Uzaktan eğitimde akademik erteleme davranışını ve akademik erteleyicileri anlamak

Yıl 2020, Cilt: 6 Sayı: 3, 40 - 55, 30.07.2020

Hasan Uçar

Öz

Bu araştırmada, uzaktan öğrenenlerin akademik erteleme davranışlarının nedenleri ve bu davranışın üstesinden gelmek için hangi yolları izledikleri incelenmiştir. Çalışmada, nitel araştırma yöntemi bağlamında fenomenoloji yaklaşımı kullanılmıştır. Araştırmaya amaçlı örnekleme yöntemi ile uzaktan öğretim yoluyla ders alan altı öğrenci katılmıştır. Araştırma verileri yarı yapılandırılmış görüşme yoluyla toplanmış ve içerik analizi yöntemi kullanılarak çözümlenmiştir. Bulgular akademik erteleme davranışının nedeni olarak; alışkanlık, amaçlı erteleme, arkadaş çevresi, dersin yapısı, öğretim elemanı ve başarısız olma düşüncesi olduğunu ortaya koymaktadır. Ayrıca, akademik erteleme davranışının üstesinden gelmek için öğrencilerinin; herhangi bir adım atmadığı, plan yapmaya çalıştığı, erteleme davranışının sonucunu ya da diğer öğrencilerin durumunu düşünerek hareket ettiği bulunmuştur. Çalışmada ilgili konu bağlamında bulgular tartışılmış ve gelecek araştırmalara ilişkin öneriler sunulmuştur.

Anahtar Kelimeler

Açık ve uzaktan öğrenme, uzaktan eğitim, erteleme davranışı, akademik erteleme

Kaynakça

• Aydin, S., Öztürk, A., Büyükköse, G. T., Er, F., & Sönmez, H. (2019). An Investigation of Drop-Out in Open and Distance Education. Educational Sciences: Theory and Practice, 19(2), 40-57. https://doi.org/10.12738/estp.2019.2.003
• Baltacı, A. (2017). Sınıf öğretmenlerinin erteleme davranışı eğilimleri ve kişilik özellikleri arasındaki ilişkiler. OPUS Uluslararası Toplum Araştırmaları Dergisi, 7(12), 54-81.
• Berber, Çelik, Ç. ve Odacı, H. (2015). Akademik Erteleme Davranışının Bazı Kişisel ve Psikolojik Değişkenlere Göre Açıklanması Explanation of Academic Procrastianation by Some Personal and Psychological Variables. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (HU Journal of Education), 30(3), 31-47.
• Berg, B. L. (2001). Qualitative research methods for the social sciences (4th ed.). Needham Heights, MA: Pearson Education.
• Bozkurt, A., & Akbulut, Y. (2019). Dropout patterns and cultural context in online networked learning spaces. Open Praxis, 11(1), 41-54. http://dx.doi.org/10.5944/openpraxis.11.1.940
• Gagnon, J., Dionne, F., & Pychyl, T. A. (2016). Committed action: An initial study on its association to procrastination in academic settings. Journal of Contextual Behavioral Science, 5(2), 97–102. https://doi.org/10.1016/j.jcbs.2016.04.002
• Cerezo, R., Esteban, M., Sánchez-Santillán, M., & Núñez, J. C. (2017). Procrastinating behavior in computer-based learning environments to predict performance: A case study in Moodle. Frontiers in psychology, 8, 1403. https://doi.org/10.3389/fpsyg.2017.01403
• Cormack, S. H., Eagle, L. A., & Davies, M. S. (2020). A large-scale test of the relationship between procrastination and performance using learning analytics. Assessment & Evaluation in Higher Education, 1–14. https://doi.org/10.1080/02602938.2019.1705244
• Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education.
• Doherty, W. (2006). An analysis of multiple factors affecting retention in Web-based community college courses. The Internet and Higher Education, 9(4), 245–255. https://doi.org/10.1016/j.iheduc.2006.08.004
• Elvers, G. C., Polzella, D. J., & Graetz, K. (2003). Procrastination in online courses: Performance and attitudinal differences. Teaching of Psychology, 30(2), 159-162. https://doi.org/10.1207/s15328023top3002_13
• Fernie, B. A., Bharucha, Z., Nikčević, A. V., Marino, C., & Spada, M. M. (2017). A Metacognitive model of procrastination. Journal of Affective Disorders, 210, 196–203. https://doi.org/10.1016/j.jad.2016.12.042
• Fraenkel, J. R., & Wallen, N. E. (2012). How to design and evaluate research in education (7th ed.). New York: McGraw-Hill.
• Hen, M., & Goroshit, M. (2018). The effects of decisional and academic procrastination on students’ feelings toward academic procrastination. Current Psychology. 1-8. https://doi.org/10.1007/s12144-017-9777-3
• Hobson, T. D., & Puruhito, K. K. (2018). Going the Distance: Online Course Performance and Motivation of Distance Learning Students. Online Learning, 22(4), 129-140.
• Hooshyar, D., Pedaste, M., & Yang, Y. (2020). Mining Educational Data to Predict Students’ Performance through Procrastination Behavior. Entropy, 22(1), 12. https://doi.org/10.3390/e22010012
• Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach (1st ed.). New York, NY: Springer
• Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26–33. https://doi.org/10.1016/j.paid.2015.02.038
• Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24–34. https://doi.org/10.1027/1016-9040/a000138
• Ko, C. Y. A., & Chang, Y. (2019). Investigating the relationships among resilience, social anxiety, and procrastination in a sample of college students. Psychological Reports, 122(1), 231-245. https://doi.org/10.1177/0033294118755111
• Kocdar, S., Karadeniz, A., Bozkurt, A., & Buyuk, K. (2018). Measuring self-regulation in self-paced open and distance learning environments. International Review of Research in Open and Distributed Learning, 19(1), 25-43. http://dx.doi.org/10.19173/irrodl.v19i1.3255
• Leedy, P. D., & Ormrod, J. E. (2015). Practical research. Planning and design (11th ed.). Harlow, Essex: Pearson.
• Ljubin-Golub, T., Petričević, E., & Rovan, D. (2019). The role of personality in motivational regulation and academic procrastination. Educational Psychology, 1–19. doi:10.1080/01443410.2018.1537479
• Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers & Education, 56(1), 243-252. https://doi.org/10.1016/j.compedu.2010.07.025
• Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: Sage Publications.
• Moon, S. M., & Illingworth, A. J. (2005). Exploring the dynamic nature of procrastination: A latent growth curve analysis of academic procrastination. Personality and Individual Differences, 38(2), 297–309. https://doi.org/10.1016/j.paid.2004.04.009
• Oppermann, M. (2000). Triangulation - A methodological discussion. International Journal of Tourism Research, 2(2), 141-145. https://doi.org/10.1002/(sici)1522-1970(200003/04)2:2%3C141::aid-jtr217%3E3.0.co;2-u
• Park, S. & Sperling, R. (2012). Academic Procrastinators and Their Self-Regulation. Psychology, 3, 12-23. https://doi.org/10.4236/psych.2012.31003.
• Schreier, M. (2014). Qualitative content analysis. In U. Flick (Ed.). The SAGE Handbook of Qualitative Analysis (pp.170-183). London: Sage
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/10.3233/efi-2004-22201
• Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65
• Steel, P., & Klingsieck, K. B. (2016). Academic Procrastination: Psychological Antecedents Revisited. Australian Psychologist, 51(1), 36–46. https://doi.org/10.1111/ap.12173
• Sutcliffe, K. R., Sedley, B., Hunt, M. J., & Macaskill, A. C. (2019). Relationships among academic procrastination, psychological flexibility, and delay discounting. Behavior Analysis: Research and Practiƒce, 19(4), 315. http://dx.doi.org/10.1037/bar0000145
• Tuckman, B. W. (1991). The development and concurrent validity of the Procrastination Scale. Educational and Psychological Measurement, 51, 473 – 480. https://doi.org/10.1177/0013164491512022
• Tuckman, B. W. (2005). Relations of academic procrastination, rationalizations, and performance in a web course with deadlines. Psychological reports, 96(3), 1015-1021.
• Tuckman, B. W. (2007). The effect of motivational scaffolding on procrastinators’ distance learning outcomes. Computers & Education, 49(2), 414–422. https://doi.org/10.1016/j.compedu.2005.10.002
• Uçar, H. ve Kumtepe, A. (2016). Uzaktan eğitimde ARCS-V motivasyon tasarımı modelinin kullanımı. AUAd, 2(4), 37-54.
• Uzun Özer, B., Saçkes, M., & Tuckman, B. W. (2013). Psychometric properties of the Tuckman Procrastination Scale in a Turkish sample. Psychological Reports, 113(3), 874-884. https://doi.org/10.2466/03.20.pr0.113x28z7
• Uzun Özer, B., & Ferrari, J. R. (2011). Gender orientation and academic procrastination: Exploring Turkish high school students. Individual Differences Research, 9(1), 33-40.
• Uzun Özer, B., Demir, A., & Ferrari, J. R. (2009). Exploring academic procrastination among Turkish students: Possible gender differences in prevalence and reasons. The Journal of social psychology, 149(2), 241-257. https://doi.org/10.3200/socp.149.2.241-257