Ögrencilerin ve Öğretim Elemanlarının E-öğrenmeye Hazır Bulunuşluk Düzeylerinin İncelenmesi: Hacettepe Üniversitesi Eğitim Fakültesi Örneği
Creators: name: Demir, Ömer
Publisher: name: figshare
Year: 2017
Subjects: Education

description: New paradigms have recently emerged in education and instruction with the advances in information and communication technologies. Amongst these paradigms, e-learning is one of the most significant ones. E-learning is often used with the aim of delivering information to learners in a fast and cheap way. Nonetheless, at this point, the question of how much learners and teachers are ready to e-learning gains currency. Therefore, the basic purpose of the current study is to determine e-learning readiness levels of university students and academic staff and, based on this determination, make some suggestions to enhance aforementioned stakeholders’ readiness levels for e-learning. In the current study, data were collected from two different groups. First group was university students. As for second group, it was composed of academic staff. A total of 1802 university students from Hacettepe University faculty of education constituted the group of university students. “The scale of University Students’ Readiness for E-learning” developed by author was administered to university students. Besides, a questionnaire including university students’ demographic and educational information and information and communication technologies usage preferences was administered too. When it comes to the group of academic staff, data were gathered from Hacettepe University faculty of education and 96 academicians were reached in total. “The scale of Academic Staff’s Readiness for E-learning” was administered to them. Like the previous scale, a questionnaire including demographic information and information and communication technologies usage preferences of academic staff was also administered to them. As far as the scales developed within the scope of current study are concerned, the scale of university students’ readiness for e-learning consisted of 33 items and 6 factors. The factors of the previously mentioned scale are as follows: Computer self-efficacy, internet self-efficacy, online communication self-efficacy, self-directed learning, learner control, and finally motivation for e-learning. Overall Cronbach Alpha reliability coefficient of the aforementioned scale was calculated to be 0.93. As for the scale of academic staff’s readiness for e-learning, the second scale developed within the scope of the current study, it was found out that it consisted of 35 items and 4 factors. Its factors are as follows: information and communication technologies usage self-efficacy, self-confidence in e-learning, attitude towards e-learning, and finally education need towards e-learning. Overall Cronbach Alpha reliability of this scale was found out as 0.92. When it comes to the findings of the study, first, findings regarding university students were mentioned. To begin with, it was determined that university students possess physical tools required to be ready for e-learning. They connect internet mostly from their homes and to do that make us of mostly notebooks. In addition, university students often use internet and social networks. Besides, it was concluded that while their levels of internet self-efficacy were remarkably high, those of motivation were remarkably low. When the data are analyzed according to divisions of the faculty of education, it was revealed that divisions of computer education and instructional technologies, German language education, and physics education were found out to be amongst the group ready to e-learning, whereas divisions of elementary mathematics education and guidance and psychological counseling were found out to be amongst the unready group. University students’ readiness levels according to grade level were also examined, and it was concluded that the higher the grade level is the readier for e-learning university students are. It was also found that factors of readiness for e-learning yielded positive and statistically significant correlation coefficients with usage purposes of internet. As for findings pertaining to academic staff, it was first found out that the factor of information and communication technologies usage preferences was the highest one whereas self-confidence in e-learning was the lowest one. In addition to that, it was also found out that academic title has no statistically significant impact on the academic staff’s e-learning readiness level. In the thesis, reasons as to why university students and academic staff are not ready for e-learning were determined and, based on the findings of the study, suggestions that may improve aforementioned stakeholders’ readiness for e-learning were made to the university rectorships as well as other competent authorities.