Öğretmen Adaylarının Çevrimiçi Ortamda Öğrenmeye Karşı Hazır Bulunuşlukları

Year 2017, Volume: 14 Issue: 1, 259 - 288, 03.04.2017

Mustafa Serkan Günbatar

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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