Pedogoji̇k Formasyon Eği̇ti̇mi̇ Alan Öğrenci̇leri̇n Uzaktan Eği̇ti̇me Yöneli̇k Tutumlari

Yıldız, Sevilay

doi:10.11616/basbed.vi.455852

Cited by 41 publications

(10 citation statements)

References 2 publications

(4 reference statements)

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“…It was established that the attitude of the lecturers towards distance education was high in the faculty of social sciences and low in the faculty of engineering sciences. Similar to this study, a crucial relationship was determined between departments and distance education (Ugras, Altunbas, Ay, & Cil, 2012;Gündüz, 2013;Yılmaz & Güven, 2015;Yıldız, 2016). In the study conducted by Aras (2019) with academic staff, it was observed that they stated that distance education will provide benefits in theoretical courses and disadvantages will arise in applied courses.…”

Section: Conclusion and Discussionmentioning

confidence: 56%

“…Studies in the literature show that there is an important relationship between professional seniority and distance education. In parallel with the study conducted in some studies, the level of attitude towards distance education decreases as the professional seniority increases (Ağır, 2007;Akgül, 2021;Ateş & Altun, 2008;Birişçi, 2013;Gök, 2011;Horzum et al, 2012;Kışla, 2005;Şimşek et al, 2010;Yermeydan Uğur, 2017;Yıldız, 2016). The distance education experience (Al-Balas et al, 2020).…”

Section: Conclusion and Discussionmentioning

confidence: 83%

“…In the study conducted by Ağır (2007) to determine the attitudes of teachers towards distance education, no relationship was found between gender and attitude towards distance education. Similarly, there are research results in the literature that there is no significant relationship between gender and attitudes towards distance education (Ateş & Altun, 2008;Barış, 2015;Birişçi, 2013;Çandarlı & Yüksel, 2012;Gündüz, 2013;Karaoğlu, 2008;Kışla, 2005;Şimşek, İskenderoğlu, & İskenderoğlu, 2010;Tırnovalı, 2012;Ülkü, 2018;Yalman & Kutluca, 2013;Yıldız, 2016).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

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Investigating the Relationship Among Instructors Technostress and Technology Ac

uğraş

2023

ijoess

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In this study, the aim was to examine the relationship between instructors' technostress and technology acceptance levels and their attitudes towards distance education. The sample of this study consists of 957 instructors who use distance education method in their courses in universities located in the Eastern Anatolia Region of Turkey. Quantitative method was used in the study. The research collected data with the "Attitude Toward Distance Education Scale", "Technostress Scale" and "Technology Acceptance Scale". The data obtained were analyzed using SPSS 22 and Amos 26. The data were analyzed using t-test, ANOVA, Bonferroni, correlation, multiple regression and structural equation modeling. In addition, the eta-square (η2) value was calculated to determine the degree of significant difference between the groups. Research findings revealed that there were found to be significant differences in instructors' attitudes towards technostress, technology acceptance and distance education in terms of gender, discipline, title and seniority variables. In addition, technological acceptance predicts technostress directly and negatively; technological acceptance predicts attitude towards distance education directly and positively; technostress predicts attitude towards distance education directly and negatively.As a result, it has been determined that the technostress and technological acceptances of the instructors affect their attitudes towards distance education.

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Section: Conclusion and Discussionmentioning

confidence: 56%

Section: Conclusion and Discussionmentioning

confidence: 83%

Section: Conclusion and Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Investigating the Relationship Among Instructors Technostress and Technology Ac

uğraş

2023

ijoess

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“…In addition, according to the study conducted by Çiftçioğlu (2022) preservice preschool teachers have a moderate level attitude towards distance education and there is a significant positive relationship between the digital literacy abilities of students with their attitudes. There are other studies in the literature which concluded that students are negative or undecided about distance education (Ural, 2007;Yıldız, 2016). On the other hand, Yenilmez et al (2017) revealed that attitudes of pre-service teachers from different departments towards distance education are positive.…”

Section: Introductionmentioning

confidence: 92%

The Investigation of the Attitudes of Preservice Pre-School Teachers Towards Distance Education

KARAKUŞ,

ALTIPARMAK,

UYSAL

2023

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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This descriptive survey study was conducted to determine the attitudes of pre-service pre-school teachers towards distance education. 181 pre-service teachers studying at Sinop University and Nigde Omer Halisdemir University Preschool Education Program in the 2020-2021 academic year participated in the study. The Personal Information Form and the Attitudes Towards Distance Education Scale were used as the data collection tools. The pre-service teachers to be included in the study were selected using the convenience sampling method. Descriptive statistics was used to analyze the data on personal characteristics and pre-service pre-school teachers’ attitudes towards distance education. The t-test was used to determine whether the attitudes of the pre-service teachers towards distance education differ according to the university they study at, technological tool with which students follow the online lessons, and convenience of the environment in which students follow the online lessons; Mann Whitney U test to determine whether it differs according to gender and having internet connection at home; the ANOVA was used to determine whether it differs according to grade level. The results revealed that the attitudes of the pre-service pre-school teachers towards distance education were at a moderate level. As a result of the research, it was found that the technological tool with which students follow the online lessons, and the convenience of the environment in which students follow the online lessons showed a significant difference in the total attitude scores of the pre-service teachers towards distance education; ıt was found that the university they study at, gender, grade level and having an internet connection at home did not show a significant difference.

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“…Çağın gerektirdiği bilimsel ve teknolojik gelişmeler, insanların değişen ihtiyaçları doğrultusunda yeni öğrenme yöntemleri ve ortamlarına ihtiyaç doğurmuştur. 21. yüzyıl küresel bilgi toplumunda gelişen teknoloji ile meydana gelen çok büyük değişim ve gelişmeler, yeni öğrenme ortamlarından birisi olan uzaktan eğitim kavramını ortaya çıkarmıştır (Yıldız, 2016). Holmberg (1995), uzaktan eğitimi, planlama, rehberlik ve öğretim boyutu bulunan, öğrenci ve öğretmenlerin ders yapılan ortamda bulunma zorunluluğu olmayan ve öğrencinin öğretmen denetiminde olmadığı bir yöntem olarak tanımlamıştır.…”

Section: Introductionunclassified

Uzaktan Eği̇ti̇m Süreci̇nde Karşilaşilan Sorunlara İli̇şki̇n Öğretmen Görüşleri̇

Kazak

KARAAHMETOĞLU²

2023

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi

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Bu araştırmanın amacı, öğretmenlerin uzaktan eğitim sürecinde yaşadıkları sorunları ve bu sorunlara buldukları çözüm önerilerini araştırmaktır. Çalışma, nitel araştırma yöntemlerinden olgubilim deseninde yürütülmüştür. Araştırmanın çalışma grubunu, 2022-2023 eğitimi öğretim yılında Düzce merkez ilçede çalışan 13 öğretmen oluşturmaktadır. Veriler, yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Elde edilen veriler içerik analizi tekniği ile çözümlenmiştir. Araştırmadan elde edilen bulgulara göre uzaktan eğitimde karşılaştıkları sorunlar; iletişim kaynaklı sorunlar, motivasyon düşüklüğünden kaynaklanan sorunlar, derse katılım ile ilgili sorunlar, sağlık ile ilgili sorunlar, teknoloji kaynaklı sorunlar, öğrenci kaynaklı sorunlar, kişisel sorunlar, veliye ulaşmada yaşanan zorluklar, fırsat eşitsizliği, altyapı kaynaklı sorunlar, ders başlangıç saati kaynaklı sorunlar ve sosyalleşme sorunları olarak tespit edilmiştir. Öğretmenler, yaşanan sorunlara ilişkin çözüm olarak, teknolojik materyal ve altyapı desteği, güvenlik önlemleri, çevrimiçi iletişim platformlarını etkili kullanma, öğretmen-veli iş birliği, motivasyonu sağlama, sağlık tedbirleri alma olduğunu ifade etmişlerdir. Araştırmadan elde edilen sonuçlara dayalı olarak, dezavantajlı öğrencilerin teknolojik imkânlarla desteklenmesi, derslerin daha ilgi çekici hale getirilmesi açısından web 2 araçlarının kullanılması, internet ulaşımında sıkıntı yaşanan kırsal kesimlerde ortak kullanıma imkân veren ücretsiz WIFI hizmetinin sunulması konularında önerilerde bulunulmuştur.

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Pedogoji̇k Formasyon Eği̇ti̇mi̇ Alan Öğrenci̇leri̇n Uzaktan Eği̇ti̇me Yöneli̇k Tutumlari

Cited by 41 publications

References 2 publications

Investigating the Relationship Among Instructors Technostress and Technology Ac

Investigating the Relationship Among Instructors Technostress and Technology Ac

The Investigation of the Attitudes of Preservice Pre-School Teachers Towards Distance Education

Uzaktan Eği̇ti̇m Süreci̇nde Karşilaşilan Sorunlara İli̇şki̇n Öğretmen Görüşleri̇

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