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STUDENTS' COMMITMENT TO THE LEARNING ENVIRONMENT IN ONLINE LEARNING ENVIRONMENTS

Yıl 2022, Cilt: 6 Sayı: 4, 1432 - 1445, 31.12.2022

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.

Kaynakça

  • Allen, I. E., & Seaman, J. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group. Babson College, 231 Forest Street, Babson Park, MA 02457.
  • Altmann, A., Ebersberger, B., Mössenlechner, C., & Wieser, D. (2018). Introduction: The disruptive power of online education: Challenges, opportunities, responses. The disruptive power of online education.
  • Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human behavior and emerging technologies, 2(2), 113-115.
  • Bataineh, K. B., Atoum, M. S., Alsmadi, L. A., & Shikhali, M. (2021). A silver lining of coronavirus: Jordanian universities turn to distance education. International Journal of Information and Communication Technology Education (IJICTE), 17(2), 138-148.
  • Bråten, I. & Streømsø, H. I. (2006). Epistemological beliefs, interest, and gender as predictors of internet-based learning activities. Computers in Human Behavior, 22(6), 1027–1042.
  • Choi, J.-J., Robb, C. A., Mifli, M., & Zainuddin, Z. (2021). University students’ perception to online class delivery methods during the COVID-19 pandemic: A focus on hospitality education in Korea and Malaysia. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100336.
  • Demuyakor, J. (2020). Coronavirus (COVID-19) and online learning in higher institutions of education: A survey of the perceptions of Ghanaian international students in China. Online Journal of Communication and Media Technologies, 10(3), e202018.
  • Ergün, E., &Amp; Kurnaz, F. B. (2019). E-öğrenme ortamlarında öğrenme stilleri ve akademik başarı arasındaki ilişkinin incelenmesi. Journal of Theoretical Educational Science, 12(2), 532-549.
  • Fawns, T., Aitken, G., & Jones, D. (2019). Online learning as embodied, socially meaningful experience. Postdigital Science and Education, 1(2), 293-297.
  • Finn, J. D. ve Zimmer, K. (2012). Student engagement: what is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement, 97-132.
  • Goodwin, J., Kilty, C., Kelly, P., O'Donovan, A., White, S., & O'Malley, M. (2022). Undergraduate student nurses’ views of online learning. Teaching and Learning in Nursing.
  • Hensley, L. C., Iaconelli, R., & Wolters, C. A. (2022). “This weird time we’re in”: How a sudden change to remote education impacted college students’ self-regulated learning. Journal of Research on Technology in Education, 54(sup1), S203-S218.
  • Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S. (2020). Blended learning via distance in pre- registration nursing education: A scoping review. Nurse education in practice, 44, 102775.
  • Kapasia, N., Paul, P., Roy, A., Saha, J., Zaveri, A., Mallick, R., . . . Chouhan, P. (2020). Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India. Children and youth services review, 116, 105194.
  • Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4-29.
  • Klem , A. M., & Connell, J. P. (2004). Relationships matter: linking teacher support to student engagement and achievement. Journal of School Health, 74 (7), 262–273.
  • Kuh, G. D., & Hu, S. (2001). The relationships between computer and information technology use, selected learning and personal development outcomes, and other college experiences. Journal of College Student Development, 42(3), 217–232.
  • Machynska, N., & Dzikovska, M. (2020). Challenges to Manage the Educational Process in the HEI during the Pandemic. Romanian Journal for Multidimensional Education/Revista Romaneasca pentru Educatie Multidimensionala, 12.
  • Parsad, B., Lewis, L., & Tice, P. (2008). Distance education at degree-granting postsecondary institutions: 2006-2007 (pp. 90-95). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, US Department of Education.
  • Peloso, R. M., Ferruzzi, F., Mori, A. A., Camacho, D. P., Franzin, L. C. d. S., Margioto Teston, A. P., & Freitas, K. M. S. (2020). Notes from the field: concerns of health-related higher education students in Brazil pertaining to distance learning during the coronavirus pandemic. Evaluation & the Health Professions, 43(3), 201-203.
  • Penrod, D., Shaw, T., Nash, J., Dierkes, M., & Collins, S. (2022). Community college students’ perspectives on online learning during COVID-19 and factors related to success. Teaching and Learning in Nursing.
  • Reschly, A. L., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities: a case for the inclusion of student engagement variables. Remedial and Special Education, 27(5), 276-292.
  • Robinson, C. C., & Hullinger, H. (2008). New benchmarks in highereducation: studentengagement in onlinelearning. Journal of Educationfor Business, 84(2), 101-109.
  • Sun, J. C.-Y. ve Rueda, R. (2012). Situational interest, computer self-efficacy and self regulation:their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204.
  • Topal, M., İstanbullu, A., & Akgün, Ö.E.(2020). Çevrimiçi öğrenmede öğrenci bağlılığı ölçeği üniversite öğrencisi formunun psikometrik özellikleri.Journal of Human Sciences, 17(1), 104-116.
  • Wang, C., Horby, P. W., Hayden, F. G., & Gao, G. F. (2020). A novel coronavirus outbreak of global health concern. The Lancet, 395(10223), 470-473.
  • Wang, H., Pi, Z., & Hu, W. (2019). The instructor's gaze guidance in video lectures improves learning. Journal of Computer Assisted Learning, 35(1), 42-50.
  • Wang, Y. (2020). How does the Chinese education system cope with the virus outbreak challenge? China Daily, 18 February. In.
  • Zhou, L. ve Zhang, D. (2008). Web 2.0 impact on student learning process. In K. McFerrin et al. (Eds.), Proceedings of society for information technology and teacher education international conference (pp. 2880–2882). Chesapeake, VA: AACE.

ÇEVRİMİÇİ ÖĞRENME ORTAMLARINDA ÖĞRENCİLERİN ÖĞRENME ORTAMINA BAĞLILIKLARI

Yıl 2022, Cilt: 6 Sayı: 4, 1432 - 1445, 31.12.2022

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. 

Kaynakça

  • Allen, I. E., & Seaman, J. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group. Babson College, 231 Forest Street, Babson Park, MA 02457.
  • Altmann, A., Ebersberger, B., Mössenlechner, C., & Wieser, D. (2018). Introduction: The disruptive power of online education: Challenges, opportunities, responses. The disruptive power of online education.
  • Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human behavior and emerging technologies, 2(2), 113-115.
  • Bataineh, K. B., Atoum, M. S., Alsmadi, L. A., & Shikhali, M. (2021). A silver lining of coronavirus: Jordanian universities turn to distance education. International Journal of Information and Communication Technology Education (IJICTE), 17(2), 138-148.
  • Bråten, I. & Streømsø, H. I. (2006). Epistemological beliefs, interest, and gender as predictors of internet-based learning activities. Computers in Human Behavior, 22(6), 1027–1042.
  • Choi, J.-J., Robb, C. A., Mifli, M., & Zainuddin, Z. (2021). University students’ perception to online class delivery methods during the COVID-19 pandemic: A focus on hospitality education in Korea and Malaysia. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100336.
  • Demuyakor, J. (2020). Coronavirus (COVID-19) and online learning in higher institutions of education: A survey of the perceptions of Ghanaian international students in China. Online Journal of Communication and Media Technologies, 10(3), e202018.
  • Ergün, E., &Amp; Kurnaz, F. B. (2019). E-öğrenme ortamlarında öğrenme stilleri ve akademik başarı arasındaki ilişkinin incelenmesi. Journal of Theoretical Educational Science, 12(2), 532-549.
  • Fawns, T., Aitken, G., & Jones, D. (2019). Online learning as embodied, socially meaningful experience. Postdigital Science and Education, 1(2), 293-297.
  • Finn, J. D. ve Zimmer, K. (2012). Student engagement: what is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement, 97-132.
  • Goodwin, J., Kilty, C., Kelly, P., O'Donovan, A., White, S., & O'Malley, M. (2022). Undergraduate student nurses’ views of online learning. Teaching and Learning in Nursing.
  • Hensley, L. C., Iaconelli, R., & Wolters, C. A. (2022). “This weird time we’re in”: How a sudden change to remote education impacted college students’ self-regulated learning. Journal of Research on Technology in Education, 54(sup1), S203-S218.
  • Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S. (2020). Blended learning via distance in pre- registration nursing education: A scoping review. Nurse education in practice, 44, 102775.
  • Kapasia, N., Paul, P., Roy, A., Saha, J., Zaveri, A., Mallick, R., . . . Chouhan, P. (2020). Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India. Children and youth services review, 116, 105194.
  • Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4-29.
  • Klem , A. M., & Connell, J. P. (2004). Relationships matter: linking teacher support to student engagement and achievement. Journal of School Health, 74 (7), 262–273.
  • Kuh, G. D., & Hu, S. (2001). The relationships between computer and information technology use, selected learning and personal development outcomes, and other college experiences. Journal of College Student Development, 42(3), 217–232.
  • Machynska, N., & Dzikovska, M. (2020). Challenges to Manage the Educational Process in the HEI during the Pandemic. Romanian Journal for Multidimensional Education/Revista Romaneasca pentru Educatie Multidimensionala, 12.
  • Parsad, B., Lewis, L., & Tice, P. (2008). Distance education at degree-granting postsecondary institutions: 2006-2007 (pp. 90-95). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, US Department of Education.
  • Peloso, R. M., Ferruzzi, F., Mori, A. A., Camacho, D. P., Franzin, L. C. d. S., Margioto Teston, A. P., & Freitas, K. M. S. (2020). Notes from the field: concerns of health-related higher education students in Brazil pertaining to distance learning during the coronavirus pandemic. Evaluation & the Health Professions, 43(3), 201-203.
  • Penrod, D., Shaw, T., Nash, J., Dierkes, M., & Collins, S. (2022). Community college students’ perspectives on online learning during COVID-19 and factors related to success. Teaching and Learning in Nursing.
  • Reschly, A. L., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities: a case for the inclusion of student engagement variables. Remedial and Special Education, 27(5), 276-292.
  • Robinson, C. C., & Hullinger, H. (2008). New benchmarks in highereducation: studentengagement in onlinelearning. Journal of Educationfor Business, 84(2), 101-109.
  • Sun, J. C.-Y. ve Rueda, R. (2012). Situational interest, computer self-efficacy and self regulation:their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204.
  • Topal, M., İstanbullu, A., & Akgün, Ö.E.(2020). Çevrimiçi öğrenmede öğrenci bağlılığı ölçeği üniversite öğrencisi formunun psikometrik özellikleri.Journal of Human Sciences, 17(1), 104-116.
  • Wang, C., Horby, P. W., Hayden, F. G., & Gao, G. F. (2020). A novel coronavirus outbreak of global health concern. The Lancet, 395(10223), 470-473.
  • Wang, H., Pi, Z., & Hu, W. (2019). The instructor's gaze guidance in video lectures improves learning. Journal of Computer Assisted Learning, 35(1), 42-50.
  • Wang, Y. (2020). How does the Chinese education system cope with the virus outbreak challenge? China Daily, 18 February. In.
  • Zhou, L. ve Zhang, D. (2008). Web 2.0 impact on student learning process. In K. McFerrin et al. (Eds.), Proceedings of society for information technology and teacher education international conference (pp. 2880–2882). Chesapeake, VA: AACE.
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Saliha Yurtçiçek Eren 0000-0002-3303-7526

Ömer Yıldırım 0000-0002-8819-4326

Neşe Ataman Bor 0000-0002-4308-9362

Yayımlanma Tarihi 31 Aralık 2022
Gönderilme Tarihi 22 Eylül 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 6 Sayı: 4

Kaynak Göster

APA Yurtçiçek Eren, S., Yıldırım, Ö., & Ataman Bor, N. (2022). ÇEVRİMİÇİ ÖĞRENME ORTAMLARINDA ÖĞRENCİLERİN ÖĞRENME ORTAMINA BAĞLILIKLARI. Uluslararası Anadolu Sosyal Bilimler Dergisi, 6(4), 1432-1445.

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