Abstract:

Evaluating the social and educational effects of the coronavirus epidemic, which is declared as pandemic outbreak, has been an important issue not only in the context of our country but also in the World. In this process, where social life has been changing rapidly, analysing the problems, opportunities and readiness of the students who have not been taught face-to-face has also been a vital issue in terms of taking some precautions for the pandemic outbreak in the future. In this regard, the aim of the study is to determine the online learning readiness and e-learning environments motivation levels of the education faculty students whose face-to-face education have been interrupted in the pandemic outbreak and therefore, whose education has been transformed from face-to face to distance education. Besides, this study examines the relationship between the online learning readiness and e-learning environments motivation levels of the students. The exploratory correlational research model and the convenience sampling method is used in the study. The sample of the study consists of 221 students from an education faculty in the west of Turkey in the spring semester of 2019-2020 academic year. In the study, the information form composed by the researchers, the Online Learning Readiness Scale, and the E-Learning Environments Motivation Questionnaire are used to collect the data. During the study, an application for the approval of the ethics committee was made to Balıkesir University and the ethics committee permission document dated 24.12.2020 and numbered E-19928322-302.08.01-1681 that there was no contradiction to research ethics was approved. An online form is generated for the scales, and the data are collected by transmitting the scales to the participants. The t-test for the independent samples is performed to determine whether the online learning readiness scores and e-learning environments motivation scores of the students differ according to their gender, having a computer, having internet access, participating in an online and an offline course by using the statistical analysis package program. The one-way analysis of variance for the independent samples is carried out to determine whether they differ according to grade level, computer usage time, internet usage time, and time spent in the distance education. The correlation coefficient is calculated to determine whether the online learning readiness scores and e-learning environments motivation scores of the students are related. The result of the research indicates that the online learning readiness scores of the students are high, their e-learning environments motivation scores are not very low and the online learning readiness scores is positively correlated with the e-learning environments motivation scores.

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