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Bu araştırmanın amacı; bir devlet ile bir vakıf üniversitesinde, meslek yüksekokulunda öğrenim gören öğrencilerin çevrimiçi öğrenmeye hazırbulunuşluk düzeylerinin incelenmesidir. Tarama modelinde desenlenen araştırmanın örneklemini 2020-2021 eğitim-öğretim yılı güz döneminde İngilizce I dersini alan birinci sınıf ön lisans öğrencileri (n=1392) oluşturmuştur. Araştırmanın verileri kişisel bilgi formu ile Demir (2015) tarafından geliştirilen ve altı boyuttan oluşan ‘Üniversite Öğrencilerinin E-öğrenmeye Hazırbulunuşluk Ölçeği’ ile toplanmıştır. Verilerin analizinde frekans, yüzde, aritmetik ortalama ve standart sapma gibi betimsel analizler ile bağımsız gruplar t-testi, Scheffe ve Games-Howell testi hesaplamalarından oluşan tek yönlü varyans analizi kullanılmıştır. Araştırmada öğrencilerin çevrimiçi öğrenmeye ilişkin genel hazırbulunuşluk düzeylerinin yüksek olduğu sonucuna ulaşılmıştır. Ölçeğin alt boyutlarına göre incelendiğinde öğrencilerin “internet öz-yeterliği” boyutunda çok yüksek, “çevrimiçi iletişim öz-yeterliği”, bilgisayar öz-yeterliği”, “kendi kendine öğrenme” ve “öğrenen kontrolü” boyutlarında yüksek, “e-öğrenmeye yönelik motivasyon” boyutunda ise düşük düzeyde hazırbulunuşluğa sahip oldukları belirlenmiştir. Çevrimiçi öğrenmeye hazırbulunuşluk, ölçeğin genelinde cinsiyete göre farklılık göstermezken, “bilgisayar öz-yeterliği”, “internet öz-yeterliği” ve “çevrimiçi iletişim öz-yeterliği” boyutlarında erkekler; “kendi kendine öğrenme” alt boyutunda ise kadınlar lehine anlamlı bir fark göstermektedir. Yaşa göre, ölçeğin genelinde ve “e-öğrenmeye yönelik motivasyon” alt boyutunda yaşı büyük öğrencilerin lehine anlamlı farklılık bulunmaktadır. İnternete erişim olanağına göre, ölçeğin genelinde ve tüm alt boyutlarda internet erişim imkânı daha çok olan öğrencilerin lehine anlamlı farklılık bulunmaktadır. Son olarak, çevrimiçi ortamda ders alma deneyimine göre, ölçeğin genelinde ve “e-öğrenmeye yönelik motivasyon” boyutu hariç diğer alt boyutlarda çevrimiçi ders alma deneyimine sahip olan öğrencilerin lehine anlamlı bir farklılık bulunmaktadır.
The purpose of this research is to study the levels of readiness of students who study at a state and a foundation university, a vocational college, prepared for online learning. The sample of the research designed in the screening model was created by first-class pre-graduate students (n=1392) who took the English language I course in the 2020-2021 academic year. The data of the study was collected with a personal information form developed by Iron (2015) and composed of six dimensions with the 'E-learning Preparation Scale of University Students'. In the analysis of data, a one-way variance analysis consisted of t-test groups, Scheffe and Games-Howell test calculations, with visual analyses such as frequency, percentage, arithmetic average and standard deviation. The study found that students’ general level of preparation for online learning was high. When studied according to the lower dimensions of the scale, students were determined to have very high dimensions of "internet self-capacity", "online communication self-capacity", "computer self-capacity", "self-learning" and "learning control" dimensions, while "e-learning motivation" dimensions were determined to have a low level of preparation. While preparation for online learning does not differ by gender throughout the scale, men in the dimensions of "computer self-sufficiency", "internet self-sufficiency" and "online communication self-sufficiency" and in the lower dimensions of "self-learning" make a meaningful difference in favor of women. According to age, there is a significant difference in the overall scale and the lower dimension of "e-learning motivation" in the benefit of older students. Depending on the possibility of access to the internet, there is a significant difference in the benefit of students who have more access to the internet throughout the scale and in all sub-dimensions. Finally, there is a significant difference in the benefit of students who have online lesson experience in the entire scale and other sub-dimensions except the "e-learning motivation" size.
The purpose of this study is to investigate students’ online learning readiness levels at a state, and a private university. The sample of this study, conducted with the survey model, comprised of the 1st year associate degree students (n= 1392) taking English I course during the fall term of 2020-2021 academic year. The data of the study were collected with the personal information form, and ‘University Students E-Learning Readiness Scale’ developed by Demir (2015). The scale consisted of six factors. In data analysis, descriptive statistics such as frequency, percentage, arithmetic mean and standard deviation and independent groups t-test, and one-way analysis of variance (ANOVA) comprising of Scheffe and Games-Howell test calculations were used. Depending upon the results of this study, it was concluded that students’ online learning readiness levels were high. When the sub-dimensions scores were examined, it was concluded that students had remarkably high levels of readiness in the "Internet self-efficacy" sub-dimension, high levels of readiness in the "online communication self-efficacy", “computer self-efficacy ", “self-directed learning" and "learner control" sub-dimensions, and low level of readiness in the “motivation for e-learning" sub-dimension. It was also found that students’ online learning readiness did not significantly differ by gender. When the sub-dimensions scores were examined, it was revealed that male students had higher levels of readiness in the “computer self-efficacy", "Internet self-efficacy", and "online communication self-efficacy" sub-dimensions; on the other hand, female students had higher levels of readiness in “self-directed learning" sub-dimension. According to age, significant differences were found in favor of older students in the overall scale and in the "motivation for e-learning" sub-dimension. According to Internet access facilities of students, significant differences were found in favor of students who had more more Internet access facilities in the overall scale and in all sub-dimensions. Finally, considering the students' prior experiences of taking the online courses significant differences were found in the overall scale and in other sub-dimensions except for “motivation for e-learning" sub-dimension.
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