Doe, R., Castillo, S. M., & Musyoka, M. M. (2017). Assessing online readiness of students. Online Journal of Distance Learning Administration, 20(1), 27-37.
  • Ezin, Y., Bilen, A., Aslan, R., & Altundağ, S. (2017). Üniversitelerde muhasebe öğretim elemanlarının, muhasebe eğitimi hakkındaki görüşleri üzerine bir araştırma: Güneydoğu Anadolu Bölgesi örneği. Journal of Accounting & Finance, 76-87.
  • Grow, G. O. (1991). Teaching learners to be self-directed. Adult Education Quarterly, 41(3), 125-149.
  • Galy, E., Downey, C., & Johnson, J. (2011). Theeffect of using E-learning tools in online and campus-based classrooms on student performance. Journal of Information Technology Education, 10, 209-230.
  • Harris, P., Connolly, J., & Feeney, L. (2009). Blenden learning: Overview and recommendations for successful implementation. Industrial and Commercial Training, 41(3), 155-163.
  • Hung, M.,Chou, C., Chen, C., & Own, Z. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55, 1080-1090.
  • Ilgaz, H. & Gülbahar, Y. (2015). A snapshot of online learners: e-readiness, e-satisfaction and expectations. Internal Review of Research in Open and Distributed Learning, 16(2),171-187.
  • Joo, Y., Bong, M. & Choi, H. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self-efficacy in Web-based instruction. Educational Technology Research and Development, 48(2), 5-17.
  • Khan, I. M. (2009). An analysis of motivational factors in online learning (Yayımlanmamış Doktora Tezi). University of Phoenix. Retrieved from https://www.learntechlib.org/p/127822/
  • Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press.
  • Kruger-Ross, M., & Waters, R. D. (2013). Predicting online learning success: applying the situational theory of publics to the virtual classroom. Computers & Education, 61, 176-184.
  • Mager, R. F. (1992). No self-efficacy, no performance. Training Magazine, 32-36.
  • Merrill, M. (1984). What is learner control? In R.K.Bass, & C.D. Dills (Eds), Instructional Development: The state of the art II, 221-242, Dubuque, IA, Kendall Hunt Pub Co.
  • McVay, M. (2000). Developing a web-based distance student orientation to enhance student success in an online bachelor’s degree completion program. Unpublished practicum report presented to the Ed.D. Program. Florida: Nova Southeastern University.
  • McVay, M. (2001). How to be a successful distant learning student: Learning on the Internet. New York: Prentice Hall.
  • Pintrich, P.R. & Schunk, D. H. (2002). Motivation in education: Theory, research and applications (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Riffley, S. K., & Sibley, D. F. (2004). Can hybrid course formats increase attendance in undergraduate environmental science courses? Journal of Natural Resources and Life Science Education, 33, 1-5.
  • Saade, R. G., He, X., & Kira, D. (2007). Exploring dimensions to online learning. Computers in Human Behavior, 23(4), 1721-1739.
  • 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.
  • Stefanou, C. & Salisbury-Glennon, J. (2002). Developing motivation and cognitive learning strategies through an undergraduate learning community. Learning Environments Research, 5(1), 77-97.
  • Tsai, M., J., & Tsai, C. C. (2003). Information searching strategies in web-based science learning: the role of internet self-efficacy. Innovations in Education and Teaching International, 40(1), 43-50.
  • Vasilevska, D., Rivza, B., & Bogdan, R. (2017). Evaluation of readiness for distance education of students in European Universities. BRAIN: Broad Research in Artificial Intelligence and Neuroscience, 8(1), 2067-3957.
  • Wang, L. C. C., & Beasley, W. (2002). Effects of learner control and hypermedia preference on cyber-students’ performance in a web-based learning environment. Journal of Educational Multimedia and Hypermedia, 11(1), 71-91.
  • Warner, D.,Christie, G., &Choy, S. (1998). Readiness of VET clients for flexible delivery including on-line learning. Brisbane: Australian National Training Authority in an Australian Secondary College: Strategies and tactics for educational leaders. The Innovation Journal, 8(4), 1-18.
  • Watkins, R. (2003). Readiness for online learning self-assessment. In E.Biech (Ed.), The 2003 Pfeiffer Annual: Training. San Francisco: Jossey-Bass-Pfeiffer.
  • Watkins, R.,Leigh, D.,&Triner, D. (2004).Assessing readiness for e-learning. Performance Improvement Quarterly, 17(4), 66-79.
  • Wendt, J. L., & Rockinson‐Szapkiw, A. (2014). The effect of online collaboration on middle school student science misconceptions as an aspect of science literacy. Journal of Research in Science Teaching, 51(9), 1103-1118.
  • Wojciechowski, A., & Palmer, L. B. (2005). Individual student characteristics: can any be predictors of success in online classes? Online Journal of Distance Learning Administration, 8(2), 78-87.
  • Yurdugül, H., & Sırakaya, A. S. (2013). Çevrimiçi öğrenme hazır bulunuşluluk ölçeği: Geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 38(169), 391-406.
There are 47 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Zöhre Serttaş This is me

Aslı Kasabalı This is me

Publication Date September 30, 2020
Published in Issue Year 2020 Volume: 3 Issue: 2

Cite

APA Serttaş, Z., & Kasabalı, A. (2020). DETERMINING THE ENGLISH PREPARATORY SCHOOL STUDENTS’ READINESS FOR ONLINE LEARNING. Near East University Online Journal of Education, 3(2), 67-78.