Araştırma Makalesi

Graduate Students’ Satisfaction, Flexibility, and Learning Experiences in an Online Task-Based Course

Cilt: 13 23 Eylül 2026
PDF İndir
EN TR

Graduate Students’ Satisfaction, Flexibility, and Learning Experiences in an Online Task-Based Course

Öz

Purpose: This study examined graduate students’ satisfaction, flexibility, and learning experiences in an online task-based course (TBC), integrating its quantitative and qualitative strands so that participants’ accounts could explain the observed pre- to post-test changes. Design & Methodology: An explanatory sequential mixed-method design was employed with 44 graduate students in a postgraduate programme at a state university. Quantitative data came from a distance education satisfaction scale and a flexibility scale, and qualitative data from a semi-structured form of 11 open-ended questions. Analyses used the Wilcoxon Signed-Rank Test, the Mann–Whitney U test, the Kruskal–Wallis H test (α = .05), and content analysis. Findings: Satisfaction (Z = −2.78, p = .005, r = .42, 95% CI [.14, .64]) and flexibility (Z = −3.11, p = .002, r = .47, 95% CI [.20, .67]) increased significantly from pre-test to post-test, with medium effect sizes. Satisfaction differed by technology use proficiency (H(2) = 6.06, p = .048, ε² = .10), whereas gender and prior distance education experience did not. Implications & Suggestions: Online task-based courses may enhance satisfaction and flexibility at the graduate level. Technology orientation, collaborative tasks strengthening social interaction, and time-management support are recommended; the subgroup findings require replication with larger samples.

Anahtar Kelimeler

Online Learning, Task-Based Learning, Distance Education Satisfaction, Distance Education Flexibility, MixedMethod

Etik Beyan

This study was approved by the Ethics Committee of Bingöl University. The ethics approval was granted on 12.06.2024 under the protocol number 159678. All procedures involving human participants were conducted in accordance with institutional and national ethical standards, the Helsinki Declaration, and applicable regulations. Informed consent was obtained from all participants.

Kaynakça

  1. Akyüz, H. İ. (2012). The impact of the role and design characteristics of an educational agent in an online task-based learning environment on students’ motivation, cognitive load and perceived problem-solving ability [Unpublished doctoral dissertation]. Ankara University.
  2. Anderson, T. (2008). The theory and practice of online learning (2nd ed.). Athabasca University Press.
  3. Arbaugh, J. B. (2008). Does the community of inquiry framework predict outcomes in online MBA courses. International Review of Research in Open and Distributed Learning, 9(2), 1–21.
  4. Berg, B. L., & Lune, H. (2012). Qualitative research methods for the social sciences (8th ed.). Pearson.
  5. Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i–vi.
  6. Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
  7. Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2018). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Akademi.
  8. Bygate, M. (2020). Some directions for the possible survival of TBLT as a real world project. Language Teaching, 53(3), 275–288. https://doi.org/10.1017/S0261444820000014
  9. Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student satisfaction: A three year study. International Review of Research in Open and Distributed Learning, 15(6), 111–131.
  10. Creswell, J. W. (2021). A concise introduction to mixed methods research (2nd ed.). SAGE Publications.

Kaynak Göster

APA
Yavuz, M. (2026). Graduate Students’ Satisfaction, Flexibility, and Learning Experiences in an Online Task-Based Course. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 13, 1-25. https://doi.org/10.29129/inujgse.1969285
AMA
1.Yavuz M. Graduate Students’ Satisfaction, Flexibility, and Learning Experiences in an Online Task-Based Course. Inonu University Journal of the Graduate School of Education. 2026;13:1-25. doi:10.29129/inujgse.1969285
Chicago
Yavuz, Mehmet. 2026. “Graduate Students’ Satisfaction, Flexibility, and Learning Experiences in an Online Task-Based Course”. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi 13 (Eylül): 1-25. https://doi.org/10.29129/inujgse.1969285.
EndNote
Yavuz M (01 Eylül 2026) Graduate Students’ Satisfaction, Flexibility, and Learning Experiences in an Online Task-Based Course. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi 13 1–25.
IEEE
[1]M. Yavuz, “Graduate Students’ Satisfaction, Flexibility, and Learning Experiences in an Online Task-Based Course”, Inonu University Journal of the Graduate School of Education, c. 13, ss. 1–25, Eyl. 2026, doi: 10.29129/inujgse.1969285.
ISNAD
Yavuz, Mehmet. “Graduate Students’ Satisfaction, Flexibility, and Learning Experiences in an Online Task-Based Course”. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi 13 (01 Eylül 2026): 1-25. https://doi.org/10.29129/inujgse.1969285.
JAMA
1.Yavuz M. Graduate Students’ Satisfaction, Flexibility, and Learning Experiences in an Online Task-Based Course. Inonu University Journal of the Graduate School of Education. 2026;13:1–25.
MLA
Yavuz, Mehmet. “Graduate Students’ Satisfaction, Flexibility, and Learning Experiences in an Online Task-Based Course”. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, c. 13, Eylül 2026, ss. 1-25, doi:10.29129/inujgse.1969285.
Vancouver
1.Mehmet Yavuz. Graduate Students’ Satisfaction, Flexibility, and Learning Experiences in an Online Task-Based Course. Inonu University Journal of the Graduate School of Education. 01 Eylül 2026;13:1-25. doi:10.29129/inujgse.1969285