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

Öz, Recep; Kayalar, Murat

doi:10.5539/jel.v10n3p122

Cited by 4 publications

(1 citation statement)

References 41 publications

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“…It is known that within the researches, distance education is defined as teaching activities carried out by using various teaching materials, where students and teachers are in different places. It is also stated that distance education goes beyond the traditional education approach and offers a quality education opportunity to the participants in a more flexible, rich and interaction-based education environment [10]. The teacher who needs to develop an online course in the Internet-based distance education process should change the teaching method and pay more attention to interacting with students, visual materials and independent study activities.…”

Section: Introductionmentioning

confidence: 99%

Investigation of Mechanical Engineering Academicians’ Use of Distance Education Technologies

Shukshina¹,

Niyazova²,

Ishmuradova³

et al. 2022

Int. J. Eng. Ped.

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The aim of this study is to determine the use of distance education technologies, conditions of use and how often they use various computer applications, and also to investigate the use of these applications by academicians who teach in the Department of Mechanical Engineering. In the research carried out with the scanning model, there were 370 volunteers from various universities in Russia, consisting of academicians who teach in the field of mechanical engineering. The research was carried out in the spring term of 2020–2021; before the research, a 6-week online training was given to mechanical engineer academicians. In the study, the ‘distance education technologies’ measurement tool developed by the researchers and compiled by experts in the field was used. The measurement tool was delivered to the academicians via the online method and collected. The analysis of the data was carried out by using the SPSS programme, frequency analysis, t-test and ANOVA test, and the results were added to the research with tables. Accord-ing to the results obtained from the research, although the distance education technologies of the academicians who teach in the field of mechanical engineering are satisfactory, the rate of academicians never using new technologies in the teaching process is quite low and the rate of using them very often is quite high.

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Section: Introductionmentioning

confidence: 99%

Investigation of Mechanical Engineering Academicians’ Use of Distance Education Technologies

Shukshina¹,

Niyazova²,

Ishmuradova³

et al. 2022

Int. J. Eng. Ped.

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Students' Tendencies to Attend Distance Education Courses and Their Academic Achievement

Ozkara,

Tonguc,

Aruğaslan

2024

Euro J of Education

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This study examines the academic achievement and attendance duration status of formal education students taking distance education courses using structural equation modelling (SEM). A total of 842 video recordings of online courses attended by 304 students on the MS Teams video conference platform were analysed. It was revealed that 29% of the attendance period was explained by course duration, lateness duration and course type, while 41% of grade point average (GPA) could be explained by course duration, lateness duration, course type and duration of course. The most significant impact on class attendance was lateness to class. Data showed that gender had a moderator effect on the effect of course type on GPA. Results also indicated that the method of teaching has a moderator role in the effect of attendance time on GPA and that the effect of attendance time on GPA is higher in asynchronous classes.

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Çevri̇mi̇çi̇ Ortamda Öğrenci̇leri̇n Derse Katilimlarini Ve Derste Geçi̇rdi̇kleri̇ Süreyi̇ Etki̇leyen Faktörleri̇n İncelenmesi̇

ÖZKARA>

Tonguç²

2023

Eğitim Teknolojisi Kuram Ve Uygulama

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Öğrencilerin derste var olması ya da kayıtlı olan dersleri takip etmesi olarak nitelendirilen katılım kavramı uzaktan eğitim ortamında son derece önemlidir. Katılımı etkileyen farklı faktörler olduğu görülmektedir. Bu faktörler arasında öğretmen, öğretim yöntemi, öğrencilerin bireysel özellikleri, ders süresi gibi ögeler bulunmaktadır. Katılımının ise öğrenci başarısı, performansı ve dersi bırakması gibi önemli alanları etkilediği görülmektedir. Bu çalışma pandemi döneminde zorunlu olarak uzaktan eğitim ile ders almak durumunda kalan öğrencilerin online ders platformundaki kayıtlarının incelenerek, derslere katılımları ile ilgili eğilimlerini belirlemeyi amaçlamaktadır. Öğrencilerin genel katılım eğilimleri belirlenirken derste kalma süreleri, ders, bölüm, cinsiyet ve dersin sunum şekli değişkenlerine göre incelenmiştir. Derse gecikme süresi ile derste kalma süresi arasında ilişki olup olmadığı araştırılmıştır. Araştırma sonucunda ilk haftalarda derslere katılımın daha fazla olduğu, ilerleyen haftalarda katılım sayısının hep daha düşük kaldığı görülmüştür. Bölüme göre katılım sürelerinin farklılık gösterdiği Hukuk, Maliye ve Tarım Makineleri bölümlerinde okuyan katılımcıların uzaktan eğitim derslerinde uzun süre kalmadıkları görülmüştür. Cinsiyete göre katılım süresi değişmezken, senkron olarak devam eden TBTK derslerinde katılım süresinin, video takibi olan derslere göre daha uzun sürdüğü belirlenmiştir. Öğrencilerin derste kalma süresi ile derse gecikme süresi arasında orta düzeyde ve negatif yönde anlamlı bir ilişki olduğu görülmüştür. Çalışma sonunda öğrencilerin katılımının ilerleyen haftalarda azalmaması için bu konunun nedeninin belirlenmesi, farklı derslerde yeni çalışmaların gerçekleştirilmesi önerilmektedir.

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

Cited by 4 publications

References 41 publications

Investigation of Mechanical Engineering Academicians’ Use of Distance Education Technologies

Investigation of Mechanical Engineering Academicians’ Use of Distance Education Technologies

Students' Tendencies to Attend Distance Education Courses and Their Academic Achievement

Çevri̇mi̇çi̇ Ortamda Öğrenci̇leri̇n Derse Katilimlarini Ve Derste Geçi̇rdi̇kleri̇ Süreyi̇ Etki̇leyen Faktörleri̇n İncelenmesi̇

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