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Öğrencilerin bireysel farklılıkları hem geleneksel eğitimin hem de uzaktan eğitimin üzerinde durduğu önemli bir konudur. Bu farklılıklardan birisi de duyuşsal özelliklerdir. Derslerin elektronik araçlarla dağıtılması ile öğrencinin elektronik öğrenmeye yönelik ilgi, tutum, istek, beklenti, merak, akademik benlik, motivasyon, öz-yeterlik, heyecan ve kaygı gibi duyuşsal olarak tepki vermelerine neden olmaktadır. Derslerin öğretmen ile öğrencinin fiziki sınıf ortamı olmadan elektronik araçlar vasıtasıyla verilmesi iletişim ve etkileşimin, uzaklık ve topluluk hissi, zamanında destek ve geri bildirimler ile öğrencilerin yetersiz konularda ön öğrenmelerle desteklenmesi gibi sorunları beraberinde getirmiştir. Kalıcı öğrenmelerin gerçekleşmesi ve akademik başarının sağlanması için öğrenci duyuşsal özelliklerini esas alan ve bu özelliklere göre yöntem, program, ders ve materyallerinin tasarlanması son derece önemlidir. Bu çalışmanın amacı, elektronik öğrenmede öğrenci tutumu ile akademik başarı arasındaki ilişkide öğrenci merak ve kaygısının aracılık etkisini incelemektir. Çalışma e-öğrenme ile ders almış 756 önlisans, lisans ve lisansüstü öğrenci ile gerçekleştirilmiştir. Çalışma kapsamında oluşturulmuş model yardımıyla, elektronik öğrenmeye yönelik merak ve kaygılarının öğrenci tutumu ve başarıları arasındaki aracı ilişkileri ortaya konmuştur. Araştırmadan elde edilen bulgular, öğrencilerin e-öğrenmeye yönelik merak ve kaygılarının öğrenci tutumları ile akademik başarısı arasındaki ilişkiye aracılık ettiğini göstermektedir.
The individual differences of students are an important topic where both traditional education and distance education stand on. One of these differences is sensational characteristics. The distribution of courses by electronic means causes the student to respond sensually to the interest, attitude, desire, expectation, curiosity, academic self, motivation, self-capacity, excitement and anxiety. The teaching of courses with the student through electronic means without the physical classroom environment has brought together problems such as communication and interaction, distance and community sense, timely support and feedback, and the student’s support with pre-learning in insufficient subjects. The design of methods, programs, courses and materials based on the student’s sensory characteristics and according to these characteristics is extremely important for the realization of permanent learning and the achievement of academic success. The aim of this study is to study the mediation effect of student curiosity and concern in the relationship between student attitude and academic success in electronic learning. The study was conducted with 756 pre-graduate, undergraduate and postgraduate students who took courses with e-learning. With the help of the model created within the framework of the study, the interdisciplinary relationship between student attitude and achievements of interests and concerns about electronic learning has been revealed. The findings from the research show that students’ e-learning interests and concerns mediate the relationship between student attitudes and academic success.
The individual differences of the students are important issues that focus on both traditional education and distance education. One of these differences is affective characteristics. Lack of a physical classroom environment and the distribution of lessons through information and communication technologies may cause students to react differently to e-learning.In this context, different demands and expectations of students can occur. Various reactions such as interest, attitude, desire, expectation, curiosity, academic self-concept, motivation, self-efficacy, excitement and anxiety towards the system, program, lesson and related materials which used in e-learning can be expressed as the affective characteristics of students.The affective reactions of the students are a major obstacle in learning.Teachers have an important role in helping students know their own curiosity and anxiety towards e-learning, and teachers to guide students on this issue and develop an affective strategy for their negative situations.It can be stated that a mistake or deficiency that may occur in the process will disrupt the ecosystem, considering a process where many factors coexist and interact with each other and affect them positively and negatively in the e-learning process. It is very important that students acquire positive emotional behaviors in order to realize easy and permanent learning and to achieve success in e-learning. With the delivery of courses via electronic devices, the students react emotionally towards elearning such as as interest, attitude, expectation, curiosity, excitement, anxiety, academic self-concept and self-efficacy. The delivery of courses through electronic tools without the physical classroom environment of teachers and students brings with them problems such as communication and interaction, distance and community feeling, timely support and feedback, and support of students with pre-learning in inadequate subjects. It is very important to design methods, programs, courses and materials according to these characteristics based on student affective characteristics in order to achieve permanent learning and academic achievement. The aim of this study is to investigate the mediating effect of student curiosity and anxiety on the relationship between student attitude and academic achievement in electronic learning. The study was carried out with 756 associate, undergraduate and post-graduate students who took courses with e-learning. With the help of the model formed within the scope of the study, mediator relations of the students' curiosity and anxieties between student’ attitude and achievement were revealed. The findings of the study show that the students' curiosity and anxiety towards e-learning mediate to relation between student attitudes and academic achievement
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Ulusal
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