Öğretmen Adaylarının Çevrimiçi Ortamda Öğrenmeye Karşı Hazır Bulunuşlukları

Öz

Bu çalışmada amaç öğretmen adaylarının çevrimiçi ortamda öğrenmeye karşı hazır bulunuşluklarını tespit etmektir. Çalışma var olan bir durumu olduğu gibi betimlemektedir. Katılımcılar, 2015-2016 güz yarıyılında Türkiye’ deki bir Eğitim Fakültesinde Pedagojik formasyon eğitimi almakta olan öğrencilerden oluşmaktadır. Çalışma grubu öğrencileri görüşmelere gönüllülük esasına göre katılmışlardır, yedisi kadın ikisi erkektir. Veriler öğretmen adaylarına sorulan görüşme formu kapsamındaki sorular ile odak grup görüşmeleri aracılığıyla elde edilmiştir. Yöneltilen sorular alan yazına bakılarak oluşturulmuş ve bir alan uzmanı tarafından gözden geçirilmiştir. Sorular “İletişim öz yeterliliği”, “Kurumsal Destek”, “Öğrenme öz yönlendirmesi” ve “Öğrenmeyi transfer öz yeterliliği” boyutları çerçevesinde oluşturulmuştur. Elde edilen veriler betimsel olarak analiz edilmiştir. Bulgular incelendiğinde öğrencilerin toplamda 68 olumlu, yedi nötr, 20 tane de olumsuz düşünceye sahip oldukları görülmüştür. Oranlama yapıldığında olumlu ifadelerin olumsuzların yaklaşık üç buçuk katı olduğu tespit edilmiştir. Bu sonuçtan hareketle katılımcıların çevrimiçi ortamda öğrenmeye hazır bulunuşluklarının yeterli düzeyde olduğu yorumu yapılmıştır.

Anahtar Kelimeler

• Çevrimiçi öğrenme,hazır bulunuşluk,öğretmen adayları

Pre-service Teachers’ Readiness for Online Learning

Öz

The purpose of this study was to determine pre-service teachers’ readiness for online learning. In this study, existing situation has been descripted. Descriptive survey method was used. The participants of the study were pre-service teachers taking teaching certification through online education in the fall semester 2015-2016. All of the participants took part in the study voluntarily. Seven of the participants were female, two of them male. The data were collected through the focus group interviews including questions about the readiness for online learning. The interview questions were formed in light of the literature and examined by the expert in this field. The questions were organized under four categories, namely, “communication self-efficacy”, “institutional support”, “self-directed learning”, and “learning transfer self-efficacy”. Obtained data are grouped under the category of positive, negative and neutral. There are 68 positive, 7 neutral and 20 negative expressions. When proportioned, positive statements are approximately three and half times more than negative statements. By this results we can say participants’ readiness for online learning is at sufficient level.

Anahtar Kelimeler

• Online learning,readiness,pre-service teachers

Kaynakça

1. Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159.
2. Chen, H. C., Holton III, E. F., & Bates, R. (2005). Development and validation of the learning transfer system inventory in Taiwan. Human Resource Development Quarterly, 16(1), 55-84.
3. Darab, B., & Montazer, G. A. (2011). An eclectic model for assessing e-learning readiness in the Iranian universities. Computers & Education, 56(3), 900-910.
4. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2-3), 87-105.
5. Horzum, M. B., Kaymak, Z. D., & Gungoren, O. C. (2015). Structural Equation Modeling towards Online Learning Readiness, Academic Motivations, and Perceived Learning. Educational Sciences: Theory and Practice, 15(3), 759-770.
6. Hrtoňová, N., Kohout, J., Rohlíková, L., & Zounek, J. (2015). Factors influencing acceptance of e-learning by teachers in the Czech Republic.Computers in Human Behavior, 51, 873-879.
7. Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers & Education, 94, 120-133.
8. Hung, M. L., & Chou, C. (2015). Students' perceptions of instructors' roles in blended and online learning environments: A comparative study. Computers & Education, 81, 315-325.

9. Ilgaz, H., & Gülbahar, Y. (2015). A snapshot of online learners: e-Readiness, e-Satisfaction and expectations. The International Review of Research in Open and Distributed Learning, 16(2).
10. Joo, Y. J., Joung, S., & Sim, W. J. (2011). Structural relationships among internal locus of control, institutional support, flow, and learner persistence in cyber universities. Computers in Human Behavior, 27(2), 714-722.
11. Kaymak, Z. D. & Horzum, M. B. (2013). Çevrimiçi öğrenme öğrencilerinin çevrimiçi öğrenmeye hazır bulunuşluk düzeyleri, algıladıkları yapı ve etkileşim arasındaki ilişki. KUYEB, 13(3), 1783-1797.
12. Keramati, A., Afshari-Mofrad, M., & Kamrani, A. (2011). The role of readiness factors in E-learning outcomes: An empirical study. Computers & Education, 57(3), 1919-1929.
13. Kırmızı, Ö. (2015). The Influence of Learner Readiness on Student Satisfaction and Academic Achievement in an Online Program at Higher Education. Turkish Online Journal of Educational Technology-TOJET, 14(1), 133-142.
14. Lin, B., & Hsieh, C. T. (2001). Web-based teaching and learner control: A research review. Computers & Education, 37(3), 377-386.
15. Loyens, S. M., Magda, J., & Rikers, R. M. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), 411-427.
16. Park, J. H., & Choi, H. J. (2009). Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning. Educational Technology & Society, 12(4), 207-217.
17. Smart, K. L., & Cappel, J. J. (2006). Students' perceptions of online learning: A comparative study. Journal of Information Technology Education, 5(1), 201-219.
18. Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The internet and higher education, 7(1), 59-70.
19. ŠUmak, B., HeričKo, M., & PušNik, M. (2011). A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types. Computers in Human Behavior, 27(6), 2067-2077.
20. Talsik, E. (2015). The Investigation of Readiness for e-Learning of Pre-service Music Teachers in Turkey. ANTHROPOLOGIST, 21(1-2), 263-270.
21. Teo, T. (2010). Development and validation of the E-learning Acceptance Measure (ElAM). The Internet and Higher Education, 13(3), 148-152.
22. Xiong, Y., So, H. J., & Toh, Y. (2015). Assessing learners’ perceived readiness for computer-supported collaborative learning (CSCL): A study on initial development and validation. Journal of Computing in Higher Education,27(3), 215-239.
23. Yıldırım, A. ve Şimşek, H. (2000). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi.
24. Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn.Contemporary educational psychology, 25(1), 82-91.