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COVİD-19 SÜRECİNDE ÜNİVERSİTE ÖĞRENCİLERİNİN UZAKTAN EĞİTİM MEMNUNİYETİNİ ETKİLEYEN FAKTÖRLER ÜZERİNE BİR ARAŞTIRMA

Year 2021, Volume: 8 Issue: 2, 854 - 875, 27.07.2021

İbrahim Türkmen Barış Sardoğan İlyas Sözen

https://doi.org/10.30798/makuiibf.834458
Cited By: 2

Abstract

Bu araştırmanın amacı, yükseköğretimde koronavirüs nedeniyle zorunlu olarak uygulanmakta olan uzaktan eğitim ile ilgili öğrencilerin memnuniyetini etkileyen faktörler ve yaşadıkları sıkıntıların tespit edilmesidir. Araştırma açıklayıcı ve kesitsel bir nicel araştırma olarak tasarlanmıştır. Araştırmanın evrenini, bir kamu üniversitesine bağlı meslek yüksekokulu ve bir bağımsız meslek yüksekokulunda öğrenim gören 3334 öğrenci oluşturmaktadır. Araştırmada, kolayda örnekleme yöntemi kullanılmış olup araştırmaya gönüllü olarak 1234 öğrenci katılmıştır. Araştırma verilerinin analizinde SPSS programı kullanılmış ve sırasıyla frekans analizi, doğrulayıcı faktör analizi, güvenilirlik analizi, korelasyon ve regresyon analizi yapılmıştır. Açık uçlu soru ise nitel analiz yöntemlerinden betimsel analiz tekniği ile analiz edilmiştir. Araştırma sonucunda uzaktan eğitimin teknik boyutu, avantajları ve bağımsız öğrenme stili uzaktan eğitim memnuniyetini pozitif yönde etkilerken uzaktan eğitimin dezavantajları uzaktan eğitim memnuniyetini negatif yönde etkilediği tespit edilmiştir. Ayrıca öğrencilerin uzaktan eğitim sürecinde teknik, eğitim ve sosyal olmak üzere üç boyutta sıkıntılar yaşadıkları belirlenmiştir.

Keywords

Bağımsız Öğrenme Stili Covid-19 Pandemisi Öğrenci Memnuniyeti Uzaktan Eğitim Yükseköğretim

Supporting Institution

İzmir Kavram Meslek Yüksekokulu Bilimsel Araştırma Projeleri Destekleme Koordinatörlüğü

Project Number

202001

References

  • Adnan, M. ve Anwar, K. (2020). Online Learning Amid the COVID-19 Pandemic: Students' Perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. doi:10.33902/JPSP. 2020261309.
  • Akgül, A. ve Çevik, O. (2005). İstatistiksel Analiz Teknikleri SPSS'te İşletme Yönetimi Uygulamaları (2. Baskı). Ankara: Emek Ofset.
  • Alvarez, A. V. Jr. (2020). The Phenomenon of Learning at a Distance through Emergency Remote Teaching Amidst the Pandemic Crisis. Asian Journal of Distance Education, 15(1), 144-153. doi:10.5281/zenodo.3881529.
  • Arslan, R., Bircan, H., ve Eleroğlu, H. (2019). Uzaktan Eğitime Yönelik Tutum Ölçeğinin Geliştirilmesi: Cumhuriyet Üniversitesi Örneği. S.C.Ü. İktisadi ve İdari Bilimler Dergisi, 20(2), 1-19.
  • Bataineh, K. B. ve Atoum, M. S. (2021). A Silver Lining of Coronavirus: Jordanian Universities Turn to Distance Education. International Journal of Information and Communication Technology Education, 17(2), 138-148. doi:10.4018/IJICTE.20210401.oa1.
  • Battalio, J. (2009). Success in Distance Education: Do Learning Styles and Multiple Formats Matter? American Journal of Distance Education, 23(2), 71-87.
  • Brown, B. L. (1998). Learning Styles and Vocational Education Practice. Washington: Center on Adult, Career, and Vocational Education, The Ohio State University College of Education.
  • Bullock, L. M., Gable, R. A. ve Mohr, J. D. (2008). Technology-Mediated Instruction in Distance Education and Teacher Preparation in Special Education. Teacher Education and Special Education, 31(4), 229-242.
  • Casey, D. M. (2008). A Journey to Legitimacy: The Historical Development of Distance Education through Technology. TechTrends, 52(2), 45-51.
  • Cassidy, S. (2004). Learning Styles: An Overview of Theories, Models, and Measures. Educational Psychology, 24(4), 419-444.
  • Cengizhan, S. (2007). Proje Temelli ve Bilgisayar Destekli Öğretim Tasarımlarının; Bağımlı, Bağımsız ve İş Birlikli Öğrenme Stillerine Sahip Öğrencilerin Akademik Başarılarına ve Öğrenme Kalıcılığına Etkisi. Türk Eğitim Bilimleri Dergisi, 5(3), 377-401.
  • DeTure, M. (2004). Cognitive Style and Self-Efficacy: Predicting Student Success in Online Distance Education. American Journal of Distance Education, 18(1), 21-38.
  • Dubey, P. ve Pandey, D. (2020). Distance Learning in Higher Education during Pandemic: Challenges and Opportunities. The International Journal of Indian Psychology, 8(2), 43-46. doi:10.25215/0802.204.
  • Efiloğlu Kurt, Ö. (2015). Üniversite Öğrencilerinin Uzaktan Eğitime Bakış Açılarının Teknoloji Kabul Modeli ve Bilgi Sistemleri Başarı Modeli Entegrasyonu ile Belirlenmesi. Uluslararası Alanya İşletme Fakültesi Dergisi, 7(3), 223-234.
  • Erturgut, R. (2008). İnternet Temelli Uzaktan Eğitimin Örgütsel, Sosyal, Pedagojik ve Teknolojik Bileşenleri. Bilişim Teknolojileri Dergisi, 1(2), 79-85.
  • Felder, R. M. ve Silverman, L. K. (1988). Learning and Teaching Styles in Engineering Education. Engineering Education, 78(7), 674-681.
  • Galusha, J. M. (1997). Barriers to Learning in Distance Education. Interpersonal Computing and Technology, 5(3-4), 1-23.
  • Garrison, D. R. ve Shale, D. (1987). Mapping the Boundaries of Distance Education: Problems in Defining the Field. American Journal of Distance Education, 1(1), 7-13.
  • Gülbahar, Y. ve Alper, A. (2014). Elektronik Ortamlar için e-Öğrenme Stilleri Ölçeğinin Geliştirilmesi. Eğitim ve Bilim, 39(171), 421-435.
  • Hair, J. J., Black, W. C., Babin, B. J. ve Anderson, R. E. (2014). Multivariate Data Analysis Seventh Edition. Harlow: Pearson Education Limited.
  • Hardy, K. P. ve Bower, B. L. (2004). Instructional and Work Life Issues for Distance Learning Faculty. New Directions for Community Colleges, 128, 47-54.
  • Haznedar, Ö. ve Baran, B. (2012). Eğitim Fakültesi Öğrencileri İçin E-Öğrenmeye Yönelik Genel Bir Tutum Ölçeği Geliştirme Çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 2(2), 42-59.
  • Holt, D. M. ve Thompson, D. J. (1998). Managing Information Technology in Open and Distance Higher Education. Distance Education, 19(2), 197-227.
  • Koçoğlu, E. ve Tekdal, D. (2020). Analysis of Distance Education Activities Conducted during COVID-19 Pandemic. Educational Research and Reviews, 15(9), 536-543. doi:10.5897/ERR2020.4033.
  • Kurnaz, F. B. ve Ergün, E. (2019). E-öğrenme Ortamlarında Öğrenme Stilleri ve Akademik Başarı Arasındaki İlişkinin İncelenmesi. Kuramsal Eğitimbilim Dergisi, 12(2), 532-549.
  • Lassoued, Z., Alhendawi, M. ve Bashitialshaaer, R. (2020). An Exploratory Study of the Obstacles for Achieving Quality in Distance Learning during the COVID-19 Pandemic. Educatien Sciences, 10(9), 1-13. doi:10.3390/educsci10090232.
  • Machynska, N. ve Dzikovska, M. (2020). Challenges to Manage the Educational Process in the HEI during the Pandemic. Revista Românească pentru Educaţie Multidimensională, 12(1, Sup.2), 92-99. doi: 10.18662/rrem/12.1sup2/251.
  • Menchaca, M. P. ve Bekele, T. A. (2008). Learner and Instructor Identified Success Factors in Distance Education. Distance Education, 29(3), 231-252.
  • Moore, M. G. ve Kearsley, G. (2012). Distance Education A Systems View of Online Learning (3rd Edition). Belmont: Wadswordth.
  • Muilenburg, L. Y. ve Berge, Z. L. (2005). Student Barriers to Online Learning: A Factor Analytic Study. Distance Education, 26(1), 29-48.
  • Nunnally, J. C. ve Bernstein, I. H. (1994). Psychometric Theory (Third Edition). New York: McGraw-Hill.
  • Oliver, R. (1999). Exploring Strategies for Online Teaching and Learning. Distance Education, 20(2), 240-254.
  • Olson, P. W. (2005). Significant Success Factors in Distance Education. International Journal of Case Method Research & Application, 235-245.
  • Özbay, Ö. (2015). Dünyada ve Türkiye'de Uzaktan Eğitimin Güncel Durumu. Uluslararası Eğitim Bilimleri Dergisi, 2(5), 376-394.
  • Peloso, R. M., Ferruzzi, F., Mori, A. A., Camacho, D. P., da Silva Franzin, L. C., Teston, A. P. M. ve 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. doi:10.1177/0163278720939302.
  • Sağlık Bakanlığı. (2021). Türkiye COVID-19 Hasta Tablosu. COVID-19 Bilgilendirme Platformu: https://covid19.saglik.gov.tr/. Erişim Tarihi: 25.05.2021.
  • Salakhova, E., Shamsitdinova, M. ve Shakhakimova, M. (2020). The Impact of Information Technologies on Distance Education During Pandemic in the Republic of Uzbekistan. PalArch's Journal of Archaeology of Egypt / Egyptology, 17(6), 8962-8967.
  • Simonson, M., Smaldino, S. ve Zvacek, S. (2015). Teaching and Learning at a Distance: Foundations of Distance Education (Sixth Edition). Information Age Publishing: Charlotte, Nort Carolina.
  • Tabachnick, B. G. ve Fidell, L. (2013). Using Multivariate Statistics (Six Edition). Boston: Pearson.
  • Tabata, L. N. ve Johnsrud, L. K. (2008). The Impact of Faculty Attitudes Toward Technology, Distance Education, and Innovation. Research in Higher Education, 49, 625-646.
  • Wang, C.-H., Shannon, D. M. ve Ross, M. E. (2013). Students’ Characteristics, Self-regulated Learning, Technology Self-efficacy, and Course Outcomes in Online Learning. Distance Education, 34(3), 302-323.
  • WHO. (2020). Coronavirus disease (COVID-19) pandemic, https://www.who.int/emergencies/diseases/novel-coronavirus-2019. Erişim Tarihi: 09.11.2020.
  • WHO. (2021). “WHO Coronavirus (COVİD-19) Dashboard”, World Health Organization: https://covid19.who.int/table. Erişim Tarihi: 22.05.2021.
  • Yousuf, M. I. (2007). Effectiveness of Mobile Learning in Distance Education. Turkish Online Journal of Distance Education, 8(4), 114-124.
  • YÖK. (20 Nisan 2020). Pandemi Günlerinde Türk Yükseköğretimi. Erişim 01 Temmuz 2020, https://covid19.yok.gov.tr/Sayfalar/HaberDuyuru/pandemi-gunlerinde-turk-yuksekogretimi.aspx.

A RESEARCH ON FACTORS AFFECTING DISTANCE EDUCATION SATISFACTION OF UNIVERSITY STUDENTS IN THE COVID-19 PROCESS

Year 2021, Volume: 8 Issue: 2, 854 - 875, 27.07.2021

İbrahim Türkmen Barış Sardoğan İlyas Sözen

https://doi.org/10.30798/makuiibf.834458
Cited By: 2

Abstract

The aim of this study is to determine the factors affecting students' satisfaction and the problems they experience regarding distance education, which is mandatory in higher education due to the coronavirus. The research was designed as an explanatory and cross-sectional quantitative research. The population of the study consists of 3334 students studying at a vocational school affiliated to a public university and an independent vocational school. In the study, convenience sampling method was used and 1234 students voluntarily participated in the study. SPSS program was used in the analysis of the research data, and frequency analysis, confirmatory factor analysis, reliability analysis, correlation and regression analysis were performed, respectively. The open-ended question was analyzed with the descriptive analysis technique, one of the qualitative analysis methods. As a result of the research, it was revealed that the technical dimension, advantages, and independent learning style of distance education positively affected the satisfaction of distance education, while the disadvantages of distance education affected the satisfaction of distance education negatively. In addition, it was unearthed that students experienced difficulties in three dimensions as technical, educational, and social in the distance education process.

Keywords

Independent Learning Style Covid-19 Pandemic Student Satisfaction Distance Education Higher Education

Project Number

202001

References

  • Adnan, M. ve Anwar, K. (2020). Online Learning Amid the COVID-19 Pandemic: Students' Perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. doi:10.33902/JPSP. 2020261309.
  • Akgül, A. ve Çevik, O. (2005). İstatistiksel Analiz Teknikleri SPSS'te İşletme Yönetimi Uygulamaları (2. Baskı). Ankara: Emek Ofset.
  • Alvarez, A. V. Jr. (2020). The Phenomenon of Learning at a Distance through Emergency Remote Teaching Amidst the Pandemic Crisis. Asian Journal of Distance Education, 15(1), 144-153. doi:10.5281/zenodo.3881529.
  • Arslan, R., Bircan, H., ve Eleroğlu, H. (2019). Uzaktan Eğitime Yönelik Tutum Ölçeğinin Geliştirilmesi: Cumhuriyet Üniversitesi Örneği. S.C.Ü. İktisadi ve İdari Bilimler Dergisi, 20(2), 1-19.
  • Bataineh, K. B. ve Atoum, M. S. (2021). A Silver Lining of Coronavirus: Jordanian Universities Turn to Distance Education. International Journal of Information and Communication Technology Education, 17(2), 138-148. doi:10.4018/IJICTE.20210401.oa1.
  • Battalio, J. (2009). Success in Distance Education: Do Learning Styles and Multiple Formats Matter? American Journal of Distance Education, 23(2), 71-87.
  • Brown, B. L. (1998). Learning Styles and Vocational Education Practice. Washington: Center on Adult, Career, and Vocational Education, The Ohio State University College of Education.
  • Bullock, L. M., Gable, R. A. ve Mohr, J. D. (2008). Technology-Mediated Instruction in Distance Education and Teacher Preparation in Special Education. Teacher Education and Special Education, 31(4), 229-242.
  • Casey, D. M. (2008). A Journey to Legitimacy: The Historical Development of Distance Education through Technology. TechTrends, 52(2), 45-51.
  • Cassidy, S. (2004). Learning Styles: An Overview of Theories, Models, and Measures. Educational Psychology, 24(4), 419-444.
  • Cengizhan, S. (2007). Proje Temelli ve Bilgisayar Destekli Öğretim Tasarımlarının; Bağımlı, Bağımsız ve İş Birlikli Öğrenme Stillerine Sahip Öğrencilerin Akademik Başarılarına ve Öğrenme Kalıcılığına Etkisi. Türk Eğitim Bilimleri Dergisi, 5(3), 377-401.
  • DeTure, M. (2004). Cognitive Style and Self-Efficacy: Predicting Student Success in Online Distance Education. American Journal of Distance Education, 18(1), 21-38.
  • Dubey, P. ve Pandey, D. (2020). Distance Learning in Higher Education during Pandemic: Challenges and Opportunities. The International Journal of Indian Psychology, 8(2), 43-46. doi:10.25215/0802.204.
  • Efiloğlu Kurt, Ö. (2015). Üniversite Öğrencilerinin Uzaktan Eğitime Bakış Açılarının Teknoloji Kabul Modeli ve Bilgi Sistemleri Başarı Modeli Entegrasyonu ile Belirlenmesi. Uluslararası Alanya İşletme Fakültesi Dergisi, 7(3), 223-234.
  • Erturgut, R. (2008). İnternet Temelli Uzaktan Eğitimin Örgütsel, Sosyal, Pedagojik ve Teknolojik Bileşenleri. Bilişim Teknolojileri Dergisi, 1(2), 79-85.
  • Felder, R. M. ve Silverman, L. K. (1988). Learning and Teaching Styles in Engineering Education. Engineering Education, 78(7), 674-681.
  • Galusha, J. M. (1997). Barriers to Learning in Distance Education. Interpersonal Computing and Technology, 5(3-4), 1-23.
  • Garrison, D. R. ve Shale, D. (1987). Mapping the Boundaries of Distance Education: Problems in Defining the Field. American Journal of Distance Education, 1(1), 7-13.
  • Gülbahar, Y. ve Alper, A. (2014). Elektronik Ortamlar için e-Öğrenme Stilleri Ölçeğinin Geliştirilmesi. Eğitim ve Bilim, 39(171), 421-435.
  • Hair, J. J., Black, W. C., Babin, B. J. ve Anderson, R. E. (2014). Multivariate Data Analysis Seventh Edition. Harlow: Pearson Education Limited.
  • Hardy, K. P. ve Bower, B. L. (2004). Instructional and Work Life Issues for Distance Learning Faculty. New Directions for Community Colleges, 128, 47-54.
  • Haznedar, Ö. ve Baran, B. (2012). Eğitim Fakültesi Öğrencileri İçin E-Öğrenmeye Yönelik Genel Bir Tutum Ölçeği Geliştirme Çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 2(2), 42-59.
  • Holt, D. M. ve Thompson, D. J. (1998). Managing Information Technology in Open and Distance Higher Education. Distance Education, 19(2), 197-227.
  • Koçoğlu, E. ve Tekdal, D. (2020). Analysis of Distance Education Activities Conducted during COVID-19 Pandemic. Educational Research and Reviews, 15(9), 536-543. doi:10.5897/ERR2020.4033.
  • Kurnaz, F. B. ve Ergün, E. (2019). E-öğrenme Ortamlarında Öğrenme Stilleri ve Akademik Başarı Arasındaki İlişkinin İncelenmesi. Kuramsal Eğitimbilim Dergisi, 12(2), 532-549.
  • Lassoued, Z., Alhendawi, M. ve Bashitialshaaer, R. (2020). An Exploratory Study of the Obstacles for Achieving Quality in Distance Learning during the COVID-19 Pandemic. Educatien Sciences, 10(9), 1-13. doi:10.3390/educsci10090232.
  • Machynska, N. ve Dzikovska, M. (2020). Challenges to Manage the Educational Process in the HEI during the Pandemic. Revista Românească pentru Educaţie Multidimensională, 12(1, Sup.2), 92-99. doi: 10.18662/rrem/12.1sup2/251.
  • Menchaca, M. P. ve Bekele, T. A. (2008). Learner and Instructor Identified Success Factors in Distance Education. Distance Education, 29(3), 231-252.
  • Moore, M. G. ve Kearsley, G. (2012). Distance Education A Systems View of Online Learning (3rd Edition). Belmont: Wadswordth.
  • Muilenburg, L. Y. ve Berge, Z. L. (2005). Student Barriers to Online Learning: A Factor Analytic Study. Distance Education, 26(1), 29-48.
  • Nunnally, J. C. ve Bernstein, I. H. (1994). Psychometric Theory (Third Edition). New York: McGraw-Hill.
  • Oliver, R. (1999). Exploring Strategies for Online Teaching and Learning. Distance Education, 20(2), 240-254.
  • Olson, P. W. (2005). Significant Success Factors in Distance Education. International Journal of Case Method Research & Application, 235-245.
  • Özbay, Ö. (2015). Dünyada ve Türkiye'de Uzaktan Eğitimin Güncel Durumu. Uluslararası Eğitim Bilimleri Dergisi, 2(5), 376-394.
  • Peloso, R. M., Ferruzzi, F., Mori, A. A., Camacho, D. P., da Silva Franzin, L. C., Teston, A. P. M. ve 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. doi:10.1177/0163278720939302.
  • Sağlık Bakanlığı. (2021). Türkiye COVID-19 Hasta Tablosu. COVID-19 Bilgilendirme Platformu: https://covid19.saglik.gov.tr/. Erişim Tarihi: 25.05.2021.
  • Salakhova, E., Shamsitdinova, M. ve Shakhakimova, M. (2020). The Impact of Information Technologies on Distance Education During Pandemic in the Republic of Uzbekistan. PalArch's Journal of Archaeology of Egypt / Egyptology, 17(6), 8962-8967.
  • Simonson, M., Smaldino, S. ve Zvacek, S. (2015). Teaching and Learning at a Distance: Foundations of Distance Education (Sixth Edition). Information Age Publishing: Charlotte, Nort Carolina.
  • Tabachnick, B. G. ve Fidell, L. (2013). Using Multivariate Statistics (Six Edition). Boston: Pearson.
  • Tabata, L. N. ve Johnsrud, L. K. (2008). The Impact of Faculty Attitudes Toward Technology, Distance Education, and Innovation. Research in Higher Education, 49, 625-646.
  • Wang, C.-H., Shannon, D. M. ve Ross, M. E. (2013). Students’ Characteristics, Self-regulated Learning, Technology Self-efficacy, and Course Outcomes in Online Learning. Distance Education, 34(3), 302-323.
  • WHO. (2020). Coronavirus disease (COVID-19) pandemic, https://www.who.int/emergencies/diseases/novel-coronavirus-2019. Erişim Tarihi: 09.11.2020.
  • WHO. (2021). “WHO Coronavirus (COVİD-19) Dashboard”, World Health Organization: https://covid19.who.int/table. Erişim Tarihi: 22.05.2021.
  • Yousuf, M. I. (2007). Effectiveness of Mobile Learning in Distance Education. Turkish Online Journal of Distance Education, 8(4), 114-124.
  • YÖK. (20 Nisan 2020). Pandemi Günlerinde Türk Yükseköğretimi. Erişim 01 Temmuz 2020, https://covid19.yok.gov.tr/Sayfalar/HaberDuyuru/pandemi-gunlerinde-turk-yuksekogretimi.aspx.
There are 45 citations in total.

Details

Primary Language Turkish
Journal Section Research Articles
Authors

İbrahim Türkmen 0000-0002-1558-0736

Barış Sardoğan This is me 0000-0002-2510-7942

İlyas Sözen This is me 0000-0002-6503-4696

Project Number 202001
Publication Date July 27, 2021
Submission Date December 1, 2020
Published in Issue Year 2021 Volume: 8 Issue: 2

Cite

APA Türkmen, İ., Sardoğan, B., & Sözen, İ. (2021). COVİD-19 SÜRECİNDE ÜNİVERSİTE ÖĞRENCİLERİNİN UZAKTAN EĞİTİM MEMNUNİYETİNİ ETKİLEYEN FAKTÖRLER ÜZERİNE BİR ARAŞTIRMA. Journal of Mehmet Akif Ersoy University Economics and Administrative Sciences Faculty, 8(2), 854-875. https://doi.org/10.30798/makuiibf.834458

Cited By

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Exploring the Association Between Students’ Views on Self-Regulated Learning and Academic Achievement in Emergency Remote Learning
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