The Effect of Individual Differences and Communication Tools on Transactional Distance in Online Learning

Yıl 2017, Cilt: 18 Sayı: 1, 430 - 447, 07.07.2017

Esma Aybike Bayır , Ahmet Mahiroğlu

https://doi.org/10.12984/egeefd.310285

Cited By: 2

Öz

The aim of this study is to investigate the effect of gender
and locus of control with using of chat and/or e-mail on students transactional
distance in studying in online learning environments. The research was carried
out with 60 participants that are freshmen of Gazi University, Faculty of
Education, Department of Computer Education and Instructional Technology in
Ataturk's Principles and History of Turkish Revolution II course. The research model
is post-test control group experimental design. Due to the properties of the
study, the non-parametric chi-square test was used. Based on the findings, it
was observed that, there was no significant relationship between gender and
locus of control with students transactional distance perceptions in studying
in online learning environments. As a result, students gender and locus of
control does not have an effect on their transactional distance perceptions in
studying in online learning environments.

Anahtar Kelimeler

Online learning, synchronous learning, asynchronous learning, transactional distance, locus of control

Çevrimiçi Öğrenmede Bireysel Faklılıklar ve İletişim Ortamlarının İşlemsel Uzaklık Algısına Etkisi

Öz

Bu araştırmanın amacı, çevrimiçi öğrenme ortamlarında
öğrenim gören öğrencilerin cinsiyet ve denetim odakları ile sohbet ve/veya
e-posta kullanımlarının işlemsel uzaklık algılarına etkisini incelenmektir. Araştırma Gazi Üniversitesi Gazi
Eğitim Fakültesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Ana Bilim Dalı
birinci sınıf öğrencilerinden oluşan 60 katılımcı ile Atatürk İlkeleri ve
İnkılap Tarihi II dersinde gerçekleştirilmiştir. Araştırmanın modeli, son test
kontrol gruplu deneysel desendir. Araştırmanın niteliklerine uygun olarak
parametrik olmayan testlerden ki-kare kullanılmıştır. Araştırma bulgularına
göre, çevrimiçi öğrenme ortamlarında öğrenim gören öğrencilerin cinsiyet ve
denetim odaklarının işlemsel uzaklık algıları ile anlamlı bir ilişkisi olmadığı
ortaya çıkmıştır. Sonuç olarak, çevrimiçi öğrenme ortamlarında öğrenim gören
öğrencilerin cinsiyetleri ve denetim odaklarının işlemsel uzaklık algılarına
bir etkisi bulunmamaktadır.

Anahtar Kelimeler

Çevrimiçi öğrenme, eşzamanlı öğrenme, eşzamansız öğrenme, işlemsel uzaklık algısı, denetim odağı

Kaynakça

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