Araştırma Makalesi
BibTex RIS Kaynak Göster

DOĞU KUDÜS OKULLARINDAKİ ÖĞRETMENLERİN E-ÖĞRENMEYE ADAPTASYONLARINI ETKİLEYEN FAKTÖRLERİN ANLAŞILMASI

Yıl 2020, Cilt: 10 Sayı: 20, 305 - 348, 30.12.2020

Öz

Bu çalışma, Doğu Kudüs öğretmenlerinin E-Öğrenimi benimsemesini etkileyen değişkenlerin ayrıntılarına bakmayı amaçlamaktadır. E-Öğrenmenin önemine ilişkin öğretmenler üzerindeki etkilerini bulmak için cinsiyet, deneyim, nitelik, yaş,eğitim aşaması, okul türü, müfredat, öğrencilerin cinsiyeti ve öğretim konusu gibi değişkenler E-Öğrenimi kabul etme ve öğretmenlerin zorluklar hakkındaki görüşleri incelenerek analiz edilmiştir. Ayrıca, teknoloji kabul eden en ünlü modellerden biri olan UATUA’ya baktık ve seçilen değişkenlerin UATUA unsurları (Performans Beklentisi, Çaba Beklentisi, Sosyal Etki ve Kolaylaştırıcı Koşullar) üzerindeki etkisini ele aldık. Doğu Kudüs'te eğitim veren yaklaşık 680 öğretmene ulaşıldı ve 337'sinin cevapladığı bir anket dağıttık. Anket daha sonra IBM SPSS® yazılımı kullanılarak istatistiksel olarak analiz edildi. Ayrıca anketimizde, Doğu Kudüs'te öğretmenlerin E-Öğrenim için benimsedikleri ana çözümlerin neler olduğunu bulmayı amaçladık. Ek olarak, COVID-19 nedeniyle okulların kapanması sırasında E-Öğrenim deneyimi hakkındaki düşünceleri öğrenmek istedik. Çalışmamızın bulgularına dayanarak, konu öğretiminin ele alınan öğelerin çoğunu etkilediği ve öğretmenlerin E-Öğrenimi kabul etme iradesinde anahtar bir faktör olduğu, ayrıca müfredat türünün de E-Öğrenimi kabul etmede bir faktör olduğu sonucuna vardık Bagrut müfredatını öğreten öğretmenlerin, diğerlerinden daha fazla E-Öğrenime adapte odluğu tespit edttik. Ek olarak, öğretmenlerin genel olarak E-Öğrenime karşı olumlu bir görüşe sahip olduğunu bulduk, ancak çoğu öğretmenin çözmeyi istediği internet erişimi eksikliği ve yetersiz öğretmen eğitimi gibi ortak zorlukların varlığı da tespit ettik.  

Kaynakça

  • Addah, K., Kpebu, D., & Frimpong Kwapong, O. A. (2012). Promoting E-learning in distance education programs in an African country. E-Learning-Long-Distance and Lifelong Perspectives.
  • Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. a. J. B. Kuhland (Eds), Action control: From cognition to behavior. Heidelberg: Springer.
  • Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
  • Ajzen, I. (2019). Theory of Planned Behavior with Background Factors. Retrieved April 28, 2020, from https://people.umass.edu/aizen/tpb.background.html
  • Al-Fraihat, D., Joy, M., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67-86.
  • Al-Furaydi, A. A. (2013). Measuring e-learning readiness among EFL teachers in intermediate public schools in Saudi Arabia. English Language Teaching, 6(7), 110-121.
  • Algahtani, A.F. (2011). Evaluating the Effectiveness of the E-learning Experience in Some Universities in Saudi Arabia from Male Students' Perceptions, Durham theses, Durham University.
  • Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages, and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42.
  • Behera, S. K. (2013). E-and M-Learning: A comparative study. International Journal on New Trends in Education and Their Implications, 4(3), 65-78.
  • Caruth, G. D., & Caruth, D. L. (2013). Distance education in the United States: From correspondence courses to the Internet. Turkish Online Journal of Distance Education, 14(2), 141-149.
  • Cheok, M. L., & Wong, S. L. (2015). Predictors of e-learning satisfaction in teaching and learning for school teachers: A literature review. International Journal of Instruction, 8(1), 75-90.
  • Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054-1064.
  • Cingi, C. C. (2013). Computer-aided education. Procedia - Social and Behavioral Sciences Vol.103: 220–29, DOI:10.1016/j.sbspro.2013.10.329.
  • Davis. F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, pp. 319-340, 1989
  • Davis F. D. Jr. (1989). A technology acceptance model for empirically testing new end-user information systems: Theory and results. Massachusetts Institute of Technology
  • Gaebel, M., Kupriyanova, V., Morais, R., & Colucci, E. (2014). E-learning in European higher education institutions. Brussels: European University Association.
  • Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. Taylor & Francis.
  • Georgiev, T., Georgieva, E., & Smrikarov, A. (2004, June). M-learning-a New Stage of Е-Learning. In International conference on computer systems and technologies-CompSysTech (Vol. 4, No. 28, pp. 1-4).
  • Haran, M. (2015, May 29). A history of education technology. Retrieved April 25, 2020, from: http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology/
  • Harting, K., & Erthal, M. J. (2005). History of distance learning. Information technology, learning, and performance journal, 23(1), 35.
  • HolonIQ (2019). 10 charts that explain the Global Education Technology Market. Retrived July 11,2020. From https://www.holoniq.com/edtech/10-charts-that-explain-the-global-education-technology-market/
  • Illinois Wesleyan University. (2008, April 30). Did You Know. Retrieved April 26, 2020, from https://www.iwu.edu/about/DidYouKnow.html
  • Israel Central Bureau of Statistics. (2019). Teaching Staff 2018/19. Retrieved July 11, 2020, from https://www.cbs.gov.il/he/mediarelease/DocLib/2019/093/06_19_093b.pdf
  • Knabe, A. (2012). Applying Ajzen's theory of planned behavior to a study of online course adoption in public relations education.
  • Kennedy, S. (2018). Educational Technology and Curriculum. Scientific e-Resources.
  • Khechine, H., Lakhal, S., Pascot, D., & Bytha, A. (2014). UTAUT model for blended learning: The role of gender and age in the intention to use webinars. Interdisciplinary Journal of E-Learning and Learning Objects, 10(1), 33-52.
  • Leiner, B. M., Cerf, V. G., Clark, D. D., Kahn, R. E., Kleinrock, L., Lynch, D. C., ... & Wolff, S. (2009). A brief history of the Internet. ACM SIGCOMM Computer Communication Review, 39(5), 22-31.
  • Marques, B. P., Villate, J. E., & Carvalho, C. V. (2011, June). Applying the UTAUT model in engineering higher education: Teacher's technology adoption. In 6th Iberian Conference on Information Systems and Technologies (CISTI 2011) (pp. 1-6). IEEE.
  • Mirza, A. A., & Al-Abdulkareem, M. (2011). Models of e-learning adopted in the Middle East. Applied computing and informatics, 9(2), 83-93.
  • Muntean, C. I. (2011, October). Raising engagement in e-learning through gamification. In Proc. 6th international conference on virtual learning ICVL (Vol. 1, pp. 323-329).
  • Ouma, G. O., Awuor, F. M., & Kyambo, B. (2013). E-Learning Readiness in Public Secondary Schools in Kenya. European Journal of Open, Distance, and E-learning, 16(2), 97-110
  • Palestinian Central Bureau of Statistics. (2019). Distribution of school teachers in Palestine by region and governorate, for the academic years 2015/2014 - 2019/2018. Retrieved July 11, 2020, from http://www.pcbs.gov.ps/Portals/_Rainbow/Documents/Teachers_ar-4-2020.html
  • Powell, A. (2007, October 11). How Sputnik changed US education. Harvard Gazette, from .https://news.harvard.edu/gazette/story/2007/10/how-sputnik-changed-u-s-education/
  • Rabiee, A., Nazarian, Z., & Gharibshaeyan, R. (2013). An explanation for internet use obstacles concerning e-learning in Iran. The International Review of Research in Open and Distributed Learning, 14(3), 361-376.
  • Rennie, F., & Morrison, T. (2013). E-learning and social networking handbook: Resources for higher education. Routledge. Russell, M. (Ed.). (2006). Technology and assessment: The tale of two interpretations. IAP.
  • Salhi, A. (2017). ArabiTools: Arabic NLP Library. Retrieved July, 10 2020, from: https://www.arabitoos.com
  • Sawang, S., Newton, C., & Jamieson, K. (2013). Increasing learners’ satisfaction/intention to adopt more e-learning. Education + Training, 55(1), 83-105.
  • Smedley, J.K. (2010). Modeling the impact of knowledge management using technology. OR Insight (2010) 23, 233–250.
  • Talebian, S., Mohammadi, H. M., & Rezvanfar, A. (2014). Information and communication technology (ICT) in higher education: advantages, disadvantages, conveniences and limitations of applying e-learning to agricultural students in Iran. Procedia-Social and Behavioral Sciences, 152, 300-305.
  • The University of London. (2017, September 11). Our History. Retrieved April 26, 2020, from https://london.ac.uk/about-us/our-history
  • Thomas, T., Singh, L., & Gaffar, K. (2013). The utility of the UTAUT model in explaining mobile learning adoption in higher education in Guyana. International Journal of Education and Development using ICT, 9(3).
  • Tretter, J. T., Windram, J., Faulkner, T., Hudgens, M., Sendzikaite, S., Blom, N. A., ... & Kumar, R. K. (2020). Heart University: a new online educational forum in paediatric and adult congenital cardiac care. The future of virtual learning in a post-pandemic world?. Cardiology in the Young, 30(4), 560-567.
  • Tubaishat, A. (2008). Adoption of Learning Technologies to Alleviate the Impact of Social and Cultural Limitations in Higher Education. In Proceedings of the 1st E-Learning Excellence Forum, Dubai, UAE, January 15–18, 2008, pp. 40–50.
  • Venkatesh, V., Morris, M., Davis, G., & Davis, F. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27, 425-478.
  • World Economic Form. (2020). The COVID-19 pandemic has changed education forever. This is how. Retrieved July 11, 2020, from https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
  • Yang, H. H., & Su, C. H. (2017). Learner behavior in a MOOC practice-oriented course: in empirical study integrating TAM and TPB. International Review of Research in Open and Distributed Learning: IRRODL, 18(5), 35-63.

UNDERSTANDING THE FACTORS AFFECTING THE ADOPTION OF E- LEARNING BY TEACHERS FROM EAST JERUSALEM SCHOOLS

Yıl 2020, Cilt: 10 Sayı: 20, 305 - 348, 30.12.2020

Öz

This study aimed to look into details in the variables affecting East Jerusalem teachers adopting of E-Learning. Variables such as gender, experience, qualification, age, education stage, school type, curriculum, students’ gender, and teaching topic have been analyzed to find their effects on the teachers’ view over the importance of E-Learning, on the teachers’ view about accepting E-Learning and on teachers’ view over the difficulties. We also looked at one of the most famous technology accepting models the UATUA model and addressed the effect of the selected variables on UATUA elements (Performance Expectancy, Efforts Expectancy, Social Influence, and Facilitating Conditions). To address the above we designed and distributed a suitable questionnaire that approximately reached 680 teachers teaching in East Jerusalem, where 337 of them answered, the questionnaire was then statistically analyzed using IBM SPSS® software. Also, in our questionnaire, we aimed to find out what are the main solutions that teachers adopt for E-Learning in East Jerusalem. In addition, what are their thoughts about the experience of E-Learning during the closure of schools due to COVID-19? Based on the findings of our study, we concluded that teaching topic effects most of the addressed items and is a key factor in teachers’ will to accept E-Learning, also curriculum type is a factor in accepting E-Learning, we found that teachers who teach Bagrut curriculum are more into E-Learning than others. In addition, we found that teachers, in general, have positive view toward E-Learning but there are common challenges that most of the teachers ask to solve such as the lack of internet access and poor teachers training and qualification workshops

Kaynakça

  • Addah, K., Kpebu, D., & Frimpong Kwapong, O. A. (2012). Promoting E-learning in distance education programs in an African country. E-Learning-Long-Distance and Lifelong Perspectives.
  • Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. a. J. B. Kuhland (Eds), Action control: From cognition to behavior. Heidelberg: Springer.
  • Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
  • Ajzen, I. (2019). Theory of Planned Behavior with Background Factors. Retrieved April 28, 2020, from https://people.umass.edu/aizen/tpb.background.html
  • Al-Fraihat, D., Joy, M., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67-86.
  • Al-Furaydi, A. A. (2013). Measuring e-learning readiness among EFL teachers in intermediate public schools in Saudi Arabia. English Language Teaching, 6(7), 110-121.
  • Algahtani, A.F. (2011). Evaluating the Effectiveness of the E-learning Experience in Some Universities in Saudi Arabia from Male Students' Perceptions, Durham theses, Durham University.
  • Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages, and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42.
  • Behera, S. K. (2013). E-and M-Learning: A comparative study. International Journal on New Trends in Education and Their Implications, 4(3), 65-78.
  • Caruth, G. D., & Caruth, D. L. (2013). Distance education in the United States: From correspondence courses to the Internet. Turkish Online Journal of Distance Education, 14(2), 141-149.
  • Cheok, M. L., & Wong, S. L. (2015). Predictors of e-learning satisfaction in teaching and learning for school teachers: A literature review. International Journal of Instruction, 8(1), 75-90.
  • Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054-1064.
  • Cingi, C. C. (2013). Computer-aided education. Procedia - Social and Behavioral Sciences Vol.103: 220–29, DOI:10.1016/j.sbspro.2013.10.329.
  • Davis. F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, pp. 319-340, 1989
  • Davis F. D. Jr. (1989). A technology acceptance model for empirically testing new end-user information systems: Theory and results. Massachusetts Institute of Technology
  • Gaebel, M., Kupriyanova, V., Morais, R., & Colucci, E. (2014). E-learning in European higher education institutions. Brussels: European University Association.
  • Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. Taylor & Francis.
  • Georgiev, T., Georgieva, E., & Smrikarov, A. (2004, June). M-learning-a New Stage of Е-Learning. In International conference on computer systems and technologies-CompSysTech (Vol. 4, No. 28, pp. 1-4).
  • Haran, M. (2015, May 29). A history of education technology. Retrieved April 25, 2020, from: http://institute-of-progressive-education-and-learning.org/a-history-of-education-technology/
  • Harting, K., & Erthal, M. J. (2005). History of distance learning. Information technology, learning, and performance journal, 23(1), 35.
  • HolonIQ (2019). 10 charts that explain the Global Education Technology Market. Retrived July 11,2020. From https://www.holoniq.com/edtech/10-charts-that-explain-the-global-education-technology-market/
  • Illinois Wesleyan University. (2008, April 30). Did You Know. Retrieved April 26, 2020, from https://www.iwu.edu/about/DidYouKnow.html
  • Israel Central Bureau of Statistics. (2019). Teaching Staff 2018/19. Retrieved July 11, 2020, from https://www.cbs.gov.il/he/mediarelease/DocLib/2019/093/06_19_093b.pdf
  • Knabe, A. (2012). Applying Ajzen's theory of planned behavior to a study of online course adoption in public relations education.
  • Kennedy, S. (2018). Educational Technology and Curriculum. Scientific e-Resources.
  • Khechine, H., Lakhal, S., Pascot, D., & Bytha, A. (2014). UTAUT model for blended learning: The role of gender and age in the intention to use webinars. Interdisciplinary Journal of E-Learning and Learning Objects, 10(1), 33-52.
  • Leiner, B. M., Cerf, V. G., Clark, D. D., Kahn, R. E., Kleinrock, L., Lynch, D. C., ... & Wolff, S. (2009). A brief history of the Internet. ACM SIGCOMM Computer Communication Review, 39(5), 22-31.
  • Marques, B. P., Villate, J. E., & Carvalho, C. V. (2011, June). Applying the UTAUT model in engineering higher education: Teacher's technology adoption. In 6th Iberian Conference on Information Systems and Technologies (CISTI 2011) (pp. 1-6). IEEE.
  • Mirza, A. A., & Al-Abdulkareem, M. (2011). Models of e-learning adopted in the Middle East. Applied computing and informatics, 9(2), 83-93.
  • Muntean, C. I. (2011, October). Raising engagement in e-learning through gamification. In Proc. 6th international conference on virtual learning ICVL (Vol. 1, pp. 323-329).
  • Ouma, G. O., Awuor, F. M., & Kyambo, B. (2013). E-Learning Readiness in Public Secondary Schools in Kenya. European Journal of Open, Distance, and E-learning, 16(2), 97-110
  • Palestinian Central Bureau of Statistics. (2019). Distribution of school teachers in Palestine by region and governorate, for the academic years 2015/2014 - 2019/2018. Retrieved July 11, 2020, from http://www.pcbs.gov.ps/Portals/_Rainbow/Documents/Teachers_ar-4-2020.html
  • Powell, A. (2007, October 11). How Sputnik changed US education. Harvard Gazette, from .https://news.harvard.edu/gazette/story/2007/10/how-sputnik-changed-u-s-education/
  • Rabiee, A., Nazarian, Z., & Gharibshaeyan, R. (2013). An explanation for internet use obstacles concerning e-learning in Iran. The International Review of Research in Open and Distributed Learning, 14(3), 361-376.
  • Rennie, F., & Morrison, T. (2013). E-learning and social networking handbook: Resources for higher education. Routledge. Russell, M. (Ed.). (2006). Technology and assessment: The tale of two interpretations. IAP.
  • Salhi, A. (2017). ArabiTools: Arabic NLP Library. Retrieved July, 10 2020, from: https://www.arabitoos.com
  • Sawang, S., Newton, C., & Jamieson, K. (2013). Increasing learners’ satisfaction/intention to adopt more e-learning. Education + Training, 55(1), 83-105.
  • Smedley, J.K. (2010). Modeling the impact of knowledge management using technology. OR Insight (2010) 23, 233–250.
  • Talebian, S., Mohammadi, H. M., & Rezvanfar, A. (2014). Information and communication technology (ICT) in higher education: advantages, disadvantages, conveniences and limitations of applying e-learning to agricultural students in Iran. Procedia-Social and Behavioral Sciences, 152, 300-305.
  • The University of London. (2017, September 11). Our History. Retrieved April 26, 2020, from https://london.ac.uk/about-us/our-history
  • Thomas, T., Singh, L., & Gaffar, K. (2013). The utility of the UTAUT model in explaining mobile learning adoption in higher education in Guyana. International Journal of Education and Development using ICT, 9(3).
  • Tretter, J. T., Windram, J., Faulkner, T., Hudgens, M., Sendzikaite, S., Blom, N. A., ... & Kumar, R. K. (2020). Heart University: a new online educational forum in paediatric and adult congenital cardiac care. The future of virtual learning in a post-pandemic world?. Cardiology in the Young, 30(4), 560-567.
  • Tubaishat, A. (2008). Adoption of Learning Technologies to Alleviate the Impact of Social and Cultural Limitations in Higher Education. In Proceedings of the 1st E-Learning Excellence Forum, Dubai, UAE, January 15–18, 2008, pp. 40–50.
  • Venkatesh, V., Morris, M., Davis, G., & Davis, F. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27, 425-478.
  • World Economic Form. (2020). The COVID-19 pandemic has changed education forever. This is how. Retrieved July 11, 2020, from https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
  • Yang, H. H., & Su, C. H. (2017). Learner behavior in a MOOC practice-oriented course: in empirical study integrating TAM and TPB. International Review of Research in Open and Distributed Learning: IRRODL, 18(5), 35-63.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyoloji
Bölüm ARAŞTIRMA MAKALELERİ
Yazarlar

Inas Abdelrahman 0000-0001-6151-4927

Ali Yousef Salhi Bu kişi benim

Yayımlanma Tarihi 30 Aralık 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 10 Sayı: 20

Kaynak Göster

APA Abdelrahman, I., & Salhi, A. Y. (2020). UNDERSTANDING THE FACTORS AFFECTING THE ADOPTION OF E- LEARNING BY TEACHERS FROM EAST JERUSALEM SCHOOLS. Ortadoğu Ve Göç, 10(20), 305-348.