PurposeThe purpose of this paper is to investigate the components of college students' readiness for connectivist learning in technology-enhanced learning environments through the development of the readiness for connectivist learning scale (RCLS).Design/methodology/approachAfter the constructs of the scale had been identified, their items were created based on the relevant literature. In order to ensure the content validity of the items, a sorting procedure was implemented and they were reviewed by experts in the field. The construct validity of the scale was tested using exploratory factor analysis (EFA) with data from 718 students from a university in Turkey.FindingsThe findings of the current study indicated a four-factor solution, which includes information and communication technology (ICT) self-efficacy (seven items), autonomous learning (seven items), information literacy (eight items) and learning networks (five items). A significant, strong and positive correlation of students' scores on the RCLS with those of the online learning readiness scale (Hung et al., 2010) supported the criterion-related validity of the scale. The value of Cronbach's alpha coefficients for the RCLS showed good reliability for the scale.Originality/valueWith the assessment of college students' readiness level for connectivist learning, it is possible for them to anticipate their success in connectivist learning environments themselves and thereby to improve the knowledge, skills and attitudes necessary for their success in these environments.
Distance learning applications have increased in Turkey in recent years. From primary school level to graduate level, distance learning applications with varying methods and time spans are observed. Studies that compare the effectiveness of distance learning with traditional schools can be found in the literature. The purpose of the current study is to systematically examine studies that evaluated distance learning in regard to certain variables. Hence, master's and doctoral theses as well as studies published in refereed journals have been documented and analyzed. The first study was reached on September 29, 2016; and the last study was reached on December 1, 2016. Among the 200 studies on distance learning that were conducted between 2000 and 2016, 35 were selected based on the criteria developed by researchers. A descriptive, document analysis method was used in breaking down the studies.Based on the findings of the experimental studies, it was concluded that there was no significant difference between the effectieness of traditional schools and distance learning. Based on the findings of the descriptive studies, teachers and students reported both positive and negative views on various issues regarding distance learning. Among the positive views, the most frequently reported one was that distance learning improves academic achievement, motivation and attitudes. The most frequently reported negative view was the weakness of teacher-student dialogues and academic guidance due to the lack of face to face conversations. The findings were discussed in detail. These findings could shed light on lifelong learning applications in formal, informal and adult education in Turkey.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.