STUDENTS' COMMITMENT TO THE LEARNING ENVIRONMENT IN ONLINE LEARNING ENVIRONMENTS

Öz

Student commitment is an effective component in achieving educational goals. The failure of the students to gain commitment causes success negatively. This research aims to investigate the commitment of students to distance education in an online learning environment during the pandemic period and analyze the results based on the various variables. The universe of this descriptive study consisted of 806 students studying at Muş Alparslan University and Hakkari University between the years 2020-2021. The student’s descriptive information form was prepared by the researchers by using the Student Engagement Scale in Online Learning. Descriptive statistical analyses, Independent Sample T-Test, One-Way Analysis of Variance (ANOVA), and Tukey's test were used to evaluate the data. As a result of this study, a significant difference was found between the variables of satisfaction with the department, marriage, smoking status, family type, and the total scores obtained from the scale. Moreover, it was observed that the scores increased as the perceived mental well-being increased. On the other hand, there was no significant difference in terms of perceived general health, university, place of residence, social media use, and income. In online learning environments, factors such as students who study in the desired department, their non-smoking status, and their psychological well-being are effective on students’ commitment to the learning environment. The efforts to increase the quality of distance education will be beneficial to students' commitment to the online learning environment.

Anahtar Kelimeler

• Student
• online
• commitment

ÇEVRİMİÇİ ÖĞRENME ORTAMLARINDA ÖĞRENCİLERİN ÖĞRENME ORTAMINA BAĞLILIKLARI

Öz

Öğrenci bağlılığı, eğitimle ilgili hedeflere ulaşılmasında etkili bir bileşendir. Öğrencinin bağlılık kazanamaması, okul başarısının olumsuz etkilenmesine sebep olmaktadır. Bu araştırmanın amacı, pandemi döneminde uzaktan eğitim gören öğrencilerin çevrimiçi öğrenme ortamlarında öğrenme ortamına bağlılıklarını ölçmek ve çeşitli değişkenlere göre incelemektir. Tanımlayıcı tipteki bu araştırmanın evrenini Muş Alparslan Üniversitesi ve Hakkâri Üniversitesi’nde 2020-2021 yılında öğrenim gören tüm öğrenciler, örneklemini ise 04.01.2021–30.05.2021 tarihleri arasında, araştırmaya katılmaya gönüllü 806 öğrenci oluşturmuştur. Araştırmada, araştırmacılar tarafından hazırlanan öğrenci tanıtım bilgi formu ve Çevrimiçi Öğrenmede Öğrenci Bağlılığı Ölçeği kullanılmıştır. Verilerin değerlendirilmesinde tanımlayıcı istatiksel analizler, Bağımsız Örneklem T Testi, Tek Yönlü Varyans Analizi (ANOVA) ve Tukey testi kullanılmıştır. Bölümünden memnun olma, evlilik, sigara içme durumu, aile tipi değişkenler ile ölçekten alınan toplam puanlar arasında anlamlı farklılık tespit edilmiştir. Ayrıca algılanan ruhsal iyilik hali arttıkça puanların arttığı görülmüştür. Algılanan genel sağlık, üniversite, yaşanan yer, sosyal medya kullanma ve gelir durumlarına göre anlamlı farklılık saptanmamıştır. Çevrimiçi öğrenme ortamlarında öğrencilerin öğrenme ortamına bağlılıklarında, öğrencinin istediği bölümü okuması, sigara içmemesi, psikolojik iyilik hali gibi faktörler etkilidir. Uzaktan yapılan eğitimin kalitesinin artırılması yönündeki çabalar öğrencilerin çevrimiçi öğrenme ortamına bağlılıklarında faydalı olacaktır. 

Anahtar Kelimeler

• Öğrenci
• çevirimiçi
• bağlılık

Kaynakça

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