Çevrimiçi Öğrenmede Nedensel Yüklemeler ve Başarı Algısı: Uzaktan Dil Öğrenenlerin Nedensellik Boyutları

Yıl 2022, Cilt: 19 Sayı: 3, 827 - 844, 10.12.2022

Ayşe Taşkıran

https://doi.org/10.33711/yyuefd.1108238

Öz

Nedensel yüklemeler, öğrenenlerin derse devamını, gelecekteki başarı beklentisini, motivasyonunu ve dolayısıyla başarıyı etkileyen önemli faktörler olarak bilinir. Bu çalışma, bir açık öğretim fakültesinde farklı uzaktan eğitim programlarında İngilizce öğrenen yetişkin öğrenenlerin başarı algılarını, yüklemelerini ve nedensel boyut stillerini ortaya çıkarmayı amaçlamaktadır. Veri toplama araçları olarak açık uçlu bir anket ve Nedensel Boyut Ölçeği (CDSII) kullanılmıştır. İngilizceyi yabancı dil olarak öğrenenlerin başarı algıları, nedensel yüklemeleri ve yükleme boyutları, boyut stillerine göre karşılaştırılmıştır. Çalışma ayrıca, sağlıklı ve sağlıksız yükleme stilleri hakkında sonuçlar çıkarmak için katılımcıların boyut stillerini incelemeyi amaçlamıştır. Başarı algılarını ve algılarının arkasındaki en az bir nedeni belirtmeleri istenen 88 gönüllü katılımcıya bir anket ve Nedensel Boyut Ölçeği uygulanmıştır. Sonuçlar, başarı odaklı öğrenenlerin sayıca başarısızlık odaklı öğrenenlerden daha fazla olduğunu ortaya koymuştur. Başarı durumunda en yaygın yüklemeler çaba, öğretmen ve ilgi iken, çaba eksikliği, ilgisizlik ve zaman başarısızlık için tekrarlanan yüklemeler olarak tespit edilmiştir. Kendilerini başarılı olarak algılayan öğrenenler, önemli ölçüde daha fazla içsel, kontrol edilebilir ve istikrarlı yüklemelerle daha sağlıklı boyut stilleri sergilerken; başarısızlık odaklı öğrenenler ise daha dışsal, istikrarlı ve kontrol edilemez yüklemelerle daha sağlıksız stiller sergilemiştir. Bulgular çevrimiçi öğrenme ve başarı motivasyonu açısından tartışılmıştır.

Anahtar Kelimeler

yüklemeler, çevrimiçi öğrenme, nedensellik boyutları, yabancı dil öğrenimi, başarı motivasyonu, uzaktan eğitim, yüklemeler, çevrimiçi öğrenme, nedensellik boyutları, yabancı dil öğrenimi, başarı motivasyonu, uzaktan eğitim

Attributions and Perception of Success in Online Learning: Causal Dimensionality of Distance Language Learners

Öz

Causal attributions are known as important factors that affect learners' persistence, expectation of future success, motivation and consequently success. This study aims to reveal the perceptions of success, attributions and causal dimension styles of adult learners learning English in different distance education programs in an open education faculty. An open-ended questionnaire and the Causal Dimension Scale (CDSII) were used as data collection tools. The perceptions of success, causal attributions and attribution dimensions of English as a foreign language learners were compared according to their dimensionality styles. The study also aimed to examine participants' dimensionality styles in order to draw conclusions about healthy and unhealthy attribution styles. A questionnaire and the Causal Dimension Scale were administered to 88 volunteer participants who were asked to indicate their perceptions of success and at least one reason behind their perceptions. The results revealed that success-oriented learners outnumbered failure-oriented learners. The most common attributions for success were effort, teacher, and interest, while repeated attributions for failure were lack of effort, lack of interest, and time. Learners who perceive themselves as successful exhibited healthier dimension styles with significantly more internal, controllable and stable attributions. Failure-oriented learners, on the other hand, exhibited more unhealthy styles with more external, stable, and uncontrollable attributions. The findings are discussed in terms of online learning and achievement motivation.

Anahtar Kelimeler

attributions, online learning, causal dimensions, foreign language learning, achievement motivation, distance education

Kaynakça

• Anderman, E. M. (2020). Achievement motivation theory: Balancing precision and utility. Contemporary Educational Psychology, 61, 101864. https://doi.org/10.1016/j.cedpsych.2020.101864 Brophy, J. (2010). Motivating students to learn (3rd ed.). New York, NY: Routledge. https://doi.org/10.4324/9780203858318
• Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Upper Saddle River, NJ: Prentice Hall.
• Dresel, M., Schober, B., & Ziegler, A. (2005). Nothing more than dimensions? Evidence for a surplus meaning of specific attributions. The Journal of Educational Research, 99(1), 31-45. https://doi.org/10.3200/JOER.99.1.31-45
• Dumais, S. A., Rizzuto, T. E., Cleary, J. & Dowden, L. (2013). Stressors and supports for adult online learners: comparing first-and continuing-generation college students. American Journal of Distance Education, 27(2), 100–110. https://doi.org/10.1080/08923647.2013.783265
• Dweck, C. (2000). Self-theories: Their role in Motivation, Personality and Development. Philadelphia, PA: Taylor & Francis.
• Erlbaum Kelley, H. H., & Michela, J. L. (1980). Attribution theory and research. Annual review of Psychology, 31(1), 457-501. Feshbach, S., Weiner, B. (1991). Personality (3rd Ed.). A.B.D.: D. C. Heath and Company.
• Garrison, D.R. (2003). Self-directed learning and distance education. In Moore MG, Anderson WG (Eds.). Handbook of distance education (pp. 161–168). Mahwah, NJ
• Graham, S. (2020). An attributional theory of motivation. Contemporary Educational Psychology, 61, 101861. https://doi.org/10.1016/j.cedpsych.2020.101861
• Graham, S., & Chen, X. (2020). Attribution Theories. In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.892
• Graham, S., & Taylor, A. Z. (2022). The power of asking why?: Attribution retraining programs for the classroom teacher. Theory Into Practice, 61(1), 5-22.
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, (March 27, 2020). https://er.educause.edu/articles/2020/3/the-differencebetween-emergency-remoteteaching-and-online-learning
• Hsieh, P. P. H., & Kang, H. S. (2010). Attribution and self‐efficacy and their interrelationship in the Korean EFL context. Language Learning, 60(3), 606-627. https://doi.org/10.1111/j.1467-9922.2010.00570.x
• Hsieh, P. H. P., & Schallert, D. L. (2008). Implications from self-efficacy and attribution theories for an understanding of undergraduates’ motivation in a foreign language course. Contemporary Educational Psychology, 33(4), 513-532. https://doi.org/10.1016/j.cedpsych.2008.01.003
• Holmberg, B. (1995). The evolution of the character and practice of distance education. Open Learning: The Journal of Open, Distance and e-Learning, 10(2), 47-53.
• Johnson, E., Morwane, R., Dada, S., Pretorius, G., & Lotriet, M. (2018). Adult Learners’ Perspectives on Their Engagement in a Hybrid Learning Postgraduate Programme. The journal of continuing higher education, 66(2), 88–105. https://doi.org/10.1080/07377363.2018.1469071
• Joo, K. P. (2014). A cultural-historical activity theory investigation of contradictions in open and distance higher education among alienated adult learners in Korea National Open University. The International Review of Research in Open and Distance Learning, 15(1). https://doi.org/10.19173/irrodl.v15i1.1605
• Kelley, H. H., & Michela, J. L. (1980). Attribution theory and research. Annual review of psychology, 31(1), 457-501.
• Kocdar, S., Karadeniz, A., & Goksel, N. (2018). Using Facebook for Leveraging Sense of Community in Self-Paced Open and Distance Learning Courses. International Journal of Emerging Technologies in Learning, 13(5), 100-116.
• Lei, L., & Qin, X. (2009). An empirical study of success and failure attributions of EFL learners at the tertiary level in China. Asian EFL Journal, 11(3), 29-51.
• Lim, D. H. (2004). Cross cultural differences in online learning motivation. Educational Media International, 41(2), 163–173. https://doi.org/10.1080/09523980410001685784
• Lindeman, E. (2015). The meaning of adult education. Andesite Press.
• Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313-327. https://doi.org/10.1080/02796015.2002.12086158
• McAuley, E., Duncan T. E., Russell, D. W. (1992). Measuring Causal Attributions: The Revised Causal Dimension Scale (CDSII). Personality and Social Psychology Bulletin, 18 (5), 566-573. https://doi.org/10.1177%2F0146167292185006
• McClelland, D. C. (1985). Human motivation. Glenview, IL: Scott, Foresman.
• Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.https://doi.org/ 10.1146/annurev.psych.56.091103.070258
• Moore, M. G. (1991). Editorial: Distance education theory. The American Journal of Distance Education, 5(3), 1-6.
• Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48. https://doi.org/10.1080/01587910500081269
• Paulsen, M. F. (1993). The hexagon of cooperative freedom: A distance education theory attuned to computer conferencing. DEOSNEWS, 3(2). https://www.nooa.no/wp-content/uploads/2017/11/deosnews3_2.pdf
• Peacock, M. (2010). Attribution and learning English as a foreign language. ELT Journal, 64, 184-193. https://doi.org/10.1093/elt/ccp031
• Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Prentice Hall.
• Pishghadam, R., & Zabihi, R. (2011). Foreign language attributions and achievement in foreign language classes. International Journal of Linguistics, 3(1), 1-11. https://profdoc.um.ac.ir/articles/a/1021579.pdf
• Prasad, V. S. (2018). Higher education and open distance learning trajectory in India: Reflections of an insider (version 1). Hyderabad, India: Dr. B. R. Ambedkar Open University OER Repository. www.braouvidyagani.in.
• Rotter, J. B. (1966). Generalized expectancies for internal and external control of reinforcement. Psychological Monographs: General and Applied, 80, 1–28.
• Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 59(4), 339-341. https://doi.org/10.1093/elt/cci064
• Semiz, Ö. (2011). The effects of a training program on attributional beliefs, selfefficacy, language learning beliefs, achievement and student effort: A study on motivationally at-risk students. PhD Thesis Submitted to the Graduate School of Educational Sciences Atatürk University, Erzurum. https://acikbilim.yok.gov.tr/handle/20.500.12812/57144
• Simpson, O. (2013). Student retention in distance education: are we failing our students?. Open Learning: The Journal of Open, Distance and e-Learning, 28(2), 105-119.
• Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289-306.
• Selwyn, N. (2011). ‘Finding an appropriate fit for me’: examining the (in) flexibilities of international distance learning. International Journal of Lifelong Education, 30(3), 367–383. https://doi.org/10.1080/02601370.2011.570873
• Stipek, D.J. (1998). Motivation to Learn: From Theory to Practice. Boston: Allyn & Bacon.
• Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135. https://doi.org/10.3102/00346543076001093
• Ucar, H., & Goksel, N. (2020). Enhancing Online EFL Learners' Motivation and Engagement through Supplementary Activities on Facebook. Asian Journal of Distance Education, 15(1), 154-168.
• Weiner, B. (1972). Attribution theory, achievement motivation, and the educational process. Review of Educational Research, 42(2), 203-215.
• Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological review, 92(4), 548-573. http://dx.doi.org/10.1037/0033- 295X.92.4.548
• Weiner, B. (2000). Intapersonal and Interpersonal Theories of Motivation from an Attributional Perspective. Educational Psychology Review, 12 (1), 1-13. https://www.jstor.org/stable/23363504
• Willging, P. A. & Johnson, S. D. (2009). Factors that influence students’ decision to dropout of online courses. Journal of Asynchronous Learning Networks, 13(3), 115–127. https://files.eric.ed.gov/fulltext/EJ862360.pdf
• Williams M R, Burden S., Al-Baharna, H. (2001) Making sense of success and failure: The role of the individual in language learning. In Dörnyei Z, Schmidt R (eds), Motivation and Second Language Acquisition, Honolulu: University of Hawai'i at Manoa, Second Language Teaching and Curriculum Center, pp. 169– 82.
• Williams, M., Burden, R., Poulet, G., & Maun, I. (2004). Learners' perceptions of their successes and failures in foreign language learning. Language Learning Journal, 30(1),19-29. https://doi.org/10.1080/09571730485200191
• Zhang, Z. & Krug, D. (2012). Virtual Educational Spaces: Adult Learners’ Cultural Conditions and Practices in an Online Learning Environment. International Journal of Instructional Technology and Distance Learning, 9(7), 3–12. http://www.itdl.org/Journal/Jul_12/Jul_12.pdf