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A Fully Online Course Experience from Students’ Perspective: Readiness, Attitudes and Thoughts

Year 2019, , 165 - 180, 01.07.2019
https://doi.org/10.17718/tojde.601934

Abstract

The purpose of the study was to reveal the effect of a course taken through distance education on students’ readiness and attitudes. Sequential explanatory design method was used as a research method in which qualitative and quantitative measurements were used in the research. For the quantitative data, a single group pre-test/post-test design was used as an experimental model; for the qualitative data, open-ended questions were asked in order to elicit students’ opinions following the experimental process. The study group consisted of 266 students from different faculties and departments who were studying undergraduate and associate degree programmes at a private university in Turkey. Results indicated that the course taken through distance education had a significant effect on students’ gaining Computer and Internet Self-Efficacy and was effective in improving undergraduate students’ self-directed learning skills. Moreover, the course taken through distance education had a significant effect on students’ familiarity with e-learning. Additionally, the course was found to be effective in decreasing the escape attitudes from e-learning.

References

  • Aixia, D., & Wang, D. (2011). Factors influencing learner attitudes toward e-learning and development of e-learning environment based on the integrated e-learning platform. International Journal of e-Education, e-Business, e-Management and e-Learning, 1(3), 264-268. Allport, G. W. (1935). Attitudes. In C. Murchison (Ed.), Handbook of Social Psychology (pp. 798-844). Worcester: Clark University Press. Appatova, V., & Prats, H. (2007, June). Effective academic environment for under-prepared college/university learners: listen to student voices. Paper presented at the 16th EAN Annual Conference Access to Success: The Student Experience from Pre-Entry to Employment, Galway, Ireland. Arikan, Y. D. (2006). Web Destekli Etkin Ogrenme Uygulamalarinin Ogretmen Adaylarinin Derse Yonelik Tutumlari Uzerindeki Etkileri (The Effects Of Web-Supported Active Learning Activities On Teacher Trainees’ Attitudes Towards Course). Ege Egitim Dergisi, 7(1), 23-41. Capra, T. (2011). Online education: Promise and problems. Journal of Online Learning and Teaching, 7(2), 288-293. Cobanoglu, A. A., Uzunboylar, O., & Altun, E. (2017). Cevrimici Ogrenme Hazirbulunusluk, Tutum Ve Algilanan Cevrimici Sosyalligin Isbirlikli Harmanlanmis Bir Derste Incelenmesi (Investigating on-line learning readiness, attitudes and perceived on-line sociability in a collaborative blended course). Elektronik Sosyal Bilimler Dergisi, 16(63), 1218-1229. Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student satisfaction: A three year study. The International Review of Research in Open and Distributed Learning, 15(6), 111-131. 179 Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Boston: Pearson Education. Demir, O. (2015). The investigation of e-learning readiness of students and faculty members: Hacettepe university faculty of education example (Unpublished Master’s Thesis). Hacettepe University, Ankara. Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Harcourt Brace Jovanovich College Publishers. Engin, M. (2017). Analysis of Students’ Online Learning Readiness Based on Their Emotional Intelligence Level. Universal Journal of Educational Research, 5(12), 32-40. ECDL Foundation. (2017). Base Modules. Retrieved from http://ecdl.org/about-ecdl/base-modules. Fabac, R., Vidacek-Hains, V., & Pazur, K. (2011). Attitudes of undergraduate students with regards to the information and communication aspects of study. In V. Luzar-Stiffler, I. Jarec, & Z. Bekic (Eds.), Proceedings of the ITI 2011 33rd International Conference on Information Technology Interfaces (ITI) (pp. 263-268). IEEE. Fishbein, M., & Ajzen, I. (1977). Belief, attitude, intention, and behavior: An introduction to theory and research. Philosophy and Rhetoric, 10(2), 130-132. Fortune, M. F., Spielman, M., & Pangelinan, D. T. (2011). Students’ Perceptions of Online or Face-to-Face Learning and Social Media in Hospitality. Journal of online learning and teaching, 7(1), 1-16. Hao, Y. (2016). Middle school students’ flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59, 295-303. Harrington, R., & Loffredo, D. (2010). MBTI personality type and other factors that relate to preference for online versus face-to-face instruction. Internet and Higher Education, 13(1-2), 89-95. Haznedar, O., & Baran, B. (2012). Egitim Fakultesi ogrencileri icin e-ogrenmeye yonelik genel bir tutum olcegi gelistirme calismasi (Development of a general attitude scale towards e-learning for faculty of education students). Egitim Teknolojisi Kuram ve Uygulama, 2(2), 42-59. Horzum, M. B., Kaymak, Z. D., & Gungoren, O. C. (2015). Structural Equation Modeling towards Online Learning Readiness, Academic Motivations, and Perceived Learning. Educational Sciences: Theory and Practice, 15(3), 759-770. Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080-1090. Ilgaz, H., & Gulbahar, Y. (2015). A snapshot of online learners: e-Readiness, e-Satisfaction and expectations. The International Review of Research in Open and Distributed Learning, 16(2), 171-187. Jena, R. K. (2016). Investigating the interrelation between attitudes, learning readiness, and learning styles under virtual learning environment: a study among Indian students. Behaviour & Information Technology, 35(11), 946-957. Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational researcher, 33(7), 14-26. Kirmizi, O. (2015). The Influence of Learner Readiness on Student Satisfaction and Academic Achievement in an Online Program at Higher Education. Turkish Online Journal of Educational TechnologyTOJET, 14(1), 133-142. Marchewka, J. T., Liu, C., & Kostiwa, K. (2007). An application of the UTAUT model for understanding student perceptions using course management software. Communications of the IIMA, 7(2), 93-104. Ozgur, H., & Tosun, N. (2010, December). Internet destekli egitimin e-ogrenme tutumlarina etkisi (The effect of internet supported education on e-student attitudes). Paper presented at the XV. Turkiye’de Internet Konferansi, Istanbul Technical University. 180 Ozturk, D. S., Ozturk, F., & Ozen, R. (2018). The Relationship between Prospective Teachers’ Readiness and Satisfactions about Web-Based Distance Education. Turkish Online Journal of Distance Education, 19(1), 147-162. Parkes, M., Stein, S., & Reading, C. (2015). Student preparedness for university e-learning environments. The Internet and Higher Education, 25, 1-10. Queiros, D. R., & de Villiers, M. R. (2016). Online learning in a South African higher education institution: Determining the right connections for the student. The International Review of Research in Open and Distributed Learning, 17(5), 165-185. Rhema, A., & Miliszewska, I. (2014). Analysis of student attitudes towards e-learning: The case of engineering students in Libya. Issues in Informing Science and Information Technology, 11, 169-190. Sharma, S. K., Gulsecen, S., Ozen, Z., & Kartal, E. (2015). Assessing E-learning Readiness of Instructors in Turkey. Istanbul Journal Of Innovation In Education, 1(3), 13-28. Schermelleh-Engel, K., Moosbrugger, H., & Muller, H. (2003). Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research-Online, 8(2), 23-74. Schumacker R. E., & Lomax, R. G. (2004). A Beginner’s Guide to Structural Equation Modeling, New York, NY: Routledge Academic. Sonwalkar, N. (2009). The paradigm shift for adult education: from educational slavery to learning freedom of human brain with synaptic learning. In T. Kidd (Ed.), Online education and adult learning: New frontiers for teaching practices (pp. 151-163). Hershey, PA: IGI Global. Sun, A., & Chen, X. (2016). Online Education and Its Effective Practice: A Research Review. Journal of Information Technology Education, 15, 157-190. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Allyn & Bacon/Pearson Education. Tekinarslan, E. (2009). Turkish university students’ perceptions of the World Wide Web as a learning tool: An investigation based on gender, socio-economic background, and web experience. The International Review of Research in Open and Distributed Learning, 10(2). Topal, A. D. (2016). Examination of University Students’ Level of Satisfaction and Readiness for E-Courses and the Relationship between Them. European Journal of Contemporary Education, 15(1), 7-23. Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. Venkatesh, V., Thong, J. Y., & Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead. Journal of the Association for Information Systems, 17(5), 328-376. Wilkinson, A., Roberts, J., & While, A. E. (2010). Construction of an instrument to measure student information and communication technology skills, experience and attitudes to e-learning. Computers in Human Behavior, 26(6), 1369-1376. Yoo, S. J., Han, S. H., & Huang, W. H. (2012). The roles of intrinsic motivators and extrinsic motivators in promoting e-Learning in the workplace: A case from South Korea. Computers in Human Behavior, 28(3), 942-950. Yurdugul, H., & Alsancak Sarikaya, D. (2013). The scale of online learning readiness: A study of validity and reliability. Egitim ve Bilim, 38(169), 391-406. Zabadi, A. M., & Al-Alawi, A. H. (2016). University Students’ Attitudes towards E-Learning: University of Business & Technology (UBT)-Saudi Arabia-Jeddah: A Case Study. International Journal of Business and Management, 11(6), 286-295. Zhu, C. (2012). Student satisfaction, performance, and knowledge construction in online collaborative learning. Journal of Educational Technology & Society, 15(1), 127-136
Year 2019, , 165 - 180, 01.07.2019
https://doi.org/10.17718/tojde.601934

Abstract

References

  • Aixia, D., & Wang, D. (2011). Factors influencing learner attitudes toward e-learning and development of e-learning environment based on the integrated e-learning platform. International Journal of e-Education, e-Business, e-Management and e-Learning, 1(3), 264-268. Allport, G. W. (1935). Attitudes. In C. Murchison (Ed.), Handbook of Social Psychology (pp. 798-844). Worcester: Clark University Press. Appatova, V., & Prats, H. (2007, June). Effective academic environment for under-prepared college/university learners: listen to student voices. Paper presented at the 16th EAN Annual Conference Access to Success: The Student Experience from Pre-Entry to Employment, Galway, Ireland. Arikan, Y. D. (2006). Web Destekli Etkin Ogrenme Uygulamalarinin Ogretmen Adaylarinin Derse Yonelik Tutumlari Uzerindeki Etkileri (The Effects Of Web-Supported Active Learning Activities On Teacher Trainees’ Attitudes Towards Course). Ege Egitim Dergisi, 7(1), 23-41. Capra, T. (2011). Online education: Promise and problems. Journal of Online Learning and Teaching, 7(2), 288-293. Cobanoglu, A. A., Uzunboylar, O., & Altun, E. (2017). Cevrimici Ogrenme Hazirbulunusluk, Tutum Ve Algilanan Cevrimici Sosyalligin Isbirlikli Harmanlanmis Bir Derste Incelenmesi (Investigating on-line learning readiness, attitudes and perceived on-line sociability in a collaborative blended course). Elektronik Sosyal Bilimler Dergisi, 16(63), 1218-1229. Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student satisfaction: A three year study. The International Review of Research in Open and Distributed Learning, 15(6), 111-131. 179 Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Boston: Pearson Education. Demir, O. (2015). The investigation of e-learning readiness of students and faculty members: Hacettepe university faculty of education example (Unpublished Master’s Thesis). Hacettepe University, Ankara. Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Harcourt Brace Jovanovich College Publishers. Engin, M. (2017). Analysis of Students’ Online Learning Readiness Based on Their Emotional Intelligence Level. Universal Journal of Educational Research, 5(12), 32-40. ECDL Foundation. (2017). Base Modules. Retrieved from http://ecdl.org/about-ecdl/base-modules. Fabac, R., Vidacek-Hains, V., & Pazur, K. (2011). Attitudes of undergraduate students with regards to the information and communication aspects of study. In V. Luzar-Stiffler, I. Jarec, & Z. Bekic (Eds.), Proceedings of the ITI 2011 33rd International Conference on Information Technology Interfaces (ITI) (pp. 263-268). IEEE. Fishbein, M., & Ajzen, I. (1977). Belief, attitude, intention, and behavior: An introduction to theory and research. Philosophy and Rhetoric, 10(2), 130-132. Fortune, M. F., Spielman, M., & Pangelinan, D. T. (2011). Students’ Perceptions of Online or Face-to-Face Learning and Social Media in Hospitality. Journal of online learning and teaching, 7(1), 1-16. Hao, Y. (2016). Middle school students’ flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59, 295-303. Harrington, R., & Loffredo, D. (2010). MBTI personality type and other factors that relate to preference for online versus face-to-face instruction. Internet and Higher Education, 13(1-2), 89-95. Haznedar, O., & Baran, B. (2012). Egitim Fakultesi ogrencileri icin e-ogrenmeye yonelik genel bir tutum olcegi gelistirme calismasi (Development of a general attitude scale towards e-learning for faculty of education students). Egitim Teknolojisi Kuram ve Uygulama, 2(2), 42-59. Horzum, M. B., Kaymak, Z. D., & Gungoren, O. C. (2015). Structural Equation Modeling towards Online Learning Readiness, Academic Motivations, and Perceived Learning. Educational Sciences: Theory and Practice, 15(3), 759-770. Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080-1090. Ilgaz, H., & Gulbahar, Y. (2015). A snapshot of online learners: e-Readiness, e-Satisfaction and expectations. The International Review of Research in Open and Distributed Learning, 16(2), 171-187. Jena, R. K. (2016). Investigating the interrelation between attitudes, learning readiness, and learning styles under virtual learning environment: a study among Indian students. Behaviour & Information Technology, 35(11), 946-957. Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational researcher, 33(7), 14-26. Kirmizi, O. (2015). The Influence of Learner Readiness on Student Satisfaction and Academic Achievement in an Online Program at Higher Education. Turkish Online Journal of Educational TechnologyTOJET, 14(1), 133-142. Marchewka, J. T., Liu, C., & Kostiwa, K. (2007). An application of the UTAUT model for understanding student perceptions using course management software. Communications of the IIMA, 7(2), 93-104. Ozgur, H., & Tosun, N. (2010, December). Internet destekli egitimin e-ogrenme tutumlarina etkisi (The effect of internet supported education on e-student attitudes). Paper presented at the XV. Turkiye’de Internet Konferansi, Istanbul Technical University. 180 Ozturk, D. S., Ozturk, F., & Ozen, R. (2018). The Relationship between Prospective Teachers’ Readiness and Satisfactions about Web-Based Distance Education. Turkish Online Journal of Distance Education, 19(1), 147-162. Parkes, M., Stein, S., & Reading, C. (2015). Student preparedness for university e-learning environments. The Internet and Higher Education, 25, 1-10. Queiros, D. R., & de Villiers, M. R. (2016). Online learning in a South African higher education institution: Determining the right connections for the student. The International Review of Research in Open and Distributed Learning, 17(5), 165-185. Rhema, A., & Miliszewska, I. (2014). Analysis of student attitudes towards e-learning: The case of engineering students in Libya. Issues in Informing Science and Information Technology, 11, 169-190. Sharma, S. K., Gulsecen, S., Ozen, Z., & Kartal, E. (2015). Assessing E-learning Readiness of Instructors in Turkey. Istanbul Journal Of Innovation In Education, 1(3), 13-28. Schermelleh-Engel, K., Moosbrugger, H., & Muller, H. (2003). Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research-Online, 8(2), 23-74. Schumacker R. E., & Lomax, R. G. (2004). A Beginner’s Guide to Structural Equation Modeling, New York, NY: Routledge Academic. Sonwalkar, N. (2009). The paradigm shift for adult education: from educational slavery to learning freedom of human brain with synaptic learning. In T. Kidd (Ed.), Online education and adult learning: New frontiers for teaching practices (pp. 151-163). Hershey, PA: IGI Global. Sun, A., & Chen, X. (2016). Online Education and Its Effective Practice: A Research Review. Journal of Information Technology Education, 15, 157-190. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Allyn & Bacon/Pearson Education. Tekinarslan, E. (2009). Turkish university students’ perceptions of the World Wide Web as a learning tool: An investigation based on gender, socio-economic background, and web experience. The International Review of Research in Open and Distributed Learning, 10(2). Topal, A. D. (2016). Examination of University Students’ Level of Satisfaction and Readiness for E-Courses and the Relationship between Them. European Journal of Contemporary Education, 15(1), 7-23. Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. Venkatesh, V., Thong, J. Y., & Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead. Journal of the Association for Information Systems, 17(5), 328-376. Wilkinson, A., Roberts, J., & While, A. E. (2010). Construction of an instrument to measure student information and communication technology skills, experience and attitudes to e-learning. Computers in Human Behavior, 26(6), 1369-1376. Yoo, S. J., Han, S. H., & Huang, W. H. (2012). The roles of intrinsic motivators and extrinsic motivators in promoting e-Learning in the workplace: A case from South Korea. Computers in Human Behavior, 28(3), 942-950. Yurdugul, H., & Alsancak Sarikaya, D. (2013). The scale of online learning readiness: A study of validity and reliability. Egitim ve Bilim, 38(169), 391-406. Zabadi, A. M., & Al-Alawi, A. H. (2016). University Students’ Attitudes towards E-Learning: University of Business & Technology (UBT)-Saudi Arabia-Jeddah: A Case Study. International Journal of Business and Management, 11(6), 286-295. Zhu, C. (2012). Student satisfaction, performance, and knowledge construction in online collaborative learning. Journal of Educational Technology & Society, 15(1), 127-136
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Details

Primary Language English
Journal Section Articles
Authors

Emine Cabı This is me 0000-0002-7488-0309

Filiz Kalelıoglu This is me 0000-0002-7729-5674

Publication Date July 1, 2019
Submission Date March 27, 2018
Published in Issue Year 2019

Cite

APA Cabı, E., & Kalelıoglu, F. (2019). A Fully Online Course Experience from Students’ Perspective: Readiness, Attitudes and Thoughts. Turkish Online Journal of Distance Education, 20(3), 165-180. https://doi.org/10.17718/tojde.601934