A Fully Online Course Experience from Students’ Perspective: Readiness, Attitudes and Thoughts

Abstract

The purpose of the study was to reveal the effect of a course taken through distance education on students' readiness and attitudes. Sequential explanatory design method was used as a research method in which qualitative and quantitative measurements were used in the research. For the quantitative data, a single group pre-test/post-test design was used as an experimental model; for the qualitative data, open-ended questions were asked in order to elicit students' opinions following the experimental process. The study group consisted of 266 students from different faculties and departments who were studying undergraduate and associate degree programmes at a private university in Turkey. Results indicated that the course taken through distance education had a significant effect on students' gaining Computer and Internet Self-Efficacy and was effective in improving undergraduate students' self-directed learning skills. Moreover, the course taken through distance education had a significant effect on students' familiarity with e-learning. Additionally, the course was found to be effective in decreasing the escape attitudes from e-learning.

Self-directed multimodal learning within a context of transformative open education

“…Various documents have identified design guidelines that refer to the structure of a course. Beckers, Dolmans and Van Merriënboer (2016), Cabi and Kalelioglu (2019) and Hammarlund, Nilsson and Gummesson (2015) highlighted constructive alignment -one of the essential principles of education -as a design guideline. They emphasised that the learning objectives, teaching and learning strategies and assessment activities should be aligned in a course.…”

“…Resources are featured as an important aspect of course design. Resources should be used to promote authentic, meaningful learning (Firat et al 2016;Zhang et al 2010), for interaction (Cabi & Kalelioglu 2019), to provide access to information and expert knowledge (Holland 2019), and address the challenges of developing the processes of cognition (Zhang et al 2010). It is of utmost importance that resources are easily accessible and available to students (Bayrak & Akcam 2017;Cabi & Kalelioglu 2019), that there are sufficient resources available and that they are of a high quality (Cabi & Kalelioglu 2019;Holland 2019) and of a wide variety (Firat et al 2016).…”

“…They added that this could also assist in students' planning. Cabi and Kalelioglu (2019) further stated that students should be motivated regularly through consistent communication. In addition to communication, allowing for regular dialogue can increase motivation within the online environment (Holland 2019).…”

“…The corpus of studies revealed various important aspects relating to the role of the facilitator. The facilitator should be available and accessible (Cabi & Kalelioglu 2019); he or she should plan well (Intayoad 2014); engage in discussions with students (Intayoad 2014) and ensure a social presence (Holland 2019), teaching presence, cognitive presence and learning presence in the online environment . The lecturer should fulfil his or her role as the facilitator and project supervisor (Holland 2019).…”

Global Perceptions of Faculties on Virtual Programme Delivery and Assessment in Higher Education Institutions During the 2020 COVID-19 Pandemic

“…Students were apprehensive about the possible negative implication of virtual education on their learning outcomes. Cabi & Kalelioglu (2019) reported that student attitudes towards virtual learning was positive for the majority, while the minority were unfavourably disposed.…”