Uzaktan Eğitim Öğrencilerinin Sosyal Bulunuşluk Algılarını Yordayan Öğrenme Stratejileri

Abstract

Bu araştırma uzaktan eğitim öğrencileri için oldukça önemli olan sosyal bulunuşluk ve öz-düzenlemenin e-öğrenme sürecinde bir biri ile ilişkisini ortaya koymak amacıyla planlanmıştır. Bu bağlamda öğrencilerin sosyal bulunuşluk algılarını yordayan öğrenme stratejileri belirlenmeye çalışılmıştır. Tarama modeline göre yürütülen araştırma, kullanılan veri toplama araçlarındaki sorulara uygun şekilde yanıtlar veren 61 öğrenciden elde edilen veriler ile gerçekleştirilmiştir. Verilerin toplanmasında; güdülenme ve öğrenme stratejileri ölçeği, sosyal bulunuşluk ölçeği ve yazarlar tarafından geliştirilen kişisel bilgi formu kullanılmıştır. Verilerin çözümlenmesinde ise; betimsel istatistikler, adımsal regresyon analizi ve ilişkisiz örneklemler için tek faktörlü varyans analizi kullanılmıştır. Araştırma sonuçları öğrencilerin ortak bulunuşluk algılarının; düzenleme ve yardım isteme ile, etkileme algılarının; düzenleme, yardım isteme ve emek yönetimi ile, kaynaştırma algılarının; yardım isteme, düzenleme ve emek yönetimi ile ve son olarak sosyal bulunuşluk algılarının ise; düzenleme, yardım isteme ve emek yönetimi ile yordanabileceğini göstermiştir. Ayrıca öğrencilerin sosyal bulunuşluk algıları; cinsiyet, sınıf ve bölüm değişkenlerine göre anlamlı bir farklılık göstermemiştir.

Keywords

• Sosyal bulunuşluk,Ortak bulunuşluk,Etkileme,Kaynaştırma,Öğrenme stratejileri

Learning Strategies Predicting the Perception of Social Presence of Distance Education Students

Abstract

This research has been planned for presenting the relations between the social presence and self-regulation in e-learning process which is very important for distance education students. In this respect, it is tried to determined the learning strategies which predict the social presence perceptions of the students. The research which is carried out according to the survey model, is actualize with the data obtained from 61 students giving appropriate answers to the questions in data collection tools. In collecting the data; motivated strategies for learning questionnaire, social presence scale and personal information form which is developed by the authors, has been used. In analyzing the data; descriptive statistics, stepwise regression analysis and one way ANOVA are used. Study results shows that e-learners perceived co-presence could be predicted with two variables; organization and help seeking, e-learners perceived influence could be predicted with three variables; organization, help seeking and effort regulation, e-learners perceived cohesiveness could be predicted with three variables; help seeking, organization and effort regulation, and e-learners perceived social presence could be predicted with three variables; organization, help seeking and effort regulation. Besides, the social presence perception of the students, do not show a significant difference according to the gender, class level and department variables.

Keywords

• Social presence,Co-presence,Influence,Cohesiveness,Learning strategies

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