Öğretmen Adaylarının Çevrimiçi Ortamda Öğrenmeye Karşı Hazır Bulunuşlukları

Abstract

Bu çalışmada amaç öğretmen adaylarının çevrimiçi ortamda öğrenmeye karşı hazır bulunuşluklarını tespit etmektir. Çalışma var olan bir durumu olduğu gibi betimlemektedir. Katılımcılar, 2015-2016 güz yarıyılında Türkiye’ deki bir Eğitim Fakültesinde Pedagojik formasyon eğitimi almakta olan öğrencilerden oluşmaktadır. Çalışma grubu öğrencileri görüşmelere gönüllülük esasına göre katılmışlardır, yedisi kadın ikisi erkektir. Veriler öğretmen adaylarına sorulan görüşme formu kapsamındaki sorular ile odak grup görüşmeleri aracılığıyla elde edilmiştir. Yöneltilen sorular alan yazına bakılarak oluşturulmuş ve bir alan uzmanı tarafından gözden geçirilmiştir. Sorular “İletişim öz yeterliliği”, “Kurumsal Destek”, “Öğrenme öz yönlendirmesi” ve “Öğrenmeyi transfer öz yeterliliği” boyutları çerçevesinde oluşturulmuştur. Elde edilen veriler betimsel olarak analiz edilmiştir. Bulgular incelendiğinde öğrencilerin toplamda 68 olumlu, yedi nötr, 20 tane de olumsuz düşünceye sahip oldukları görülmüştür. Oranlama yapıldığında olumlu ifadelerin olumsuzların yaklaşık üç buçuk katı olduğu tespit edilmiştir. Bu sonuçtan hareketle katılımcıların çevrimiçi ortamda öğrenmeye hazır bulunuşluklarının yeterli düzeyde olduğu yorumu yapılmıştır.

Keywords

• Çevrimiçi öğrenme,hazır bulunuşluk,öğretmen adayları

Pre-service Teachers’ Readiness for Online Learning

Abstract

The purpose of this study was to determine pre-service teachers’ readiness for online learning. In this study, existing situation has been descripted. Descriptive survey method was used. The participants of the study were pre-service teachers taking teaching certification through online education in the fall semester 2015-2016. All of the participants took part in the study voluntarily. Seven of the participants were female, two of them male. The data were collected through the focus group interviews including questions about the readiness for online learning. The interview questions were formed in light of the literature and examined by the expert in this field. The questions were organized under four categories, namely, “communication self-efficacy”, “institutional support”, “self-directed learning”, and “learning transfer self-efficacy”. Obtained data are grouped under the category of positive, negative and neutral. There are 68 positive, 7 neutral and 20 negative expressions. When proportioned, positive statements are approximately three and half times more than negative statements. By this results we can say participants’ readiness for online learning is at sufficient level.

Keywords

• Online learning,readiness,pre-service teachers

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