Research Article
BibTex RIS Cite

Is Academic Staff Ready for E-Learning? A Study on the Readiness of Academic Staff for E-Learning

Year 2022, Volume: 12 Issue: 3, 460 - 473, 31.12.2022

Arif Adıyaman , Ramazan Yılmaz

https://doi.org/10.2399/yod.22.852905
Cited By: 1

Abstract

With the Covid-19 pandemic, both schools affiliated with the Ministry of National Education (MoNE) and in higher education institutions have switched to online distance education in Türkiye, as in the rest of the world. One of the most critical factors in the effective and efficient execution of this practice is academic staff readiness for e-learning. By including multiple variables, this study investigates, the e-learning readiness of the academic staff teaching at a state university. The study adopts the survey design, and its research group is formed by academic staff working in a state university in the 2019–2020 academic year. 308 out of 576 academic staff working at the university voluntarily participated in the research. The data were obtained though the “Personal Information Form” and the “E-learning Readiness Scale of Academic Staff.” The findings show that the level of academic staff readiness for e-learning is at a medium level. Considering the gender variable, male lecturers have a higher self-efficacy in information and communications technologies use and self-confidence in e-learning. Furthermore, the e-learning needs of 24 to 31-year-olds are more compelling than those of 48 and above. Academic staff at the Faculty of Education are more ready to e-learn than those at the Faculty of Literature. It is concluded that academic title and education level do not make any difference in e-learning readiness. In accessing the internet, the self-efficacy perceptions in information and communications technologies use of the academic staff that uses laptop computers are more positive than those who use desktop computers. Those developing their computer and internet use skills with the help of others have stronger e-learning needs than those who developed them through university courses. Various suggestions are made in line with the findings of the research.

Keywords

Academic staff distance education e-learning e-learning readiness lifelong learning

References

  • Aktan, C. C. (2009). Yükseköğretimde değişim: Global trendler ve yeni paradigmalar. Organizasyon ve Yönetim Bilimleri Dergisi, 1(2), 39–97.
  • Alqabbani, S., Almuwais, A., Benajiba, N., & Almoayad, F. (2021). Readiness towards emergency shifting to remote learning during COVID-19 pandemic among university instructors. E-learning and Digital Media, 18(5), 460–479.
  • Asogwa, U. D., Nkanu, C., & Sabo, A. (2022). Assessment of e-learning readiness of lecturers and students in federal colleges of education in North-East, Nigeria: Assessment of e-learning readiness of lecturers and students. International Journal of Curriculum and Instruction, 14(1), 455–472.
  • Aydın, C. H. (2005). Turkish mentors’ perception of roles, competencies and resources for online teaching. Turkish Online Journal of Distance Education (TOJDE), 6(3), 58–80.
  • Bergdahl, N., & Nouri, J. (2021). Covid-19 and crisis-prompted distance education in Sweden. Technology, Knowledge and Learning, 26(3), 443–459.
  • Borotis, S., & Poulymenakou, A. (2004). E-Learning readiness components: Key issues to consider before adopting e-learning interventions. In J. Nall, & R. Robson (Eds.), Proceedings of E-Learn World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1622–1629). Washington, DC: Association for the Advancement of Computing in Education (AACE).
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i–vi.
  • Choucri, N., Maugis, V., Madnick, S., Siegel, M., Gillet, S., O’Donnel, S., ... Haghseta F. (2003). Global e-readiness - for what? (Paper 177) Erişim adresi http://ebusiness.mit.edu/research/papers/177_choucri_global_ readiness.pdf (7 Ekim 2020).
  • Coşkun, Ö., Özeke, V., Budakoğlu, I. İ., & Kula, S. (2018). Tıp fakültesi öğretim üyelerinin e-öğrenmeye hazır bulunuşluk düzeyleri: Gazi Üniversitesi örneği. Ankara Medical Journal, 2, 175–85.
  • Dada, D. (2006). E-readiness for developing countries: Moving the focus from the environment to the users. The Electronic Journal on Information Systems in Developing Countries, 27(6), 1–14.
  • Darab, B., & Montazer, G. A. (2011). An eclectic model for assessing e-learning readiness in the Iranian universities. Computers & Education, 56(3), 900–910.
  • Demir, Ö. (2015). Öğrencilerin ve öğretim elemanlarının e-öğrenmeye hazır bulunuşluk düzeylerinin incelenmesi: Hacettepe Üniversitesi Eğitim Fakültesi örneği. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.
  • Demir, Ö., & Yurdugül, H. (2013). Self-directed learning with technology scale for young students: A validation study. E-Uluslararası Eğitim Araştırmaları Dergisi, 4(3), 58–73.
  • Ebner, M., Schön, S., Braun, C., Ebner, M., Grigoriadis, Y., Haas, M., ... Taraghi, B. (2020). COVID-19 epidemic as E-learning boost? Chronological development and effects at an Austrian university against the background of the concept of “E-Learning Readiness”. Future Internet, 12(6), 94.
  • Gülbahar, Y. (2009). E-öğrenme (1. baskı). Ankara: Pegem Akademi Yayıncılık.
  • He, L., Yang, N., Xu, L., Ping, F., Li, W., Sun, Q., ... Zhang, H. (2021). Synchronous distance education vs traditional education for health science students: A systematic review and meta-analysis. Medical Education, 55(3), 293–308.
  • Hill, J. R., & Raven, A. (2000). Online learning communities: If you build them, will they stay? Erişim adresi http:// it.coe.uga.edu/itforum/ paper46/ paper46.htm (10 Kasım 2020).
  • 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.
  • Junus, K., Santoso, H. B., Putra, P. O. H., Gandhi, A., & Siswantining, T. (2021). Lecturer readiness for online classes during the pandemic: A survey research. Education Sciences, 11(3), 139.
  • Kalelioğlu, F., & Baturay, M. H. (2014). E-öğrenme için hazır bulunuşluk öz değerlendirme ölçeğinin Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. Başkent University Journal of Education, 1(2), 22–30.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi (18. basım). Ankara: Nobel Yayın Dağıtım.
  • Kaur, K., & Abas, Z. W. (2004). An assessment of e-Learning readiness at the open university Malaysia. International Conference on Computers in Education (ICCE2004), November 30 – December 3, 2004, Melbourne, Australia.
  • Lee, J., Kim, J., & Choi, J. Y. (2019). The adoption of virtual reality devices: The technology acceptance model integrating enjoyment, social interaction, and strength of the social ties. Telematics and Informatics, 39, 37–48.
  • Lopes, C. T. (2007). Evaluating e-learning readiness in a health sciences higher education institution. Proceedings of IADIS International Conference of E-Learning, July 6–8, 2007, Porto, Portugal.
  • Lucero, H., Victoriano, J., Carpio, J., & Fernando Jr, P. (2021). Assessment of e-learning readiness of faculty members and students in the government and private higher education institutions in the Philippines. International Journal of Computing Sciences Research, 5(1), 398–406.
  • Mercado, C. A. (2008). Readiness assessment tool for an elearning environment implementation. Fifth International Conference on eLearning for Knowledge-Based Society (pp. 18.1–18.11), December 11–12, 2008, Bangkok, Thailand.
  • Moftakhari, M. M. (2013). Evaluating e-learning readiness of Faculty of Letters of Hacettepe. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.
  • Nunnally, J. C. (1978). Psychometric theory (2nd ed.) New York, NY: McGrawHill.
  • Nwagwu, W. E. (2020). E-learning readiness of universities in Nigeria-what are the opinions of the academic staff of Nigeria’s premier university? Education and Information Technologies, 25(2), 1343–1370.
  • Obara, J. K., & Abulokwe, A. C. (2012). Utilization of e-learning for effective teaching of vocational education courses in Nigeria. International Journal of Research Development (Global Academic Group), 7(1), 1–8.
  • Pannen, P., & Abubakar (2005). Designing e-learning: Shouldn’t we be ready. Second International Conference on e-Learning for Knowledge-Based Society, August 4–7, 2005, Bangkok, Thailand.
  • Pregowska, A., Masztalerz, K., Garlinska, M., & Osial, M. (2021). A worldwide journey through distance education – from the post office to virtual, augmented and mixed realities, and education during the COVID-19 pandemic. Education Sciences, 11(3), 118.
  • Sewart, D., Keegan, D., & Holmberg, B. (Eds.). (2020). Distance education: International perspectives. London: Routledge.
  • Sife, A. S., Lwoga, E. T., & Sanga, C. (2007). New technologies for teaching and learning: Challenges for higher learning institutions in developing countries. International Journal of Education and Development Using ICT, 3(2), 57–67.
  • Soydal, I., Alır, G., & Ünal, Y. (2011). Are Turkish universities ready for e-learning: A case of Hacettepe University Faculty of Letters. Information Services & Use, 31, 281–291.
  • Tang, Y. M., Chen, P. C., Law, K. M., Wu, C. H., Lau, Y. Y., Guan, J., ... & Ho, G. T. (2021). Comparative analysis of student’s live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & Education, 168, 104211.
  • Tarhini, A., Hone, K., & Liu, X. (2014). Measuring the moderating effect of gender and age on e-learning acceptance in England: A structural equation modeling approach for an extended technology acceptance model. Journal of Educational Computing Research, 51(2), 163–184.
  • Tezer, M., & Bicen, H. (2008). The preparations university teachers towards e-education systems. Cypriot Journal of Educational Sciences, 3(1), 16–27.
  • Topses, G. (2003). Gelişim ve öğrenme psikolojisi. Ankara: Nobel Yayın Dağıtım.
  • Uşun, S. (2006). Uzaktan eğitim. Ankara: Nobel Yayıncılık.
  • Üstün, A. B., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2020). Öğretmenler e-öğrenmeye hazır mı? Öğretmenlerin e-öğrenmeye yönelik hazır bulunuşluklarının incelenmesi üzerine bir araştırma. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 2(1), 52–67
  • Vate-U-Lan, P. (2007). Readiness of e-learning connectivity in Thailand. Fourth International Conference on E-Learning for Knowledge-Based Society (pp. 18–19), November 18–19, 2007, Bangkok, Thailand.
  • Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid-19: The influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59–73.
  • Yazıcı, A., Altaş, I., & Demiray, U. (2001). Distance education on the Net: A model for developing countries. Turkish Online Journal of Distance Education, 2(2), 24–35.
  • Yenilmez, K., & Kakmacı, Ö. (2008). İlköğretim yedinci sınıf öğrencilerinin matematikteki hazır bulunuşluk düzeyi. Kastamonu Eğitim Dergisi, 16(2), 529–542.
  • Yılmaz, R., & Yılmaz, Ş. (2018). Sağlık profesyonellerinin e-öğrenmeye hazırbulunuşluk durumlarının incelenmesi. 7th Cyprus International Conference on Educational Research (CYICER-2018), 7–9 Temmuz 2018, Kuzey Kıbrıs Türk Cumhuriyeti.
  • Yilmaz, R., Yilmaz, F. G. K., & Ozturk, H. T. (2017). Examining the relationship between pre-service teachers’ educational technology and material development competency and their techno-pedagogical competency. Global Journal of Information Technology: Emerging Technologies, 7(3), 86–91.
  • Yurdugül, H., & Demir, Ö. (2017). Öğretmen yetiştiren lisans programlarındaki öğretmen adaylarının e-öğrenmeye hazır bulunuşluklarının incelenmesi: Hacettepe Üniversitesi örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 32(4), 896–915.
  • Yükseköğretim Kurulu (2021). Üniversitelerde yüz yüze eğitimin detayları. Erişim adresi https://www.yok.gov.tr/Sayfalar/Haberler/2021/yok-baskani-ozvar-dan-yuz-yuze-egitime-iliskin-aciklamalar.aspx (6 Şubat 2022).

Öğretim Elemanları E-Öğrenmeye Hazır mı? Öğretim Elemanlarının E-Öğrenmeye Hazır Bulunuşlukları Üzerine Bir Araştırma

Year 2022, Volume: 12 Issue: 3, 460 - 473, 31.12.2022

Arif Adıyaman , Ramazan Yılmaz

https://doi.org/10.2399/yod.22.852905
Cited By: 1

Abstract

Covid-19 pandemisi ile birlikte tüm dünyada olduğu gibi ülkemizde de hem Milli Eğitim Bakanlığına bağlı okullarda hem de yükseköğretim kurumlarında çevrimiçi uzaktan eğitim uygulamalarına geçiş yapılmıştır. Bu sürecin etkili ve verimli olarak yürütülmesinde en önemli faktörlerden biri de öğretim elemanlarının e-öğrenmeye hazır olma durumlarıdır. Bu çalışmanın amacı, öğretim elemanlarının e-öğrenmeye hazır bulunuşluklarını çeşitli değişkenler kapsamında incelemektir. Tarama modeli ile gerçekleştirilen araştırmanın katılımcılarını bir devlet üniversitesinde 2019–2020 akademik yılında görev yapan öğretim elemanları oluşturmaktadır. Araştırmaya, üniversitede görev yapan 576 akademik personelden 308’i gönüllülük esasına dayalı olarak katılmıştır. Araştırmanın verileri “Kişisel Bilgiler Formundan” ve “Öğretim Elemanlarının E-Öğrenmeye Hazır Bulunuşluk Ölçeğinden” elde edilmiştir. Elde edilen bulgulara göre öğretim elemanlarının e-öğrenmeye hazır bulunuşluk düzeylerinin orta düzeyde olduğu tespit edilmiştir. Cinsiyet değişkeni kapsamında erkek öğretim görevlilerinin bilgi ve iletişim teknolojileri kullanım öz yeterliği ve e-öğrenmede kendine güvenleri daha yüksektir. 24–31 yaşındakilerin e-öğrenmeye yönelik eğitim ihtiyacının 48 yaş ve üzerindekilere göre daha yüksek olduğu belirlenmiştir. Eğitim Fakültesindeki öğretim elemanları, Edebiyat Fakültesindekilere göre e-öğrenmeye daha hazırdır. E-öğrenmeye hazır bulunuşlukta, akademik unvanın ve eğitim düzeyinin herhangi bir farklılık oluşturmadığı sonucuna ulaşılmıştır. İnternete erişimde, dizüstü bilgisayar kullanan öğretim elemanlarının bilgi ve iletişim teknolojileri kullanımı öz yeterliği, masaüstü bilgisayar kullananlara göre daha yüksektir. E-öğrenme etkinliklerinde dizüstü bilgisayar kullanan öğretim elemanlarının e-öğrenmeye hazır bulunuşluğu, masaüstü bilgisayar kullananlara göre daha yüksektir. Bilgisayar ve internet kullanma becerilerini geliştirme durumlarında, başkalarının yardımı ile geliştirenlerin e-öğrenmeye yönelik eğitim ihtiyacı, üniversitedeki dersler ile geliştirenlere göre daha yüksektir. Araştırmadan elde edilen bulgular doğrultusunda çeşitli önerilerde bulunulmuştur.

Keywords

E-öğrenme e-öğrenmeye hazır bulunuşluk hayat boyu öğrenme öğretim elemanları uzaktan eğitim

References

  • Aktan, C. C. (2009). Yükseköğretimde değişim: Global trendler ve yeni paradigmalar. Organizasyon ve Yönetim Bilimleri Dergisi, 1(2), 39–97.
  • Alqabbani, S., Almuwais, A., Benajiba, N., & Almoayad, F. (2021). Readiness towards emergency shifting to remote learning during COVID-19 pandemic among university instructors. E-learning and Digital Media, 18(5), 460–479.
  • Asogwa, U. D., Nkanu, C., & Sabo, A. (2022). Assessment of e-learning readiness of lecturers and students in federal colleges of education in North-East, Nigeria: Assessment of e-learning readiness of lecturers and students. International Journal of Curriculum and Instruction, 14(1), 455–472.
  • Aydın, C. H. (2005). Turkish mentors’ perception of roles, competencies and resources for online teaching. Turkish Online Journal of Distance Education (TOJDE), 6(3), 58–80.
  • Bergdahl, N., & Nouri, J. (2021). Covid-19 and crisis-prompted distance education in Sweden. Technology, Knowledge and Learning, 26(3), 443–459.
  • Borotis, S., & Poulymenakou, A. (2004). E-Learning readiness components: Key issues to consider before adopting e-learning interventions. In J. Nall, & R. Robson (Eds.), Proceedings of E-Learn World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1622–1629). Washington, DC: Association for the Advancement of Computing in Education (AACE).
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i–vi.
  • Choucri, N., Maugis, V., Madnick, S., Siegel, M., Gillet, S., O’Donnel, S., ... Haghseta F. (2003). Global e-readiness - for what? (Paper 177) Erişim adresi http://ebusiness.mit.edu/research/papers/177_choucri_global_ readiness.pdf (7 Ekim 2020).
  • Coşkun, Ö., Özeke, V., Budakoğlu, I. İ., & Kula, S. (2018). Tıp fakültesi öğretim üyelerinin e-öğrenmeye hazır bulunuşluk düzeyleri: Gazi Üniversitesi örneği. Ankara Medical Journal, 2, 175–85.
  • Dada, D. (2006). E-readiness for developing countries: Moving the focus from the environment to the users. The Electronic Journal on Information Systems in Developing Countries, 27(6), 1–14.
  • Darab, B., & Montazer, G. A. (2011). An eclectic model for assessing e-learning readiness in the Iranian universities. Computers & Education, 56(3), 900–910.
  • Demir, Ö. (2015). Öğrencilerin ve öğretim elemanlarının e-öğrenmeye hazır bulunuşluk düzeylerinin incelenmesi: Hacettepe Üniversitesi Eğitim Fakültesi örneği. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.
  • Demir, Ö., & Yurdugül, H. (2013). Self-directed learning with technology scale for young students: A validation study. E-Uluslararası Eğitim Araştırmaları Dergisi, 4(3), 58–73.
  • Ebner, M., Schön, S., Braun, C., Ebner, M., Grigoriadis, Y., Haas, M., ... Taraghi, B. (2020). COVID-19 epidemic as E-learning boost? Chronological development and effects at an Austrian university against the background of the concept of “E-Learning Readiness”. Future Internet, 12(6), 94.
  • Gülbahar, Y. (2009). E-öğrenme (1. baskı). Ankara: Pegem Akademi Yayıncılık.
  • He, L., Yang, N., Xu, L., Ping, F., Li, W., Sun, Q., ... Zhang, H. (2021). Synchronous distance education vs traditional education for health science students: A systematic review and meta-analysis. Medical Education, 55(3), 293–308.
  • Hill, J. R., & Raven, A. (2000). Online learning communities: If you build them, will they stay? Erişim adresi http:// it.coe.uga.edu/itforum/ paper46/ paper46.htm (10 Kasım 2020).
  • 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.
  • Junus, K., Santoso, H. B., Putra, P. O. H., Gandhi, A., & Siswantining, T. (2021). Lecturer readiness for online classes during the pandemic: A survey research. Education Sciences, 11(3), 139.
  • Kalelioğlu, F., & Baturay, M. H. (2014). E-öğrenme için hazır bulunuşluk öz değerlendirme ölçeğinin Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. Başkent University Journal of Education, 1(2), 22–30.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi (18. basım). Ankara: Nobel Yayın Dağıtım.
  • Kaur, K., & Abas, Z. W. (2004). An assessment of e-Learning readiness at the open university Malaysia. International Conference on Computers in Education (ICCE2004), November 30 – December 3, 2004, Melbourne, Australia.
  • Lee, J., Kim, J., & Choi, J. Y. (2019). The adoption of virtual reality devices: The technology acceptance model integrating enjoyment, social interaction, and strength of the social ties. Telematics and Informatics, 39, 37–48.
  • Lopes, C. T. (2007). Evaluating e-learning readiness in a health sciences higher education institution. Proceedings of IADIS International Conference of E-Learning, July 6–8, 2007, Porto, Portugal.
  • Lucero, H., Victoriano, J., Carpio, J., & Fernando Jr, P. (2021). Assessment of e-learning readiness of faculty members and students in the government and private higher education institutions in the Philippines. International Journal of Computing Sciences Research, 5(1), 398–406.
  • Mercado, C. A. (2008). Readiness assessment tool for an elearning environment implementation. Fifth International Conference on eLearning for Knowledge-Based Society (pp. 18.1–18.11), December 11–12, 2008, Bangkok, Thailand.
  • Moftakhari, M. M. (2013). Evaluating e-learning readiness of Faculty of Letters of Hacettepe. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.
  • Nunnally, J. C. (1978). Psychometric theory (2nd ed.) New York, NY: McGrawHill.
  • Nwagwu, W. E. (2020). E-learning readiness of universities in Nigeria-what are the opinions of the academic staff of Nigeria’s premier university? Education and Information Technologies, 25(2), 1343–1370.
  • Obara, J. K., & Abulokwe, A. C. (2012). Utilization of e-learning for effective teaching of vocational education courses in Nigeria. International Journal of Research Development (Global Academic Group), 7(1), 1–8.
  • Pannen, P., & Abubakar (2005). Designing e-learning: Shouldn’t we be ready. Second International Conference on e-Learning for Knowledge-Based Society, August 4–7, 2005, Bangkok, Thailand.
  • Pregowska, A., Masztalerz, K., Garlinska, M., & Osial, M. (2021). A worldwide journey through distance education – from the post office to virtual, augmented and mixed realities, and education during the COVID-19 pandemic. Education Sciences, 11(3), 118.
  • Sewart, D., Keegan, D., & Holmberg, B. (Eds.). (2020). Distance education: International perspectives. London: Routledge.
  • Sife, A. S., Lwoga, E. T., & Sanga, C. (2007). New technologies for teaching and learning: Challenges for higher learning institutions in developing countries. International Journal of Education and Development Using ICT, 3(2), 57–67.
  • Soydal, I., Alır, G., & Ünal, Y. (2011). Are Turkish universities ready for e-learning: A case of Hacettepe University Faculty of Letters. Information Services & Use, 31, 281–291.
  • Tang, Y. M., Chen, P. C., Law, K. M., Wu, C. H., Lau, Y. Y., Guan, J., ... & Ho, G. T. (2021). Comparative analysis of student’s live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & Education, 168, 104211.
  • Tarhini, A., Hone, K., & Liu, X. (2014). Measuring the moderating effect of gender and age on e-learning acceptance in England: A structural equation modeling approach for an extended technology acceptance model. Journal of Educational Computing Research, 51(2), 163–184.
  • Tezer, M., & Bicen, H. (2008). The preparations university teachers towards e-education systems. Cypriot Journal of Educational Sciences, 3(1), 16–27.
  • Topses, G. (2003). Gelişim ve öğrenme psikolojisi. Ankara: Nobel Yayın Dağıtım.
  • Uşun, S. (2006). Uzaktan eğitim. Ankara: Nobel Yayıncılık.
  • Üstün, A. B., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2020). Öğretmenler e-öğrenmeye hazır mı? Öğretmenlerin e-öğrenmeye yönelik hazır bulunuşluklarının incelenmesi üzerine bir araştırma. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 2(1), 52–67
  • Vate-U-Lan, P. (2007). Readiness of e-learning connectivity in Thailand. Fourth International Conference on E-Learning for Knowledge-Based Society (pp. 18–19), November 18–19, 2007, Bangkok, Thailand.
  • Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid-19: The influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59–73.
  • Yazıcı, A., Altaş, I., & Demiray, U. (2001). Distance education on the Net: A model for developing countries. Turkish Online Journal of Distance Education, 2(2), 24–35.
  • Yenilmez, K., & Kakmacı, Ö. (2008). İlköğretim yedinci sınıf öğrencilerinin matematikteki hazır bulunuşluk düzeyi. Kastamonu Eğitim Dergisi, 16(2), 529–542.
  • Yılmaz, R., & Yılmaz, Ş. (2018). Sağlık profesyonellerinin e-öğrenmeye hazırbulunuşluk durumlarının incelenmesi. 7th Cyprus International Conference on Educational Research (CYICER-2018), 7–9 Temmuz 2018, Kuzey Kıbrıs Türk Cumhuriyeti.
  • Yilmaz, R., Yilmaz, F. G. K., & Ozturk, H. T. (2017). Examining the relationship between pre-service teachers’ educational technology and material development competency and their techno-pedagogical competency. Global Journal of Information Technology: Emerging Technologies, 7(3), 86–91.
  • Yurdugül, H., & Demir, Ö. (2017). Öğretmen yetiştiren lisans programlarındaki öğretmen adaylarının e-öğrenmeye hazır bulunuşluklarının incelenmesi: Hacettepe Üniversitesi örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 32(4), 896–915.
  • Yükseköğretim Kurulu (2021). Üniversitelerde yüz yüze eğitimin detayları. Erişim adresi https://www.yok.gov.tr/Sayfalar/Haberler/2021/yok-baskani-ozvar-dan-yuz-yuze-egitime-iliskin-aciklamalar.aspx (6 Şubat 2022).
There are 49 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Original Empirical Research
Authors

Arif Adıyaman 0000-0003-1421-1821

Ramazan Yılmaz 0000-0002-2041-1750

Publication Date December 31, 2022
Published in Issue Year 2022 Volume: 12 Issue: 3

Cite

APA Adıyaman, A., & Yılmaz, R. (2022). Öğretim Elemanları E-Öğrenmeye Hazır mı? Öğretim Elemanlarının E-Öğrenmeye Hazır Bulunuşlukları Üzerine Bir Araştırma. Yükseköğretim Dergisi, 12(3), 460-473. https://doi.org/10.2399/yod.22.852905

Cited By

Do you feel prepared? EFL learners’ readiness for online learning and self-directed learning ability
Contemporary Educational Technology
https://doi.org/10.30935/cedtech/14332
 Download Cover Image

Yükseköğretim Dergisi/TÜBA Higher Education Research/Review (TÜBA-HER) does not officially agree with the ideas of manuscripts published in the journal and does not guarantee for any product or service advertisements on both printed and online versions of the journal. Scientific and legal responsibilities of published manuscripts belong to their authors. Materials such as pictures, figures, tables etc. sent with manuscripts should be original or written approval of copyright holder should be sent with manuscript for publishing in both printed and online versions if they were published before. Authors agree that they transfer all publishing rights to the Turkish Academy of Sciences (TÜBA), the publisher of the journal. Copyrights of all published contents (text and visual materials) belong to the journal. No payment is done for manuscripts under the name of copyright or others approved for publishing in the journal and no publication cost is charged; however, reprints are at authors' cost.

To promote the development of global open access to scientific information and research, TÜBA provides copyrights of all online published papers (except where otherwise noted) for free use of readers, scientists, and institutions (such as link to the content or permission for its download, distribution, printing, copying, and reproduction in any medium, without any changing and except the commercial purpose), under the terms of Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) License, provided the original work is cited. To get permission for commercial purpose please contact the publisher.