E-öğrenme Ortamlarında Öğrenme Stilleri ve Akademik Başarı Arasındaki İlişkinin İncelenmesi

Abstract

In this study, the effects of students learning styles on academic achievement was investigated in elearning environments and the answer for the question "are e-learning style, participation in online course and watching the lecture videos offline predictors of academic achievement?" is tried to examined. E-Learning Style Scale (Gülbahar and Alper, 2014) and Achievement Test were applied 501 (350 female and 151 male) students who received pedagogical formation education in e-learning environment during the 2016-2017 academic year. The research was carried out online with learning management systems in the measurement and assessment course for 14 weeks. The certificate of pedagogical formation was given to students at the end of the course. The Achievement Test developed by researchers. This test was tested in another group similar to the study group and found reliable and valid results. The scores obtained from this test were accepted as a measure of academic achievement. Data were analyzed by stepwise multiple regression analyses. According to the results, participation in online course, watching video recordings, active learning style and independent learning style were found as predictors of students' academic achievement. These four variables account for 7% of the total variance in academic achievement.

Examining the Relationship Between Gifted Students' Self-Efficacy Perceptions of Information Technology and Their Motivation Towards E-Learning Environments

“…In other words, it can be stated that the increase in the perception of information technology self-efficacy will increase the motivation towards e-learning environments. This finding in the study points to results consistent with similar research findings (Ergün & Kurnaz, 2019;Yıldız & Seferoğlu, 2020). This result shows that doing activities and practices that will increase the information technology self-efficacy perceptions of gifted students will also positively affect their interest and motivation towards online learning environments.…”

Tracing the Relationship Between Pre-service Teachers’ Learning Styles and Attitudes Toward Online Learning

“…Accordingly, we concluded that the students with the mentioned learning styles accepted and adapted to the online learning process more quickly and thought online learning to be more appealing and useful, considering their traits. While some studies documented that learning styles are likely to be influential in students' attitudes and achievement, supporting our finding (Bostrom, Olfman, & Sein, 1993;Ergün & Kurnaz, 2019;Lindsay, 1999), some others (Hajizainuddin, 1999;Desai, 1996) did not reach a significant relationship between learning styles and attitudes toward learning.…”

A Comparative Analysis on the Effects of Formal and Distance Education Students’ Course Attendance Upon Exam Success

“…In his study analyzing the achievement of students having traditional education and distance education, Durak (2009) found that distance education students had higher achievement in both midterm and final exams rather than the students having traditional education. Kurnaz and Ergün (2019) stated in their study that there was a positive and low-level relationship between having a formal learning style and academic achievement, and active learning was also a predictor of academic achievement. In the literature, there were studies related to the positive effect of e-learning styles upon academic achievement (Hsu, 1994;Ross, Drysdale, & Schulz, 2001), as well as the findings related to absence of a relationship between learning styles and academic achievement (Omar et al, 2015;Rovai & Grooms, 2004).…”