Turizm Eğitimi Alan Öğrencilerin Elektronik Öğrenmeye Hazır Bulunuşluklarını Belirlemeye Yönelik Bir Çalışma

Olcay, Atınç; Döş, Bülent; Sürme, Metin; Düzgün, Mehmet

doi:10.24106/kefdergi.389940

Cited by 10 publications

(6 citation statements)

References 15 publications

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“…Another result of the present study was that, likewise, male candidate teachers' average scores were higher (Table 3). The results which turned out to be in favour of the male students in terms of e-learning readiness showed in line with the results of other studies (Haznedar, 2012;Sakal, 2017;Olcay, Döş, Sürme, & Düzgün, 2018;Yılmaz et al, 2019;İbili, 2020). On the other hand, some other studies reported no significant difference in students' e-learning readiness in terms of gender.…”

Section: Gender and Pre-service Teachers' E-learning Readinesssupporting

confidence: 90%

Transition to Distance Education in COVID-19 Period: Turkish Pre-Service Teachers’ E-Learning Attitudes and Readiness Levels

Balcı

Temiz

Sivrikaya

2021

JEI

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In this study, pre-service teachers’ attitudes and readiness towards e-learning during the COVID-19 pandemic were examined. This research was carried out in the Fall Semester of the 2020-2021 Academic Year, with the participation of 519 pre-service teachers from Balıkesir University Necatibey Faculty of Education and Faculty of Sport Sciences, Department of Physical Education and Sports Education. In the collection of data, the General Attitude Scale towards e-learning developed by Haznedar and Baran (2012) and the Online Learning Readiness Scale adapted to Turkish Culture by İlhan and Çetin (2013), were used. In this study, it was found that pre-service teachers had a negative attitude towards e-learning and that they considered themselves competent in terms of e-learning readiness. There was no difference in terms of e-learning attitudes and readiness of the teacher candidates according to the department they studied. In addition, it was found that there was a significant relationship between pre-service teachers’ attitudes towards e-learning and their readiness, and that e-learning readiness was an effective factor in the adoption of the e-learning process.

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Section: Gender and Pre-service Teachers' E-learning Readinesssupporting

confidence: 90%

Transition to Distance Education in COVID-19 Period: Turkish Pre-Service Teachers’ E-Learning Attitudes and Readiness Levels

Balcı

Temiz

Sivrikaya

2021

JEI

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“…Another finding of this study is that male students are readier than female students. This finding is in line with the findings of online education readiness studies in the literature conducted with students in a Faculty of Medicine (Coskun et al, 2018), Tourism-related department students with no prior online education experience (Olcay, Dos, Surme, & Duzgun, 2018), and an entire sample of university students (Yilmaz et al, 2019). In contrast, there are many studies in the literature revealing that gender has no effect on online education readiness (Adnan & Boz-Yaman, 2017;Hung et al, 2010;Pala, 2018).…”

Section: Discussionsupporting

confidence: 83%

Medication or Band-Aid? Revisiting University Students’ Readiness for Online Education

Çınar¹,

Ekící²,

Demir³

2021

Turkish Online Journal of Distance Education

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In the pandemic period we are currently in, online education has replaced face-to-face learning activities on a global scale. Institutions that pursue online education programs commonly assume that online learners are ready for this mode of learning. However, online education programs attract attention due to their remarkably high drop-out rates. This begs the question as to why some students are more able to benefit from online education, and demands to reveal the underlying reasons for such a situation. In this regard, the present study explores students' e-readiness for the changeover phase to online education, and how this differs in terms of a range of variables. 428 volunteer undergraduate students from 59 departments across 33 universities in Turkey were recruited to the study. The data collection tools consist of a personal information form and an online education readiness scale. The results indicate that university students' readiness levels for online education were above medium level of the scale. As for the factors which determine online education readiness, it was found that university students have a high level of internet self-efficacy, yet their motivation towards online education is considerably low. In addition, their online education readiness differs significantly in terms of personal computer ownership, internet connection at home, major, and daily internet usage duration, gender, and online education experience, whereas no statistically significant difference was identified in terms of grade year at the university. A significant interaction between gender and online education experience was ascertained as well.

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“…The results showed that there was no significant difference between the genders in the online learning scale in general, consistent with the results reported by Cakir and Horzum (2015), Adnan and Boz Yaman (2017), Kuleli (2018) and Demir Ozturk and Eren (2021). On the other hand, Olcay et al (2018) and Akbal (2021) found that the gender variable led to differences in readiness for online learning, with the readiness of males being higher than that of females. It was found that the online learning readiness of the participating pre-service social studies teachers did not show a statistically significant difference by the grade variable.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Examination on Readiness of Social Studies Pre-Service Teachers for Online Learning

ALACA,

AĞBAL

2023

International Journal of Educational Research Review

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In this research, it was purposed to examine the readiness of social studies pre-service teachers for online learning. For this purpose, it was examined whether the readiness of social studies pre-service teachers for online learning differs by the variables of gender, grade, type of internet access, the device they use in online learning, and the level of computer use. The sample of the research consists of 94 social studies pre-service teachers studying at a public university education faculty in Eastern Black Sea region of Turkey in the 2021-2022 academic year. The data were collected by using the “Readiness Scale for Online Learning” adapted into Turkish. Survey model, one of the quantitative research designs, was applied for the analysis of the data obtained within the scope of the study. The SPSS program was used to analyze the data. The obtained data were tabulated and interpreted. As a result of the research, it was concluded that the readiness of social studies pre-service teachers for online learning was above the average.

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Turizm Eğitimi Alan Öğrencilerin Elektronik Öğrenmeye Hazır Bulunuşluklarını Belirlemeye Yönelik Bir Çalışma

Cited by 10 publications

References 15 publications

Transition to Distance Education in COVID-19 Period: Turkish Pre-Service Teachers’ E-Learning Attitudes and Readiness Levels

Transition to Distance Education in COVID-19 Period: Turkish Pre-Service Teachers’ E-Learning Attitudes and Readiness Levels

Medication or Band-Aid? Revisiting University Students’ Readiness for Online Education

Examination on Readiness of Social Studies Pre-Service Teachers for Online Learning

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