Zarin Khan Moon, Md. AI AMIN, Md. Hossain ALI, Md. Mahedi HASAN
COVID-19 pandemic has forced educational institutions to use e-learning systems. Bangladesh is no exception; many students come from underprivileged families who are not well-off. This study aimed to explore the antecedents to the underprivileged undergraduate students' intention to participate in online classes in Bangladesh through the integration of the Technology Acceptance Model, Information Systems Success Model, and Theory of Planned Behaviour. We used confirmatory factor analysis (CFA) to test the hypotheses. The non-probability sampling method was used to select 394 respondents by dint of the subjective judgment of the researchers. Using smart PLS software, the data were analyzed with Structural Equation Modeling (SEM). It was divulged that e-Learning usage intention (BI) is influenced by attitude (ATT), perceived usefulness (PU), students' online learning satisfaction (SOS) and subjective norms (SN). But perceived ease of use (PEU) and system quality (SQ), internet service quality (ISQ) and perceived behavioral control (PBC) do not influence BI. Even ISQ does not influence SOS. It was also revealed that PEU mediated attitude and PU, and PEU and SQ also influenced SOS. The study contributes to e-Learning literature by incorporating three models which may guide policymakers in understanding how to integrate students from all social classes into e-learning systems to eliminate academic digital discrimination.
{"title":"ANTECEDENTS TO THE UNDERPRIVILEGED UNDERGRADUATE STUDENTS' INTENTION TO PARTICIPATE IN ONLINE CLASSES","authors":"Zarin Khan Moon, Md. AI AMIN, Md. Hossain ALI, Md. Mahedi HASAN","doi":"10.17718/tojde.1224195","DOIUrl":"https://doi.org/10.17718/tojde.1224195","url":null,"abstract":"COVID-19 pandemic has forced educational institutions to use e-learning systems. Bangladesh is no exception; many students come from underprivileged families who are not well-off. This study aimed to explore the antecedents to the underprivileged undergraduate students' intention to participate in online classes in Bangladesh through the integration of the Technology Acceptance Model, Information Systems Success Model, and Theory of Planned Behaviour. We used confirmatory factor analysis (CFA) to test the hypotheses. The non-probability sampling method was used to select 394 respondents by dint of the subjective judgment of the researchers. Using smart PLS software, the data were analyzed with Structural Equation Modeling (SEM). It was divulged that e-Learning usage intention (BI) is influenced by attitude (ATT), perceived usefulness (PU), students' online learning satisfaction (SOS) and subjective norms (SN). But perceived ease of use (PEU) and system quality (SQ), internet service quality (ISQ) and perceived behavioral control (PBC) do not influence BI. Even ISQ does not influence SOS. It was also revealed that PEU mediated attitude and PU, and PEU and SQ also influenced SOS. The study contributes to e-Learning literature by incorporating three models which may guide policymakers in understanding how to integrate students from all social classes into e-learning systems to eliminate academic digital discrimination.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139391652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kamran Mir, Roberto B. FIGUEROA JR., Aminudin Zuhairi
Open universities have provided quality higher education through open and distance education to serve learners who could not attend traditional in-person universities. While open universities vary in terms of providing their services to learners at a distance, many have shifted to e-learning using cost-effective platforms. A common platform that is essential for online teaching and learning is the learning management system (LMS). While there are common processes observed among open universities in the way they use their LMS, there are also subtle differences caused by each institution’s unique and special context. Their contextual challenges often drive them to develop technologies or techniques that may easily be adopted by others. Thus, benchmarking activities are often recommended for mutual improvement. In this regard, a comparative study of open universities in Indonesia, the Philippines, and Pakistan was conducted for decision-makers to understand how they could improve in providing quality education to their learners through Moodle, which is their primary LMS. The Delone and Mclean Model was used to systematically compare system, information, and service quality in e-learning delivered through their LMS. The authors hope that the results and recommendations from this study may help other educational institutions overcome similar challenges in their learning platforms.
{"title":"AN EVALUATION OF VIRTUAL LEARNING ENVIRONMENTS IN THREE OPEN UNIVERSITIES IN ASIA","authors":"Kamran Mir, Roberto B. FIGUEROA JR., Aminudin Zuhairi","doi":"10.17718/tojde.1219386","DOIUrl":"https://doi.org/10.17718/tojde.1219386","url":null,"abstract":"Open universities have provided quality higher education through open and distance education to serve learners who could not attend traditional in-person universities. While open universities vary in terms of providing their services to learners at a distance, many have shifted to e-learning using cost-effective platforms. A common platform that is essential for online teaching and learning is the learning management system (LMS). While there are common processes observed among open universities in the way they use their LMS, there are also subtle differences caused by each institution’s unique and special context. Their contextual challenges often drive them to develop technologies or techniques that may easily be adopted by others. Thus, benchmarking activities are often recommended for mutual improvement. In this regard, a comparative study of open universities in Indonesia, the Philippines, and Pakistan was conducted for decision-makers to understand how they could improve in providing quality education to their learners through Moodle, which is their primary LMS. The Delone and Mclean Model was used to systematically compare system, information, and service quality in e-learning delivered through their LMS. The authors hope that the results and recommendations from this study may help other educational institutions overcome similar challenges in their learning platforms.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139394409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Classifying, naming, and identifying insects have been complicated topics among science teachers and students. This problem is due to the highly technical collection protocols, safekeeping procedures, the unavailability of appropriate learning resources, and the closure of school laboratories and facilities due to the COVID-19 pandemic. Using the remote learning setup, this study utilized Improvised Insect Traps (IITs) to provide an authentic learning experience in teaching and learning insect taxonomy at home. The study aimed to determine the effects of using IITs on students’ self-efficacy beliefs and perceived levels of engagement. In this quasi-experimental study, 42 students designed and developed their improvised insect traps. Insect collection and classification were accomplished within four weeks. A 20-item validated survey questionnaire on self-efficacy and engagement levels was administered via Google Forms. Students’ feedback was gathered using virtual focus group discussions and open-ended questions. Results revealed that IITs effectively improved students’ self-efficacy beliefs (Z=0.033, p-value=0.022, g=0.68), while no improvement was noted in students’ perceived levels of engagement (Z=0.143, p-value=0.188, g=0.07) in teaching and learning insect taxonomy. Moreover, students’ feedback and responses were classified as Affordances or Constraints. Subthemes such as motivation, satisfaction, authentic learning, safety, and parental involvement were generated in the thematic analysis. Overall, this study found that the IITs activity is relevant in teaching insect taxonomy and delivering practical learning experiences among students in a distance learning modality.
{"title":"GOTTA CATCH’ EM ALL: UTILIZATION OF IMPROVISED INSECT TRAPS AS HOME-BASED BIOLOGY EXPERIMENT FOR INSECT TAXONOMY","authors":"D. A. R. Robledo, S. Aguja, Maricar S. Prudente","doi":"10.17718/tojde.1250522","DOIUrl":"https://doi.org/10.17718/tojde.1250522","url":null,"abstract":"Classifying, naming, and identifying insects have been complicated topics among science teachers and students. This problem is due to the highly technical collection protocols, safekeeping procedures, the unavailability of appropriate learning resources, and the closure of school laboratories and facilities due to the COVID-19 pandemic. Using the remote learning setup, this study utilized Improvised Insect Traps (IITs) to provide an authentic learning experience in teaching and learning insect taxonomy at home. The study aimed to determine the effects of using IITs on students’ self-efficacy beliefs and perceived levels of engagement. In this quasi-experimental study, 42 students designed and developed their improvised insect traps. Insect collection and classification were accomplished within four weeks. A 20-item validated survey questionnaire on self-efficacy and engagement levels was administered via Google Forms. Students’ feedback was gathered using virtual focus group discussions and open-ended questions. Results revealed that IITs effectively improved students’ self-efficacy beliefs (Z=0.033, p-value=0.022, g=0.68), while no improvement was noted in students’ perceived levels of engagement (Z=0.143, p-value=0.188, g=0.07) in teaching and learning insect taxonomy. Moreover, students’ feedback and responses were classified as Affordances or Constraints. Subthemes such as motivation, satisfaction, authentic learning, safety, and parental involvement were generated in the thematic analysis. Overall, this study found that the IITs activity is relevant in teaching insect taxonomy and delivering practical learning experiences among students in a distance learning modality.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139392558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Technological advances such as Learning Management System (LMS) are changing the teaching-learning conditions, organization of school activities and functions of educators. In particular, the use of LMS in the educational field is necessary due to the appearance of the SARS-CoV-2 virus. This quantitative research analyzes the teachers' perception about the use of LMS during the COVID-19 pandemic considering data science. The sample is 115 teachers from the National Autonomous University of Mexico. These teachers took the “Classroom of the Future 2020” Diploma in order to create new educational spaces. The results of the machine learning technique indicate that the performance of the school activities in LMS positively influences the learning process, motivation and participation of the students during the COVID-19 pandemic. Also, the decision tree technique identifies three predictive models about the use of this technological tool in the educational field considering the academic level and sex of the teachers. In conclusion, educators can improve the learning conditions, organize creative activities inside and outside the classroom, achieve the innovation in the educational context and build virtual spaces through LMS.
{"title":"TEACHERS' PERCEPTIONS ABOUT THE USE OF LEARNING MANAGEMENT SYSTEMS DURING THE COVID-19 PANDEMIC CONSIDERING DATA SCIENCE","authors":"R. Salas-Rueda, C. Alvarado-Zamorano","doi":"10.17718/tojde.1090350","DOIUrl":"https://doi.org/10.17718/tojde.1090350","url":null,"abstract":"Technological advances such as Learning Management System (LMS) are changing the teaching-learning conditions, organization of school activities and functions of educators. In particular, the use of LMS in the educational field is necessary due to the appearance of the SARS-CoV-2 virus. This quantitative research analyzes the teachers' perception about the use of LMS during the COVID-19 pandemic considering data science. The sample is 115 teachers from the National Autonomous University of Mexico. These teachers took the “Classroom of the Future 2020” Diploma in order to create new educational spaces. The results of the machine learning technique indicate that the performance of the school activities in LMS positively influences the learning process, motivation and participation of the students during the COVID-19 pandemic. Also, the decision tree technique identifies three predictive models about the use of this technological tool in the educational field considering the academic level and sex of the teachers. In conclusion, educators can improve the learning conditions, organize creative activities inside and outside the classroom, achieve the innovation in the educational context and build virtual spaces through LMS.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139393700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Even though distance education from the home environment has seemed comfortable and economic for students with disability in formal higher education during the pandemic, insufficiency in their academic self-efficacy, satisfaction and an increasing tendency to drop out were observed. This quantitative research is based on development of the scales and hierarchical regression analyses to determine the resources of academic self-efficacy, satisfaction and the tendency to drop out of students with disability in higher education beyond physical accessibility. The hierarchical effect of sub-dimensions of academic self-efficacy on satisfaction and the tendency to drop out and hierarchical predictor roles of socio-demographic characteristics (gender, rate of personal disability, type of disability, and four fields of study) were analysed. Some of the important findings are; self-efficacy in training, emotional well-being, technique and communication are determined as the sub-dimensions of academic self-efficacy. Self-efficacy in emotional well-being is the most effective sub-dimension of academic self-efficacy on satisfaction. Hierarchically, fields of study (social science and health sciences), rate of disability and types of disability (chronic illness and hearing disability) are effective on academic self-efficacy. The results support the decision makers to increase the quality of more inclusive higher education by considering differences based on education fields, types of disability and rate of (personal) disability and gender.
{"title":"HIERARCHICAL EFFECT OF ACADEMIC SELF-EFFICACY AND SOCIO-DEMOGRAPHIC CHARACTERISTICS ON SATISFACTION AND DROPOUT OF STUDENTS WITH DISABILITY IN HIGHER EDUCATION","authors":"Merve Bulut, Yaren Bulbul","doi":"10.17718/tojde.1245358","DOIUrl":"https://doi.org/10.17718/tojde.1245358","url":null,"abstract":"Even though distance education from the home environment has seemed comfortable and economic for students with disability in formal higher education during the pandemic, insufficiency in their academic self-efficacy, satisfaction and an increasing tendency to drop out were observed. This quantitative research is based on development of the scales and hierarchical regression analyses to determine the resources of academic self-efficacy, satisfaction and the tendency to drop out of students with disability in higher education beyond physical accessibility. The hierarchical effect of sub-dimensions of academic self-efficacy on satisfaction and the tendency to drop out and hierarchical predictor roles of socio-demographic characteristics (gender, rate of personal disability, type of disability, and four fields of study) were analysed. Some of the important findings are; self-efficacy in training, emotional well-being, technique and communication are determined as the sub-dimensions of academic self-efficacy. Self-efficacy in emotional well-being is the most effective sub-dimension of academic self-efficacy on satisfaction. Hierarchically, fields of study (social science and health sciences), rate of disability and types of disability (chronic illness and hearing disability) are effective on academic self-efficacy. The results support the decision makers to increase the quality of more inclusive higher education by considering differences based on education fields, types of disability and rate of (personal) disability and gender.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139393669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to reveal the pull and push factors that influence the decisions of administrators and practitioners about online courses offered to students on campus in terms of teaching-learning, course content procurement, and assessment-evaluation dimensions. The study was carried out using nested multi-case studies as a qualitative research method. The sample of the study consisted of four Distance Education Centers (DEC) with at least five years of experience, selected by the snowball and maximum variation sampling methods. The data were obtained using individual semi-structured interviews, institution documents, and Learning Management Systems (LMS), with 24 people working as administrators, content development specialists, program coordinators, and IT specialists at these institutions. It was found that factors like the interaction between students and teachers, legislation, budget, human resources, and organized structuring helped the DECs decide which models to use in the teaching-learning, course content procurement, and assessment-evaluation dimensions.
{"title":"HOW DO HIGHER EDUCATION INSTITUTIONS OFFER ONLINE COURSES FOR ON-CAMPUS STUDENTS? PULL AND PUSH FACTORS INFLUENCING THEIR DECISIONS","authors":"Ayşin Gaye Ustun, E. Kurşun, Halil Kayaduman","doi":"10.17718/tojde.1175726","DOIUrl":"https://doi.org/10.17718/tojde.1175726","url":null,"abstract":"The purpose of this study is to reveal the pull and push factors that influence the decisions of administrators and practitioners about online courses offered to students on campus in terms of teaching-learning, course content procurement, and assessment-evaluation dimensions. The study was carried out using nested multi-case studies as a qualitative research method. The sample of the study consisted of four Distance Education Centers (DEC) with at least five years of experience, selected by the snowball and maximum variation sampling methods. The data were obtained using individual semi-structured interviews, institution documents, and Learning Management Systems (LMS), with 24 people working as administrators, content development specialists, program coordinators, and IT specialists at these institutions. It was found that factors like the interaction between students and teachers, legislation, budget, human resources, and organized structuring helped the DECs decide which models to use in the teaching-learning, course content procurement, and assessment-evaluation dimensions.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139391693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Calyd T. Cerio, Lielanie O. Barrion, Evelie P. Serrano
The advent of the COVID-19 pandemic has had a huge impact on everyone’s lives. To prevent the spread of the coronavirus, people were ordered to stay at home, whether or not they were infected. Due to psychological issues such as stress, anxiety, and depression, these lockdowns had major consequences to one’s mental health. The study aimed to assess the level of anxiety and examine the factors that cause it among graduate students. The study employed a mixed method following an embedded design. Data were collected through an online survey administered to 116 graduate students of the College of Public Affairs and Development at the University of the Philippines, Los Baños. Using the Generalized Anxiety Disorder (GAD-7), the study found that almost three-fourths of the graduate students had anxiety. Unstable internet connection, online academic requirements, and learning loss were among the major factors that contribute to their anxiety. Accordingly, policies and interventions should be crafted to ensure that graduate students thrive in this “new normal” of teaching and learning.
{"title":"PSYCHOLOGICAL IMPACT OF THE COVID-19 PANDEMIC ON GRADUATE STUDENTS IN THE PHILIPPINES","authors":"Calyd T. Cerio, Lielanie O. Barrion, Evelie P. Serrano","doi":"10.17718/tojde.1227831","DOIUrl":"https://doi.org/10.17718/tojde.1227831","url":null,"abstract":"The advent of the COVID-19 pandemic has had a huge impact on everyone’s lives. To prevent the spread of the coronavirus, people were ordered to stay at home, whether or not they were infected. Due to psychological issues such as stress, anxiety, and depression, these lockdowns had major consequences to one’s mental health. The study aimed to assess the level of anxiety and examine the factors that cause it among graduate students. The study employed a mixed method following an embedded design. Data were collected through an online survey administered to 116 graduate students of the College of Public Affairs and Development at the University of the Philippines, Los Baños. Using the Generalized Anxiety Disorder (GAD-7), the study found that almost three-fourths of the graduate students had anxiety. Unstable internet connection, online academic requirements, and learning loss were among the major factors that contribute to their anxiety. Accordingly, policies and interventions should be crafted to ensure that graduate students thrive in this “new normal” of teaching and learning.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139392095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This mixed-method study explored the effect of the flipped classroom model (FCM) on vocabulary learning of young English language learners and their perceptions and experiences about FCM practices. Two intact groups of 4th-grade students in a state primary school in Turkiye were randomly assigned as experimental (N = 32) and control (N = 33) groups. The quantitative data related to vocabulary learning were collected through three measurement tests. The qualitative data were obtained via semi-structured face-to-face interviews with 19 volunteer students from the experimental group. The results revealed that the levels of vocabulary learning and retention for the experimental group students were statistically significantly higher than those of the control group students (p< 0.05). The qualitative data analysis also confirmed the effectiveness of the model for vocabulary learning and revealed its efficiency for language classes of young English language learners. Accordingly, suggestions were made for the FCM implementation.
{"title":"FLIPPED CLASSROOM MODEL WITH YOUNG LEARNERS’ VOCABULARY LEARNING IN PRIMARY ELT CLASSROOMS","authors":"Pinar Sik, Ece Zehir Topkaya","doi":"10.17718/tojde.1213698","DOIUrl":"https://doi.org/10.17718/tojde.1213698","url":null,"abstract":"This mixed-method study explored the effect of the flipped classroom model (FCM) on vocabulary learning of young English language learners and their perceptions and experiences about FCM practices. Two intact groups of 4th-grade students in a state primary school in Turkiye were randomly assigned as experimental (N = 32) and control (N = 33) groups. The quantitative data related to vocabulary learning were collected through three measurement tests. The qualitative data were obtained via semi-structured face-to-face interviews with 19 volunteer students from the experimental group. The results revealed that the levels of vocabulary learning and retention for the experimental group students were statistically significantly higher than those of the control group students (p< 0.05). The qualitative data analysis also confirmed the effectiveness of the model for vocabulary learning and revealed its efficiency for language classes of young English language learners. Accordingly, suggestions were made for the FCM implementation.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139393655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Online education has been implemented in Turkiye as well as in many countries of the world in recent years and is becoming more widespread day by day. Being able to take place anytime and anywhere, eliminating the limitations of time and space, and providing lifelong learning can be described as the most basic factors in the spread of online education. In addition, due to the rapid increase in the number of learners who have to take online education due to the Covid-19 global epidemic, which has affected the whole world recently, it has become an important issue for learners to acquire knowledge and skills in online distance learning environments. Also, it is necessary to determine the level of developing a sense of community in order to ensure the learners' self-expression in the relevant environments, their active participation and the continuity of the learning action. In this study, it was aimed to determine the level of sense of community of learners studying at Turkish-German University in the 2021-2022 academic year in online distance education environments in terms of different variables like gender, level of education, and their ability to use computer programs and applications.The research was carried out in the cross-sectional scanning model. The obtained data are analyzed with the help of SPSS package program. The findings are evaluated at the 95% confidence interval and at the 5% significance level. Sub-factor averages, factor correlations are examined and diagnostic statistics related to the study group are included. In addition, t-test is used for variables with two sublevels and one-way Anova is used for variables with more than two sublevels. If there is a difference in the Anova test, Post-Hoc tests are used to determine the pairwise differences. As a result, in order to make education more efficient in online learning environments, it is concluded that in order to strengthen the sense of community, learners can be given tasks that they can discuss and negotiate, learners can be made to work in groups in related environments, etc. In adddition, considering the stress, anxiety and uncertainty that learners and educators face with the global epidemic, it is thought that social presence should take priority for learning to take place. It is recommended that the study be developed by applying it to larger regions and samples.
{"title":"THE DETERMINATION OF THE SENSE OF COMMUNITY LEVELS OF UNIVERSITY STUDENTS IN ONLINE DISTANCE EDUCATION ENVIRONMENTS IN TERMS OF DIFFERENT VARIABLES","authors":"Aysun Gunes, Emin Ozen, Mona Aykul","doi":"10.17718/tojde.1251673","DOIUrl":"https://doi.org/10.17718/tojde.1251673","url":null,"abstract":"Online education has been implemented in Turkiye as well as in many countries of the world in recent years and is becoming more widespread day by day. Being able to take place anytime and anywhere, eliminating the limitations of time and space, and providing lifelong learning can be described as the most basic factors in the spread of online education. In addition, due to the rapid increase in the number of learners who have to take online education due to the Covid-19 global epidemic, which has affected the whole world recently, it has become an important issue for learners to acquire knowledge and skills in online distance learning environments. Also, it is necessary to determine the level of developing a sense of community in order to ensure the learners' self-expression in the relevant environments, their active participation and the continuity of the learning action. In this study, it was aimed to determine the level of sense of community of learners studying at Turkish-German University in the 2021-2022 academic year in online distance education environments in terms of different variables like gender, level of education, and their ability to use computer programs and applications.The research was carried out in the cross-sectional scanning model. The obtained data are analyzed with the help of SPSS package program. The findings are evaluated at the 95% confidence interval and at the 5% significance level. Sub-factor averages, factor correlations are examined and diagnostic statistics related to the study group are included. In addition, t-test is used for variables with two sublevels and one-way Anova is used for variables with more than two sublevels. If there is a difference in the Anova test, Post-Hoc tests are used to determine the pairwise differences. As a result, in order to make education more efficient in online learning environments, it is concluded that in order to strengthen the sense of community, learners can be given tasks that they can discuss and negotiate, learners can be made to work in groups in related environments, etc. In adddition, considering the stress, anxiety and uncertainty that learners and educators face with the global epidemic, it is thought that social presence should take priority for learning to take place. It is recommended that the study be developed by applying it to larger regions and samples.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139391696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Online learning is emphasised in the 21st century curricula as one of the efficient instructional practices that improves the learning ownership of contemporary learners. A key factor in ensuring success in learners’ online learning environments is the implementation of learner control. Learner control motivation is influenced by multiple interconnected beliefs and learner-directed learning practices. This study focuses on self-regulation strategies and motivational beliefs in the context of post-pandemic online tutorials. The aim of this study was to discover the influence of self-regulation strategies on learners’ motivational beliefs, and the impact of learners’ motivational beliefs on their learner control motivation when experiencing online tutorials. This study comprises 14 learners (age 9) from a Malaysian elementary school. Qualitative case study methodology was employed, using interviews and observations. The results of this study revealed a significant relationship between self-regulation and motivational beliefs in order to comprehend learners’ motivation for learner control when experiencing online tutorials. The results drew attention on self-regulation strategies to guide online instruction that underpins learners’ motivational beliefs and enhances learner control motivation.
{"title":"MALAYSIAN ELEMENTARY LEARNERS’ SELF-REGULATION, MOTIVATIONAL BELIEFS AND LEARNER CONTROL MOTIVATION WHEN EXPERIENCING ONLINE TUTORIALS","authors":"Min Hui Leow, Rafiza ABDUL RAZAK","doi":"10.17718/tojde.1262408","DOIUrl":"https://doi.org/10.17718/tojde.1262408","url":null,"abstract":"Online learning is emphasised in the 21st century curricula as one of the efficient instructional practices that improves the learning ownership of contemporary learners. A key factor in ensuring success in learners’ online learning environments is the implementation of learner control. Learner control motivation is influenced by multiple interconnected beliefs and learner-directed learning practices. This study focuses on self-regulation strategies and motivational beliefs in the context of post-pandemic online tutorials. The aim of this study was to discover the influence of self-regulation strategies on learners’ motivational beliefs, and the impact of learners’ motivational beliefs on their learner control motivation when experiencing online tutorials. This study comprises 14 learners (age 9) from a Malaysian elementary school. Qualitative case study methodology was employed, using interviews and observations. The results of this study revealed a significant relationship between self-regulation and motivational beliefs in order to comprehend learners’ motivation for learner control when experiencing online tutorials. The results drew attention on self-regulation strategies to guide online instruction that underpins learners’ motivational beliefs and enhances learner control motivation.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139392098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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