Çevrimiçi Öğrenme Öz-Yeterliği: Öğrencilerin Öğrenmesini Etkileyen Faktörlerin Araştırılması

Yıl 2023, Sayı: 58, 2814 - 2829, 27.12.2023

Meral Şeker Banu İnan Karagül

https://doi.org/10.53444/deubefd.1326894

Öz

Salgın süreci dünyadaki tüm insanlara önemli zorluklar yaratmış ve eğitim kurumları da bu beklenmedik durumdan doğrudan etkilenmiştir. Bu süreç ayrıca, çevrimiçi eğitimin ve teknolojik araçların eğitimsel faaliyetlerde kullanımının önemini gözler önüne sermiştir. Bu bağlamda, bu çalışmanın amacı öncelikle, öğrencilerin çevrimiçi öz-yeterlik seviyelerini belirleyip bunu farklı değişkenler açısından değerlendirmek ve sonrasında, öğrencilerin çevrimiçi özyeterliklerini etkileyen faktörlere yönelik görüşlerini ortaya çıkarmaktır. Çalışmanın nicel bulgularına göre, katılımcı beyanına dayalı öz-yeterlik seviyeleri genel olarak oldukça yüksektir. Öğrencilerin öz-yeterlik seviyeleri ile cinsiyetleri arasında anlamlı bir fark bulunmamasına rağmen, yaş ve eğitim seviyesi istatistiksel olarak anlamlı değişkenlerdir. Nitel bulgular değerlendirildiğinde ise, katılımcı öğrenciler çevrimiçi özyeterliklerini etkileyen faktörler üzerinde görüş bildirirken olumlu ve olumsuz faktörlere değinmişlerdir. Olumlu olan faktörler için öğretmenlerinden ve ilgili kaynaklardan aldıkları destek ve derslere katılımın kolaylığından bahsetmişken, olumsuz olarak da motivasyon sorunları ile teknolojik problemleri özyeterliklerini etkileyen faktörler olarak açıklamışlardır.

Anahtar Kelimeler

özyeterlik, çevrimiçi öğrenme, çevrimiçi özyeterlik

Online Learning Self-Efficacy: Investigation of the Factors Affecting Student Learning

Öz

The process of pandemic brought about important challenges to all the people in the world and educational institutions have also been affected directly by this unexpected situation. It has also revealed the significance of online education and the use of technological tools for educational purposes. In this context, this study aims to investigate the learners’ online learning self-efficacy within the scope of demographic variables and it also attempted to identify the perceptions of students related to tha factors that influenced their online learning self-efficacy. According to the quantitative findings, the participants’ self-reported online self-efficacy levels were found to be quite high. Even though no statistically significant relationship was found between learners’ online self-efficacy and gender, age and school level were found to be statistically significant variables.When the qualitative findings were taken into account, itt was found out during interviews that, learners mentioned some negative and positive factors affecting their online learning self-efficacy. Support they obtained through their course instructors and resources presented to them were revealed as enabling factors whereas technical issues and motivation problems were listed as disabling factors.

Anahtar Kelimeler

Online self-efficacy, online learning, self-efficacy.

Kaynakça

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