Mühendislik Öğrencilerinin E-Öğrenmeye Dair Hazır Bulunuşluk ve Memnuniyet Düzeyleri

Adnan, Müge; Boz-Yaman, Burçak

doi:10.16949/turkbilmat.280165

Cited by 21 publications

(9 citation statements)

References 19 publications

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“…In this context, it may be argued that the participating pre-service teachers considered themselves able in regard to e-learning information and communication technologies, determining learning needs and objectives, determining necessary learning sources, choosing and using suitable learning strategies, managing their own learning processes, having learning motivation and connecting online communication. These results were in line with those of studies conducted prior to the pandemic (Çakır & Horzum, 2015;Kırmızı, 2015;Adnan & Boz-Yaman, 2017;Obi et al, 2018;D. S. Öztürk, F. Öztürk, & Özen, 2018;Yılmaz, Sezer, & Yurdugül, 2019;Mavi & Erçağ, 2020).…”

Section: Pre-service Teachers' E-learning Readinesssupporting

confidence: 89%

“…On the other hand, some other studies reported no significant difference in students' e-learning readiness in terms of gender. For example, in the studies of Adnan and Boz-Yaman (2017) carried out with engineering students, or those, of Hung et al (2010) conducted with university students studying in Taiwan or of Chung et al (2020) carried out with university students studying in Malaysia during the COVID-19 pandemic, it was determined that gender did not affect e-learning readiness significantly.…”

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

confidence: 99%

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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: Pre-service Teachers' E-learning Readinesssupporting

confidence: 89%

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

confidence: 99%

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 a study, Öktem (2020) did not find any difference according to the department variable. Likewise, Demir (2013) and Adnan and Boz-Yaman (2017) did not find any difference according to the department variable.…”

Section: Discussionmentioning

confidence: 77%

Investigation of e-learning readiness levels of university students studying in different departments

Kalkan¹

2020

Afr Educ Res J

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The primary purpose of this study is to determine the extent of students' readiness on e-learning and to determine the significant difference on their e-learning readiness to the profile of students of different departments. The population of the study was comprised of three hundred seventy-two students with a total age average of 21.57 ± 2.50; 160 men, 212 women (N = 372) from University's Sport Sciences, History, Literature, and English Language and Literature faculties were selected randomly to participate in the study. Participants were surveyed using the researcher-made demographic questionnaire and the adapted 'The Scale of E-Learning Readiness' instrument developed by Yurdugül and Demir (2017). According to the findings, a significant difference was found within the Computer Self-Efficacy', 'Online Communication Self-Efficacy', and 'Learner Control' the Tukey HSD multiple comparison tests was further conducted to determine between which groups/department is the source of the significant differences, which was caused by the English Language and Literature departments. In the study, it was concluded that students who are studying in English Language and Literature department students have higher levels of elearning readiness compared to other department students since they utilize e-learning modalities compared to the other students from other departments.

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“…Additionally, it was revealed that students with internet access received more support from different sources such as family and school and also the time they spent on the instruction was higher when compared to other students. These findings could be attributed to the fact that the level of technical support provided to the students is directly proportional to students' access to technology (Adnan & Yaman, 2017). In addition, the students that watched live lessons on EBA TV alone indicated that this method was their only choice, in which they could not participate actively and the teachers could not obtain feedback.…”

Section: Discussionmentioning

confidence: 99%

Students’ Views Regarding Instruction during the Pandemic Process

Yavuz

Hasançebi

et al. 2022

Journal of Learning and Teaching in Digital Age

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The aim of this study was to determine the views of secondary and high school students regarding the distance education activities carried out during the coronavirus disease 2019 (COVID-19) pandemic, the blended learning activities conducted afterwards, and the post-pandemic back-to-school process. The study consisted of 982 students and was conducted utilizing the descriptive survey method, one of the quantitative research methods. Data were collected using the "Scale of Evaluating Instruction in Pandemic Process". The findings indicated that most of the students used smartphones alone for distance education during the pandemic process and most of them participated in distance education only via live lessons. In addition, no significant difference was found between genders with regard to students' satisfaction with the distance education process and their expectations. On the other hand, most of the students did not receive sufficient psychological and academic support during this process. It was also noted that the students with internet access were more satisfied with the instruction activities in this process and that their access to the internet and technologies were higher than the students without internet access. Based on our findings, we recommend that students should be provided with academic and psychological support, security precautions should be tightened in schools to minimize the effects of the pandemic, and equal opportunities should be provided to students regarding hardware and internet support.

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Mühendislik Öğrencilerinin E-Öğrenmeye Dair Hazır Bulunuşluk ve Memnuniyet Düzeyleri

Cited by 21 publications

References 19 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

Investigation of e-learning readiness levels of university students studying in different departments

Students’ Views Regarding Instruction during the Pandemic Process

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