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- MakaleYayıncıda açık erişim2023The E-Learning Attitude of Talented Pre-service Teachers in the Online Learning Model Following the Kahramanmaraş and Hatay Earthquakes
Türker, Üstün; Somoǧlu, Mustafa Bariş; Tezcan, Efecan; Koç, Mine
This study, which aims to determine the e-learning attitudes of talented teacher candidates following the earthquakes in Kahramanmaraş and Hatay and to compare them according to some variables, was designed with a cross-sectional-survey model, one of the quantitative research methods. The research sample was comprised of 826 pre-service teachers from the fields of Physical Education and Sports, Music Education, and Visual Arts during the spring semester of 2022-2023. Data for the study were collected using the Test of E-Learning Related Attitudes Scale, with data collection conducted through Google Forms. Data analysis was used to SPSS program. In terms of the academic department variable, it was concluded that pre-service teachers specializing in Physical Education and Sports, Music Education, and Visual Arts demonstrated similar levels of E-learning attitudes, and no statistically significant differences were observed among them (p<0.05). Furthermore, in the context of education and instructional activities being carried out through online learning methods, it was determined that the choice of and utilization of computers and mobile devices as learning tools resulted in similar overall E-learning attitudes (p<0.05). Nevertheless, those who favored mobile devices demonstrated a statistically higher level of inclination toward technology use and perceived usefulness, while those who used computers reported statistically higher levels of satisfaction and motivation in their E-learning attitudes (p<0.05). According to the research results, it was observed that the E-learning attitudes of pre-service teachers following the Kahramanmaraş and Hatay earthquakes were at a moderate level, with satisfaction in online learning registering as the least favorable aspect of E-learning attitude.
- BildiriAçık Erişim2015Online learning in vocational school: focus on students' perceptions
Aydin, Sinan; Akkan, Yasar; Arpaz, Ercan; Koparan, Bulent; Iaman, A; Eskicumali, A
In this study, we describe vocational school students' practices and perceptions of online learning based on interviews and observations. First, we identify student characteristics within online classes. Then, we report student perceptions of online lectures. Finally, we summarize our recommendations to improve the online teaching. The methodology used in this study was qualitative data-collection techniques to obtain vocational school student views on online education and educational processes. For this purpose, two stages of data collection were used in this study these were one-on-one open-ended interviews and think-aloud observation. According to data analysis from this study, communication between students and teachers has a basic effect on shaping students' perceptions and approach to online learning. Also, they have some negative ideas of using and implementations of technology in lectures. Included in this finding is that the meaning assigned by students to any technological material used in lectures is directly connected with the way this material is implemented. Another important finding is that planning of course, assessment and curriculum plays basic role in student's concentrate on lectures and success in online learning. We investigated only a few of the possible relationships between perception of the online environment, the technological materials used in lectures, students' approach to online learning, and students' perceptions of this learning way. Although Web resources and community were mentioned in this study, they may play a more effective role in student online learning than was analyzed in this study. Some additional factors that may effect student perceptions needed to be investigated are the link between perception and outcome, faculty use and knowledge, faculty perceptions and training. (C) 2015 The Authors. Published by Elsevier Ltd.