Evaluation of the Effectiveness of E-Course Practices during the Covid-19 Pandemic from the Students’ Perspective

Abstract

Covid-19 pandemic has deeply affected ongoing individual, social, public, and institutional actions and habits regarding communal life in many countries. One of the most affected public institutions has been educational institutions that have to change and transform the natural educational environment and methods rapidly. This study aims to reveal the perception of university students' satisfaction for the e-courses they received during the Covid-19 pandemic and the level of teacher innovativeness that predicts student satisfaction for e-learning. The study sample consists of 263 university students studying through e-courses in science and education faculties of a private university in the Turkish Republic of Northern Cyprus (TRNC) and selected by a simple random sampling method from different grade levels. The 'satisfaction scale for ecourse' and the teacher innovativeness dimension used in TALIS 2018 were used as data collection tools. The data were analyzed with SPSS 23 software program. Frequency, percentage, arithmetic mean, and standard deviation for descriptive statistics, t-test and one-way analysis of variance (One Way ANOVA) were used to test the differences between groups, and Pearson Correlation analysis and regression analysis were used to determine the relationships between variables in the research. Student satisfaction for e-courses is at a medium level, the lowest satisfaction is in the material dimension, and the highest is the studentteacher interaction and teacher innovativeness dimensions. It has been found that the interest, satisfaction, and motivation levels of male participants whose mothers received high school education or higher education are high for e-lesson activities for male participants according to gender. Female participants and Turkish group teaching department participants have been found to prefer face-to-face learning activities. Also, there are significant differences for computer department students according to the department they study, and on behalf of those who use the internet more for lecture purposes. Finally, a strong correlation has been found

The Effects of the Crisis Management Skills and Distance Education Practices of Universities on Student Satisfaction and Organizational Image

“…When the relation between the variables in the relevant literature was reviewed, it was found that when the positive relationship between crisis management and the organizational image was examined theoretically [90,91], it was found that there was no study showing the relations with statistical methods. When the crisis management of universities was evaluated from the perspective of service quality perception, the significant relation between crisis management and student satisfaction can be detected in the literature [18,25,26,28,92] supported by significant relations between distance education and student satisfaction [37,59,93,94] and the significant relation between organizational image and satisfaction [18,21,95]. The results are compatible with studies in the literature.…”

“…It was also determined that crisis management has indirect effects on student satisfaction sub-dimensions. The direct effect of distance education on student satisfaction is compatible with the literature data [37,68,93,94,[96][97][98][99][100][101]. Although Buluk and Equalti [96] reported that support services, learning conditions, evaluation systems in distance education, program effectiveness, and students' personal suitability were important determinants of distance education course satisfaction, Atasoy et al [93] concluded that the e-course implementation processes must be properly planned to increase student satisfaction in the TRNC.…”

“…The direct effect of distance education on student satisfaction is compatible with the literature data [37,68,93,94,[96][97][98][99][100][101]. Although Buluk and Equalti [96] reported that support services, learning conditions, evaluation systems in distance education, program effectiveness, and students' personal suitability were important determinants of distance education course satisfaction, Atasoy et al [93] concluded that the e-course implementation processes must be properly planned to increase student satisfaction in the TRNC. Uluskan et al [101] used the structural equation model and concluded that the design and technical competence of the ESUZEM system is the most important factor affecting student satisfaction.…”

Determination of University Students' Readiness and Anticipation Levels about the E-Learning Process

“…The study shows that the score of the students from the scale is at a high level. In some studies conducted in the literature, the total score of the Satisfaction Scale related to the e-learning process was found to be at a moderate level (Deveci Topal, 2016;Bagci, 2018;Caliskan, 2019;Atasoy et al, 2020;Bawaneh, 2021) In the study conducted by Genç and Gümrükçüoğlu, the total scale score was found to be low (Genç and Gümrükçüoğlu, 2020). Different results are found in the literature.…”

Mathematics Lessons Instruct by Classroom Teachers with Distance Education

“…Dolayısıyla zaman ve mekândan bağımsız şekilde senkron ve asenkron olarak öğrenme içeriklerinin teknoloji vasıtasıyla öğrenciye ulaştırıldığı bir eğitim sistemi (Gülnar, 2008;Kırık, 2014;Özbay, 2015;Tümkan &Tümkan, 2020;Yamamato &Altın, 2020) olarak tanımlanabilen uzaktan eğitim yalnızca Covid-19 salgın döneminde ortaya çıkmış bir durum değildir (Fidan, 2020;Sayan, 2020). Fakat özellikle hayat boyu öğrenmenin sağlanması (Kırık, 2014;Yamamoto & Altun, 2020) ve eğitime erişim imkânı bulunmayan bireylere yönelik uygulanmakta olan uzaktan eğitim günümüzde başta üniversiteler olmak üzere birçok eğitim kademesinde kullanılmaktayken (Kırık, 2014;Özbay, 2015) Covid-19 salgını ile birlikte tüm eğitim kademelerinde uygulanmaya başlanmıştır (Atasoy, Özden & Kara, 2020;Bozkurt, 2020a;Bozkurt, 2020b;Can, 2020;Ford, Kwon & Tsotsoros, 2021).…”