Uzaktan Eğitim Öğrencilerinin Uzaktan Eğitime Yönelik Tutumları ve Epistemolojik İnançları

Fidan, Mustafa

doi:10.16986/huje.2016016666

Cited by 29 publications

(23 citation statements)

References 18 publications

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“…Consistent with the research results, Kırali and Alcı (2016) revealed that there was no significant difference between their gender variables and their views on distance education perceptions in their research with university students. When analyzed in terms of gender, the research findings reached by Fidan (2016) and Ateş and Altun (2008) show difference. It was found that attitudes of male students towards distance education were higher than female students.…”

Section: Discussionmentioning

confidence: 89%

Examination of Attitudes of University Students in Distance Education According to Some Variables

Uzun¹,

Eş²,

Evram³

2020

NEUJE

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We are conducting distance education due to the pandemic process that we are experiencing. This study has been performed with the purpose of determining what kind of attitudes students who experience this process are displaying and the factors affecting these attitudes. The attitudes of university students studying at a private university in the Turkish Republic of Northern Cyprus according to age, gender, grade level, internet connection problem, ability to use technology, suitability of distance education environment, and whether it is efficient or not were examined. Random sampling method was used in this research, which was conducted using the relational survey model, one of the quantitative survey models. The sample of the study is 128 university students, 64 men and 64 women studying at a private university. The data of the research were collected online using the personal information form and the Distance Education Attitude Scale prepared by the researchers. SPSS 25.0 software was used for statistical analysis of research data. The scores received by university students who have high level of internet connection problems from the Distance Education Attitude Scale were lower than other university students. It is believed that this study will make contribution to future research. Keywords: Distance education, attitude, university student, internet and technology usage.

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Section: Discussionmentioning

confidence: 89%

Examination of Attitudes of University Students in Distance Education According to Some Variables

Uzun¹,

Eş²,

Evram³

2020

NEUJE

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“…Öğretmen adayları ve formasyon öğrencileri ile uzaktan eğitim algılarına yönelik yapılan çalışmalarda araştırma bulgusunu destekler yönde erkek ve kadın öğrenciler arasında farka rastlanılmamıştır (Yenilmez, Turğut ve Nalbağ, 2017;Yıldız, 2016). Bu bulgunun aksine erkek öğrencilerin kadın öğrencilere göre uzaktan eğitime yönelik tutumlarının daha yüksek olduğu çalışmalar da bulunmaktadır (Fidan, 2016). Öğretmenlerle yapılan çalışmada ise araştırma bulgusunu destekler yönde sonuçlar elde edilmiştir (Ağır, 2007).…”

Section: Sonuçlarunclassified

Uzaktan Eği̇ti̇m Öğrenci̇leri̇ni̇n Bakiş Açisiyla Uzaktan Eği̇ti̇m Ve Mobi̇l Öğrenme

Gökbulut

2021

Eğitim Teknolojisi Kuram Ve Uygulama

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The aim of this study is to examine the perceptions and readiness of students studying in distance education towards distance education and mobile learning in terms of various variables. For this purpose, survey model was used among quantitative methods. The research was carried out with university students studying at an international university providing distance education in the spring semester of the 2017-218 academic year. 358 university students studying at associate degree, undergraduate and graduate degrees participated in the research. Data from students were collected online with two measurement tools. These are Distance Education Perception Scale and Mobile Learning Readiness Scale. Descriptive statistics, independent samples t-test, Mann Whitney u-test and one-way analysis of variance (ANOVA) were used in the analysis of the data obtained. With the data obtained from these scales, the differences were investigated according to the variables of gender, age and education level (associate degree, undergraduate, graduate). In addition, the relationship between perception towards distance education and readiness for mobile learning was examined. As a result of the research, while the perception level of university students towards distance education was medium, their level of readiness for mobile learning was found to be high. No significant difference was found between male and female university students in terms of gender, age and education level variables. In the study, a moderate positive relationship was found between university students' perceptions of distance education and their readiness for mobile learning.

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“…Uzaktan eğitim, kullanıcılara sunduğu imkânlarla eğitime yeni bir açı kazandırmıştır. Bu sayede günümüzde yaygın şekilde kullanılan bir sistem halini de almıştır (Fidan, 2016).…”

Section: Uzaktan Eğitimunclassified

“…Bu alanlardan birisi de şüphesiz eğitim alanıdır (İşman, 2011:1,15). Eğitim alanında, uzaktan eğitimin yaygınlaşmasıyla birlikte bilgiye erişmede yer, zaman, yaş gibi engeller ortadan kalkmakta ve bireyler yaşam boyu öğrenim fırsatı yakalamaktadır (Fidan, 2016).…”

Section: Introductionunclassified

Uzaktan Eğitime Devam Etme Niyetinin Anlaşılması: Genişletilmiş Teknoloji Kabul Modeli - Understanding Distance Education Continuance Intention: Extended Technology Acceptance Model

Çelik¹,

Sökmen²

2018

TR1001

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ÖzTeknolojinin ilerlemesi ile birlikte birçok sektörde yeni uygulamalar geliştirilmiştir. Bu gelişmeler eğitim alanında uzaktan eğitim sistemi uygulamaları olarak karşımıza çıkmaktadır. Birçok araştırmacı bu alanda akademik çalışmalar yaparak, uzaktan eğitim sisteminin daha etkin ve verimli kullanılmasına katkı sağlamaktadır. Bu çalışmada ise uzaktan eğitim sistemine devam etme niyetini etkileyen faktörleri araştırmak amacıyla Ankara'da faaliyet gösteren Ahmet Yesevi Üniversitesi, Ankara Üniversitesi, Atılım Üniversitesi ve Gazi Üniversitesinde eğitim gören 1029 uzaktan eğitim öğrencisine anket uygulanmıştır. Önerilen modelde bilgi kalitesi, hizmet kalitesi, sistem kalitesi, algılanan fayda, bilişsel kapılım, algılanan kullanım kolaylığı, kişilerarası etki ve dış etkinin kullanıcı tatmini üzerindeki etkisi, kullanıcının tatminin de uzaktan eğitim sistemini kullanma niyeti üzerindeki etkisi araştırılmıştır. Özellikle kullanıcı tatmininin uzaktan eğitimi kullanmaya devam etme niyeti üzerinde anlamlı ve pozitif bir etkiye sahip olduğu tespit edilmiştir. Kişilerarası etki, algılanan fayda, bilişsel kapılım, hizmet kalitesi ve sistem kalitesinin kullanıcıların tatmini üzerinde anlamlı ve pozitif bir etkiye sahip olduğu ortaya çıkmıştır. Bununla birlikte dış etki, algılanan kullanım kolaylığı ve bilgi kalitesinin kullanıcıların memnuniyetleri üzerinde anlamlı bir etkiye sahip olmadığı tespit edilmiştir. AbstractWith the advancement in technology, new applications have been developed in many fields. In the field of education, we observe the distance education system as the new application. Many researchers have contributed to the distance education system by carrying out academic studies. In this study, a questionnaire was applied to 1029 distance education students studying at Ahmet Yesevi University, Ankara University, Atılım University and Gazi University in Ankara in order to investigate the factors affecting the intention to continue distance education system. The proposed model investigated the effect of the information quality, service quality, system quality, perceived usefulness, perceived cognitive absorption, perceived ease of use, interpersonal influence and external influence on user satisfaction, and the user satisfaction on the continuance intention to the distance education system. It has been found that user satisfaction has a significant positive effect on the continuance intention to the distance education. It has been determined that interpersonal influence, perceived usefulness, perceived cognitive absorption, service quality, and system quality have a significant and positive effect on users' satisfaction, but external influence, perceived ease of use and information quality have no significant effect on users' satisfaction.

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Uzaktan Eğitim Öğrencilerinin Uzaktan Eğitime Yönelik Tutumları ve Epistemolojik İnançları

Cited by 29 publications

References 18 publications

Examination of Attitudes of University Students in Distance Education According to Some Variables

Examination of Attitudes of University Students in Distance Education According to Some Variables

Uzaktan Eği̇ti̇m Öğrenci̇leri̇ni̇n Bakiş Açisiyla Uzaktan Eği̇ti̇m Ve Mobi̇l Öğrenme

Uzaktan Eğitime Devam Etme Niyetinin Anlaşılması: Genişletilmiş Teknoloji Kabul Modeli - Understanding Distance Education Continuance Intention: Extended Technology Acceptance Model

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