Empirical evidence on the e-learning adoption in the field of special education is quite limited. Path modelling in particular draws attention as an important methodological gap. Therefore, a model that can provide a theoretical basis for practice in special education has the potential to make significant contributions. Accordingly, this study aimed to identify the factors influencing the intention to use e-learning systems by proposing an extended technology acceptance model for special education. The participant group consisted of 1713 university students with special needs receiving education through the e-learning systems of a state university. For analysing the data, partial least squares-structural equation modelling was used. The results showed that the model explained 76.9% of intention to use e-learning systems. Perceived ease of use and perceived usefulness had the strongest relationship in the model while that between perceived enjoyment and behavioural intention represented the strongest relationship in terms of influence on intention. In addition, hypothesis tests revealed that both social and individual-emotional factors affected intention to use e-learning, and constructs that provide intrinsic motivation and constructs of extrinsic motivation associated with performance improvement play a critical role in e-learning adoption. Accordingly, implications for research and practice are discussed. Implications for practice or policy: It is critical for instructional designers, special education experts and policymakers to consider the effects of core acceptance constructs, both in terms of competence in and tendency to use e-learning systems. E-learning system designs that can meet the expectations arising from social norms and can contribute to strengthening the sense of belonging may have a crucial role. It is vital to consider the enjoyment elements in terms of ensuring quality learning through online education.
A total of 1023 selected articles published in 2016–2019 related to mobile learning were examined and classified according to the categories in this research: 40% of these articles used quantitative approaches, 18% of them used mixed, and 13% of them were literature reviews. The published studies were analyzed according to research model, sample size, sample level, learning fields, subject-area classification, data collection tool, data analysis technique, dependent variable, independent variable, mobile device, number of authors, and publication year. The findings were analyzed and interpreted as a percentage and frequency. This research will be useful for reviewing current research trends related to mobile learning studies, indicating potential research on the topics, and revealing the needs of the field.
COVID-19 sırasında okullar kapatıldığında değişen yaşantılar yalnızca özel gereksinimi olan öğrencileri değil beraberinde ailelerini de olumsuz yönde etkilemiştir. Araştırmada COVID-19 salgını kısıtlama sürecinde Türkiye'de farklı özel gereksinimi olan öğrenciler ve ailelerine yönelik gerçekleştirilen uzaktan özel eğitim uygulamalarının uzman bakış açısı ile ortaya konması amaçlanmıştır.Yöntem: Kolektif durum çalışması olarak planlanan bu araştırmada kendi deneyimlerini ve gözlemlerini bildirmek üzere toplam 15 akademisyen araştırmanın doğrudan katılımcısı olmuştur. Araştırma bağlamında akademisyenler tarafından elde edilen bilgiler süzgeçten geçirilerek, farklılıklar ve örüntüler aranmış, gözlemler ve deneyimler heuristic (öz deneyimsel) bakış açısı ile yansıtılarak kaleme alınmıştır.Bulgular: Araştırmanın sonuçlarına göre; Türkiye'de uzaktan eğitime geçişin hızlı bir şekilde devreye girmesiyle beraber özel gereksinimi olan öğrenciler ve ailelerine yönelik uzaktan eğitime dayalı uygulamaların resmi, özel kurum ve şahıslar tarafından sunulduğu görülmüştür. Ancak uygulamalar ülke geneline yaygınlaştırılabilecek biçimde sistemli olmamakla birlikte her bir yetersizlik grubu için mobil uygulamaların zenginleştirilmesi, kurumsal platformda aile odaklı destek mekanizmalarının oluşturulması gibi bu süreçten çıkarılması gereken dersler olduğu da açıkça ortaya konmuştur. Ayrıca özellikle resmi kurumlar tarafından sunulan iyi uygulama örneklerinin salgın sonrasında devam etmesi gerektiği sonucuna ulaşılmıştır.Tartışma: Araştırma sonuçlarının başta Türkiye olmak üzere farklı ülkelerde özel eğitim uygulamalarının planlanmasında ileriye dönük bir yol haritası çizilmesine yardımcı olabileceği öngörülmektedir. Türkiye'de kısıtlama sürecinde uzaktan eğitime geçişe hızlı bir tepkiyle yanıt verildiği ve bu süreçte iyi uygulama örneklerinin olduğu söylenebilmektedir. Çalışmada karar vericilere, okul, kurum ve uzmanlara, ailelere ve yeni normale yönelik öneriler sunulmuştur.
This study aims to reveal the investigating the distance education process according to the demographic characteristics for the staff of the notary and the notaries in Turkey. In this research survey method is used. The sample group consists of 317 notary and notary employees who responded voluntarily to the scale in the distance education platform. Demographic information form and distance education satisfaction scale were used as data collection tools. In the analysis, ANOVA, T-Test, Mann Whitney-U, Kruskal-Wallis and Pearson Correlation were performed in accordance with sub-problems. As a result of the analysis, it was concluded that the satisfaction of the participants was between the sub-factors and the general satisfaction between the middle and high level. All factors were found to have a high positive and significant relationship between general satisfaction and each other. The satisfaction of the participants showed a significant difference according to age, but did not show a significant difference according to gender, task type, duration of work in the profession, number of notary employees, educational level and participating in distance education previously. As a result of the research, planning the gamification, measurement and evaluation and certificate programs that the participants would provide more interaction on the platform were considered important. The contents of education were found to be effective on satisfaction.
The aim of this study was to explore type of studies implemented for the autism spectrum disorders (ASD) community by institutions that directly deal with ASD during the COVID-19 pandemic in Turkey and in the world. The descriptive case study design was used in the study. The contents on the websites of the institutions were analyzed through document analysis. According to the results, it was observed that the data consisted of supporting contents related to education, health, and public policies regarding the COVID-19 process and that the contents were frequently presented through webinars, visual representations, electronic text sources, online communication platforms, and social media environments. During this process, informative studies were frequently carried out and practical studies were rarely conducted. While it is considered that institutional studies both in Turkey and in the world may serve as an example to other institutional studies, it is considered that the diversity of these examples should be increased through cooperation between institutions.
E-learning systems with its flexible structure offer learning environments independent of time and place for students with special needs. The effectiveness of these environments for students with special needs depends on the creation of designs that consider their individual needs. The aim of this research is to reveal the needs, difficulties, and solution suggestions by determining the user experiences for the "e-Campus" system as the web page of the Anadolu University Open Education System "Barrier-Free Open Education Faculty (OEF)", which provides services to most university students with special needs in Turkey, and the online learning environment. For this purpose, a case study design, in which qualitative and quantitative data collection techniques are used together, was used. A total of 9533 students, including 9513 students with special needs and 20 visually impaired students, participated in the quantitative stage of the study. According to the findings of the research, students with special needs reported that the web page and e-Campus system they use are easy to use, they can easily find the content they are looking for, they can access other services from the web page and offer useful content. On the other hand, difficulties in using the mobile application login screen, accessing the call center, and accessing some content on the e-Campus were mentioned among the issues encountered. The visually impaired participants requested support for facilitating access to live lectures, enlarging the texts in online exams, and giving additional time, adding voice prompts to the entry page, and increasing audio narrations. In line with these supports required by the participants and the literature, solution suggestions to overcome the difficulties were discussed.
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.