Web Tabanlı Uzaktan Eğitim Sistemleri: Sahip Olması Gereken Özellikler ve Standartlar

Al, Umut; Madran, Orçun

doi:10.15612/bd.2004.491

Cited by 63 publications

(41 citation statements)

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“…Bu sonuçlar kadın katılımcıların e-ders uygulamalarına yönelik daha az memnun oldukları şeklinde de yorumlanabilir. Bilgisayar teknolojileri ve bilgisayar destekli öğrenme platformlarıyla etkileşime girememenin derse ilgiyi azaltacağını ve öğrencilerin konu dışı eylemlere yönelmelerine neden olacağını gösteren kanıtlar (Al & Madran, 2004;Dinçer & Yeşilpınar, 2016;Liu, 2013;Pirnary-Dummer ve diğerleri, 2010) bu durumu desteklemektedir. Bununla birlikte her iki grup ortalama puanlarında yüz yüze eğitim alma isteğinin e-ders olarak alma tercihinden daha yüksek olmasının detaylı bir şekilde araştırılması gerekmektedir.…”

Section: Tartışma Ve Sonuçunclassified

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

Kara¹

2020

TurkishStudies

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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

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Section: Tartışma Ve Sonuçunclassified

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

Kara¹

2020

TurkishStudies

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“…When the literature was reviewed, it was noticed that there were various studies carried out at national (Abazoğlu & Umurhan, 2015; Al & Madran, 2004;Çandarlı & Yüksel, 2012;Gelişli, 2015;Karabulut & Correia, 2008;Karadağ et at., 2008;Karal et al, 2011;Keskin & Kaya, 2020;Odabaş, 2003;Özbay, 2015;Öz & Yüksel, 2007) and international (Ainoutdinova et al, 2017;Al-Samarraie, 2019;Bansal, 2020;Bao, 2020;Cavalli, 2017;Clark, 2020;Costa et al, 2020;Crawford et al, 2020;Hung & Wati, 2020;Mirkholikovna, 2020;Moore, 2013;Perraton, 1981;Roopnarinesingh & Whiteman, 2020;Setiawan, 2020;Stöhr et al, 2020;Willis, 1993;Holmberg, 2005;Taylor, 2001;Ting et al, 2020;Toquero, 2020;Turchynova et al, 2020) levels. In the study carried out by Baturay and Bay (2015), we noticed that although Internet-based distance education has recently started to be implemented in associate, undergraduate and graduate programs in higher education in our country, it has become widespread rapidly.…”

Section: Introductionmentioning

confidence: 99%

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

Öz¹,

Kayalar²

2021

JEL

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The purpose of this study was to analyze the effect of associate degree formal and distance education students course attendance upon their course achievement. The data were obtained from the institutional records of 516 students who registered in formal education programs and 510 students who registered in distance education programs of a vocational school affiliated to a state university in Eastern Anatolian Region of Turkey. It was noticed that course attendance of formal education students was higher than those who registered in the distance education programs; on the other hand, formal education students were more successful rather than distance education students in terms of midterm, final exam and grade point average. It was determined that course attendance was a significant predictor of midterm, final exam and grade point average, and the achievement scores increased as the course attendance increased, as well. Taking measures to encourage students’ attendance in courses in distance education programs and optimizing access and technical infrastructure could positively contribute upon this issue.

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“…Alanyazın incelendiğinde uzaktan eğitim çalışmalarının varlığı (Adıyaman, 2002;Al ve Madran, 2004;Ateş ve Altun, 2008;Aydemir, Küçük ve Karaman, 2012;Birişçi, 2013;Bozkurt, 2017;Demir, 2014;Ekici, 2003;Erturgut, 2008;Kırık, 2014;Odabaş, 2003;Oran ve Karadeniz, 2007;Orhan ve Akkoyunlu, 1999;Yalman, 2013;Yamamoto ve Altun, 2020) görülmektedir. Aynı zamanda sosyo-ekonomik durumun eğitime olan etkisi üzerine yapılmış çalışmalar da bulunmaktadır (Astone ve McLanahan, 1991;Baeck, 2010;Çiftçi ve Çağlar, 2014;Gelbal, 2008;Heyns ve Catsambis, 1986;Kazu, 2019;Kılıç ve Haşıloğlu, 2017;Kurt ve Taş, 2019;Lee ve Bowen, 2006;Lueptow, 1975;Milne, Myers, Reay, 2004;Sui-Chu ve Willms, 1996;Vellymalay, 2012;Yavuz, Odabaş ve Özdemir, 2016;Yolsal, 2016).…”

Section: Introductionunclassified

Evaluation of Distance Education Process Due to New Type of Coronavirus (SARS-CoV2) Pandemic with the Opinions of Elementary School Classroom Teachers

Çetinkaya¹

2020

TurkishStudies

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The aim of this study was to evaluate distance education process which is result of new type coronavirus pandemic, through the elementary school classroom teachers' opinions. The present research was a descriptive case study. The sample of the research consisted of 215 elementary school classroom teachers. The research was approved by Düzce University Institute of Social Sciences with the decision number 2020/174 in the ethics committee process. The participants were reached through social media platforms such as Facebook, Instagram, and WhatsApp and volunteer elementary school classroom teachers were asked to contribute to the research. The research data was collected through a questionnaire form created on Google Forms. The questionnaire created consists of 17 items, 5 of which are for determining demographic characteristics of the participants. The experts' opinions were used while creating this questionnaire. The created electronic questionnaire link was sent to the teachers via Facebook, Instagram and WhatsApp. When the responses to the questionnaire stopped, the data collection process of the research was completed. This process took a total of 2 weeks. The data obtained were analyzed by content analysis. The findings of the research were created by analyzing the data obtained. The research findings concluded that distance education carried out during the pandemic was highly affected by the socio-economic situation. The opinions on EBA contents differed according to the type of school where the teachers work and the location of the school. While it was concluded that mothers helped the education of children most during the epidemic process, teachers stated that continuing education despite the epidemic process was one of the strengths of distance education. At the end of the study, suggestions for enriching EBA elementary school contents and future research are included.

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Web Tabanlı Uzaktan Eğitim Sistemleri: Sahip Olması Gereken Özellikler ve Standartlar

Cited by 63 publications

References 0 publications

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

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

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

Evaluation of Distance Education Process Due to New Type of Coronavirus (SARS-CoV2) Pandemic with the Opinions of Elementary School Classroom Teachers

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