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Attitudes and Opinions of Students on Video Conference Based Distance Education

Yıl 2013, Cilt: 2 Sayı: 1 - ISSUE 1, 24 - 40, 01.05.2013

Öz

Today, technology plays a significant role in innovations in educational settings and these are caused many changes in delivering education with the increasing of student needs. Developments in the line with information and communication technologies led to emergence of the concept of distance education (İşman, 2005; Akça, 2006; Simonson et al., 2006). Many different features within the distance education serve variety of methods to communicate between student and teacher that were in different places. New technologies create opportunities for learning and offer a variety of tools for accessing data. One of these technologies is video conferencing. Videoconferencing is defined as interactive and synchronous voice, video and data transfer conducted between two or more points via communication lines (Gough, 2006). This system reduces the cost of education by connecting students and teachers who are in different locations. With real-time audio and video communication possibilities offered by videoconferencing systems allow individuals face-to-face interaction in different locations (Kaya ve Önder, 2002; Bates, 2005; Martin, 2005; Townes-Young and Ewing, 2005; Gillies, 2008). Videoconferencing serves significant advantages as ensuring two-way audio and video transmission (Chapman, 1996), describes these systems as one of the best presentation method of distance learning. In literature many studies were revealed effectiveness of video conference systems (Knipe and Lee, 2002; Gillies, 2008; Woods; 2005; Parlakkılıç, 2007; Doggett, 2008; Karal, Çebi and Turgut, 2011; Çandarlı and Yüksel, 2012). In addition to these researches, determining
attitudes towards videoconferencing systems in adaption and acceptance process is an important stage in order to implement videoconferencing systems effectively. The present study examines undergraduate students’ attitudes and perceptions of video conference based distance education lecture. “What are the undergraduate students’ attitudes and perceptions of video conference-based lecture via distance education?” is the study’s main question. Up to this main research question sub research questions were investigated: “What are the students’ attitudes towards distance education?”, “Do students’ attitudes towards distance education differ in terms of gender?”, “What are the opinions of students about distance education after taking a video conference-based lecture?” In this study “case study” based research design was used in order to in order to investigate undergraduate students’ attitudes and perceptions towards video conference based distance education. This research was conducted with 41 student that are enrolled an undergraduate sociology program at a small university in northeastern part of Turkey in fall semester of 2010–2011. The context of this study is a “Introduction to Philosophy-I” course instructed through videoconferencing. Data was collected through administering two data
collection tool. Firstly in order to investigate students’ attitudes towards distance education by “Distance Learning Attitude Scale (DLAS)”. Prospective elementary teachers’ responses to the questionnaire were statistically analyzed according to their gender via SPSS 17 oftware. The mean (x) and standard division (ss) scores were computed for each attribution. In the study independent t-test analysis based on p=0.05 significance level were used to clarify the significance of the differences on means. Secondly, in order to investigate students’ perceptions towards distance learning, an “Opinion Determination Form (ODF)” conducted to them including a question as “What are your perceptions on video conference based distance education? Explain in details” and students were asked to write down their thoughts on the question. Analyzing via content analysis to students’ reflections up to the question sub-themes were created. Related with sub-themes, students’ views were presented directly without changing the main idea as pseudonyms (such as: S-1, S-2,…) in order to keep their identity anonymous. According to findings, students’ average scores from DLAS were found as x=2,658. This score shows that undergraduate students’ attitudes towards distance learning are at unstable level. These attitude scores from DLAS weren’t differ in terms of their gender level (xboy=2,73;x girl=2,596; t=-1,05; p>0,05). Even if there wasn’t seen any significant difference between students’ attitudes in terms of their gender levels, male students demonstrate more positive attitude rather than female ones. In terms of students’ perceptions, although there was a more intensive negative thoughts positive thoughts were revealed.

Kaynakça

  • Akça, Ö. (2006). SAÜ uzaktan eğitim öğrencilerinin iletişim engelleri ile ilgili öğrenci görüşleri (Yayımlanmamış yüksek lisans tezi). Sakarya Üniversitesi, Sosyal Bilimler Enstitüsü, Sakarya.
  • Ali, A., Ramay, M. & Shahzad, M. (2011). Key factors for determining student satisfaction in distance learning courses: A study of Allama Iqbal Open Universıty (AUOU) Islamabad, Pakistan, Turkish Online Journal of Distance Education, 12(2), 114-127.
  • Altan, T. & Seferoğlu, S. S. (2009). Uzaktan eğitimde değerlendirme süreci: öğrenci görüşlerinin sistemin gelişimine katkıları. 3. Uluslararası Bilgisayar ve Öğretim Teknolojileri Eğitimi Sempozyumunda sunulan bildiri, Karadeniz Teknik Üniversitesi, Fatih Eğitim Fakültesi, Trabzon.
  • Arnold, T., Cayley, S. & Griffith, M. (2002). Video conferencing in the classroom: Communications http://www.athena.bham.org.uk/pdfs/VCintheClassoomAll.pdf adresinden erişilmiştir.
  • Ateş, A. & Altun, E. (2008). Bilgisayar öğretmeni adaylarının uzaktan eğitime yönelik tutumlarının çeşitli değişkenler açısından incelenmesi, Gazi Eğitim Fakültesi Dergisi, 28(3), 125-145.
  • Aydın, İ. E. (2012). Relatıonship between affective learning, instructor attractiveness and instructor evaluation in videoconference-based distance education courses. The Turkish Online Journal of Educational Technology, 11(4), 247-252.
  • Bates, A. (2005). Technology, e-learning and distance education (2nd ed.). Abingdon, UK: Routledge.
  • Berge, Z. (2002). Active, interactive, and reflective elearning, Quarterly Review of Distance Education, 3(2), 181-190.
  • Cerit, Y. (2001). Bilgi toplumunda ilköğretim okulu müdürlerinin rolleri (Yayımlanmamış doktora tezi), Abant İzzet Baysal Üniversitesi, Sosyal Bilimler Enstitüsü, Bolu.
  • Chapman, A. D. (1996). Using ınteractive video to teach learning theory to undergraduates: problems and benefits, http://www.eric.ed.gov/PDFS/ED406425.pdf adresinden erişilmiştir.
  • Chen, G. D., Ou, K. L., Liu, C. C., & Liu, B. J., (2001). Intervention and strategy analysis for web group-learning, Journal of Computer Assisted Learning, 17, 58-71.
  • Çandarlı, D. & Yüksel, H. G. (2012). Students’ perceptions of video-conferencing in the classrooms in higher education, Procedia - Social and Behavioral Sciences, 47, 357- 361.
  • Dick, G.N., Case, T.,L. & Burns, O. M. (2001). Adopting distance education what do the students think?, International Conferance on Informatics Education & Research (ICIER), New Orleans, LA.
  • Doggett, M., A. (2008). The videoconferencing vlassroom: What do students think?, Journal of Industrial Teacher Education, 44(4), 29-41.
  • Gillies, D. (2008). Student perspectives on video conferencing in teacher education at a distance, Distance Education, 29(1), 107-118.
  • Gough, M. (2006): Videoconferencing over IP: Configure, secure, and troubleshoot. Syngress Publishing, Rockland, MA.
  • Grant, M. M. & Cheon, J. (2007). The value of using synchronous conferencing for ınstruction and students, Journal of Interactive Online Learning, 6(3), 211-226.
  • İşman, A. (2005). Öğretim Teknolojileri ve Materyal Tasarımı (3. Baskı), Ankara: Pegem A Yayıncılık.
  • Jin, S. H. (2005). Analyzing student-student and student-instructor interactıon through multiple communıcatıon tools in web-based learning, International Journal of Instructional Media, 32, 1, 59-67
  • Karal, H., Çebi, A. & Turgut, Y. E. (2010). Live authority in the classroom in video conference-based synchronous distance education: The Teaching Assistant, Turkish Online Journal of Distance Education, 11(3), 50-62.
  • Karal, H., Çebi, A. & Turgut, Y. E. (2011). Perceptıons of students who take synchronous courses through vıdeo conferencıng about dıstance educatıon, The Turkish Online Journal of Educational Technology, 10(4), 276-293.
  • Kaya Z. & Önder H. (2002). İnternet Yoluyla Öğretimde Ergonomi, The Turkish Online Journal of Educational Technology, 1(1), 48-54.
  • Kışla, T. (2005). Üniversite Öğrencilerinin Uzaktan Eğitime Yönelik Tutumları (Yayımlanmamış yüksek lisans tezi), Ege Üniversitesi, Sosyal Bilimler Enstitüsü, İzmir.
  • Kışla, T., Sarsar, F., Arıkan, Y.D., Meşhur, E, Şahin, M. & Kokoç, M. (2010). Web tabanlı uzaktan eğitim sistemlerinde karşılaşılan sorunlar. E-Journal of New World Science Academy, 5(1), 1-18.
  • Knipe, D., & Lee, M. (2002). The quality of teaching and learning via videoconferencing, British Journal of Educational Technology, 33(3), 301-311.
  • MacIntosh, J. (2001). Learner concerns and teaching strategies for video-conferencing. The Journal of Continuing Education in Nursing, 32(6), 260-265.
  • Martin, M. (2005). Seeing is believing: The role of videoconferencing in distance learning. British Journal of Educational Technology, 36 (3), 397-405.
  • Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22-38). New York: Routledge.
  • Moore, M. G. & Kearsley, G. (1996). Distance education: A Systems view. CA: Wadsworth Publishing Company.
  • Ojo, D.O. & Olakuluhin, F.K. (2006). Attitudes and perceptions of students to open and distance learning in Nigeria, International Review of Research in Open and Distance Learning, 7(1), 1-10.
  • Parlakkılıç, A. (2007). Etkileşimli video konferans sisteminin ve web destekli ders tekrarının tıp öğretiminde etkililiğinin değerlendirilmesi (Yayımlanmamış doktora tezi), Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Roberts, R. (2009). Video conferencing in distance learning: A new zealand schools’ perspective, Journal of Distance Learning, 13(1), 91-107.
  • Simonson, M., S. Smaldino, M. Albright & S. Zvacek (2006). Teaching and learning at a distance foundations of distance education (3th Ed.). New Jersey: Upper Saddle River.
  • Swan, K. (2002). Building learning communities in online courses: the importance of interaction. Education, Communication & Information, 2(1), 23-49.
  • Şahin, İ. (2007). Prediction student satisfaction in distance education and learning environments, Turkish Online Hournal of Distance Education, 8(2), 1302-6488.
  • Şimşek, A., İskenderoğlu, T., & İskenderoğlu, M. (2010). Investigating preservice computer teachers’ attitudes towards distance education, Procedia Social and Behavioral Sciences, 9, 324-328.
  • Townes-Young, K. L, & Ewing, V. R. (2005). Creating a global classroom, T.H.E. Journal, 33 (4).
  • Turgut, Y. E. (2011). Video konferans yoluyla verilen derslerde verimliliğe etki eden faktörler (Yayınlanmamış yüksek lisans tezi), Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon.
  • Ural, O. (2007). Attidues of graduate students toward dıitance education, educational technologies and independent learning, Turkish Online Journal of Distance Education, 8(4), 34-43.
  • Varol, A. & Daş, R. (2003). Kampüsler arası uzaktan eğitim için kurulacak video konferans sistemi tasarımı, Akademik Bilişim 2003’de sunulan bildiri, Çukurova Üniversitesi, Adana.
  • Wilson, T. & Whitelock, D. (1998). Monitoring the on-line behavior of distance learning students. Journal of Computer Assisted Learning, 14, 91–99.
  • Wilson, G. & Stacey, E. (2004). Online interaction impacts on learning: Teaching the teachers to teach online, Australasian Journal of Educational Technology, 20(1), 33-48.
  • Woods, T. J. (2005). Instructor and student perceptions of a videoconference course (Unpublished Master Dissertation), University of Lethbridge, Canada.
  • Yalın H. İ. (2001). Öğretim teknolojileri ve materyal geliştirme. Ankara: Nobel Yayın Dağıtım.
  • Yıldırım, A. & Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri, Ankara: Seçkin Yayıncılık.
  • Yıldız, E. (2011). Web-tabanlı senkron derslerin öğretmen adaylarının uzaktan eğitime karşı tutumları ve senkron teknolojileri kabulleri üzerine etkisi (Yayınlanmamış yüksek lisans tezi), Balıkesir Üniversitesi, Balıkesir.

Video Konferans Tabanlı Uzaktan Eğitime İlişkin Öğrenci Tutumları ve Görüşleri

Yıl 2013, Cilt: 2 Sayı: 1 - ISSUE 1, 24 - 40, 01.05.2013

Öz

Bu çalışmanın amacı, video konferans tabanlı uzaktan eğitim etkinlikleri ile öğrenim görmekte olan öğrencilerin uzaktan eğitime yönelik tutum ve görüşlerini belirlemektir. Araştırma, 2010–2011 akademik yılı güz döneminde, Artvin Çoruh Üniversitesi Fen Edebiyat Fakültesi Sosyoloji Bölümündeki “Felsefeye Giriş-I” dersi kapsamında öğrenim gören 41 öğrenci ile yürütülmüştür. Özel durum çalışması yönteminin benimsendiği bu araştırmada, veri toplama aracı olarak Uzaktan Eğitime Yönelik Tutum Ölçeği (UEYTÖ) kullanılmış olup video konferans tabanlı uzaktan
eğitim uygulamasıyla ilgili öğrenci görüşlerini belirlemek üzere görüş belirleme formundan faydalanılmıştır. Uygulanan ölçekten elde edilen verilerin analizi sonucu, öğrencilerin uzaktan eğitime yönelik tutumunun kararsız düzeyde olduğu tespit edilmiştir. Gerçekleştirilen uygulamanın sonunda öğrenciler, alana yönelik farklı öğreticilerle tanışma imkanına sahip olunmasını video konferans tabanlı uzaktan eğitim sisteminin olumlu bir özelliği olarak nitelendirmiştir. Video konferans sisteminde yaşanan teknik problemlerin, ders anlatımları sürecinde öğretici-öğrenci arasında iletişim kurulmasında engel teşkil ettiğini belirten öğrenciler, öğreticiyle yüz yüze ortamda bulunmama ve buna bağlı olarak derse motive olamama şeklinde bir takım olumsuz düşünce içerisinde oldukları ortaya çıkarılmıştır. 

Kaynakça

  • Akça, Ö. (2006). SAÜ uzaktan eğitim öğrencilerinin iletişim engelleri ile ilgili öğrenci görüşleri (Yayımlanmamış yüksek lisans tezi). Sakarya Üniversitesi, Sosyal Bilimler Enstitüsü, Sakarya.
  • Ali, A., Ramay, M. & Shahzad, M. (2011). Key factors for determining student satisfaction in distance learning courses: A study of Allama Iqbal Open Universıty (AUOU) Islamabad, Pakistan, Turkish Online Journal of Distance Education, 12(2), 114-127.
  • Altan, T. & Seferoğlu, S. S. (2009). Uzaktan eğitimde değerlendirme süreci: öğrenci görüşlerinin sistemin gelişimine katkıları. 3. Uluslararası Bilgisayar ve Öğretim Teknolojileri Eğitimi Sempozyumunda sunulan bildiri, Karadeniz Teknik Üniversitesi, Fatih Eğitim Fakültesi, Trabzon.
  • Arnold, T., Cayley, S. & Griffith, M. (2002). Video conferencing in the classroom: Communications http://www.athena.bham.org.uk/pdfs/VCintheClassoomAll.pdf adresinden erişilmiştir.
  • Ateş, A. & Altun, E. (2008). Bilgisayar öğretmeni adaylarının uzaktan eğitime yönelik tutumlarının çeşitli değişkenler açısından incelenmesi, Gazi Eğitim Fakültesi Dergisi, 28(3), 125-145.
  • Aydın, İ. E. (2012). Relatıonship between affective learning, instructor attractiveness and instructor evaluation in videoconference-based distance education courses. The Turkish Online Journal of Educational Technology, 11(4), 247-252.
  • Bates, A. (2005). Technology, e-learning and distance education (2nd ed.). Abingdon, UK: Routledge.
  • Berge, Z. (2002). Active, interactive, and reflective elearning, Quarterly Review of Distance Education, 3(2), 181-190.
  • Cerit, Y. (2001). Bilgi toplumunda ilköğretim okulu müdürlerinin rolleri (Yayımlanmamış doktora tezi), Abant İzzet Baysal Üniversitesi, Sosyal Bilimler Enstitüsü, Bolu.
  • Chapman, A. D. (1996). Using ınteractive video to teach learning theory to undergraduates: problems and benefits, http://www.eric.ed.gov/PDFS/ED406425.pdf adresinden erişilmiştir.
  • Chen, G. D., Ou, K. L., Liu, C. C., & Liu, B. J., (2001). Intervention and strategy analysis for web group-learning, Journal of Computer Assisted Learning, 17, 58-71.
  • Çandarlı, D. & Yüksel, H. G. (2012). Students’ perceptions of video-conferencing in the classrooms in higher education, Procedia - Social and Behavioral Sciences, 47, 357- 361.
  • Dick, G.N., Case, T.,L. & Burns, O. M. (2001). Adopting distance education what do the students think?, International Conferance on Informatics Education & Research (ICIER), New Orleans, LA.
  • Doggett, M., A. (2008). The videoconferencing vlassroom: What do students think?, Journal of Industrial Teacher Education, 44(4), 29-41.
  • Gillies, D. (2008). Student perspectives on video conferencing in teacher education at a distance, Distance Education, 29(1), 107-118.
  • Gough, M. (2006): Videoconferencing over IP: Configure, secure, and troubleshoot. Syngress Publishing, Rockland, MA.
  • Grant, M. M. & Cheon, J. (2007). The value of using synchronous conferencing for ınstruction and students, Journal of Interactive Online Learning, 6(3), 211-226.
  • İşman, A. (2005). Öğretim Teknolojileri ve Materyal Tasarımı (3. Baskı), Ankara: Pegem A Yayıncılık.
  • Jin, S. H. (2005). Analyzing student-student and student-instructor interactıon through multiple communıcatıon tools in web-based learning, International Journal of Instructional Media, 32, 1, 59-67
  • Karal, H., Çebi, A. & Turgut, Y. E. (2010). Live authority in the classroom in video conference-based synchronous distance education: The Teaching Assistant, Turkish Online Journal of Distance Education, 11(3), 50-62.
  • Karal, H., Çebi, A. & Turgut, Y. E. (2011). Perceptıons of students who take synchronous courses through vıdeo conferencıng about dıstance educatıon, The Turkish Online Journal of Educational Technology, 10(4), 276-293.
  • Kaya Z. & Önder H. (2002). İnternet Yoluyla Öğretimde Ergonomi, The Turkish Online Journal of Educational Technology, 1(1), 48-54.
  • Kışla, T. (2005). Üniversite Öğrencilerinin Uzaktan Eğitime Yönelik Tutumları (Yayımlanmamış yüksek lisans tezi), Ege Üniversitesi, Sosyal Bilimler Enstitüsü, İzmir.
  • Kışla, T., Sarsar, F., Arıkan, Y.D., Meşhur, E, Şahin, M. & Kokoç, M. (2010). Web tabanlı uzaktan eğitim sistemlerinde karşılaşılan sorunlar. E-Journal of New World Science Academy, 5(1), 1-18.
  • Knipe, D., & Lee, M. (2002). The quality of teaching and learning via videoconferencing, British Journal of Educational Technology, 33(3), 301-311.
  • MacIntosh, J. (2001). Learner concerns and teaching strategies for video-conferencing. The Journal of Continuing Education in Nursing, 32(6), 260-265.
  • Martin, M. (2005). Seeing is believing: The role of videoconferencing in distance learning. British Journal of Educational Technology, 36 (3), 397-405.
  • Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22-38). New York: Routledge.
  • Moore, M. G. & Kearsley, G. (1996). Distance education: A Systems view. CA: Wadsworth Publishing Company.
  • Ojo, D.O. & Olakuluhin, F.K. (2006). Attitudes and perceptions of students to open and distance learning in Nigeria, International Review of Research in Open and Distance Learning, 7(1), 1-10.
  • Parlakkılıç, A. (2007). Etkileşimli video konferans sisteminin ve web destekli ders tekrarının tıp öğretiminde etkililiğinin değerlendirilmesi (Yayımlanmamış doktora tezi), Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Roberts, R. (2009). Video conferencing in distance learning: A new zealand schools’ perspective, Journal of Distance Learning, 13(1), 91-107.
  • Simonson, M., S. Smaldino, M. Albright & S. Zvacek (2006). Teaching and learning at a distance foundations of distance education (3th Ed.). New Jersey: Upper Saddle River.
  • Swan, K. (2002). Building learning communities in online courses: the importance of interaction. Education, Communication & Information, 2(1), 23-49.
  • Şahin, İ. (2007). Prediction student satisfaction in distance education and learning environments, Turkish Online Hournal of Distance Education, 8(2), 1302-6488.
  • Şimşek, A., İskenderoğlu, T., & İskenderoğlu, M. (2010). Investigating preservice computer teachers’ attitudes towards distance education, Procedia Social and Behavioral Sciences, 9, 324-328.
  • Townes-Young, K. L, & Ewing, V. R. (2005). Creating a global classroom, T.H.E. Journal, 33 (4).
  • Turgut, Y. E. (2011). Video konferans yoluyla verilen derslerde verimliliğe etki eden faktörler (Yayınlanmamış yüksek lisans tezi), Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon.
  • Ural, O. (2007). Attidues of graduate students toward dıitance education, educational technologies and independent learning, Turkish Online Journal of Distance Education, 8(4), 34-43.
  • Varol, A. & Daş, R. (2003). Kampüsler arası uzaktan eğitim için kurulacak video konferans sistemi tasarımı, Akademik Bilişim 2003’de sunulan bildiri, Çukurova Üniversitesi, Adana.
  • Wilson, T. & Whitelock, D. (1998). Monitoring the on-line behavior of distance learning students. Journal of Computer Assisted Learning, 14, 91–99.
  • Wilson, G. & Stacey, E. (2004). Online interaction impacts on learning: Teaching the teachers to teach online, Australasian Journal of Educational Technology, 20(1), 33-48.
  • Woods, T. J. (2005). Instructor and student perceptions of a videoconference course (Unpublished Master Dissertation), University of Lethbridge, Canada.
  • Yalın H. İ. (2001). Öğretim teknolojileri ve materyal geliştirme. Ankara: Nobel Yayın Dağıtım.
  • Yıldırım, A. & Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri, Ankara: Seçkin Yayıncılık.
  • Yıldız, E. (2011). Web-tabanlı senkron derslerin öğretmen adaylarının uzaktan eğitime karşı tutumları ve senkron teknolojileri kabulleri üzerine etkisi (Yayınlanmamış yüksek lisans tezi), Balıkesir Üniversitesi, Balıkesir.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm SECOND ISSUE
Yazarlar

Salih Birişçi

Yayımlanma Tarihi 1 Mayıs 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 2 Sayı: 1 - ISSUE 1

Kaynak Göster

APA Birişçi, S. (2013). Video Konferans Tabanlı Uzaktan Eğitime İlişkin Öğrenci Tutumları ve Görüşleri. Journal of Instructional Technologies and Teacher Education, 2(1), 24-40.