Readiness and Expectations of University Students for e-learning Environments (Kastamonu University Example)

Authors

Keywords:

Distance education, readiness, university student, joint courses, distance education

Abstract

The aim of this study is to examine university students' readiness and expectations regarding e-learning environments with a cross-sectional survey research. Especially in distance education, which is seen as a savior of the pandemic period today, it is not enough for institutions to prepare their infrastructure and learning management systems that will serve learners, it is necessary to determine how ready the teacher learners who will use the platforms are for this learning system. Institutions generally prepare their trainers, which are an important component of the system, with special trainings and provide opportunities for them to develop their competencies. Those who are an important component of this system and directly affect the success of the system are learners. This is the determination of learners' readiness for distance education, in other words, e-learning environments. For this purpose, the scale of readiness and expectation regarding e-learning processes was used by Gülbahar (2015). Data were collected from 1535 students in the fall semester of 2016-2018 academic year. It was found that students' preparedness and expectations towards e-learning environments were at a moderate level.

Author Biographies

Halil İbrahim Akyüz, Dr. Öğretim Üyesi

Kastamonu Üniversitesi, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü

Gülcan Numanoğlu, Öğretim Görevlisi

Ankara Üniversitesi, Eğitim Bilimleri Fakültesi, Bilgisayar ve Öğretim Teknolojilieri Eğitimi Bölümü

References

Balcı, A. (2020), Sosyal bilimlerde araştırma: yöntem, teknik ve ilkeler (14. Baskı). Ankara: Pegem Akademi. https://dx.doi.org/10.14527/9789756802403.

Chao, R. J., & Chen, Y. H. (2009). Evaluation of the criteria and effectiveness of distance E-Learning with consistent fuzzy preference relations. Expert Systems with Applications, 36, 10657–10662.

Chizmar, J. F., & Walbert, M. S. (1999). Web-based learning environments guided by principles of good teaching practice. Journal of Economic Education, 30(3), 248–264.

Cohen, E. B., & Nycz, M. (2006). Learning objects and E-learning: an informing science perspective. Interdisciplinary. Journal of Knowledge and Learning Objects, 2, 23–34.

Dada, D. (2006). E-Readiness for Developing Countries: Moving the Focus from the Environment to the Users. The Electronic Journal on Information Systems in Developing Countries, 27(6), 1-14.

Franceschi, K., Lee, R. M., Zanakis, S. H., & Hinds, D. (2009). Engaging group E-learning in virtual worlds. Journal of Management Information Systems, 26(1), 73–100.

Govindasamy, T. (2001). Successful implementation of E-learning: pedagogical considerations. The Internet and Higher Education, 4(3–4), 287–299.

Gülbahar, Y. (2012). E-Öğrenme ortamlarında katılımcıların hazırbulunuşluk ve memnuniyet düzeylerinin ölçülmesi için ölçek geliştirme çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 45(2), 119-137.

Hogo, M. A. (2010). Evaluation of E-learning systems based on fuzzy clustering models and statistical tools. Expert Systems with Applications, 37(10), 6891–6903.

Hung, M., Chou,C., Chen, C. ve Own, Z. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55, 1080-1090. doi:10.1016/j.compedu.2010.05.004

Ilgaz, H. ve Gülbahar, Y. (2015). A snapshot of online learners: e-readiness, e-satisfaction and expectations. International Review of Research in Open and Distributed Learning, 16(2), 171-187

İbili, E. (2020). Examination of Health Science University students’ level of readiness for e-learning. International Online Journal of Education and Teaching (IOJET), 7(3). 1010-1030. https://iojet.org/index.php/IOJET/article/view/868.

Kayaoğlu, M. N. ve Dağ Akbaş, R. (2016). Online Learning Readiness: A Case Study in the Field of English for Medical Purposes. Participatory Educational Research (PER), 2(3), 212-220.

Korkmaz, Ö., Çakır, R., Tan, S.S. (2015). Öğrencilerin e-öğrenmeye hazırbulunuşluk ve memnuniyet düzeylerinin akademik başarıya etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 16(3), 219-241.

Lee, B. C., Yoon, J. O., & Lee, I. (2009). Learners’ acceptance of E-Learning in South Korea: theories and results. Computers & Education, 53(4), 1320–1329.

LMS Market, (2020). LMS Market by Component (Solution and Services), Delivery Mode Distance Learning, Instructor-Led Training and Blended Learning), Deployment Type, User Type (Academic and Corporate), and Region - Global Forecast to 2025. https://www.marketsandmarkets.com/Market-Reports/learning-management-systems-market-1266.html.

Machado, C. (2007). Developing an e-readiness model for higher education institutions: results of a focus group study. British Journal of Educational Technology, 38(1), 72-82.

Özdemir, M., Doğruöz, E. (2020). Bilimsel Araştırma Desenleri, N. Cemaloğlu (ed), Bilimsel Araştırma Teknik ve Etik (2. Baskı)içinde (66-102). Ankara: Pegem Akademi. https://dx.doi.org/10.14527/9786257052405.

Peng, H., Tsai, C. C., & Wu, Y. T. (2006). University students’ self-efficacy and their attitudes toward the Internet: the role of students’ perceptions of the Internet. Educational Studies, 32(1), 73–86.

Pınar, İ., Selçuk, A., Dağ, B. (2014). Meslek Yüksekokullarının E-Öğrenme Modeline Geçişinde Dikkate Alınması Gereken İki Kavram: Öğrencilerin Bilgisayar Özyeterlilikleri Ve E-Öğrenmeye Yönelik Hazırbulunuşlukları. Elektronik Mesleki Gelişim Ve Araştırmalar Dergisi, 2(3) , 50-60. Retrieved from https://dergipark.org.tr/tr/pub/ejoir/issue/5378/72987

Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS Quarterly, 25(4), 401-426. https://www.jstor.org/stable/3250989?origin=JSTOR-pdf&seq=1

Poole, D.M. (2000). Student Participation in a Discussion-Oriented Online Course: A Case Study. Journal of Research on Computing in Education, 33(2), 162–177.

Stansfield, M., McLellan, E., & Connolly, T. M. (2004). Enhancing student performance in online learning and traditional face-to-face class delivery. Journal of Information Technology Education, 3, 173–188.

Tsai, C.-C., & Lin, C.-C. (2004). Taiwanese adolescents’ perceptions and attitudes regarding the Internet: exploring gender differences. Adolescence, 39(156), 725–734.

Valtonen, T., Kukkonen J., Dillon, P. ve Vaisanen, P. ( 2010) Finnish high school students’ readiness to adopt online learning: Questioning the assumptions. Computers & Education 53 742–748.

Vaughan, K., & MacVicar, A. (2004). Employees’ pre-implementation attitudes and perceptions to E-learning: a banking case study analysis. Journal of European Industrial Training, 28(5), 400–413.

Wang, Q., Zhu, Z., Chen, L., & Yan, H. (2009). E-Learning in China. Campus-Wide Information Systems, 26, 47–61.

Watkins, R., Leigh, D. ve Triner, D. (2004). Assessing Readiness for E-Learning. Performance Improvement Quarterly, 17(4), 66-79.

Published

2020-12-29