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Üniversiteler uzaktan eğitim programlarıyla daha geniş kitlelere erişerek, bilginin yayılması ve nitelikli işgücünün sağlanmasında ülke ekonomisine katkı sağlamaktadır. Artan bilgi talebi, zaman ve mekan esnekliği, düşük maliyetler uzaktan eğitime talebi artırmaktadır. Bu nedenle üniversiteler uzaktan eğitime önem vermekte, daha etkili programlar hazırlamaya çalışmaktadır. Öğretim elemanı hem uzaktan eğitim ortamının ilk kullanıcısı hem de sunulmasında önemli görevi olan bir paydaştır. Bu nedenle uzaktan eğitimin sunulması, geliştirilmesi ve planlanmasında merkezi rolü vardır. Öğretim elemanlarını uzaktan eğitime ilişkin algıları sunulan hizmetin kalitesini, çıktılarını, hizmete ilişkin algı, tutum ve bakış açılarını etkilemesi kaçınılmazdır. Bu çalışmada internet tabanlı uzaktan eğitim programlarında görev alan öğretim elemanlarının mevcut işleyişle ilgili uzaktan eğitim algısını oluşturan boyutları belirlemek amacıyla bir anket geliştirilmiştir. Çevrimiçi anket olarak hazırlanan ölçme aracı, uzaktan eğitimde görev alan öğretim elemanlarına eletronik posta yoluyla iletilmiştir. Çalışma tarama türünde yapılmış ve uzaktan eğitim programına sahip 13 üniversitede gerçekleştirilmiştir. Çevrimiçi ortamda 168 öğretim elemanı anketi yanıtlamıştır. Tamamlanmayan anketler çıkartılarak, 81 öğretim elemanının yanıtları değerlendirilmiştir. Açıklayıcı faktör analiziyle öğretim elemanlarının uzaktan eğitim algısını oluşturan boyutlar araştırılmıştır. Anket, 21 maddeden oluşup, 5’li Likert yapıdadır. Öğretim elemanlarının uzaktan eğitim algısı temel bakışa ilişkin algı, kaynaklara erişim ve eğitim öğretimi planlama boyutlarından oluşmaktadır. Anketin açıkladığı toplam varyans %56,88 olup, ankete ait Cronbach alfa iç güvenirlik katsayısı 0,91’dir. Temel bakışa ilişkin algı boyutuna ait Cronbach alfa iç güvenirlik katsayısı 0,91 olup; kaynaklara erişim 0,81 ve eğitim öğretim planlama boyutu 0,80 değerine sahiptir. Öğretim elemanları uzaktan eğitim algı puanlarının düzeylerinin de belirlendiği çalışmada eğitim öğretim planlama faktörü en yüksek seviyeye sahipken, diğer faktörler ve anketin tamamında algı düzeyi orta seviyede olduğu gözlemiştir. Son mezuniyet derecesi ile uzaktan eğitimde verilen toplam ders sayısına göre temel bakışa ilişkin algıda; ünvan ve uzaktan eğitimde ders verme süresine göre eğitim öğretim planlamada; en son mezuniyet derecesine göre toplam uzaktan eğitim algısında anlamlı farklılık olduğu tespit edilmiştir.
The universities, by accessing larger audiences through their remote education programs, contribute to the country’s economy in the spread of knowledge and the provision of qualified labour. Increasing demand for information, time and space flexibility, low costs increase the demand for distance learning. That is why universities are focusing on distance learning, trying to prepare more effective programs. The teacher is both the first user of the distance learning environment and a stakeholder who has an important role in its presentation. Therefore, remote education has a central role in the presentation, development and planning. It is inevitable that teachers' perceptions of distance learning influence the quality of the service offered, outcomes, perceptions, attitudes and perspectives of service. In this study, a survey was developed in order to determine the dimensions of the faculties engaged in Internet-based remote learning programs that make up the perception of remote learning related to the current function. The measurement tool prepared as an online survey was transmitted to the teachers engaged in remote education by e-mail. The study was conducted in the type of scan and in 13 universities with a remote education program. 168 teachers responded to the survey. The survey was not completed, and the responses of 81 teachers were evaluated. Explanatory factors analyzes the dimensions that make up the perception of distance learning by teachers. The survey consists of 21 articles and 5 Likert structures. The perception of distance learning by teachers consists of the perception of the basic perspective, access to resources and the dimensions of the planning of the teaching. The total variance revealed by the survey was 56.88%, and the Cronbach alpha internal reliability ratio of the survey was 0.91. The Cronbach alpha internal reliability ratio for the perception size of the basic view is 0.91; access to resources is 0.81 and the education planning size is 0.80. Teachers have observed that the level of distance learning perception points is also determined in the study where the education teaching planning factor has the highest level, while the level of perception in the other factors and the whole survey is at the middle level. According to the total number of courses given in remote education, the perception of the basic perspective; according to the title and the time of teaching in remote education; according to the latest degree of graduation, the perception of the total distance education has a significant difference.
The universities contribute to the national economy by accessing a wider audience through distance education programs, dissemination of information and provision of qualified workforce. Increasing demand for information, time and space flexibility, and low costs increase demand for distance education. For this reason, universities give importance to distance education and try to prepare more effective programs. The faculty is both the first user of the distance education environment and a stakeholder who has Fan important role in presenting it. Therefore, faculty has a central role in the delivery, development and planning of distance education. It is inevitable for faculty to affect the quality, outputs, perception of service, attitudes and perspectives of service. In this study, a survey developed in order to determine the dimensions of the distance education perceptions related to current functioning of the faculties involved in internet-based distance education programs. The measurement tool prepared as an online questionnaire was sent to the faculties involved in distance education via e-mail. The study carried out in the type of screening and it was conducted in 13 universities with distance education program. Incomplete surveys were taken and responses of 81 faculties were evaluated. The dimensions which constitute the perception of distance education of the faculties were investigated with exploratory factor analysis. The survey consists of 21 items and has 5-Likert structure. The perception of distance education of the faculties consists of “basic perception of the distance education”, “access to resources” and “education planning”. The total variance explained by the survey is 56.88% and the Cronbach alpha internal reliability coefficient of the survey is 0.91. Cronbach alpha internal reliability coefficient of the perception dimension of the basic perceptions of distance education is 0.91; access to resources has a value of 0.81 and an educational planning has 0.80. The levels of distance education perception scores is also determined in the study, the level of perception is found to be at the highest level in education planning factor, and other factors and survey was moderate. It is determined that there is a significant difference in basic perceptions of distance education according to the total number of courses given in distance education and the last graduation degree; education planning according to the faculty title and duration of the course; total distance education perception according to the latest graduation degree.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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