Üniversite Öğrencilerinin E-Öğrenmeye Hazır Bulunuşluklarının İncelenmesi: Bartın Üniversitesi Örneği

Yıl 2019, Cilt: 20 Sayı: 1, 180 - 195, 31.07.2019

Ramazan Yılmaz , Barış Sezer , Halil Yurdugül

https://doi.org/10.12984/egeefd.424614

Cited By: 23

Öz

Bu araştırmanın amacı Bartın Üniversitesi’nde
bir ve son sınıflarda öğrenim gören öğrencilerin e-öğrenmeye hazır bulunuşluk
düzeylerini ve bunun üzerinde etkili olan faktörleri belirlemektir. Araştırmada
tarama modeli kullanılmıştır. Araştırmanın katılımcıları birinci ve son
sınıftaki 5021 öğrencidir. Veri toplama aracı olarak demografik bilgiler formu
ve altı faktör ve 33 maddeden oluşan e-öğrenmeye hazır bulunuşluk ölçeği
kullanılmıştır. Araştırma sonucunda ölçek geneli için öğrencilerin hazır
bulunuşluk düzeylerinin yüksek düzeyde olduğu, alt boyutlar açısından
bakıldığında bilgisayar öz-yeterliği ve e-öğrenmeye yönelik motivasyon alt
boyutlarında orta, kendi kendine öğrenme, çevrimiçi iletişim öz-yeterliği, internet
öz-yeterliği ve öğrenen kontrolü alt boyutlarında yüksek düzeyde olduğu
belirlenmiştir. Ayrıca erkek öğrencilerin e-öğrenme hazır bulunuşluklarının kadın
öğrencilere göre, son sınıf öğrencilerinin birinci sınıftaki öğrencilere göre,
kişisel bilgisayar sahip olan öğrencilerin olmayanlara göre, internet
bağlantısı olan akıllı telefona sahip olan öğrencilerin olmayanlara göre daha
yüksek düzeyde olduğu bulunmuştur. Araştırmanın diğer bir bulgusuna göre
öğrencilerin öğrenim gördükleri fakülteye/yüksekokula göre e-öğrenmeye hazır
bulunuşluk puan ortalamaları arasında farklılıkların olduğu belirlenmiştir.
Araştırmadan elde edilen bulgular doğrultusunda çeşitli önerilerde
bulunulmuştur.

Anahtar Kelimeler

E-öğrenme, Yükseköğretim, Hazır Bulunuşluk, Kendi Kendine Öğrenme, Öz-Yeterlik

Destekleyen Kurum

Bartın Üniversitesi Bilimsel Araştırmalar Proje Birimi

Proje Numarası

2017-SOS-A-002

Investigation of University Students E-Learning Readiness: Example of Bartın University

Öz

The aim of the current study was to determine the
level of readiness of e-learning students at Bartın University who were in the first
or last year of their studies. It was also aimed to identify the variables that
influence students' e-learning readiness. The survey model was used in this research.
Participants of the study were students who were enrolled in bachelor or
associate degree programs (N = 5021).
The data collection instrument was the demographic information form and the
e-learning readiness scale of university students consisting of six factors and
33 items. As a result, it was determined that the level of e-learning readiness
of the students was high. When the sub-dimensions were examined, computer
self-efficacy and motivation for e-learning were moderate. Self-directed
learning, online communication self-efficacy, Internet self-efficacy, and
learning control were found to be at high levels. It was also found that the
e-learning readiness levels of male students were higher than female students. Another
finding was a statistically significant difference among students’ e-learning
readiness levels based on grades and this difference was found to be in favor
of last year students. It was observed that e-learning readiness levels of
students who owned a computer and those who owned a smart phone were higher. There
was also a difference between the mean of e-learning readiness according to
faculty / college in which students were enrolled. Various suggestions were
made in line with the findings of the study.

Anahtar Kelimeler

E-Learning, Higher Education, Readiness, Self-Directed Learning, Self-Efficacy

Proje Numarası

2017-SOS-A-002

Kaynakça

• Agbo, I. S. (2015). Factors influencing the use of information and communication technology (ICT) in teaching and learning computer studies in ohaukwu local government area of ebonyi state-nigeria. Journal of Education and Practice, 6(7), 71-86.
• Akaslan, D. & Law, E. L. C. (2011). Measuring teachers' readiness for e-learning in higher education institutions associated with the subject of electricity in Turkey. In Proceedings of 2011 IEEE Global Engineering Education Conference: Learning Environments and Ecosystems in Engineering Education (pp. 481-490). Amman, Jordan.
• Akimanimpaye, F. & Fakude, L. P. (2015). Attitudes of undergraduate nursing students towards e-learning at the University of the Western Cape, South Africa: teaching and learning in health care professions. African Journal for Physical Health Education, Recreation and Dance, 21(1), 418-433.
• Al-Fraihat, D., Joy, M., & Sinclair, J. (2017, June). Identifying success factors for e-learning in higher education. In ICEL 2017-Proceedings of the 12th International Conference on e-Learning (p. 247). Academic Conferences and Publishing Limited.
• Allen, I. E. & Seaman, J. (2013). Changing course: ten years of tracking online education in the United States. USA: Sloan Consortium.
• Al-Masaud, K. A. & Gawad, A. M. A. (2014). Impediments of activating E-learning in higher education institutions in Saudi Arabia. (IJACSA). International Journal of Advanced Computer Science and Applications, 5(4), 12–18.
• Almunawar, M. N., Anshari, M., Susanto, H., & Chen, C. K. (2015). Revealing customer behavior on smartphones. International Journal of Asian Business and Information Management, 6(2), 33–49 doi:10.4018/IJABIM.2015040103
• Ambient Insights (2016). The 2015–2020 Worldwide self-paced elearning market: premium edition. http://www.ambientinsight.com/Reports/eLearning.aspx adresinden elde edildi.
• Ansong, E., Lovia Boateng, S., & Boateng, R. (2017). Determinants of e-learning adoption in universities: evidence from a developing country. Journal of Educational Technology Systems, 46(1), 30-60 doi:10.1177/0047239516671520
• Asaari, A. H, Hasmi, M., & Karia, N. (2005, June). Adult learners and e-learning readiness: a case study. 2005 European College Teaching & Learning Conference, Athens, Greece.
• Arpaci, I. (2015). A comparative study of the effects of cultural differences on the adoption of mobile learning. British Journal of Educational Technology, 46(4), 699–712 doi:10.1111/bjet.12160
• Attis, D., Koproske, C., & Miller, C. (2012). Understanding the MOOC trend: The adoption and impact of massive open online courses. Washington, DC: The Education Advisory Board. http://www.eab.com adresinden elde edildi.
• Burd, E. L., Smith, S. P., & Reisman, S. (2015). Exploring business models for MOOCs in higher education. Innovative Higher Education, 40(1), 37-49 doi:10.1007/s10755-014-9297-0
• Choucri, N. et al. (2003). Global e-readiness for what? http://ebusiness.mit.edu/research/papers/177_choucri_global_ereadiness.pdf adresinden elde edildi.
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (Third Edition). USA: Sage Publications.
• Darab, B. & Montazer, G. A. (2011). An eclectic model for assessing e-learning readiness in the Iranian universities. Computers & Education, 56(3), 900-910 doi: 10.1016/j.compedu.2010.11.002
• Esterhuyse, M. & Scholtz, B. (2015). Barriers to e-learning in a developing country: An explorative study. In Paper presented at the 9th IDIA conference, IDIA2015. Nungwi: Zanzibar.
• Gerlich, R. N., Browning, L., & Westermann, L. (2010). The social media affinity scale: implications for education. Contemporary Issues in Education Research, 3(11), 35–42.
• Goh, P. S. (2016). eLearning or technology enhanced learning in medical education-Hope, not hype. Medical Teacher, 38(9), 957-958 doi:10.3109/0142159X.2016.1147538
• Harman, G. ve Çelikler, D. (2012). Eğitimde hazır bulunuşluğun önemi üzerine bir derleme çalışması. Eğitim ve Öğretim Araştırmaları Dergisi, 1(3), 147-156.
• Haznedar, Ö. ve Baran, B. (2012). Eğitim fakültesi öğrencileri için e-öğrenmeye yönelik genel bir tutum ölçeği geliştirme çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 2(2), 42-59.
• Hew, K. F. & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45-58 doi:10.1016/j.edurev.2014.05.001
• Hung M. L., Chou C., Chen C. H., & Own Z. Y. (2010). Learner readiness for online learning: scale development and student perceptions. Computers & Education, 55(3), 1080–1090 doi:10.1016/j.compedu.2010.05.004
• Islam, N., Beer, M., & Slack, F. (2015). E-learning challenges faced by academics in higher education: A literature review. Journal of Education and Training Studies, 3(5), 102–112.
• Jackson, L. A. et al. (2008). Race, gender, and information technology use: The new digital divide. CyberPsychology & Behavior, 11(4), 437-442 doi:10.1089/cpb.2007.0157
• Karaoğlan Yılmaz, F. G. (2016). Examining self directed learning with technology based on different learning approaches. Presented at the International Academic Conference on Teaching, Learning and E-learning, Budapest.
• Karaoğlan Yılmaz, F. G. ve Çakmak, E. K. (2016). Internet-specific epistemological beliefs and online information searching strategies of pre-service teachers: Gender and department differences. Participatory Educational Research, 3, 63–80 doi:10.17275/per.16.10.3.2
• Karaoğlan Yılmaz, F. G., Dilen, A., & Durmuş, H. (2018). Lise öğrencilerinin mobil öğrenme araçlarını kullanma öz-yeterlik düzeylerinin incelenmesi. SDU International Journal of Educational Studies, 5(1), 1-12.
• Kaur, K., & Abas, Z. W. (2004, November-December). An assessment of e-learning readiness at the open university Malaysia. Paper presented at the International Conference on Computers in Education (ICCE2004), Melbourne, Australia.
• Kaymak, Z. ve Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Educational Sciences: Theory and Practice, 13(3), 1792-1797 doi:10.12738/estp.2013.3.1580
• Keser, H., Karaoglan Yilmaz, F. G. ve Yilmaz, R. (2015). TPACK competencies and technology integration self-efficacy perceptions of pre-service teachers. Elementary Education Online, 14(4), 1193-1207 doi:10.17051/io.2015.65067
• Limayem, M. & Cheung, C. M. (2008). Understanding information systems continuance: the case of Internet-based learning technologies. Information & Management, 45(4), 227-232 doi:10.1016/j.im.2008.02.005
• Lopes, C.T. (2007). Evaluating e-learning readiness in a health sciences higher education institution. Proceedings of IADIS International Conference of E-learning, Porto, Portugal.
• McConnell, D. (2017). E-learning in Chinese higher education: the view from inside. Higher Education, 1-15 doi:10.1007/s10734-017-0183-4
• McGill, T. J., Klobas, J. E., & Renzi, S. (2014). Critical success factors for the continuation of e-learning initiatives. The Internet and Higher Education, 22, 24-36 doi:10.1016/j.iheduc.2014.04.001
• Mirza, A. A. (2008). Students’ perceived barriers to in class participation in a distributed and gender segregated educational environment. The Electronic Journal of Information Systems in Developing Countries, 35(1), 1-17. doi: 10.1002/j.1681-4835.2008.tb00244.x
• Moftakhari, M. M. (2013). Evaluating e-learning readiness of faculty of letters of Hacettepe University. Unpublished master’s thesis, Hacettepe University, Ankara.
• Mulugeta, S. & Buckley, S. (2015). Theoretical perspective: E-learning challenges and proposed framework in developing countries. In Paper presented at the 9th IDIA conference, IDIA2015. Nungwi: Zanzibar
• Naresh, B. & Reddy, B. S. (2015). Challenges and opportunity of E-learning in developed and developing countries: A review. International Journal of Emerging Research in Management & Technology, 4(6), 259–262.
• Nawaz, A. & Qureshi, Q. A. (2010). Eteaching/Epedagogy threats & opportunities for teachers in Heis. Global Journal of Management And Business Research, 10(9), 23–31.
• Oliver, R. (2001). Assuring the quality of online learning in Australian higher education. In Wallace, M, Ellis, A, and Newton, D (eds). Proceedings of Moving Online II Conference, Southern Cross University, Lismore, NSW, pp. 222–231.
• Orban, C. M., Teeling-Smith, R. M., Smith, J. R., & Porter, C. D. (2018). A hybrid approach for using programming exercises in introductory physics. American Journal of Physics, 86(11), 831-838. doi:10.1119/1.5058449
• Pannen, P. & Abubakar (2005, August). Designing e-learning: shouldn’t we be ready, Second International Conference on e-Learning for Knowledge-Based Society, Bangkok, Thailand.
• Persico, D., Manca, S., & Pozzi, F. (2014). Adapting the technology acceptance model to evaluate the innovative potential of e-learning systems. Computers in Human Behavior, 30, 614–622. doi:10.1016/j.chb.2013.07.045
• Rezaei Mood, F. (2006). Challenges assessment and ways of implementing E-learning in Iran. Master Thesis, Sharif University of Technology, Iran.
• Tarhini, A., Hone, K., Liu, X., & Tarhini, T. (2017). Examining the moderating effect of individual-level cultural values on users’ acceptance of E-learning in developing countries: a structural equation modeling of an extended technology acceptance model. Interactive Learning Environments, 25(3), 306-328. doi:10.1080/10494820.2015.1122635
• Tekinarslan, E. (2008). Attitudes of Turkish distance learners toward ınternet based learning: an ınvestigation depending on demographical characteristics. Turkish Online Journal of Distance Education, 9(1), 67-84. doi:10.17718/tojde.48868
• Toomhirun, C. (2015). Attitude of Thai instructors and students toward a distance learning system for agricultural extension and development programs for participating in the ASEAN community. Mississippi State University.
• Wang, S.-C., Cowie, B., & Jones, A. (2008). Challenges of E-learning for University Instructors in Taiwan. In Paper presented at the The 16th International Conference on Computers in Education (ICCE 2008). Taipei, Taiwan
• Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260. doi: 10.1016/j.chb.2016.12.085
• Yilmaz, R., Karaoglan Yilmaz, F. G., & Cavus Ezin, C. (2018). Self-directed learning with technology and academic motivation as predictors of tablet pc acceptance. In Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education (pp. 87-102). IGI Global.
• Yılmaz, R., Sezer, B. ve Yurdugül, H. (2018). Üniversite öğrencilerinin bilgi ve iletişim teknolojilerinden yararlanma durumları ve alışkanlıkları üzerine bir araştırma: mevcut durum ve geleceğe bakış. Ege Eğitim Teknolojileri Dergisi, 2(1), 1- 18.
• Yuan, L., & Powell, S. (2013). MOOCs and disruptive innovation: Implications for higher education. In-depth, 33, 1-7.
• Yurdugül, H. ve 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. doi:10.16986/HUJE.2016022763