EVALUATION OF OPEN AND DISTANCE LEARNER PROFILE IN THE CONTEXT OF LEARNING STRATEGIES: AN ANALYSIS OF THE LATENT PROFILE IN TERMS OF DEEP AND SURFACE LEARNERS
Abstract
The rapid evolution of digital technologies has significantly transformed educational methodologies, particularly in open and distance learning environments. Employing a quantitative, cross-sectional design, the study applies Latent Profile Analysis (LPA) to data collected from 1,045 students enrolled in the open education faculty at Anadolu University, Turkiye. This study investigates the latent profiles of open and distance learners in terms of their learning strategies, focusing on deep and surface learning approaches, and their perceptions of technology acceptance and barriers. Utilizing Latent Profile Analysis (LPA), the research identifies three distinct learner profiles: preservers, prudents, and pioneers. These profiles are characterized by varying levels of intrinsic technology barriers and technology acceptance. The findings reveal significant differences in deep and surface learning strategies among these profiles, with pioneers exhibiting higher technology adoption and deep learning engagement, while preservers show greater resistance to technology and a tendency toward surface learning. The study underscores the importance of understanding these profiles to design adaptive digital learning environments that cater to diverse learner needs. It also highlights the role of psychological, motivational, and contextual factors in shaping technology adoption and learning behaviors. Practical implications include the development of targeted interventions, such as user-friendly platforms for preservers and advanced tools for pioneers, to enhance technology acceptance and promote deep learning strategies. The study enriches digital learning ecosystem discourse by applying Diffusion of Innovations Theory and highlighting the need for personalized, inclusive experiences in open and distance learning.
Keywords
Open and distance learning, deep learning, surface learning, technology acceptance, latent profile analysis, diffusion of innovations theory, learner profiles
References
- Akyol, Z. and Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233-250. https://doi.org/10.1111/j.1467-8535.2009.01029.x
- Basarmak, U., & Hamutoglu, N. B. (2020). Developing and Validating a Comprehensive Scale to Measure Perceived Barriers to Technology Integration. International Journal of Technology in Education and Science, 4(1), 53-71.
- Besoluk, S., & Onder, I. (2010). Ogretmen Adaylarinin Ogrenme Yaklasimlari, Ogrenme Stilleri Ve Elestirel Dusunme Egilimlerinin Incelenmesi. Ilkogretim Online, 9(2), 679-693.
- Biggs, J.B. (1987). The Study Process Questionnaire (SPA) manual, Hawthorn: Australian Council for Educational Research
- Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71(1), 133–149. https://doi.org/10.1348/000709901158433