Measuring the e-Learning Autonomy of Distance Education Students

Abstract

Previous studies have provided evidence that learner autonomy is an important factor in academic achievement. However, few studies have investigated the autonomy of distance education students in e-learning environments. The purpose of this study is to evaluate the e-learning autonomy of distance education students who are responsible for their own learning. For this purpose, as the first step of the study, an e-learning autonomy scale was developed. Analyses of the validity and reliability of the scale were carried out with the participation of 1,152 distance education students from Anadolu University, Open Education System. The scale has an internal consistency coefficient of α = 0.952 and a single factorial model that explains 66.58% of the total variance. The scale was implemented with 3,293 students from 42 different programs. According to the findings, student autonomy in e-learning environments is directly proportional to level of ICT use but not affected by program or gender.

Learning in smart environments: user-centered design and analytics of an adaptive learning system

“…This is also seen in the competitive framing of the gamification elements, as well as the reason behind the low score on the first question in the SUS questionnaire; the low probability that the students will use the system again. This insight goes back to the findings from the past research regarding personalization (O'Donnell et al 2015;Kurilovas et al 2014), customization (Klašnja-Milićević et al 2017Beyer and Holtzblatt 1997;Honey 2001), and autonomy (Weinstein 1987;Firat 2016).…”

“…Furthermore, the concept of open-learner model offered students a highly appreciated and useful insight into their learning strategies. However, if we want adaptive systems to offer feedback with pedagogical components for guiding users to become better learners, the future learning analytics tools need to be developed considering theoretically established instructional strategies (Gašević et al 2015).…”

“…Thus, the idea behind the development of ProTuS analytics component also includes the guidance of students as active agents in their learning process, with respect to their meta-cognitive abilities, as a support in becoming better learners. However, what is of particular importance and a subject for further investigation, are the learning strategies that are adopted by individual learners (Gašević et al 2015). Tracking the activities of learners, could give valuable insights into how students learn with adaptive learning systems to promote understanding and build knowledge (Mangaroska and Giannakos 2018), as this data could increase the quality of the learning analytics component and the adaptive features of the system.…”

A Shift from Classroom to Distance Learning: Advantages and Limitations

“…Learners take action toward becoming lifelong learners when they take responsibility for their own learning. So, determining autonomy of distance education has a critical importance (Firat, 2016;Jacobs, Renandya & Power, 2016). Zimmerman (2002) explains that learner autonomy or learner independence is a major contribution to success in e-learning environments in which learners are responsible for their own learning.…”

Συσχέτιση Της Αυτονομίας Των Φοιτητών Με Την Αναβλητικότητα Και Την Ικανοποίηση Που Λαμβάνουν Από Τις Σπουδές Τους. Μελέτη Περίπτωσης Σε Μεταπτυχιακούς Φοιτητές Του ΕΑΠ

“…Για τη μέτρηση της αυτονομίας χρησιμοποιήθηκε η κλίμακα e-Learning Autonomy Scale (e-LAS), που αναπτύχθηκε στο Anadolu University, Open Education System (Firat, 2016) για να μετρήσει την αυτονομία φοιτητών σε περιβάλλον εξΑΕ. Αποτελείται από 10 ερωτήσεις πεντάβαθμης κλίμακας Likert με διαβάθμιση: «1: Διαφωνώ έντονα, 2: Διαφωνώ, 3: Ούτε διαφωνώούτε συμφωνώ, 4: Συμφωνώ, 5: Συμφωνώ έντονα».…”