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Bu araştırmanın amacı, COVİD-19 pandemisinde İnönü Üniversitesi bünyesinde uzaktan eğitim alan öğrencilerin ergonomik çalışma koşullarının uzaktan eğitim memnuniyetine etki edip etmediğini tespit etmektir. Ayrıca uzaktan eğitim şartlarına bağlı olarak ergonomik çalışma koşulları ve uzaktan eğitim memnuniyetinin farklılık gösterip göstermediği de tespit edilmeye çalışıldı. Araştırmada nicel araştırma yöntemi kullanılmış ve araştırma verileri anket tekniği kullanılarak 830 öğrenciden toplanmıştır. Elde edilen veriler SPSS 21 programında analiz edilmiştir. Araştırmada öncelikli olarak ergonomik çalışma koşulları ve uzaktan eğitim memnuniyeti boyutları ortaya çıkarılmaya çalışılmıştır. Ergonomik çalışma koşulları boyutları “Aydınlatma ve Ulaşılabilirlik”, “Mobilyaların Kişiye Uygunluğu”, “Bilgisayar ve Eklentilerinin Konumu”, “Çalışma Ortamı Koşulları”, “Yardımcı Ekipman” ve “Çalışma Masasının Özellikleri” olarak belirlendi. Uzaktan eğitim memnuniyeti boyutları ise “Uzaktan Eğitim Bilinci”, “Uzaktan Eğitime Erişim Şekli ve Kullanma Becerisi”, “Uzaktan Eğitim Teknik Altyapı”, “Devam Durumu”, “Bilgilendirme ve Sınavlar” olarak belirlenmiştir. Öğrencilerin ergonomik çalışma koşulları ve uzaktan eğitim memnuniyetlerinin uzaktan eğitim şartlarına göre farklılık gösterip göstermediğini belirlemek amacıyla yapılan T ve ANOVA testleri sonucunda uzaktan eğitim şartlarına bağlı olarak anlamlı farklılıklar ortaya çıktığı saptanmıştır. Yapılan regresyon analiz neticesinde ergonomik çalışma koşullarının uzaktan eğitim memnuniyetini etkilediği belirlenmiştir.
The objective of this study is to determine whether the ergonomic working conditions of students who receive distance learning within the University of Inönü in the COVID-19 pandemic affect the satisfaction of distance learning. It was also tried to identify whether ergonomic working conditions and distance learning satisfaction show differences depending on the distance learning conditions. The study used the quantum research method and the research data was collected from 830 students using the survey technique. The data was analyzed in the SPSS 21 program. The research was primarily trying to identify the ergonomic working conditions and the dimensions of distance learning satisfaction. Ergonomic working conditions are defined as "Lighting and Accessibility", "Mobility Suitable", "Computer and Accessories Location", "Working Environment Conditions", "Assistant Equipment" and "Desktop Features". The dimensions of distance learning satisfaction are defined as “Remote learning awareness”, “Distance learning access and use skills”, “Remote learning technical infrastructure”, “Continuous state”, “Information and Exams”. The results of T and ANOVA tests to determine whether students’ ergonomic working conditions and distance learning satisfactions differ according to the distance learning conditions have found significant differences according to the distance learning conditions. The regression analysis found that ergonomic working conditions affected the satisfaction of distance learning.
The purpose of this study is to determine whether the ergonomic working conditions of the students who receive distance education at Inonu University during the COVID-19 Pandemic affect the satisfaction of distance education. In addition, the study tries to be determine whether the ergonomic working conditions and distance education satisfaction differ depending on the distance education conditions. Quantitative research method was used in the study and research data was collected from 830 students by using questionnaire technique. The data obtained were analyzed in SPSS 21 program. The research, primarily tries to reveal ergonomic working conditions and distance education satisfaction dimensions. Ergonomic working conditions dimensions are determined as "Lighting and Accessibility", "The Suitability of Furniture to Person", "Position of Computer and Its Accessories", "Working Environment Conditions", "Auxiliary Equipment" and "Features of Working Table". The dimensions of distance education satisfaction are determined as "Distance Education Awareness", "Access to Distance Education and Using Skills", "Distance Education Technical Infrastructure", "Attendance", "Briefing and Examinations". As a result of the T and ANOVA tests conducted to determine whether the students' ergonomic working conditions and distance education satisfaction differ according to the distance education conditions, it was determined that significant differences emerged depending on the distance education conditions. As a result of the regression analysis, it is seen that ergonomic working conditions affect distance education satisfaction.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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