Araştırma Makalesi
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Çevrim içi Öğrenme Formatı, Çevrim içi Öğrenmeye Yönelik Hazır Bulunuşluk ve Teknoloji ile Öz-yönelimli Öğrenmenin Başarı ve Algılanan Öğrenmeye Etkisi

Yıl 2024, Cilt: 53 Sayı: 2, 568 - 593, 29.08.2024
https://doi.org/10.14812/cuefd.1267431

Öz

Bu araştırmada farklı çevrim içi öğrenme formatlarının akademik başarı ve algılanan öğrenme üzerindeki etkisini incelemek amaçlanmıştır. Araştırmanın bir diğer amacı ise kullanılan çevrim içi öğrenme formatları, çevrim içi öğrenmeye yönelik hazır bulunuşluk ve teknoloji ile öz-yönelimli öğrenmenin başarı ve algılanan öğrenme üzerindeki etkisini incelemektir. Araştırmada iki deney grubu ile çalışılmış ve deney grupları hâlihazırda mevcut olan iki gruba atandığından yarı deneysel desen kullanılmıştır. Birinci deney grubunda hibrit (eşzamanlı ve eşzamansız) çevrim içi uygulamalar yapılırken, ikinci deney grubunda eşzamansız çevrim içi uygulamalar yapılmıştır. Araştırmanın çalışma grubunu eğitim fakültesi ortak seçmeli derslerinden biri olan “Açık ve Uzaktan Öğrenme” dersine kayıtlı 73 öğrenci oluşturmaktadır. Araştırmanın verilerinin analizinde bağımsız örneklem t-testi, Pearson korelasyon analizi ve hiyerarşik regresyon analizi kullanılmıştır. Araştırmanın sonucunda kullanılan çevrim içi öğrenme formatına göre başarı üzerinde anlamlı bir farklılık olduğu ve eşzamansız çevrim içi öğrenme formatında öğrencilerin başarı puanlarının daha yüksek olduğu sonucuna ulaşılmıştır. Araştırmada kullanılan çevrim içi öğrenme formatına göre öğrencilerin algılanan öğrenmeleri incelendiğinde ise anlamlı bir farklılık olmadığı sonucuna ulaşılmıştır. Yapılan hiyerarşik regresyon analizi sonucunda araştırmada kullanılan çevrim içi öğrenme formatının (hibrit veya eşzamansız) akademik başarının yordayıcısı olduğu görülmüştür. Son olarak kullanılan çevrim içi öğrenme yöntemi ve teknoloji ile öz-yönelimli öğrenme değişkenlerinin algılanan öğrenmeyi anlamlı olarak yordamadığı, ancak çevrim içi öğrenmeye yönelik hazır bulunuşluğun algılanan öğrenmenin anlamlı bir yordayıcısı olduğu sonucuna ulaşılmıştır.

Kaynakça

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The Effect of Online Learning Format, Online Learning Readiness and Self-directed Learning with Technology on Achievement and Perceived Learning

Yıl 2024, Cilt: 53 Sayı: 2, 568 - 593, 29.08.2024
https://doi.org/10.14812/cuefd.1267431

Öz

This study aims to examine the effects of different online learning formats on academic achievement and perceived learning. Another aim of the study is to examine the effects of online learning formats, online learning readiness and self-directed learning with technology on achievement and perceived learning. In the study, a quasi-experimental design was used. Two groups were involved in the study. While hybrid (synchronous and asynchronous) online applications were applied in the first experimental group, asynchronous online applications were applied in the second experimental group. The participants of this study are 73 students who are enrolled in the “Open and Distance Learning” course, which is one of the common elective courses of the faculty of education. To analyze the data, independent sample t-tests, Pearson correlation analysis, and hierarchical regression analysis were used. According to the results of the study, it was concluded that there was a significant difference in achievement according to the online learning format used and that the achievement scores of the students were higher in the asynchronous online learning format. When the perceived learning of the students was analyzed according to the online learning format used in the study, it was concluded that there was no significant difference. As a result of the hierarchical regression analysis, it was seen that the online learning format used in the study (hybrid or asynchronous) was a predictor of academic achievement. Finally, it was concluded that the online learning method and self-directed learning with technology variables did not significantly predict perceived learning, but online learning readiness was a significant predictor of perceived learning.

Kaynakça

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  • Linares, A. Z. (1999). Learning styles of students and faculty in selected health care professions. Journal of Nursing Education, 38(9), 407-414. http://doi.org/10.3928/0148-4834-19991201-07
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  • Martin, F., Stamper, B., & Flowers, C. (2020). Examining student perception of their readiness for online learning: Importance and confidence. Online Learning, 24(2), 38-58. https://doi.org/10.24059/olj.v24i2.2053
  • McVay, M. (2000). Developing a web-based distance student orientation to enhance student success in an online bachelors degree completion program [Unpublished doctoral dissertation]. Nova Southeastern University.
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  • Patton, B. A. (2008). Synchronous meetings: A way to put personality in an online class. Turkish Online Journal of Distance Education, 9(4).
  • Perveen, A. (2016). Synchronous and asynchronous e-language learning: A case study of Virtual University of Pakistan. Open Praxis, 8(1), 21-39. http://dx.doi.org/10.5944/openpraxis.8.1.212
  • Raymond, E., Atsumbe, B. N., Okwori, R. O., & Jebba, M. A. (2016). Comparative effects of the synchronous and the asynchronous instructional approaches concerning the students’ achievements and interests in electrical engineering at the Niger State College of Education. International Journal of Engineering Pedagogy (iJEP), 6(3), 4-9.
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  • Rockinson-Szapkiw, A. J., Baker, J. D., Neukrug, E., & Hanes, J. (2010). The efficacy of computer mediated communication technologies to augment and support effective online helping profession education. Journal of Technology in Human Services, 28(3), 161-177. https://doi.org/10.1080/15228835.2010.508363
  • Rovai, A. P., Wighting, M. J., Baker, J. D., & Grooms, L. (2009). Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings. The Internet and Higher Education, 12(1), 7-13. http://doi.org/10.1016/j.iheduc.2008.10.002
  • Sakal, M. (2017). Çevrimiçi öğrenmede öğrencilerin hazırbulunuşluk düzeylerinin demografik özelliklerine göre incelenmesi. Sosyal ve Beşeri Bilimler Araştırmaları Dergisi, 18(39), 81-102.
  • Sarıtaş, E., & Barutçu, S. (2020). Öğretimde dijital dönüşüm ve öğrencilerin çevrimiçi öğrenmeye hazır bulunuşluluğu: Pandemi döneminde Pamukkale Üniversitesi öğrencileri üzerinde bir araştırma. İnternet Uygulamaları ve Yönetimi Dergisi, 11(1), 5-22. http://doi.org/10.34231/iuyd.706397
  • Seaman, J. E., Allen, I. E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States. Babson Survey Research Group. http://onlinelearningsurvey.com/reports/gradeincrease.pdf
  • Selvi, K. (2019). Kendi kendine öğrenmenin kuramsal çerçevesi. In K. Selvi (Ed.), Kendi kendine öğrenme (pp.7-34). Pegem Akademi Yayıncılık.
  • Sharifrazi, F., & Stone, S. (2019, April). Students perception of learning online: Professor's presence in synchronous versus asynchronous modality [Conference presentation]. 5th International Conference on Computer and Technology Applications, İstanbul, Turkey.
  • Skylar, A. A. (2009). A comparison of asynchronous online text-based lectures and synchronous interactive web conferencing lectures. Issues in Teacher Education, 18(2), 69-84.
  • So, T., & Swatman, P. M. C. (2005, July). E-learning readiness of Hong Kong teacher [Conference presentation]. 5. IEEE International Conference on Advanced Learning Technologies ICALT'05, University of South Australia. http://doi.org/10.1109/ICALT.2005.266
  • Song, L., & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1), 27-42.
  • Stojan, J., Haas, M., Thammasitboon, S., Lander, L., Evans, S., Pawlik, C., Pawilkowska, T., Lew, M., Khamees, D., Peterson, W., Hider, A., Grafton-Clarke, C., Uraiby, H., Gordon, M., & Daniel, M. (2022). Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 69. Medical Teacher, 44(2), 109-129. https://doi.org/10.1080/0142159X.2021.1992373
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  • Şumuer, E. (2018). Factors related to college students’ self-directed learning with technology. Australasian Journal of Educational Technology, 34(4), 29-43. https://doi.org/10.14742/ajet.3142
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  • Teo, T., Tan, S. C., Lee, C. B., Chai, C. S., Koh, J. H. L., Chen, W. L., & Cheah, H. M. (2010). The self-directed learning with technology scale (SDLTS) for young students: An initial development and validation. Computers & Education, 55 (4), 1764-1771. http://doi.org/10.1016/j.compedu.2010.08.001
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  • Yu, T., & Richardson, J. C. (2015). An exploratory factor analysis and reliability analysis of the student online learning readiness (SOLR) instrument. Online Learning, 19(5), 120-141. http://dx.doi.org/10.24059/olj.v19i5.593
  • Yurdugül, H., & Alsancak-Sarıkaya, D. (2013). Çevrimiçi öğrenme hazır bulunuşluluk ölçeği: Geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 38(169), 391-406.
  • Yurdugül, H., & Demir, Ö. (2017). Öğretmen yetiştiren lisans programlarındaki öğretmen adaylarının e-öğrenmeye hazır bulunuşluklarının incelenmesi: Hacettepe Üniversitesi örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(4), 896-915. http://doi.org/10.16986/HUJE.2016022763
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Toplam 83 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Şule Kılınç 0000-0001-6073-0097

Zeliha Demir Kaymak 0000-0002-9317-9198

Yayımlanma Tarihi 29 Ağustos 2024
Gönderilme Tarihi 21 Mart 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 53 Sayı: 2

Kaynak Göster

APA Kılınç, Ş., & Demir Kaymak, Z. (2024). The Effect of Online Learning Format, Online Learning Readiness and Self-directed Learning with Technology on Achievement and Perceived Learning. Cukurova University Faculty of Education Journal, 53(2), 568-593. https://doi.org/10.14812/cuefd.1267431

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